Browsing by Author "Maruyama, Geoffrey"

Now showing 1 - 9 of 9
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    Building Community-University Partnerships: Learnings from Practice for Institutions and Individuals Engaged in Urban and Other Partnerships
    (2011) Maruyama, Geoffrey; Adams, Martin; Gebauer, Hilary; Kawase, Maki; Sheldon, Timothy; Upadhyay, Bhaskar; Jones, Robert
    This engagement guide is intended to provide readers with information that will help them as they work to build sustainable community-university partnerships. It focuses on urban partnerships, and is largely based on our experiences over several years in building community-university working teams to help address issues central to the vitality of our partner communities. The work was part of broad efforts by the University of Minnesota to develop sustainable partnerships with urban communities. Although our examples and focus are urban, the learnings and processes should apply as well to non-urban issues, for rural and small town areas are facing many of the same issues as urban and metropolitan areas, and principles of partnership development transcend settings. The work engages faculty and professional staff who bring their conceptual perspectives and methods and tools to address the issues. But it also involves students, for today’s college students will need skills to address urban and other challenges as they move through their careers.
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    Evaluation report: Multicultural Teacher Development Project (MTDP)
    (University of Minnesota. Center for Applied Research and Educational Improvement, 1995) Basu, Andra; Maruyama, Geoffrey
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    Faculty Salary Adjustments, Discretion, 1982-86, Kudrle and Maruyama, April 27, 1989
    (1989-04-27) Kudrle, Robert; Maruyama, Geoffrey
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    Pre-kindergarten through 12th grade: inventory of university programs
    (University of Minnesota. Center for Applied Research and Educational Improvement, 1994-11) University of Minnesota. Center for Applied Research and Educational Improvement; Maruyama, Geoffrey; Freeman, Carol
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    Primer Extended-Period Schedules
    (University of Minnesota, Center for Applied Research and Educational Improvement, 1995-01) Freeman, Carol; Maruyama, Geoffrey; Center for Applied Research and Educational Improvement
    Block Scheduling Primer
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    Report Study of the Four-Period Schedule for Anoka-Hennepin District No.11
    (University of Minnesota, Center for Applied Research and Educational Improvement, 1995-12) Freeman, Carol; Maruyama, Geoffrey; Center for Applied Research and Educational Improvement
    During the school year 1994-95, the Center for Applied Research and Educational Improvement (CAREI) conducted a study of block scheduling for the Anoka-Hennepin school district. Two high schools, Champlin Park and Blaine had a 4 period schedule and two, Coon Rapids and Anoka, had a 7 period schedule.
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    Scoring field dependence: A methodological analysis of five rod-and-frame scoring systems
    (1977) McGarvey, Bill; Maruyama, Geoffrey; Miller, Norman
    The most consistently used scoring system for the rod-and-frame task has been the total (or average) number of degrees in error from the true vertical, regardless of the initial or final directions of the rod and frame. Since a logical case can be made for at least four alternative scoring systems, a thorough comparison of all five systems seemed appropriate. Comparisons consisted of: (1) an internal consistency/reliability analysis, with split-half and test-retest reliabilities and a multitrait-multimethod matrix analysis of each scoring system, chair, frame, and man position; (2) a repeated measures ANOVA, with ethnic group, sex, and grade as between factors and chair, frame, and man positions as within factors; and (3) correlations of each scoring system with a selected set of external criteria. Results suggest strong support for use of the natural logarithm of the sum of absolute errors as the preferred scoring system, that concern with the confounding of field dependence and the E effect is largely unwarranted, and that all but one of the scoring systems perform adequately.
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    Transforming the University: Recommendations of the PreK-12 Strategy Task Force
    (University of Minnesota, 2005-12-12) Harvey, Patricia; Maruyama, Geoffrey
    The University has not been and cannot afford to be passive observers of preK-12 education. Engagement with preK-12 touches all parts of the University. Within Minnesota, the University of Minnesota uniquely possesses the capacity to generate ongoing and systemic research that will improve the lives of all Minnesotans. This capacity is particularly critical in preK-12 education, where separating what is believed from what is known through research is critical for the success of education. The University has a history of extensive engagement with preK-12 schools, but successes have been limited by the way the engagements have been structured, largely as individual initiatives rather than as an ordered and integrated array of activities. The task force recommendations attempt to frame and organize efforts without limiting faculty in their attempts to create relationships that reflect their research interests.
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    Transforming the University: Report to the Systemwide Academic Task Force on PreK-12 Strategy
    (University of Minnesota, 2005-12-12) Harvey, Patricia; Maruyama, Geoffrey
    Within Minnesota, the University of Minnesota possesses the unique capacity to generate ongoing and systemic research that will improve the lives of all Minnesotans. This capacity is particularly critical in preK-12 education, where separating what is believed from what is known through research is critical for the success of education. The University has a history of extensive engagement with preK-12 schools around research, 3 teaching, and outreach that touches all parts of the University and includes programs that represent the best in partnerships—enduring, collaborative, complementary, and focused on issues of importance to the University and Minnesota. Nevertheless, successes have been limited by the way the engagements have been structured, largely as individual initiatives rather than as ordered and integrated activities. The task force recommendations frame and organize efforts, increasing their coherence and coordination without limiting faculty efforts to pursue personal research interests.