Browsing by Author "Hansen, Anastasia"

Now showing 1 - 4 of 4
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    All-Day Kindergarten - Summary of Recent Findings
    (University of Minnesota, Center for Applied Research and Educational Improvement, 2006) Wahlstrom, Kyla; Michlin, Michael; Hansen, Anastasia; Center for Applied Research and Educational Improvement
    A summary of findings for a longitudinal evaluation of all-day every day kindergarten in a metro area school district in Minnesota (Burnsville-Eagan-Savage School District 191).
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    District 191 All-Day Kindergarten Program Longitudinal Findings 2003-06
    (University of Minnesota, Center for Applied Research and Educational Improvement, 2007-03) Wahlstrom, Kyla; Michlin, Michael; Hansen, Anastasia; Center for Applied Research and Educational Improvement
    Year 3 (2005-2006) of a longitudinal evaluation of all-day every day kindergarten in a metro area school district in Minnesota (Burnsville-Eagan-Savage School District 191). Student learning, instructional aspects, social development, parent perceptions, and logistical concerns were examined as part of a four-year study.
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    District 191 Full-Day Kindergarten Evaluation of Year 2
    (University of Minnesota, Center for Applied Research and Educational Improvement, 2005-09) Wahlstrom, Kyla; Hansen, Anastasia; Center for Applied Research and Educational Improvement
    Year 2 (2004-2005) of a longitudinal evaluation of all-day every day kindergarten in a metro area school district in Minnesota (Burnsville-Eagan-Savage School District 191). Student learning, instructional aspects, social development, parent perceptions, and logistical concerns were examined as part of a four-year study.
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    LGBT students and allies participating in a school-based support program: School performance, connectedness, and perceptions of school climate.
    (2008-07) Hansen, Anastasia
    Lesbian, gay, bisexual and transgender (LGBT) youth are frequently thought to be at-risk in terms of school achievement and socio-emotional variables such as connection to school. Recent research has demonstrated potential of school-based interventions to improve outcomes for LGBT youth. This study compared achievement and school connectedness for a group of high school students participating in a school-based support program for LGBT youth and allies with a group of their peers. Results indicated that no significant differences between groups were found in terms of GPA, attendance rate, or school connectedness. Furthermore, significant differences based upon frequency of participation in program activities were not observed. These results stand in contrast to the majority of previous research. Focus group data indicated that students continue to experience verbal harassment at school, but that they value the support they receive from Gay-Straight Alliance meetings and participants.