Browsing by Author "Gustafson, Kathy"

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    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, Amy
    In 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.
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    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 Improvement
    In 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.