Browsing by Author "Palmer, Elisabeth"
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Item 5-district integration partnership: evaluation report October 1999(University of Minnesota. Center for Applied Research and Educational Improvement, 1999-10) University of Minnesota. Center for Applied Research and Educational Improvement; Palmer, Elisabeth; Bemis, AmyItem 5-district integration partnership: evaluation report, May 2000(University of Minnesota. Center for Applied Research and Educational Improvement, 2000-05) University of Minnesota. Center for Applied Research and Educational Improvement; Palmer, Elisabeth; Bemis, AmyItem Crosswinds School evaluation report, fall 1999(University of Minnesota. Center for Applied Research and Educational Improvement, 1999) University of Minnesota. Center for Applied Research and Educational Improvement; Palmer, Elisabeth; Bemis, AmyItem Five-district integration project: Evaluation report, February 1998(University of Minnesota. Center for Applied Research and Educational Improvement, 1998-02) University of Minnesota. Center for Applied Research and Educational Improvement; Palmer, ElisabethItem Professional Development for Authentic Pedagogy in the Social Studies: An Evaluation(Center for Applied Research and Educational Improvement, 1999-10) Palmer, ElisabethThroughout the state of Minnesota, teachers have been attending brief staff development workshops to familiarize themselves with the Minnesota Profile of Learning and to help them use model performance packages in their classrooms. The movement toward more authentic standards-based performance assessment, however, requires a significant shift in thinking about teaching and learning--changes in assessment require corresponding changes in instruction. With funding from the Department of Children, Families and Learning, the Authentic Pedagogy in the Social Studies (APSS) project provided secondary social studies teachers with sustained professional development to assist them in their implementation of the graduation standards throughout the 1998-99 academic year. This evaluation looks at the program's impact on instruction, assessment, and student learning.Item Saint Paul Public Schools, 1996 Goals 2000 Summer Academy: evaluation report(University of Minnesota. Center for Applied Research and Educational Improvement, 1997-06) Palmer, Elisabeth; Ahlberg, LisaItem The Southeast Learning Collaborative's teacher/student partnerships for 21st century learning: evaluation report(University of Minnesota. Center for Applied Research and Educational Improvement, 1998-01) University of Minnesota. Center for Applied Research and Educational Improvement; Palmer, ElisabethItem Supporting Standards-Based Teaching and Learning in Mathematics and Science: Lessons from the Minnesota TIMSS Data(Center for Applied Research and Educational Improvement, 1999-08) Lawrenz, Frances; Huffman, Douglas; Palmer, ElisabethMore and more school districts are consciously collecting and using a wide variety of data to inform their decision- making processes. This report is an effort to support Minnesota school districts in using data from the Third International Mathematics and Science Study (TIMSS) to assess the extent to which they are engaging in and supporting standards-based education in these two subject areas. This report is intended for teachers, curriculum coordinators, school and district administrators, and policy- makers who wish to systematically examine how we educate our children in science and mathematics. It is It is not possible to look at our educational practices and outcomes as cause and effect. Rather, the data are intended to highlight the relationships between how we educate our children and what they learn. Introduction Center for Applied Research and Educational Improvement 3 organized into five main sections, each of which begins with a summary of the Minnesota TIMSS data on key issues in science and mathematics education at the elementary, middle, and high school levels. At the end of each section are questions to guide educators in reflecting upon their practices at the classroom, school, and district levels and the extent to which these practices promote standards-based teaching and learning.Item Technological Regional Integrated Organization (TRIO) Year-Round School Project: final evaluation report(University of Minnesota. Center for Applied Research and Educational Improvement, 1999) University of Minnesota. Center for Applied Research and Educational Improvement; Palmer, Elisabeth; Zoffer, Gayle R.