Browsing by Subject "education"
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Item 1985 Minnesota Citizen Opinions on Public Education and Educational Reform.(Center for Urban and Regional Affairs, University of Minnesota, 1985) Craig, William J.; Samaranayaka, KumarasiriItem 1988 Minnesota State Survey: Results and Technical Report.(Minnesota Center for Survey Research (MCSR), 1989) Minnesota Center for Survey ResearchItem 1991 Minnesota State Survey: Results and Technical Report.(Minnesota Center for Survey Research (MCSR), 1992) Minnesota Center for Survey ResearchItem 1994 Minnesota State Survey: Results and Technical Report.(Minnesota Center for Survey Research (MCSR), 1995) Minnesota Center for Survey ResearchItem 1995 Minnesota State Survey: Results and Technical Report.(Minnesota Center for Survey Research (MCSR), 1996) Minnesota Center for Survey ResearchItem 2001 Perceptions of Social Problems and Aspirations of Minnesota's Iron Range Youth.(2002) Laundergan, J Clark; Standal, Jesse; Vice, ErinItem 2002 Minnesota State Survey - Part I. Results and Technical Report.(Minnesota Center for Survey Research (MCSR), 2003) Minnesota Center for Survey ResearchItem 2003 Annual Report(University of Minnesota Tourism Center, 2003)Annual Report from the University of Minnesota Tourism Center 2003Item 2003 Minnesota State Survey - Part II. Results and Technical Report.(Minnesota Center for Survey Research (MCSR), 2004) Minnesota Center for Survey ResearchItem 2003 National Leadership Summit on Improving Results for Youth (NCSET Leadership Summit)(University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition (NCSET), 2003-09) National Center on Secondary Education and TransitionItem 2005 National Leadership Summit on Improving Results for Youth (NCSET Leadership Summit)(University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition (NCSET), 2005-06) National Center on Secondary Education and TransitionItem 2006 Annual Report(University of Minnesota Tourism Center, 2006) Schneider, Ingrid E.2006 Annual Report from the University of Minnesota Tourism CenterItem 2007 Minnesota State Survey: Results and Technical Report.(Minnesota Center for Survey Research (MCSR), 2008) Minnesota Center for Survey ResearchItem 2008 Minnesota State Survey: Results and Technical Report.(Minnesota Center for Survey Research (MCSR), 2009) Minnesota Center for Survey ResearchItem Acceptability of Neuroscientific Interventions in Education(2021-03-22) Schmied, Astrid; Varma, Sashank; Dubinsky, Janet M; sashank@umn.edu; Varma, Sashank; University of Minnesota Departments of Neuroscience and Educational PsychologyResearchers are increasingly applying neuroscience technologies that probe or manipulate the brain to improve educational outcomes. However, their use remains fraught with ethical controversies. Here, we investigate the acceptability of neuroscience applications to educational practice in two groups of young adults: those studying bioscience who will be driving future basic neuroscience research and technology transfer, and those studying education who will be choosing among neuroscience-derived applications for their students. Respondents rated the acceptability of six scenarios describing neuroscience applications to education spanning multiple methodologies, from neuroimaging to neuroactive drugs to brain stimulation. They did so from two perspectives (student, teacher) and for three recipient populations (low-achieving, high-achieving students, students with learning disabilities). Overall, the bioscience students were more favorable to all neuroscience applications than the education students. Scenarios that measured brain activity (i.e., EEG or fMRI) to assess or predict intellectual abilities were deemed more acceptable than manipulations of mental activity by drug use or stimulation techniques, which may violate body integrity. Enhancement up to the norm for low-achieving students and especially students with learning disabilities was more favorably viewed than enhancement beyond the norm for high-achieving students. Finally, respondents rated neuroscientific applications to be less acceptable when adopting the perspective of a teacher than that of a student. Future studies should go beyond the coarse acceptability ratings collected here to delineate the role that concepts of access, equity, authenticity, agency and personal choice play in guiding respondents’ reasoning.Item Access to the General Education Curriculum: Findings from the National Longitudinal Transition Study-2 (NCSET Teleconference)(University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition (NCSET), 2004-11) Newman, LynnItem Access to the General Education Curriculum: Research-Based Interventions for High School Students with Disabilities (NCSET Teleconference)(University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition (NCSET), 2004-08) Schumaker, JeanItem Access, Participation, and Progress in the General K-12 Curriculum (NCSET Capacity Building Institute)(University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition (NCSET), 2002-07) National Center on Secondary Education and TransitionItem Accessible Transportation: A Key to Independence for Youth with Disabilities (NCSET Teleconference)(University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition (NCSET), 2005-05) Abeson, Alan; Branigin, Karen WolfItem Accessing the General Curriculum: Including Students with Disabilities in Standards-Based Reform (NCSET Teleconference)(University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition (NCSET), 2001-11) McLaughlin, Margaret J.; Nolet, Victor