Theses and Dissertations at Montana State University (MSU)
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Item Surveying middle school computer science throughout the United States: a needs assessment for teachers(Montana State University - Bozeman, College of Engineering, 2022) Firth, Olivia Rose; Chairperson, Graduate Committee: Brittany FasyMiddle school computer science plays an important role in increasing student interest and engagement, as well as leveling the playing field for students as they enter high school. Computer science courses or the introduction of CS into other STEM courses is also a valuable opportunity to build higher order thinking and problem-solving skills that will serve students throughout their education. However, the state of middle school computer science (CS) has yet to be studied in depth. Particularly, research is needed to understand the challenges facing a diverse population of middle school CS teachers. With the goal of learning to better support CS teachers, we have performed interviews and surveys amongst teachers throughout the country to illustrate the state of middle school CS and CS teacher self-efficacy. This project fills in this gap by serving as a needs assessment for a difficult to reach population because the track to become a middle school CS teacher is not well-defined, and many of these teachers are new to the role or have taken it on as an additional responsibility.Item The impact of a middle grade professional development school on teacher training and retention(Montana State University - Bozeman, College of Education, Health & Human Development, 2020) Stierman, Catherine Rowan; Chairperson, Graduate Committee: Michael BrodyTeacher preparation and retention are in a state of crisis. Just under 20% of all pre-service teachers will still be in the classroom four years after graduation (AACTE, 2018; Cowen, Goldhaber, Hayes & Theobald, 2016; Darling-Hammond, 2003; Ingersoll, Merrill & Stuckey, 2018; Latham & Vogt, 2007; NCES, 2016; NCTAF, 2003). The quality of training and the sense of self have been identified as the determining factors for persistence in the education profession. The research is very clear that professional development school (PDS) prepared teachers are significantly more likely to enter and to persist in the field. This case study focused on ten undergraduate education majors in a middle grade professional development school with a significantly higher than average retention in the field. Both qualitative and quantitative data were collected simultaneously. Sources included five inventories, twelve sets of interviews, and eleven reflections. It was determined that governance at both the university and middle school sites allowed the classroom teachers and professors to provide a curriculum that centered on the identification, practice, and internalization of effective educators through active learning and student-centered pedagogy. Three curricular practices were identified by the participants as being significant influences on their development and success as teachers: opportunities to see classroom teachers and professors model best practice, substantial time to practice their own skills, and a structure for reflection and processing of learning events.Item The status of unified arts programs in middle schools of small Montana school districts(Montana State University - Bozeman, 1976) Ryan, John JosephItem Organizational patterns in Montana middle schools(Montana State University - Bozeman, 1976) Layman, Darrell RoyItem Analysis of curriculum patterns in middle school technology education in Bozeman, Montana(Montana State University - Bozeman, College of Education, Health & Human Development, 1997) Campbell, Karen PatriceItem A comparison of middle school and junior high school achievement and attitudes(Montana State University - Bozeman, College of Education, Health & Human Development, 1991) Maguire, Thomas JosephItem FAME -Families Achieving Mathematical Excellence : the process of developing a family involvement program for a Western rural middle school serving American Indian students(Montana State University - Bozeman, College of Education, Health & Human Development, 2010) Bollinger, Susan Marie; Chairperson, Graduate Committee: Elisabeth Swanson; Jennifer Luebeck (co-chair)Family is an important element in the cultural identity of this American Indian community so involving families in the education of their children is crucial. This mixed methods study documents the process of implementing a family involvement program at a rural school serving predominantly low-income families near an American Indian reservation. The results showed there is a strong sense of responsibility among the parents for the education of their children. Parents and students were found to work together to improve their learning by reviewing homework together and doing learning activities at home. Interview data stressed the importance of developing a welcoming learning environment at school and at afterschool events that is culturally sensitive. Families need to feel they are welcomed and respected. The structure of afterschool events must be flexible and familiar for continued participation. Facilitators of family involvement programs in American Indian communities need to design programs that are culturally responsive to the local tribe and community, supporting the comfort and learning of the participants, providing materials for everyone to take home, and bringing the program to the people.