Research Biography

I am the Professor in Residence for the Teacher Leadership for School Improvement program in Duval County.  The primary focus of this position is to support the merging of graduate program coursework into ongoing school reform initiatives. I have taught online courses on teacher inquiry, curriculum, coaching, differentiated instruction and an online practicum.  My research interests include the following: undergraduate teacher preparation programs for high poverty schools, teacher attrition and retention, and the impact of school leadership on teacher efficacy.

Degrees

Ed.D. University of North Florida, 2010, Educational Leadership

M.Ed. University of North Florida, 1999, Educational Leadership

B.S. Florida State University, 1993, Elementary Education

Activities and Honors

2002-2002 University of North Florida Student’s Choice/Outstanding Professor Award

2012-2013 Phi Delta Kappa Emerging Leader

Selected Publications

 Preparation for teaching in urban schools:  Perceptions of the impact of traditional preparation programs

Selected Presentations

Adams, A., Boynton, S., Bondy, E., Castaneda, M., Dana, N. F., Dana, T., Elliot, S., Ovalle, R., Packer, C., Ross, D., Thomas, C., Timmons, C., & Wolkenhauer, R. (2011). The Teacher Leadership for School Improvement Program. Special invited Distinguished Program in Teacher Education Finalist Award session presented at the Association on Teacher Educators annual meeting, Orlando, Fl.

Brody, H., Grosland, T., Grubbs, C., Kalakauskis-McGhee, V.,Timmons, C.,& Vescio, V. (2011).  A University/School Partnership for Equity. Presented at the 2011 annual NAME conference, Chicago, Illinois.

Burns, J., Gibbs, L., Timmons, C., & White, C. (2012). Leading for Equity. Presented at the FATE regional meeting, Gainesville, Fl.

Spillman, C. and Timmons, C. (2011) Teachers Leading for Equity: Building Capacity and Trust. Presented at the 2011 annual FATE conference, St. Petersburg, Florida.

Timmons, C. (2011)  Preparation for Urban Schools: Perceptions of the Impact of Traditional Preparation Programs. Presented at the 2011 annual EERA conference, Sarasota, Florida

Timmons, C. (2012) On the Battlefield: The Role of the Professor in Residence. Presented at the 2012 annual AAUP conference, Washington, D.C.

Research Biography

I am a Clinical Assistant Professor of Early Childhood Studies in the School of Special Education, School Psychology and Early Childhood Studies.  I am currently working with implementation and research of the Florida Master Teacher Initiative, a program building capacity for early childhood educators in Miami-Dade Public Schools.  My current research interests include the construction of knowledge through multiple types of interaction, the relationship between pedagogy and socioeconomic status, the use of elaborated language codes in early childhood, and early childhood programs in urban settings.

Degrees

Ph.D. (2011)  Rutgers University Newark, New Jersey Institute of Technology, University of Medicine and Dentistry of New Jersey–Urban Systems, Educational Policy

MA (2007) Loyola University Chicago–Cultural and Educational Policy Studies, Sociology of Education

BS (2003)  Butler University–Early Childhood Education

Key Professional Appointments

Clinical Assistant Professor, University of Florida, Department of Early Childhood Studies—2011 to present

Research Assistant, University of Chicago, Consortium on Chicago School Research—2010 to 2011

Research Assistant/Instructor,  Rutgers University Newark, Newark Schools Research Collaborative/Urban Teacher Education Program/Department of Sociology and Anthropology—2008 to 2011

Activities and Honors

Graduate Student Excellence Award, Rutgers University 2011

American Educational Research Association

American Sociological Association

Sociology of Education Association

Selected Publications

Articles

Smith, S.C. (2012) Cultural Relay in Early Childhood Education: Methods of Teaching ‘School Behavior’ to Low Income Children. Urban Review, 44(4).

Race, Class, and Early Childhood Education: A Comparison of Two Different Chicago Preschools.  A dissertation submitted to the Graduate School-Newark, Rutgers, The State University of New Jersey in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Urban Systems.  Dissertation Chair Dr. Alan Sadovnik.  May 2011.

Miller, L. J. and Smith, S.C. (2011).  Did the No Child Left Behind Act Miss the Mark?  Assessing the Benefits of an Accountability System for Early Childhood Education. Educational Policy, 25(1), 194-214.

Presentations

Miller, L. J. and Smith, S.C. (2011, April)  Did the No Child Left Behind Act Miss the Mark?  Assessing the Benefits of an Accountability System for Early Childhood Education.  Paper presented at the 2011 Annual Meeting of the American Educational Research Association, New Orleans, Louisiana

Smith, S.C. and Sadovnik, A. R. (2010, July).  Appropriate Pedagogy for Low-Income Children: Considering Influence of Cultural Deprivation and Cultural Difference Theories and the Use Visible and Invisible Pedagogies.  Paper presented at the International Symposium on Basil Bernstein, Brisbane, Australia

Smith, S.C. (2011, February). Defining Invisible Pedagogy in Early Childhood Education: A Bernsteinian Analysis of the Teaching Practices of Two Head Start Programs. Paper presented at the Sociology of Education Annual Conference, Pacific Grove, CA.

Smith, S.C. (2011, April).  Race, Social Class, and Pedagogy: An Analysis of Differing Pedagogical Models in Two Low-Income Minority Preschools. Paper presented at the 2011 Annual Meeting of the American Educational Research Association, New Orleans, Louisiana.

Smith, S.C. (2012, February).  Visible and Invisible Pedagogies in Preschool: Results from a Bernsteinian Analysis of Early Childhood Teaching Practice.  Paper presented at the Sociology of Education Annual Conference, Pacific Grove, CA.

Professor, Curriculum, Teaching, & Teacher Education
Unified Elementary ProTeach

University of Florida
2215D Norman Hall
PO Box 117048
Gainesville FL 32611
352-273-4206
Fax: 352-392-9193
dross@coe.ufl.edu

Research Biography

Dr. Dorene Ross joined the faculty at the University of Florida in 1979 and is currently an Irving and Rose Fien Professor in the School of Teaching and Learning and a faculty partner in the Lastinger Center for Learning. She has a long history of work in teacher education with particular emphasis on preparing students to work with diverse student populations and played a leadership role in the design and implementation of the current Unified Elementary ProTeach program. Her current work is focused around engagement with schools and scholarship focused intensively around issues related to poverty and school reform. She works extensively in providing staff development in poverty schools and serves as a Professor-in-Residence at two poverty schools, which have both substantially raised achievement. Since 2003, Dr. Ross has worked with and assumed leadership roles within the Lastinger Center for Learning, an endowed center with a mission to improve the educational outcomes for elementary children particularly those living in poverty. Over the past five years the Center has developed a school improvement model that is now being used in 38 elementary schools in five Florida school districts.

Degrees

Ed.D. – University of Virginia, 1978, Early Childhood Education

M.Ed. – William and Mary, 1975, Elementary Education

B.A. – University of North Carolina-Chapel Hill, 1972, Childhood Education

Key Professional Appointments

Rose and Irving Fien Professor, University of Florida, 2008 – 2011

Professor, University of Florida, 1990-present

Associate Professor, University of Florida, 1984-1990

Activities & Honors

Undergraduate Teacher of the Year Award, College of Education,1993

Teaching Improvement Program Award, Univ. of Florida,1993

Scholarship of Engagement Award, College of Education, 2005

Grants

Principal Investigator. Unified Elementary and Middle School PROTEACH: Re-designing Teacher Education at the University of Florida (with Dr. Rodman Webb), 1997-2000, BellSouth Foundation, $250,000.

Principal Investigator. College Research Incentive Fund, 1999-2000. College of Education, University of Florida, $3,000.

Collaborating Partner. Project FLITE: Florida Leadership in Inquiry and Teacher Education, 2000-2003. U.S. Department of Special Education and Rehabilitation Services $800,000.

Grant writer. Preservice Teacher Development and Evaluation at the University of Florida, 1999-2000, Florida Department of Education, $199,639.

Co-principal Investigator. Extending the use of CBM in Florida, 2000, Florida Department of Education, $20,308.

Ready Schools Miami, Kellogg Foundation (with D. Pemberton, A. Adams, D. Lawrence, A. Sejeck). Funded for 5 years for $10,000,000 ($5,000,000 for UF-based work), 2006-2011. (UF Co-director and PI for research).

Lastinger Center Program Evaluation (Pemberton, D., Ross, D., Adams, A. and others), $450,000, 2006-2007 (Co-PI)

Selected Publications

Bondy, E. & Ross, D.D. (2005) Preparing for inclusive teaching: Meeting the challenges of teacher education reform. Albany, NY: SUNY Press.

Bondy, E. & Ross, D.D. (2008). The teacher as warm demander. Educational Leadership, 66(1), 54-58.

Bondy, E., Ross, D., Adams, A., Nowak, R., Brownell, M., Hoppey, D., Kuhel, K., McCallum, C., & Stafford, L. (2007). Personal epistemologies and learning to teach. Teacher Education and Special Education, 30 (2), 67-82..

Bondy, E., Ross, D., Gallingane, C., & Hambacher, E. (2007) Creating environments of success and resilience: Culturally responsive classroom management and more. Urban Education, 42(4), 326-348.

Brownell, M., Ross, D. D., Colon, E. P., McCallum, C. (2005) Critical features of special education teacher education: A comparison with general teacher education. Journal of Special Education, 38 (4), 242-252.

McLeskey, J. & Ross, D.D. (2004) The politics of teacher education in the new millennium: Implications for special education teacher educators. Teacher Education Special Education, 27 (4), 342-349.

Ross, D. D. & Blanton, L. (2004). Inquiry communities in special education teacher education. Teacher Education Special Education, 27(1), 15-23.

Ross, D. D., Stafford, L., Church-Pupke, P., & Bondy, E. (2006). Practicing Collaboration: What we learn from a cohort that functions well. Teacher Education and Special Education, 29(1), 32-41.

Ross, D.D., Halsall, S., Howie, S., & Vescio, V. (in press). No excuses: Preparing novice teachers for poverty schools. Teacher Education and Practice.

Ross, D.D., Bondy, E., Gallingane, C., & Hambacher, E. (2008). Being a “warm demander:” The role of insistence in fostering achievement motivation. Childhood Education, 84 (3), 142-146.

Ross, D.D., Hoppey, D., Halsall, S., McCallum, C., Hayes, S., & Hudson, R. (2005). Cohort use in teacher education: Benefits, barriers, and proposed solutions. Teacher Education and Practice, 18(3), 265-281.

Ross, D.D., Kamman, M. & Coady, M. (2008). Accepting responsibility for the learning of all students: What does it really mean? In M. Rosenberg, D. Westling, & J. McLeskey, J. (Eds.). Special education for today’s teachers: An introduction (pp. 52-81). Englewood Cliffs, NJ: Prentice Hall.

Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80-91.

Director

307 Norman Hall
PO Box 117052
Gainesville FL 32611
352-273-4108
Fax: 352-392-3505
dpemberton@coe.ufl.edu

Practice Biography

Conceptualize, implement, evaluate, and scale-up research-based multi-partner initiatives to improve child well-being, student learning, educator practice, and school performance.

1. Florida Ready Schools – research-based, job-embedded, practice-centered professional development model linked to community services to improve child well-being.

2. Take Stock in Children – youth development program (provide college scholarships, adult mentors, and social services to 10,000 children in 67 counties in Florida).

3. Pinellas Education Foundation – founded model school-community partnership to improve student achievement and teacher practice.

Degrees

Ph.D. – University of South Florida, Counselor Education

M.A. – University of South Florida, Guidance and Counseling

B.S. – Ohio State University, Social Studies Education

Key Professional Appointments

Director, Lastinger Center for Learning, University of Florida, College of Education

President and Founder, Take Stock in Children

President and Founder, Pinellas County Education Foundation

Activities & Honors

Top Mentoring Program in America (awarded for Take Stock in Children) – National Mentoring Partnership, 2002

Grants

Grants for Lastinger Center for Learning Initiatives (2004-present) Foundation grants from Wachovia Teachers and Teaching Initiative, Early Childhood Initiative Foundation, Kellogg Foundation, Jim Moran Foundation, Mercantile Foundation, Naples Children and Education Foundation) $2,500,000

Grants for Take Stock in Children, local and statewide programs, (1995-2002, State of Florida grants and corporate foundations, including: Bank of America, Barnett Bank, Publix Supermarket Charities, Outback Steakhouse, JM Family Enterprises, Florida Progress Corporation, Tropicana, Universal Studios, AutoNation) $51,000,000

Grants and gifts for Pinellas County Education Foundation (1986-1995) from individuals, corporations and foundations. $17,300,000

Selected Publications

Study of Child Well-Being (2006)

Selected Links

www.Lastingercenter.com

Professor, English Education, Curriculum and Instruction

University of Florida
2406 Norman Hall
Gainesville, Florida 326011
352 273-4372
eoliver@coe.ufl.edu

Research Biography

I am currently a Professor in the School of Teaching and Learning in the College of Education. My experience in Teacher Education and English/Language Arts in a variety of settings has taught me the importance of literacy at every level. My research interests are in the areas of multicultural literature, composition pedagogy, online literacy and access to higher education for non-traditional students.

Degrees

Ph.D. – University of Texas at Austin, Curriculum and Instruction/English Education

Standard Secondary Teaching Credential — English, History, California State University, San Francisco.

B. A. – English and History, University of California at Berkeley

Key Professional Appointments

Professor, School of Teaching and Learning, College of Education, University of Florida—2010-

Interim Dean, Division of Continuing Education, University of Florida – 2008-2010 (Associate Dean – 2005-2008) Affiliate Professor, School of Teaching and Learning, College of Education, University of Florida – 2005-present

Activities

National Council for Accreditation of Teacher Education (NCATE) — Board of Examiners, 1997 – present

National Council of Teachers of English (NCTE) –SPA Accreditation Reviewer, 1993 – present

Cultivating New Voices Among Scholars of Color Grant Program, Mentor, 2000-2202; Research in the Teaching of English, reviewer, 2000-2002; The Diversity Connection for The ALAN Review, Column Editor, 1996-1998

Washington State Council of Teachers of English, Board Member, 1995-1998; Committee on Teaching and Learning English in Diverse Contexts, 1995-1996

California Commission on Teacher Credentialing (CCTC) Board of Institutional Reviewers, 1999-2003

ArtsZone: YouthARTS, Board of Directors, Education of Pasquotank County, North Carolina, 2004-2006

North County Professional Development Federation, Steering Committee, San Diego County School District, 2001-2003

Standards and Performance Committee, National Association of Teacher Educators, 1987-1989

Teaching Awards

Award for Best Graduate Seminar, Teaching Multicultural Literature, English Graduate Organization, Washington State University

Distinguished Teacher Award, English Department, St. Cloud State University, Minnesota.

Selected Grants

Northeast North Carolina Access Project (NNCAP): Teacher Education Licensure through E-Learning – 2004; NNCAP: II – 2005, $135,000; $85,000

California Commission on Teacher Credentialing-Senate Bill 2042 Early Adopter Grant – 2002 National Writing Project/Northwest Inland Writing Project (NIWP) – 1993, 1994; Washington State Writing Project – 1992, $35,000, $13,000

Selected Publications

Books

Pathways to Success in School: Culturally Responsive Teaching. (1999). Etta R. Hollins and Eileen I. Oliver, Editors. Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc.

Crossing the Mainstream: Multicultural Perspectives in Teaching Literature. (1994). Urbana: National Council of Teachers of English (NCTE).

Chapters

Expanding the Literary Canon through Perceptions of Diversity and the American Dream. (1995). In Lenora (Leni) Cook and Helen C. Lodge, Eds. Voices in English Classrooms: Honoring Diversity and Change. Classroom Practices in Teaching English, 28. Urbana: NCTE.

An Afrocentric Approach to Literature: Putting the Pieces Back Together. ( 1990). In F. Z. Schullstrom (Ed.). Expanding the Canon: Bridges to Understanding. (pp. 54-61). Urbana, Ill.,National Council of Teachers of English. Reprinted from English Journal, 1988. 77, 49-53.

Articles

Evolution of Online Composition Pedagogy. Encyclopedia of Distance and Online Learning, 2nd Edition. (2009). Boettcher, J., C. Rogers, G. Berg, C. Howard, L. Justice and K. Schenk, Eds.

Taking Responsibility for What We Teach. (Spring 1998). The ALAN Review, 25, 57-60.

The Power of the Word: Centrality of Diverse Literature in the American Canon (Spring 1997). The ALAN Review, 23, 48-50.

The Writing Quality of Seventh, Ninth, Eleventh Graders, and College Freshmen: Does Rhetorical Specification in Assignment Prompts Make a Difference? (December, 1995). Research in the Teaching of English, 29, ‘422-450.

Traditional Literature Only for Today’s Students? Or, Closing the Barn Door after the Horse Gets Out. (Summer, 1995). Inland: A Journal for Teachers of English Language Arts, 13-15.

Multiculturalizing the Curriculum for a Democratic Society. (Summer, 1994). Multicultural Education, 17-19.

The Multiple Values of Journaling. (Spring/Summer, 1994). Inland: A Journal for Teachers of English Language Arts, 17, 22-25.

Contemporary Literature, Heterogeneous Style. (1993). English Leadership Quarterly, 15, 6-7.

Promoting Cooperation between High School and College Writing Programs. (1989) Conference for Secondary School English Department Chairpersons, 11, (now English Leadership Quarterly) 4-5.

Effects of Assignments on Writing Quality at Four Grade Levels. (1989). English Quarterly, 11, 224-232.

An Afrocentric Approach to Literature: Putting the Pieces Back Together. (1988). English Journal, 77, 49-53.

Tapping Teacher Potential Using Tapping Potential, (1988). English Journal, 77, 20-23.

Selected Links

College of Education

Assistant Professor

College of Education
University of Florida
1341 Norman Hall
PO Box 117050
Gainesville, FL 32611
(P) 352-273-4264
(F) 352.392.2655
edm@coe.ufl.edu

Research Biography

I am an Assistant Professor in the Department of Special Education and am involved in projects related to teacher preparation. I completed my Ph.D. at the University of South Florida in 2006, where I also served as a Visiting Assistant Professor and Special Education MA Program Coordinator. Prior to my doctoral studies, I was a teacher of students identified with learning disabilities and emotional/behavioral disorders. Currently, I teach courses that address inclusive schooling, classroom management, and literacy interventions. My research interests include teacher quality and preparation, teachers from diverse backgrounds, and equitable educational experiences for typically marginalized children.

Degrees

Ph.D. (5/06) University of South Florida, Tampa, FL

Curriculum and Instruction: Emphasis in Special Education;

Impact of Educational Policy on Culturally and Linguistically Diverse Students

M.A. (5/01) University of South Florida, Tampa, FL

Special Education: Varying Exceptionalities

B.A. (12/98) University of South Florida, Tampa, FL

Psychology

Key Professional Appointments

Assistant Professor, University of Florida, Department of Special Education: 2007-Present

Visiting Assistant Professor/ MA Program Coordinator, University of South Florida, Department of Special Education: 2006-2007

Grants

Co-PI. National Center to Inform Policy and Practice in Special Education Professional Development (NCIPP). US DOE, Office of Special Education programs (OSEP). University of Florida with Mary Brownell (PI) and Paul Sindelar (Co-PI).

Co-Project Director. Project Preparing Regular Educators for Certification in Special Education (PRECISE). US DOE, Office of Special Education Programs (OSEP) personnel preparation grant to prepare highly-qualified teachers already content-prepared to teach students with high-incidence exceptionalities. University of South Florida with Dr. Patricia Alvarez McHatton.

Selected Publications

Book Chapters

Sindelar, P. T., McCray, E. D., Kiely, M. T., & Kamman, M. (In Press). The impact of No Child Left Behind on special education teacher supply and the preparation of the workforce. In T. E. Scruggs & M. A. Mastropieri (Eds.), Advances in Learning and Behavioral Disabilities, Volume 21, 89-123. United Kingdom: Emerald Group Publishing Limited.

Journal Articles

McHatton, P. A., & McCray, E. D. (2007). Inclination toward inclusion: Perceptions of elementary and secondary education teacher candidates. Action in Teacher Education 29(3), 25-32.

McCray, E. D. (2004). Book review: Young, Gifted, and Black: Promoting High Achievement Among African-American Students, by T. Perry, C. Steele, and A.G. Hilliard. Urban Education, 39(1), 108-13.

Shealey, M.W., Lue, M.S., Brooks, M., & McCray, E. (2005). Examining the legacy of Brown: The impact on special education and teacher practice. Remedial and Special Education, 26(2), 113-121.

McCray, E. D. (2006). It’s 10 A.M.: Do you know where your children are? Intervention in School and Clinic, 42(1), 30-33.

Assistant Professor, Curriculum, Teaching, & Teacher Education

University of Florida
PO Box 117048
2423 Norman Hall
Gainesville, FL 32611
(352) 273-4041
bkennedy@coe.ufl.edu

Research Biography

Dr. Brianna L. Kennedy-Lewis is an Assistant Professor in the School of Teaching and Learning.  Her research centers on underserved public school students who do not demonstrate traditionally defined academic and social success. Her broader research interests include alternative education; assessment and evaluation; policy implementation; early adolescence and middle grades education; alienation and resilience; philosophy of education; and qualitative research methods. She has taught both online and on-campus courses on the social context of urban education, human differences and teaching special populations, and teacher leadership for school change. Dr. Kennedy-Lewis comes to the University of Florida as a former middle school teacher who worked primarily in the Los Angeles Unified School District. During her teaching career, she gravitated toward the most marginalized students in her classes and chose to teach for several years in a community day school with expelled students. Her current research investigates the personal, social, and institutional factors that lead to students being pushed out of school. She takes a special interest in examining the ideological assumptions, policy implementations, and daily classroom practices that result in inequitable educational experiences.

Degrees

Ph.D., K-12 Urban Education Policy and Practice

University of Southern California, August 2009

Dissertation: Enacting competing ideologies: How classroom dynamics influence the education of disaffected early adolescents at a community day school Committee: Amanda Datnow (Chair), Ron Astor, Adrianna Kezar

M.Ed., University of California, Los Angeles, 1999

CLAD Multiple Subject Teaching Credential, current in California

B.A., University of California, Riverside, 1997

Major: Liberal Studies

Areas of Emphasis: Sociology and Philosophy

Minor: German

Summa cum laude

Key Professional Appointments

Assistant Professor, School of Teaching and Learning, University of Florida, 2010-present

Adjunct Assistant Professor, Master of Arts in Teaching Program, University of Southern California, 2009-2010

Activities & Honors

Finalist, Qualitative Research SIG Outstanding Dissertation Award, American Educational Research Association

Recognition of Merit, Phi Delta Kappa Outstanding Doctoral Dissertation Award, 2010

Phi Kappa Phi Honor Society Induction, University of Southern California, 2009

Selected Publications

Datnow, A., Park, V., & Kennedy-Lewis, B. L. (In Press).  High school teachers’ use of data to inform instruction.  Journal of Education for Students Placed At Risk.

Kennedy-Lewis, B. L. (In Press). What happens after students are expelled? Understanding teachers’ successes and failures at one alternative middle school.  Teachers College Record, 114(2).

Kennedy, B. L. (2012). When a teacher becomes a researcher: using autoethnography to define one’s role as participant Observer.  Theory Into Practice, 51(2), 107-113.

Kennedy, B. L., & Datnow, A. (2011). Student involvement and data-driven decision-making: developing a new typology. Youth and Society, 43(4), 1246-1271. doi:10.1177/0044118X10388219

Kennedy, B.L. (2011). Teaching disaffected middle school students: how classroom dynamics shape students’ experiences. Middle School Journal, 42(4), 32-42.

Kennedy, B.L. (2011). The importance of student and teacher interactions for disaffected middle school students: a grounded theory study of community day schools. Urban Education, 46(1), 4-33.

Kennedy, B. L. (2009). Infusing participants’ voices into grounded theory research: a poetic anthology. Qualitative Inquiry, 15(9), 1416-1433.

Kennedy, B. L. (2008). Educating students with insecure attachment histories: toward an interdisciplinary theoretical framework. Pastoral Care in Education, 26(4), 211-230.

Datnow, A., Park, V., & Kennedy, B. (2008). Acting on data: how urban high schools use data to improve instruction. Los Angeles: Center on Educational Governance, University of Southern California.

Kennedy, B. (2007). What works in out-of-school time and how do we know? Metropolitan Universities Journal, 18(4), 122-138.

Kennedy, B., Oliverez, P., & Tierney, W. G. (2007). Cashing in or cashing out: tools for measuring the effectiveness and outcomes of financial aid events. (Lumina Research Monograph). Los Angeles: University of Southern California, Center for Higher Education Policy Analysis.

Cynthia Griffin, Ph.D.

Professor
School of Special Education, School Psychology, and Early Childhood Studies
College of Education
University of Florida
1403 Norman Hall
PO Box 117050
Gainesville FL 32611
352-273-4265
Fax: 352-392-2655
ccgriffin@coe.ufl.edu

Research Biography

My early research efforts focused on intervention studies in reading for students in inclusive elementary classrooms. As a new professor at the University of Florida, I coordinated the internship program in Special Education, and began studying novice special education teachers. In recent years, I have returned to intervention research with a focus on elementary school mathematics. Currently, I am working to combine my interests in teachers and mathematics by studying teacher knowledge of mathematics, their classroom practices, and the influence of these factors on student achievement in math. I am also dedicated to teacher education and doctoral preparation having taught courses in academic methods, collaboration, disability characteristics, and research courses using both traditional and on-line classroom formats.

Degrees

Ph.D. – Purdue University, Special Education

M.S. – Purdue University, Special Education

B.A. – University of Kentucky, Special and Elementary Education

Key Professional Appointments

Assistant, Associate, and Full Professor, University of Florida, 1990-Present

Activities & Honors

University of Florida Research Foundation (UFRF) Professor, 2011-2014

B.O. Smith Research Professor, 2008-2011

Grants

Principal Investigator. Prime Online: Teacher Pedagogical Content Knowledge and Research-based Practice in Inclusive Elementary Mathematics Classrooms, 2010-2013, U.S. Department of Education, Institute of Education Sciences (IES), $1,457,085.

Principal Investigator. Project COMPUTE: Creating Opportunities for Mathematics Progress Utilizing Teacher Education, 2008-2012, U.S. Department of Education, Office of Special Education Programs, $788,291.

Co-Principal Investigator. Enhancing Mathematical Word Problem Solving Performance of Students with Learning Disabilities in General Education Classrooms, 2001-2004, U.S. Department of Education, Office of Special Education Programs, $549,146.

Selected Publications

Articles

Brownell, M.T., Griffin, C.C., Leko, M.M., & Stephens, J. (2011). Improving collaborative teacher education research: Creating tighter linkages. Teacher Education and Special Education, 34(3), 235-249.

Rockwell, S.B., Griffin, C.C., & Jones, H.A. (2011). Schema-based strategy instruction in mathematics and the word problem solving performance of a student with autism. Focus on Autism and Other Developmental Disabilities, 26(2), 87-95.

Jitendra, A.K., Griffin, C.C., Xin, Y.P. (2010). Intended, implemented, and learned curricula in third grade mathematics classrooms: A case study. Journal of Curriculum and Instruction, 4(2), 33-50.

Griffin, C.C. (2010). A summary of research for educational leaders on the induction of beginning special educators. Journal of Special Education Leadership, 23(1), 14-20.

College of Education
University of Florida
1215 Norman Hall
PO Box 117049
Gainesville FL 32611
352-273-4472

cemihovich@coe.ufl.edu

Research Biography

I have a doctorate in educational psychology from the State University of New York at Buffalo with a minor in Anthropology and Education.

My major research interests include race, class and gender equity issues; school-university partnerships; teacher education, and technology in education . I have extensive experience as an evaluation consultant with organizations such as the Getty Foundation, the Educational Testing Service, state and federal agencies, and public school districts.

Degrees

Ph.D. – State University of New York at Buffalo, 1983

M.S. – State University of New York at Buffalo, 1980

B.S. – Syracuse University, 1970

Key Professional Appointments

Dean, College of Education, University of Florida, August, 2002 – 2011.

Professor, Department of Anthropology (affiliated) and School of Human Development and Organizational Studies in Education, University of Florida, August, 2002 – present

Dean, College of Education, California State University-Sacramento, August, 2000 – July, 2002

Activities & Honors

Discussant for invited panel, “Inspiration in applied educational anthropology,” 71^st annual meeting of the Society for Applied Anthropology, Seattle, March, 2011.

Discussant for invited panel, “NCATE Blue Ribbon Report on Clinical Preparation in Teacher Education,” Association of Teacher Educators, Orlando, FL, February, 2011.

Discussant for invited panel, “Teacher education policy in the United States,” American Association of Colleges of Teacher Education, February, 2011.

Member, AAA Anthropology and Education Task Force, 2010 – 2013.

Discussant for invited panel, “The End(s) of Culture,” at the annual meeting of the American Anthropological Association, New Orleans, November 2010.

Member, NCATE Blue Ribbon Panel on Clinical Preparation in Teacher Education, Jan-May, 2010.

Discussant, AERA symposium, April, 2010.

Member, Editorial Board of the American Educational Research Journal – Section on Social and Institutional Analysis, 2008 – 2014.

Delegate Leader, People to People Ambassadors Program to China, September 9 – 21, 2007.

Member, Anthropology and Education Commission, American Anthropological Association, 2006 – 2009.

Presenter, “Structured Abstracts in Education Research, Workshop for the National Research Council: Washington, DC, January 7, 2005.

Grants

Dunn, B., Emihovich, C., Julian, D., & Koroly, M.J. (2010). “Science for Life: Enhancing undergraduate and pre-collegiate students’ experiences in the life sciences.” Howard Hughes Medical Institute, $1.2 million.

Miller, D., & Emihovich, C. (2010). Evaluation of ‘New Town.’ Jacksonville Children’s Commission, Jacksonville, FL, $180,958.

Miller, D. & Emihovich, C. (2009). Needs assessment and evaluation. Jacksonville Children’s Commission, Jacksonville, FL., $111,000.

Duran, R., Emihovich, C., Dunn, B., & Julian, D. (2006). “Science for Life: Enhancing undergraduate and pre-collegiate students’ experiences in the life sciences,” Howard Hughes Medical Institute, $1.5 million.

Selected Publications

Emihovich, C., Dana, T., Vernetson, T., & Colon, E. (2011). Changing standards, changing needs: The gauntlet of teacher education reform. In P.M. Early, D.G. Imig, & N.M. Michelli (Eds.), Teacher education policy in the United States (pp. 47-75). New York: Routledge.

Emihovich, C. (2005). Fire and ice: Activist ethnography in the culture of power. Anthropology and Education Quarterly, 36(4), 305-314.

Dana, N. F., & Emihovich, C. (2004). Actualizing a culture of engaged scholarship in the College of Education at the University of Florida. Journal of Higher Education Outreach and Engagement, 10(1), 29-46.

University of Florida
2423 D Norman Hall
PO Box 117048
Gainesville FL 32611
Phone: 352-273-4242
Fax: 352-392-9193
bondy@coe.ufl.edu

Research Biography

I have been on the faculty in the School of Teaching and Learning since 1989. My focus is on elementary education, particularly in high poverty schools. I work in university/school and university/community partnerships in high poverty settings. Between 1999 and 2008 I was Professor in Residence at Duval Elementary School where I worked closely with teachers, administrators, and students as well as teacher education students and advanced graduate students engaged in field experiences and research at the school. My research focuses on teaching and learning to teach in high poverty schools. Currently, I am Director of the School of Teaching and Learning.

Degrees

Ph.D. – Curriculum and Instruction, University of Florida

M.Ed. – Reading Education, University of Florida

B.A. – Psychology and Child Study, Tufts University

Key Professional Appointments

Professor, School of Teaching and Learning

Chair, University of Florida College of Education Faculty Policy Council, 2006-2007

Activities & Honors

Alachua County Partnership for Strong Families Vision Award, 2006

University of Florida Research Foundation Professorship, 2003-2006

UF College of Education Scholarship of Engagement Award, 2004

UF Office of Community Service Volunteer of the Year Award, 2003

UF College of Education Teacher of the Year Award, 1991, 1996, 2000

Grants

Project Director. Bright Futures: A Collaborative Project to Empower Public Housing Youth and Prepare Culturally Competent Teachers, 1990-2007, U.S. Department of Housing and Urban Development and Gainesville Housing Authority, $682,000.

Co-Principal Investigator. Project FLITE: Florida Leadership in Inquiry and Teacher Education, 1999-2003, U.S. Department of Education, Office of Special Education Projects, $800,000.

Selected Publications

Vescio, V., Bondy, E., & Poekert, P. (in press). Preparing culturally responsive teacher educators: Toward a pedagogy of transformation. Teacher Education Quarterly.

Bondy, E. & Ross, D.D. (2008). The teacher as warm demander. Educational Leadership, 66 (1), 54-58.

Ross, D., Bondy, E., Gallingane, C., & Hambacher, E. (2008). Promoting academic engagement through insistence: Being a warm demander. Childhood Education, 84(3), 142-146.

Bondy, E., Ross, D.D., Gallingane, C., & Hambacher, E. (2007). Creating environments of success and resilience: Culturally responsive classroom management and more. Urban Education, 42, 326-348.

Bondy, E., Ross, D., Adams, A., Nowak, R., Brownell, M., Hoppey, D., Kuhel, K., McCallum, C., & Stafford, L. (2007). Personal epistemologies and learning to teach. Teacher Education and Special Education, 30 (2), 67-82.

Williamson, P., Bondy, E., Langley, L., & Mayne, D. (2005). Meeting the challenge of high-stakes testing while remaining child-centered: The representations of two urban teachers. Childhood Education, 81, 190-195.

Adams, A., Bondy, E., & Kuhel, K. (2005). Preservice teacher learning in an unfamiliar setting. Teacher Education Quarterly, 32 (2), 41-62.

Bondy, E. & Ross, D.D. (2005). Preparing for inclusive teaching: Meeting the challenges of teacher education reform. Albany, NY: State University of New York Press