Browsing by Author "Michlin, Michael"

Now showing 1 - 13 of 13
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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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    Bringing Resources, Activities, & Inquiry in Neuroscience (B.R.A.I.N.) to Middle Schools
    (Center for Applied Research and Educational Improvement, 2010-01) Michlin, Michael
    The Science Education Partnership Award (SEPA) funded Bringing Resources, Activities, & Inquiry in Neuroscience to Middle Schools (BrainU) sought to involve teachers to create and establish innovative content, creative teaching methods for implementing experiments, and increased communication among teachers, students, scientists, parents and their communities. The project planned to (1) create an expert cadre of teachers who integrate neuroscience concepts, activities, demonstrations and experiments into their classrooms, (2) increase teachers’ use of inquiry-based teaching, (3) develop educational experiences and materials that connect the study of neuroscience to students’ lives and increase student enthusiasm and interest for science and (4) partner with students and teachers to inform other students, teachers, parents and the general public about neuroscience research and its potential impact on their own lives. The Center for Applied Research and Educational Improvement (CAREI) in the College of Education and Human Development, University of Minnesota, conducted the external evaluation. The CAREI evaluators gathered data for assessing the project’s success with pre- and posttests of neuroscience knowledge, a teacher survey, and classroom observations. Brain U staff administered the pre- and posttests of neuroscience knowledge in BrainU 101 summer workshops in 2000, 2001, 2002, 2004, and 2005. CAREI evaluators conducted teacher surveys every year from 2004 through 2008 and conducted classroom observations from fall 2003 through winter 2009.
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    Burnsville All-Day Kindergarten Year 4 Summary of Results
    (Center for Applied Research and Educational Improvement, 2009-06) Wahlstrom, Kyla; Michlin, Michael; Hanson, Anastasia
    This report discussed the results of a four year study of an all-day kindergarten cohort in Burnsville, Minnesota.
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    Burnsville All-Day Kindergarten Year 4 Summary of Results
    (Center for Applied Research and Educational Improvement, 2009-06) Wahlstrom, Kyla; Michlin, Michael; Hanson, Anastasia
    This report discussed the results of a four year study of an all-day kindergarten cohort in Burnsville, Minnesota.
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    Charting a New Course: A Study of the Adoption and Implementation of Standards-Based Mathematics Curricula in Eight Minnesota School Districts: Final Report to Sci MathMN (Fall 2001)
    (University of Minnesota, Center for Applied Research and Educational Improvement, 2001) Michlin, Michael; Seppanen, Patricia; Sheldon, Timothy; Center for Applied Research and Educational Improvement
    Across the state of Minnesota, school districts have adopted a variety of new mathematics curricula developed in the 1990s with the support of the National Science Foundation. As of spring 2000, more than 100 districts in Minnesota were using one of these standards-based curricula at the elementary, middle and/or high school levels. This is the final report of the multi-year study of implementation and impact of standards-based curricula in Minnesota in several district settings.
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    Collaboratives for Excellence in Teacher Preparation (CETP) Evaluation, 2001-2002
    (Center for Applied Research and Educational Improvement, 2003-03) Lawrenz, Frances; Michlin, Michael; Appeldoorn, Karen; Hwang, Eunmi
    The National Science Foundation (NSF) has played a major role in the attempts to improve science and mathematics education. According to the NSF, the Collaboratives for Excellence in Teacher Preparation (CETP) program was designed to significantly improve the science, mathematics, and technology preparation of future K-12 teachers and their effectiveness in these areas. The NSF funded the Core Evaluation Project to design and develop a data collection and reporting system for the CETP program. The CETP Core Evaluation developed surveys, a classroom observation protocol, and a teacher artifact scoring rubric to gather information on the impact of the CETP program. The Core Evaluation collected a variety of data in 2001-2002 derived from open ended and scaled survey items and classroom observations and artifacts. Both quantitative and qualitative analyses were necessary to provide a complete picture of the CETP collaboratives.
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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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    An Evaluation of Project SUCCESS Programming
    (Center for Applied Research and Educational Improvement, 2012-10) Kundin, Delia; Michlin, Michael; Daugherty, Martha
    Project SUCCESS (PS) is a youth-development organization working with students in public schools in Minneapolis and St. Paul, MN. For over 18 years, the program has worked to motivate students to set goals, plan for the future, and pursue their dreams. The program seeks to accomplish these goals by collaborating with teachers, facilitating in-class workshops with students, and providing access to theater experiences and other special programs and services (e.g., one-on-one assistance, college tours, school performances, and Boundary Waters Canoe Area (BWCA) adventures). In August 2011, PS contracted with the University of Minnesota’s Center for Applied Research and Educational Improvement (CAREI) to conduct an evaluation of its program. During the 2011-2012 school year, evaluators focused on building a foundation of evaluation activities that can be expanded on in future years. The purpose of the evaluation was to gather information to help program staff better understand how the program impacts students and teachers. This information is expected to help guide guide further exploration of program effectiveness.
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    Learning Neuroscience with Technology: a Scaffolded, Active Learning Approach
    (Springer, 2018-08-24) Schleisman, Katrina; Guzey, S. Selcen; Lie, Richard; Michlin, Michael; Desjardins, Christopher; Schackleton, Hazel; Schwerdfeger, August C.; Michalowski, Martin; Dubinsky, Janet M
    Mobile applications (apps) for learning technical scientific content are becoming increasingly popular in educational settings. Neuroscience is often considered complex and challenging for most students to understand conceptually. iNeuron is a recently developed iOS app that teaches basic neuroscience in the context of a series of scaffolded challenges to create neural circuits and increase understanding of nervous system structure and function. In this study, four different ways to implement the app within a classroom setting were explored. The goal of the study was to determine the app’s effectiveness under conditions closely approximating real-world use and to evaluate whether collaborative play and student-driven navigational features contributed to its effectiveness. Students used the app either individually or in small groups and used a version with either a fixed or variable learning sequence. Student performance on a pre- and post-neuroscience content assessment was analyzed and compared between students who used the app and a control group receiving standard instruction, and logged app data were analyzed. Significantly, greater learning gains were found for all students who used the app compared to control. All four implementation modes were effective in producing student learning gains relative to controls, but did not differ in their effectiveness to one another. In addition, students demonstrated transfer of information learned in one context to another within the app. These results suggest that teacher-led neuroscience instruction can be effectively supported by a scaffolded, technology-based curriculum which can be implemented in multiple ways to enhance student learning.
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    Minnesota Science Teachers Education Project (MnSTEP)
    (Center for Applied Research and Educational Improvement, 2010-06) Michlin, Michael; Kalke, Nan; Gdula, Julie
    The Minnesota Science Teachers Education Project (MnSTEP) was a series of rigorous, content-focused, summer science institutes offered regionally throughout Minnesota for K-12 teachers of science. Institutes were provided in biology, chemistry, physics, earth science, and scientific inquiry – addressing the Minnesota Science Standards in each area – with at least one K-5 and one 6-12 institute offered in each of five regions each summer. MnSTEP completed the third and final year of summer institutes and school year follow-up for Minnesota K-12 science teachers, including licensure programs in both high school physics and chemistry. Over three years, MnSTEP delivered 47 standardsbased science content institutes involving 914 teachers, who then taught more than 85,000 students. This report presents information on performance outcomes for year three of the project including results of pre- and post-assessment data for the year two cohort of teacher participants in the summer 2008 institutes. We presented an evaluation of the year one cohort in the 2008 MnSTEP Evaluation Report. We provide performance outcomes for the year one cohort in this report as a supplement to the 2008 report and for comparison purposes to the year two cohort.
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    Neuroscience in Middle Schools: A Professional Development and Resource Program That Models Inquiry-based Strategies and Engages Teachers in Classroom Implementation
    (The American Society for Cell Biology, 2006-02-07) MacNabb, Carrie; Schmitt, Lee; Michlin, Michael; Harris, Ilene; Thomas, Larry; Chittendon, David; Ebner, Timothy J; Dubinsky, Janet M
    The Department of Neuroscience at the University of Minnesota and the Science Museum of Minnesota have developed and implemented a successful program for middle school (grades 5–8) science teachers and their students, called Brain Science on the Move. The overall goals have been to bring neuroscience education to underserved schools, excite students about science, improve their understanding of neuroscience, and foster partnerships between scientists and educators. The program includes BrainU, a teacher professional development institute; Explain Your Brain Assembly and Exhibit Stations, multimedia large-group presentation and hands-on activities designed to stimulate student thinking about the brain; Class Activities, in-depth inquiry-based investigations; and Brain Trunks, materials and resources related to class activities. Formal evaluation of the program indicated that teacher neuroscience knowledge, self-confidence, and use of inquiry-based strategies and neuroscience in their classrooms have increased. Participating teachers increased the time spent teaching neuroscience and devoted more time to “inquiry-based” teaching versus “lecture-based teaching.” Teachers appreciated in-depth discussions of pedagogy and science and opportunities for collegial interactions with world-class researchers. Student interest in the brain and in science increased. Since attending BrainU, participating teachers have reported increased enthusiasm about teaching and have become local neuroscience experts within their school communities.
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    Neuroscientists’ Classroom Visits Positively Impact Student Attitudes
    (PLOS one, 2013-12-16) Fitzakerley, Janet; Michlin, Michael; Paton, John; Dubinsky, Janet M
    The primary recommendation of the 2010 President’s Council of Advisors on Science and Technology report on K-12 education was to inspire more students so that they are motivated to study science. Scientists’ visits to classrooms are intended to inspire learners and increase their interest in science, but verifications of this impact are largely qualitative. Our primary goal was to evaluate the impact of a longstanding Brain Awareness classroom visit program focused on increasing learners understanding of their own brains. Educational psychologists have established that neuroscience training sessions can improve academic performance and shift attitudes of students from a fixed mindset to a growth mindset. Our secondary goal was to determine whether short interactive Brain Awareness scientist-in-the-classroom sessions could similarly alter learners’ perceptions of their own potential to learn. Teacher and student surveys were administered in 4th-6th grade classrooms throughout Minnesota either before or after one hour Brain Awareness sessions that engaged students in activities related to brain function. Teachers rated the Brain Awareness program as very valuable and said that the visits stimulated students’ interest in the brain and in science. Student surveys probed general attitudes towards science and their knowledge of neuroscience concepts (particularly the ability of the brain to change). Significant favorable improvements were found on 10 of 18 survey statements. Factor analyses of 4805 responses demonstrated that Brain Awareness presentations increased positive attitudes toward science and improved agreement with statements related to growth mindset. Overall effect sizes were small, consistent with the short length of the presentations. Thus, the impact of Brain Awareness presentations was positive and proportional to the efforts expended, demonstrating that short, scientist-in-the-classroom visits can make a positive contribution to primary school students’ attitudes toward science and learning.
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    Teaching Neuroscience to Science Teachers: Facilitating the Translation of Inquiry-Based Teaching Instruction to the Classroom
    (The American Society for Cell Biology, 2012-07-30) Roehrig, Gillian; Michlin, Michael; Schmitt, Lee; MacNabb, Carrie; Dubinsky, Janet M
    In science education, inquiry-based approaches to teaching and learning provide a framework for students to building critical-thinking and problem-solving skills. Teacher professional development has been an ongoing focus for promoting such educational reforms. However, despite a strong consensus regarding best practices for professional development, relatively little systematic research has documented classroom changes consequent to these experiences. This paper reports on the impact of sustained, multiyear professional development in a program that combined neuroscience content and knowledge of the neurobiology of learning with inquiry-based pedagogy on teachers’ inquiry-based practices. Classroom observations demonstrated the value of multiyear professional development in solidifying adoption of inquiry-based practices and cultivating progressive yearly growth in the cognitive environment of impacted classrooms