Scholarship & Research
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Item Exploring the impact of standards-based learning on lesson planning in an undergraduate math methods course(Montana State University - Bozeman, College of Education, Health & Human Development, 2022) Day, Corinne Thatcher; Chairperson, Graduate Committee: Fenqjen LuoThe study examines the performance of pre-service K-8 mathematics teachers on lesson planning assignments using the Association of Mathematics Teacher Educators (AMTE) 2017 Standards for Preparing Teachers of Mathematics as a reference for evaluation. In addition to contributing to the literature on pre-service mathematics teachers' pedagogical content knowledge, the study aims to evaluate the impact of standards-based learning (SBL) on student growth in a higher education setting, where SBL has not been widely implemented or studied. A case study research design is utilized to identify strengths and weaknesses in planning for mathematics instruction in a cohort of 21 PSTs enrolled in a math methods course at a small public university, with comparisons made between first and final drafts of two lesson-planning assignments on which PSTs received extensive instructor feedback. Interviews were also conducted with four participants who student taught during the subsequent semester. Findings indicated growth in performance between drafts of the lesson-planning assignments in terms of designing student-centered math lessons but also revealed gaps in PSTs' mathematical content knowledge. Specifically, most PSTs lacked an ability to link procedures to their underlying concepts, resulting in less than proficient performance on mathematics lesson planning. Contributions of the study include the development of an AMTE-aligned tiered rubric for evaluating both PST and mathematics teacher educator (MTE) performance in mathematics instruction and for potential use in framing and evaluating Standards-based practicum experiences in mathematics teacher preparation.Item K-8 preservice teachers's preparedness for technology integration in mathematics: examining perspectives, anticipated practices, and abilities(Montana State University - Bozeman, College of Education, Health & Human Development, 2022) Meyerink, Monte Shane; Chairperson, Graduate Committee: Fenqjen Luo; This is a manuscript style paper that includes co-authored chapters.Research on the use of technological resources--such as virtual manipulatives and mathematical games--in kindergarten through eighth-grade mathematics has highlighted numerous benefits to students' achievement in and attitudes toward mathematics. However, studies have also highlighted preservice teachers' lack of preparedness to integrate technology into their future classrooms. Thus, the purpose of this dissertation is to examine kindergarten through eighth-grade preservice teachers' preparedness to integrate technology into mathematics by analyzing their perspectives on technology integration, their anticipated technology integration practices, and their technology integration abilities. In this three-manuscript dissertation, qualitative analyses employed a social constructivist paradigm and utilized an ethnographic approach to examine preservice teachers' preparedness to integrate technology. By using the PICRAT model as a guiding theoretical framework in each study, preservice teachers' perspectives and abilities were examined in relation to how their anticipated uses of technology would impact mathematics instruction in respect to both students' learning and teachers' pedagogical practices. Findings showed that preservice teachers' tended to report a lack of knowledge in relation to technology integration and both ask questions and express concerns related to how to appropriately integrate technology into mathematics. Nevertheless, preservice teachers also reported an intent to integrate technology into their future classrooms at a relatively frequent basis. When examining preservice teachers' abilities to either evaluate an existing geometry activity or create a geometry activity that utilizes a technological resource, preservice teachers tended to evaluate or create activities that integrated technology in a way that both enabled interactive learning on behalf of the students and amplified teachers' pedagogical practices. Activities that used technological resources to either promote students' passive learning or replace teachers' practices were less frequent, and activities that used technology to either foster students' creative learning or transform teachers' practices were rare. Additionally, preservice teachers' activities tended to align with PICRAT levels that are associated with higher degrees of impact on mathematics instruction when preservice teachers evaluated activities rather than created activities. To conclude, implications for teacher education programs and areas of future research are presented and discussed.Item Instructional feedback and learning: understanding the perspective of pre-service teachers for personal learning and future teaching(Montana State University - Bozeman, College of Education, Health & Human Development, 2021) Dallman, Dallas Ann; Chairperson, Graduate Committee: Jayne DowneyInstructional feedback has been demonstrated to be a critical element in student learning and achievement. While important for learning, instructional feedback is challenging to provide and challenging to receive. Research suggests that instructional feedback is often underutilized, particularly in post-secondary education. Pre-service teachers are in a unique position of being both receivers and providers of instructional feedback concurrently. There is a lack of research examining the perspectives of this group as it relates to the receipt and application of instructional feedback as well as their intentions regarding the use of instructional feedback in their future practice. This case study explores the perspectives of elementary pre-service teachers in the advanced stages of their teacher education program. A three-part interview protocol included a constructed scenario, a guided recall, and direct questioning about beliefs and values. The protocol was used to identify the ways in which pre-service teachers experience instructional feedback, understand instructional feedback, intend to use instructional feedback in their own practice and pre-service teachers perceived level of preparedness to do so. The results demonstrated that this group of pre-service elementary teachers values instructional feedback as a tool for learning, are hungry to receive effective instructional feedback from experts in the field, and would like more practice and preparation to be able to provide effective instructional feedback to their K-8 students. While this case study is a spotlight on a specific group of pre-service teachers in one specific teacher education program, the findings suggest that pre-service teachers as a group may also be unique in their understandings and appreciation for instructional feedback.Item Role of elementary school leaders in special education decisions(Montana State University - Bozeman, College of Education, Health & Human Development, 2020) Seger, Christa Mae; Chairperson, Graduate Committee: William RuffThis study was designed to gain an understanding of tasks elementary building leaders are personally involved with special education building tasks and identify building leaders who self-identify as highly engaged in special education. Instructional leaders must have a full understanding of educational practices as they relate to special education. Building level leaders are asked to perform many different tasks daily. With over 7.0 million students identified as needing special education services, many building leaders struggle with their knowledge of special education and their role. Many Educational Leadership programs do not require a building leader to be educated specifically in the area of special education practices and law thus creating a disconnect in instructional leadership. A case study design was used in answering the four research questions. A survey, Questionnaire on the Special Education Roles and Functions of the School District and/or Building Level Administrator, was administered to elementary building level leaders in one western urban school district in Denver, Colorado. Once quantitative data was collected and analyzed, a qualitative phase using interviews with self-identified highly engaged elementary leaders was conducted. The findings suggest principals who are highly engaged in special education tasks have an understanding of their role and what strategies are needed to be an effective special education instructional leader. These strategies include being (a) collaborative, (b) accountable, and (c) being in a position to create trusting, authentic relationships with stakeholders. It is important for building leaders to have appropriate training to (a) access information through on-the-job training, (b) to prevent a lack of knowledge in IDEA tasks, and (c) be held accountable for ensuring special education programs are adequately supported in their building.Item Aesthetics thinking(Montana State University - Bozeman, College of Education, Health & Human Development, 2019) Home Gun, Melanie Ann; Chairperson, Graduate Committee: Priscilla LundThis mixed-methods phenomenological study explores aesthetic education and the visual arts as an intervention for students who have learning disabilities to enhance reading as measured by standardized test scores, self-concept scores, and through interviews that investigate students' self-esteem, self-concept, motivation, and self- efficacy. Participants range between the ages of 10 and 11 and are in grades four and five. The study investigated seven children's feelings about themselves and towards reading before and after the intervention. The research study is aimed to determine whether using the visual arts and an aesthetic education intervention in reading helps children with learning disabilities read more effectively by having the opportunity to express themselves artistically. Moreover, the visual arts and the use of an aesthetic education in the core curriculum is not readily available for children in the elementary grades in most public schools in the United States. The focus of this study is on children in a small rural town in North Eastern Montana of mixed demographics and socio-economic status. While not intended to be an exhaustive literature review, this research highlights important findings that correlate aesthetic education and the visual arts with reading acquisition within this small and rural community of children with learning disabilities. Further, the study explores self-concept through the authentic expression of individuals and the phenomenon and lived experiences from the intervention of their cohort. From this research, I hope that educators and policymakers will reconsider how aesthetic education and the visual arts can influence educational practices and policies and use the arts in the public schools again as part of a core curriculum.Item A history of elementary education in Gallatin County from 1865 to l965(Montana State University - Bozeman, 1966) Brown, Margaret Belle ReimannItem An interest study for a summer library program for elementary age children in Butte, Montana--1971(Montana State University - Bozeman, 1971) Griffith, Olive Marie DouglasItem Attitudes, objectives, and practices of elementary art in six selected hi-line elementary schools(Montana State University - Bozeman, 1976) Gorder, James RogerItem How the reading programs of five rural schools in Gallatin County, Montana meet the individual needs of the students(Montana State University - Bozeman, 1974) Emilsson, Elizabeth MaykuthItem Role of the classroom teacher in elementary physical education(Montana State University - Bozeman, 1960) Drew, Marian