Browsing by Subject "instruction"

Now showing 1 - 6 of 6
  • Thumbnail Image
    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, Rachel
    The 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.
  • Thumbnail Image
    Item
    Anoka-Hennepin Compensatory Education Pilot Program, Year 4 Report
    (Center for Applied Research and Educational Improvement, 2009-12) Peterson, Kristin; Klingbeil, Dave
    The 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.
  • No Thumbnail Available
    Item
    Course Integration Exploratory Subgroup: Final Report and Recommendations to the Web Services Steering Committee
    (2009-06-05) University Libraries, Web Services Steering Committee Course Integration Exploratory Subgroup; Carrillo, Elena; Crowe, Stephanie; Fine, Elizabeth; Jeffryes, Jon; Lilyard, Caroline; Peterson, Kate
    The Course Integration Exploratory Subgroup of the Web Services Steering Committee (WSSC) was charged with examining the educational technology used in courses at the University of Minnesota, Twin Cities campus (UMN-TC) and exploring possibilities and making recommendations for the integration of library tools, resources, learning objects and e-learning modules into these course technologies.
  • Thumbnail Image
    Item
    “Kids These Days”… May Know More About Copyright Than You
    (Association of College and Research Libraries, 2019-10) Sims, Nancy A.
    This chapter explores some of the different moral and ethical considerations people bring to issues of copyright, other intellectual property, authorship, ownership, citation, and attribution - and uses that exploration to suggest strategies for sharing information about copyright law that recognize the various interests of different creator and user communities.
  • Thumbnail Image
    Item
    The Perceived Attributes and Role of Environment to Creative Instruction
    (2018-04) Nyboer, Jody
    Creativity is an exciting area of research in education because it is increasingly understood to benefit learners. Creative teaching is effective teaching that enhances learning (Sawyer, 2011; Reilly et al., 2011; Rinkevich, 2011) and promotes creativity among learners (Nickerson, 2010; Horng et al., 2005). Understanding the effect of context on teachers is essential. Contemporary research makes it difficult to determine how important the environment is to creative instruction. The environmental contexts concerning instructional creativity are not entirely understood. This dissertation asks: What aspects of the environment relate to instructional creativity? This study approached answering this question in three ways. First, by analyzing related literature. Second, by conducting an investigation that defines the key attributes of the environment. And third, by conducting an investigation that delineates the role of those attributes in mediating instructional creativity. The constructs of the Four-P Model of Creativity (Rhodes, 1987) were used as an exploratory beginning to answer the research questions, namely in guiding the review of literature. Rhode’s model was selected because it is widely used to understand creativity in non-educational work environments where creative performance and outcomes are desired. While the Four-P Model is popular in creativity research, it has not been extensively utilized to delineate the contexts of creative instruction. Rhode’s model defines four creative dimensions known as the Four-Ps: person, process, product, and press (environment, place). This study used these dimensions to systematically review available literature related to creative instruction, and as a method to reveal and confirm the gaps in knowledge. The literature review established that the Four-Ps of instructional creativity have not been fully investigated. The attributes and role of the environment to creativity in instruction are the least understood and defined. The results of the systematic review were compiled as a conceptual framework based on the existing knowledge. The systematic review and resulting conceptual framework guided a design for discovery that is unique to this domain of research. The uniqueness of the research design is three- fold. First, it puts teachers at the center to learn about instructional creativity: measurably creative teachers are the unit of study. Second, it embraces the existing knowledge that creative teaching benefits the learners. Thus, learners are not included in this investigation. Third, it accepts the assumption that pupils and professionals have a different relationship with the educational environment. The mixed-method approach was implemented in two phases to enhance discovery. For the first phase, creative instructors were selected by using the Abbreviated Torrance Test for Adults to determine their Creative Index or CI (Goff, 2002). Nine participants with a “high” or “substantial” CI (> 5 CI on a scale of 1 to 7) were identified among the 18 phase-one participants. Three were selected for a pre- dissertation pilot study to test the qualitative methodology for phase two. Six were selected to participate in the second phase of the formal study. The mixed-method approach was implemented in two phases to enhance discovery. For the first phase, creative instructors were selected by using the Abbreviated Torrance Test for Adults to determine their Creative Index or CI (Goff, 2002). Nine participants with a “high” or “substantial” CI (> 5 CI on a scale of 1 to 7) were identified among the 18 phase-one participants. Three were selected for a pre- dissertation pilot study to test the qualitative methodology for phase two. Six were selected to participate in the second phase of the formal study. Two semi-structured, responsive interviewing techniques were implemented. Participants were first interviewed in their teaching space, followed immediately by a participant-led, walking interview through the building. The walking interview was designed to utilize the environment as a rich data gathering method. This encouraged participants to share experiences and perceptions about the environment, and to promote the generation of descriptive data. The data was interpreted, coded and analyzed to identify aspects of the environment that they perceive as important to creative instruction. The knowledge that emerged from this study represents the insight of creative teachers who shared personal experiences of feeling creatively enabled or limited. The discoveries are organized within three major findings. The first is multifaceted; defining the attributes and role of the environment that emerge as important to creative instruction. The second demonstrates that the attributes of the environment that relate to creative instruction are interrelated. The third indicates that the organizational environment is dominant and negotiates instructionally creative behavior. This investigation did not evaluate a causal relationship between the environment and instructional creativity. It was not an exploration of educational or developmental psychology. Rather, this work synthesizes the experiences of creative instructions to broaden knowledge about instructional creativity as a system in which the environment plays a distinct role. This work makes important contributions of knowledge to creativity as a field, to education where creative praxis is essential, and defines entry points for future investigations. The longitudinal goal of this work is to gain knowledge about how environment enables instructional creativity for all teachers. This information is relevant to anyone invested in optimizing the place and practice of creative instruction.
  • Thumbnail Image
    Item
    Tailoring Library Instruction to Meet the Needs of Multilingual Students in Higher Education
    (ACRL, 2019-12) Gyendina, Mariya; Matts-Benson, Lindsay; Chen, Yao