Browsing by Author "Johnson, David"

Now showing 1 - 13 of 13
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    Diploma Options for Students with Disabilities (NCSET Information Brief)
    (University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition (NCSET), 2005-02) Johnson, David; Thurlow, Martha; Cosio, Anna; Bremer, Chris
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    Diploma Options, Graduation Requirements, and Exit Exams for Youth with Disabilities: 2011 National Study (NCEO Technical Report)
    (University of Minnesota, Institute on Community Integration, National Center on Educational Outcomes (NCEO), 2012-04) Schuelka, Matthew; Thurlow, Martha; Johnson, David
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    Exploring Predictors of Transition Planning Participation and Future Goal Aspirations of Secondary Students with Intellectual and Developmental Disabilities
    (2020) Johnson, David; Wu, Yi-Chen; Thurlow, Martha L.; LaVelle, John; Davenport, Ernest; Matthias, Cynthia
    This poster is based on research that we have recently conducted based on an Institute for Education Science, U.S. Department of Education grant title “Exploring Predictors of IEP/Transition Planning Participation and Future Goal Aspirations of Students with Disabilities”. The studies were based on a secondary analyses of the National Longitudinal Transition Study 2012 (NLTS 2012). NLTS is a sample of 13,000 students and 13,000 parents conducted by Mathematica Policy Research and the Institute on Community integration at the University of Minnesota. The Individuals with Disabilities Education Act (IDEA) requires that students with disabilities beginning by age 16 are invited to and actively participate in setting goals and making decisions regarding their school and postschool involvements. The results of this study document the challenges that youth with intellectual and developmental disabilities have in assuming an active role in the transition planning process.
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    Exploring the IEP/Transition Planning Experiences for students with disabilities and English learners with disabilities from NLTS 2012
    (2020) Wu, Yi-Chen; Thurlow, Martha L.; Johnson, David; Davenport, Ernest; LaVelle, John; Matthias, Cynthia
    The purpose of this study is to explore the data from the National Longitudinal Transition Study–2012 (NLTS 2012) on the IEP/transition planning meeting experiences for students with disabilities and English learners (ELs) with disabilities. This study used factor analysis to explore the constructs of IEP/transition planning meeting experience for these two groups separately. Furthermore, Chi-square analysis were used to explore the differences on the IEP/transition planning meeting experiences between ELs with disabilities and non-ELs with disabilities. Finally, the logistic regression analysis were used to explore the predictors for youth’s role and contribution in the IEP/transition planning meeting. Results identified four factors for students with disabilities—Youth/Parent Participation, Youth Contribution, Youth/Parent Invitation & Youth Output, and Outside Agency Involvement—and five factors for ELs with disabilities—Youth participation, Parent participation, Invitation & future discussion, Youth involvement, and Youth role. Results showed three out of four ELs with disabilities reported they contributed a little on coming up the goals in the transition planning meeting. The predictors for ELs with disabilities were different from non-ELs with disabilities. This implicates educators may explore different routes to get parents involvement at school to increase parents and youth’s excitation on living independently in the future.
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    Handbook for Implementing a Comprehensive Work-Based Learning Program According to the Fair Labor Standards Act (NCSET Essential Tools)
    (University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition (NCSET), 2005-02) Habhegger, Barbara; Sword, Carrie; Johnson, David
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    High School Graduation Requirements and Students with Disabilities (NCSET Information Brief)
    (University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition (NCSET), 2005-02) Johnson, David; Thurlow, Martha; Cosio, Anna; Bremer, Chris
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    Increasing Rates of School Completion - Moving From Policy and Research to Practice (NCSET Essential Tools)
    (University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition (NCSET), 2004-05) Thompson, Megan; Cosio, Anna; Bremer, Chris; Johnson, David; Lehr, Camilla
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    A National Study on Graduation Requirements and Diploma Options for Youth with Disabilities (NCEO Technical Report)
    (University of Minnesota, Institute on Community Integration, National Center on Educational Outcomes (NCEO), 2003-10) Thurlow, Martha; Johnson, David
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    A Review of the National Leadership Summit on Improving Results for Youth (NCSET Teleconference)
    (University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition (NCSET), 2003-11) Johnson, David; Collison, Wendy; Sienko, David
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    Revisiting Graduation Requirements and Diploma Options for Youth with Disabilities: A National Study (NCEO Technical Report)
    (University of Minnesota, Institute on Community Integration, National Center on Educational Outcomes (NCEO), 2007-12) Storm, Karen; Thurlow, Martha; Johnson, David
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    Robustness and Security in a Mobile-Agent based Network Monitoring System
    (2004-01-13) Tripathi, Anand; Koka, Muralidhar; Karanth, Sandeep; Osipkov, Ivan; Talkad, Harsha; Ahmed, Tanvir; Johnson, David; Dier, Scott
    In Konark, a network monitoring system based on mobile-agents,agents can communicate witheach other to perform system-wide correlation of data.To minimize management efforts, our system incorporatesmechanisms to detect and self-recover frominternal failures in a decentralized and scalable fashion.In this paper, we discuss the mechanisms for self-recoveryachievedby using the same mechanisms as those used for monitoringcomputing resources in thenetwork.Self-monitoring of Konark also provides all the features ofnetwork monitoring,such as dynamic extensibility, active monitoring, andonline-correlation of data.The security mechanisms of Konark are also discussed.This work demonstrates that mobile-agent based approach is aviable alternative forbuilding robust and secure network monitoring systems. Keywords: Self-Monitoring and Recovery, Network monitoring,Mobile agents, Multi-agent systems, Mobile code,Monitoring system security, Distributed Event Communication
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    Students with Disabilities who Drop Out of School: Implications for Policy and Practice (NCSET Issue Brief)
    (University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition (NCSET), 2002-07) Johnson, David; Sinclair, Mary F; Thurlow, Martha
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    Transforming the University: Final Recommendations of the Task Force on Collegiate Design: CNR, COAFES, CHE
    (University of Minnesota, 2006-02-03) Levine, Allen; Phillips, Ronald; Swackhamer, Deborah; Birr, Adam; Cohen, Jerry; Johnson, David; Kapuscinski, Anne; Marshall, James; Polasky, Stephen; Stine, Robert; VandenBosch, Kathryn
    Integration of the broad range of scholarship present in the College of Agricultural, Food and Environmental Sciences, the College of Natural Resources, and the Food Science and Nutrition Department provides a host of new opportunities to achieve greater excellence in research, teaching, and outreach. Our review and discussions over the past three months lead us to believe that this consolidation will enhance the University’s biological and social science contributions to the environment, agriculture, human health, food systems, and natural resources. Our key recommendations are summarized below, organized around the five Strategic Areas in the President’s Repositioning report. These recommendations include having world class faculty and outstanding students, formation of transitional clusters of departments for development of synergies and principles for reconfiguration. Such clusters would serve as a platform for strengthened teaching and outreach efforts and growth in competitive research funding. We also recommend establishment of a University-wide Institute of the Environment, enhancement of interdisciplinary efforts with other units, expansion of scholarly activities related to translational biology, and further development of public engagement.