College of Education, Health & Human Development
Permanent URI for this communityhttps://scholarworks.montana.edu/handle/1/24
The College of Education, Health and Human Development (EHHD) is comprised of two departments: the Department of Education and the Department of Health and Human Development.
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Item The Role of Teacher Education in Improving Digital Literacy: A Pre-Service Teacher Case Study(New Prairie Press, 2024-10) Taheri, Rana; Pennington, SarahTechnology is crucial for teaching and learning in the 21st century. However, many pre-service teachers (PSTs) feel unprepared to utilize digital literacy (DL) in their future classes. This study explored PST’s perceptions of their DL knowledge and the perceived impact of their teacher education programs through a qualitative bounded case study method. Participants for this study were three PSTs engaged in a technology integration course at a land grant university in the northwestern US. Participants engaged in recorded one-on-one semi-structured interviews to learn about their perceptions and readiness for DL. The findings indicate that while PSTs were aware of DL, they lacked confidence in their ability to teach it. The study identified four critical themes related to the PSTs' perspectives on DL: concerns, challenges, advantages, and future decisions. The prioritization of DL training in teacher education programs and the reconsideration of engaging technology-related courses by universities and policymakers are recommended.Item Value-based healthcare payment models: a wolf in sheep’s clothing for patients and clinicians(Informa UK Limited, 2024-07) Bohler, Forrest; Garden, Allison; Brock, Callaham; Bohler, LilyValue-based healthcare payment models are an alternative insurance payment system that compensates healthcare providers based on their patients’ outcomes rather than the individual services healthcare workers provide. This shift from the current fee-for-service model that predominates our medical system has received renewed popularity and attention within organized medicine such as the American Medical Association. Advocates believe that this new payment model will address many of the unsolved issues in healthcare such as medical waste and unsustainable healthcare costs. In practice, however, this model is plagued with a myriad of unresolved issues of its own. In this commentary, we outline these issues and suggest that the intentions of those advocating for value-based payment models are either misguided or disingenuous. We then offer solutions that preserve our current fee-for-service model while making necessary changes that will benefit both physicians and patients nationwide.Item Brief Psychoeducational Group for Stroke Survivors and Family Caregivers(Ohio Counseling Association, 2024-04) Gonzalez-Voller, Jessica; Wood, Andrew W.; Lamb, Bryan C.; Sladkowski, ChristinaAs group leaders aim to benefit the well-being of individuals, it is important to examine each individual from a systemic and holistic point of view. This becomes integral when individuals experience acute distress due to medical concerns, such as stroke. The integrated care team surrounding a stroke survivor includes physical health professionals, mental health professionals, and family caregivers. Family caregivers often provide unpaid caregiving services to a loved one who experienced medical issues. Having a stroke can be particularly distressing and has unique implications for family caregiving (Rigby et al., 2009). Stroke survivors and their family caregivers are at risk for experiencing symptoms of depression and anxiety (Balhara et al., 2012), and if left untreated, symptoms could worsen. In working to support the emotional needs of stroke survivors and their family caregivers, the authors designed this brief group curriculum to provide psychoeducation on common psychological symptoms of distress this population may experience and tools for them to cope with those stressors.Item Neighborhood racial income inequality and cognitive health(Wiley, 2024-06) Zahodne, Laura B.; Sol, Ketlyne; Scambray, Kiana; Lee, Ji Hyun; Palms, Jordan D.; Morris, Emily P.; Taylor, Lauren; Ku, Vivian; Lesniak, Mary; Melendez, Robert; Elliot, Michael R.; Clarke, Phillippa J.INTRODUCTION. Neighborhood socioeconomic status (SES) has been linked to dementia, but the distribution of SES within a neighborhood may also matter. METHODS. Data from 460 (47% Black, 46% White) older adults from the Michigan Cognitive Aging Project were linked to census tract–level data from the National Neighborhood Data Archive (NaNDA). Neighborhood SES included two composites reflecting disadvantage and affluence. Neighborhood racial income inequality was the ratio of median incomes for White versus Black residents. Generalized estimating equations examined associations between neighborhood factors and cognitive domains. RESULTS. Neighborhood racial income inequality was uniquely associated with worse cognitive health, and these associations did not differ by participant race. Neighborhood disadvantage was only associated with worse cognitive health among Black participants. DISCUSSION. Both the level and racial distribution of SES within a neighborhood may be relevant for dementia risk. Racial differences in the level and impact of neighborhood SES contribute to dementia inequalities.Item Critical Science: A systematic literature review of empirical research (1979–2022)(Wiley, 2024-05) Wanago, Nicole C.; Alexander, Karen L.; Vaterlaus, J. Mitchell; Miller, Cynthia L.; Roberson, Kyle L.The Critical Science Approach (CSA) was developed in 1979 with the intent to create a consistent conceptual identity unifying the Family and Consumer Sciences (FCS) profession's philosophy, knowledge, and practice. This systematic literature review examines empirical CSA research published between 1979 and 2022 to better understand what the CSA means for the profession. A total of 71 articles met the criteria with the CSA highly integrated in 22 of those articles. Results illustrate a need for increased CSA scholarship, continuity in keyword usage within the CSA language, and collaboration among preprofessional programs and professional organizations to support and sustain a CSA paradigm shift.Item Quantum Under the Big Sky: An Education and Workforce Development Report(Montana State University’s Applied Quantum CORE, 2024-07) Yager, JasonThis 12-page report outlines the state of the workforce in quantum and quantum-adjacent industries in Montana as of Summer 2024. It also offers an overview of the educational pathways that prepare Montanans for jobs in this emerging industry and includes an analysis of current gaps and opportunities for future growth.Item Baseline Measures of Physical Activity and Function Do Not Predict Future Fall Incidence in Sedentary Older Adults: A Prospective Cohort Study(Human Kinetics, 2023-01) Whitten, Justin; Barrett, Rod; Carty, Christopher P.; Tarabochia, Dawn; MacDonald, David; Graham, DavidPhysical activity (PA) and physical function (PF) are modifiable risk factors for falls in older adults, but their ability to predict future fall incidence is unclear. The purpose of this study was to determine the predictive ability of baseline measures of PA, PF, and lower limb strength on future falls. A total of 104 participants underwent baseline assessments of PA, PF, and lower limb strength. Falls were monitored prospectively for 12 months. Eighteen participants fell at least once during the 12-month follow-up. Participants recorded almost exclusively sedentary levels of activity. PA, PF, and lower limb strength did not differ between fallers and nonfallers. Twelve participants, who reported a minor musculoskeletal injury in the past 6 months, experienced a fall. The results of this study suggest that in a cohort of highly functioning, sedentary older adults, PA does not distinguish fallers from nonfallers and that the presence of a recent musculoskeletal injury appears to be a possible risk factor for falling.Item The Acceptability of a Community-Based Perturbation-Based Balance Training to Older Adults and Healthcare Professionals(SAGE Publications, 2024-01) Whitten, Justin; O'Leary, Bryant; Graham, David; Grocke-Dewey, Michelle U.; Riley, Julie; Harper, Danielle; Tarabochia, DawnBackground: Perturbation-based balance training (PBT) is a promising fall risk reduction method that involves inducing unexpected perturbations to balance to train participants reactive balance control. Due to the unpredictable nature of PBT, its acceptability to older adults could present a barrier to the implementation of PBT in the community. Aim/Purpose: The purpose of this study was to assess the perceived acceptability of a community-based PBT program to both older adults and healthcare professionals (HCPs). Methods: Nineteen older adults (aged 69.6 ± 6.6 years, 17 women, 2 men) and three HCPs participated in the qualitative study. Participants completed four PBT sessions facilitated in conjunction with HCPs. Interviews, based on the theoretical framework of acceptability, were conducted before and after PBT and analyzed using template analysis. Results: PBT was perceived as effective by older adults and HCPs. However, HCPs perceived the equipment cost as a substantial barrier to feasibility in the community.Item Middle school educators’ experiences in a cross-institutional professional development model for enhancing writing instruction(Emerald, 2024-03) Rogers, Leslie; Burke, Megan; Laud, Leslie; Herricks, RebeccaPurpose. This paper explores a five-year case example of two educators engaged in practice-based professional development (PBPD) for the Self-Regulated Strategy Development (SRSD) model in a middle school. It examines the transformative effects and challenges of improving writing instruction, the activities involved and alternative PBPD delivery methods. Highlighting a collaborative effort between an institute of higher education (IHE), a middle school and ThinkSRSD, a PBPD for SRSD developer, the example underscores the long-term benefits and innovative insights into engaging with PBPD for SRSD over multiple years. Design/methodology/approach. The case involves analyzing survey data collected over five years. These surveys, which included specific SRSD-related queries and open-ended questions, were instrumental in assessing the evolution of the educators’ perceptions regarding SRSD and their engagement with PBPD. Additionally, the paper details PBPD activities as documented in a research journal, providing a comprehensive account of the developmental process. Findings. Through a cross-institutional partnership, two middle school general educators participated in PBPD for SRSD for 30 h across five years. Their engagement with PBPD progressed from initial introduction and implementation to facilitating PBPD for SRSD among peers and at the national level. Over time, the most consistently enacted SRSD action was “memorize it,” while actions such as “discuss it,” “support it” and “independent performance” showed greater variability. Both educators consistently praised SRSD and sought continued PBPD engagement over the five years. Originality/value. Our case example is the first five-year analysis of PBPD for SRSD among general middle school educators, highlighting the benefits and challenges of adopting evidence-based writing instruction. Our example emphasizes the need for continuous and focused professional development in areas crucial for student success, including self-regulation, prewriting strategies and techniques for fostering independent performance. Moreover, the two middle school educators’ critical feedback is invaluable for refining PBPD for SRSD. This work also enriches professional development schools (PDS) literature by offering effective strategies to support middle school teachers in developing a vibrant writing community, a cornerstone for student advancement in writing.Item Food Insecurity Experience: Building Empathy in Future Food and Nutrition Professionals(Elsevier, 2017-03) Harmon, Alison; Landolfi, Kara; Shanks, Carmen Byker; Hansen, Leanna; Iverson, Laura; Anacker, MelodyOBJECTIVE To assess changes in empathy in students completing a food insecurity experience. DESIGN Mixed methods; quantitative data from survey in years 1 and 2; qualitative data extracted from students\' workbooks in years 2-5. This study was conducted over 10 weeks annually for 5 years. SETTING Northwest US land-grant university. PARTICIPANTS Students enrolled in a community nutrition course who chose to complete the food insecurity exercise. Total included 58 students in quantitative analysis in years 1 and 2 and 119 in qualitative analysis, years 2-5. INTERVENTION(S) The intervention was a food insecurity experience in which participants spent no more than $3/d on food for 5 days ($15 total) while striving for a nutritious diet and reflecting on their experience. MAIN OUTCOME MEASURES Empathy scores measured by Likert scales; participant responses and reflections recorded in workbook journals. ANALYSIS Comparison of means across time using paired t tests (P < .05); coding and sorting themes from workbook journals. RESULTS Quantitative findings indicated that both classroom content and experiential exercises were important for enhancing empathy about food insecurity. Empathy scores increased from time I to time II and from time I to time III. Qualitative reflections among participants included terms such as guilt, empathy, compassion, and raised consciousness about food insecurity. CONCLUSIONS AND IMPLICATIONS Experiential and transformational learning to develop empathy can take place in a 5-day food insecurity experience during a typical university-level community nutrition course. This intervention can be tested for applications in other contexts.