Theses and Dissertations at Montana State University (MSU)
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Item Exploring the conceptual framework and knowledge base of nature-based experiential education(Montana State University - Bozeman, College of Education, Health & Human Development, 2020) Meyer, Joshua Joseph; Chairperson, Graduate Committee: Robert CarsonThis study examined the current status of Nature Based Experiential Education (NBEE) with respect to its underlying knowledge base and conceptual framework. Compared to other professions, including K-12 education, these formalized attributes have appeared to be fairly minimal. Anecdotally, NBEE draws upon an eclectic array of sources for inspiration and knowledge, while practitioners rely extensively on their own acquired base of personal experience for guidance. If this is true, then there is a certain element of rugged individualism to be admired. The tradeoff, though, would be a commensurate inability to form a cohesive discourse community, to identify and codify best practice, to establish a coherent research agenda to advance the state of the art, and to support either professional development or the establishment of standards in any kind of systematic and meaningful manner. Assuming that these are desirable goals, the initial challenge was to determine what sources of knowledge are most prominent among its practitioners. This study addressed that problem by using a qualitative mixed methods approach. The researcher employed three separate but complementary methods - by critically reviewing NBEE-related literature, by interviewing individuals with expertise in NBEE, and by surveying NBEE practitioners. The results of this study tend to support the anecdotal view that practitioner knowledge is eclectic, diverse, and largely dependent upon the experiences of individual practitioners, a kind of folk craft which is nevertheless shared among members of the field. It also revealed a small but robust inventory of inspirational and informative publications, some widely known. The project itself was met with interest, as practitioners and experts generally agreed that the profession would benefit from a more systematic and contemporary foundation of canonical knowledge and guiding principles. The study concludes by making several recommendations on how these goals can be served.Item Motivation and pedagogical ecology of school-based outdoor science teaching: a multiple case study(Montana State University - Bozeman, College of Education, Health & Human Development, 2019) Vallor, Rosanna Rohrs; Chairperson, Graduate Committee: Ann EwbankThis study examines why and how teachers incorporate school-based outdoor teaching in their pedagogies. Research demonstrates that students gain in a range of areas when learning outdoors, but teachers can face multiple barriers when considering outdoor teaching, and many choose not to teach outdoors. There is limited research about why and how successful teachers choose to plan and manage outdoor teaching. Using a multiple case study of three public-school teachers, in grades 4, 7, and high school, who have consistently taught outdoors for over 15 years each, the study addressed why exemplary teachers choose to teach outdoors and how exemplary teachers accomplish outdoor teaching. Each teacher constituted an individual case. Semi-structured interview responses, questionnaires, field observation notes, and video-recall interviews were coded and analyzed using NVivo software. Analytic narratives based on themes within the coded data were then developed for individual cases, followed by cross-case analysis of the three cases. The findings indicated that the teachers were motivated to teach outdoors by perceived positive student impacts, by outstanding available outdoor spaces, and by their personal connections to the natural world. Teachers plan and manage outdoor teaching, with administration and community cooperation, to take advantage of opportunities for students to engage in their local environment. These findings were synthesized into the Pedagogical Ecology of Outdoor Teaching (PEOT) model. The PEOT model includes teachers' motivations, contextual factors, and teacher-operational factors in sequential, iterative relationship, and illustrates the complexity and uniqueness of teachers' situations when considering outdoor teaching. Future research incorporating the PEOT model could analyze teachers' contexts and environmental connections to determine assets and needs in their situations. Action plans to address those needs could then be developed to assist teachers and districts to develop outdoor teaching opportunities.Item An examination of the intersection of outdoor adventure education and teacher education(Montana State University - Bozeman, College of Education, Health & Human Development, 2016) Davie, Lincoln Ingraham; Chairperson, Graduate Committee: Jayne DowneyScant research exists investigating the intersection of outdoor adventure education and teacher education. The purpose of the current study is to explore the relationship of outdoor adventure engagement and pre-service teachers' perceptions of preparedness to teach. A sample of 209 undergraduate students enrolled in education classes competed a survey consisting of: demographic questions pertaining to outdoor adventure engagement, The 12-item Teacher Sense of Efficacy Scale (TSES) (Tschannen-Moran & Hoy, 2001), The Short Grit Scale (Grit-S) (Duckworth & Quinn, 2009), and survey questions regarding preparedness to teach derived from the InTASC standards (CCSSO, 2013). A partial least squares structural equation model (PLS-SEM) was used to investigate this relationship and was mediated by teacher efficacy beliefs and the personality trait of grit. The results of the current study demonstrate the unique nature of outdoor adventure engagement in relation to pre-service teachers. The current study did not find significant relationships between outdoor adventure engagement and perceptions of preparedness to teach. This may be the result of a homogenous population that reported a higher than expected level of experience with outdoor adventure activities. Results from the path analysis did find significant direct effects of teacher efficacy and grit on preparedness to teach. However, the direct effect of grit on preparedness was significantly mediated by teacher efficacy. The research supports the need for more investigation of outdoor adventure education and teacher education. Additionally, the study supports the need for more investigation of healthy manifestations of grit, which may be informed through outdoor adventure education.Item Implementation and evaluation of an educational tour as a form of outdoor education(Montana State University - Bozeman, 1969) Hane, John KinnaItem The effects of an outdoor school experience on the cohesion of a 7th grade science class(Montana State University - Bozeman, College of Education, Health & Human Development, 1987) Graves, Carl Johnston