Theses and Dissertations at Montana State University (MSU)
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Item The implementation of inclusionary practicies using a design-based school improvement approach(Montana State University - Bozeman, College of Education, Health & Human Development, 2023) Cox, Anne Penn; Chairperson, Graduate Committee: Tena VerslandThe purpose of this study was to explore what the design-based school improvement processes are that a school team engaged in to support the effective implementation of inclusive practices within the specific context of their school. Additionally, the researcher was interested in exploring what the perceptions of educators are about how a design-based school improvement effort supports the implementation of inclusionary practices for students with disabilities. Also, the researcher attempted to qualify how educators describe the changes in teaching practice and beliefs about inclusionary practices occurring at both the classroom and building level. And, lastly, this case study hoped to be able to garner how educators describe their roles and responsibilities as they relate to the implementation as well as what contributions they make to the design-based school improvement process. A single case study design was used, and there were six participants total including one curriculum director, one building principal, one instructional coach, one Title 1 teacher, and two special educators. All six participants participated in a one-on-one interview with the researcher as well as a focus group consisting of all six participants. Data on the implementation process focused around the research question and supporting questions was gathered and analyzed. There were a total of six findings which related to the design-based process used to implement inclusionary practices within the context of this Montana intermediate level school. These findings within this specific qualitative case study were: a) the identified problem of practice required a revision b) a mindset-shift was necessary for the organization c) the design process was iterative and based on the contextual needs of the organization d) time for listening and collaboration was necessary e) equity-based reforms can feel uncomfortable and vulnerability is key and f) financial resources played a role in this implementation process. In conclusion, this research might be able to support future schools in their attempts to implement various equity- based reforms including but not limited to the implementation of inclusionary practices for students with disabilities.Item Impact of leadership on early childhood education program quality(Montana State University - Bozeman, College of Education, Health & Human Development, 2018) Barney, Norah Lee; Chairperson, Graduate Committee: William RuffThe evaluation of early childhood education programs includes focus on child outcomes and later academic success, but little is known about the impact of preschool leadership on early childhood education program quality. The purpose of this qualitative comparative case study was to investigate the relationship between early childhood leadership and preschool program quality among Preschool Development Grantees (PDG) in a rural northwest state. Two research questions were used to guide the study (1) how does a preschool leaders approach to leadership influence preschool program quality? (2) How does the instructional delivery model influence the leaders approach to program quality? Results from this study hope to continue to advance early childhood initiatives in the state and perhaps suggest a leadership model which leads to higher quality programs. This study also hopes to inform organizations that are planning on starting preschools within their community and the impact of program structure. There are two program structures examined in this study. The first is a preschool located in a K-12 building. The second is a mixed-delivery model of preschool and Head Start students located in one school. Two PDG sites were purposefully selected using Classroom Assessment Scoring System (CLASS) data. School leaders were interviewed and assessed using the Leadership Practice Inventory (LPI) which was used to gather multiple perspectives about each leader's behavior. Data analysis revealed three themes: the importance of relationships, leadership orientation, and leadership candor. Results indicate that some leaders are more transactional than transformational and that the structure of the program assisted with a better understanding of Child Guidance. Further study needs to be done on the history and background of preschool sites to determine the type of leader that is needed at the time. Also, a more in-depth broader study could be completed to examine how leadership affects high quality programs.Item A history of Wolf Point's public schools(Montana State University - Bozeman, 1970) Meredith, Walter JamesItem Legal issues pertaining to student handbooks(Montana State University - Bozeman, 1979) Barnes, Robert DavidItem The influence of the family and school on juvenile delinquency(Montana State University - Bozeman, 1960) Flynn, Robert E.Item A comparison of the Wetzel grid and the Montana cumulative health record(Montana State University - Bozeman, 1956) Forsgren, Wallace O.Item The progress of early admission students in southeastern Montana schools(Montana State University - Bozeman, 1964) Ellingson, Edwin RaymondItem Attitudes expressed toward counseling in our schools : a collection of abstracts, 1960-1969(Montana State University - Bozeman, 1969) McCarty,Dennis E.Item Status of liability legislation in Montana school law(Montana State University - Bozeman, 1958) Lowe, BoydItem A determination of the need for providing basic procedural guidelines to the implementation of an encumbrance accounting system(Montana State University - Bozeman, 1977) Lindsey, Kenneth Lee