Browsing by Subject "preparation"

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    An Examination of the Role of Leaders in Special Education Teachers' Implementation of High-Leverage Instructional Practices
    (2020-06) Schaller, Melissa
    This study investigated leaders’ influence and impact on the efficacy of special education teachers’ implementation of high-leverage instructional practices. The study considered the preparation of leaders and teachers to implement the practices, and the beliefs or self-efficacy of both leaders and teachers that implementing high-leverage instructional practices can have a positive association on student growth. The study is not a study of the fidelity of implementation of high-leverage instructional practices, nor of student outcomes when those practices are used. Rather, it is a study of levels of preparedness or knowledge, the beliefs that using those strategies have a positive association on learning, and the degree of confidence or self-efficacy that teachers have to improve their instructional skills by using them. This study collected survey data from leaders and teachers, and interview data from leaders which allowed them to elaborate on their survey responses. Findings from the study reveal, that when high-leverage instructional practices for which preparation has been provided, leaders and teachers are more likely to believe those practices are important and that they can be implemented. The study also found that teachers perceived a greater degree of implementation of high-leverage instructional practices than did leaders. It appears that while leaders intend to use classroom observation to monitor implementation, they are not observing often enough to judge the frequency of implementation and rely, instead, on written documentation, such as lesson plans submitted by the teachers. The findings suggest that leaders may need to develop a structured observation protocol to ensure they are sufficiently monitoring implementation.
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    Transforming the University: Recommendations of the PreK-12 Strategy Task Force
    (University of Minnesota, 2005-12-12) Harvey, Patricia; Maruyama, Geoffrey
    The University has not been and cannot afford to be passive observers of preK-12 education. Engagement with preK-12 touches all parts of the University. Within Minnesota, the University of Minnesota uniquely possesses the capacity to generate ongoing and systemic research that will improve the lives of all Minnesotans. This capacity is particularly critical in preK-12 education, where separating what is believed from what is known through research is critical for the success of education. The University has a history of extensive engagement with preK-12 schools, but successes have been limited by the way the engagements have been structured, largely as individual initiatives rather than as an ordered and integrated array of activities. The task force recommendations attempt to frame and organize efforts without limiting faculty in their attempts to create relationships that reflect their research interests.