Scholarship & Research
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Item Comparison of emotional engagement in online learning environments: an online classroom investigation(Montana State University - Bozeman, College of Letters & Science, 2023) Ryan, Katie Elizabeth; Chairperson, Graduate Committee: C. John GravesAfter the COVID-19 pandemic, there were more online educational opportunities for both families and teachers. Each unique opportunity varied in the amount of emotional engagement for students, specifically social engagement, and teacher presence. The purpose of this study was to look at the effects on emotional engagement of students between synchronous and asynchronous online education. Situation A had a virtual teacher interact with a classroom of students on a daily basis, where Situation B had an asynchronous class structure with the option for teacher interaction. At the end of first semester, Likert-Scale and free response survey questions were distributed to students, and teacher reflections were collected for a month. From the data collected, it was seen that students in a synchronous format did not believe their online education was supporting them, while students in the asynchronous did. It was also seen that when students felt that their ideas were being valued in a class, they were more likely to feel comfortable asking for help. Based on limited participation numbers, it was hard to make stronger claims about which situation supports students more successfully. It seems that although a synchronous situation lends itself to more student/teacher interactions, students still show variation in their perceptions of connection and support.Item Flipped learning in a progressive middle school science classroom(Montana State University - Bozeman, College of Letters & Science, 2019) McMahan, Jeffrey Robert; Chairperson, Graduate Committee: Greg FrancisWith a variety of digital learning resources available to students anywhere at any time, it is possible to rethink how the classroom time and space is used. In simple terms, flipped learning moves direct instruction learning activities such as lectures and teacher explanations that have traditionally been in the classroom space into the homework space, where these lessons take the form of teacher-prepared or -curated videos. Classroom time and space is then made available for small group and independent active learning, the types of activities that have traditionally been done outside of school. This study investigated the effects of flipped learning on student comprehension, engagement, and collaboration. The study also examined how this newly available class time was utilized by students and the teacher, and how flipped learned affected student-teacher relationships. Comprehension was assessed through quizzes and open-ended concept modeling activities. Engagement and collaboration were assessed through surveys, student interviews, and qualitative teacher observations. While there were no major differences in comprehension or engagement, students were found to collaborate more organically and flexibly. Some students used the greater class time to slow down and go deeper on assignments, while some disengaged from effective collaboration in this context. Student-teacher relationships became more robust with the teacher knowing more about students as learners and individuals, and more able to address misconceptions and answer individual questions.Item Formative assessment effect on freshmen honors science students(Montana State University - Bozeman, College of Letters & Science, 2018) Brody, Stewart Preston; Chairperson, Graduate Committee: Greg FrancisHigh achieving high school freshmen are self-reliant to a fault. They do not communicate very well with their teachers. Methods of evaluation designed to open up lines of communication between the student and teacher were used during this research. These methods were different from standard high stakes exams or finals. This action research project studied the effects of formative assessments on the communication between student and teacher, student positivity, and student collaboration. Data collected indicated that communication levels between student and teacher were more open and at a higher level than previously observed. This led to higher achievement by the student because of a more relaxed and motivated class room environment. The students' collaboration skills were elevated via communication and positivity but the acceptance for continued collaboration waned in some students.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 The authoritarian personality in relation to learning(Montana State University - Bozeman, 1966) Haak, HenryItem An analysis of the degree of reliability between four observers using Flanders interaction analysis(Montana State University - Bozeman, 1968) Carroll, Larry LesterItem Characterizing the effects of military base closures on the American education system(Montana State University - Bozeman, College of Agriculture, 2016) Beatty, Thomas Christopher; Chairperson, Graduate Committee: Christiana StoddardThe effect of military base closures on the pupil-teacher ratios of neighboring elementary schools has not been addressed by past research. Based on NCES and other publicly available data ranging from 1986 to 2012, military base closures (since 1988) have not had a substantial impact on pupil-teacher ratios nor the two populations that make up this measure: the number of students and full-time equivalent teachers. The estimation models included variations in demographics and locales as well as time trends and unknown fixed effects specific to each school and year contained in the dataset. The analysis modeled the base closure process in three separate ways to encompass potential differences in the length and magnitude of such processes. While many of the regressions returned statistically significant coefficient estimates, there was no economic significance to any of the findings.Item Teacher-student interactions in SIMMS and non-SIMMS mathematics classrooms(Montana State University - Bozeman, College of Education, Health & Human Development, 1994) Dapples, Birdeena CrandallItem An investigation of interrelationships among mastery learning, climate, and expectancy motivation(Montana State University - Bozeman, College of Education, Health & Human Development, 1988) Olson, Anne KruseItem The relationship of match or mismatch of student and teacher learning style preference and the formation of teacher expectations of student achievement(Montana State University - Bozeman, College of Education, Health & Human Development, 1988) Jacobsen, Cynthia Jane