Theses and Dissertations at Montana State University (MSU)
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Item American Indians in higher education : a case study of doctoral candidates at Montana State University(Montana State University - Bozeman, College of Education, Health & Human Development, 1997) Harrison, Johnel L.Item Nutrition education in medical schools(Montana State University - Bozeman, College of Education, Health & Human Development, 1973) Kent, Norma RamirezItem An evaluative study of the masters degree program in school administration at Montana State University : an appraisal by the graduates(Montana State University - Bozeman, College of Education, Health & Human Development, 1971) Pannier, James McKinnonItem Science teachers' perspectives on their experiences in a graduate program in physics education and effects on their practice(Montana State University - Bozeman, College of Education, Health & Human Development, 2011) Ketola, Randall Gordon; Chairperson, Graduate Committee: Elisabeth SwansonPhysics education research is showing that programs for physics educators should look different than traditional physics programs designed for other majors, but how? In the literature review preceding this sequential, mixed methods study, three exemplary, research based physics programs for practicing teachers are examined with respect to physics education research, especially the five principles for effective physics teaching set forth by senior physicist and physics education researcher E. F. Redish. This study provides an in depth examination of a well-established physics graduate program for practicing teachers at a small, midwestern university that is also measured against these same five principles: Constructivist, Context, Conceptual Change, Individuality, and Social Learning. In this setting, information was gathered in the form of a teacher survey, as well as through case studies of selected participants. The results of this study affirm that graduate programs designed specifically for the development of physics teachers are, in fact, different. The data also indicates the value placed on, as well as the frequency with which the participants utilize these teaching approaches in their classrooms. Results showed that participants felt the program placed a higher emphasis on using multiple representations to convey information to students, as well as on teaching translational skills with respect to these representations. Smaller class sizes, more staff attention, and total immersion were cited as essential. Financial concerns with respect to some of the activities did occasionally arise. An area of concern was the lack of adherence to the Individuality principle, which states students have unique backgrounds and abilities that should be considered when designing a lesson. Assessing student prior knowledge when designing and implementing lesson plans also was not indicated as a frequent practice in the program, or in the teachers' own classrooms according to participant data. In summary, according to participants' reports, the graduate program investigated modeled four of the five the principles proposed by Redish to a great degree, the exception being the Individuality principle. Based on the data contained in the survey, interviews, and portfolio submissions, recommendations for designers of future graduate programs for physics teachers were also made.Item Determining the impact on the professional learning of graduates of a science and pedagogical content knowledge-based graduate degree program(Montana State University - Bozeman, College of Education, Health & Human Development, 2010) Mike, Alyson Mary; Chairperson, Graduate Committee: Elisabeth SwansonThis study examined the professional learning of participants in a science and pedagogical content knowledge-based graduate degree program, specifically the Master of Science in Science Education (MSSE) at Montana State University. The program's blended learning model includes distance learning coursework and laboratory, field and seminar experiences. Three-quarters of the faculty are scientists. The study sought to identify program components that contribute to a graduate course of study that is coherent, has academic rigor, and contributes to educator's professional growth and learning. The study examined the program from three perspectives: recommendations for teachers' professional learning through professional development, components of a quality graduate program, and a framework for distance learning. No large-scale studies on comprehensive models of teacher professional learning leading to change in practice have been conducted in the United States. The literature on teachers' professional learning is small. Beginning with a comprehensive review of the literature, this study sought to identify components of professional learning through professional development for teachers. The MSSE professional learning survey was designed for students and faculty, and 349 students and 24 faculty responded. The student survey explored how course experiences fostered professional learning. Open-ended responses on the student survey provided insight regarding specific program experiences influencing key categories of professional learning. A parallel faculty survey was designed to elicit faculty perspectives on the extent to which their courses fostered science content knowledge and other aspects of professional learning. Case study data and portfolios from MSSE students were used to provide deeper insights into the influential aspects of the program. The study provided evidence of significant professional learning among science teacher participants. This growth occurred in key categories defined in the literature including inquiry, building social capital, critical and responsive learning, valuing learning and building content knowledge. In general, findings from students and faculty were well aligned. Based on respondents' recommendations, the author recommended a stronger emphasis on pedagogical content knowledge, analysis of student work, and strategies for differentiating instruction for diverse learners. Conclusions include a framework and roadmap elements to inform those working to improve graduate education or professional development for science teachers.