Browsing by Author "Ingram, Debra"
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Item Artful teaching and learning: preliminary evaluation report(University of Minnesota. Center for Applied Research and Educational Improvement, 2003-12) Ingram, DebraItem Arts for Academic Achievement: A Compilation of Evaluation Findings from 2004-2006(2007-03) Ingram, Debra; Meath, JudyThis report summarizes results of the first two years of a three-year evaluation of the Arts for Academic Achievement (AAA) program. To accomplish these goals, AAA provides schools a structure, resources, and support for collaborative projects between teachers and artists. The purpose of the projects is to increase the amount and quality of arts-based and arts-integrated learning by students. The major objectives of this study were to 1) examine student learning, as measured by standardized tests, in a larger set of grade levels, and 2) measure student effects not otherwise captured by standardized assessments.Item Arts for Academic Achievement: A Descriptive Report on the Development of an Embedded Course on Observational Drawing and Science(Center for Applied Research and Educational Improvement, 2007-11) Ingram, DebraDuring the 2006-2007 school year Arts for Academic Achievement (AAA) established a work group of high school science teachers, district science curriculum specialists, a visual artist, and AAA staff to develop an embedded course on integrating observational drawing and science instruction. The new course would join the embedded courses on Readers’ Theatre and Tableau that were being offered by AAA for the first time during 2006-2007. The embedded courses were distinct in that they trained teachers in specific arts-integration strategies. As part of a larger study of AAA, program staff asked the University of Minnesota’s Center for Applied Research and Educational Improvement (CAREI) to document the course development process. The purpose of this report is to describe: 1) the process AAA staff used to develop the course, and 2) how two teachers, who were involved in developing the course, integrated drawing into their science instruction.Item Arts for Academic Achievement: Long-Term Artists' Perspectives(Center for Applied Research and Educational Improvement, 2007-09) Ingram, DebraThis report summarizes the perspectives of a sample of artists who have been involved in Arts for Academic Achievement for multiple years. In two focus groups the artists discussed: how the AAA projects they have been involved with have changed over time, what they’ve learned about collaborating with teachers and integrating the arts, the benefits of AAA that they had observed for students and teachers, how they’ve been affected by their involvement in AAA, the strengths of AAA, and challenges in collaborating with teachers and integrating the arts, or, in other words, areas that could be improved.Item Arts for Academic Achievement: Perspectives of Long-Term Teachers and Principals(Center for Applied Research and Educational Improvement, 2007-08) Ingram, DebraThis report summarizes perspectives of teachers and principals who have been involved in Arts for Academic Achievement (AAA) for multiple years. Through teacher focus groups and telephone interviews with principals, the study participants talked about the benefits of AAA that they had observed for students and teachers, and what they had learned over the years about integrating the arts and partnering with artists.Item Arts for Academic Achievement: Summative Evaluation Report(Center for Applied Research and Educational Improvement, 2003-10) Ingram, Debra; Seashore, KarenThe purpose of this report is to summarize findings from our longitudinal evaluation of the Arts for Academic Achievement program. The strength of the evidence for our findings varies, but these distinctions are not elaborated in this summary report. Detailed descriptions of the study design, data collection methods, and further exploration of the study results are located in the individual reports listed at the end of this document.Item Arts for Academic Achievement: Long-Term Artists' Perspectives(Center for Applied Research and Educaitonal Improvement, 2007-09) Ingram, DebraThis report summarizes the perspectives of a sample of artists who have been involved in Arts for Academic Achievement for multiple years. In two focus groups the artists discussed: § how the AAA projects they have been involved with have changed over time, § what they’ve learned about collaborating with teachers and integrating the arts, § the benefits of AAA that they had observed for students and teachers, § how they’ve been affected by their involvement in AAA, § the strengths of AAA, and § challenges in collaborating with teachers and integrating the arts, or, in other words, areas that could be improved.Item Arts for academic achievement: results from the 2000-2001 teacher survey(University of Minnesota. Center for Applied Research and Educational Improvement, 2002-08) Anderson, Amy; Ingram, DebraItem Arts for academic achievement: results from the annual teacher survey, February 2003(University of Minnesota. Center for Applied Research and Educational Improvement, 2003-02) Anderson, Amy; Ingram, DebraItem Arts for academic achievement: year 1 survey report(University of Minnesota. Center for Applied Research and Educational Improvement, 1999-10) Seashore, Karen; Ingram, Debra; Werner, LinnetteItem Assessing student learning in the Exhibit Development Learning Model(University of Minnesota. Center for Applied Research and Educational Improvement, 1997-08) Ingram, Debra; Huffman, DouglasItem Collaborative initiatives to develop integrated services for children and families: A review of the literature(University of Minnesota, Center for Applied Research and Educational Improvement, 1996-02) Ingram, Debra; Bloomberg, Laura; Seppanen, Patricia; Center for Applied Research and Educational ImprovementThis review of the literature is intended for use by organizations and agencies who are working collaboratively to improve outcomes for children and families by developing integrated services in their communities. The factors outlined in this review have been identified by researchers, experienced service practitioners and organizational theorists as key components in designing, implementing and evaluating the impact of collaborative initiatives to develop integrated services. The information is organized in a framework that reflects primary areas of importance in evaluating the implementation (or processes) and impact (or outcomes) of collaborative initiatives focused on service integration.Item Critical Literacy in Neighborhood Bridges: An Exploratory Study(Center for Applied Research and Educational Improvement, 2010-05) Ingram, Debra; Lewis, Cynthia; Erasmus, Yvette; Ewing Flynn, Jill; Janowiec, AbigailThis report describes and examines the meaning and use of critical literacy in The Children’s Theatre Company’s Neighborhood Bridges (Bridges) program. Critical literacy is an orientation to reading that includes an understanding of how texts (oral stories, books, media) position readers (listeners/viewers), how readers position texts, and how texts are positioned within social, cultural, historical, and political contexts. Critical literacy is central to the philosophy of Bridges, which involves elementary and middle school students in storytelling and creative drama. An important goal of the program is to develop in children the capacity to analyze and challenge dominant social and cultural storylines as they create new storylines through imaginative retellings and reenactments.Item Evaluation of Minnesota's family services collaboratives and children's initiative partners: an instrumentation compendium(University of Minnesota. Center for Applied Research and Educational Improvement, 1995-12) Seppanen, Patricia; Bloomberg, Laura; Stewart, Dan; Hirsch, Julie; Ingram, DebraItem An Evaluation of the Transitional Language Center Program in the Saint Paul Public Schools: Final Report(University of Minnesota, Center for Applied Research and Educational Improvement, 2007-05-18) Bigelow, Martha; Ngo, Bic; Wahlstrom, Kyla; Ingram, Debra; Whitehouse, Elizabeth M.; Center for Applied Research and Educational ImprovementIn anticipation of the arrival of approximately 1,000 Hmong newcomers from the Wat Tham Krabok refugee camp in Thailand, the Saint Paul Public School District in Minnesota, worked with the community to develop an education program that would specifically address the needs of these students. The resulting program, the Transitional Language Center (TLC), was established at five elementary schools during the 2004-2005 academic year as a temporary educational model for the newcomers. In spring 2005, the district contracted with the Center for Applied Research and Educational Improvement to conduct an evaluation that compared the TLC model with the Language Academy (LA) model already in use by the district.Item Experiences in informal learning: evaluation and project overview(University of Minnesota. Center for Applied Research and Educational Improvement, 1995-10-27) Williams, Kevin; Ingram, DebraItem Instructional transformation through technology: linkages across Minnesota(University of Minnesota. Center for Applied Research and Educational Improvement, 1998-05) Ingram, Debra; Colby, JeanetteItem Laptop Initiative Evaluation Report(Center for Applied Research and Educational Improvement, 2008-11) Ingram, Debra; Willcutt, Jennifer; Jordan, KellyItem The link between staff development and student achievement: an evaluation of site-level staff development practices in the Minneapolis Public Schools: technical report(University of Minnesota. Center for Applied Research and Educational Improvement, 1997-08) Ingram, Debra; Wahlstrom, KylaItem Making the Body Visible through Dramatic/Creative Play: Critical Literacy in Neighborhood Bridges(Center for Applied Research and Educational Improvement, 2010-11) Lewis, Cynthia; Doerr-Stevens, Candance; Ingram, DebraThis report describes and examines the meaning and use of critical literacy in The Children’s Theatre Company’s Neighborhood Bridges (Bridges) program. Critical literacy is an orientation to reading that includes an understanding of how texts (oral stories, books, media) position readers (listeners/viewers), how readers position texts, and how texts are positioned within social, cultural, historical, and political contexts. Critical literacy is central to the philosophy of Bridges, which involves elementary and middle school students in storytelling and creative drama. An important goal of the program is to develop in children the capacity to analyze and challenge dominant social and cultural storylines as they create new storylines through imaginative retellings and reenactments. Of particular interest in this report is how critical literacy is facilitated via various opportunities for drama/creative play and Teacher Artist interactions with students during the four phases of a typical Neighborhood Bridges session.
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