Scholarship & Research
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Item The implementation of inclusionary practicies using a design-based school improvement approach(Montana State University - Bozeman, College of Education, Health & Human Development, 2023) Cox, Anne Penn; Chairperson, Graduate Committee: Tena VerslandThe purpose of this study was to explore what the design-based school improvement processes are that a school team engaged in to support the effective implementation of inclusive practices within the specific context of their school. Additionally, the researcher was interested in exploring what the perceptions of educators are about how a design-based school improvement effort supports the implementation of inclusionary practices for students with disabilities. Also, the researcher attempted to qualify how educators describe the changes in teaching practice and beliefs about inclusionary practices occurring at both the classroom and building level. And, lastly, this case study hoped to be able to garner how educators describe their roles and responsibilities as they relate to the implementation as well as what contributions they make to the design-based school improvement process. A single case study design was used, and there were six participants total including one curriculum director, one building principal, one instructional coach, one Title 1 teacher, and two special educators. All six participants participated in a one-on-one interview with the researcher as well as a focus group consisting of all six participants. Data on the implementation process focused around the research question and supporting questions was gathered and analyzed. There were a total of six findings which related to the design-based process used to implement inclusionary practices within the context of this Montana intermediate level school. These findings within this specific qualitative case study were: a) the identified problem of practice required a revision b) a mindset-shift was necessary for the organization c) the design process was iterative and based on the contextual needs of the organization d) time for listening and collaboration was necessary e) equity-based reforms can feel uncomfortable and vulnerability is key and f) financial resources played a role in this implementation process. In conclusion, this research might be able to support future schools in their attempts to implement various equity- based reforms including but not limited to the implementation of inclusionary practices for students with disabilities.Item The effect of drug-free school zone laws on teen drug use(Montana State University - Bozeman, College of Agriculture, 2019) Wert, Eric Daniel; Chairperson, Graduate Committee: Mark AndersonOne often stated goal of drug policy in the United States is keeping drugs and drug related violence away from children. Drug-free school zone laws, which impose harsher penalties on those caught on drug related offenses near schools, are perhaps the most ubiquitous policies with this specific aim in mind. While some form of drug-free zone is currently enforced in all 50 states, several have made reforms to their laws in the last 10 years. Using data from the Youth Risk Behavior Survey, I estimate the relationship between weakening drug-free school zone laws and teen drug use. I find little evidence to suggest these reforms have led to increases in teen drug use.Item Impact of leadership on early childhood education program quality(Montana State University - Bozeman, College of Education, Health & Human Development, 2018) Barney, Norah Lee; Chairperson, Graduate Committee: William RuffThe evaluation of early childhood education programs includes focus on child outcomes and later academic success, but little is known about the impact of preschool leadership on early childhood education program quality. The purpose of this qualitative comparative case study was to investigate the relationship between early childhood leadership and preschool program quality among Preschool Development Grantees (PDG) in a rural northwest state. Two research questions were used to guide the study (1) how does a preschool leaders approach to leadership influence preschool program quality? (2) How does the instructional delivery model influence the leaders approach to program quality? Results from this study hope to continue to advance early childhood initiatives in the state and perhaps suggest a leadership model which leads to higher quality programs. This study also hopes to inform organizations that are planning on starting preschools within their community and the impact of program structure. There are two program structures examined in this study. The first is a preschool located in a K-12 building. The second is a mixed-delivery model of preschool and Head Start students located in one school. Two PDG sites were purposefully selected using Classroom Assessment Scoring System (CLASS) data. School leaders were interviewed and assessed using the Leadership Practice Inventory (LPI) which was used to gather multiple perspectives about each leader's behavior. Data analysis revealed three themes: the importance of relationships, leadership orientation, and leadership candor. Results indicate that some leaders are more transactional than transformational and that the structure of the program assisted with a better understanding of Child Guidance. Further study needs to be done on the history and background of preschool sites to determine the type of leader that is needed at the time. Also, a more in-depth broader study could be completed to examine how leadership affects high quality programs.Item Preschool food waste and nutrition behavior(Montana State University - Bozeman, College of Education, Health & Human Development, 2017) Milodragovich, Allison Marie; Chairperson, Graduate Committee: Selena Ahmed; Carmen Byker (co-chair); Carmen Byker Shanks, Selena Ahmed, Christine Lux and Chris Barbour were co-authors of the article, 'Mixed methods analysis of preschool plate waste and food preferences' submitted to the journal 'Journal of nutrition education and behavior' which is contained within this thesis.; Carmen Byker Shanks, Selena Ahmed, Christine Lux and Chris Barbour were co-authors of the article, 'Analysis of preschool nutrition behaviors' submitted to the journal 'Journal of nutrition education and behavior' which is contained within this thesis.While fruit and vegetable (FV) consumption is a key component of healthy diets, evidence demonstrates that preschool-aged children in the USA do not meet dietary recommendations for FVs. Preliminary research has shown children that children receive fifty to sixty-five percent of nutrients during the school day through child nutrition programs. Concurrently, children are not eating enough FVs at the same time. The primary objective is to quantify the amount of food waste that occurs in the CACFP utilized in a preschool setting. The secondary objective is to examine the effectiveness of a FV nutrition education program on decreasing the amount of food wasted. A cross-sectional and quasi-experimental research project was implemented to collect food waste and observational measurements at the following three-day intervals corresponding to a nutrition education intervention: (1) pre-education phase, (2) behavioral education phase, (3) personal education phase, and (4) post-education phase. Quantitative food waste measurements were conducted through direct weighing. A unique observational tool was developed, piloted, and implemented. Food preference data was collected through a commonly implemented child preference survey. Findings from the plate waste data indicate that 43.6% total waste occurred across all data collection time periods with vegetables being the most wasted food category with an average of 66% waste across all data collection periods. Compared to vegetables, fruit is wasted at a lower rate of 18.2% across all data collection periods. Serving waste is the primary source of waste for all food categories representing 80% of total waste, while plate waste represents 16 % of total waste. Plate waste across the nutrition education periods found significant (p < 0.05) differences between the pre-education phase amount of 10.8% and post-education phase amount of 4.6%. No significant differences were found between means of total and serving waste across the four data collection periods of the nutrition education. Observational measurements showed greater incidence of positive fruit behavior. Preference data found that children prefer fruits over vegetables. Findings have the potential to inform the CACFP as well as other food and nutrition programs that seek to support healthy eating habits among pre-school children while supporting sustainability.Item Montana law enforcement academy(Montana State University - Bozeman, 1985) Mack, Marina M.; Chairperson, Graduate Committee: James MitchellItem A new campus for the National Outdoor Leadership School(Montana State University - Bozeman, 1985) Scott, SidItem An elementary school for Bozeman, Montana(Montana State University - Bozeman, 1967) Verbisky, StanleyItem Great Falls vocational-technical center(Montana State University - Bozeman, 1973) Swanson, Darrell A.Item Space for education : an educational facility for Billings, Montana(Montana State University - Bozeman, 1979) Stanaway, SkipItem Senior high school for Glasgow, Montana(Montana State University - Bozeman, 1962) Ruppel, Roger D.