Browsing by Subject "student achievement"
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Item 2020 Draft course-based learning assistance best practice guides (3rd ed.)(2020-01-01) Arendale, DavidCourse-Based Learning Assistance (CLA) is defined as peer cooperative learning assistance that accompanies a specific targeted course to serve as a supplement for that course. While many CLA activities operate outside of the course, CLA is integrated into the course by some instructors. Other CLA programs are hybrid or totally online. These guidelines are applicable to national and international CLA program models have been implemented at thousands of postsecondary and tertiary institutions in more than thirty countries (a) Emerging Scholars Program, (b) Peer-Led Team, (c) Structured Learning Assistance, (d) Supplemental Instruction, and (e) Video-based Supplemental Instruction). When using the CLA Guides, it is not expected that administrators of campus CLA programs implement every “essential” and “recommended” practice listed in this guide. Some “essential” practices are not relevant to a particular type of CLA program. Limitations of campus budget, personnel, and available time make other “essential” practices difficult to implement. “Recommended” practices are simply practices that some CLA program administrators have found helpful. Therefore, those practices have been separated from the “essential” ones. For simplicity’s sake, all the practices have been divided into these two categories. Some “recommended” practices could be categorized as aspirational, something to pursue if there is sufficient budget, personnel, and time to implement. The bottom line is that the purpose of the guides is not to judge existing programs, but rather to provide guidance and practices that could increase their effectiveness and efficiency. In addition to their use for academic study groups, these guides may be useful for faculty members to incorporate learning activities and pedagogies into their courses. The administrative and education best practices in this publication have been reviewed and approved by multiple members of an external expert panel of qualified reviewers. Educators need to investigate these education practices to discover effective learning practices that can be adapted and adopted for use in supporting higher student achievement, closing the achievement gap, increasing persistence to graduation, and meeting the needs of culturally-diverse and historically-underrepresented students. Updates to this set of guidelines are available at https://www.arendale.org/peer-learning-resourcesItem 2021 Postsecondary Peer Cooperative Learning Programs: Annotated Bibliography(2021-01-31) Arendale, David RThis annotated bibliography does not attempt to be inclusive of this broad field of literature concerning peer collaborative learning. Instead, it is focused intentionally on a subset of the educational practice that shares a common focus with increasing student persistence towards graduation. At the end of this overview, several suggestions are made for differentiating the models from each other and the level of institutional resources and resolve with implementing them. The seven student peer learning programs included in this bibliography meet the following characteristics: (a) implemented at the postsecondary or tertiary level; (b) clear set of systematic procedures for its implementation that could be replicated by another institution; (c) program evaluation studies have been conducted and are available for review; (d) intentionally embeds learning strategy practice along with review of the academic content material; (e) outcomes include increased content knowledge, higher final course grades, higher pass rates, and higher college persistence rates; and (f) the program has been replicated at another institution with similar positive student outcomes. From a review of the professional literature, six programs emerged: (a) Accelerated Learning Groups (ALGs), (b) Emerging Scholars Program (ESP), (c) Peer Assisted Learning (PAL), (d) Peer-Led Team Learning (PLTL), (e) Structured Learning Assistance (SLA), (f) Supplemental Instruction-PASS (SI-PASS), and (g) Video-based Supplemental Instruction (VSI). As will be described in the following narrative, some of the programs share common history and seek to improve upon previous practices. Other programs were developed independently.Item Academic and personal growth by PAL participants(New York College Learning Skills Association, 2014) Arendale, David R.; Hane, Amanda, R.This qualitative study focused on observed and perceived changes in academic and personal attitudes and behaviors by student participants in the Peer Assisted Learning (PAL) program at the University of Minnesota (UMN). The PAL model employs best practices from national peer learning models including Supplemental Instruction, Peer-led Team Learning, and Emerging Scholars Program. The PAL program provides regularly-scheduled study review sessions weekly to support students achieve higher final course grades and persistence rates. In most uses of the PAL model at UMN, participation is mandatory. Arthur Chickering’s Comprehensive Theory of Personal Change was used to analyze the data. Data were gathered by the PAL study group facilitators of observed or perceived changes of attitudes and behaviors by the participating students. Four themes emerged: higher academic engagement, higher confidence, increased interpersonal skills, and improved critical thinking skills. Higher engagement with the learning process was manifested through PAL participants talking more, displaying more comfort while speaking, and asking questions of the PAL facilitators and others in the group. Increased confidence was evidenced by reduction of frustration and fear and replaced with the display of new cognitive and metacognitive thinking, expressions of self-confidence in the ability to solve problems, and learn new academic content independently. Increased interpersonal skills were higher within the study group, helping others during small group activities and within the large group discussions, making friends with the participating students and the facilitator, and actively working with fellow students to solve problems rather than preferring self-reliance and working alone. The final theme of improved critical thinking was displayed by an increased ability to understand and explain the reasoning behind concepts. Several recommendations are offered: how study group programs could foster the academic and personal growth of study group participants and areas for further research.Item Academic bridge programs(Routledge, 2018) Arendale, David R.; Lee, Nue LorBridge programs ease the transition of students from secondary education to postsecondary institutions. They are customized to assist a particular subpopulation of students to be successful. They were originally created for students with high rates of academic difficulty and withdrawal than the general student population. Then, the focus of most bridge programs was academic preparation for increased academic rigor of college. In recent years, a variety of purposes have been added: meet the needs of culturally diverse students who are underrepresented in college, increase student success in particular college degree programs, and increase the number of students who aspire and are prepared for college. Bridge programs range from an intensive program of coordinated courses and noncredit learning experiences to a single academic term course or a workshop lasting a day or two.Item All-Day Kindergarten - Summary of Recent Findings(University of Minnesota, Center for Applied Research and Educational Improvement, 2006) Wahlstrom, Kyla; Michlin, Michael; Hansen, Anastasia; Center for Applied Research and Educational ImprovementA summary of findings for a longitudinal evaluation of all-day every day kindergarten in a metro area school district in Minnesota (Burnsville-Eagan-Savage School District 191).Item Alternative Calendars: Final Report by the Working Group(University of Minnesota, Center for Applied Research and Educational Improvement, 1999-02-01) Center for Applied Research and Educational Improvement; Working Group on Alternative CalendarsThis report from a working group convened by the Minnesota Department of Children, Families & Learning examined evidence on the educational and fiscal outcomes of year-round education and issues encountered in implementing year-round educational programs in Minnesota. In October 1998, a Working Group was convened to provide independent advice to the State Legislature on alternatives to the traditional nine-month, September through June school year calendar.Item Alternative Calendars: Final Report by the Working Group: Table 4. Minnesota schools with year-round calendars interviewed January 1999(University of Minnesota, Center for Applied Research and Educational Improvement, 1999-02-01) Center for Applied Research and Educational Improvement; Working Group on Alternative CalendarsTable 4 was extracted from: Alternative Calendars: Final Report by the Working Group. This report from a working group convened by the Minnesota Department of Children, Families & Learning examined evidence on the educational and fiscal outcomes of year-round education and issues encountered in implementing year-round educational programs in Minnesota.Item Anoka-Hennepin Compensatory Education Pilot Program Year 1 Report(University of Minnesota, Center for Applied Research and Educational Improvement, 2007-01) Wahlstrom, Kyla; Hornbacher, Judy; Dretzke, Beverly; Peterson, Kristin; London, Rachel; Center for Applied Research and Educational ImprovementThe Year 1 Report of the Anoka-Hennepin Compensatory Education Pilot Progam 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. 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 oversightItem Antiracist activities and policies for student-led study groups(Journal of College Academic Support Programs, 2022) Arendale, David R.; Abraham, Nisha; Barber, Danette; Bekis, B.; Claybourne, C.; Edenfeld, K.; Epps, K.; Hutchinson, K.; Jimenez, Juan; Killenbeck, K.; Pokhrel, R.; Schmauch, N.; Woodruff, R.Issues of race and marginalization do not often intersect with publications related to developmental education and learning assistance. They have been spaces that ignored them these issues. This guide to antiracism policies and practices for student-led study groups is based on a careful review of scholarly articles, books, and existing guides. While much has been written about culturally-sensitive pedagogies for K-16 classroom instruction, little has emerged for guiding peer study groups regarding antiracism practices. This guide helps address this gap in the literature. In addition to its use for academic study groups, this guide is useful for faculty members to incorporate antiracism learning activities and pedagogies into their courses. This guide identifies effective learning practices that can be adapted and adopted for use in supporting higher student achievement, closing the achievement gap, increasing persistence to graduation, and meeting the needs of culturally-diverse and historically-underrepresented students.Item Bloomington/Richfield Early Reading First Get Ready Centers of Excellence Year I Report(University of Minnesota, Center for Applied Research and Educational Improvement, 2005) Wahlstrom, Kyla; Hornbacher, Judy; Center for Applied Research and Educational ImprovementThe purpose of this report is to summarize evaluation results for Year I of the Early Reading First Get Ready Centers of Excellence project in the Bloomington/ Richfield Public Schools in Minnesota. Funded by the federal Department of Education through an Early Reading First Get Ready Centers of Excellence grant, the project seeks to improve the language and early reading skills of at risk and limited English pre-school children so that they will be competitive academically when they enter kindergarten and can maintain their achievement through 2nd grade.Item Bloomington/Richfield Early Reading First Get Ready Centers of Excellence Year II Report(University of Minnesota, Center for Applied Research and Educational Improvement, 2007-01) Wahlstrom, Kyla; Hornbacher, Judy; Center for Applied Research and Educational ImprovementThe purpose of this report is to summarize results for Year II of the Early Reading First Get Ready Centers of Excellence project in the Bloomington/ Richfield Minnesota Public Schools. Funded by the federal Department of Education through an Early Reading First Get Ready Centers of Excellence grant, the project seeks to improve the language and early reading skills of at risk and limited English pre-school children so that they will be competitive academically when they enter kindergarten and can maintain their achievement through 2nd grade. The Bloomington/Richfield Get Ready program evolved because of a nation wide concern with the achievement gap, beginning in Kindergarten, between children at risk, i.e.., students of color, English language learners, students in poverty and those children without those risk factors. The questions raised by the project are these: “What kind of academic, social and emotional intervention is needed for children at risk to make them ready for kindergarten? To keep them on track throughout their schooling? What classroom circumstances, teacher training, amount of time and staffing ratios are optimal? When should interventions begin?Item The challenging road ahead: Learning assistance in the 21st century(College Reading and Learning Association, 2008) Arendale, DavidIn this keynote talk, I identify opportunities for increased service of learning assistance to support student academic achievement. Throughout the talk, I illustrate my points by sharing case studies of highly successful learning assistance programs operating across the U.S. The speech was delivered at the national conference for the College Reading and Learning AssociationItem Compensatory education definition(Sage Publications, 2008) Arendale, David R.During the 1960s a new approach called compensatory education was created to support access for academically underprepared and economically disadvantaged students. Compensatory education focuses on the individual student and the living and learning environment in which the student interacts. Proponents of this approach charge that environmental conditions, often induced by poverty, are responsible for poor academic achievement of students. Common activities of this approach include: academic preparatory work, supplemental learning enrichment activities, higher parental involvement in school, and systemic changes in the school learning environment. During the early 1960s, national civil rights legislation established the Office of Compensatory Education within the U.S. Office of Education.Item Connected Counseling Saint Paul Public Schools: Arlington High School Report(University of Minnesota, Center for Applied Research and Educational Improvement, 2006-12) Hickey, Meghan; Freeman, Carol; Gordon, Molly; Center for Applied Research and Educational ImprovementThe Saint Paul Public Schools (Minnesota) Connected Counseling initiative, begun in 2003, is focused on redesigning both the content and delivery of school counseling programs in Saint Paul’s seven comprehensive high schools.Item Connected Counseling Saint Paul Public Schools: Central High School Report(University of Minnesota, Center for Applied Research and Educational Improvement, 2006-12) Freeman, Carol; Hickey, Meghan; Gordon, Molly; Center for Applied Research and Educational ImprovementThe Saint Paul Public Schools (Minnesota) Connected Counseling initiative, begun in 2003, is focused on redesigning both the content and delivery of school counseling programs in Saint Paul’s seven comprehensive high schools.Item Connected Counseling Saint Paul Public Schools: Como High School Report(University of Minnesota, Center for Applied Research and Educational Improvement, 2006-12) Gordon, Molly; Freeman, Carol; Hickey, Meghan; Center for Applied Research and Educational ImprovementThe Saint Paul Public Schools (Minnesota) Connected Counseling initiative, begun in 2003, is focused on redesigning both the content and delivery of school counseling programs in Saint Paul’s seven comprehensive high schools.Item Connected Counseling Saint Paul Public Schools: Harding High School Report(University of Minnesota, Center for Applied Research and Educational Improvement, 2006-12) Freeman, Carol; Hickey, Meghan; Gordon, Molly; Center for Applied Research and Educational ImprovementThe Saint Paul Public Schools (Minnesota) Connected Counseling initiative, begun in 2003, is focused on redesigning both the content and delivery of school counseling programs in Saint Paul’s seven comprehensive high schools.Item Connected Counseling Saint Paul Public Schools: Highland Park High School Report(University of Minnesota, Center for Applied Research and Educational Improvement, 2006-12) Gordon, Molly; Freeman, Carol; Hickey, Meghan; Center for Applied Research and Educational ImprovementThe Saint Paul Public Schools (Minnesota) Connected Counseling initiative, begun in 2003, is focused on redesigning both the content and delivery of school counseling programs in Saint Paul’s seven comprehensive high schools.Item Connected Counseling Saint Paul Public Schools: Humboldt High School Report(University of Minnesota, Center for Applied Research and Educational Improvement, 2006-12) Hickey, Meghan; Freeman, Carol; Gordon, Molly; Center for Applied Research and Educational ImprovementThe Saint Paul Public Schools (Minnesota) Connected Counseling initiative, begun in 2003, is focused on redesigning both the content and delivery of school counseling programs in Saint Paul’s seven comprehensive high schools.Item Connected Counseling Saint Paul Public Schools: Johnson High School Report(University of Minnesota, Center for Applied Research and Educational Improvement, 2006-12) Freeman, Carol; Hickey, Meghan; Gordon, Molly; Center for Applied Research and Educational ImprovementThe Saint Paul Public Schools (Minnesota) Connected Counseling initiative, begun in 2003, is focused on redesigning both the content and delivery of school counseling programs in Saint Paul’s seven comprehensive high schools.