Scholarship & Research
Permanent URI for this communityhttps://scholarworks.montana.edu/handle/1/1
Browse
10 results
Search Results
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 effects of vocabulary instruction in a high school earth science classroom on students with disabilities and English-language learners(Montana State University - Bozeman, College of Letters & Science, 2022) Flores, Leslie Jane; Chairperson, Graduate Committee: C. John GravesTo excel in science, students must master its content-specific vocabulary. Students with disabilities and English-language learners tend to struggle with learning content-specific vocabulary because they are still developing their English language skills and/or have below grade-level reading and writing skills due to their learning disabilities. This in turn makes it more difficult to perform well on assessments because they do not understand all the words used in the questions and answer choices. The struggle to understand content and low assessment scores can decrease students' self-efficacy in science class and make them dislike the subject. The purpose of this descriptive study was to provide more explicit and engaging vocabulary instruction in my special education earth science classes in hopes of increasing students' assessments scores as well as improving their self-efficacy and attitudes towards science. Students were explicitly taught vocabulary using a prioritized vocabulary list, instruction on relevant morphemes, and weekly use of the website/app Quizlet in class during the treatment unit. The effect on assessment scores and students' attitudes towards science were measured using pre- and post-tests, surveys, a content unit exam, and a teacher journal. Analysis of qualitative and quantitative data suggest an increase in students' content assessment scores and a positive effect on student attitudes.Item The effects of Medicaid expansion on special education enrollment(Montana State University - Bozeman, College of Agriculture, 2021) Schultz, Gunnar Marcus; Chairperson, Graduate Committee: Wendy A. StockThis paper examines the effects of Medicaid eligibility on special education enrollment, exploiting variation in childhood Medicaid eligibility arising from the Medicaid expansions of the 1980s and 1990s. I find that these expansions led to increased special education enrollment rates, particularly among children with 'non-severe' disabilities. Further, I find evidence that the effects are largely concentrated in late elementary school. The results suggest that broadened public healthcare access promotes student welfare through improved evaluation and identification of children with disabilities, primarily among low-income children.Item Role of elementary school leaders in special education decisions(Montana State University - Bozeman, College of Education, Health & Human Development, 2020) Seger, Christa Mae; Chairperson, Graduate Committee: William RuffThis study was designed to gain an understanding of tasks elementary building leaders are personally involved with special education building tasks and identify building leaders who self-identify as highly engaged in special education. Instructional leaders must have a full understanding of educational practices as they relate to special education. Building level leaders are asked to perform many different tasks daily. With over 7.0 million students identified as needing special education services, many building leaders struggle with their knowledge of special education and their role. Many Educational Leadership programs do not require a building leader to be educated specifically in the area of special education practices and law thus creating a disconnect in instructional leadership. A case study design was used in answering the four research questions. A survey, Questionnaire on the Special Education Roles and Functions of the School District and/or Building Level Administrator, was administered to elementary building level leaders in one western urban school district in Denver, Colorado. Once quantitative data was collected and analyzed, a qualitative phase using interviews with self-identified highly engaged elementary leaders was conducted. The findings suggest principals who are highly engaged in special education tasks have an understanding of their role and what strategies are needed to be an effective special education instructional leader. These strategies include being (a) collaborative, (b) accountable, and (c) being in a position to create trusting, authentic relationships with stakeholders. It is important for building leaders to have appropriate training to (a) access information through on-the-job training, (b) to prevent a lack of knowledge in IDEA tasks, and (c) be held accountable for ensuring special education programs are adequately supported in their building.Item 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 FrancisThis 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.Item Standards based grading models in 9th grade earth science classrooms(Montana State University - Bozeman, College of Letters & Science, 2019) DeCock, Adrienna Joan; Chairperson, Graduate Committee: Greg FrancisThe purpose of this study was to identify the effects of incorporating standards-based grading models into a freshman Earth science classroom, as well as researching the impacts on the learning process of special education students and regular education students. Both qualitative and quantitative data analysis methods were implemented, and various data collection tools were studied. Students were administered a Rock Cycle Summative Assessment pretreatment and post treatment. Students were also evaluated on their performance through various mineral and rock identification labs. Through the Rock Cycle Pre and Post Summative Assessments, students showed growth towards the two learning targets identified. The What's in a Grade Likert Survey, Pre and Post Test Report Cards, and one-on-one interviews identified positives and negatives for goal setting, communication, feedback and differentiation.Item Two models for implementing special education services within Montana's public schools(Montana State University - Bozeman, 1977) Roberts, Lawrence ElliotItem Individual differences and equity attitude scale : measurement of attitudes toward the accommodation of individual differences(Montana State University - Bozeman, College of Education, Health & Human Development, 1993) Kelker, Katharin AlcornItem A comparison of the perceptions of the percentage match and modified block grant special education funding systems in Montana(Montana State University - Bozeman, College of Education, Health & Human Development, 1999) Gray, Gail DavenportItem The effects of science strategies support for identified students with learning disabilities(Montana State University - Bozeman, Graduate School, 2012) Felchle, Jessica Lynn; Chairperson, Graduate Committee: Peggy Taylor.Today's inquiry-based science classroom is continually academically challenging. This can be even more of a struggle for students identified with learning disabilities. All students, including those who receive special education services, are required to participate in the regular education science curriculum. In this study specific science strategy interventions were implemented over a six-week treatment period to support students with learning disabilities in the regular science education classroom. The data indicates that with appropriate content interventions, all students participated and engaged in the classroom environment with a greater confidence. In addition to academic engagement, most students saw an increase in their academic achievement in the regular education classroom. In conclusion, the treatment led to an increase in positive attitudes toward the science classroom and in content learning.