Browsing by Author "Seashore, Karen"
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Item Arts for Academic Achievement: Summative Evaluation Report(Center for Applied Research and Educational Improvement, 2003-10) Ingram, Debra; Seashore, KarenThe purpose of this report is to summarize findings from our longitudinal evaluation of the Arts for Academic Achievement program. The strength of the evidence for our findings varies, but these distinctions are not elaborated in this summary report. Detailed descriptions of the study design, data collection methods, and further exploration of the study results are located in the individual reports listed at the end of this document.Item Arts for academic achievement: year 1 survey report(University of Minnesota. Center for Applied Research and Educational Improvement, 1999-10) Seashore, Karen; Ingram, Debra; Werner, LinnetteItem Cultivating Change in the Academy: Practicing the Art of Hosting Conversations that Matter within the University of Minnesota(2013-08-15) Lundquist, Leah; Sandfort, Jodi; Lopez, Cris; Sotela Odor, Marcela; Seashore, Karen; Mein, Jen; Lowe, MyronThe Art of Hosting and Harvesting Conversations that Matter is a set of facilitation techniques focused on engaging diverse perspectives in dialogue, an approach to making change in complex systems and an international community of practitioners. Since 2011, faculty and staff at the University of Minnesota who participate in a three-day training work have been applying the approach to many diverse settings. Inspired by the 2012 University of Minnesota collaboratively authored eBook (http://purl.umn.edu/125273) on how technology is Cultivating Change in the Academy, this eBook features twenty-two stories describing how the Art of Hosting Conversations that Matter is impacting significant grassroots shifts in teaching, research and outreach across the University.Item Dissemination With Impact: What Research Suggests for Practice in Career and Technical Education(University of Minnesota, Center for Applied Research and Educational Improvement, 2001-09) Seashore, Karen; Jones, Lisa M.; Center for Applied Research and Educational ImprovementThe purpose of this review is to examine what we know about dissemination, based on both the literature that refers specifically to Career and Technical Education (CTE), and that which is drawn from education and related fields. Ricketts' (1982) literature review indicated that research on the dissemination of vocational education products was "slightly negative to strongly negative," and that "The understanding of dissemination's role in the process of innovation and change is much too weak" (3). After reviewing the published literature in the field, it appears that his assessment of nearly two decades ago cannot be easily challenged. Thus, our purpose is to introduce dilemmas that may advance the CTE dissemination field rather than to validate current "best practice."Item Districts and schools as a context for transformed counseling roles(University of Minnesota. Center for Applied Research and Educational Improvement, 2001-05) Seashore, Karen; Jones, Lisa M.; Barajas, HeidiItem Educational Leadership in the States: A Cultural Analysis(University of Minnesota, Center for Applied Research and Educational Improvement, 2006-06) Seashore, Karen; Febey, Karen; Gordon, Molly; Meath, Judy; Thomas, Emanda; Center for Applied Research and Educational ImprovementThe results of this study describe the nature of successful leadership practices at the state, district and school levels. The study is also identifying how those practices shape instructional behaviors of teachers which ultimately lead to improved student learning. This research is part of a 5-year, $3.5 million research project funded by the Wallace Foundation (New York) examining the effect of educational leadership on student achievement.Item Executive Summary: Review of Research: How Leadership Influences Student Learning(University of Minnesota, Center for Applied Research and Educational Improvement, 2004) Leithwood, Kenneth; Seashore, Karen; Anderson, Stephen; Wahlstrom, Kyla; Center for Applied Research and Educational ImprovementThe executive summary for a report that examines the available evidence and offers educators, policymakers and all citizens interested in promoting successful schools, some answers to the questions: How leadership matters, how important those effects are in promoting the learning of all children, and what the essential ingredients of successful leadership are. This research is part of a 5-year, $3.5 million research project funded by the Wallace Foundation (New York) examining the effect of educational leadership on student achievement. The results of this study describe the nature of successful leadership practices at the state, district and school levels. The study is also identifying how those practices shape instructional behaviors of teachers which ultimately lead to improved student learning.Item Implementing Arts for Academic Achievement: The Impact of Mental Models, Professional Community and Interdisciplinary Teaming(Center for Applied Research and Educational Improvement, 2003-07) Seashore, Karen; Anderson, Amy; Riedel, EricThe following paper explores the impact of several factors on the implementation of the Annenberg-funded Arts for Academic Achievement program in the Minneapolis Public Schools. using survey data collected from elementary teachers in spring 2001. This program sought to increase the integration of theatre, music, visual arts, and other art forms into core curriculum as a means of increasing overall academic achievement. Specifically, we examine the contributions of two important sociological concepts related to teaching practice: mental models and professional community, along with the specific teaching strategy of interdisciplinary teaming as employed in the program.Item Investigating the Links to Improved Student Learning: Executive Summary of Research Findings(The Wallace Foundation, 2010) Wahlstrom, Kyla; Seashore, Karen; Leithwood, Kenneth; Anderson, StephenEducational leadership can have strong, positive, although indirect, effects on student learning. The full report of our study—Learning from Leadership: Investigating the Links to Improved Student Learning—provides evidence and analyses to substantiate this claim. As well, our study also unpacks how such leadership has these strong positive effects. Leaders in education—including state-level officials, superintendents and district staff, principals, school board members, teachers and community members enacting various leadership roles—provide direction for, and exercise influence over, policy and practice. Their contributions are crucial, our evidence shows, to initiatives aimed at improving student learning.Item Investigating the Links to Improved Student Learning: Final Report of Research Findings(The Wallace Foundation, 2010) Seashore, Karen; Leithwood, Kenneth; Wahlstrom, Kyla; Anderson, StephenEducational leadership can have strong, positive, although indirect, effects on student learning. The full report of our study—Learning from Leadership: Investigating the Links to Improved Student Learning—provides evidence and analyses to substantiate this claim. As well, our study also unpacks how such leadership has these strong positive effects. Leaders in education—including state-level officials, superintendents and district staff, principals, school board members, teachers and community members enacting various leadership roles—provide direction for, and exercise influence over, policy and practice. Their contributions are crucial, our evidence shows, to initiatives aimed at improving student learning.Item It's OK to be Stupid: Contributions Professional Community Makes to Exemplary Technology Use(University of Minnesota, Center for Applied Research and Educational Improvement) Dexter, Sara; Seashore, Karen; Center for Applied Research and Educational ImprovementItem Models of Implementing Arts for Academic Achievement: Challenging Contemporary Classroom Practice(Center for Applied Research and Educational Improvement, 2003-01) Freeman, Carol; Seashore, Karen; Werner, LinnetteThe Minneapolis Public Schools’ Challenge Grant from the Annenberg Foundation focused on the arts as a means for overall academic improvement. To accomplish this goal, schools were to increase integration of the arts into the core curriculum and develop strong partnerships with artists and arts organizations. The core of the Arts for Academic Achievement (AAA) project was “bottom up” innovation, with the precise nature of the intervention to be defined by the school and the arts partners working together. Schools were at various levels of experience in working with visiting artists and arts organization partners, and therefore, developed a variety of approaches to implementation. The arts integration models in elementary schools varied by what core curriculum was taught in and through the arts, the number of disciplines (arts and non-arts) involved in the activity, whether the concepts taught during the activity focused on both the arts and non-arts areas, and what roles were played by the classroom teacher and arts partner. The five implementation models we observed are: § Residency Model § Elaborated Residency Model § Capacity Building Model § Co-Teaching Model § Concepts Across the Curriculum ModelItem The Problem of Reform in Urban High Schools: A Tale of Two Teams(Center for Applied Research and Educational Improvement, 2001-09) Freeman, Carol; Seashore, KarenThis research was conducted as part of an Annenberg Foundation funded program. The purpose of the Annenberg Challenge is to trans form teaching and learning through partnerships between schools and artists and arts organizations. The theory of action underlying the initiative is that when teachers and artists collaboratively develop instruction that integrates arts and non-arts disciplines, instruction in non-arts disciplines becomes more effective and student achievement increases. The two teams involved in this analysis were assigned to work with general program ninth graders who had not enrolled in either of two magnet programs at the high school. Their students were at-risk of low achievement, poor attendance, and behavioral problems. The goals of the two teams arts initiative were to (1) help students feel more connected to their team and to school through participating in activities as a community, (2) increase students’ exposure to various arts forms, and (3) infuse arts activities into their classes to improve students’ engagement and understanding.Item Review of Research: How Leadership Influences Student Learning(University of Minnesota, Center for Applied Research and Educational Improvement, 2004) Leithwood, Kenneth; Seashore, Karen; Anderson, Stephen; Wahlstrom, Kyla; Center for Applied Research and Educational ImprovementThis report examines the available evidence and offers educators, policymakers and all citizens interested in promoting successful schools, some answers to the questions: How leadership matters, how important those effects are in promoting the learning of all children, and what the essential ingredients of successful leadership are This research is part of a 5-year, $3.5 million research project funded by the Wallace Foundation (New York) examining the effect of educational leadership on student achievement. The results of this study describe the nature of successful leadership practices at the state, district and school levels. The study is also identifying how those practices shape instructional behaviors of teachers which ultimately lead to improved student learning.Item Teachers' Professional Development For Vital Middle Schools: What Do We Know And Where Should We Go?(University of Minnesota, Center for Applied Research and Educational Improvement, 2001) Seashore, Karen; Center for Applied Research and Educational ImprovementOver the last decade the challenges to educators, both from within and outside the profession, have been numerous and often conflicting. Much of the time the difficulties appear overwhelming, as schools are confronted with seemingly endless challenges such as changing demographics, a sense that student engagement and faith in education is declining, and problems of attracting and retaining high quality faculty and administrators to work in an embattled professional setting. In this paper the author argues that we have lapsed into constrained, but easy, thinking about how to make middle schools a reality through teacher development. This has occurred not because the specific goals are wrong, or even the short-term strategies, but because we have not considered all of the larger implications.Item Tranforming school counseling: a report on early evaluation findings(University of Minnesota. Center for Applied Research and Educational Improvement, 2001) Seashore, Karen; Jones, Lisa M.; Seppanen, Patricia; Anderson, Melissa; Barajas, Heidi; Goldfine, Leonard; Hearn, James; Kachgal, Mera; McKendall, Vanessa; Moore, Eric; Romano, John; Schleisman, Jane