Theses and Dissertations at Montana State University (MSU)
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Item Determination and validation of the 'What's my school mindset?' instrument factor structure(Montana State University - Bozeman, College of Education, Health & Human Development, 2015) Hanson, Janet Lee; Chairperson, Graduate Committee: William Ruff; Arthur W. Bangert (co-chair)This study used exploratory and confirmatory factor analyses to explore the factor structure of the What's My School Mindset? (WMSM) scale (Mindset Works, 2008- 2012c). Blackwell (2012) asserted that the concept of a growth school mindset culture was operationalized in the WMSM scale using five key features. However, the reliability and validity of this instrument had not been fully explored (S. Rodriguez, personal communication, March 31, 2015). This was the first empirical study that attempted to validate the underlying constructs the WMSM scale is purported to assess by Mindset Works, Inc (Blackwell, 2015). No research was found that had explored the factor structure of the WMSM scale. Without empirical research supporting the factor structure of this instrument its use in interpreting the measurement of school culture may be confounded (Hopko, 2003; Netemeyer, Bearden & Sharma, 2003). Results of the Exploratory Factor Analysis revealed a four-factor structure. In addition, a Confirmatory Factor Analysis (CFA) was conducted to further verify the fit of the four-factor model. The four-factor model produced a root mean square error approximation (RMSEA) of .063. The 90% confidence interval (.049 - .076) surrounding the RMSEA result indicates that the proposed four-factor model identified by the EFA was a 'fair' fit to the estimated population model (Browne & Cudek, 1993; MacCallum, Browne & Sugawara, 1996). The accuracy of this fit to the population model was strengthened by a CFI of .96 and a NNFI of .95 (Kim, 2005). The results of this study added to the body of mindset research and are useful for school leaders and researchers who seek to use the WMSM scale to measure growth mindset within a school's culture (e.g. Hoy, Tarter & Kottkamp, 1991; Kearney, 2007; Murphy & Dweck, 2010; Farrington, Roderick, Allensworth, Nagaoka, Seneca-Keyes, Johnson & Beechum, 2012; Delaney, Dweck, Murphy, Chatman & Kray, 2015; Walton, 2014).Item The value of pupil self-evaluation in relation to achievement(Montana State University - Bozeman, 1962) Bryan, Charles E.Item Areas considered and methods of measurement and evaluation of student achievement in woodworking used by Montana industrial arts teachers(Montana State University - Bozeman, 1964) Badt, Junior HenryThe purpose of this investigation was to determine the areas considered and methods used by Montana industrial arts teachers to measure and evaluate skills and related information in woodworking. A review of literature was made to obtain information concerning methods of measurement and evaluation in industrial arts and to determine what authorities in industrial arts have thought necessary to measure. A questionnaire was developed and utilized to determine what and how Montana industrial arts teachers measure and evaluate students. The investigation was limited to the areas considered and methods of measurement and evaluation used by Montana industrial arts teachers in woodworking. It was general agreed upon by authorities in the field of industrial arts that the objectives of the industrial arts program should be the basis for a program of measurement and evaluation. Measurement and evaluation should take in all learning experiences. Several methods of evaluation should be used and many factors should be considered in a marking system. The teachers returning the questionnaire were in agreement as to the areas which should be considered in an industrial arts program. These areas were knowledge of hand and power tools, general safety, use of hand tools, use of machines, and related information. There was wide agreement as far as qualities to be considered in evaluation of students. There was a wide range as to what part each item in project evaluation should be considered. There was general agreement by industrial arts teachers that the project should be considered part of the final grade. Disagreement among teachers as to systems used in determining final grades were also evident. It is recommended that industrial arts teachers keep in mind the objectives of their course in determining what and how they will measure and evaluate students. It is also recommended that they determine qualities to consider in student evaluation. It is finally recommended that the teacher arts woodworking agree as to the importance of a project in a final grade and the weight each part of the project construction should be given in the final grade.Item Administrators' and teachers' perceptions of the formative assessment process used to evaluate students' level of proficiency and ongoing instruction in reading(Montana State University - Bozeman, College of Education, Health & Human Development, 2016) Miller, Natalie Boren; Chairperson, Graduate Committee: Arthur W. BangertAdministrators commonly lead the implementation of one universal reading screening assessment three times per year to formatively compare student progress. Frequently, this same screening tool is facilitated by principals and implemented by teachers one time per month to monitor students' progress. With the increased attention on testing, educators report that they are fearful they are not using all of the data wisely that they are collecting (Peverini, 2009). Furthermore, it is not enough to know whether students are performing proficiently or below grade level standard; it is important to diagnose the type of learning difficulty that is standing in the way of mastery so that teachers can appropriately plan ongoing instruction (Chappuis, 2014). The motivation for this study is the notion that principals who lead in transformational and collaborative ways that focus on high-impact instructional methods experience grade level proficiency that is three to four times greater than when limiting instructional leadership to that of promoting only a focus on the implementation of the school's mission and vision (Buffum et al., 2012; Robinson, Lloyd, & Rowe, 2008). The purpose of this quantitative and qualitative multimethods study was to identify administrators' and teachers' perceptions of the overall formative assessment process in reading and to determine their perceptions of effective formative assessment practices commonly used to indicate students' level of proficiency with reading standards and to plan ongoing instruction. Overall, teachers and administrators shared similar perceptions of the formative assessment process and its use. Teachers and administrators agreed that classwork and observations are essential for identifying a student's zone of proximal development, essential for planning ongoing instruction, and effective evidence of student progress toward standard mastery. Moreover, during reading instruction, teachers and administrators indicated that encouraging and corrective feedback should be provided for students against clear learning goals. To lead the formative assessment process in reading effectively, it is critical for administrators to be high-impact transformational and instructional leaders.Item Learning tactics of successful online learners(Montana State University - Bozeman, College of Education, Health & Human Development, 2005) Besich, Marilyn Ann; Chairperson, Graduate Committee: Richard Howard.The relationship between locus of control and academic performance has been documented in numerous studies. However, there are very few studies that have been designed to investigate that relationship with online learners. Individuals with a strong internal locus of control are said to use resources in unique ways, are persistent, and generally reach the goals that they set for themselves. However, it is not known what specific tactics these individuals utilize in order to succeed. The purpose of this study was twofold. The first was to explore the relationship between internal locus of control as measured by Rotter's Locus of Control Inventory and academic performance measured by course grade among online learners, the second was to investigate the unique learning tactics of successful online learners. Students enrolled in fall semester 2004 online courses at Montana State University Great Falls College of Technology were asked to participate in an online study of their learning tactics. Though there was no statistically significant difference between the sample (n = 122) and the population (N = 595) with regard to age, gender, and grade distribution in this study, a preponderance of high grades and strong internal locus of control scores within the sample resulted in a nonstatistically significant relationship between locus of control and academic performance. The sample was predominately successful in online courses and reflected an internal locus of control. Ten of the students in the sample were interviewed to explore the learning tactics that they used to navigate within the online learning environment. Three themes or learning tactics emerged from the oneonone interviews. The first tactic focused on the amount of time required in online courses, the second focused on the necessary commitment of the student to attend to the online course, and the third tactic related to the resistance of the students to engage in group work and projects within their online courses. It is recommended that these tactics be further investigated as related to student success in online delivered courses.