College of Letters & Science
Permanent URI for this communityhttps://scholarworks.montana.edu/handle/1/37
The College of Letters and Science, the largest center for learning, teaching and research at Montana State University, offers students an excellent liberal arts and sciences education in nearly 50 majors, 25 minors and over 25 graduate degrees within the four areas of the humanities, natural sciences, mathematics and social sciences.
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Item Diverse literature in elementary school libraries: who chooses and why?(Montana State University - Bozeman, College of Education, Health & Human Development, 2017) Bulatowicz, Donna Marie; Chairperson, Graduate Committee: Joyce HerbeckPublished children's literature in the United States overrepresents some identities while underrepresenting others, such as people of color, LGBT people, people with disabilities, people who live below the poverty line (Crisp et al., 2016), and more. Thus, some children may not encounter text representative of their identities. As literature can assist with identity development and provide ways for children to learn about those who differ from self, the lack of diversity in children's books disadvantages children with minoritized and majoritized identities (Bishop, 2012; Koss, 2015; Lifshitz, 2016; Schachter & Galili-Schachter, 2012). School librarians function as gatekeepers through the purchase and promotion of various texts. The decisions made by these gatekeepers may enable greater access to representative literature or may limit access. This illustrative case study with a descriptive survey examines the frequency with which librarians promote diverse literature, their comfort level doing so, and how they describe the factors that impact their decisions regarding diverse text. The researcher created an online survey on Qualtrics with both quantitative and qualitative questions and emailed 1,137 elementary school librarians in Idaho, Montana, New Mexico, Utah, and Wyoming to request participation in the survey. One hundred and sixteen librarians completed the survey. Eight participants self-selected for interviews. Librarians felt most uncomfortable promoting books with LGBT characters, and were most likely to "never" promote these books than any other type of diverse identity listed in the survey. Two main themes emerged from this study: internal and external factors impact librarian decision making regarding promotion of diverse texts, and some librarians may self-censor purchase and/or promotion of diverse texts. This study offers insight into the factors that impact librarian decision making, as well as how frequently librarians promote diverse texts and their comfort level promoting diverse literature. The study concludes with an examination of the implications from this study, including lack of available texts reflective of LGBT identities, a possible need for training regarding intellectual freedom and the librarian code of ethics, and the impacts of budget issues. Finally, recommendations for future studies are explored, which may further illuminate this under-researched area.Item A needs assessment of potential and existing small-business owners on the Blackfeet Reservation(Montana State University - Bozeman, College of Business, 1989) Davis, Debra Kay; Chairperson, Graduate Committee: Norman L. MillikinThe major purpose of this study was to determine how the Small-Business Management/Entrepreneurship curriculum at Blackfeet Community College can meet the needs of potential and existing small-business owners on the Blackfeet Reservation. A small-business needs assessment questionnaire was sent to potential and existing small-business owners on the Blakcfeet Reservation. The return rate was 62 percent and 80 percent for existing and potential business owners, respectively. The results of the study were 1)the major challenges facing small-business start-up or acquisition are securing capital/credit, developing a business plan and researching the market; 2)potential business owners are more aware of the business program than are current business owners; and 3)both current and potential business owners feel that the most useful tyes of business assistance programs would be basic business principles, computer usage, and home based businesses. Based on the information received from the responses to the questionnaire the following conclusions were reached: 1)the greatest educational need of both potential and existing small-business owners is training and instruction in basic business principles; 2)existing business owners prefer instruction during the evening hours and on Mondays, Tuesdays, and Wednesdays, while potential business owners prefer instruction during the morning hours and on Tuesdays, Wednedsays, and Thursdays; 3)a substantial percentage of existing business owners are unaware of the business program; 4)a market for the program does exist among current business owners; and 5)opportunities exist £or graduates of the program for employment in existing businesses on the reservation.Item The status and needs of Montana history teaching at the elementary school level(Montana State University - Bozeman, 1974) Willmuth, Nina Kay Buchanan; Chairperson, Graduate Committee: Franklin Hawes GreenoughItem The integration of English language arts, science and other subjects : learning from elementary educators' knowledge and practice(Montana State University - Bozeman, College of Education, Health & Human Development, 2013) Nollmeyer, Gustave Evan; Chairperson, Graduate Committee: Lynn Kelting-Gibson.A cursory review of the literature reveals that integration is a difficult practice to define, yet elementary teachers are quick to speak positively of integration and many claim to integrate in their practice. If there is a lack of consensus about what integration means, what then are these teachers doing when they say that they integrate? Surprisingly, few researchers have taken the time to explore the descriptions and practices of elementary educators. This study investigated five cases in an effort to establish how teachers view the domain of subject area integration. Qualitative data was collected through interviews with the participants and observations of the integrated lessons they taught. The data revealed a healthy mix of commonalities within and differences between the teachers' descriptions and practices. These similarities and differences revealed a model of integration that goes beyond the linear continuums common in the literature. The conclusions of this study propose a model of the domain that consists of four variables. These variables can be used to describe with great detail an individual practice of integration and allow educators and administrators an opportunity to consider and plan for growth in the practice of subject area integration.Item Science teaching time and practice, and factors influencing elementary teachers' decisions about both in rural reservation schools(Montana State University - Bozeman, College of Education, Health & Human Development, 2009) Jones, Richard Marshall; Chairperson, Graduate Committee: Elisabeth Swanson; Arthur W. Bangert (co-chair)An achievement gap exists between White and Native American students in Montana. Extensive research has shown that improving the quality of instruction for minority students is an effective way to narrow this gap. Science education reform movements emphasize that for science to be effective it must first be taught and that when taught, should use a variety of approaches, including inquiry. In Montana it is also essential that programs designed to improve science instruction include strategies recommended by the research that are effective for Native American students including contextualization within the culture, the use of modeling and demonstration, and collaborative engagement in learning. The ten teachers who participated in this study were engaged in such a program, the Big Sky Science Partnership (BSSP). This study investigates three questions. First, how much time are the teachers in the study teaching science? Second, what does this teaching look like in relation to the recommendations for best science practice found in the research? Third, what influences do the teachers feel drive their instructional decisions? The answers to these questions were based on both quantitative and qualitative measures including data from interviews, participant reflections, observations, and surveys. This study provides an in-depth description of the allocation of science teaching time for elementary teachers who work primarily with Native American students as well as providing valuable data regarding teaching practice. The study shows that both time and practice are influenced by many factors. The primary influence cited by the participants in this study was district focus on reading and mathematics instruction. Participants also indicated that their participation in the BSSP had a direct influence on the amount of time they devoted to science instruction as well as the content covered and the strategies used. Teachers' views about these influences provide insight into limitations that schools' physical structure, policy mandates, and culture can place on a teacher's ability to effectively teach science. In light of the results of the study, implications for educators and policy makers are addressed, and recommendations for future research are suggested.