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Item Rural school teachers' attitudes toward the use of technology in classroom assessments(Montana State University - Bozeman, College of Education, Health & Human Development, 2024) Boateng, Samuel Kwaku Basoah; Chairperson, Graduate Committee: Gilbert KalondeThis study explored the attitudes of rural schoolteachers toward integrating technology into classroom assessments. Despite significant investments in educational technology infrastructure, the utilization of instructional devices for assessments in rural schools remains limited. The study employed a sequential explanatory mixed methods to address five key research questions, investigating rural school teachers' attitudes towards technology-based assessments, frequencies of technology use by rural, strategies employed by rural school teachers, challenges faced by rural school teachers in tech-based assessments, and the alignment of quantitative and qualitative data. The study relied on a questionnaire and focus group interviews and opened questions for data collection from 80 teachers randomly selected from the Belgrade School District in Montana. Data were analyzed using descriptive statistics and qualitative thematic analysis. The study revealed a positive attitude among rural teachers toward technology integration in classroom assessments. Teachers were willing to use tools like Google Classroom and digital assessments, aligning with broader trends indicating a growing acceptance of technology in education. The study further indicated that teachers in rural schools employ technology regularly for various assessments, utilizing tools like Google Classroom, forms, checklists, and online quizzes. This aligns with the increasing reliance on technology for formative and summative assessments, allowing for real-time data collection and effective student performance tracking. Teachers reported diverse strategies for integrating technology, including digital assessments, online platforms, and technology tools. These approaches align with previous studies emphasizing technology's role in enhancing assessment practices, promoting student engagement, and supporting differentiated instruction. The study also found that rural teachers face challenges such as unreliable internet connectivity, outdated hardware, and insufficient training, highlighting the need for targeted interventions and support mechanisms. The study recommends four strategies to improve rural education: addressing infrastructure gaps, providing professional development for teachers, establishing collaborative networks, and collaborating with policymakers to ensure equitable access to technology resources. These measures aim to create dynamic learning environments, enhance teachers' capabilities, foster a supportive community, and bridge the rural-urban educational divide. The study concludes by highlighting actionable insights for improving technology integration in rural classrooms, emphasizing tailored professional development and flexible implementation strategies.Item Implementing signs of suicide program and Columbia-Suicide Severity Rating Scale in a school-based setting: a quality improvement project(Montana State University - Bozeman, College of Nursing, 2023) Kellam, Mariah Swank; Chairperson, Graduate Committee: Molly SecorIn Montana, the youth suicide rate is more than double the national rate. Signs of Suicide (SOS) is one prevention program that is utilized within the school-based setting to educate middle and high school students. In a rural Montana school, the Brief Screen for Adolescent Depression (BSAD) is administered in conjunction with the SOS program to screen for depression; however, no focused suicide risk screening protocol exists. A Plan, Do, Study, Act cycle was implemented throughout 6 weeks to screen middle and high school students for depression, introduce subsequent suicide risk screening, and refer to mental health professionals as indicated. The school counselor (SC) performed SOS/BSAD, then subsequently collected Columbia-Suicide Severity Rating Scale (C-SSRS) scores, made referrals, and followed up as necessary. All data were de-identified and entered into an excel document before analysis and dissemination by the DNP-S. One hundred percent of high school and middle school students (n=144) participated in the SOS program and completed a BSAD. Of 20 identified as high-risk for depression, 11 completed the C-SSRS. Of those 11, three were identified as at-risk for suicide. All three students had completed referrals with a mental health professional. Follow-up C-SSRS indicated an ultimate reduction in suicide risk. The project effectively identified students at risk for depression and subsequently evaluated suicide risk and closely tracked completed referrals. Future research should evaluate long-term changes in C-SSRS scores over time post follow-up with mental health professionals.Item Community, agency, and place: an instrumental case study of a relational partnership between rural museum and school stakeholders(Montana State University - Bozeman, College of Education, Health & Human Development, 2022) Weikert, Angela Hewitt; Chairperson, Graduate Committee: Jayne DowneyIn the discussion about the formation and function of partnerships between community anchor institutions (e.g., schools, communities, and museums), previous studies examining motivating reasons for partnerships have been primarily focused on urban settings. Next to no research has been conducted to understand the unique factors that support partnerships in rural communities. Therefore, the purpose of this instrumental case study was to examine the motivating reasons why stakeholders from community anchor institutions establish and sustain a partnership to design and implement a place-conscious approach to education in a rural context. Data were collected using field notes, documents, audiovisual digital materials, and semi-structured interviews with nine stakeholders representing a museum and a local school district. The findings from this study illuminated the importance of understanding the nature of partnerships in a rural context. They highlight a significant shift away from previous definitions of partnerships as transactional and elevate the importance of both the relational aspects of a partnership and the critical role that relationships play in everyday rural life. The results of this study revealed how rural community members are connected through multiple roles and intentionally build long-standing relationships to support students beyond the classroom. The results also extended the findings of previous studies regarding individuals' motivating reasons for partnerships, through articulating the multidimensional reasons why stakeholders in rural contexts participate in partnership activities. These reasons included: a vision for the whole community, beliefs about personal contributions, and the value of place. Finally, the participants in this study demonstrated solution-focused innovation in their approaches to prioritizing partnership activities. This new finding highlights the shortcomings of previous descriptions of the factors that shape partnership activities which reflect superficial understandings of partnerships through vocabulary choices such as constrain or promote. Notably, this study provided an example of rural education innovation modeling how new ideas developed with rural communities can build on and extend previous positive outcomes (White & Downey, 2021). Recommendations are made for future research to explore relational partnerships and anchor institutions in other communities, as well as studying how these relationships contribute to measures of community well-being, vitality, and student outcomes.Item Montana instructional coaches receiving resources and support to increase effectiveness(Montana State University - Bozeman, College of Education, Health & Human Development, 2021) Flamm, Devon Marie; Chairperson, Graduate Committee: Ann EwbankMany school districts rely on instructional coaches to improve teaching to increase student learning. Using survey and interview data from Montana schools that received government funding, this mixed-methods analysis sought to find a link between providing resources and support to instructional coaches and increased school improvement. The research was conducted at 58 schools within 21 school districts in Montana. The majority of the schools were rural, and most were on or near Indian Reservations. Coaches who were able to build relationships with their principal and teachers, provide and have impact on teacher pedagogy, along with having an understanding and being part of the data analysis process had a greater impact on their school showing a greater growth in school improvement through a Needs Assessment. Schools can increase the effectiveness of a coaching program by understanding how coaching is a fundamental part of making instructional improvements within classrooms.Item A multisite case study of state policy and teacher perceptions of recruitment and retention in rural school districts impacted by the critical quality educator shortage(Montana State University - Bozeman, College of Education, Health & Human Development, 2020) Hancock, Hailey Suzanne; Chairperson, Graduate Committee: Christine Rogers StantonThe purpose of this qualitative multisite case study is to explore the history of school funding and policy in Montana K-12 schools with a focus on how the State legislature is or is not providing equality of educational opportunity. Because teachers are the most significant school-related factor on student performance, the analyses will focus on data involving recruiting and retaining highly qualified teachers in rural contexts. This case study occurs from 2004-2019 when school districts sued the State legislature in Columbia Falls v. State of Montana (2004/2005) for not providing an adequate education. The Montana legislature revised their school finance model and, while the State claims the funding is sufficient, Montana continues to face a critical quality educator shortage in rural communities. Since 74% of Montana schools identify as rural this is especially problematic. Critical place-conscious theory was applied to the multisite case study, which consists of five interconnected phases where the semi-structured interviews influence critical policy discourse analysis. The study focused on two rural school districts impacted by the educator shortage, identified as the Glacier and Yellowstone sites. Findings demonstrate that there is a disconnect between Montana policies addressing teacher recruitment and retention, and the reality of educators' professional lives. The unsustainable workloads of teachers, inadequate staffing, low-compensation, and unaffordable housing are all challenges faced by Montana teachers. Rurality is not the primary cause of these challenges rather these issues appear to be systemic. A major conclusion is that teacher attrition impacts the quality of education students receive therefore equality of opportunity does not exist between rural and non-rural schools in Montana. Local school districts are integrating place-conscious solutions to fill this opportunity gap such as teacherages and innovative scheduling, however, not all schools have the financial capacity or leadership to do so, therefore the Montana legislature has a responsibility to provide more funding to schools impacted by the critical quality educator shortage. Furthermore, a new framework, the Place-Conscious Social- Ecological Model, is suggested to create education policy that values Montana's rurality.