Scholarship & Research
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Item A study of advantages and opportunities for individuals in Colorado-Wyoming-Montana having passed the certified professional secretary's examination(Montana State University - Bozeman, College of Professional Schools, 1973) Johnson, Elsie Morrow; Chairperson, Graduate Committee: Floyd FrostThe problem involved the study of individuals in the Colorado, Wyoming, Montana region who have passed the CPS exam, and was to determine whether the CPS rating had helped them advance in their positions. No evidence was found of any research on this subject in this geographical area. The study will attempt to show whether or not it would be advisable for prospective secretaries, upon completion of their formal education, to spend the money as well as to devote the time involved in preparing for this exam. The study will also attempt to illustrate to these secretarial students that they might be better informed on some areas of competence of the CPS examination because of their recent awareness of the subject matter upon completing their formal education.Item Getting women to the top in Montana government(Montana State University - Bozeman, 1988) Janota, Michele Fletcher; Chairperson, Graduate Committee: Richard L. HainesItem The effects of introducing High school students to STEM careers(Montana State University - Bozeman, Graduate School, 2015) Lindemann, Martha; Chairperson, Graduate Committee: Peggy Taylor.In this investigation, five regular high school Earth science classes were introduced to science, technology, engineering and math (STEM) careers. The main goal of this study was to determine if learning about STEM careers would increase the number of students considering a career in a STEM field, and if that would change their engagement in the classroom and their choice of classes while still in high school. The treatment included four days of classroom instruction, web explorations, and discussions with STEM professionals. The results show that students were more interested in pursuing STEM careers, class participation improved, and students changed their courses for next year to include more STEM classes.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.