Browsing by Author "Freeman, Carol"
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Item Arts for Academic Achievement: Arts Integration - A Vehicle for Changing Teacher Practice(Center for Applied Research and Educational Improvement, 2001-04) Werner, Linnette; Freeman, CarolArts integration, a teaching approach that uses concepts integral to both arts and non-arts areas, is increasingly being used to reach disenfranchised learners while at the same time replenishing teachers and changing teacher practice. The purpose of this paper is to present evidence of teacher practice change from research on a large urban school district’s arts integration initiative by addressing the question, “What effect has arts integration had on teacher practice?”Item Block Scheduling: Structure and Professional Community Matter(Center for Applied Research and Educational Improvement, 1998-09) Freeman, CarolThe question examined here is whether differences in the characteristics of professional community found in the schools related to their success in implementing block scheduling. The name block scheduling is given to a schedule that has fewer, usually four, class periods per day for approximately twice the usual number of minutes. This paper draws from data collected in a broader study conducted by the Center for Applied Research and Educational Improvement (CAREI), University of Minnesota, on effects of block scheduling on high school teaching and learning.Item Blocking the School Schedule: Potential for Instructional Change(University of Minnesota, Center for Applied Research and Educational Improvement, 2001-11) Freeman, Carol; Center for Applied Research and Educational ImprovementFor seven years, researchers at the Center for Applied Research and Educational Improvement (CAREI), College of Education and Human Development, University of Minnesota, have been conducting evaluations of block scheduling for school districts across Minnesota and Wisconsin. Thirty-six high schools and 14 middle/junior high schools have requested some or all of the following evaluation methods: teacher, student, or parent surveys; classroom observation; or focus groups of teachers, students, or parents.Item Connected Counseling Saint Paul Public Schools: Arlington High School Report(University of Minnesota, Center for Applied Research and Educational Improvement, 2006-12) Hickey, Meghan; Freeman, Carol; Gordon, Molly; Center for Applied Research and Educational ImprovementThe Saint Paul Public Schools (Minnesota) Connected Counseling initiative, begun in 2003, is focused on redesigning both the content and delivery of school counseling programs in Saint Paul’s seven comprehensive high schools.Item Connected Counseling Saint Paul Public Schools: Central High School Report(University of Minnesota, Center for Applied Research and Educational Improvement, 2006-12) Freeman, Carol; Hickey, Meghan; Gordon, Molly; Center for Applied Research and Educational ImprovementThe Saint Paul Public Schools (Minnesota) Connected Counseling initiative, begun in 2003, is focused on redesigning both the content and delivery of school counseling programs in Saint Paul’s seven comprehensive high schools.Item Connected Counseling Saint Paul Public Schools: Como High School Report(University of Minnesota, Center for Applied Research and Educational Improvement, 2006-12) Gordon, Molly; Freeman, Carol; Hickey, Meghan; Center for Applied Research and Educational ImprovementThe Saint Paul Public Schools (Minnesota) Connected Counseling initiative, begun in 2003, is focused on redesigning both the content and delivery of school counseling programs in Saint Paul’s seven comprehensive high schools.Item Connected Counseling Saint Paul Public Schools: Harding High School Report(University of Minnesota, Center for Applied Research and Educational Improvement, 2006-12) Freeman, Carol; Hickey, Meghan; Gordon, Molly; Center for Applied Research and Educational ImprovementThe Saint Paul Public Schools (Minnesota) Connected Counseling initiative, begun in 2003, is focused on redesigning both the content and delivery of school counseling programs in Saint Paul’s seven comprehensive high schools.Item Connected Counseling Saint Paul Public Schools: Highland Park High School Report(University of Minnesota, Center for Applied Research and Educational Improvement, 2006-12) Gordon, Molly; Freeman, Carol; Hickey, Meghan; Center for Applied Research and Educational ImprovementThe Saint Paul Public Schools (Minnesota) Connected Counseling initiative, begun in 2003, is focused on redesigning both the content and delivery of school counseling programs in Saint Paul’s seven comprehensive high schools.Item Connected Counseling Saint Paul Public Schools: Humboldt High School Report(University of Minnesota, Center for Applied Research and Educational Improvement, 2006-12) Hickey, Meghan; Freeman, Carol; Gordon, Molly; Center for Applied Research and Educational ImprovementThe Saint Paul Public Schools (Minnesota) Connected Counseling initiative, begun in 2003, is focused on redesigning both the content and delivery of school counseling programs in Saint Paul’s seven comprehensive high schools.Item Connected Counseling Saint Paul Public Schools: Johnson High School Report(University of Minnesota, Center for Applied Research and Educational Improvement, 2006-12) Freeman, Carol; Hickey, Meghan; Gordon, Molly; Center for Applied Research and Educational ImprovementThe Saint Paul Public Schools (Minnesota) Connected Counseling initiative, begun in 2003, is focused on redesigning both the content and delivery of school counseling programs in Saint Paul’s seven comprehensive high schools.Item Creating Connected Counseling: Initiative to Restructure High School Counseling and Guidance Services to Raise the High School Completion Rates of All Students(University of Minnesota, Center for Applied Research and Educational Improvement, 2007-01) Freeman, Carol; Gordon, Molly; Hickey, Meghan; Center for Applied Research and Educational ImprovementThe Saint Paul Public Schools (Minnesota) Connected Counseling initiative, begun in 2003, is focused on redesigning both the content and delivery of school counseling programs in Saint Paul’s seven comprehensive high schools. Funded by the Bush Foundation, the initiative is an effort aligned with the Foundation’s goal of raising high school completion rates for all students. This report describes the progress of Connected Counseling as of January 2007. The Connected Counseling Model shifts the focus of school counselors from concentrating exclusively on one-on-one support to individual students to creating school-wide comprehensive standards-based school counseling programs in order to reach ALL students. Connected Counseling stresses the leadership role that school counselors play in developing school-wide improvement strategies in alignment with the district's strategic goals. Connected Counseling draws on the American School Counselor Association (ASCA) National Model for comprehensive school counseling programs.Item Linking Authentic Instruction to Students' Achievement Using Peer Coaching(Canter for Applied Research and Educational Improvement, 2001-07) Avery, Patricia G.; Freeman, Carol; Gustafson, Kathy; Hardy, Rayce; Bargainer, George; Jones, AmyIn January 2001 the Minneapolis Public School District received a grant from the Minnesota Department of Children, Families and Learning to implement a professional development model. The project, entitled Linking Authentic Instruction to Students’ Achievement Using Peer Coaching, was designed to “enhance teachers’ understanding and skills as they relate to authentic instruction and student achievement” (Carmichael- Tanaka, 2000, p. 1). Four full-day professional development seminars were conducted between February 15, 2001 and June 15, 2001. This report looks at the program's impacts on instruction, assessment, and student performance.Item Midwest High School, Example Student Survey Report (1996-2000 data)(University of Minnesota, Center for Applied Research and Educational Improvement, 2001) Freeman, Carol; Center for Applied Research and Educational ImprovementIncluded in this partial report are some of the questions from the survey which was developed by CAREI to help schools gather perceptions and attitudes from their students. It was designed so that schools could survey their students before and after adopting a block schedule. Some schools have used it even though they did not switch schedules.Item Midwest High School, Example Teacher Survey Report (1996-2000 data)(University of Minnesota, Center for Applied Research and Educational Improvement, 2001) Freeman, Carol; Center for Applied Research and Educational ImprovementIncluded in this partial report are some of the questions from the survey which was developed by CAREI to help schools gather perceptions and attitudes from their teachers. It was designed so that schools could survey their teachers before and after adopting a block schedule. Some schools have used it even though they did not switch schedules.Item Minneapolis Public Schools 2001 Social Studies Best Practices Grant: Linking Authentic Instruction to Students’ Achievement Using Peer Coaching. Evaluation Report(University of Minnesota, Center for Applied Research and Educational Improvement, 2001-07-15) Avery, Patricia G.; Freeman, Carol; Bargainer, George; Gustafson, Kathy; Center for Applied Research and Educational ImprovementIn an effort to improve teaching and learning and to assist teachers in implementing the graduation standards, the Minnesota Department of Children, Families and Learning sponsored a project called Linking Authentic Instruction, which provided a group of predominantly secondary social studies teachers in the Minneapolis School District the opportunity to participate in a series of professional development seminars. The goals of the seminars were for teachers to be able to: 1) Translate the theoretical framework that links the Minnesota High Standards and authentic pedagogy (instruction and assessment) into practice; 2) Create peer-coaching teams to embed the authentic instruction criteria into daily practice at each participating site; 3) Implement model lessons and score their own students' work. This report is a result of an evaluation done to answer these questions.Item Models of Implementing Arts for Academic Achievement: Challenging Contemporary Classroom Practice(Center for Applied Research and Educational Improvement, 2003-01) Freeman, Carol; Seashore, Karen; Werner, LinnetteThe Minneapolis Public Schools’ Challenge Grant from the Annenberg Foundation focused on the arts as a means for overall academic improvement. To accomplish this goal, schools were to increase integration of the arts into the core curriculum and develop strong partnerships with artists and arts organizations. The core of the Arts for Academic Achievement (AAA) project was “bottom up” innovation, with the precise nature of the intervention to be defined by the school and the arts partners working together. Schools were at various levels of experience in working with visiting artists and arts organization partners, and therefore, developed a variety of approaches to implementation. The arts integration models in elementary schools varied by what core curriculum was taught in and through the arts, the number of disciplines (arts and non-arts) involved in the activity, whether the concepts taught during the activity focused on both the arts and non-arts areas, and what roles were played by the classroom teacher and arts partner. The five implementation models we observed are: § Residency Model § Elaborated Residency Model § Capacity Building Model § Co-Teaching Model § Concepts Across the Curriculum ModelItem Monarch Monitoring: A Teacher/Student/Scientist Research Project. Final Report(University of Minnesota, Center for Applied Research and Educational Improvement, 2001-10) Freeman, Carol; Jeanpierre, Bobby; Center for Applied Research and Educational ImprovementThe Monarch Monitoring Project was a field research experience designed to enhance the capacity of middle and high school teachers to incorporate active research into classroom teaching. Active research was defined as students involved in formulating questions and/or designing research protocol, collecting and interpreting data, and reporting results.Item Monarch Monitoring: A Teacher/Student/Scientist Research Project. Case Studies(University of Minnesota, Center for Applied Research and Educational Improvement, 2001-10) Freeman, Carol; Jeanpierre, Bobby; Center for Applied Research and Educational ImprovementThe Monarch Monitoring Project was a field research experience designed to enhance the capacity of middle and high school teachers to incorporate active research into classroom teaching. Active research was defined as students involved in formulating questions and/or designing research protocol, collecting and interpreting data, and reporting results.Item Pre-kindergarten through 12th grade: inventory of university programs(University of Minnesota. Center for Applied Research and Educational Improvement, 1994-11) University of Minnesota. Center for Applied Research and Educational Improvement; Maruyama, Geoffrey; Freeman, CarolItem Primer Extended-Period Schedules(University of Minnesota, Center for Applied Research and Educational Improvement, 1995-01) Freeman, Carol; Maruyama, Geoffrey; Center for Applied Research and Educational ImprovementBlock Scheduling Primer