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    The role of the state supervisor in the distributive education program as viewed by Montana teacher-coordinators
    (Montana State University - Bozeman, College of Professional Schools, 1972) Pilling, Ada Suzanne
    The problem of this study was to determine the opinions of Montana secondary school teacher-coordinators of distributive education in regard to what should be the duties of the state supervisor of distributive education? To fully solve this problem there are two basic questions which must be answered. 1. Are the functions listed in the literature as being specific duties of the state supervisor viewed as such by Montana teacher-coordinators of distributive education? 2. If the duties listed are viewed as being a part of the state supervisor's role, then are they presently being performed by the current state supervisor?
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    Guidance and selection procedures in distributive education
    (Montana State University - Bozeman, College of School of Business, 1976) Richard, Cyril Kirk; Chairperson, Graduate Committee: Norman L. Millikin
    In this paper, "Guidance and Selection Procedures in Distributive Education," the researcher was trying to find out if distributive education teacher-coordinators in the states of Montana and Wyoming were in agreement with the opinions of the leaders in distributive education concerning guidance and selection of students. This researcher, through the use of the sign test, found out that the distributive education coordinators agreed with the opinions of the leaders in distributive education but to a significant level did not practice what they thought was to be the ideal guidance and selection procedures as stated by the leaders.
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    A survey of the related business work experience of the practicing business education teachers in the public secondary schools of Montana
    (Montana State University - Bozeman, College of Professional Schools, 1974) Nelson, Kay Ann; Chairperson, Graduate Committee: Harvey A. Larson
    The purpose of this study is to review the business work experience of the practicing vocationally approved business education teachers in the Montana public secondary schools. The specific purpose of the study is: 1. To establish the number of teachers who have office-related business work experience, 2. To determine the approximate hours of business work experience of each teacher, 3. To discover the recency of the last business work experience of each teacher, 4. To research and analyze the attitudes of teachers and prospective teachers toward the importance of recent, relevant office-related work experience, 5. To determine the attitude of teachers and prospective teachers toward possible changes in recertification requirements for vocational business education teachers in Montana, and 6. To determine a means for business teachers now employed as business education teachers in Montana secondary schools to obtain initial, additional, or current business work experience.
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    A study to address the effectiveness of environmental economic education programs conducted by PERC (Political Economy Research Center)
    (Montana State University - Bozeman, College of Business, 1998) Nicholson, Nancy; Chairperson, Graduate Committee: Norman L. Millikin
    Environmental education is a topic that has received increased attention over the last three decades. Its goal is to develop citizens, informed of environmental issues, who are willing to take action in order to promote healthy, environmentally safe actions and behavior. A Bozeman based organization named Political Economy Research Center, (PERC), has added the theory of economics to the environmental philosophy. Jane Shaw, Senior Associate at PERC and author of Facts Not Fears: A Parent's Guide to Teaching Children About the Environment, supports the partnership of economics and environmentalism in this quote: Economics teaches us about human behavior--the "rest of the story." It sheds light on why we have pollution problems and why some proposed solutions won't work. (1996) PERC has been conducting teacher inservice seminars over the last few years in an attempt to spread the environmental economic word. The study was conducted to measure the outcomes of these seminars. The major purpose of this study was to determine how attendance of PERC environmental economic programs affected educators' attitudes toward environmental and economic issues. The majority of the respondents worked in a secondary (grades 9-12) school and had attended 1-2 days of PERC training. Returned surveys were grouped by the amount of environmental economic training the respondent had received. Five categories developed-1 hour, 1-4 hours, 1 day, 1-2 days, more than 2 days, and summer conference 1997 participants. (It should be noted that a return rate of 76% was received from this last group.) Overall, the respondents responded positively to the theories of environmental economics. Ninety-nine percent of the respondents felt that environmental economics should be integrated into the class they teach. Responses to another question indicated that PERC programs were successful in supplying specific materials to help teachers integrate the concepts of environmental economics into their classroom for 85% (137 of the 167 respondents) of the teachers. The respondents that felt inadequately prepared were the ones who had only attended 1 hour or 1-4 hours of training. The participants that had attended more training felt better prepared. When respondents were specifically asked about the use of "market solutions" to solve environmental problems the majority (59%) of the respondents agreed with the statement, while 40% strongly agreed. It should also be noted that 100% of those who participated in the 1997 summer conference agreed with the "market solutions" statement. Participants were also asked if they were successful in integrating environmental economic concepts into their classes. The survey indicated that the participants who received the most training were the most successful in integrating environmental economics into their curriculum. Only 14% of the 1 hour participants have been successful in integrating while 48% of those with 1-4 hours of training have integrated the concepts of environmental economics. This percentage increases as the training increases. The remainder of the groups, 1-2 days, >2 days, and 1997 Summer conference expressed a successful integration percentage of 71 %,83%, and 81% respectfully. The overall percentage of successful environmental economic integration is 67%. In conclusion, PERC programs were well received. Teachers indicated an appreciation for the alternative way to evaluate environmental concerns and look forward to further information on environmental economics.
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