Innovation in Extension is often referred to as something tangible, such as a new resource or technique or new concepts. However, these things result from a program innovation process. In this article, we elaborate a grounded theory of how this process unfolds in the context of Extension. Through analysis of data from a national survey of…

Physical education is critical to addressing childhood obesity, yet many school-based programs do not meet established quality standards and teachers are called upon to change. Little is known about how change is initiated and its associated internal and external factors. Purpose: The purpose of this study was to investigate physical education…

In December 2015, President Barack Obama signed the Every Student Succeeds Act (ESSA), which replaced No Child Left Behind (NCLB), as the nation's major law governing public schools. ESSA retains the requirement that states test all students in reading and math in grades three through eight and once in high school, as well as the requirement that…

This case study dissertation examines the implementation of digital technology in a mid-sized public school district in southern Minnesota. The methodology involved unstructured interviews and close observation of several teachers, administrators and related staff in the junior-senior high building. These observations were presented in informative…

Development of projects designed to improve curriculum programs of schools with American Indian student populations in Minnesota and to train teachers and adults to improve educational programs for Indians is discussed in this report by the University of Minnesota Training Center for Community Programs (TCCP). Among the major developments…

This report presents findings from an investigation of the perceptions, hopes, and fears of educators as they work toward including students with disabilities in Minnesota's High Standards. The findings are from questionnaires and interviews that were conducted from January to March 1999, with 90 educators across all grade levels from ten schools…

Asserts that dance should be included as an integral and basic part of the school curriculum. Presents a case study of how dance educators and others worked to include dance in the K-12 Minnesota curriculum guide. Discusses change strategies and attitudes of teachers and administrators toward the effort. (CFR)