Scholarship & Research
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Item What we bring with us: investigating the impact of identity and background on the online learning experience(Montana State University - Bozeman, College of Education, Health & Human Development, 2024) Dorsett, Carter Michael; Chairperson, Graduate Committee: Nick LuxA student's identity and background play a significant role in their educational experiences. In higher education, these factors are often discussed while analyzing discrepancies in outcomes. However, a student's identity and background do not intrinsically affect learning outcomes; the impact that these two factors have on the student's educational experience causes discrepancies in outcomes. We have considerable research on the many ways that identity and background impact a traditional higher educational experience, but there is less research available exploring their impact on the online learning experience. Through a qualitative approach, this case study seeks to go beyond demographic- and outcome-based research to explore the core of the student experience through their own perspective. The selected case was a semester-long online graduate-level course in the Health and Human Development Field at a large research institution in the Mountain West. Data was collected through a syllabus review, observation of a live class session conducted via videoconferencing, and a semi-structured interview. Findings suggested that like in-person learning, a student's identity and background impact their feelings of community and belonging, their persistence and purpose, and their approach to learning in an online environment. Additionally, with fewer opportunities for interaction, instructors can cultivate feelings of community and belonging among their students by acknowledging the challenges associated with the course and demonstrating their support. They can also support student persistence by providing flexibility with assignments and deadlines and understanding when a student may have an outside factor impacting their ability to meet course requirements.Item Effective leadership in school-community partnerships(Montana State University - Bozeman, College of Education, Health & Human Development, 2022) Keenan, Matthew James; Chairperson, Graduate Committee: William RuffThe broad approach of Multi-Tiered Support Systems (MTSS) is a well-established educational practice that has found acceptance on the national level, as it has been demonstrated to help students improve more effectively than the 'wait-to-fail' approaches of the past. There are many studies examining the implementation of MTSS systems and the factors associated with their successful integration into the school culture, including pre-service preparation, ongoing professional development, educational leadership, cultivating staff buy-in, the use of appropriate supports and interventions, etc. While traditional MTSS systems focus primarily on curriculum or student behavior there is also increasing recognition of the impact that a student's social and emotional growth has on their academic success, and schools are seeking more holistic ways to support struggling students with the cooperation of school staff, community organizations, and the families of students. The process of developing and implementing these new, collaborative MTSS programs that rely on partnerships between schools and community organizations have not been well documented, especially at the secondary level. This phenomenological case study examined the implementation of a new partnership between a large, public high school and a community organization designed to support these non-academic barriers to learning through the use of increasing interventions. Semi-structured interviews were conducted and artifacts associated with the program were collected and analyzed to examine the role of school leaders in this process of building partnerships. These data led the conclusion that school leaders play critical roles in cultivating the conditions within the school to allow for and welcome innovative programs to meet student needs, and they also serve as the conduits between their schools and potential community partners to implement collaborative programs. While school leaders are not directly responsible for conceptualization and implementation of every innovative school program, they are responsible for the school culture, climate, and policies that can either enhance or inhibit the implementation of innovative partnerships.Item Compassion fatigue: the cost of caring in an American Indian school community(Montana State University - Bozeman, College of Education, Health & Human Development, 2020) Erickson, Keith Marion; Chairperson, Graduate Committee: William RuffEducators who work with Native American students often encounter and experience the personal trauma that students bring into the classroom. The risk of dealing with intense student trauma is the development of compassion fatigue, secondary traumatic stress, and burnout. Compassion fatigue is a result of bottling up emotions and is often referred to as the cost of caring (Smith, 2013). The goals of this study were to: (1) determine the rates of compassion fatigue for educators working in this Northern Rockies Indian Reservation school district; (2) explore how teachers within this district perceive self-care, access to mental health care, and organizational commitments to well-being; and (3) understand what educators with this district perceive as important for educational leaders to know in identifying and providing support to teachers with compassion fatigue. The embedded case research model used the Professional Quality of Life survey to determine compassion fatigue scores. Then, an interview pool was formed based upon the compassion fatigue range scores. Six participants were choses to be interviewed for the research study. Qualitative data analysis was completed with a strict focus on trustworthiness and validity. Three themes were developed-student home life, the school's response to trauma, and teacher/student trauma. These results demonstrated that teachers in this Northern Rockies Indian Reservation school district struggle with compassion fatigue and have minimal emotional support from educational leaders for compassion fatigue. School district leaders must address the issue of compassion fatigue locally and push for systemic reform throughout Indian education.Item Effective teachers building relational trust with diverse students to improve reading achievement(Montana State University - Bozeman, College of Education, Health & Human Development, 2018) Bowns, Joanna May; Chairperson, Graduate Committee: William RuffSchools are measured by scores students receive on standardized tests. Yet, since the collection of student demographic data on these tests, it has shown students of color are not getting the same opportunities to learn as their white peers. As classrooms across the country continue to become more diverse, it is imperative to study how some teachers are effective in teaching all students. This study examined the questions of how effective teachers build trusting relationships, how relational trust impacts instructional strategies, and how relational trust impacts student reading achievement. The purpose of this research study was to add to the existing literature about how effective teachers build relational trust with their diverse students, therefore increasing academic achievement in reading. Critical race theory, deficit thinking, and critical consciousness were used as the theoretical framework in this study. Specific criterion was used to create a purposeful sample of four effective elementary reading teachers in a diverse district. Interviews with two principals and four effective reading teachers at two different elementary schools, observations of the teachers, and artifact/documents were collected throughout this multiple case study to help answer the research questions. It was determined all teachers believed in their students, used relationships as the basis of effective teaching, and used reflective practices. The teachers also used culturally relevant teaching practices and practiced cultural humility. The implications for these findings are discussed as well as future research.Item Broadening participation in atmospheric science through a program needs assessment(Montana State University - Bozeman, Graduate School, 2016) Rockwell, Alison B.; Chairperson, Graduate Committee: Peggy Taylor.The National Science Foundation (NSF) Lower Atmosphere Observing Facilities (LAOF) Educational Deployment Program is a short-term facilities deployment program designed to strengthen STEM-related education. It provides access to eight separate research facilities for authentic instruction in the field of observational meteorology and engineering. Facilities are available for graduate, undergraduate, and K-12 education, and can be deployed to a College or University for up to three weeks. Anomalies were found in the diversity of requested facilities and requesting Principal Investigators (PIs) in the 46 education deployments from the calendar years of 2008-2015. A needs assessment was conducted to determine actual program performance, identify performance gaps in the program, and to determine the desired program performance. The needs assessment resulted in a data-driven recommendation action plan to close the gaps that when implemented, will increase the diversity of requesting PIs and the requested facilities, thereby increasing diversity within the education program.Item Management policies concerning the employment of distributive education students in retail grocery, specialty, and department stores in Billings, Montana(Montana State University - Bozeman, College of Professional Schools, 1974) Miller, John Leo; Chairperson, Graduate Committee: Norman L. MillikinThe problem of this study is to determine if cooperative distributive education programs are being utilized in retail grocery, specialty, and department stores in Billings, Montana, to the maximum benefit of these stores, the students, the schools, and the community. The purpose of this study is to determine answers to the following questions: 1. How many of the retail stores that are presently participating in the cooperative distributive education program plan to continue this policy? 2. If these types of stores are not presently involved in the cooperative distributive education program, would they be interested in participating in the program? 3. If they express a willingness to participate in the program, in which of the areas of distribution would they be willing to assist in the training of these students? 4. If a business indicates that it is not interested in participating in the cooperative distributive education program, why does management have this attitude towards the program? This study is needed for the students, the school, the retail businesses, and the community if the result of this program is to be employable workers adjusted to the world of business.Item Results of questionnaire submitted to employer involved in the cooperative office program of Columbia Falls High(Montana State University - Bozeman, College of Professional Schools, 1974) Hagen, Norman E.The purpose of this study is to survey the ideas or opinions of the employers who employ students from the cooperative office program at Columbia Falls High School. Does the related class of instruction fulfill the needs of the student on the job? What do employers expect of students on the job? Is this program of any value to the employers as a whole? What changes need to be made to make the students more valuable to the employer? One of the main reasons for organizing the cooperative office program was the fact that funds were available for reimbursable programs. Now that this program is functioning smoothly it is necessary to determine if the program is of benefit to the community. A good program that is of benefit to all concerned will generally remain funded either locally or federally. It may in turn provide other ecucational opportunities when needed. Therefore, a study of the cooperative office program and a survey of all training sponsors to determine the strengths and weaknesses of the program is the purpose or this study.Item Legal issues pertaining to student handbooks(Montana State University - Bozeman, 1979) Barnes, Robert DavidItem Creativity : a teacher's responsibility(Montana State University - Bozeman, 1964) Hourani, Yacoub TamirItem Strategies for change: a nonsexist approach to teaching(Montana State University - Bozeman, 1978) Burns-Dibiasio, Chris