Between Dec 19, 2024 and Jan 2, 2025, datasets can be submitted to DRUM but will not be processed until after the break. Staff will not be available to answer email during this period, and will not be able to provide DOIs until after Jan 2. If you are in need of a DOI during this period, consider Dryad or OpenICPSR. Submission responses to the UDC may also be delayed during this time.

Browsing by Author "Johnson, Kimberly A."

Now showing 1 - 5 of 5
  • Thumbnail Image
    Item
    Framing the issue
    (MinneTESOL - Minnesota Teachers of English to Speakers of Other Languages, 2015) Johnson, Kimberly A.; Dahlman, Anne
  • Thumbnail Image
    Item
    Framing the issue
    (MinneTESOL - Minnesota Teachers of English to Speakers of Other Languages, 2014) Johnson, Kimberly A.; Dahlman, Anne
  • Thumbnail Image
    Item
    Framing the issue
    (MinneTESOL - Minnesota Teachers of English to Speakers of Other Languages, 2014) Johnson, Kimberly A.; Dahlman, Anne
  • Thumbnail Image
    Item
    From the Editors
    (Minnesota and Wisconsin Teachers of English to Speakers of Other Languages, 2012) Johnson, Kimberly A.; Dahlman, Anne; Pergament, Adam; Jones-Katz, Laura
  • Thumbnail Image
    Item
    Who are Minnesota’s Adult ESL Practitioners?
    (Minnesota and Wisconsin Teachers of English to Speakers of Other Languages, 2010) Johnson, Kimberly A.; Marchwick, Kelly; Liden, Astrid
    Adult Basic Education (ABE) at the Minnesota Department of Education and the ABE Teaching and Learning Advancement System (ATLAS) at Hamline University are collaborating to implement a data-driven professional development process that involves collecting and analyzing data, identifying needs and priorities, developing appropriate activities, and evaluating outcomes. Because there existed little data on the over 1200 teachers and administrators who are part of the state ABE system, a statewide survey of ABE instructors and administrators was administered to collect data necessary to inform the design and delivery of relevant and meaningful professional development. Nearly 700 practitioners responded to the survey, providing information on the working conditions, classroom challenges and professional development needs of the adult ESL practitioners in Minnesota. Analysis of the data has yielded valuable insights to inform professional development planning and establish priorities to meet the needs of practitioners working with literacy-level through advanced-level ESL instruction.