Browsing by Author "Gordon, Molly"
Now showing 1 - 14 of 14
- Results Per Page
- Sort Options
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 Educational Leadership in the States: A Cultural Analysis(University of Minnesota, Center for Applied Research and Educational Improvement, 2006-06) Seashore, Karen; Febey, Karen; Gordon, Molly; Meath, Judy; Thomas, Emanda; Center for Applied Research and Educational ImprovementThe results of this study describe the nature of successful leadership practices at the state, district and school levels. The study is also identifying how those practices shape instructional behaviors of teachers which ultimately lead to improved student learning. This research is part of a 5-year, $3.5 million research project funded by the Wallace Foundation (New York) examining the effect of educational leadership on student achievement.Item Evaluation of Youth Frontiers, 2009-2010(Center for Applied Research and Educational Improvement, 2010-07) Sheldon, Timothy; Gordon, Molly; Rickers, SusanYouth Frontiers is a nonprofit organization that partners with schools to build positive communities where students thrive socially, emotionally and academically. In September 2008, Youth Frontiers, Incorporated (YF) contracted with the Center for Applied Research and Educational Improvement (CAREI) to conduct an evaluation of YF programming over three years. The purpose of our evaluation is threefold: to determine the extent that participation in YF programming increases students’ social and emotional learning competencies; to determine if participation helps students feel more connected to peers and adults in their school communities; and to determine whether YF retreats have a positive effect on youth participants and the school as a whole.Item Evaluation of Youth Frontiers, 2010-2011(Center for Applied Research and Educational Improvement, 2011-07) Sheldon, Timothy; Gordon, Molly; Rickers, SusanYouth Frontiers is a nonprofit organization that partners with schools to build positive communities where students thrive socially, emotionally and academically. In September 2008, Youth Frontiers, Incorporated (YF) contracted with the Center for Applied Research and Educational Improvement (CAREI) to conduct an evaluation of YF programming over three years. The purpose of our evaluation is threefold: to determine the extent that participation in YF programming increases students’ social and emotional learning competencies; to determine if participation helps students feel more connected to peers and adults in their school communities; and to determine whether YF retreats have a positive effect on youth participants and the school as a whole.Item Examining the Impact of Later High School Start Times on the Health and Academic Performance of High School Students: A Multi-Site Study(2014-02) Wahlstrom, Kyla; Dretzke, Beverly; Gordon, Molly; Peterson, Kristin; Edwards, Katherine; Gdula, JulieThe results from this three-year research study, conducted with over 9,000 students in eight public high schools in three states, reveal that high schools that start at 8:30 AM or later allow for more than 60% of students to obtain at least eight hours of sleep per school night. Teens getting less than eight hours of sleep reported significantly higher depression symptoms, greater use of caffeine, and are at greater risk for making poor choices for substance use. Academic performance outcomes, including grades earned in core subject areas of math, English, science and social studies, plus performance on state and national achievement tests, attendance rates and reduced tardiness show significantly positive improvement with the later start times of 8:35 AM or later. Finally, the number of car crashes for teen drivers from 16 to 18 years of age was significantly reduced by 70% when a school shifted start times from 7:35 AM to 8:55 AM.Item Minnesota Principals Academy Evaluation Report(Center for Applied Research and Educational Improvement, 2010-03) Gordon, Molly; Peterson, Kristin; Wahlstrom, Kyla; Berman-Young, Sarah; Diggles, Kim; Klingbeil, Dave; Rickers, Susan; Werner, JessicaThe purpose of the Minnesota Principals’ Academy (MPA) is to create a statewide network of district and charter school leaders who are motivated and have the skills to create and sustain schools in which all students are on the path to college readiness by the end of high school. Using the National Institute for School Leadership (NISL) model, the MPA enables cohorts of practicing principals to implement leadership best practices from education, business, military and other fields to work on behalf of their students and schools. The MPA is designed after the NISL train-the-trainer program, and is delivered in two and three-day segments that span over the course of one year. The program’s curriculum combines face-to-face instruction in workshops, seminars, and study groups using interactive Web-based learning. The CAREI evaluation team collected several forms of data in order to assess the degree to which the Minnesota Principals Academy (MPA) met program goals. Data included: (1) observations of MPA units, (2) an online survey of principals; (3) an online survey of teachers; (4) phone interviews with principals; and (5) phone interviews with training facilitators. In addition, the CAREI team analyzed participant evaluations of MPA units that were administered by program coordinators.Item Review of Literature on Grade Configuration and School Transitions(Center for Applied Research and Educational Improvement, 2011-03) Gordon, Molly; Peterson, Kristin; Gdula, Julie; Klingbeil, DaveBeginning with the junior high school movement in the 1920s and continuing through the middle school movement in the 1960s, educational researchers have investigated the impact of school transitions and different grade configurations on a variety of student outcomes. In this report, we review the most salient empirical research to date on how school transitions and different grade configurations impact student achievement and behavior, as well as student psychological and social-emotional outcomes.