This non-experimental quantitative study examined the relationship between school board governance behavior (i.e. boardsmanship) and student achievement scores. Pearson's r correlation was utilized to examine the relationship. Boardsmanship was defined by scores on the Board Self-Assessment Survey (BSAS) © designed by, and used with permission from, the Washington State School Directors Association (WSSDA). The BSAS consisted of a 69 item survey organized around 5 board Standards, 22 Benchmarks, and 69 Key Indicators (i.e. survey items). Board members from all 121 high school districts in Montana were invited to participate in the online survey. Seventy-four board members from 27 school districts returned complete and useable surveys for a response rate of 22.3% (27/121). Student achievement was defined by scores in reading, math, and science assessed by Montana's Criterion Reference Test (CRT) given to all 10th graders. CRT scores were obtained from the Office of Public Instruction in Helena, MT. Data from both the BSAS and CRT were collected during the spring of AY 2011-2012. Statistically significant relationships were found between several aspects of student achievement and numerous elements of boardsmanship. Student achievement significantly correlated with some aspect of all five board Standards such as (a) providing responsible school district governance, (b) setting and communicating high expectations for student learning with clear goals and plans for meeting those expectations, (c) creating the conditions district wide for student and staff success, (d) holding the school district accountable for meeting student learning expectations, and (e) engaging the community. School boards that accomplish the items identified in the BSAS govern districts with the highest achievement scores. Each of these board Standards were further explicated through the Benchmarks and statistically significant Key Indicators which describe specific actions the board could take in order to participate in district efforts to raise student achievement. Boards do play a role in student achievement and their actions matter.

The Interstate Teacher Assessment and Support Consortium (InTASC) and the Council for the Accreditation of Educator Preparation (CAEP) (formerly NCATE) have stated that teacher preparation programs must enact formal processes for monitoring and assessing the essential knowledge, skills, and forty-three critical dispositions of teacher candidates. While the monitoring and assessment of knowledge and skills appears to be well understood and confidently applied, dispositions do not. This study evaluated the claim that the monitoring and assessment of dispositions are confounded by: (1) ambiguous language and a lack of explicit definition of `dispositions', and (2) that moral knowing cannot predict moral action. Ten nationally recognized teacher-preparation programs were selected from the U.S. News and World Report lists of top twenty-five institutions. A case study policy analysis was conducted through the use of applying five guiding research questions to the published institutional literature and procedures related to candidate dispositions. The research questions were: (1) How many of the forty-three InTASC dispositions were stated by each institution? (2) Does the institutional documentation define or attempt to define dispositions? (3) Do the documents attempt to make explicit what is being assessed? (4) Are the tools/mechanisms of assessment stated? (5) Do the assessment procedures endorse moral action, moral knowing, or some combination of the two? Contrary to expectations, none of the teacher preparation programs stated the forty-three InTASC dispositions verbatim. Rather, the selected programs each identified their own unique desirable candidate dispositions in their own expectational language. In some programs this language was vague and deferred to broad institutional philosophies and missions while the language of other programs was explicit, itemized, and hopefully observable. Common to the majority of programs was the use of varied qualitative and quantitative assessment measures, carried out by both student and teacher educator, at checkpoints along the preparation program. The results of this study suggest that while critical dispositions still possess ambiguous language and a confounding lack of predictability, schools of education have engaged their obligation to monitor and assess the moral/ethical composition of their candidates with confidence. Further, they have done so by tailoring their own dispositions to articulate with their broad, yet unique institutional philosophies and missions. It is suggested that efforts must be made by teacher educators to continuously evaluate program expectations and the assessment tools used to evaluate candidate dispositions.

The purpose of this study was to determine whether students associated with a generational group exhibit similar learning styles as identified by the Felder and Soloman Index of Learning Styles instrument. The secondary purpose was to determine to what degree these generational groups rate their satisfaction with online education through the use of the Distance Education Learning Environment Survey (DELES) instrument. The instruments were administered to Montana University System students who were enrolled in one or more fully online courses. The data was analyzed using descriptive statistics, chi-square, and ANOVA. The collected data of 1426 (n) from a total surveyed population of 9,983 students revealed that generational learning styles indicated statistically significant differences with regard to visual-verbal learning style preferences, but no other statistically significant differences related to preferences were determined between the generational groups. Further analysis of the DELES results indicated that there were statistically significant mean difference score comparisons among the Millennial Generation, Generation X, and Baby Boomers. Specifically, the Millennial Generation reported lower scores on overall satisfaction survey components as compared with both Generation X and Baby Boomer respondents. This study presents recommendations that may be used by faculty, instructional designers, and college leadership to address the continued growth and diversity of student populations. This increased awareness fostering an understanding on issues such as online program development, student satisfaction, and online student retention.

The proliferation of information communication technology (ICT) has placed educational institutions in the forefront in educating and training students as skilled consumers, engineers, and technicians of this widely used technology. Corporations that develop and use ICT are continually building a skilled workforce; however, because of the growth and ultimately the need for a strong, skilled workforce they are reaching out to educational institutions to help bridge the gap in building this need. Corporations such as <italic>Cisco Systems, Microsoft, Oracle, Adobe, VMware</italic>, and others developed curricular programs that offer both K - 12 and higher education a means to educate and train students to become educated users, engineers, and technicians with the use of their products. The purpose of this mixed method study is to examine the high school administrator`s impact on the sustainability of corporate-sponsored ICT curriculum programs specifically within the State of Montana. The quantitative research examined the impact of high school principals` scores on the <italic>Principals` Technology Leadership Assessment (PTLA)</italic> scores and the number of months high schools participated in corporate-sponsored ICT curriculum (sustainability score); specifically the Cisco Networking Academy program. This study used the <italic>Spearman`s Rank-Order Correlation Coefficient</italic> in order to evaluate the PTLA and sustainability scores both for the State of Montana as a whole and by separate high school class sizes. The qualitative research was based upon a case study of the <italic>Cisco Networking Academy (CNA)</italic> program for Montana high school administrators on their impact on the sustainability of the CNA program within their individual high schools. This was combined with a post hoc item analysis of the PTLA scores primarily for the purpose to understand the eighteen (18) participants better. The results of both the qualitative and quantitative studies helped to develop factors that described the sustainability of corporate-sponsored ICT curricula in Montana high schools.

ABSTRACT Perry, Michael, Ed. D., May 2013 Educational Leadership Teacher and Principal Assessment Literacy: A look at the level of assessment literacy of high school principals and high school teachers in the state of Montana. Chair: Dr. John Matt The implementation of the No Child Left Behind (NCLB) Act in 2002 has increased the emphasis on standardized achievement tests. Principals are asked to lead instruction and improve student achievement through assessment. NCLB has sanctions that could include replacing a school principal. The purpose of this study was to look at the level of assessment literacy of high school principals in the state of Montana. An email was sent to all practicing high school principals (N=169) inviting them to participate in a survey. The survey asked demographic questions regarding years in the classroom, years as principal, overall education, size of school population, and region. The survey was also designed to test their level of assessment literacy using the Classroom Assessment Literacy Inventory (CALI) as used in similar studies. The principals that completed the survey were also asked to have two teachers of English, science, or math take the same CALI. A total of 32 principals and 14 teachers completed the survey. The responses indicated that the level of teacher assessment literacy closely mirrored the results from studies conducted in 1993 and 2003 using the CALI. The results from the principals' participation showed lower scores in all but one area of the Standards for Teacher Competence on Educational Assessment of Students. The overall score by principals on the CALI was 59% correct in comparison with the teachers' overall score of just under 63%. Findings included the level of teacher scores on the CALI have not changed significantly in over twenty years. In an era of increased use of assessment, principal scores are lower than that of classroom teachers. The study was conducted in one state of a rural nature when compared to populations nationwide. The results are discussed in terms of use to establish a baseline that can be used in further study of assessment literacy of both classroom teachers and principals in the state of Montana.

<p>Life experiences of young mothers of preschool aged children with Down syndrome were explored in this qualitative narrative study. Intensive interviews of four purposefully chosen young women were conducted. The findings of this study illustrate the impact of a preschool aged child with Down syndrome on the life of a young woman.</p> <p>A variety of themes were identified. The primary themes were the background of the woman, including her public school experience, learning of the diagnosis of Down syndrome, supports, the child's medical complications, learning to cope and the impact of that disability on their day-to-day lives.</p> <p>Child care and career were both impacted by the fact of the child's Down syndrome. Medical complications and behavior strongly affected day to day life. None of the participants recall positive inclusion experiences with other students with disabilities. The participants told of confronting bias in their immediate social circles and local communities. They also mentioned gathering support, and beginning to grow into advocates for their children. Expert knowledge and law are different from actual practices and widespread beliefs about the value of persons with disabilities in our society.</p> <p>The shared experiences provide insights into what it really is like to be a young mother of a child with Down syndrome. Suggestions for future research and lessons learned by the researcher were presented.</p>

<p>This foundational descriptive quantitative study examined leadership styles, traits of distance education leaders (e.g. VPs, Deans, Directors and Coordinators) and distance education program characteristics as well as funding priorities at the post-secondary level. Participants were subjected to Bass and Avolio's Multifactor Leadership Questionnaire (MLQ-5X), which identified leadership characteristics as transformational, transactional or passive-avoidant as manifest by nine scales as follows: Individualized Influence Attributes, Individualized Influence Behavior, Inspirational Motivation, Intellectual Stimulation, Individualized Consideration, Contingent Reward, Active Management-by-Exception, Passive Management-by-Exception and Laissez-Faire. In addition, the questionnaire further assessed leadership outcomes scaled as Extra Effort, Effectiveness and Satisfaction.</p> <p>There were 55 respondents from two-year colleges belonging to the American Association of Community Colleges. Findings indicated that these Distance Education Leaders scored markedly higher (and above the norm) in Transformational Leadership style scales than did past MLQ-5X testees from across all fields. Further, results indicated significant relationships between leadership style and such vitally important organizational characteristics as reporting line and levels of position. Additional statistical significance established positive correlates between Age and Effectiveness and a negative correlate between Age and Active Management-by-Exception. The Years Since Most Recent Degree correlated positively with Individualized Influence Behavior and negatively with Active Management-by-Exception. The Years at the Institution and in the Distance Education Field correlated positively with Satisfaction and negatively with Individualized Influence Attributes. The single most important and top ranked funding priority was Course Design Standards that Focus Upon Learning Outcomes.</p> <p>Recommendations were directed at college, distance education leaders and for the purposes of future research. As online distance education in higher education matures, college and distance education leaders should work together to identify and develop future leaders with transformational leadership style to work in the field. This study showed that taking and teaching online courses will have a positive impact upon that goal as well pursuing an advanced degree. Also, the level of position in the organization and reporting line of the distance education leader made a difference in leadership style. Future research should focus upon further defining the best types of leaders for distance education and how to develop effective future leaders in the field.</p>

Project-Based Learning (PBL), real-world based projects, has been found to increase students' abilities to understand, use and present concepts; allow the use of higher level thinking skills; enhance motivation and attitude; and increase engagement. Due to the lack of time and resources within the classroom, other avenues must be investigated that will allow PBL to be utilized in an effective manner. The use of Out-of-School Time (OST) provides this opportunity as well as assistance to students with needs that extend beyond a regular classroom setting. However, little direct research has been done to determine the effectiveness of project-based curricula in OST settings. This study incorporated a PBL curriculum into an afterschool program. The data collected and analyzed included surveys, assessments, checklists, field notes, audio recordings, student mathematics journals and notebooks, and a group discussion. As a result of the project, students were able to collaborate with one another and the instructor to gain new insights, knowledge, and experiences that varied from a typical classroom. These results, along with recommendations based on the findings, will aid in future implementations of a PBL curriculum in an OST setting. With refinement, a PBL program in an OST setting has the potential to supplement learning, enabling students to be more successful in the classroom.

The experience of staff at Native American boarding schools is commonly over looked in literature. These narratives fill a gap in the literature that show and illuminate problems within the schools and problems children have in these settings as they are with the students throughout the day. Boarding school still have a place within Native American education system, as they allow students to come together to foster a new Native American culture.

This study explores the effect of orientation on the quality of visitors learning experiences. Orientation, elaborated by P. Ya. Galperin, originates in Lev Vygotskys instrumental psychology and informs Falk and Dierkings Contextual Model of Learning. This studys approach viewing elements in physical, sociocultural, and personal contexts as orienting features provides a rationale and tool to explore museum learning. In this study visitors interact with a Bernoulli exhibit to which orienting features a visitor information interface and a museum educator are added. Depth of visitor engagement can be inferred from dwell time, number and kinds of indicator behaviors, and self-reported perception of their experience. Understanding the impact of orienting features should be a requisite to inform the work of museum exhibit designers and educators.