Theses and Dissertations at Montana State University (MSU)
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Item The effect of three-dimensional instruction aligned to the Next Generation Science Standards on student learning in high school science(Montana State University - Bozeman, Graduate School, 2016) Samet, Todd Lawrence; Chairperson, Graduate Committee: Peggy Taylor.This action research focused on student learning when instruction and curriculum have been aligned with the three-dimensional learning model of the NGSS. In the author's school district, we are committed to a science curriculum that emphasizes laboratory-based instruction. However, the science and engineering practices of the NGSS suggest some different approaches to this instructional methodology. If those revisions prove effective, the author's students will have improved learning opportunities for both the core disciplinary content and the science and engineering practices. They may also learn these concepts at a deeper level. Consequently, this action research project measured learning at both the acquisition and application/transfer levels to evaluate the depth of student learning.Item Outside of the box : shifting from traditional to performance-based curriculum and assessment(Montana State University - Bozeman, College of Education, Health & Human Development, 2012) Sullivan, Susan Cater; Chairperson, Graduate Committee: Jayne DowneyIn an era of rapid technological and economic change, public school systems are challenged to find new ways to engage today's student and increase student learning. Clearly it is difficult to create and implement a "one-size-fits-all" educational model for all students in the United States. However, current research indicates that increases in student achievement may be achieved by implementing educational approaches built around active inquiry, authentic learning, and project/performance demonstrations of student achievement (DeLorenzo, 2012; Haystead, 2010; Marzano, et al., 2001, Mortenson, 2009). This qualitative study examines the process by which an alternative program in a public high school setting began the shift from a traditional teacher-led, time-based system of curriculum delivery and assessment to one that is student-centered and performance-based. Findings from interviews with five administrators and five classroom instructors indicate that national mandates, local mandates, a motivator, and a moral purpose led the district's move toward a performance-based educational model. Communication, time, and alignment with traditional school systems were the challenges faced and increases in teacher engagement, student engagement, and academic rigor were the successes encountered. Suggestions for further research are presented.