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Exploring the impact of standards-based learning on lesson planning in an undergraduate math methods course
(Montana State University - Bozeman, College of Education, Health & Human Development, 2022) Day, Corinne Thatcher; Chairperson, Graduate Committee: Fenqjen Luo
The study examines the performance of pre-service K-8 mathematics teachers on lesson planning assignments using the Association of Mathematics Teacher Educators (AMTE) 2017 Standards for Preparing Teachers of Mathematics as a reference for evaluation. In addition to contributing to the literature on pre-service mathematics teachers' pedagogical content knowledge, the study aims to evaluate the impact of standards-based learning (SBL) on student growth in a higher education setting, where SBL has not been widely implemented or studied. A case study research design is utilized to identify strengths and weaknesses in planning for mathematics instruction in a cohort of 21 PSTs enrolled in a math methods course at a small public university, with comparisons made between first and final drafts of two lesson-planning assignments on which PSTs received extensive instructor feedback. Interviews were also conducted with four participants who student taught during the subsequent semester. Findings indicated growth in performance between drafts of the lesson-planning assignments in terms of designing student-centered math lessons but also revealed gaps in PSTs' mathematical content knowledge. Specifically, most PSTs lacked an ability to link procedures to their underlying concepts, resulting in less than proficient performance on mathematics lesson planning. Contributions of the study include the development of an AMTE-aligned tiered rubric for evaluating both PST and mathematics teacher educator (MTE) performance in mathematics instruction and for potential use in framing and evaluating Standards-based practicum experiences in mathematics teacher preparation.
Preservice teachers' construction of computational thinking practices through mathematical modeling activities
(Montana State University - Bozeman, College of Letters & Science, 2022) Adeolu, Adewale Samson; Chairperson, Graduate Committee: Mary Alice Carlson and Elizabeth Burroughs (co-chair)
The importance of learning computational thinking practices in K-12 settings is gaining momentum in the United States and worldwide. As a result, studies have been conducted on integrating these practices in mathematics teaching and learning. However, there is little study that focuses on how to prepare pre-service teachers who will teach the practices in K-12 settings. I investigated how pre-service teachers collaborated to develop computational thinking practices when working on modeling activities with computational tools. To carry out this research, I studied nine pre-service teachers working on modeling tasks for a semester. Five participants recorded their screens and were invited to participate in a stimulated recall interview. Using the interactional analysis procedures, findings showed that the presence of computational tools influenced the positioning (leadership and distributed authority) and collaborative processes (dividing and offloading labor, giving and receiving feedback, accommodation, and refining ideas) pre-service teachers used during modeling. This study found that pre-service teachers used ten computational thinking practices, which are sub-grouped into four broader practices -- data practices, mimicking and mathematizing, model exploration and extension, and model communication. This dissertation also found that pre-service teachers' mathematical knowledge and their ability to code were interdependent. From a research point of view, this study extends our knowledge of the social constructivist theory of doing research in the context of pre-service teachers engaging in modeling activities with computational tools. From the teacher education perspective, this study emphasizes the need to consider the impact of computational tools on the interactions of pre-service teachers during modeling. The study also reveals the need to structure the mathematical modeling curriculum to lead to a better learning experience for pre-service teachers.
Diversity awareness in education: a socially just education for all
(Montana State University - Bozeman, College of Education, Health & Human Development, 2022) Mantei, Christopher James; Chairperson, Graduate Committee: Tena Versland and Nick Lux (co-chair)
Researchers argue that many P-20 educational environments operate with nineteenth- century ideas like Taylorism, limiting students' growth and success. Preservice teachers require tools demanded in twenty-first-century educational settings; currently, there is a gap in awareness, experience, and knowledge regarding diversity in current education. This study attempts to discover the resolve for two inquiries: (1) what are the dimensions and genetic epistemology of a socially just education for all; and (2) what are the participants' experiences participating in a comprehensive course framework designed to support the implementation of a socially just education for all experience? Furthermore, this study employed meta-narrative and grounded theory methodologies to effectively and efficiently discover resolve for the inquiries. Diversity is at the core of United States Education's values, including complete inclusion for all. One-dimensional thinking is the propellant that sustains the American system of averagarianism, a standardized education system. The study sought to develop a course that focused on culturally responsive practices that allow preservice teachers to create a comprehension of the historical traits of a socially just education for all. The meta-narrative findings guided the continuing development and enhanced awareness of the necessity of comprehensive teacher preparation program course frameworks for P-20 education that allow preservice teachers to create the mindset, develop an awareness of identifiers, and implement culturally responsive practices into a curriculum. The grounded theory results provided nineteen conceptual categorical codes emerging from participants' experiences in a course framework that implements a socially just education for all. In addition, grounded theory analysis produced five supporting theoretical codes with multi-dimensional awareness emerging as the core code. The robust multi-dimensional awareness theory (MDAT) model was developed through the meta- narrative and grounded theory methodologies to illustrate the dynamic transition participants experience. The study's findings support the notion that preservice teachers' and non-preservice teachers' experiences are multi-dimensional and require a course that supports their journey of creating a mindset, developing awareness, and applying praxis.
K-8 preservice teachers's preparedness for technology integration in mathematics: examining perspectives, anticipated practices, and abilities
(Montana State University - Bozeman, College of Education, Health & Human Development, 2022) Meyerink, Monte Shane; Chairperson, Graduate Committee: Fenqjen Luo; This is a manuscript style paper that includes co-authored chapters.
Research on the use of technological resources--such as virtual manipulatives and mathematical games--in kindergarten through eighth-grade mathematics has highlighted numerous benefits to students' achievement in and attitudes toward mathematics. However, studies have also highlighted preservice teachers' lack of preparedness to integrate technology into their future classrooms. Thus, the purpose of this dissertation is to examine kindergarten through eighth-grade preservice teachers' preparedness to integrate technology into mathematics by analyzing their perspectives on technology integration, their anticipated technology integration practices, and their technology integration abilities. In this three-manuscript dissertation, qualitative analyses employed a social constructivist paradigm and utilized an ethnographic approach to examine preservice teachers' preparedness to integrate technology. By using the PICRAT model as a guiding theoretical framework in each study, preservice teachers' perspectives and abilities were examined in relation to how their anticipated uses of technology would impact mathematics instruction in respect to both students' learning and teachers' pedagogical practices. Findings showed that preservice teachers' tended to report a lack of knowledge in relation to technology integration and both ask questions and express concerns related to how to appropriately integrate technology into mathematics. Nevertheless, preservice teachers also reported an intent to integrate technology into their future classrooms at a relatively frequent basis. When examining preservice teachers' abilities to either evaluate an existing geometry activity or create a geometry activity that utilizes a technological resource, preservice teachers tended to evaluate or create activities that integrated technology in a way that both enabled interactive learning on behalf of the students and amplified teachers' pedagogical practices. Activities that used technological resources to either promote students' passive learning or replace teachers' practices were less frequent, and activities that used technology to either foster students' creative learning or transform teachers' practices were rare. Additionally, preservice teachers' activities tended to align with PICRAT levels that are associated with higher degrees of impact on mathematics instruction when preservice teachers evaluated activities rather than created activities. To conclude, implications for teacher education programs and areas of future research are presented and discussed.
Instructional feedback and learning: understanding the perspective of pre-service teachers for personal learning and future teaching
(Montana State University - Bozeman, College of Education, Health & Human Development, 2021) Dallman, Dallas Ann; Chairperson, Graduate Committee: Jayne Downey
Instructional feedback has been demonstrated to be a critical element in student learning and achievement. While important for learning, instructional feedback is challenging to provide and challenging to receive. Research suggests that instructional feedback is often underutilized, particularly in post-secondary education. Pre-service teachers are in a unique position of being both receivers and providers of instructional feedback concurrently. There is a lack of research examining the perspectives of this group as it relates to the receipt and application of instructional feedback as well as their intentions regarding the use of instructional feedback in their future practice. This case study explores the perspectives of elementary pre-service teachers in the advanced stages of their teacher education program. A three-part interview protocol included a constructed scenario, a guided recall, and direct questioning about beliefs and values. The protocol was used to identify the ways in which pre-service teachers experience instructional feedback, understand instructional feedback, intend to use instructional feedback in their own practice and pre-service teachers perceived level of preparedness to do so. The results demonstrated that this group of pre-service elementary teachers values instructional feedback as a tool for learning, are hungry to receive effective instructional feedback from experts in the field, and would like more practice and preparation to be able to provide effective instructional feedback to their K-8 students. While this case study is a spotlight on a specific group of pre-service teachers in one specific teacher education program, the findings suggest that pre-service teachers as a group may also be unique in their understandings and appreciation for instructional feedback.
The impact of a middle grade professional development school on teacher training and retention
(Montana State University - Bozeman, College of Education, Health & Human Development, 2020) Stierman, Catherine Rowan; Chairperson, Graduate Committee: Michael Brody
Teacher preparation and retention are in a state of crisis. Just under 20% of all pre-service teachers will still be in the classroom four years after graduation (AACTE, 2018; Cowen, Goldhaber, Hayes & Theobald, 2016; Darling-Hammond, 2003; Ingersoll, Merrill & Stuckey, 2018; Latham & Vogt, 2007; NCES, 2016; NCTAF, 2003). The quality of training and the sense of self have been identified as the determining factors for persistence in the education profession. The research is very clear that professional development school (PDS) prepared teachers are significantly more likely to enter and to persist in the field. This case study focused on ten undergraduate education majors in a middle grade professional development school with a significantly higher than average retention in the field. Both qualitative and quantitative data were collected simultaneously. Sources included five inventories, twelve sets of interviews, and eleven reflections. It was determined that governance at both the university and middle school sites allowed the classroom teachers and professors to provide a curriculum that centered on the identification, practice, and internalization of effective educators through active learning and student-centered pedagogy. Three curricular practices were identified by the participants as being significant influences on their development and success as teachers: opportunities to see classroom teachers and professors model best practice, substantial time to practice their own skills, and a structure for reflection and processing of learning events.
Agricultural literacy in Montana preservice elementary educators
(Montana State University - Bozeman, College of Agriculture, 2019) Rianda, Jondie Lee; Chairperson, Graduate Committee: Carl Igo
A major disconnect in a connected world has occurred, creating a knowledge deficiency in agriculture and its global issues. The purpose of this study was to determine Montana State University preservice elementary educators' perceptions toward agriculture, educating about agriculture, and incorporating agricultural topics within their lessons. Researchers used the diffusion of innovations theory and its five communication channels and five degrees of innovativeness along with the theory of planned behavior as a lens to analyze agricultural literacy awareness. Data included education students enrolled in one or more of the following 2019 spring K-8 methods courses: science, math, social studies, and language arts. Regarding barriers, respondents indicated Time and Funding were the most significant, however, Personal Interest and Reward/Recognition construct item were the most significant benefits. Math Methods students obtained the highest percentages out of all four subject areas regarding their comfort level of potentially utilizing the National Agriculture Literacy Outcomes (NALO), while Language Arts Methods course students had the lowest. Participants' overall confidence to potentially utilize agriculture as a context to teach core academics was low compared to their degree of innovativeness, tendency to adopt the innovation. Findings possess significant recommendations and implications for addressing agricultural literacy in nonagricultural educators to improve teachers' perceptions, and increase their awareness of agricultural concepts to successfully and efficiently utilize agriculture as a context. A variety of approaches can be drawn upon to achieve this goal. First, collaboration between elementary and agricultural education preservice education programs. Second, provide agriculturally-based workshops and professional development opportunities for nonagricultural education majors need to be provided. Third, expand efforts toward in-service educators. Fourth, create an agriculturally integrated K-8 curriculum and standards. Fifth, publish research utilizing specific agricultural literacy terminology in nonagricultural education.
The development of specialized content knowledge in beginning algebra among secondary mathematics pre-service teachers
(Montana State University - Bozeman, College of Letters & Science, 2016) Pettry, Danielle Nichole; Chairperson, Graduate Committee: Jennifer Luebeck
The goal of teacher preparation programs is to equip future secondary mathematics teachers for the broad spectrum of mathematical learners they will encounter. Part of that process includes developing their Specialized Content Knowledge, defined by Ball, Hill, and Bass (2005) as a deeper understanding of mathematics that allows teachers to explain new ideas, work problems in multiple ways, and analyze student solutions. This study examined the development of Specialized Content Knowledge among secondary mathematics pre-service teachers. Forty-seven pre-service teachers completed a demographic survey and an assessment measuring Specialized Content Knowledge. Twenty-three of those pre-service teachers were then interviewed to further illuminate experiences that influenced their responses on the assessment, and to elaborate on experiences that they identified as helping them develop Specialized Content Knowledge. Qualitative analysis revealed two broad categories aiding in the development of Specialized Content Knowledge: coursework and interactions with learners. Within the category of coursework, pre-service teachers highlighted course components that were also related to interactions with learners, often in a hypothetical way (e.g., analyzing fictional student work). Findings indicate that the development of Specialized Content Knowledge is strongly influenced by interactions with learners, both face to face and hypothetical. These results are discussed along with recommendations for practice and future research.
A study of two evaluation methods for student teachers
(Montana State University - Bozeman, 1970) Furtak, Christina Helmer
A study of Montana State University's elementary education para-professional quarter, 1970-1971
(Montana State University - Bozeman, 1971) Britton, Virginia Crissey

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