Scholarship & Research
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Item Montana instructional coaches receiving resources and support to increase effectiveness(Montana State University - Bozeman, College of Education, Health & Human Development, 2021) Flamm, Devon Marie; Chairperson, Graduate Committee: Ann EwbankMany school districts rely on instructional coaches to improve teaching to increase student learning. Using survey and interview data from Montana schools that received government funding, this mixed-methods analysis sought to find a link between providing resources and support to instructional coaches and increased school improvement. The research was conducted at 58 schools within 21 school districts in Montana. The majority of the schools were rural, and most were on or near Indian Reservations. Coaches who were able to build relationships with their principal and teachers, provide and have impact on teacher pedagogy, along with having an understanding and being part of the data analysis process had a greater impact on their school showing a greater growth in school improvement through a Needs Assessment. Schools can increase the effectiveness of a coaching program by understanding how coaching is a fundamental part of making instructional improvements within classrooms.Item Examining the experiences of teachers in online professional development: a teacher education twitter-based professional learning network(Montana State University - Bozeman, College of Education, Health & Human Development, 2020) Nusbaum, Rebecca Mae; Chairperson, Graduate Committee: Carrie B. Myers and Nick Lux (co-chair)Teacher Education Twitter-based Professional Learning Networks, commonly referred to as 'EdChats,' have increased rampantly in number and in reach over the past decade. Global, national, and local reforms tout EdChats as an effective learning platform and an innovative form of Professional Development, yet the EdChat trend is new enough that it has not developed research depth. EdChats provide a supplementary solution to traditional district-mandated auditorium Professional Development models. EdChat models often leverage social constructionist and constructivist learning paradigms in a highly accessible ubiquitous environment. Uniquely, EdChats seemingly highlight educators as self-directed learners who are seeking to curate their own learning trajectory to ultimately improve their practice. This qualitative study was framed from Garrison, Anderson and Archer's (2000) Community of Inquiry, as it sought to examine reported experiences through social presence, teacher presence, and cognitive presence. Intersection of these three areas provides relevant criteria for online learning analysis, and heavily aligns with educational experience at the crux of the model. This study served to examine reported overall learning experience of #MTEdChat participants through three guided research questions: learning experience, assumed learning roles, and how they learned from varied perspectives. The participants included 10 educators who met the following criteria: (1) being an in-service or pre-service K-12 educator: teacher, principal, coach, or school administrator, and (2) having participated in #MTEDCHAT one time or more. Participants were interviewed through secure video conference, their interviews were transcribed and analyzed, and emergent categories were developed. The data was analyzed using open codes and further analyzed through categories and emergent themes. Key findings revealed that learning experiences were comprised of three recursive buckets of learning, as described through: interpersonal, intrapersonal, and social capital. Participants revealed how these three primary areas helped to construct their reported learning experiences. Findings illustrate the value of learning reciprocally in a group, and how social capital can effectively facilitate learning. Also telling was the identifiable connection between a geographically boundless environment and the varied perspectives that it yields. Reported learning experiences provide relevance and prompt future use and recommended improvements.Item The impact of a middle grade professional development school on teacher training and retention(Montana State University - Bozeman, College of Education, Health & Human Development, 2020) Stierman, Catherine Rowan; Chairperson, Graduate Committee: Michael BrodyTeacher preparation and retention are in a state of crisis. Just under 20% of all pre-service teachers will still be in the classroom four years after graduation (AACTE, 2018; Cowen, Goldhaber, Hayes & Theobald, 2016; Darling-Hammond, 2003; Ingersoll, Merrill & Stuckey, 2018; Latham & Vogt, 2007; NCES, 2016; NCTAF, 2003). The quality of training and the sense of self have been identified as the determining factors for persistence in the education profession. The research is very clear that professional development school (PDS) prepared teachers are significantly more likely to enter and to persist in the field. This case study focused on ten undergraduate education majors in a middle grade professional development school with a significantly higher than average retention in the field. Both qualitative and quantitative data were collected simultaneously. Sources included five inventories, twelve sets of interviews, and eleven reflections. It was determined that governance at both the university and middle school sites allowed the classroom teachers and professors to provide a curriculum that centered on the identification, practice, and internalization of effective educators through active learning and student-centered pedagogy. Three curricular practices were identified by the participants as being significant influences on their development and success as teachers: opportunities to see classroom teachers and professors model best practice, substantial time to practice their own skills, and a structure for reflection and processing of learning events.Item An examination of the intersection of outdoor adventure education and teacher education(Montana State University - Bozeman, College of Education, Health & Human Development, 2016) Davie, Lincoln Ingraham; Chairperson, Graduate Committee: Jayne DowneyScant research exists investigating the intersection of outdoor adventure education and teacher education. The purpose of the current study is to explore the relationship of outdoor adventure engagement and pre-service teachers' perceptions of preparedness to teach. A sample of 209 undergraduate students enrolled in education classes competed a survey consisting of: demographic questions pertaining to outdoor adventure engagement, The 12-item Teacher Sense of Efficacy Scale (TSES) (Tschannen-Moran & Hoy, 2001), The Short Grit Scale (Grit-S) (Duckworth & Quinn, 2009), and survey questions regarding preparedness to teach derived from the InTASC standards (CCSSO, 2013). A partial least squares structural equation model (PLS-SEM) was used to investigate this relationship and was mediated by teacher efficacy beliefs and the personality trait of grit. The results of the current study demonstrate the unique nature of outdoor adventure engagement in relation to pre-service teachers. The current study did not find significant relationships between outdoor adventure engagement and perceptions of preparedness to teach. This may be the result of a homogenous population that reported a higher than expected level of experience with outdoor adventure activities. Results from the path analysis did find significant direct effects of teacher efficacy and grit on preparedness to teach. However, the direct effect of grit on preparedness was significantly mediated by teacher efficacy. The research supports the need for more investigation of outdoor adventure education and teacher education. Additionally, the study supports the need for more investigation of healthy manifestations of grit, which may be informed through outdoor adventure education.Item Education and teacher training in Pakistan, Thailand, and South Korea(Montana State University - Bozeman, 1962) Eaton, Favre E.Item An evaluation of the attainment of the goals and objectives of the Department of Elementary Education through graduate evaluation(Montana State University - Bozeman, 1974) Van Gorden, Charles Roger; Chairperson, Graduate Committee: Robert Allen Van WoertItem Pre-school teacher orientation programs in thirty-four Montana school systems(Montana State University - Bozeman, 1970) Thomas, Glen Alan; Chairperson, Graduate Committee: Earl H. FellbaumItem The effects of career education teacher in-service training on the career knowledge of sixth grade students(Montana State University - Bozeman, 1978) Strand, Charles Richard; Chairperson, Graduate Committee: Gerald D. SullivanItem A comparison of the judgments of Montana music education in public schools and colleges regarding how much music performance should be in music teacher preparation(Montana State University - Bozeman, 1978) Rattin, Kathleen LouiseItem The status of the fifth-year program in teacher education(Montana State University - Bozeman, 1966) McDowell, Shirley Blake