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FSU honors UF’s inquiry scholar Nancy Dana with distinguished alumni award

Nancy Dana

Nancy Dana

GAINESVILLE, Fla. — University of Florida College of Education Professor Nancy Dana has been honored with a 2015 Distinguished Alumni Award from the Florida State University College of Education, where she received her doctorate in childhood education in 1991.

The award honors FSU education graduates who have distinguished themselves through scholarly, creative and humanitarian achievement, and service to their profession.

Dana is a leading international authority on teacher inquiry – a powerful form of professional development whereby teachers and school leaders engage in action research on their own practice in the classroom, wrapping their professional learning around the learning of students, and sharing their findings with colleagues.

Dana has worked with numerous schools and districts across Florida, the United States and abroad to help them craft professional development programs of inquiry for their teachers, principals and district administrators.

Dana, a professor of curriculum, teaching and teacher education, has studied and written about practitioner inquiry for over 20 years, publishing 10 books on the topic, including three best sellers. Her latest book was just released in November with Corwin Press on Professional Learning Communities titled, simply, “The PLC Book.”

Dana has made numerous keynote presentations and led workshops in several countries for educators hungry for professional learning models that focus on examining evidence from practice. Her recent work has taken her to China, South Korea, the Netherlands and Belgium. Last January she led a weeklong course on inquiry in Lisbon, Portugal, for education leaders from nine countries in the European Union. Next October she heads to Estonia.

Dana previously served on the Penn State University education faculty for 11 years. She joined the UF education faculty in 2003 and has conducted extensive research on practitioner inquiry and educator professional development. In 2010, Dana and co-researchers Cynthia Griffin (UF special education) and Stephen Pape (Johns Hopkins mathematics education) secured a four-year, $1.5 million grant from the federal Institute of Education Sciences to develop and study an extensive online professional development program for third-through-fifth-grade general and special education teachers focused on the teaching of struggling math learners.

She is deeply involved in the college’s new, professional practice doctoral program in curriculum, teaching and teacher education. The Doctor of Education (Ed.D.) program is an online, on-the-job degree program designed specifically for practicing K-12 educators who aspire to lead change, school improvement and education reform efforts in their schools and districts.

Dana’s past honors include the Association of Teacher Educators’ Distinguished Research in Teacher Education Award and the National Staff Development Council Book of the Year Award.

“It is a great honor to receive this alumni award and to have connections to two wonderful universities in our state,” Dana said, adding with a sly smile, “but I’ll always bleed orange and blue. Go Gators!”

SOURCE: Nancy Dana, 352-273-4204; ndana@coe.ufl.edu
WRITER: Larry Lansford, communications director, UF College of Education; 352-273-4137; llansford@coe.ufl.edu

 

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UF teacher inquiry ‘ambassadors’ create buzz in Netherlands, Belgium

The buzz created by UF education Professor Nancy Dana’s passionate advocacy and best-selling books on “practitioner inquiry”—or action research, a burgeoning strategy in teacher professional development and school reform—is crossing international borders.

Dana revs up the crowd of school leaders attending her teacher-inquiry presentation in Oostende, Belgium.

Dana and Rachel Wolkenhauer, a UF doctoral student in curriculum and instruction, recently presented three workshops on teacher inquiry for 130 students, education faculty and practicing teachers at Fontys University of Applied Sciences in the southern Netherlands.  Their presentations were featured recently in the university’s primary magazine in an article titled “Inquiry Inspiration Day.”

The article mentions discussions they had with Dutch officials about forming an exchange between faculty and students at UF and the Fontys School of Teacher Training for Secondary Education.

“Our time at Fontys included an exchange between Rachel and two doctoral students at Fontys where they shared their dissertation work with one another resulting in powerful conversation about teacher education.  These are the types of interactions that we imagine will enrich and enhance students’ experiences at both institutions” Dana said.

The College of Education duo also conducted workshops in Oostende, Belgium on their trip, where Dana presented three keynote addresses about the inquiry process at a conference for over 200 school leaders.

Dana is one of America’s top scholars in the field of action research, a self-reflecting process in which teachers and principals assess their own practices and then share what they learned with their peers to improve student learning.

Dana has coached the action research of thousands of educators from school districts across the state and nation—and globe—and has published nine books and more than 50 journal articles and book chapters on teacher and principal professional development and practitioner inquiry.

Two of her books—guides to classroom research and coaching inquiry-based learning communities in schools, respectively—were best sellers. The latter guide was chosen 2008 Book of the Year by the National Staff Development Council.  She recently published an electronic version of her 2010 book, “Powerful Professional Development: Building Expertise Within the Four Walls of Your School.”

Dana has a new book, Digging Deeper Into Action Research: A Teacher Inquirer’s Field Guide, due out in February and is writing another one with Wolkenhauer and COE adjunct lecturer Jamey Burns on using teacher inquiry as a mechanism to translate the common core state standards into practice.

Dana’s publisher, Corwin Press, has an author’s website for her at: http://www.corwin.com/authors/522546.

Dana holds the prestigious designation of UF Research Foundation Professor and works with the college’s Lastinger Center for Learning, helping to redesign professional development programs for several Florida school districts with practitioner inquiry at the core.

Wolkenhauer also works with the Lastinger Center as a trained Master Teacher while pursuing her doctorate.

CONTACTS
   SOURCE: Nancy Fichtman Dana, UF College of Education, ndana@coe.ufl.edu; 352-273-4204
   WRITER: Larry Lansford, director, news and communications, UF College of Education; llansford@coe.ufl.edu; 352-273-4137

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Researcher-author on teacher ‘inquiry’ tapped for elite UF professorship

University of Florida education professor and best-selling author Nancy Fichtman Dana, recognized nationally for her research and books on novel strategies in school reform and professional development for educators, has been named a UF Research Foundation Professor for 2012-2015.

Dana, a professor in the College of Education’s School of Teaching and Learning, is one of 33 UF faculty scholars selected for the prestigious posts. The University of Florida Research Foundation awards the professorships annually to tenured faculty who have a distinguished record of research and a strong research agenda that is likely to lead to continuing distinction in their fields. The three-year award includes a $5,000 annual salary supplement and a one-time $3,000 grant to support their research.

Dana is one of the nation’s top scholars in the field of “practitioner inquiry” or action research, a novel approach to professional development for teachers, principals and other school administrators.  The process involves educators assessing their own practices, and then sharing what they learn with their peers to foster “whole school” improvement and enhanced student learning.

“Teachers are in the best position to identify problems in the classroom and find workable solutions. Rather than having outsiders come to schools and tell them how to fix their problems, we’re encouraging schools to take charge of their own professional development,” Dana said. “We coach them on becoming more reflective, analytical and critical of their own teaching, and then taking action to improve their classroom practices.”

“This self-reflecting and sharing process,” she adds, “allows schools to improve from within.”

Dana has coached the action research of thousands of educators from school districts across the state and nation, and has published eight books and more than 50 journal articles and book chapters on teacher and principal professional development and practitioner inquiry.

Two of her books—guides to classroom research and coaching inquiry-based learning communities in schools, respectively—were best sellers. The latter was chosen 2008 Book of the Year by the National Staff Development Council.  She recently published an electronic version of her 2010 book, “Powerful Professional Development: Building Expertise Within the Four Walls of Your School.”

Her publisher, Corwin Press, has an author’s website for Dana at: http://www.corwin.com/authors/522546.

Dana’s research on practitioner inquiry forms the core of the college’s innovative, on-the-job Teacher Leadership for School Improvement graduate degree program, which the Association of Teacher Educators cited as the 2011 Distinguished Program in Teacher Education.

“Dr. Dana is an exceptionally productive scholar and she continues to probe the possibilities and impact of practitioner inquiry, extending her work to special education teachers and the use of the latest Web technologies,” said Elizabeth Bondy, director of UF’s School of Teaching and Learning.

Dana is working with UF education colleagues Cynthia Griffin (in special education) and Stephen Pape (mathematics education) to develop and evaluate an extensive online professional development program for third through fifth grade teachers focused on the teaching and learning of math. Their work is funded by a $1.5 million grant from the federal Institute of Education Sciences.

Dana has a doctorate in elementary education from Florida State and master’s and bachelor’s degrees from State University of New York at Oswego. In 2009, the New York Association of Colleges for Teacher Education and the New York Association of Teacher Educators dually presented Dana with the New York Teacher Impact Award.

Dana joined UF’s education faculty from Penn State in 2003 and directed UF’s Center for School Improvement through 2010.  She received the national ATE organization’s Distinguished Research in Teacher Education Award in 2005.

More recently, she has helped the college’s Lastinger Center for Learning redesign professional development programs for several Florida school districts, with practitioner inquiry at the core.

She said her future research activities will focus on gauging the effectiveness of practitioner inquiry on K-12 virtual school educators, and on helping general and special education teachers use action research to meet the mathematical learning needs of all students, including those with disabilities.

 

CONTACTS

   SOURCE: Nancy Dana, professor, UF College of Education, ndana@coe.ufl.edu; 352-273-4204

   WRITER: Larry Lansford, director, news and communications, UF College of Education; llansford@coe.ufl.edu; 352-273-4137

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North Florida educators converge on UF for FATE showcase

GAINESVILLE, FL – More than 300 practicing and future teachers, teacher educators and educational administrators—mainly from North Florida’s I-10 corridor—converged on the University of Florida campus April 21 for the 2012 multi-regional conference and inquiry showcase of the Florida Association of Teacher Educators (FATE).

The conference theme was “Teacher Learning and Practice Across the I-10 Corridor,” with participating educators hailing from the western Florida Panhandle counties to Jacksonville on Florida’s east coast, and as far south as the Alachua County and Marion County school districts in northcentral Florida.

All conference sessions and activities will be in Gainesville at UF’s Norman Hall, home of UF’s College of Education, from 9:45 a.m. until 4 p.m. Norman Hall is located on the southeast corner of UF’s campus at 605 SW 13th Street.

Darby Delane

Conference sessions showcased successful applications of teacher inquiry—also called action research—with attending educators sharing their findings from classroom-oriented research projects conducted to improve their own teaching practices, with enhanced student learning as the metric for success.

“Inquiry, or action research, is gaining popularity as an effective strategy for job-embedded, teacher professional development and school improvement,” said Darby Delane, school-university partnerships coordinator at UF’s College of Education.

Darby and UF lecturer Shelley Warm, who coordinates the college’s SITE educational preparation institute, represented UF on the 2012 FATE conference planning committee.

Several North Florida school districts and teacher-education programs from UF, University of North Florida, Florida A&M, Tallahassee Community College and Daytona State College will be represented at the conference, along with several higher-education institutions and school districts from central Florida regions of FATE.

Pertinent session topics included:

—  Preparing African-American, low-income and first-generation students for college achievement

—  Social media as a learning tool

—  Saving rural and inner-city schools through university-school partnerships

—  Social studies: the disappearing subject

—  Help stop the revolving door of science teachers

—  Cultural competence: Essential skills for new teachers

—  Professional Development Schools

A sampling of presentations by UF education faculty and students includes:

—  The UF Literacy Initiative, a promising intervention model for preventing reading difficulties in young children

—  How race and gender play a role in students’ classroom discipline

—  How UF is shifting its elementary teacher preparation program to meet today’s education needs

—  Behavior management without raising your voice

—  Breaking the code: an approach to increasing math FCAT scores

CONTACTS

   SOURCE: Darby Delane, university-school partnerships coordinator, UF College of Education, delane@coe.ufl.edu; (w) 352-273-4191

   WRITER: Larry Lansford, director, news and communications, UF College of Education; llansford@coe.ufl.edu; 352-273-4137

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UF, Pinellas schools partnership wins statewide award

ST. PETERSBURG, Fla.—The University of Florida Lastinger Center for Learning and Pinellas County Schools (PCS) have won a prestigious, statewide award for their groundbreaking professional development partnership.

Sylvia Boynton

The Florida Association of Staff Development (FASD) presented the 2011 Outstanding Professional Development Practices Award Sept. 20 at its Fall Leadership Conference in St. Pete Beach.

“This award recognizes the remarkable collaboration between Pinellas and Lastinger in establishing a professional culture across a large and complex school district,” said Sylvia Boynton, a UF Lastinger Center-affiliated professor-in-residence in Pinellas County. The Lastinger Center is part of UF’s College of Education.

The district greatly values this partnership, including its academic cornerstone, inquiry, which guides Pinellas educators to identify challenges in their classrooms and schools and study and test possible solutions, said PCS Professional Development Director Lisa Grant.

“A key element of the partnership is the connection between research and practice,” Grant said. “The inquiry stance enables teachers and administrators to continually improve.”

The Pinellas educators’ inquiry projects target “real problems of practice, often focused on students who struggle, on curriculum that isn’t quite working or on educator strategies that need refinement,” noted Alyson Adams, UF assistant professor of education and the Lastinger’s Center’s associate director.

More than 800 educators recently presented their inquiry project findings at the Lastinger-staged Pinellas County Learning Showcase & Inquiry Celebration held recently in Clearwater.

The FASD professional development award, Boynton said, “reflects the profound respect that the district and Lastinger have for the knowledge generated by those who work with students every day – teachers and administrators.”

CONTACT

SOURCE:Alyson Adams, associate director, UF Lastinger Center for Learning, 352-273-4107, adamsa@coe.ufl.edu

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