Scholarship & Research
Permanent URI for this communityhttps://scholarworks.montana.edu/handle/1/1
Browse
48 results
Search Results
Item 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.Item Montana instructional coaches receiving resources and support to increase effectiveness(Montana State University - Bozeman, College of Education, Health & Human Development, 2021) Flamm, Devon Marie; Chairperson, Graduate Committee: Ann EwbankMany school districts rely on instructional coaches to improve teaching to increase student learning. Using survey and interview data from Montana schools that received government funding, this mixed-methods analysis sought to find a link between providing resources and support to instructional coaches and increased school improvement. The research was conducted at 58 schools within 21 school districts in Montana. The majority of the schools were rural, and most were on or near Indian Reservations. Coaches who were able to build relationships with their principal and teachers, provide and have impact on teacher pedagogy, along with having an understanding and being part of the data analysis process had a greater impact on their school showing a greater growth in school improvement through a Needs Assessment. Schools can increase the effectiveness of a coaching program by understanding how coaching is a fundamental part of making instructional improvements within classrooms.Item Examining the experiences of teachers in online professional development: a teacher education twitter-based professional learning network(Montana State University - Bozeman, College of Education, Health & Human Development, 2020) Nusbaum, Rebecca Mae; Chairperson, Graduate Committee: Carrie B. Myers and Nick Lux (co-chair)Teacher Education Twitter-based Professional Learning Networks, commonly referred to as 'EdChats,' have increased rampantly in number and in reach over the past decade. Global, national, and local reforms tout EdChats as an effective learning platform and an innovative form of Professional Development, yet the EdChat trend is new enough that it has not developed research depth. EdChats provide a supplementary solution to traditional district-mandated auditorium Professional Development models. EdChat models often leverage social constructionist and constructivist learning paradigms in a highly accessible ubiquitous environment. Uniquely, EdChats seemingly highlight educators as self-directed learners who are seeking to curate their own learning trajectory to ultimately improve their practice. This qualitative study was framed from Garrison, Anderson and Archer's (2000) Community of Inquiry, as it sought to examine reported experiences through social presence, teacher presence, and cognitive presence. Intersection of these three areas provides relevant criteria for online learning analysis, and heavily aligns with educational experience at the crux of the model. This study served to examine reported overall learning experience of #MTEdChat participants through three guided research questions: learning experience, assumed learning roles, and how they learned from varied perspectives. The participants included 10 educators who met the following criteria: (1) being an in-service or pre-service K-12 educator: teacher, principal, coach, or school administrator, and (2) having participated in #MTEDCHAT one time or more. Participants were interviewed through secure video conference, their interviews were transcribed and analyzed, and emergent categories were developed. The data was analyzed using open codes and further analyzed through categories and emergent themes. Key findings revealed that learning experiences were comprised of three recursive buckets of learning, as described through: interpersonal, intrapersonal, and social capital. Participants revealed how these three primary areas helped to construct their reported learning experiences. Findings illustrate the value of learning reciprocally in a group, and how social capital can effectively facilitate learning. Also telling was the identifiable connection between a geographically boundless environment and the varied perspectives that it yields. Reported learning experiences provide relevance and prompt future use and recommended improvements.Item 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 BrodyTeacher 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.Item Agricultural literacy in Montana preservice elementary educators(Montana State University - Bozeman, College of Agriculture, 2019) Rianda, Jondie Lee; Chairperson, Graduate Committee: Carl IgoA 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.Item Improving the urban youth experience in outdoor science education through improved teacher training techniques(Montana State University - Bozeman, Graduate School, 2016) Baron, Shauna Lee; Chairperson, Graduate Committee: Peggy Taylor.This research describes the needs assessment phase for the promotion of a new training module for the Yellowstone Association Institute. This assessment explores how a new training module for teaching urban youth groups and underserved youth groups could create more effective instructors. In order to identify best practices for teaching to this demographic, five instruments were employed to survey and interview administrators, instructor staff and leading experts in this field. The literature review revealed that students achieve more when provided with a safe learning environment where they are valued as individuals, and where the teaching methods employed are student centered. The literature supports that students often become more confident, respectful and excited about science when allowed to learn and explore in an outdoor setting. The literature suggests that students will build a strong connection to nature only if they are provided with opportunities to develop their own sense of place within that new environment. The research gathered in this needs assessment suggests that a successful training module is one which promotes a culture of caring and respect, teaches instructors cultural awareness and develops their cultural competence. It should encourage effective communication and provide practical advice for successfully identifying and meeting the educational needs of urban youth and underserved youth, learning in an outdoor setting.Item An examination of the intersection of outdoor adventure education and teacher education(Montana State University - Bozeman, College of Education, Health & Human Development, 2016) Davie, Lincoln Ingraham; Chairperson, Graduate Committee: Jayne DowneyScant research exists investigating the intersection of outdoor adventure education and teacher education. The purpose of the current study is to explore the relationship of outdoor adventure engagement and pre-service teachers' perceptions of preparedness to teach. A sample of 209 undergraduate students enrolled in education classes competed a survey consisting of: demographic questions pertaining to outdoor adventure engagement, The 12-item Teacher Sense of Efficacy Scale (TSES) (Tschannen-Moran & Hoy, 2001), The Short Grit Scale (Grit-S) (Duckworth & Quinn, 2009), and survey questions regarding preparedness to teach derived from the InTASC standards (CCSSO, 2013). A partial least squares structural equation model (PLS-SEM) was used to investigate this relationship and was mediated by teacher efficacy beliefs and the personality trait of grit. The results of the current study demonstrate the unique nature of outdoor adventure engagement in relation to pre-service teachers. The current study did not find significant relationships between outdoor adventure engagement and perceptions of preparedness to teach. This may be the result of a homogenous population that reported a higher than expected level of experience with outdoor adventure activities. Results from the path analysis did find significant direct effects of teacher efficacy and grit on preparedness to teach. However, the direct effect of grit on preparedness was significantly mediated by teacher efficacy. The research supports the need for more investigation of outdoor adventure education and teacher education. Additionally, the study supports the need for more investigation of healthy manifestations of grit, which may be informed through outdoor adventure education.Item Education and teacher training in Pakistan, Thailand, and South Korea(Montana State University - Bozeman, 1962) Eaton, Favre E.Item An evaluation of the attainment of the goals and objectives of the Department of Elementary Education through graduate evaluation(Montana State University - Bozeman, 1974) Van Gorden, Charles Roger; Chairperson, Graduate Committee: Robert Allen Van WoertItem Pre-school teacher orientation programs in thirty-four Montana school systems(Montana State University - Bozeman, 1970) Thomas, Glen Alan; Chairperson, Graduate Committee: Earl H. Fellbaum