Theses and Dissertations at Montana State University (MSU)
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Item Examining the pathways and supports leading MSSE program graduates into leadership roles(Montana State University - Bozeman, College of Education, Health & Human Development, 2016) Solberg, Kathryn Vaplon; Chairperson, Graduate Committee: Mary LeonardThis study examined the pathways taken by science teachers to move into leadership roles, specifically teachers who had participated in and graduated from the Master of Science in Science Education (MSSE) program at Montana State University. Distributed teacher leadership has been identified as having the potential to improve schools, however, little is known about the pathways teachers take to move into leadership roles, how schools go about distributing leadership, or the supports that help teachers develop leadership skills. There is also a need to better determine how teacher leadership development and progression is supported through graduate programs. This research was a two-level quantitative-qualitative research. The first level used a survey to explore the leadership roles teachers filled and the pathways teacher leaders took to move into leadership roles. The second level focused on creating case studies of eleven MSSE program graduates. Case study data was used to further examine and provide deeper insights into the pathways teachers used and the motivators or supports that encouraged them to move into or take on leadership roles. Case study data was also used to determine the extent to which participants perceived the MSSE program supported or contributed to their leadership development and progression. Specific supports provided by the program were identified. The study provided evidence that the pathways taken by teachers tend to follow two main trends: teachers either volunteer in order to fill a void or address a need, or teachers are recruited by an administrator to fill a leadership role. The formality of the leadership role did not determine the formality of the pathway taken to move into the role. Conclusions include a descriptive framework for pathways taken to leadership and descriptions of specific supports provided by the MSSE program as identified by MSSE program graduates.Item A follow-up of the 1961-1962 northwest Iowa graduates of Nettleton Business Training College(Montana State University - Bozeman, 1963) Galusha, Richard L.Item First position opportunities of Wyoming graduates from selected vocational post-secondary office occupations programs(Montana State University - Bozeman, 1971) Coughenour, Arthur L.Item Predictors of student persistence among technical programs at Montana State University-Northern(Montana State University - Bozeman, College of Education, Health & Human Development, 2000) Hawkinson, Virgil CarolusItem Performance evaluation of ADN and BSN graduates(Montana State University - Bozeman, College of Education, Health & Human Development, 1984) Nicholls, Daniel J.This study determined Directors' of Nursing (DNS) assessment of the preparation of new graduates from associate degree (ADN) and baccalaureate degree (BSN) nursing programs. A sample of 329 Directors from hospitals in the thirteen state,region represented in the Midwest Alliance of Nursing were randomly selected. The questionnaire was developed based on Schwirian's Six Dimension Scale of Nursing, Performance (1978) . This scale was developed by Schwirian who established its reliability and validity. The scale yields a total scale mean score and six subscale mean scores on: Teaching/Collaboration, Planning/Evaluation, Leadership, Critical Care, Interpersonal Relationships/Communications, and Professional Development. Principles from Dillman's Mail and Telephone Surveys: A Total Design Method (1978) were used to design the questionnaire, conduct a pilot study and implement a survey that was conducted during December 1983 and January 1984. A return rate of 293 or 89 percent was achieved. Data analysis was completed on 249 questionnaires or 76 percent. A non-parametric Sign Test indicated baccalaureate graduates were rated higher than associate degree on more items of the Six-D Scale. A Two-Way Analysis of Variance found that there was significant interaction between the initial "type" of RN education of the responding Directors and the ratings they gave ADN and BSN preparation on the total scale score and five of six subscales. The nature of the interaction showed that Directors receiving their initial RN education in ADN and diploma nursing programs rated ADN and BSN graduate preparation closely. Directors who received their initial RN education in BSN programs rated BSN graduates preparation markedly higher and ADN graduates lower. It should be noted that BSN graduates received higher assessments by Directors regardless of their preparation on all measures except when the Directors received their initial RN education in ADN programs. Those Directors rated the preparation of ADN graduates higher than BSN graduates on the Critical Care subscale. A descriptive analysis, grouped by subscale, of the competencies and deficiencies of ADN and BSN graduate preparation was presented. Accompanying tables with item analysis was presented to assist in curricular planning and modification for nursing educators.Item Native American warriors in education : journeys of persistence, stories from the heart(Montana State University - Bozeman, College of Education, Health & Human Development, 1999) Garcia, Florence McGeshickItem An evaluation of the teacher education program at Montana State University by graduates of that program(Montana State University - Bozeman, College of Education, Health & Human Development, 1972) Mattson, Ronald BoydItem A five-year longitudinal study of teacher survival among teacher-education graduates of Montana State University(Montana State University - Bozeman, College of Education, Health & Human Development, 1987) Steadman, Richard JohnThe primary focus of this study was on two aspects of teacher turnover. The study sought to find if nineteen demographic and performance variables gathered prior to graduation could predict the career decisions of graduates of a teacher-education class five years following their graduation. Also, the rate at which beginning teachers among the study sample left teaching was compared with rates found in other comparable studies. The study sample included all teacher-education graduates from Montana State University in 1979. Prior to graduation each subject completed a questionnaire and Allport-Vernon Study of Values. Measures of intelligence, achievement, and student teaching performance were gathered. Each year for five years immediately following their graduation, subjects were contacted and asked to provide information about their present careers, geographic locations, and reasons for any career change. After the fifth yearly contact, subjects were divided into employment categories based on whether they were currently teaching, had taught but were no longer teaching, or had never taught. Nineteen variables were analyzed using One-Way Analysis of Variance and Chi Square Test of Independence. In addition, Chi Square Goodness of Fit was used to compare the turnover rates among teachers in this study and in each of four other comparable teacher turnover studies. Two of the nineteen pre-employment variables were found to be significant at the .05 level. There was no significant difference in the rate at which beginning teachers in this study left teaching and the rates at which beginning teachers in four other studies left teaching. The study concluded with narrative descriptions of careers pursued by subjects outside of teaching, reasons given by subjects for leaving teaching, and the geographic distribution of graduates five years after graduation. Two major conclusions can be drawn from this study. First, preemployment characteristics and experiences by themselves cannot predict an individual's career pattern. Lifetime experiences play a major role in the process and must be examined in conjunction with pre-employment variables to understand career decisions. Second, the rate at which teachers leave teaching is constant over time, job market condition, and geographic location.