Browsing by Subject "secondary"
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Item An Evaluation of Project SUCCESS Programming(Center for Applied Research and Educational Improvement, 2012-10) Kundin, Delia; Michlin, Michael; Daugherty, MarthaProject SUCCESS (PS) is a youth-development organization working with students in public schools in Minneapolis and St. Paul, MN. For over 18 years, the program has worked to motivate students to set goals, plan for the future, and pursue their dreams. The program seeks to accomplish these goals by collaborating with teachers, facilitating in-class workshops with students, and providing access to theater experiences and other special programs and services (e.g., one-on-one assistance, college tours, school performances, and Boundary Waters Canoe Area (BWCA) adventures). In August 2011, PS contracted with the University of Minnesota’s Center for Applied Research and Educational Improvement (CAREI) to conduct an evaluation of its program. During the 2011-2012 school year, evaluators focused on building a foundation of evaluation activities that can be expanded on in future years. The purpose of the evaluation was to gather information to help program staff better understand how the program impacts students and teachers. This information is expected to help guide guide further exploration of program effectiveness.Item Transforming the University: Recommendations of the PreK-12 Strategy Task Force(University of Minnesota, 2005-12-12) Harvey, Patricia; Maruyama, GeoffreyThe 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.