Theses and Dissertations at Montana State University (MSU)
Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733
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Item Effects of term length on academic success in a science classroom(Montana State University - Bozeman, College of Letters & Science, 2021) Anderson, Gregory Michael; Chairperson, Graduate Committee: Greg FrancisThe purpose of this action research was to determine if term length had an association with student success in an alternative high school. Alternative high schools traditionally have smaller class sizes and a diverse population of students. The procedure was to examine if a shorter term (octer four week grading period v quarter nine week grading period) had an effect on students' academic success with passing rates in a science classroom. The procedure included examination of not only passing rates, but also student self-efficacy using a Likert scale and student interviews within the science classroom. Evaluation of the same procedure was examined with other core subjects of language arts, math and social studies. This was done to determine if term length also had an effect on all core subject areas and could result in an overall effect on academic success.Item A multisite case study of state policy and teacher perceptions of recruitment and retention in rural school districts impacted by the critical quality educator shortage(Montana State University - Bozeman, College of Education, Health & Human Development, 2020) Hancock, Hailey Suzanne; Chairperson, Graduate Committee: Christine Rogers StantonThe purpose of this qualitative multisite case study is to explore the history of school funding and policy in Montana K-12 schools with a focus on how the State legislature is or is not providing equality of educational opportunity. Because teachers are the most significant school-related factor on student performance, the analyses will focus on data involving recruiting and retaining highly qualified teachers in rural contexts. This case study occurs from 2004-2019 when school districts sued the State legislature in Columbia Falls v. State of Montana (2004/2005) for not providing an adequate education. The Montana legislature revised their school finance model and, while the State claims the funding is sufficient, Montana continues to face a critical quality educator shortage in rural communities. Since 74% of Montana schools identify as rural this is especially problematic. Critical place-conscious theory was applied to the multisite case study, which consists of five interconnected phases where the semi-structured interviews influence critical policy discourse analysis. The study focused on two rural school districts impacted by the educator shortage, identified as the Glacier and Yellowstone sites. Findings demonstrate that there is a disconnect between Montana policies addressing teacher recruitment and retention, and the reality of educators' professional lives. The unsustainable workloads of teachers, inadequate staffing, low-compensation, and unaffordable housing are all challenges faced by Montana teachers. Rurality is not the primary cause of these challenges rather these issues appear to be systemic. A major conclusion is that teacher attrition impacts the quality of education students receive therefore equality of opportunity does not exist between rural and non-rural schools in Montana. Local school districts are integrating place-conscious solutions to fill this opportunity gap such as teacherages and innovative scheduling, however, not all schools have the financial capacity or leadership to do so, therefore the Montana legislature has a responsibility to provide more funding to schools impacted by the critical quality educator shortage. Furthermore, a new framework, the Place-Conscious Social- Ecological Model, is suggested to create education policy that values Montana's rurality.Item A survey of organization and practice in several semi-nongraded school systems(Montana State University - Bozeman, College of Education, 1967) Owens, Olive V.The purpose of this study was to obtain first-hand information concerning the organization and administration of nongraded school systems. Five semi-nongraded or nongraded schools were visited. Principals, personnel and parents were interviewed. Principals of the five schools also responded to a written inquiry. In addition, representatives of two schools not visited granted interviews and completed the written inquiry. All schools approached cooperated. Some similarities in operation and administration were evident: 1. All of the schools responding were organized on a 'levels' plan for reading skills. 2. Initial ungrading began with some or all of the primary years. 3. Thorough orientation of staff and community was deemed highly important. 4. Lack of appropriate materials was a limiting factor. 5. More funds for equipment, materials and additional personnel were needed. 6. Each school devised its own reporting plan. Operation and administration varied in these respects: 1. Bases for evaluation of pupil progress (teacher judgement, reading tests based on textbook, and/or general achievement). 2. Plans for reporting to parents (conference, card, anecdotal, and/or combinations of two or more). 3. Number of levels for each year's work (from four per year to as many as seven). 4. Financial support of initial innovation (district or foundation). 5. Source of instigation for the plan (administration or teacher-administration group). 6. Organization of groups within classes (by achievement and/or interest). 7. Basis for assignment to classrooms (achievement, age, personality). 8. Extent of curriculum and years which were ungraded at first and currently (only reading in one or more primary grades to all areas in entire school). There appeared to be no one 'best' plan for implementing a nongraded school. There was only a consensus of philosophy. Administrators, staff and parents were generally enthusiastic about the plan. There was a lack of objective evaluation, even in the schools which had operated the plan the longest number of years.Item The role of the state supervisor in the distributive education program as viewed by Montana teacher-coordinators(Montana State University - Bozeman, College of Professional Schools, 1972) Pilling, Ada SuzanneThe problem of this study was to determine the opinions of Montana secondary school teacher-coordinators of distributive education in regard to what should be the duties of the state supervisor of distributive education? To fully solve this problem there are two basic questions which must be answered. 1. Are the functions listed in the literature as being specific duties of the state supervisor viewed as such by Montana teacher-coordinators of distributive education? 2. If the duties listed are viewed as being a part of the state supervisor's role, then are they presently being performed by the current state supervisor?Item Determination of beginning teacher needs and the North Dakota school administrators' practices in supervision(Montana State University - Bozeman, 1963) Gefroh, PeterItem The personnel, processes, and techniques used by Montana secondary school superintendents when making decisions(Montana State University - Bozeman, 1985) Saint, Danny Lloyd; Chairperson, Graduate Committee: Kenneth L. BruwelheideItem An evaluation of the secondary school administration program at Montana State University(Montana State University - Bozeman, 1975) Shutey, Rudolph John; Chairperson, Graduate Committee: John W. KohlItem Departmentalization and self-contained classrooms affects on student's attitudes toward school(Montana State University - Bozeman, 1978) Magness, James AnthonyItem Multi-purpose rooms in small North Dakota schools(Montana State University - Bozeman, 1964) Mack, Howard LeonardItem The appropriateness of sharing services in five Hi-line schools(Montana State University - Bozeman, 1970) Anderson, Thelma Gore
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