Theses and Dissertations at Montana State University (MSU)
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Item Do we practice what we teach? Examining the affective reading dispositions of preservice elementary education students(Montana State University - Bozeman, College of Education, Health & Human Development, 2023) Knickerbocker, Michelle Tappmeyer; Chairperson, Graduate Committee: Sarah PenningtonUsing a narrative inquiry approach, this study attempts to address the issue of helping first-year elementary education students gain explicit understanding of their own affective reading dispositions and the past reading experiences that influenced their development and how their ARDs may influence the choices they make as teachers. Data was collected through the Literacy Habits Questionnaire (Applegate et al., 2014), two, one-on-one interviews, two group meetings, and reading autobiographical artifacts created by the participants. The theoretical framework used to support the study combined Beer's (1996) reading typology and McKenna's (2001) development of reading attitudes theory which highlight the importance of considering how the cognitive, sociocultural, and affective reading experiences affect reading identity and one's choice to read or not to read. As a collaborative experience, designed with the researcher as participant, this study also shines a light on how teacher educators may or may not address their students' ARDs and provide positive reading experiences to aid in reinforcing or adjusting students' ARDs before the enter the classroom as teachers. The results of this study indicate that providing a collaborative, interactive, reflective process focused on past reading experiences and the development of ARDs may provide students with new perspectives and address misconceptions about teaching and learning reading. Additionally, it reminds teacher educators that we cannot assume that all students entering a TEP have positive ARDs and/or are proficient readers. These are dispositional aspects that should be examined and addressed.Item Exploring the impact of standards-based learning on lesson planning in an undergraduate math methods course(Montana State University - Bozeman, College of Education, Health & Human Development, 2022) Day, Corinne Thatcher; Chairperson, Graduate Committee: Fenqjen LuoThe study examines the performance of pre-service K-8 mathematics teachers on lesson planning assignments using the Association of Mathematics Teacher Educators (AMTE) 2017 Standards for Preparing Teachers of Mathematics as a reference for evaluation. In addition to contributing to the literature on pre-service mathematics teachers' pedagogical content knowledge, the study aims to evaluate the impact of standards-based learning (SBL) on student growth in a higher education setting, where SBL has not been widely implemented or studied. A case study research design is utilized to identify strengths and weaknesses in planning for mathematics instruction in a cohort of 21 PSTs enrolled in a math methods course at a small public university, with comparisons made between first and final drafts of two lesson-planning assignments on which PSTs received extensive instructor feedback. Interviews were also conducted with four participants who student taught during the subsequent semester. Findings indicated growth in performance between drafts of the lesson-planning assignments in terms of designing student-centered math lessons but also revealed gaps in PSTs' mathematical content knowledge. Specifically, most PSTs lacked an ability to link procedures to their underlying concepts, resulting in less than proficient performance on mathematics lesson planning. Contributions of the study include the development of an AMTE-aligned tiered rubric for evaluating both PST and mathematics teacher educator (MTE) performance in mathematics instruction and for potential use in framing and evaluating Standards-based practicum experiences in mathematics teacher preparation.Item K-8 preservice teachers's preparedness for technology integration in mathematics: examining perspectives, anticipated practices, and abilities(Montana State University - Bozeman, College of Education, Health & Human Development, 2022) Meyerink, Monte Shane; Chairperson, Graduate Committee: Fenqjen Luo; This is a manuscript style paper that includes co-authored chapters.Research on the use of technological resources--such as virtual manipulatives and mathematical games--in kindergarten through eighth-grade mathematics has highlighted numerous benefits to students' achievement in and attitudes toward mathematics. However, studies have also highlighted preservice teachers' lack of preparedness to integrate technology into their future classrooms. Thus, the purpose of this dissertation is to examine kindergarten through eighth-grade preservice teachers' preparedness to integrate technology into mathematics by analyzing their perspectives on technology integration, their anticipated technology integration practices, and their technology integration abilities. In this three-manuscript dissertation, qualitative analyses employed a social constructivist paradigm and utilized an ethnographic approach to examine preservice teachers' preparedness to integrate technology. By using the PICRAT model as a guiding theoretical framework in each study, preservice teachers' perspectives and abilities were examined in relation to how their anticipated uses of technology would impact mathematics instruction in respect to both students' learning and teachers' pedagogical practices. Findings showed that preservice teachers' tended to report a lack of knowledge in relation to technology integration and both ask questions and express concerns related to how to appropriately integrate technology into mathematics. Nevertheless, preservice teachers also reported an intent to integrate technology into their future classrooms at a relatively frequent basis. When examining preservice teachers' abilities to either evaluate an existing geometry activity or create a geometry activity that utilizes a technological resource, preservice teachers tended to evaluate or create activities that integrated technology in a way that both enabled interactive learning on behalf of the students and amplified teachers' pedagogical practices. Activities that used technological resources to either promote students' passive learning or replace teachers' practices were less frequent, and activities that used technology to either foster students' creative learning or transform teachers' practices were rare. Additionally, preservice teachers' activities tended to align with PICRAT levels that are associated with higher degrees of impact on mathematics instruction when preservice teachers evaluated activities rather than created activities. To conclude, implications for teacher education programs and areas of future research are presented and discussed.Item Teacher confidence and classroom practices: a case study on science identity(Montana State University - Bozeman, College of Letters & Science, 2021) Bowers, Alison Taylor; Chairperson, Graduate Committee: Greg FrancisThis study examined the relationship between students' science identity and their teacher's science teacher identity, as well as the influence of teacher confidence and understanding of Next Generation Science Standards and three-dimensional science teaching and learning on science teacher identity. Teacher and student surveys were used to evaluate correlation, while observations and interviews were used to understand the relationship between teacher confidence and science teacher identity. Results showed that there is little correlation between strong science teacher identity and strong student science identity, but there is a relationship between teachers' understanding of Next Generation science teaching and learning and overall science teacher identity. Teachers who have a solid background in science content knowledge and science pedagogy, especially three-dimensional science teaching based on the framework for the Next Generation Science Standards, tend to better see themselves as science teachers.Item Increasing student achievement through modification of cognitive rubrics in the summit learning platform(Montana State University - Bozeman, College of Letters & Science, 2021) Haren, Drake Matthew; Chairperson, Graduate Committee: Greg FrancisSummit Learning Platform is a project-based curriculum offered to 4th -12th grade students nationwide. The projects are assessed using Summit Learning Cognitive Skills Rubrics. The Cognitive Skills Rubrics are an assessment and instructional tool that outlines 36 interdisciplinary, higher-order thinking skills that students will need for life beyond high school. In this investigation, modifications were made to the cognitive rubrics by making Lexile appropriate changes in order to meet grade appropriate levels. The students conducted a project using these modified rubrics in order to measure their achievement and perception of the platform. The data suggests that by modifying the rubrics, we can improve student achievement and increase their perception of the platform. Additionally, the changes also improved their perception of science as a subject while also increasing teacher self-confidence and motivationItem Instructional feedback and learning: understanding the perspective of pre-service teachers for personal learning and future teaching(Montana State University - Bozeman, College of Education, Health & Human Development, 2021) Dallman, Dallas Ann; Chairperson, Graduate Committee: Jayne DowneyInstructional feedback has been demonstrated to be a critical element in student learning and achievement. While important for learning, instructional feedback is challenging to provide and challenging to receive. Research suggests that instructional feedback is often underutilized, particularly in post-secondary education. Pre-service teachers are in a unique position of being both receivers and providers of instructional feedback concurrently. There is a lack of research examining the perspectives of this group as it relates to the receipt and application of instructional feedback as well as their intentions regarding the use of instructional feedback in their future practice. This case study explores the perspectives of elementary pre-service teachers in the advanced stages of their teacher education program. A three-part interview protocol included a constructed scenario, a guided recall, and direct questioning about beliefs and values. The protocol was used to identify the ways in which pre-service teachers experience instructional feedback, understand instructional feedback, intend to use instructional feedback in their own practice and pre-service teachers perceived level of preparedness to do so. The results demonstrated that this group of pre-service elementary teachers values instructional feedback as a tool for learning, are hungry to receive effective instructional feedback from experts in the field, and would like more practice and preparation to be able to provide effective instructional feedback to their K-8 students. While this case study is a spotlight on a specific group of pre-service teachers in one specific teacher education program, the findings suggest that pre-service teachers as a group may also be unique in their understandings and appreciation for instructional feedback.Item Role of elementary school leaders in special education decisions(Montana State University - Bozeman, College of Education, Health & Human Development, 2020) Seger, Christa Mae; Chairperson, Graduate Committee: William RuffThis study was designed to gain an understanding of tasks elementary building leaders are personally involved with special education building tasks and identify building leaders who self-identify as highly engaged in special education. Instructional leaders must have a full understanding of educational practices as they relate to special education. Building level leaders are asked to perform many different tasks daily. With over 7.0 million students identified as needing special education services, many building leaders struggle with their knowledge of special education and their role. Many Educational Leadership programs do not require a building leader to be educated specifically in the area of special education practices and law thus creating a disconnect in instructional leadership. A case study design was used in answering the four research questions. A survey, Questionnaire on the Special Education Roles and Functions of the School District and/or Building Level Administrator, was administered to elementary building level leaders in one western urban school district in Denver, Colorado. Once quantitative data was collected and analyzed, a qualitative phase using interviews with self-identified highly engaged elementary leaders was conducted. The findings suggest principals who are highly engaged in special education tasks have an understanding of their role and what strategies are needed to be an effective special education instructional leader. These strategies include being (a) collaborative, (b) accountable, and (c) being in a position to create trusting, authentic relationships with stakeholders. It is important for building leaders to have appropriate training to (a) access information through on-the-job training, (b) to prevent a lack of knowledge in IDEA tasks, and (c) be held accountable for ensuring special education programs are adequately supported in their building.Item Agricultural literacy in Montana preservice elementary educators(Montana State University - Bozeman, College of Agriculture, 2019) Rianda, Jondie Lee; Chairperson, Graduate Committee: Carl IgoA major disconnect in a connected world has occurred, creating a knowledge deficiency in agriculture and its global issues. The purpose of this study was to determine Montana State University preservice elementary educators' perceptions toward agriculture, educating about agriculture, and incorporating agricultural topics within their lessons. Researchers used the diffusion of innovations theory and its five communication channels and five degrees of innovativeness along with the theory of planned behavior as a lens to analyze agricultural literacy awareness. Data included education students enrolled in one or more of the following 2019 spring K-8 methods courses: science, math, social studies, and language arts. Regarding barriers, respondents indicated Time and Funding were the most significant, however, Personal Interest and Reward/Recognition construct item were the most significant benefits. Math Methods students obtained the highest percentages out of all four subject areas regarding their comfort level of potentially utilizing the National Agriculture Literacy Outcomes (NALO), while Language Arts Methods course students had the lowest. Participants' overall confidence to potentially utilize agriculture as a context to teach core academics was low compared to their degree of innovativeness, tendency to adopt the innovation. Findings possess significant recommendations and implications for addressing agricultural literacy in nonagricultural educators to improve teachers' perceptions, and increase their awareness of agricultural concepts to successfully and efficiently utilize agriculture as a context. A variety of approaches can be drawn upon to achieve this goal. First, collaboration between elementary and agricultural education preservice education programs. Second, provide agriculturally-based workshops and professional development opportunities for nonagricultural education majors need to be provided. Third, expand efforts toward in-service educators. Fourth, create an agriculturally integrated K-8 curriculum and standards. Fifth, publish research utilizing specific agricultural literacy terminology in nonagricultural education.Item Aesthetics thinking(Montana State University - Bozeman, College of Education, Health & Human Development, 2019) Home Gun, Melanie Ann; Chairperson, Graduate Committee: Priscilla LundThis mixed-methods phenomenological study explores aesthetic education and the visual arts as an intervention for students who have learning disabilities to enhance reading as measured by standardized test scores, self-concept scores, and through interviews that investigate students' self-esteem, self-concept, motivation, and self- efficacy. Participants range between the ages of 10 and 11 and are in grades four and five. The study investigated seven children's feelings about themselves and towards reading before and after the intervention. The research study is aimed to determine whether using the visual arts and an aesthetic education intervention in reading helps children with learning disabilities read more effectively by having the opportunity to express themselves artistically. Moreover, the visual arts and the use of an aesthetic education in the core curriculum is not readily available for children in the elementary grades in most public schools in the United States. The focus of this study is on children in a small rural town in North Eastern Montana of mixed demographics and socio-economic status. While not intended to be an exhaustive literature review, this research highlights important findings that correlate aesthetic education and the visual arts with reading acquisition within this small and rural community of children with learning disabilities. Further, the study explores self-concept through the authentic expression of individuals and the phenomenon and lived experiences from the intervention of their cohort. From this research, I hope that educators and policymakers will reconsider how aesthetic education and the visual arts can influence educational practices and policies and use the arts in the public schools again as part of a core curriculum.Item When curiosity drives scientific discovery(Montana State University - Bozeman, College of Letters & Science, 2018) Pike, Clinton; Chairperson, Graduate Committee: Walter WoolbaughThrough establishing a learning environment that encourages curiosity and enables student discovery through the learning process, students developed their own research and lab investigations. Observational data, student interviews, surveys, and a teacher reflective journal were used to collect data, which was processed using qualitative analysis strategies. The results strongly indicate that allowing students to develop their own learning pathway leads to greater student engagement and increased learning, ultimately improving the learning atmosphere in the classroom.