February 2016 achievements
Please join the School of Education in congratulating its faculty, students, and SOE colleagues in affiliated centers on their achievements over February 2016. You may also read about these achievements in UDaily’s March 11 “For the Record” column.
The School of Education monthly achievements is a regular feature of the news section of the SOE website. To submit achievements for the next installment, please email Jessica Henderson, writer in the School of Education, by the last day of the month. Please consider sharing recent awards or grants, publications, presentations, and collaborations across campus or in schools.
School of Education shares February 2016 achievements
Roberta Golinkoff is awaiting the publication of the following articles:
- Hirsh-Pasek, K. & Golinkoff, R. M. (in press). “What Scientists Can Learn from Christakis’ The importance of being little: A review and a call to action” in Science.
- Mohring, W., Ramsook, K. A., Hirsh-Pasek, K., Golinkoff, R. M., & Newcombe, N. S. (in press). ”Where music meets space: Children’s sensitivity to continuous pitch magnitudes is related to mental spatial transformations” in Cognition.
Amanda Jansen along with co-author E. Thanheiser published “Inviting Prospective Teachers to Share Rough Draft Mathematical Thinking” in the Journal of Mathematics Teacher Educator, 4(2).
Erica Litke published “What does it mean to be ranked a “high” or “low” value-added teacher? Observing differences in instructional quality across districts” with co-authors D. Blazar and J. Barmore in American Educational Research Journal. An online version is now available.
Chrystalla Mouza is awaiting the publication of the following articles:
- Mouza, C., Marzocchi, A., Pan, Y., Pollock, L. (in press). “Development, implementation and outcomes of an equitable computer science after-school program: Findings from middle school students” in the Journal of Research on Technology in Education.
- Shea, N., Mouza, C., & Drewes, A. (in press). “Climate change professional development: design, implementation and initial outcomes on teacher learning, practice, and student beliefs” in the Journal of Science Teacher Education.
Chrystalla Mouza and coauthors M. Herring, P. Mishra, and M. Koehler published a book chapter titled “Developing and assessing TPACK among pre-service teachers: A synthesis of research” in the Handbook of Technological Pedagogical Content knowledge for Educators (2nd edition).
Rachel Salinger, a PhD student in the school psychology specialization, is expecting the publication of “Selecting Universal Screening Measures to Identify Students at Risk Academically” in Intervention in School and Clinic Journal.
Elizabeth Soslau published “The dangerous message teacher candidates infer: If the Edtpa does not assess it, I don’t have to do it” with co-authors Stephanie Kotch-Jester and Ann Jornlin in Teachers College Record.
Gary Allison delivered a talk on “Autism Spectrum Disorders: What we know and what we do not” at “An Evening with CEHD” at University of Delaware on February 29.
Ralph Ferretti gave a presentation on “A pragma-dialectical approach to argumentation: Implications for assessment and instruction” at the Educational Testing Service in Princeton, New Jersey on February 19, 2016.
Roberta Golinkoff was invited to attend and present her research on children’s learning and play at the White House Summer Learning Conference in Washington, D.C. An Ultimate Block Party will be held on the White House lawn in June, 2016.
Roberta Golinkoff also gave a colloquium presentation for the department of psychology at Florida International University.
Joseph Henderson, Andrea Drewes, and Chrystalla Mouza presented “Conceptual mobility: Tracing climate change across educational contexts” at the Mobility, Multiplicity & Multimodality: Theoretical Innovation in Educational Ethnography conference at University of Pennsylvania.
Joseph Henderson gave an invited, digital talk to a research consortium on “Sociocultural and geographic issues in climate change education research, practice, and policy” for the Sustainability Research Education Institute at the University of Saskatchewan in Canada on February 5.
Joseph Henderson served on a panel of experts on WXXI News’s “Connections” radio show. The show’s topic was “How Should Climate Change Be Taught in High Schools?” During the show, Henderson discusses his research on climate change education and the work of the MADE CLEAR project.
Jim Hiebert gave an invited presentation on “Improving the teaching of undergraduate mathematics courses” at the Critical Issues in Mathematics Education conference held at Mathematical Sciences Research Institute, Berkeley, CA.
William Lewis and his undergraduate researcher Sean Krazit presented “How to leverage graphic novels to teach lose analytic reading of literary texts” at the annual “Delaware Festival of Words” at Appoquinnimink School District.
Michael C. Reichert, a doctoral student in the Ed.D. program, presented his EPP findings at the International Boys Schools Coalition Conference in Vancouver, CA.
Marcia Shirilla, a doctoral student working in Roberta Gollinkoff’s Child’s Play, Learning, and Development Lab, presented “Academic collaborations with practitioners to enhance student learning: a win-win-win for everyone!” with R. Stiefvater at the Academy of Leisure Sciences Teaching Institute in Greenville, NC.
A. Drewes, K. Scantlebury, Elizabeth Soslau, and J. Gallo Fox presented “Evaluating coteaching as a model for student teaching using quantitative measures” at the 68th American Association of Colleges of Teacher Education Annual Meeting in Las Vegas, Nevada.
In his January 30, 2016 address on his Computer Science for All initiative, President Obama highlighted the work of Chrystalla Mouza and the Partner4CS team, identifying Delaware as a leader in bringing computer science and programming skills into the classroom (around 3:05). The Computer Science for All initiative aims to “empower all American students from kindergarten through high school to learn computer science and be equipped with the computational thinking skills they need to be creators in the digital economy, not just consumers, and to be active citizens in our technology-driven world.” Through its National Science Foundation-funded grant, the interdisciplinary Partner4CS team helps middle school and high school teachers integrate computational thinking into the classroom. For more information on the work of this team, see our CEHD research brief, “Bringing computer and programming skills into the classroom.”
Chrystalla Mouza facilitated a Saturday professional development session with Amy Trauth Nare, Faith Muirhead, and faculty in Engineering on “Integrated Approaches to STEM Education” to 14 Delaware teachers on February 27.
Elizabeth Soslau and the elementary teacher education field instructors (Nick Bell, Bridget Duda, Brad Glass, Vicki Goettel, Stephanie Kotch-Jester, and Dede Lilly) have successfully launched the online version of the “ETE Student Teaching Coteaching Pairs Workshop,” which has been completed by nearly 200 clinical educators (school teachers) and teacher candidates (UD students).
Dr. Chunyan Yang, a 2015 Ph.D. graduate and an advisee of George Bear, has accepted an assistant professor position in the department of school psychology at the University of California at Santa Barbara. She will begin in Fall, 2016.
Professional Development Center for Educators (PDCE)
Amy Trauth- Nare is expecting the publication of the following works:
- Trauth-Nare, A., Pavilonis, E., Paganucci, J., Ciabattoni, G., Buckley, J. (in press). “Find your center: Using STEM principles to explore center of mass.” The Science Teacher.
- Trauth-Nare, A., Buck, G., & Beeman-Cadwallader, C. (in press). “Promoting student agency in scientific inquiry: A self-study of relational pedagogical practices in science teacher education.” In G. A. Buck & V. Akerson (Eds.), Allowing our professional knowledge of pre-service science teacher education to be enhanced by self-study research: Turning a critical eye on our practice. Springer Publishers.
Sharon Brittingham co-presented with the Delaware Department of Education on the topic of “providing actionable feedback” for the Mid-Year Review of DPAS II for teachers.
Jackie Wilson gave the following presentations:
- presented the 2015 Professional Standards for Educational Leaders to the Delaware Professional Standards Board for consideration as DE’s approved standards for school leaders to replace the 2008 ISLLC Standards.
- Co-presented with A. Sewall, M. Young, S. Korach and P. Katnik on “Wallace Foundation Principal Pipeline: Thoughtful Standards Changing K-12 and Higher Education” at the 68th American Association of Colleges of Teacher Education Annual Meeting in Las Vega, Nevada
- “Improving State Evaluation of Principal Preparation Programs,” co-presented with M. Young and G. Ikomoto at the 68th American Association of Colleges of Teacher Education Annual Meeting in Las Vega, Nevada
Amy Trauth-Nare served on a National Science Foundation review panel in Washington, D.C.
Jackie Wilson participated in the International Literacy Association’s Credentialing Advisory Work Group Panel in Newark, DE.
Professional development and partnerships
- Coached three teachers in Red Clay priority schools.
- Coached three principals on how to hold a mid-year conference for assistant principals leading to Expectations and Improvement Plans.
- Planned professional development for Seaford assistant principals on developing a school-wide and district walkthrough tool.
- Conducted three days of professional development and coaching for 13 new administrators in Yonkers Public Schools, NY.
- Conducted two days of new administrator DPAS Boot Camp for new Delaware administrators. This was a special fourth cohort requested by Delaware Department of Education.
Faith Muirhead facilitated professional development with elementary and middle school math and science teachers from Christina and Colonial School Districts. This professional development was funded by a Delaware Department of Education Title II grant and focused on integrating math and science practices in classroom instruction.
- Evaluated Delaware 21st Century Community Learning Centers grant applications for the Delaware Department of Education.
- Served on the Delaware Department of Education’s social studies standards update committee. The updates will now go out for public comment then move onto the State Board of Education for approval.
- Facilitated professional development with elementary and middle school math and science teachers from Christina and Colonial School Districts. This professional development was funded by a Delaware Department of Education Title II grant and focused on integrating math and science practices in classroom instruction.
- Facilitated professional development workshops and engaged in coaching for middle and high school teachers in Brandywine school district, Colonial school district, Laurel school district, and Sussex Tech High School.
- Attended the Laurel School Districtwide Professional Development Day and observed PDCE staff lead professional development in literacy, math, science, and social studies for elementary, middle, and high school teachers and principals.
- Attended the Governor’s Birth to 9 Summit for Early Learning in Dover.
Fran O’Malley submitted a NEH Landmarks of American History grant proposal entitled “Paving the Path to Brown: Groundbreaking Landmarks in School Desegregation” that will bring together presenters and resources from UD, Delaware Public Archives, Delaware Historical Society, Delaware Law Related Education Project, Delaware Supreme Court, Widener Law School and faculty from Emory and St. Louis Universities to study the history of school desegregation in Delaware through readings, scholarly presentations, and site visits.