Browsing by Subject "middle school"

Now showing 1 - 5 of 5
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    Minneapolis Public Schools Observational Drawing Evaluation Report
    (Center for Applied Research and Educational Improvement, 2011-06) Sheldon, Timothy; Peterson, Kristin
    Minneapolis Public Schools (MPS) was awarded a grant by American Honda Foundation to implement observational drawing in 20 elementary and middle school classrooms in 2010. Minneapolis Public Schools used observational drawing to teach skills of observation and apply them in the context of scientific investigation. Classroom teachers and the teaching artists had varying levels of experience with observational drawing. Minneapolis Public Schools contracted with the Center for Applied Research and Educational Improvement (CAREI) to assess the impact of implementing this technique in a sample of MPS classrooms.
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    The Minnesota Children, Youth, and Familes at Risk Project: Impact Report 2010
    (Regents of the University of Minnesota, 2010) Skuza, Jennifer; Sheldon, Timothy; Sheehan, Trish; Tzenis, Joanna
    The Minnesota CYFAR Sustainable Communities Project is focused on strengthening the ability of middle school aged youth to set and achieve short and long-term educational goals by using an innovative and organic afterschool program model that is highly experiential. The aim of the program is to help youth own their learning by igniting their interest in education to to work with parents and guardians to support them in their role as their child's first educator. This reports features the impact from the second year of the project whereby sixty-nine youth and seventy-one parents and guardians participated.
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    The Minnesota Children, Youth, and Families at Risk Project: Impact Report 2011
    (University of Minnesota Extension, 2011) Skuza, Jennifer; Tzenis, Joanna; Sheldon, Timothy; Pierson Russo, Jessica
    The Minnesota CYFAR Sustainable Communities Project is focused on strengthening the ability of middle school aged youth to set and achieve short and long-term educational goals by using an innovative and organic afterschool program model that is highly experiential. The aim of the program is to help youth own their learning by igniting their interest in education to to work with parents and guardians to support them in their role as their child's first educator. This reports presents the evaluation results and demonstrates the impact that the Minnesota CYFAR Sustainable Communities Project has had on youth participants during its third year.
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    Review of Literature on Grade Configuration and School Transitions
    (Center for Applied Research and Educational Improvement, 2011-03) Gordon, Molly; Peterson, Kristin; Gdula, Julie; Klingbeil, Dave
    Beginning with the junior high school movement in the 1920s and continuing through the middle school movement in the 1960s, educational researchers have investigated the impact of school transitions and different grade configurations on a variety of student outcomes. In this report, we review the most salient empirical research to date on how school transitions and different grade configurations impact student achievement and behavior, as well as student psychological and social-emotional outcomes.
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    Urban Wilderness Canoe Adventures Canoemobile 2016: Evaluation Brief
    (University of Minnesota. Center for Applied Research and Educational Improvement, 2016-09) Sheldon, Timothy; Schultz, Aly; Baker, Julia; Fields, Jane
    The Urban Wilderness Canoe Adventures program (UWCA) provides a continuum of outdoor experiences for youth and families. The Canoemobile program is an outgrowth of the original UWCA program. The Canoemobile program serves as a floating classroom that provides water-based activities to connect urban youth to the natural world through hands-on, outdoor learning on local waterways in cities across America. Between April and May 2016, over 1,000 participants from five states participated in the Canoemobile program and completed the post-trip survey. The majority of participants (96%) were from California, Minnesota, and Colorado. There were high levels of agreement across all survey items and the most frequent response for all nine items was strongly agree. For example, 92% agreed that contributing to their community was important; 91% agreed that they had learned new skills; and 88% indicated they felt like they belonged on the trip. In addition, respondents agreed that, as a result of the trip, they: were more interested in protecting the environment (86% agreed), had a stronger connection to nature (86%), will think about the environment more often (85%), had learned about outdoor jobs (80%), and were more aware of their personal strengths (79%).