Scholarship & Research
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Item Distance-mediated mentoring : a telecommunication-supported model for novice rural mathematics and science teachers(Montana State University - Bozeman, College of Education, Health & Human Development, 1998) Luebeck, Jennifer LynItem An analysis of attitudes of participants involved in an interdisciplinary National Science Foundation summer institute at Montana State University(Montana State University - Bozeman, College of Education, Health & Human Development, 1986) Ofelt, Courtland H.Item An investigation into the effects of completion problems on the performance of introductory physics students(Montana State University - Bozeman, College of Letters & Science, 2009) Wolf, Jeremy Tyler; Chairperson, Graduate Committee: Jeff AdamsIn this study the completion problems were voluntary. I believe it has been reasonably shown that the completion problems do not have a negative effect on test performance. If the act of completing a completion problem is useful making the completion problems mandatory would seem to be a simple improvement that may result in further or more widespread gains. Further, I believe that completion problems are realistic to implement for an entire semester or year-long course, in terms of time invested in creation of the problems compared to the possible gains made by students. The study has also shown that completion problems can be implemented without significantly altering the rest of the course (i.e. lectures, exams and tutorials).Item Elements of reflective and non-reflective discourse in an online induction program for experienced and novice science teachers(Montana State University - Bozeman, College of Education, Health & Human Development, 2009) Farrar, Beth Lauri; Chairperson, Graduate Committee: Elisabeth SwansonReflection is frequently cited in the literature as integral to the type of learning in which professionals engage. However, throughout the literature the concept of reflection has been ill-defined and shown to be difficult to operationalize in studies. Beginning with a comprehensive review of the literature, this study sought to develop a research based way to operationalize reflection. Once reflection was defined and operationalized, a discourse analysis rubric was designed to identify elements of non reflective and reflective discourse used by participants in an online content-based mentoring and induction professional development program, e-Mentoring for Student Success (eMSS). The rubric was used to conduct a content analysis of online discourse between novice and experienced science teachers participating in the eMSS program. Coders determined which elements of non reflective and reflective discourse, including levels of discourse, were used by different types of participants in the various online discussion areas of the eMSS program. The results of this study showed a higher percentage of novice science teachers' messages were coded as containing overall higher levels of reflective discourse. This difference was partly attributed to the different roles experienced and novice science teachers have in this program. The different eMSS online discussion areas had varying percentages of messages identified as containing different levels of reflective discourse. Different discussion area curriculums, including types of discussion prompts and methods of facilitation, partly attributed to these differences. This study showed the importance of being intentional in the wording or modeling of what is expected from participants as they compose their messages. This study also showed that eliciting reflective thought processes from program participants depends on a variety of factors and can be contextual. No single factor stood out as essential to consistently encouraging reflective thought processes. Recommendations are made for designing program curriculums and facilitating the type of learning that results in the use of reflective thought by program participants.Item Science teachers' perspectives on their experiences in a graduate program in physics education and effects on their practice(Montana State University - Bozeman, College of Education, Health & Human Development, 2011) Ketola, Randall Gordon; Chairperson, Graduate Committee: Elisabeth SwansonPhysics education research is showing that programs for physics educators should look different than traditional physics programs designed for other majors, but how? In the literature review preceding this sequential, mixed methods study, three exemplary, research based physics programs for practicing teachers are examined with respect to physics education research, especially the five principles for effective physics teaching set forth by senior physicist and physics education researcher E. F. Redish. This study provides an in depth examination of a well-established physics graduate program for practicing teachers at a small, midwestern university that is also measured against these same five principles: Constructivist, Context, Conceptual Change, Individuality, and Social Learning. In this setting, information was gathered in the form of a teacher survey, as well as through case studies of selected participants. The results of this study affirm that graduate programs designed specifically for the development of physics teachers are, in fact, different. The data also indicates the value placed on, as well as the frequency with which the participants utilize these teaching approaches in their classrooms. Results showed that participants felt the program placed a higher emphasis on using multiple representations to convey information to students, as well as on teaching translational skills with respect to these representations. Smaller class sizes, more staff attention, and total immersion were cited as essential. Financial concerns with respect to some of the activities did occasionally arise. An area of concern was the lack of adherence to the Individuality principle, which states students have unique backgrounds and abilities that should be considered when designing a lesson. Assessing student prior knowledge when designing and implementing lesson plans also was not indicated as a frequent practice in the program, or in the teachers' own classrooms according to participant data. In summary, according to participants' reports, the graduate program investigated modeled four of the five the principles proposed by Redish to a great degree, the exception being the Individuality principle. Based on the data contained in the survey, interviews, and portfolio submissions, recommendations for designers of future graduate programs for physics teachers were also made.Item Determining the impact on the professional learning of graduates of a science and pedagogical content knowledge-based graduate degree program(Montana State University - Bozeman, College of Education, Health & Human Development, 2010) Mike, Alyson Mary; Chairperson, Graduate Committee: Elisabeth SwansonThis study examined the professional learning of participants in a science and pedagogical content knowledge-based graduate degree program, specifically the Master of Science in Science Education (MSSE) at Montana State University. The program's blended learning model includes distance learning coursework and laboratory, field and seminar experiences. Three-quarters of the faculty are scientists. The study sought to identify program components that contribute to a graduate course of study that is coherent, has academic rigor, and contributes to educator's professional growth and learning. The study examined the program from three perspectives: recommendations for teachers' professional learning through professional development, components of a quality graduate program, and a framework for distance learning. No large-scale studies on comprehensive models of teacher professional learning leading to change in practice have been conducted in the United States. The literature on teachers' professional learning is small. Beginning with a comprehensive review of the literature, this study sought to identify components of professional learning through professional development for teachers. The MSSE professional learning survey was designed for students and faculty, and 349 students and 24 faculty responded. The student survey explored how course experiences fostered professional learning. Open-ended responses on the student survey provided insight regarding specific program experiences influencing key categories of professional learning. A parallel faculty survey was designed to elicit faculty perspectives on the extent to which their courses fostered science content knowledge and other aspects of professional learning. Case study data and portfolios from MSSE students were used to provide deeper insights into the influential aspects of the program. The study provided evidence of significant professional learning among science teacher participants. This growth occurred in key categories defined in the literature including inquiry, building social capital, critical and responsive learning, valuing learning and building content knowledge. In general, findings from students and faculty were well aligned. Based on respondents' recommendations, the author recommended a stronger emphasis on pedagogical content knowledge, analysis of student work, and strategies for differentiating instruction for diverse learners. Conclusions include a framework and roadmap elements to inform those working to improve graduate education or professional development for science teachers.Item An educational ethnography of teacher developed science curriculum implementation : enacting conceptual change based science inquiry with Hispanic students(Montana State University - Bozeman, College of Education, Health & Human Development, 2006) Brunsell, Eric Steven; Chairperson, Graduate Committee: Elisabeth SwansonAn achievement gap exists between White and Hispanic students in the United States. Research has shown that improving the quality of instruction for minority students is an effective way to narrow this gap. Science education reform movements emphasize that science should be taught using a science inquiry approach. Extensive research in teaching and learning science also shows that a conceptual change model of teaching is effective in helping students learn science. Finally, research into how Hispanic students learn best has provided a number of suggestions for science instruction. The Inquiry for Conceptual Change model merges these three research strands into a comprehensive yet accessible model for instruction. This study investigates two questions. First, what are teachers' perceptions of science inquiry and its implementation in the classroom? Second, how does the use of the Inquiry for Conceptual Change model affect the learning of students in a predominantly Hispanic, urban neighborhood.Item Critical reflection and teacher capacity : the secondary science pre-service teacher population(Montana State University - Bozeman, College of Education, Health & Human Development, 2009) Krim, Jessica Sarah; Chairperson, Graduate Committee: Michael Brody.This qualitative study seeks to understand the development of secondary science pre-service teachers. A case study is developed about each of the five participants, in effort to answer the research questions, which are: How did critical reflection inform teacher capacity within the secondary science pre-service teacher population? What knowledge, skills, and dispositions facilitated secondary science pre-service teachers in developing a critically reflective practice? It is the author's expectation that by teaching these pre-service educators to develop their skills of critical reflection by using external methods of assessment such as videotaping, peer feedback, and student work, the participants in this study will increase and expand their capacity as teachers, or their "innate potential for growth, development, and accomplishment" (McDiarmid & Clevenger-Bright, 2008), and be better prepared to accomplish the goals that are expected of a master teacher. Data is collected from interviews, participant work samples, and observations from the researcher and other key individuals who worked with each participant, such as: the methods instructor, university supervisors, and cooperating teachers. Over the course of two semesters, the researcher developed a detailed description of each of the participants through analyzing passages selected from interview transcripts and student work samples for reflection type, factor of teacher capacity, and commonplace interaction group. The first outcome of this study includes an understanding of the relationship between critical reflection and teacher capacity and the knowledge, skills and dispositions that facilitate the development of a critically reflective practice. The second outcome of this study was the development of a new adaptation of a teacher interaction model (commonplace interaction groups) based on Schwab's Commonplaces of Educating. Lastly, three conclusions were drawn about the five participants in this study: There was a change in the participants' reflection level from the methods semester to the student teaching semester, most shifted their focus of reflection from teacher-self to teacher-student, and the weakest area of reflection with all participants was content / subject area and curriculum / standards.Item Science teaching time and practice, and factors influencing elementary teachers' decisions about both in rural reservation schools(Montana State University - Bozeman, College of Education, Health & Human Development, 2009) Jones, Richard Marshall; Chairperson, Graduate Committee: Elisabeth Swanson; Arthur W. Bangert (co-chair)An achievement gap exists between White and Native American students in Montana. Extensive research has shown that improving the quality of instruction for minority students is an effective way to narrow this gap. Science education reform movements emphasize that for science to be effective it must first be taught and that when taught, should use a variety of approaches, including inquiry. In Montana it is also essential that programs designed to improve science instruction include strategies recommended by the research that are effective for Native American students including contextualization within the culture, the use of modeling and demonstration, and collaborative engagement in learning. The ten teachers who participated in this study were engaged in such a program, the Big Sky Science Partnership (BSSP). This study investigates three questions. First, how much time are the teachers in the study teaching science? Second, what does this teaching look like in relation to the recommendations for best science practice found in the research? Third, what influences do the teachers feel drive their instructional decisions? The answers to these questions were based on both quantitative and qualitative measures including data from interviews, participant reflections, observations, and surveys. This study provides an in-depth description of the allocation of science teaching time for elementary teachers who work primarily with Native American students as well as providing valuable data regarding teaching practice. The study shows that both time and practice are influenced by many factors. The primary influence cited by the participants in this study was district focus on reading and mathematics instruction. Participants also indicated that their participation in the BSSP had a direct influence on the amount of time they devoted to science instruction as well as the content covered and the strategies used. Teachers' views about these influences provide insight into limitations that schools' physical structure, policy mandates, and culture can place on a teacher's ability to effectively teach science. In light of the results of the study, implications for educators and policy makers are addressed, and recommendations for future research are suggested.