Browsing by Subject "best practices"
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Item The 2007 Tucker Center Research Report: Developing Physically Active Girls: An Evidence-based Multidisciplinary Approach(Tucker Center for Research on Girls & Women in Sport, 2007) Kane, Mary Jo; LaVoi, Nicole; Wiese-Bjornstal, Diane; Duncan, Margaret; Nichols, Jeanne; Pettee, Kelley; Ainsworth, BarbaraItem 2019 Postsecondary Peer Cooperative Learning Program Bibliography Overview [Video, 14:23](2020-03) Arendale, DavidThis video provides an overview of the 2020 Postsecondary Peer Cooperative Learning Program Bibliography. It contains 1,550+ publications and research studies on all the major national and international postsecondary peer assisted learning programs: Emerging Scholars Program, Peer-led Team Learning, Peer Assisted Learning Program, Structured Learning Assistance, Supplemental Instruction/PASS, and Video-based Supplemental Instruction. The website to download the document is https://z.umn.edu/peerbibItem 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 Course-Based Learning Assistance: Best Practice Guide for Academic Support Program Design and Improvement(International College Learning Centers Association, 2023) Arendale, David RThe Course-based Learning Assistance (CLA) Best Practice Guide is a generic resource for various peer cooperative learning assistance approaches. It is most applicable to programs that specifically target a course to supplement it and help students to earn higher grades and persist toward graduation. This Guide has a variety of purposes: (a) provide guidance for creating a new program; (b) revise an existing peer study group program; (c) conduct a self-evaluation of an existing program; and (d) serve as a blueprint for short and long-term strategic planning and action plans. It is not expected nor reasonable to expect any peer learning program could implement all the items within this guide. The Guide writing team realizes that programs have limitations of budget, personnel, time, and professional judgment regarding the implementation of this guide. Some readers of this Guide may see the contained policies and practices as “good ideas” to consider for improving their program. In addition to their use for academic study groups, this Guide may be useful for faculty members to incorporate learning activities and pedagogies into their courses. This Guide is published by the Alliance for Postsecondary Academic Support Programs and the National College Learning Centers Association. The Alliance is a writing group of experts in the field of student success that have been producing guides to practice, making conference presentations, facilitating webinars, conducting certification programs, and consulting with institutions since the 1980s. The National College Learning Center Association (NCLCA) represents a diverse body of educators who are dedicated to promoting excellence among learning center personnel. To that end, it is imperative to recognize and celebrate that our members are as diverse as the students we are called to serveItem 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 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 Best Practices for Field Days: A Program Planning Guidebook for Organizers, Presenters, Teachers and Volunteers(St. Paul, MN: University of Minnesota Extension Service, 2012) Environmental Science Education Work Group"Guide includes how to plan field days for large crowds, bad weather, age appropriate activities and more. Guidelines and planning worksheets included. Sections include: Intergrating marketing into your planning process, Stucturing your field day around a single theme, Assessing your audience before the event, Planning your setting for effective education, Use of experiential teaching methods, Developing and implementing program evaluation methods, Organizational resources, and Summary."Item Common Elements among Major Peer Learning Programs [Video, 40:00](2020-03) Arendale, DavidThis video identifies the common elements, purposes, student challenges, and design features shared among the major postsecondary peer learning programs that operate on college campuses throughout the world. These programs include Emerging Scholars Program, Peer-led Team Learning, Peer Assisted Learning Program, Structured Learning Assistance, Supplemental Instruction (also known as PASS and other names), and Video-based Supplemental Instruction.Item Course-based learning assistance guidelines overview [Video, 17:08](2020-03) Arendale, DavidThe 80+ page guidebook to best practices with postsecondary peer assisted learning programs provides field-tested and approved practices that can enhance any academic support program at a college that uses student-led study groups. This video provides a brief overview of the document. It can be downloaded at https://z.umn.edu/peerguide.Item Emerging Scholars Program (ESP) Overview [Video, 15:09](2020-03) Arendale, DavidThe Emerging Scholars Program (ESP, known by other names) is a highly-structured workshop attached to academically-rigorous math courses to increase success of historically-underrepresented students. Created in the early 1970s by Dr. Philip Uri Treisman at the University of California, Berkeley, the initial focus was African-Americans in a calculus course seeking a doctoral degree in mathematics. Since then it has been used with a variety of student groups. ESP is used at colleges across the U.S.Item Forest Resource Management in Southeast Minnesota(2002) Class, LeahItem History of the EOA Best Practices Clearinghouse: A model to identify, validate, and disseminate education(Colleagues of Color for Social Justice, 2022-12-07) Arendale, David; Colvin, Deltha Q.The EOA National Best Practices Clearinghouse is focused on the needs of Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) and TRIO students who are economically disadvantaged, first-generation college attendees, and historically underrepresented in education. No other open-access clearinghouse in the nation is focused on this marginalized student population. Solutions developed for privileged students with social capital often do not meet the needs of these students. We represent the GEAR UP and TRIO community and are the first group of federally funded programs to create their own best practices clearinghouse. Rather than relying on practices developed by others, we created an online program manual of what works with our TRIO and GEAR UP students. Our administrative and educational practices have been evaluated by an external panel of education experts rather than relying solely on data studies from the institution hosting the practice. Another difference is that the EOA Clearinghouse identifies “why a practice works” and “what are the critical components and procedures” that must to be followed to achieve similar positive results. This article explores the need for a clearinghouse, definitions for a best education practice, key people involved with the clearinghouse, the history of events in the clearinghouse's life, and finally, lessons learned from the clearinghouse that could be helpful to others who wanted to create their own clearinghouse, and an appendix with information on processes of the clearinghouse to evaluate submissions. While programs in the field may all do essentially the same thing, they often do it differently to meet the unique needs of their students and the education setting. The EOA Clearinghouse honors that ingenuity and shares it with others.Item Peer-led Team Learning (PLTL) Overview [Video, 15:53](2020-03) Arendale, DavidPeer-led Team Learning (PLTL) is a model of teaching undergraduate STEM courses that integrates peer-led workshops as an integral part of a course to increase success for all enrolled students, especially those that are historically-underrepresented. PLTL was created at City University of New York and is used at colleges around the world.Item Seward Neighborhood and Community Oriented Policing (COP): Comparison to Best Practices.(1999) Milinis, MicheleItem Structured Learning Assistance (SLA) Overview [Video, 14:50](2020-03) Arendale, DavidStructured Learning Assistance (SLA) is a mandatory workshop support the academic success of all students enrolled in historically-challenging courses. SLA was developed at Ferris State University and is used at colleges across the U.S.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 Video-based Supplemental Instruction (VSI) Overview [Video, 37:35](2020-03) Arendale, DavidVideo-based Supplemental Instruction (VSI) is a course delivery system on video and processed in small groups that integrate mastery of rigorous course content and learning strategies. Students earn academic graduation credit for paired-courses (content and learning strategies). In the 1990s, co-developed at the University of Missouri-Kansas City by Dr. Deanna C. Martin and Robert A. Blanc. Since then, it has been implemented in a wide variety of places such as Eastern Europe and South Africa.Item What is a best education practice?(2010) Arendale, David“Best education practices” is one of the most important, misunderstood, and misused concepts in education. I have been working with others for nearly two decades regarding the identification, validation, and dissemination of these practices. I define Best Education Practices as a wide range of individual activities, policies, and programmatic approaches to achieve positive changes in student attitudes or academic behaviors. This umbrella term encompasses the following categories that differ on the level of evidence supporting desired student or institutional outcomes: promising, validated, and exemplary.