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Item Proximal antecedents of effective school leadership practices(Montana State University - Bozeman, College of Education, Health & Human Development, 2022) Ransom, Chad LeRoy; Chairperson, Graduate Committee: William RuffSchool principals have a significant impact on student achievement. While much is known about what effective principals do, relatively less is known about the antecedents of those practices. Specifically, a leader's cognitive abilities have been identified as a gap in the research, as well as holding promise as an antecedent that could lead to improving principal practices. The purpose of this study was to examine the relationship between a leader's cognitive skills, framed as Cognitive Personal Leadership Resources (CPLRs) by Leithwood (2012), and principal practices. CPLRs are divided into three categories: problem-solving, knowledge of effective school and classroom conditions, and systems-thinking. Utilizing a Social Cognitive Theoretical (SCT) framework, the influence of perceptions of contextual affordances and demands and leaders' self-efficacy were also considered. Findings from this study indicate the critical importance of CPLRs, especially problem- solving, to the enactment of principal practices. Study participants spent most of their time deciding which actions to take, both proactively and reactively, in solving problems. Ultimately, the interaction of all three CPLRs (problem-solving, knowledge of effective school and classroom conditions, and systems-thinking) with perceptions of contextual affordances and demands, and self-efficacy lead to a theory of action that guided their actions. Conflicting priorities made the decision-making processes more difficult. Additionally, there were several other skills that study participants highlighted as being important related to the implementation of leadership practices.Item The effectiveness of intensive English language programs: preparing international students linguistically, academically, and culturally for academic studies(Montana State University - Bozeman, College of Education, Health & Human Development, 2021) Pond, Maxine Lister; Chairperson, Graduate Committee: Tricia SeifertThe goal of this problem of practice institutional research study was to determine the effectiveness of the contracted intensive English language program (IEP) to prepare students for academic work. A further goal of the study was to consider the effect of culture on academic performance in the first two semesters of academic study. Problem of practice research was used because it is useful in providing institutions with information and analysis pertaining to their particular context. The study used a quantitative research approach using institutional and program historic, secondary data to examine the relationship between intensity of IEP participation and academic GPA in students’ first and second semester of study at Montana State University (MSU). Univariate, bivariate and binary logistic regression analyses were conducted. GPA was the outcome variable. Predictor variables included factors related to participation in ACE/MSU such as entering and exiting program level, graduating or not graduating, and adjustment to the U.S. American academic culture. Variables that measured cultural background were country of passport and four of Hofstede’s (2001) dimensions, Power Distance Index (PDI), Individualism versus Collectivism (IDV), Uncertainty Avoidance Index (UAI), and Masculinity versus Femininity (MAS). Confounding variables major field of study and cohort were considered. Results from the study indicated that a higher percentage of students who had adjusted to the academic culture (never failed a class) achieve a High GPA than students who failed one or more classes in IEP. Results also indicated that students who graduated from the IEP achieved High GPA at about the same rate as direct-entry students. The findings showed that the institutional IEP was effective in preparing students for academic studies. The research also suggested that students at the institution from Kuwait and Saudi Arabia were not well-prepared for academic success at the institution. Another outcome of the study revealed a strong, conceptually negative relationship between score for PDI and High GPA in the first and second semesters. Kuwait and Saudi Arabia have high PDI scores. Implications from the findings and recommendations for future research and for institutional program and policy changes were given.Item The impact of social belonging on the academic performance of first-generation students at Montana State University(Montana State University - Bozeman, College of Education, Health & Human Development, 2019) Oliveri, Christiane Nadine; Chairperson, Graduate Committee: Tricia SeifertIn the United States, first-generation college students are significantly less likely to persist in college and complete a four-year college degree than continuing-generation students (Cataldi, Bennett, & Chen, 2018; DeAngelo & Franke, 2016; Engle & Tinto, 2008; Pascarella, Pierson, Wolniak, & Terenzini, 2004). The same is true at Montana State University (MSU), where only thirty-one percent of first-generation students graduate within six years (Montana State University, 2018c). It was hypothesized that generational status would predict academic performance at MSU, and that sense of belonging, along with peer and faculty involvement, would mediate the relationship. In addition, a conditional effect was hypothesized, so that there would be an interaction between generational status and belonging, with belonging being a stronger predictor of college grades for first-generation students than for continuing-generation students. A self-report online survey was utilized to assess peer and faculty involvement and sense of belonging. The sample consisted of 184 first-year, first-time, part-time and full-time students at MSU. Factor analysis was used to better delineate between peer involvement and belonging scales. Logistic regression and linear regression were utilized to determine the relationships between independent and dependent variables. First-generation college students had significantly lower levels of influential positive peer involvement when compared to continuing-generation students. Specifically, they had lower levels of agreement that peers would help or listen if they had a problem, and that it was easy to make friends at MSU. Peer involvement and faculty involvement significantly predicted higher sense of belonging for all students. Peer involvement had a negative impact upon college grades for all students, which approached significance. Faculty involvement had a positive impact on college grades for all students. Stigma/stereotype threat variables had an impact on college grades. Sense of belonging did not significantly impact college GPA. Finally, a conditional effect emerged for generational status and peer involvement upon college GPA, which approached statistical significance. Policies, programs, and services must be changed at institutions of higher education to help first-generation college students feel more supported by their peers and welcomed to campus, along with balancing social vs. academic priorities during college.Item Different hunting grounds: American Indian tribal college student perceptions of predominantly white institutions(Montana State University - Bozeman, College of Education, Health & Human Development, 2017) Birdhat, Cheryl Polacek; Chairperson, Graduate Committee: Sweeney WindchiefAmerican Indian students who have attended tribal colleges have expressed gratitude, appreciation and pride in their educational and cultural experiences at these institutions. Most of the 37 tribal colleges and universities (TCUs) in the US and Canada currently offer two-year degree and certificate programs. Many American Indian students who wish to continue onto a bachelor degree program from a two-year TCU consider transferring to a predominantly white institution (PWI). This qualitative study was meant to better understand the perceptions that American Indian TCU students have of PWIs and what these students believe would be helpful for them to both transfer and succeed at a predominantly white four-year institution. A phenomenological qualitative study was chosen to better understand the perceptions of PWIs and the needs related to attendance at a PWI by American Indian TCU students. Fifteen American Indian TCU students were interviewed at six TCUs in the state of Montana. There were two research questions that were used to guide this study, the first was what are American Indian TCU student perceptions of predominantly white institutions? The second was how do American Indian TCU students believe PWIs can better assist and support American Indian students who desire to matriculate to a PWI? Although a qualitative phenomenological research approach was chosen to approach the research questions and potential answers to those questions, my research was heavily focused on appropriately utilizing Indigenous research methodology in all areas of this study. It was of paramount importance for me as an Indigenous researcher to be responsible, respectful, reciprocal and relevant in all the relationships that were both enriched and created in this research endeavor. The stories shared with me from 15 American Indian TCU students resulted in six themes emerging from their collective interviews. Those themes were 1.) family and community, 2.) acceptance and acknowledgement of cultural identity, 3.) PWI support and excitement for new opportunities, 4.) TCU love/pride, 5.) Fear and isolation and 6.) Humor and relationships. The findings for this research have significant implications for all those interested in working with and for American Indian students, specifically for PWIs and their constituents.Item Self-efficacy, student engagement, and student learning in introductory statistics(Montana State University - Bozeman, College of Education, Health & Human Development, 2017) Lindsey, Heidi L.; Chairperson, Graduate Committee: Arthur W. BangertClose to half of undergraduate students in the United States are served by community colleges. Minority, low income, and first-generation postsecondary education students utilize community colleges as a gateway to postsecondary education. Additionally, these institutions provide access to higher education for many nontraditional students, such as adults who work full time while enrolled. This study used partial least squares structural equation modeling (PLS SEM) to investigate and explore the relationship between community college student self-efficacy, engagement, and statistics conceptual understanding in the non-mathematical introductory statistics course and is based on Linninbrink & Pintrich's (2003) model for conceptual understanding. There is much research regarding statistics anxiety, statistics attitude, learning behavior, and statistics achievement where students at four year institutions or graduate students were studied, but few if any studies exist that investigate these same factors with community college students. Data for this study was collected from n=161 student volunteers at three different time points during the semester using all or a subset of the following instruments: Current Statistics Self Efficacy (CSSE) (Finney & Schraw, 2003), Survey of Attitudes Toward Statistics (SATS) (Schau, Steven, Sauphinee, & Del Vecchio, 2995), Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich, Smith, Garcia, & McKeachie, 1993), and Comprehensive Assessment of Outcomes in Statistics (CAOS) (delMas, Garfield, Ooms, & Chance, 2007). Problems with missing data were resolved with multiple imputation methods to preserve power and sample size and prevent introducing bias into the analysis. Overall, the relationships of self-efficacy and engagement explained R2=7.6% of the variance in conceptual understanding of statistics. This study found positive relationships between student conceptual understanding of statistics, selfefficacy to learn statistics and student engagement. Behavioral and cognitive engagement did not appear to mediate the influence of self-efficacy but motivational engagement was found to mediate this effect. Additionally, it was found that self-efficacy to learn statistics had a medium effect on statistical understanding at course end. Suggestions for future research are given.Item A comparison of the achievement test scores in the intermediate grades in a school using performance grouping and a school using heterogeneous grouping(Montana State College, Division of Education, 1961) Burton, Priscilla J.The main purpose of this study was to investigate whether or not a form of ability grouping known as performance grouping had an effect on the students' achievement test scores that would not be obtained in a heterogeneous classroom. The major hypothesis held was that added gains would be shown on the standardized achievement test scores by the students in a school using performance grouping that would not be shown by students in a school using heterogeneous grouping.Item Self concept, marital adjustment, and academic achievement(Montana State University - Bozeman, College of Education, 1978) Loberg, Larry Gordon; Chairperson, Graduate Committee: Richard HorswillThis study investigated the interrelationships between self concept, marital adjustment, and academic achievement as measured by grade-point-average. A proportional stratified random sample of students living in married student housing at Montana State University was drawn. The participants were administered three instruments: a biographical questionaire, the Locke Marital Adjustment Test, and the Tennessee Self Concept Scale. The variables, self concept, marital adjustment, grade-point-average, family income, age, years of marriage, parental status, class level, employment status, housing conditions, family self, social self, personal self, moral-ethical self, physical self, behavior, identity, and self satisfaction were correlated using the Pearson product-moment correlation coefficient. The results showed a significant correlation at the .05 level of confidence between self concept and marital adjustment, self concept and grade-point-average, and self concept subscale categories of family, social, personal, moral-ethical, and physical selves and marital adjustment. A significant correlation between marital adjustment and number of years of marriage, wife^ enrollment in college and marital adjustment, and between family income level and self concept was found to exist. The results showed no significant correlation between housing conditions and marital adjustment, housing conditions and self concept, parental status and marital adjustment, parental status and self concept, marital adjustment and grade-point-average of the wife, self satisfaction and marital adjustment, and class level and marital adjustment.Item Intrinsically intertwined: student perspectives of successes and challenges in a competency-based public high school(Montana State University - Bozeman, College of Education, Health & Human Development, 2016) Sullivan, Susan Cater; Chairperson, Graduate Committee: Jayne DowneyA shift in education paradigms has begun to take hold in the American public school system. Increasingly states are awarding waivers allowing schools and districts to move away from the traditional Carnegie time-based approach to teaching and learning (Worthen and Pace, 2014). One innovative effort toward school reform that has shown demonstrable increases in student success is competency-based education (Haystead, 2010). This education model offers self-paced, standards-based curriculum that requires students to demonstrate proficiency in content before advancing (Borre, 2012; Worthen and Pace, 2014). Extant school reform literature focuses primarily on adult perspectives; however, in order for lasting school reform efforts to succeed, the inclusion of student perspectives is critical (Silva, White, and Toch, 2015). This intrinsic case study was conducted at a public competency-based high school to investigate youth perspectives of components that contribute to student success and to identify components that could be improved to support student success. Youth participants in this study consist of students enrolled in a high school that was included in a whole-district adoption of competency-based education, reaching full implementation in 2012 (Sommers, 2015). The study asked students, from their perspectives, to identify: 1) which components of competency-based education support student success, 2) how those identified components support student success, 3) which element of competency-based education could be improved in order to increase student success, and 4) how improving those components would contribute to an increase in student success. Data was collected through semi-structured interviews conducted with ten youth, and two administrators. Additional data was collected through researcher-generated field notes and relevant artifacts. Results indicate two distinct categories contributing to student success: 1) School-Level and 2) Student-Level. Results indicate three categories youth participants identified as needing improvement to support student success: 1) Increased Learning Facilitator access, 2) Technology, and 3) Advisory Period. Multiple components are discussed for each category. Suggestions for further research are included.Item College achievement of high school honor students in relation to control students with aptitude as a constant(Montana State University - Bozeman, 1965) Frideres, Darrell EugeneItem A study of the academic performance of selected varsity athletes at Montana State University(Montana State University - Bozeman, 1970) Wendel, Robert Wayne; Chairperson, Graduate Committee: Herbert R. Agocs