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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.
Flipped learning in a progressive middle school science classroom
(Montana State University - Bozeman, College of Letters & Science, 2019) McMahan, Jeffrey Robert; Chairperson, Graduate Committee: Greg Francis
With a variety of digital learning resources available to students anywhere at any time, it is possible to rethink how the classroom time and space is used. In simple terms, flipped learning moves direct instruction learning activities such as lectures and teacher explanations that have traditionally been in the classroom space into the homework space, where these lessons take the form of teacher-prepared or -curated videos. Classroom time and space is then made available for small group and independent active learning, the types of activities that have traditionally been done outside of school. This study investigated the effects of flipped learning on student comprehension, engagement, and collaboration. The study also examined how this newly available class time was utilized by students and the teacher, and how flipped learned affected student-teacher relationships. Comprehension was assessed through quizzes and open-ended concept modeling activities. Engagement and collaboration were assessed through surveys, student interviews, and qualitative teacher observations. While there were no major differences in comprehension or engagement, students were found to collaborate more organically and flexibly. Some students used the greater class time to slow down and go deeper on assignments, while some disengaged from effective collaboration in this context. Student-teacher relationships became more robust with the teacher knowing more about students as learners and individuals, and more able to address misconceptions and answer individual questions.
The effects of peer tutoring and cooperative learning in an inclusive chemistry classroom
(Montana State University - Bozeman, College of Letters & Science, 2019) Olson, Leo Brennan; Chairperson, Graduate Committee: Greg Francis
This classroom research project examines the effects of targeted peer tutoring and cooperative learning strategies in the high school chemistry classes based on academic and social outcomes for students with and without disabilities. A Treatment Unit consisted of three weeks of instruction using peer tutoring and cooperative learning strategies. Students took a pre and post content assessment to measure academic gains during the Treatment Unit, which was compared to academic gains in a Non Treatment Unit. Students also took a pre and post survey on attitudes on learning styles and evaluating their preferences on peer tutoring and cooperative learning. Exit interviews were conducted with six students. Data was analyzed for two subgroups, students with disabilities (n = 6) and students without disabilities (n = 38), as well as for the entire research group (N = 44). The data suggests slight improvement in academic gains for students with disabilities in the Treatment Unit and no change for students without disabilities. Students responded positively before and after treatment to peer directed learning activities. Exit interviews demonstrated positive effects on interpersonal relationships in the classroom.
The influence of cooperative groups in a high school chemistry course
(Montana State University - Bozeman, College of Letters & Science, 2017) Stewart, Kim Louise; Chairperson, Graduate Committee: Walter Woolbaugh
High school students tend to have difficulty in chemistry classes. Instructors are always searching for strategies to help students perform better. One such strategy is cooperative learning groups. In this classroom research project, cooperative groups were employed to determine what effect they would have upon student understanding of chemistry concepts, and thus student confidence, student attitude towards science, and individual achievement. Students were assigned to heterogeneous groups based on their algebra grades. Surveys, teacher observations and test scores were used to determine the effect the cooperative groups had during a stoichiometry unit. Students self-reported an increase in understanding; test scores showed a significant increase from pretest to posttest; but, student attitude towards science remained unchanged after the unit was completed.
The effects of team-based learning on student achievement in science
(Montana State University - Bozeman, College of Letters & Science, 2017) Doherty, Joseph L.; Chairperson, Graduate Committee: Greg Francis
Student preparedness for a global and increasingly dynamic future is used as a lens to gauge teachers' effectiveness in the classroom. Collaboration fostering 21st century skills is reviewed, with the importance on student engagement, critical thinking, habits of learning, and making students' thinking visible through dialogue. The teachers' role in facilitating collaborative learning can make the experience a tremendous success or, if done incorrectly, can lead to worse results than teacher-focused lectures. Studies have shown that student discourse that focuses on thinking, explanations, and possible solutions are paramount to deeper, more meaningful learning; collaboration is ineffective when student discussion is fixed to answers. Team-based learning with frequent low-stake quizzes has been found to increase student comprehension. The time is takes students to receive the feedback is paramount to the effectiveness of the quizzes. It's argued that for team-based learning to be effective, there must be a high level of student accountability and meaningful group rewards. Students will allow others to do their work for them if allowed, and the group effort, both on quizzes and in other activities, should be seen as a reward of the individual's effort.
Team work in an introductory organic and biochemistry classroom
(Montana State University - Bozeman, Graduate School, 2016) Noel, Mary Dolores; Chairperson, Graduate Committee: Peggy Taylor.
The goal of this research was to compare the results of students working in formal, structured groups, which I called teams, with other students in previous sections of the same class who did not work in teams. The students working in teams were surveyed to determine their level of comfort when working in groups as well as to determine the specific drawbacks and benefits of group work from past experiences. Next students scheduled time outside of the class to work as a team and these teams stayed the same throughout the semester with a few exceptions. I completed a checklist of desired behaviors during each of the lab sessions of the class as well as during group work exercises. I did this to gather specific information on student behavior during formal class time as well as informal, non-required meeting times. I interviewed students upon completion of the treatment to summarize their thoughts and feelings. The survey was administered again the end of the semester to determine if student perceptions and behaviors concerning group work changed. Finally, assessment scores were compared to determine if there were gains in student retention of course material between students in the class this semester versus students in previous sections of the class. There were two main differences between the two groups of students. The students working in teams worked through more material than the previous group of students. The students working in teams were also much more willing to rely on their peers as opposed to coming to the instructor for help.
The effect of structured cooperative learning strategies on student achievement in science
(Montana State University - Bozeman, Graduate School, 2016) Gangel, Kathryn; Chairperson, Graduate Committee: Peggy Taylor.
The focus of this classroom research project was to determine if implementing structured cooperative learning groups as a teaching method would increase students' achievement in the chemistry classroom. Additionally, the investigation explores students' ability to retain the content as well as examining their overall attitude towards working in groups. A treatment and nontreatment group were established to compare the results of administering structured cooperative learning versus teacher led instruction. Test scores as well as student surveys, interviews and teacher journaling were used to measure the outcome of the treatment. Results of the action research showed no significant difference in the students' achievement in terms of test scores among the treatment and nontreatment groups. Further examination of the results however, indicated that students were more engaged in the learning process and did recognize benefits of working in structured cooperative learning group. Overall, students believed that cooperative learning did help them to remember content material and was a positive learning experience.
The effects of cooperative learning structures on traditional instruction in a middle school science classroom
(Montana State University - Bozeman, Graduate School, 2016) Altiere, Anthony Eugene; Chairperson, Graduate Committee: Peggy Taylor.
Three middle school earth science classes, with 87 students, were the focus study on the effect of incorporating cooperative learning structures within traditional teacher-centered instruction. Of particular interest were the effects of cooperative learning structures on student engagement, attitudes towards Science 8 class, and understanding of middle school earth science concepts. In addition, teacher pedagogy and attitude towards teaching middle school earth science were monitored. Two non-treatment units utilizing traditional 'lecture-lab' teacher-centered instruction were compared to two treatment units which incorporated three cooperative learning structures: Think-Pair-Share, Gallery Walk, and Jigsaw. Results indicated a slight improvement in student engagement, though a more dramatic increase in peer interactions. In addition, student's and teacher's attitude toward Science 8 increased. Results did not indicate improvement in students understanding of middle school earth science concepts. However, cooperative learning structures were found to be an effective and meaningful way to provide opportunities for students to develop positive peer relationships. These relationships ultimately led to a student-centered classroom.
A comparison of group-oriented instruction with individual-oriented instruction in general business
(Montana State University - Bozeman, 1969) Glock, Harvey John
The effects of cooperating learning strategies on understanding elementary science concepts
(Montana State University - Bozeman, Graduate School, 2015) Gandhi, Ritu; Chairperson, Graduate Committee: Peggy Taylor.
The study implemented cooperative learning, an educational approach which organizes activities into academic and social experiences, into the classroom experience of third grade students. These students were originally accustomed to the conventional methods of teaching, in which the teacher lectures while the students take notes. In the implementation, various techniques, such as Jigsaw II, Three-Step Interview, and Round Robin, were used. Results proposed that the techniques positively impacted the students' understanding of elementary school science concepts, their motivation to participate and learn, and their relationships with one another.

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