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Item Effectiveness plans and practices in programmatic accreditation: differences in evaluative culture in nursing and engineering(Montana State University - Bozeman, College of Education, Health & Human Development, 2024) Swift, Paul Richard; Chairperson, Graduate Committee: Carrie B. MyersOne of the main methods of public accountability in higher education is the use of accreditation to measure quality and ensure continuous improvement. In recent decades, accrediting bodies have moved away from inputs-driven requirements to requirements that focus on outcomes. One of the major shifts has been towards requiring institutions and programs to report on their effectiveness. However, despite the significant commitment of resources towards accreditation, there is little research around the practices within accredited programs. The purpose of this grounded theory study was to better understand the practices of practitioners of program effectiveness in accredited programs of engineering and nursing at two separate institutions of higher education. The study found significant differences in the scope of effectiveness practice between the two disciplines, with engineering practitioners focusing primarily on the assessment of student outcomes while nursing practitioners focused on systems that comprehensively evaluated many different aspects of their program. The study further found that most of the practitioners had come to their positions as novices; this presented an opportunity to learn from these seasoned professionals and theorize best practices for the field that may contribute to improved effectiveness practices for programs that are programmatically accredited. Suggestions are also provided for the field of accreditation more broadly to help clarify terminology and expectations.Item Misalignment with values and practices: a content analysis on how one school district is implementing the science of reading(Montana State University - Bozeman, College of Education, Health & Human Development, 2023) Fassbender, Christina Jordan; Chairperson, Graduate Committee: Allison Wynhoff OlsenThe term "Science of Reading" (SOR) has gained increased awareness over the past couple of years and has garnered the attention of researchers, teachers, and other educational stakeholders. As a result, the definition and implementation of the Science of Reading has led to misunderstandings between research and practice. This project uses content analysis to examine how one school district defines and implements SOR using a scripted curriculum and other outsourced curricular materials despite the research behind SOR. Relying on curriculum theory as an analytic lens, this paper also examines the impacts of SOR within the studied school district to analyze whose interests are being served and silenced. By presenting first a historical account of the past reading wars, I focus on the arguments for and against SOR. Next, artifacts in the form of district and teacher communications, teacher worksheets, websites, and responses from teacher interviews are used to identify mis/alignment with the pedagogical foundations purported by leading SOR scholars. Finally, a discussion and implications are offered to detail the impact that conflicting curricular values may have on young readers as well as current and future teaching practice of reading teachers in the focal district.Item Implementation of new literacy practices based on the science of reading: a relational leadership approach(Montana State University - Bozeman, College of Education, Health & Human Development, 2021) Sullivan, Nichole Daines; Chairperson, Graduate Committee: Tena VerslandThe purpose of this qualitative case study was to understand how literacy leaders describe their roles and responsibilities in relationship with each other as they lead the implementation of a new literacy curriculum based on the science of reading through the lens of relational leadership. Further, the study sought to understand how literacy leaders include multiple perspectives and empower others in a purposeful, ethical way through the process of the science of reading curriculum implementation. Specifically, this paper examined how literacy leaders led change in literacy instruction in response to student achievement data that did not exemplify the excellence and potential they believed their students could achieve. A single case study design was chosen for this study, so that the focus of the study would be on the process and relationships of literacy program interactions. The results of this study found that the antecedents for relational leadership and the development of relational leadership during the implementation of a literacy curriculum based on the science of reading are multidimensional and comprised of five themes: (1) trust and mutual positive regard as antecedents for relational leadership, (2) intentionally developed vision building takes time, (3) knowing people and teams through regular interaction, (4) consistent messaging of fidelity to the implementation of literacy curriculum, and (5) intentional support and effort of teachers and administrators. These factors connect to what relational leaders know, their state of being, and their actions, and these factors work together to create a context where a deep change in the teaching of literacy can take place within a school system.Item Atlas - Academic Technology Literacy ASsessment: a technology literacy modified delphi method study(Montana State University - Bozeman, College of Education, Health & Human Development, 2018) Luft, Stephen James; Chairperson, Graduate Committee: Carrie B. Myers; Nick Lux (co-chair)How technology literate are you? Today, the world and associated technologies are far more complicated than the simple wheel, requiring a technologically literate society and workforce. Despite the widespread agreement about the critical nature of technology literacy and the role it plays in the success for college students, there exists no mechanism for helping students align their technology skills to the skills needed to be successful in college classes. The purpose of this modified Delphi method study was to identify exemplary technology literacy definitions from current technology literacy definitions, develop a basic academic technology literacy rubric and identify steps needed to implement the Academic Technology Literacy ASsessment (ATLAS) rubric system at the program, department, college and university level. The reduction of 25 technology literacy definitions to 10 technology literacy definition signified a certain level of them being exemplary. All the 10 technology literacy definitions had common threads of problem-solving, communication, responsibility and lifelong. Some of the definitions equated these as the demands of learning in the 21st century. Ten technology experts in higher education were asked how they would align academic technology literacy skills with skill levels. These alignments would be used to create an Academic Technology Literacy ASsessment (ATLAS) rubric. This was accomplished using a modified Delphi method study methodology. Over the course of three rounds, the SME participants aligned 93 out of 131 academic technology literacy skills with skill levels. The integration of the ATLAS was favorable at varying levels at all four areas. The greatest take-away from the responses was that participants observed that they did not see the black and white, digital native and digital immigrant separation of technology literacy. These perceived digital natives were in many cases as technology illiterate as the perceived digital immigrants This study provides students, faculty, and institutions with an understanding of technology literacy definitions, a tangible ATLAS rubric system that will provide those that feel overwhelmed with technology to identify where they are weak. Administrators will be able to identify actual steps on how to institutionalize the ATLAS rubric at the course, department, college and university level.Item Diverse literature in elementary school libraries: who chooses and why?(Montana State University - Bozeman, College of Education, Health & Human Development, 2017) Bulatowicz, Donna Marie; Chairperson, Graduate Committee: Joyce HerbeckPublished children's literature in the United States overrepresents some identities while underrepresenting others, such as people of color, LGBT people, people with disabilities, people who live below the poverty line (Crisp et al., 2016), and more. Thus, some children may not encounter text representative of their identities. As literature can assist with identity development and provide ways for children to learn about those who differ from self, the lack of diversity in children's books disadvantages children with minoritized and majoritized identities (Bishop, 2012; Koss, 2015; Lifshitz, 2016; Schachter & Galili-Schachter, 2012). School librarians function as gatekeepers through the purchase and promotion of various texts. The decisions made by these gatekeepers may enable greater access to representative literature or may limit access. This illustrative case study with a descriptive survey examines the frequency with which librarians promote diverse literature, their comfort level doing so, and how they describe the factors that impact their decisions regarding diverse text. The researcher created an online survey on Qualtrics with both quantitative and qualitative questions and emailed 1,137 elementary school librarians in Idaho, Montana, New Mexico, Utah, and Wyoming to request participation in the survey. One hundred and sixteen librarians completed the survey. Eight participants self-selected for interviews. Librarians felt most uncomfortable promoting books with LGBT characters, and were most likely to "never" promote these books than any other type of diverse identity listed in the survey. Two main themes emerged from this study: internal and external factors impact librarian decision making regarding promotion of diverse texts, and some librarians may self-censor purchase and/or promotion of diverse texts. This study offers insight into the factors that impact librarian decision making, as well as how frequently librarians promote diverse texts and their comfort level promoting diverse literature. The study concludes with an examination of the implications from this study, including lack of available texts reflective of LGBT identities, a possible need for training regarding intellectual freedom and the librarian code of ethics, and the impacts of budget issues. Finally, recommendations for future studies are explored, which may further illuminate this under-researched area.Item Instructional planning practices of rural, multi-grade teachers : a case study(Montana State University - Bozeman, College of Education, Health & Human Development, 2016) Knaub, Kristi Lynn; Chairperson, Graduate Committee: Christine Rogers StantonMulti-grade teachers must consider numerous factors when planning for instruction. The challenges of meeting content standards for several grade levels, teaching numerous subjects, and managing student behaviors contribute to a complex process. The purpose of this study is to investigate the methodologies used for long and short-term instructional planning in multi-grade classrooms, including organization of students and subject areas. Qualitative case-study research was conducted on three rural Montana teachers who teach multiple grade levels. Interviews, classroom observations, and planning documents were used to construct descriptions of the participants' yearly, unit, weekly, and daily planning. Goals of planning, resources used, planning formats, evaluation of planning effectiveness, and alignment to planning models were also compared. The multi-grade teachers relied on previous plans, knowledge of students, and curriculum guides as primary resources to meet their planning goal of effective content coverage. Notable differences existed in planning format, organization of instruction, and use of curricular integration between the least experienced teacher and more experienced teachers. Teachers also relied on executive planning routines to manage their planning duties. The teachers' planning strategies could be applied to general education settings as a model for differentiating instruction for diverse student populations. Additionally, preservice teacher education programs could benefit from adding courses focused on realistic planning methods rather than theoretical models. Finally, multi-grade teachers could benefit from peer-mentoring programs and structured opportunities to share and reflect upon their own practices.Item The acceptance of technology education by Montana's industrial arts/technology education teachers(Montana State University - Bozeman, 1998) Ruble, Kevin M. (Kevin Mark); Chairperson, Graduate Committee: Scott E. DavisItem Ten methods of articulating and integrating subject matter in the industrial arts curriculum(Montana State University - Bozeman, 1965) Erickson, Harvey B.Item Curriculum evaluation in the Kellogg Extension Education Project(Montana State University - Bozeman, 1975) Dimich, Jean GowinItem A survey of music in the Alberta schools(Montana State University - Bozeman, 1966) DoBush, Jack