Scholarship & Research
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Item Investigating the efficacy of a collaborative evaluation model using visual research methods and concept mapping strategies to evaluate a professional learning program for teachers building competency in media literacy(Montana State University - Bozeman, College of Education, Health & Human Development, 2021) Vradenburg, Nicole Angeline; Chairperson, Graduate Committee: Sarah PenningtonThe purpose of this study was to investigate the efficacy of collaborative evaluation as a method for understanding and describing how a collaborative professional learning program for educators will improve their self-reported skills in media literacy while engendering them to deliberately employ media literacy practices in their lesson plans. The model investigated for this study had six phases and employed the use of surveys, collaborative discussion, and the creation of visual artifacts to gather descriptive data to answer research questions. This participatory approach to evaluation gave participating teachers the opportunity to evaluate the data alongside the researcher. The role of the researcher as the program evaluator and facilitator leveraged the collegiality and strong relationships developed over time to gather detailed data about the professional learning program and the self-reported growth in media literacy competency of the teachers. Facilitators of professional learning for teachers can employ a collaborative evaluation model to gather testimony form participants describing their experiences that will inform the design of future programs for teachers. Findings suggest that including teachers in the evaluation of the programs in which they participate is an effective evaluation strategy that increases the chances that the data collected will inform the future professional learning programs for teachers. This model is recommended for programs that are meant to support teachers in building their competency in a specific content area, such as media literacy, over time through collaboration with peers.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.