The Sponsorship Model: Leveraging Extension Program Funds, Building Local Community Collaborations

Garnering alternative Extension programming funds has become a fact of life. A group of University of Minnesota Extension educators use what they call the Sponsorship Model to accomplish this. Selected programs are not marketed to program participants but are marketed to potential local community sponsors. Sponsors pay a flat sponsorship fee and are responsible for participant recruitment and selecting the meeting date, location, start time, and any costs such as meeting facility, refreshments, and meals. This process has resulted in greater participant attendance, less management work for the Extension educators, and the ability to generate revenue to sustain and grow programming

Effective Truancy Prevention Models

In the United States, truancy has been identified as one of today’s top ten educational problems (Zhang, Katsiyannis, Barret& Wilson, 2007). Across the country, every day there are hundreds of thousands truant students (U.S. Department of Education, 1996). Attendance can be influenced by mental health issues, substance abuse, teenage pregnancy, student employment, family responsibilities, teacher attitudes, size of school, and inconsistent application of truancy policies and lack of meaningful consequences for truancy. Family factors that influence attendance include: domestic violence, poverty, lack of supervision, substance abuse, parental attitudes toward school and education (Kim & Streeter, 2006). The purpose of this study is to find programs that are evidenced-based and effective at combating the problem of truancy in rural school districts and recommending a program for the school districts in Sibley County to implement

Long-Term Health Care Planning: A Subset of Farm Transition Programming

Farm transition programming has been a valuable addition to Extension programming efforts. An often overlooked subset of farm transition programming is a discussion regarding long-term health care planning. Research supports the need for long-term health care planning. The probability of having some sort of long-term health care issue in one\u27s lifetime is high. This includes a large percentage of people under the age of 65. Health care costs, including long-term care, are increasing at alarming rates. These costs can potentially cripple a farm business financially as well as impede the transition of the business to the next generation

Frühkindliche Gesundheitsförderung im Elternprogramm Chancenreich: Vorstellung der wissenschaftlichen Studie AQuaFam

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The importance of migration-related beliefs of preschool teachers for the quality of educational practice

Migrationsbezogene Überzeugungen von frühpädagogischen Fachkräften werden insbesondere in kulturell diversen Kindertageseinrichtungen eine handlungsleitende Bedeutung zugesprochen, obwohl es für diese Annahme kaum empirische Belege gibt. Die vorliegende Studie setzt hier an und untersucht, ob die migrationsbezogenen Überzeugungen von N = 206 frühpädagogischen Fachkräften im Zusammenhang mit der in ihren N = 107 Kindertageseinrichtungen beobachteten sprachspezifischen Prozess- und Strukturqualität stehen. Als migrationsbezogene Überzeugungsfacetten wurden die multikulturellen und assmiliativen Überzeugungen berücksichtigt, die anhand von Selbsteinschätzungen erfragt wurden. Die sprachspezifische Prozess- und Strukturqualität wurde mithilfe verschiedener Subskalen der Skala zum Sustained Shared Thinking und zum emotionalen Wohlbefinden (SSTEW), der Kindergarten-Skala-Erweiterung (KES-E) sowie einer selbst entwickelten Skala „Sprach- und kultursensible Raumgestaltung“ (SKR) in Beobachtungen eingeschätzt. Die multikulturellen und assimilativen Überzeugungen der frühpädagogischen Fachkräfte gingen neben ausgewählten Struktur- und Fachkraftmerkmalen getrennt in Strukturgleichungsmodelle ein. Die Ergebnisse zeigten, dass die multikulturellen Überzeugungen der frühpädagogischen Fachkräfte signifikant positiv mit der Subskala „Sprache“ der KES‑E und der Skala „Sprach- und kultursensible Raumgestaltung“ zusammenhingen. Die assimilativen Überzeugungen waren hingegen mit keiner der drei sprachspezifischen Qualitätsmaße assoziiert.Especially in culturally diverse preschools, migration-related beliefs of preschool teachers are assigned a major importance for pedagogical practice, although so far there has been hardly any research on this relation. The present study explored whether the migration-related beliefs of 206 preschool teachers are related to the language-related process and structural quality observed in their 107 preschools. As facets of migration-related belief, the multicultural and assimilative beliefs based on self-assessments were taken into account. The language-related process and structural quality was rated on the basis of the subscale “Supporting and extending language and communication” of the Sustained Shared Thinking and Emotional Well-being Scale (SSTEW), the subscale “Literacy” of the Early Childhood Rating Scale-Revised (ECERS-R) as well as the scale “Language and Cultural Sensitive Room Formation” (SKR). The multicultural and assimilative beliefs of the preschool teachers were included separately alongside selected structural and teacher characteristics in structural equation models. The results showed that the multicultural beliefs of the preschool teachers were significantly positively related to the subscale “Literacy” of the ECERS‑R and the scale “Language and Cultural Sensitive Room Formation”. In contrast, the assimilative beliefs were not associated with any of the three language-related quality measures

La formazione interculturale degli insegnanti per una scuola inclusiva: un atto d’equilibrismo fra teoria e realtà in Alto Adige

More than 40 years ago, special education schools and classes were abolishedin Italy. Measures of external differentiation for students with specialneeds have since been taboo. They were replaced by a comprehensiveschool system in which the children and adolescents from kindergarten touniversity are enrolled in an inclusive manner. Within Italy, South Tyrol as atrilingual autonomous province is a special case. The “Finland of the South”is often cited as an example of successful (inter)cultural inclusion. The presentpaper focuses on the situation of South Tyrol to summarize policy developmentsin education and teacher training in the process from integrationto full inclusion. As an example, the curricular implementation of inclusionorientedteacher education for all school levels at the Faculty of Educationof the Free University of Bolzano is critically examined. Consequences of abroader understanding of inclusion are discussed.Più di quarant’anni fa, in Italia furono eliminate sia le scuole d’insegnamentospeciale sia le classi differenziali e da allora qualsiasi misura che implichi unaformale differenziazione nel rapporto con l’eterogeneità è un tabù. Quel sistemafu soppiantato da un sistema scolastico unificato caratterizzato dallametodologia della differenziazione interna, che prevede un percorso formativoper bambini e ragazzi di tipo inclusivo. Nell’esperienza italiana la provinciaautonoma dell’Alto Adige, dove le lingue ufficiali sono tre, rappresentaun caso a parte. Chiamato anche “la Finlandia del Sud”, l’Alto Adige vienespesso citato come esempio di un’inclusione (inter)culturale riuscita.Quanto esposto in seguito prende spunto dalle condizioni generali per ilraggiungimento di una “pedagogia dell’inclusione” in Italia, con un occhiodi riguardo per la situazione dell’Alto Adige. Il presente articolo tratta l’evoluzione,in termini di politica educativa, sperimentata dal processo d’integrazioneper raggiungere la “Full Inclusion” e mette a fuoco in particolarmodo le riforme che interessano la formazione degli insegnanti. Parallelamenteanalizza con occhio critico il rapporto con il multilinguismo. Infineprende in esame, anche qui con occhio critico, la formazione degli insegnatiorientata all’inclusione e la sua concretizzazione nei piani di studi per il corsodi studi della Facoltà di Scienze della Formazione della Libera Università diBolzano

Ist es rathsam, dass Jünglinge während ihres Schulcurses ohne alle häusliche Aufsicht leben? Eine Schulschrift von Johann Wilhelm Hachfeld, Oberlehrer am Gouvernements-Gymnasium zu Dorpat. Als Einladungsschrift zu den öffentlichen Prüfungen, welche am 17ten Juni 1812. im Gymnasium ... Statt finden werden. Herausgegeben vom jetzigen Direktor der Dörptschen Schulanstalten, D. Chr. Fr. Segelbach, Mitgliede der Schulkommission etc. Dorpat, gedruckt bei M. G. Grenzius, Universitäts-Buchdrucker

http://tartu.ester.ee/record=b1714893~S1*es

Affrontare il multiculturalismo: le credenze sulla diversità culturale di studenti della facoltà di Scienze della Formazione in Alto Adige

Cultural beliefs of teachers are a key component of their professional competence in times of rising cultural diversity in classrooms. Previous studies have postulated relations between teachers’ cultural beliefs and their intended teaching behavior as well as with their own biography and prior experiences with inclusive education.In order to cultivate positive beliefs, teacher education programs need to take their students preexisting cultural beliefs into account. The Teacher Cultural Beliefs Scale (TCBS) was developed in Germany to assess multicultural and egalitarian beliefs.The presented study replicates the factor structure of the TCBS in a sample of929 teacher students from the culturally-diverse setting of Southern Tyrol, and adds the factor of assimilationist beliefs to it. This novelty – a culturally-diverse sample and a new subscale – contributes to the discussion in the Italian scientific community and enables international comparisons in the research on cultural beliefs.Le credenze culturali degli/delle insegnanti rappresentano una variabile chiave nel mondo dell’insegnamento e della formazione, contraddistinto da una situazione di eterogeneità dovuta al fenomeno della migrazione. Gli studi in merito pubblicati finora associano nel contesto della formazione inclusiva le credenze culturali sia con il comportamento didattico sia con la biografia di apprendimento propria dell’insegnante.Per promuovere convinzioni positive nei/nelle studenti/esse di Scienzedella Formazione, i loro docenti devono conoscerne a fondo le credenze. Negliultimi anni in Germania è stata sviluppata una scala di rilevazione delle convinzioni culturali specifica per gli insegnanti (Teacher Cultural Beliefs Scale, TCBS); questa scala permette una rilevazione differenziata delle convinzioni di carattere multiculturale e egualitario. Il presente studio replica il modello fattoriale della TCBS e lo applica a un sondaggio campionario condotto in Alto Adige, aggiungendovi le credenze di carattere assimilativo. Così strutturato, lo studio permette quindi sia un confronto a livello internazionale sia di promuovere la discussione sullo strumento di rilevazione all’interno della comunità scientifica italiana

Preparazione per il multiculturalismo in Alto Adige: L'importanza del senso di appartenenza

Italy has historically played a pioneer role regarding inclusion. However, inclusion in the educational context has mainly focused on students with special needs. Lately, this understanding has broadened taking into account the various heterogenous backgrounds of the students. For South Tyrol, the question of inclusion arises particularly with regard to the consideration of different cultures. Therefore, developing intercultural skills plays an impor-tant role in the curriculum of the reformed teacher education master pro-gramme of the University of Bolzano. The aim is for the graduates to perceive interculturality as an enrichment. The present study examines the attitudes (cultural beliefs, values, and motivational orientations) of the German-speaking students (n = 823) of different cohorts with regard to interculturality and relates these to their study and work experiences on the one hand and their feeling of belonging to Italy or South Tyrol on the other. The results showed mostly positive attitudes that tend to increase with increasing experiences. Sense of belonging turned out to be the strongest predictor of attitudes, an aspect that has so far not been adequately researched. The results underscore the importance of self-reflection skills and opportunities during study.Nel dibattito su formazione e inclusione l’Italia gioca un ruolo pioneristico. Se in passato questo termine si riferiva primariamente ad alunne/i con bisogni speciali, oggi il concetto di inclusione si impiega in senso più ampio, tenendo conto anche della sempre maggiore eterogeneità dei background individuali delle alunne/degli alunni. In Alto Adige la questione dell’inclusione è legata innanzitutto all’esigenza di considerare le diverse culture, per cui non stupisce che l’insegnamento delle competenze interculturali assuma un ruolo di rilievo nel piano di studi del corso di laurea magistrale a ciclo unico1, il corso riformato offerto dalla facoltà di Scienze della Formazione Primaria della Libera Università di Bolzano. Scopo delle lezioni incentrate su queste tematiche è far sì che le/i future/i insegnanti delle scuole primarie e dell’infanzia percepiscano l’interculturalità come arricchimento. Lo studio esamina le posizioni (convinzioni, sistemi di valori e orientamento motivazionale) in merito all’interculturalità di studentesse/studenti di lingua tedesca (n = 823) di diverse coorti e li relaziona sia con le esperienze di studio e pra-tiche sia con il senso di appartenenza. I risultati palesano posizioni in preva-lenza positive, la cui positività tende ad accrescere con l’aumentare delle esperienze. Il senso di appartenenza, un aspetto finora poco analizzato, si è rivelato essere il predittore più forte per quel che riguarda le posizioni individuali. I risultati mostrano l’importanza della capacità di auto-riflessione e delle opportunità di sperimentarla nel corso degli studi.&nbsp

Unique Multiorganizational Collaborative Proves Effective in Delivering 2014 Farm Bill Education

The Agricultural Act of 2014 is critical to the economic safety net for U.S. producers. This act represented a major change in philosophy, requiring producers to make key decisions about their options on the basis of risk management. To add to the complexity of the issue, the time period for delivering applicable education to landowners before sign-up deadlines was relatively short. This article highlights a unique multiorganizational statewide approach to delivering the applicable education. It involved University of Minnesota Extension, the Center for Farm Financial Management, the U.S. Department of Agriculture, and banks and resulted in substantive evaluative outcomes