Browsing by Subject "academic achievement"
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Item 2022 Annotated Bibliography of Postsecondary Peer Cooperative Learning Programs(2022-12-31) Arendale, David R.This annotated bibliography does not attempt to be inclusive of this broad field of literature concerning peer collaborative learning. Instead, it is focused intentionally on a subset of the educational practice that shares a common focus with increasing student persistence toward graduation. From a review of the professional literature, nine programs emerged: (a) Accelerated Learning Groups (ALGs, USC Model), (b) Emerging Scholars Program (ESP, UC Berkeley; Treisman Model), (c) Embedded Peer Educator (EPE), (d) Learning Assistant (LA, CU Boulder Model), (e) Peer Assisted Learning (PAL, UMN Model), (f) Peer-Led Team Learning (PLTL, CUNY Model), (g) Structured Learning Assistance (SLA, FSU Model), (h) Supplemental Instruction-PASS (SI-PASS, UMKC Model), and (i) Video-based Supplemental Instruction (VSI, UMKC Model). As will be described in the following narrative, some of the programs share common history and seek to improve upon previous practices. Other programs were developed independently.Item 2023 EOA national best practices clearinghouse directory. (7th ed.).(Educational Opportunity Association, 2023) Arendale, David RThe EOA National Best Practices Clearinghouse identifies, validates, and disseminates practical activities and approaches to improve the success of students who are low-income, first-generation, and historically underrepresented in education. Rather than looking to others for solutions, the federally funded TRIO and GEAR-UP grant programs have the expertise needed. The key is sharing it more widely and comprehensively with each other. The co-sponsors for the Clearinghouse are EOA and the University of Minnesota. The Clearinghouse defines best education practices as “the wide range of individual activities, policies, and programmatic approaches to achieve positive changes in student attitudes or academic behaviors.” The administrative and education best practices in this publication have been reviewed and approved by multiple members of an external expert panel of qualified reviewers. Each practice has been approved as promising, validated, or exe plary based on the level of evidence supporting it. The rigorous standards applied during the review process are similar to previous national evaluation efforts by the U.S. Department of Education. More information about the rigorous standards and the external expert panel is contained in the Appendix of this publication. Th practices approved thus far by the EOA Clearinghouse represent each of the five major TRIO grant programs: Educational Talent Search, Upward Bound, Educational Opportunity Centers, Student Support Services, and the Ronald E. McNair Postbaccalaureate Achievement Programs. One practice is from a GEAR UP program. For readers unfamiliar with TRIO programs, a short history is provided on the following pages. While the education practices come from TRIO programs, they could be adapted for use with nearly any student academic support and student development program. TRIO and GEAR UP programs are incubators of best practices to serve the needs of historically underrepresented students and the general student population. Readers can use this publication as a guide for implementing the education practices contained within it. Detailed information about the education practices purposes, educational theories that guide the practice, curriculum outlines, resources needed for implementation, evaluation process, and contact information are provided by the submitters of the practice who have practical experience implementing the practices. You are encouraged to contact them for additional information.Item 2023 EOA national best practices clearinghouse library resources directory.(Educational Opportunity Association, 2023) Arendale, David RThe EOA National Best Practices Clearinghouse identifies, validates, and disseminates practical activities and approaches to improve the success of students who are low-income, first-generation, and historically underrepresented in education. Rather than looking to others for solutions, the federally funded TRIO and GEAR-UP grant programs have the expertise needed. The key is sharing it more widely and comprehensively with each other. These are practices that were contributed by TRIO and BU programs across the U.S. that they found helpful. This document is the library resource directory. The co-sponsors for the Clearinghouse are EOA and the University of Minnesota. The Clearinghouse defines best education practices as “the wide range of individual activities, policies, and programmatic approaches to achieve positive changes in student attitudes or academic behaviors.” The practices approved thus far by the EOA Clearinghouse represent each of the five major TRIO grant programs: Educational Talent Search, Upward Bound, Educational Opportunity Centers, Student Support Services, and the Ronald E. McNair Postbaccalaureate Achievement Programs. One practice is from a GEAR UP program. For readers unfamiliar with TRIO programs, a short history is provided on the following pages. While the education practices come from TRIO programs, they could be adapted for use with nearly any student academic support and student development program. TRIO and GEAR UP programs are incubators of best practices to serve the needs of historically underrepresented students and the general student population. Readers can use this publication as a guide for implementing the education practices contained within it. Detailed information about the education practice's purposes, educational theories that guide the practice, curriculum outlines, resources needed for implementation, evaluation process, and contact information are provided by the submitters of the practice who have practical experience implementing the practices. You are encouraged to contact them for additional information.Item Anoka-Hennepin Compensatory Education Pilot Program, Year 1 Report(Center for Applied Research and Educational Improvement, 2007-01) Wahlstrom, Kyla; Hornbacher, Judy; Dretzke, Beverly; Peterson, Kristin; London, RachelThe Anoka-Hennepin Compensatory Pilot Program is a state funded effort to examine student impact when Compensatory Education dollars are reallocated to 2nd and 3rd grades in three pilot schools. Shifting the traditional allocation of funds allows the district to provide a major intervention in three schools with high populations of at-risk students. The intervention includes program structures for mathematics and reading, changing instructional delivery methods in math and reading, providing intense professional development for teachers in math and reading, coaching follow-up at each site, and significant oversight. The Year 1 Report reviews student achievement results from the pilot schools and a matched set of control students, levels of implementation of the project in classrooms, impact of strategies on outcomes and changes in teacher and staff attitudes toward the project.Item Anoka-Hennepin Compensatory Education Pilot Program, Year 4 Report(Center for Applied Research and Educational Improvement, 2009-12) Peterson, Kristin; Klingbeil, DaveThe purpose of the Anoka‐Hennepin Compensatory Education Pilot Program was to determine how the reallocation of funds affects program structure, changes instructional delivery, and provides opportunities for intense professional development in schools. The reallocation allowed the district to change program structure in reading and math instruction at three pilot site schools that were selected for this project because of their proportions of learners at risk. It was at those schools that a number of best practices components were added over four years of programming. Annual evaluation reports have been written every year of the program. This report looks specifically at the components in place in Year 4 of the program. The goals of the program were to have all students: 1) reach high standards; 2) attain proficiency in literacy and mathematics; and have all teachers: 1) vary instruction; and 2) use assessments to guide instruction for diverse learners. The CAREI team collected data using protocols and rubrics while observing classroom teachers and staff at the three pilot schools and 18 extension sites. Data were also drawn from district Measures of Academic Progress (MAP) and Minnesota Comprehensive Assessments – Series II (MCA‐II) test databases.Item Arts for Academic Achievement: A Compilation of Evaluation Findings from 2004-2006(2007-03) Ingram, Debra; Meath, JudyThis report summarizes results of the first two years of a three-year evaluation of the Arts for Academic Achievement (AAA) program. To accomplish these goals, AAA provides schools a structure, resources, and support for collaborative projects between teachers and artists. The purpose of the projects is to increase the amount and quality of arts-based and arts-integrated learning by students. The major objectives of this study were to 1) examine student learning, as measured by standardized tests, in a larger set of grade levels, and 2) measure student effects not otherwise captured by standardized assessments.Item Arts for Academic Achievement: Case Study Cross-Case Analysis(Center for Applied Research and Educational Improvement, 2000-09) Wahlstrom, KylaThe overall goal for the Arts for Academic Achievement: The Annenberg Challenge in Minneapolis project (AAA) seeks to change the ways in which teachers teach and students learn in order to increase student achievement. In order to obtain a more detailed view of the activities that are occurring in the schools involved in AAA, the Center for Applied Research and Educational Improvement (CAREI) in the College of Education and Human Development at the University of Minnesota selected six schools, out of the 43 participating schools, as case study sites in order to study the process more fully. The schools selected as case sites include three elementary schools, one middle school, and two high schools. CAREI has been engaged with the members of the AAA teams at each of the six schools for the past two years, 1998-2000.Item Arts for Academic Achievement: Images of Arts Infusion in Elementary Classrooms(Center for Applied Research and Educational Improvement, 2003-02) Wahlstrom, KylaThis paper presents the findings from a longitudinal research study of the experiences and conditions in which community-based artists have been blended into everyday, on-going instruction in six Minneapolis elementary schools. Along with an earlier paper, “Arts Integration—A Vehicle for Changing Teacher Practice,” this paper substantiates and deepens what was first described by teacher participants in group interviews. The methodology for this current study utilized extensive classroom observation conducted over time. The six schools studied were part of a larger district-wide arts integration initiative, where a total of 43 schools were involved in the Annenberg Arts for Academic Achievement Project. Within each of the six selected schools presented in this paper are individual and teams of classroom teachers who have worked with the same artist over the course of one to three years. The classroom teachers and teaching artists were observed on twenty-two different occasions by observer-researchers from CAREI over the course of a year.Item An Evaluation of the Transitional Language Center Program in the Saint Paul Public Schools: Final Report(University of Minnesota, Center for Applied Research and Educational Improvement, 2007-05-18) Bigelow, Martha; Ngo, Bic; Wahlstrom, Kyla; Ingram, Debra; Whitehouse, Elizabeth M.; Center for Applied Research and Educational ImprovementIn anticipation of the arrival of approximately 1,000 Hmong newcomers from the Wat Tham Krabok refugee camp in Thailand, the Saint Paul Public School District in Minnesota, worked with the community to develop an education program that would specifically address the needs of these students. The resulting program, the Transitional Language Center (TLC), was established at five elementary schools during the 2004-2005 academic year as a temporary educational model for the newcomers. In spring 2005, the district contracted with the Center for Applied Research and Educational Improvement to conduct an evaluation that compared the TLC model with the Language Academy (LA) model already in use by the district.Item Increasing the influence of your digital identity and scholarly contributions [Video, 19:51](2020-03) Arendale, DavidMoving beyond the traditional publish and present model of sharing scholarship, I have expanded into sharing through online information depositories, websites, email listservs, and social media (podcasting, YouTube, Twitter, LinkedIn, Facebook, and others). The new model is open source which is easily accessible to anyone, anywhere without requiring payment of article purchases, journal subscriptions, and professional organization paid memberships.Item Let Us Meet You Where You Are: Securing the Educational Accomplishments of Migrant Students (SEAMS).(Hispanic Advocacy and Community Empowerment through Research (HACER), 2006) Erdmann, Jared; Rodriguez, Michael; Golub, Elisabeth; Banks, Alyssa; Ortiz, RafaelItem Moving forward with diversity, equity, and inclusion: Changing the culture of postsecondary education(2022) Arendale, David RMy talk had six sections: (a) definitions of diversity, equity, and inclusion; (b) sample DEI statements; (c) what we know about campus culture; (d) definitions of key antiracism terms; (e) antiracist behaviors and policies for learning assistance; and (f) additional resources for DEI, peer learning programs, and other learning assistance activities. I shared this talk at the annual conference of the New York College Learning Skills Association. NYCLSA is focused on best practices for developmental-level courses, peer study programs, tutoring, and learning centers. This profession has already been making significant changes to implement antiracist practices.Item Postsecondary Peer Cooperative Learning Programs: Annotated Bibliography 2017 Revised(Department of Curriculum and Instruction, University of Minnesota, 2017-09-15) Arendale, David RThis 2017 annotated bibliography reviews seven postsecondary peer cooperative learning programs that have been implemented nationally to increase student achievement. An extensive literature search was conducted of published journal articles, newspaper accounts, book chapters, books, ERIC documents, thesis and dissertations, online documents, and unpublished reports. Peer learning programs in this bibliography meet the following characteristics: (a) program must have been implemented at the postsecondary or tertiary level, (b) program has a clear set of systematic procedures for its implementation at an institution, (c) program evaluation studies have been conducted and are available for review, (d) program intentionally embeds learning strategy practice along with review of the academic content material, (e) program outcomes include both increased content knowledge with higher persistence rates, and (f) program has been replicated at another institution with similar positive student outcomes. From a review of the professional literature, 1,300 citations emerged concerning seven programs that met the previously mentioned selection criteria: "Accelerated Learning Groups" (ALGs), "Emerging Scholars Program" (ESP), "Peer Assisted Learning" (PAL), "Peer-Led Team Learning" (PLTL), "Structured Learning Assistance" (SLA), "Supplemental Instruction" (SI), and "Video-based Supplemental Instruction" (VSI). Nearly one fourth of the entries in this bibliography are from authors and researchers outside of United States. Guidance is provided to implement best practices of peer learning programs that can improve academic achievement, persistence to graduation, and professional growth of participants and facilitators of these student-led groups. The literature reports not only positive outcomes for the student participants of such programs, but includes outcomes for the student peer leaders of these academic support programs such as skill improvement with leadership, public speaking, and other employment skills along with an impact of their future vocational choices including a career in teaching at the secondary or postsecondary level. Educators need to investigate these peer learning programs to discover effective learning practices that can be adapted and adopted for use in supporting higher student achievement for students of diverse backgrounds.Item Social Capital, Self-Control, and Academic Performance in School-Age Children and Adolescents: Patterns Associated with Race/Ethnicity(2018-11) Song, WeiChildren’s abilities to control behaviors and emotions continue to grow from childhood to adolescence. The thesis examined the degree to which the social capital in family and school contexts shaped self-control among four racial/ethnic groups (i.e., Caucasian, African American, Hispanic, Asian American), and whether self-control served as a mediator of the relationship between social capital and academic performance. It consisted of two studies using two major datasets (Early Childhood Longitudinal Study – Kindergarten: 2011 and Minnesota Student Survey). Study 1 analyzed a nationally representative sample of children who entered kindergarten during the school year of 2010-2011, following them through second grade. Study 2 analyzed a statewide sample of adolescents in secondary schools (8th, 9th, and 11th grader) between 12 to 18 years old in 2016. In the investigation of racial/ethnic differences, first the measurement equivalence of family/school social capital, self-control, and academic performance were established in each study. Then multi-group Structural Equation Modeling (SEM) was conducted to assess whether racial/ethnic membership moderates proposed associations for children and adolescence. Study 1 found that family social capital positively predicted self-control and academic achievement for Caucasian and Hispanic children, while school social capital was not significant for any group. Self-control was a partial and positive mediator of the relationship between family social capital and academic achievement for the Caucasian and Hispanic children. Study 2 found positive associations from family and school social capital to self-control, and self-control partially and significantly mediated associations between social capital and academic achievement for adolescents across racial/ethnic groups. Implications for prevention, intervention, and public policy for different populations of interest are provided.Item Supplemental Instruction (SI) Overview [Video, 41:15](2020-03) Arendale, DavidSupplemental Instruction (SI) is an academic enhancement and support program. SI creates a supportive learning community that empowers the students to develop their academic capacity to become powerful and independent learners. It was created at the University of Missouri – Kansas City in 1973 by Dr. Deanna C. Martin. Since then, it has expanded to 33 countries in 1,500 institutions plus more by the regional training centers Regional training centers in Australasia, Canada, Europe, and South Africa. SI is known by a variety of names included Peer Assisted Study Groups (PASS) and others.Item What Does Arts Integration Do for Students?(Center for Applied Research and Educational Improvement, 2003-10) Ingram, Debra; Riedel, EricThis report summarizes findings on the relationship between arts-integrated instruction and student achievement in the Arts for Academic Achievement (AAA) program. It is part of a series of reports based on a longitudinal study of AAA by a team of researchers at the Center for Applied Research and Educational Improvement (CAREI). The purpose of the four-year Arts for Academic Achievement: The Annenberg Challenge in Minneapolis project (AAA) was to transform teaching and learning through partnerships between schools, artists, and arts organizations. The theory of action underlying the initiative was 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.