Theses and Dissertations at Montana State University (MSU)
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Item Doctoral students' different types of help-seeking behavior within the academic mentoring experience(Montana State University - Bozeman, College of Education, Health & Human Development, 2022) do Amaral, Barbara Maria; Chairperson, Graduate Committee: Bryce HughesDoctoral student attrition is a concerning issue for institutions of higher education and equally impactful on students who want to succeed but are not able to persist. Researchers and educators alike have worked to identify factors that impact student attrition and persistence. This study's framework included the principles of self-determination theory and self-regulation to highlight students' help-seeking behaviors and students' perceptions of the support they received from their chair or mentor. Self-regulation and its many attributes, such as help-seeking, are part of the academic experience that may influence the outcome (help-seeking). The purpose of this correlational study was to explore relationships between academic mentoring, age, and help-seeking behavior among doctoral students who were enrolled in a doctoral program. Participants were 103 doctoral students (53.5% females, 46.5% males) enrolled in PhD, EdD, and DNP programs in a Northwestern, medium-sized, land-grant university. The age of the students varied from 24 to 63 years old. Data were examined by means of correlations and hierarchical regression analyses. The correlational design for this study was inspired by two primary questions: 'Does academic mentoring influence help-seeking behavior in doctoral students?' and 'Does student's age influence help-seeking behavior?' These two questions helped guide the researcher on which statistical techniques to use; in this case bivariate correlations and hierarchical regressions. The results of this correlational study show consistency with previous literature that indicates that chair/mentor relations can produce effects on students' behaviors. The findings suggest that mentors who students perceive to provide technical help and skills needed for research completion, i.e., support in the form of structure, and satisfy the student's need for competence was positively associated with adaptive help-seeking.Item Self-efficacy and science identify of second grade girls in STEM club(Montana State University - Bozeman, College of Letters & Science, 2020) Shaw, Kathryn Elisa; Chairperson, Graduate Committee: Greg FrancisSecond grade girls were invited to participate in an after-school STEM club. These students were identified because they would benefit from a STEM program, by both their teacher and our STEAM teacher. Girls in STEM fields are severely lacking in today's job market, and many programs target girls who are in upper elementary or middle school. This program was designed to catch girls at a younger age and give them exposure to science-based fields, so that positive experiences with science could keep them engaged throughout their elementary science career. This STEM club was jobs-based (and included jobs such as microbiologist, coder, aerospace engineer, forensic scientist, and geologist) and included mentors. Mentors were women, chosen from the community who had a specific interest in that science topic. Girls met the mentors and asked them about their jobs, hobbies, and goals. Girls came for one hour after school, two times a week. Girls were asked to be present for most, if not all, the STEM club dates. Students were assessed on their feelings of science identify and self-efficacy twice, once before the program began and once after the program had ended. These girls' scores were then compared to one another as well as the whole of second grade (both boys and girls), to determine importance. Girls in the STEM club were more likely to think of themselves as scientists, more likely to love science, more likely to have a belief that they can do any science and were more likely to believe that science came easy to them. Girls in the STEM club were also more likely to be familiar with science jobs and what they were more likely to believe that both boys and girls were good at science, or even that girls were better than boys at science. The girls in the STEM club were equally likely to want to be a scientist when they grew up as other second grade students.Item Beliefs and use of evidence-based practice by nurses: a needs assessment at a hospital in south central Montana(Montana State University - Bozeman, College of Nursing, 2018) Gipe, Leigh Ellen; Chairperson, Graduate Committee: Stacy StellflugNurses consistent use of evidence-based practice (EBP) will improve healthcare quality, improve patient outcomes, and decrease healthcare costs. Nurses constitute the largest group of healthcare providers and are in direct contact with patients, thus have an opportunity to make the largest impact using EBP. Despite EBP being accepted as the best method of providing care, many nurses may not be fully implementing it in daily clinical practice. The purpose of this project was to investigate nurses' beliefs about the readiness for and organizational culture for evidence-based practice, attitudes and beliefs about evidence-based practice, and nurses' implementation of evidence-based-practice at this organization. This was done by asking the following questions: What are nurses' current individual beliefs and attitudes about EBP at this organization? What are nurses' current levels of self-reported implementation of EBP at this organization? What are nurses' perceptions of organizational and cultural readiness for EBP at this organization? This project used a cross-sectional, descriptive design. A 75-question survey was sent via email in a SurveyMonkey to a convenience sample of 485 nurses. Nurses were asked demographic and professional characteristic questions, three open-end questions about EBP and to respond to three surveys: (1) The Organizational Culture & Readiness for System-Wide Integration of Evidence-Based Practice scale (2) The Evidence-Based Practice Beliefs scale (3) the Evidence-Based Practice Implementation scale. The findings were that nurses had positive attitudes and beliefs about evidence-based practice but reported low levels of implementation behaviors. Nurses report that they need more time, education and training, and resources to increase implementation of evidence-based practice. Interventions recommended to increase EBP implementation include encouraging more nurses to participate in the clinical ladder program, using mentors to assist and encourage use of EBP, and to provide more training and education opportunities for nurses.Item Assessment of young and beginning producer practices in Montana(Montana State University - Bozeman, College of Agriculture, 2019) Tintzman, Tyler William; Chairperson, Graduate Committee: Shannon ArnoldThe agricultural industry is at a turning point regarding the labor force in the United States. The average age of the existing labor force continues to increase and fewer young and beginning farmers and ranchers (YBFR) are entering production agriculture. The purpose of this research was to gain a better understanding of the experience of YBFR entering production agriculture and the working challenges they are facing. This phenomenological research study utilized semi-structured interviews with active YBFR in Montana to examine their experiences. Following analysis, seven different themes surrounding the experiences of YBFR in Montana were revealed. 1. Access to land, capital, and equipment is a significant barrier for a YBFR to enter production agriculture. 2. Developing a network of peers and finding a mentor within production agriculture is a valuable tool for a YBFR. 3. The use of governmental YBFR programs has a positive impact on the experience. 4. Crop insurance is a valued risk protection tool for YBFR operations. 5. Support from family members and industry peers positively impacts the financial and intellectual experience of a YBFR. 6. Continuing formal and non-formal education on the latest technologies and industry practices can assist a YBFR in creating a competitive business. 7. A thorough understanding of production costs on an agricultural operation will allow a YBFR to make fact based, objective decisions that lead to a more profitable operation. In conclusion, these seven themes were shared across participants to explain what and how they experienced being a YBFR in Montana. Further research should be conducted to better understand the impact of networking, mentorship, and the costs of production.Item Mentoring for women to move up : the case of MPC(Montana State University - Bozeman, 1987) Hedrick, Marlene Reilly; Chairperson, Graduate Committee: Krishna K. TummalaItem Communication channels : educational providers engaging beginning farmers and ranchers with the information they need, the way they want it(Montana State University - Bozeman, College of Agriculture, 2013) Hebel, Katie Jorine; Chairperson, Graduate Committee: Carl IgoBeginning farmers and ranchers are a critical demographic in the agricultural industry as more and more farmers and ranchers are reaching the age of retirement. As they emerge into this field, they have critical production-oriented educational needs in order to be successful. It is critical for educational providers to consider beginning farmers and ranchers preferred communication channels when transferring this educational information. Programs need to deliver the desired content through the desired communication channel in order to be most effective. This review sought to identify communication channels, beginning farmers and ranchers, and their self-perceived preferences for educational information over the last twenty-five years. This exhaustive literature review examined research on communication channels, beginning farmers and ranchers and their self-perceived educational needs. The problem identified was what preferred communication channels were most effective in engaging beginning farmers and ranchers with production-oriented educational information. Beginning farmers and ranchers have a need for educational information, particularly relating to agriculture business management. Even though their need for educational information has not changed in the last twenty-five years, the content of educational information has progressed with the changes in agricultural technology, regulations, practices and services. Educational providers need to consider and continually re-assess the educational content and communication channel when engaging beginning farmers and ranchers. Educational providers need to provide educational information through a variety of communication channels in multiple ways to reach their target demographic.Item Learning from one's own teaching : new teachers analyzing their practice through video recorded classroom observation cycles in an e-mentoring program(Montana State University - Bozeman, College of Education, Health & Human Development, 2012) Ceven, Jennifer Ann; Chairperson, Graduate Committee: Elisabeth SwansonInduction, or the first three years of a new teacher's career, is a particularly formative period yet there exists only a limited literature base to support teacher educators who work with this population. Induction phase teachers benefit from professional development experiences that support them to learn about teaching while they are teaching. This can occur when they receive feedback about their instructional practices and ideas on how to further improve their work. One means for providing this feedback is to engage new teachers with experienced mentors who observe a classroom episode and structure discussions before and after that observation. This classroom observation cycle can support new teachers to inquire into an aspect of their practice with the help of an experienced educator. This study examined the implementation of video-recorded classroom observation cycles in an established online mentoring program, e-Mentoring for Student Success (eMSS). New teachers and their mentors were observed as they conducted an initial observation cycle. Based on the observed behavior of the participants, the researcher designed a professional development session that framed observation cycles in the context of disciplined inquiry and encouraged mentors to focus on concrete evidence, discuss science content, explore the relationship between teacher actions and student learning, support the new teacher to critically evaluate the instructional episode, and induce the mentee to commit to alternative strategies. Following this session, participants conducted a second observation cycle. At the conclusion of the study, all participants were interviewed to capture the experience of video recorded classroom observation cycles from each individual's perspective. Qualitatively studying the interactions between mentors and new teachers helped to identify the conditions that supported disciplined inquiry and the impacts it had on new teachers' professional growth. New teachers expressed that they reflected on and implemented changes to their instructional practice following the observation cycles. In addition, they appreciated the opportunities to receive feedback in a low-risk environment and felt a stronger connection to their mentors. Classroom observation cycles have the potential to equip new teachers with the skills and dispositions to learn about teaching from the act of teaching each day of their careers.Item Construction of knowledge about teaching practice and educating students from diverse cultures in an online induction program(Montana State University - Bozeman, College of Education, Health & Human Development, 2005) Bice, Lawrence Raymond; Chairperson, Graduate Committee: Elisabeth SwansonBeginning teachers in both urban areas and geographically isolated rural areas often do not have access to a mentor teacher of the same content area or grade level in their school or district. This project is a study of learning in the online e-Mentoring for Student Success (eMSS) program, which provides induction for science and mathematics teachers in Montana and California. The study centered on a particular segment of eMSS called the Diversity Module. Two examinations were conducted: 1) Analysis of discourse by all participants in the Diversity Module, and 2) case study of five beginning teachers with diverse student populations. Analysis of learning by cases was conducted by examining discourse in the Diversity Module, private online discussions with their assigned mentors during a two-year period, and pre and post Diversity Module interviews and interviews of their mentors. Three frameworks were developed to aid understanding of findings: 1) discourse analysis, 2) competencies of multicultural teachers, and, 3) competencies of pedagogical and pedagogical content knowledge. Cases developed their knowledge of teaching along a continuum of needs over two years of participation in the eMSS program. Initial needs expressed by mentees were in areas such as classroom management and general methods of instruction. Cases increased their knowledge in virtually all aspects of pedagogical knowledge, changing their expressed needs to pedagogical content knowledge concerns such as adapting and differentiating instruction for particular content and individual students, and building their repertoire of instructional representations. Through online discussion, teachers developed or advanced awareness of student culture and learning characteristics, and adapted their practice to foster a climate of student respect. Findings provided little evidence of adapting instruction for diverse student learning. Teachers who had a strong awareness of their own and their student's cultures advanced their understanding of multicultural teaching competencies further than those who did not. Interview results indicated that learning sometimes takes place in a non-visible manner. Growth in multicultural teaching knowledge, as well as several aspects of pedagogical and pedagogical content knowledge, was clearly evident for participants who posted few messages, but read and actively reflected on thoughts of others.Item Professional growth through mentoring : a study of experienced mathematics teachers participating in a content-based online mentoring and induction program(Montana State University - Bozeman, College of Education, Health & Human Development, 2008) McAleer, Salme DeAnna; Chairperson, Graduate Committee: Elisabeth SwansonIt is well established that early career teacher practice can benefit from participating in effective mentoring and induction programs and experienced teacher practice can be enhanced by participation in successful professional development. But can experienced teachers improve their practice through their role as a mentor in a mentoring program? Although anecdotal evidence suggests that mentor teachers grow professionally through mentoring, there is limited research supporting this claim. Therefore, the purpose of this study was to explore the professional growth of mentor mathematics teachers participating in an online content-based mentoring and induction program, e-Mentoring for Student Success (eMSS). In specific, this mixed-methods study sought to determine what aspects of eMSS contributed to mentor professional growth and over what domains this growth occurred. Because the mentoring program was online, teaching and learning were dialogue driven and text-based. Therefore, this study also sought evidence of the mentor teachers' professional growth in the online dialogue and commentary they provided for analysis. Finally, active engagement in professional development is hypothesized to be a precursor to professional growth and development. Using mentors' activity level as a measure of engagement, this study also sought to determine if activity level was related to mentors' perceived professional growth. The results of this study indicate that mentor mathematics teachers did grow professionally as a result of participating in eMSS. The experienced teachers reported growth in all assessed domains, particularity in their reflective practices, professional engagement and leadership, pedagogical knowledge, and in their access to instructional resources. Two predominant avenues of professional growth were cited as being important including reflection on practice and communicating with other mathematics educators. Program flexibility was also named as an important facilitator of professional growth. Finally, it seems that a mentor's activity level does positively relate to perceived professional growth and that much growth occurs "behind the scenes" and may not be evident in participants' posts. In conclusion, implications of the findings and how the findings may be used to purposefully design mentoring programs to assist in the professional development of mentor mathematics teachers are offered to program designers. Recommendations for further research are also suggested.Item Application of the modeling role-modeling theory to mentoring in nursing(Montana State University - Bozeman, College of Nursing, 2005) Lamb, Patricia Darlene; Chairperson, Graduate Committee: M. Jean Shreffler-GrantMentoring has existed in some form since the days of Greek mythology. Today the debate is whether mentoring is really valuable at all, if the absence of a single definition interferes with its usefulness, and whether those in nursing perceive it useful within their profession. Purpose: The purpose was to explore the applicability of the MRM Theory to the relationship of nursing educators as mentors and students as mentees. This descriptive exploratory study aims were to 1) determine if the theoryαs concepts were considered realistic to nursing faculty and nursing students, in relation to the mentor and mentee roles in nursing education and 2) discover if there are concepts nursing faculty and nursing students consider important components of the roles of nursing faculty as mentors and nursing students as mentees not identified by the Modeling Role-Modeling, MRM, Theory. Method: A total of 16 participants (nine faculty, seven students) were interviewed using open-ended questions. The questions centered around their experiences as mentors and mentees, perceived benefits of, conflicts within those relationships, and their opinions about whether the concepts of the adapted MRM Theory model are representative, realistic, and important components of the mentoring relationships between nursing faculty and students. The MRM Theory served as the conceptual framework. Content analysis was used to identify prominent themes or issues and terms. Results: The variety of terms used to discuss mentoring and mentors were consistent with the terms and variety described in the review of literature. A variety of themes applicable to the positive and negative aspects of mentoring were identified based on the interview data. The participants reported that the concepts were realistic, important, and useful. The conflicts reported were issues that should be taken into consideration and avoided in a mentoring relationship or program. The faculty and students had similar responses. The conflicts lent to recommendations for minor changes in the wording of the descriptions of the nurturance, unconditional acceptance, and modeling concepts. The adapted MRM Theory model was well received and responses were supportive of its use as a framework for the development of mentoring relationships or programs for nursing schools.