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Ed. technology researcher lands record five NSF grants

Jan. 26 Update: NSF announces fifth grant, $1.2 million, for Dr. Pasha Antonenko to lead UF team on 3-D paleontology technology project.

Pasha Antonenko

Dr. Pasha Antonenko in his Norman Hall office.

GAINESVILLE, Fla. — Pasha Antonenko, an associate professor of educational technology, has set a new standard at the University of Florida College of Education, scoring five research grants from the National Science Foundation — all in the same 2015 funding cycle.

“You don’t expect all of them to hit,” Antonenko said. “You are lucky if one grant proposal is funded because acceptance rates are so low.”

Thomasenia Adams, associate dean of educational research, said five NSF awards sets a single season record for grants awarded to a College of Education faculty researcher.

“Dr. Antonenko has blazed the trail we have not seen before,” Adams said.

The National Science Foundation is an independent federal agency, created by Congress in 1950, that funds nearly one-fourth of all basic research conducted by America’s colleges and universities. It’s the only federal agency that supports all fields of fundamental science and engineering, except for the medical sciences.

Even more impressive than the number of NSF grants Antonenko received may be the variety and importance of the topics to be addressed in the resulting studies.

Antonenko’s five NSF awards total $4.1 million and will fund novel research projects using a wide-range of technologies in learning applications, including 3-D scanners and printers to study prehistoric bones, drones to study construction projects, and computerized simulations to study the human body’s reactions to a wide-range of stimuli.

He specializes in exploring the promise and problems of educational technology, including human-computer interaction and the design of learning environments.

The Ukrainian-born scholar will work with dozens of collaborators across the country, including researchers from fields as varied as construction engineering and paleontology and from institutions from Arizona to Massachusetts, as well as the University of Florida.

Antonenko is principal investigator on three of the NSF grants and co-principal investigator on two, one of which is led by UF’s David Julian, associate professor of biology, and the other by Emily Sessa, UF assistant professor of biology.

Below is a rundown of the NSF projects Antonenko will be working on.

• Creating an evolutionary history of earth’s oldest plants: a $1.8 million, four-year project. With Sessa as principal investigator, the research team is developing a history of the evolution of flagellate plants — the oldest known land-based fauna to ever have existed, such as ferns. Other co-principal investigators are UF biology scholars Gordon Burleigh, Stuart McDaniel and Christine Davis. Antonenko’s role is to lead the development of an online application, named Voyager, to allow university students to explore a massive database in classrooms and promote evidence-based teaching practices. Antonenko will measure the effectiveness of the learning by conducting tests, including using electroencephalograms (EEGs), which measure the electrical activity in the brain of students to determine how well they are learning.

• STEM teaching using 3-D scanners and printers: This three-year, $1.2 million project will allow middle- and high-school students to study and scan bones in three dimensions, and upload them to virtual collections that scientists can access worldwide and reproduce using 3-D printers. Antonenko said the team is seeking to address an ongoing problem in 21st century education: how to integrate STEM (science, technology, engineering and math) lessons across multiple disciplines.

• How community college students learn using multimedia: a three-year,$765,000 effort. The use of multimedia resources in STEM education has undergone remarkable growth in recent years. The problem: Most all research on the effectiveness of these tools has been performed on high-achieving students at elite universities. This study will look at how effective these tools are among more diverse community college students, which now constitute nearly 50 percent of the population of higher education students. Co-principal investigators from UF are education technology faculty researchers Carole Beal (who also heads UF’s new Online Learning Institute) and Kara Dawson, and Andreas Keil, associate professor of psychology.

• Creating an application to teach human physiology: a two-year, $247,129 project. Pre-med and other university students studying human physiology will use a new computer-based tool, called HumMod, to find out how a particular variable will affect a person’s health. For example, if a 50-year-old man were exposed to a certain level of carbon monoxide, how would that affect his cardiovascular, respiratory, neural and other processes? This study, led by UF’s Julian, allows for research of more than 6,000 variables to predict physiological responses.

• Using drones to study construction and engineering projects: This one-year, $58,148, pilot trial will use drones equipped with video cameras so students can view structures that are under construction. It seeks to address the problem in construction engineering and management courses of how to show students the myriad ways to build increasingly complex projects in a variety of scenarios, such as on all manner of construction sites. It’s not practical for students to take field trips to see these projects. “Cyber-Eye” will allow them to view drone-shot videos and establish a case library to see how to tackle real-world construction issues.

With this, as with as all his projects, Antonenko is looking to solve problems by using new ways of teaching and learning.

“In essence, all of the projects are about my core research, which really is understanding learning from different perspectives,” he said.

CONTACTS
     SOURCE: Pasha Antonenko, UF College of Education; 352-273-4176; p.antonenko@coe.ufl.edu
     WRITER: Charles Boisseau, UF College of Education; 352-273-4449; cboisseau@coe.ufl.edu
     MEDIA LIAISON: Larry Lansford, communications director, UF College of Education; 352-273-4137; llansford@coe.ufl.edu

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P.K. Yonge goes international

Teachers bring back lessons from professional-development trips abroad

 

Mayra Cordero joined a scientific mission to hunt for fossils in Panama.

Macy Geiger and Angie Flavin traveled to Haiti to help Haitian teachers improve the way they teach their students.

Jon Mundorf went to Fukuoka, Japan to give insights to Japanese educators eager to create more accessible learning environments.

These teachers from P.K. Yonge, the University of Florida College of Education’s K-12 developmental research school since 1934, traveled around the world in recent months to lead and participate in professional-development opportunities designed to sharpen skills and enrich lives.

The idea: Faculty members strengthen their own teaching methods by gaining global perspectives that broaden the lessons they provide their students.

“I will be a better teacher because of the trip,” Mundorf, a seventh-grade language arts teacher, said after visiting Japan in October, where he was a keynote speaker and workshop leader on inclusive classroom instruction.

The teachers said there is no replacement for being immersed in new cultures and languages to gain insights and improve their own teaching.

The trips are the latest examples of how P.K. Yonge is intensifying its efforts to build an international campus and prepare its students to fully participate in the increasingly interconnected world.

“Every opportunity for a faculty member to get beyond the borders of the United States and to really see humanity from a different angle is going to enrich how they think about teaching and how they interact with students,“ said P.K. Yonge Director Lynda Hayes.

The school has conducted international outreach for many years, highlighted by its partnership with a school in Nanjing, China. Since 2013, dozens of students — accompanied by teachers and staff — from P.K. Yonge and Nanjing Experimental International School have exchanged visits to each other’s schools and stayed with host families, a trip that has proved enlightening and even life changing for some.

P.K. Yonge also plans to broaden its global focus by introducing Portuguese language instruction next fall, and following up on invitations from schools in Brazil and Chile that may lead to additional teacher and student exchanges, Hayes said.

Below are snapshots of the recent foreign experiences of P.K. Yonge’s globe-trotting teachers.

Off to Japan

Jon Mundorf’s trip to the Far East was nothing if not a learning experience.

Mundorf gave a presentation to 2,500 Japanese educators on one of his specialties — universal design for learning (UDL). UDL is a teaching framework to guide the design of flexible learning environments that can support individual learning differences.

With a Japanese translator by his side, Mundorf gave a presentation and led a workshop on UDL. Mundorf has become an expert in the field after serving nine years as a faculty member of a summer institute at the Harvard Graduate School of Education.

In Japan, Mundorf was not only a teacher but also very much a learner. He took copious notes, made a field trip to a Japanese classroom and personally shared teaching methods with many Japanese teachers.

“Half of teaching is learning,” Mundorf said, quoting a Japanese saying a few days after returning. “Seeing a whole other country and experiencing how they teach broadens my perspective and I’m sure that will impact what happens in my classroom.”

Mundorf’s Japanese hosts at the 24th Annual National Conference of the Japanese Academy of Learning Disabilities funded his weeklong trip, which was in the works before he joined the P.K. Yonge faculty this fall. Hayes encouraged Mundorf to take the time off to go, he said. Though not technically representing P.K. Yonge, he became an unofficial ambassador of the school.

“A lot of conversations turned to P.K. Yonge and practitioners were really interested in coming to P.K. Yonge and visiting my classroom and working with instructors at UF,” he said.

Digging Panama

The highlight of Mayra Cordero’s summer was digging in the dirt.

The sixth-grade science teacher traveled to Panama in July with about 20 edcuators from Florida and California as part of a Florida Museum of Natural History project to unearth fossils and provide professional development for K-12 science teachers.

During the 12-day trip, Cordero searched for specimens and learned firsthand how paleontologists conduct fieldwork. Their first lesson: distinguishing between fossils and the sea of rocks, pebbles and shells found along the shores of Lake Alajuela to learn about the stratigraphy of the area.

“It’s funny, but the first day we did not know how to recognize a fossil,” said the native of Puerto Rico.

The lessons received from the museum’s scientists paid off when Cordero discovered a tooth of a prehistoric Megalodon—informally dubbed “monster shark” or “megatooth shark”—the largest shark to have ever existed. This specimen and fossils unearthed by other teachers remained in the country and are administered by the Smithsonian Tropical Research Institute in Panama.

Since returning home, Cordero has incorporated her new knowledge by creating paleontology lesson plans. She set up a tabletop sandbox in her classroom and students uncovered fossils and collaborated to log, measure, describe and classify each specimen.

“The students worked like professional scientists using fossils that I brought from Panama,” Cordero said.

Cordero soon plans to invite scientists from the Florida Natural History Museum to her classroom to share about scientific methods and their work in Panama.

Cordero’s trip was funded by the National Science Foundation, which earmarks funds for in-the-field scientific learning experiences for K-12 teachers.

“To know about so many different areas in science is difficult for science teachers,” Cordero said. “This trip gave me another route to gather information and I have gained a lot of experience and knowledge.”

Teaching teachers in Haiti

In July, Macy Geiger and Angie Flavin, as well as P.K. Yonge writing consultant Patricia Jacobs, traveled to Croix des Bouquets, Haiti, for an annual summer teacher-training institute.

The elementary school educators gave workshops to about 160 native teachers on integrating reading with social studies and writing personal narratives. Their ability to communicate was enhanced by having Haitian-American interpreters translate in Creole – and by Geiger’s fluency in French.

Haitian teachers have special challenges, not the least of which is living in one of the poorest countries in the Western Hemisphere, a country devastated by a 2010 earthquake, where there is no such thing as free public education and children often attend irregularly.

The P.K. Yonge teachers stayed in dorm rooms on the second floor of the school, bunked in beds flanked by mosquito nets and took cold showers.

They saw teachers walking several miles to return to their villages or clinging for dear life to overpacked buses, the colorfully painted vehicles known as tap-taps (literally “quick quick” in Haitian Creole).

Yet they were amazing by the vitality, warmth and joyfulness of the people. They ate native foods (Geiger loved keneps, a local fruit that “tastes like Starburst candy”) and marveled at local craftsmen’s metalwork.

The P.K. Yonge visitors not only brought lessons, they carried three suitcases filled school supplies donated by Blue Wave faculty and students, including computer flash drives, backpacks, folders and writing instruments.

The trip was funded by the Graham Family Endowment for Teacher Renewal, which supports P.K. Yonge student achievement by enhancing teacher knowledge.

P.K. Yonge continues to support Haitian education. Boxes placed in various locations at the school are filled with backpacks that will be shipped to Haiti for use by schoolchildren.

“Macy texted me the night we got home and said ‘I feel guilty about all we have,’ ” Flavin said.

“Even the simple things that I never thought about – like a sanitation system,” Geiger added.

Sharing the Lessons

After returning to P.K. Yonge, Geiger and Flavin gave a presentation to other teachers – while Cordero shared about her trip to Panama — at the annual back-to-school faculty breakfast.

“I think it has definitely changed my outlook and perspective on my teaching and I am trying to encourage other teachers to go out there and try new things,” Flavin said.

Such adventures are what education is all about. The experiences enrich the entire school, Hayes said.

“It’s really important for faculty to have these opportunities so they are going to be positioned to prepare our students for the future where things will be more and more global and interconnected than we could have imagined,” she said

Funding

P.K. Yonge’s international focus is enhanced by endowments created by alumni, including:

Graham Family Endowment for Teacher Renewal, $150,000: Created in 2007 by the late P.K. Yonge alum Henry “Tip” Graham to increase student and school achievement by enhancing teacher knowledge.

P.K. Yonge Globalization Fund, $125,000: Created in December 2014 by an anonymous P.K. Yonge alum to support international travel for talented and needy students and for faculty to conduct research to advance the school’s curriculum and effort to become more global.


WRITERS: Charles Boisseau, UF College of Education, 352-273-4449, cboisseau@coe.ufl.edu; Katelin Mariner, 502-319-3503, kmariner@ufl.edu

MEDIA LIAISON: Julie Henderson, communications and international relations, UF’s P.K. Yonge Developmental Research School, 352-392-1554, jhenderson@pky.ufl.edu

 

 

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UF precollegiate center keeps teachers up to date on bioscience technologies

Quotable

“It is the best thing that ever happened to me as a teacher.”

— Kathy Savage
Oviedo High bioscience teacher

MOST OF THE TIME they are the teachers.

Not this time.

Dozens of high school teachers from across Florida returned to the classroom as part of an innovative University of Florida program to teach teachers the latest biomedical science and technologies, and to spark interest in bioscience careers among high schoolers.

Kathy Savage participates in a laboratory exercise during the summer program with Houda Darwiche, a post doctoral fellow with the Center for Precollegiate Education and Training.

Kathy Savage participates in a laboratory exercise during the summer program with Houda Darwiche, a post doctoral fellow with the Center for Precollegiate Education and Training.

Secondary science teachers Wendy Vidor and Carlene Rogers get first-hand training in UF laboratories that they can pass on to their students

Secondary science teachers Wendy Vidor and Carlene Rogers get first-hand training in UF laboratories. Vidor, a UF doctoral student in horticulture science, teaches agricultural biotechnology and marine science at Matanzas High in Palm Coast; Rogers teaches AP biology and honors anatomy and physiology at Wekiva High in Apopka.

More than 100 high school teachers have participated in the program since it was launched in 2010.

More than 100 high school teachers have participated in the program since it was launched in 2010.

The idea: You can’t teach what you don’t know, and you know best when you learn firsthand.

“It is the best thing that ever happened to me as a teacher,” said Kathy Savage, a bioscience teacher at Oviedo High School in Oviedo who created a bioscience curriculum working with researchers on UF’s campus.

CPET is the University of Florida’s “umbrella” program and conduit for the transfer of science and technology to public school and community college teachers, students and the public-at-large.

“Our ultimate goal is to improve the teachers’ content knowledge,” said Julie Bokor, assistant director of CPET and a doctoral candidate in curriculum and instruction at UF’s College of Education.

Key Elements

Known as Biomedical Explorations: Bench to Bedside, the program includes four key elements.

  • First, the high school teachers spend two weeks during the summer on UF’s campus where they conduct experiments and learn all manner of lab techniques and tools, such as applying technology to make copies of DNA, a method of diagnosing diseases, and identifying bacteria and viruses.
  • Next, they develop lesson plans and incorporate these into their teaching during the school year.
  • At year-end, they report their findings and disseminate the lessons so other teachers can use and help refine them.
  • Finally, selected research fellows return to campus in subsequent summers and scatter across UF’s campus to work closely with professors in labs to more fully develop curricula.

To sum it up: UF professors transfer research and techniques to secondary teachers and these teachers translate this knowledge into lessons that students can best understand.

“It’s a professional learning cycle,” said Kent Crippen, an associate professor of STEM education in COE’s School of Teaching and Learning.

Applying Lessons Learned

Importantly, participating teachers aren’t set adrift after the initial summer camp: They receive continued support from CPET staff and professors.

A good example is Savage, who had taught chemistry for 17 years when she was tapped to create a bioscience program at her school. She was a fish out of water.

“The equipment and procedures and lab techniques weren’t around when I was in school,” Savage said. “It’s a little intimidating doing those kinds of experiments yourself when you have to teach your students.”

After participating in the inaugural cohort in 2010, she has since returned to campus for three weeks every summer to work closely with UF professors and post-doctorate scholars in UF labs. They have helped her design lesson plans, taught her to use science equipment that had been gathering dust at her school, corresponded to answer her questions via email and even visited her classroom to help conduct experiments.

“You never feel afraid to try something new and jump in because you know someone has your back,” she said.

Another example: Orlando Edgewater High biology teacher Jessica Mahoney and fellow CPET alumna Jennifer Broo worked with UF Associate Professor of Entomology Daniel Hahn to create lessons on the interrelated concepts of climate change and evolution.

Students conducted experiments on live fruit flies provided by the university’s Department of Entomology to determine which strains were most vulnerable to climate change based on their recovery from a chill-induced coma.

In previous summers, these teachers teamed to develop two other curricula: one involving the cell cycle and cancer and another exploring the evolution of horses.

All told, 105 high school teachers who have participated in the program are now bringing their new skills to their own classrooms, including 22 in the 2015-2016 school year as part of a second phase of the program.

Second Phase

The UF Bench to Bedside program recently received a two-year $522,698 follow-up grant from the National Institutes of Health to expand the dissemination of the new high school science curricula.

Crippen, a co-principal investigator of this phase-two project, is helping to widely circulate the lessons by training teachers to use a powerful open-source portal funded by National Science Foundation. This online repository is part of the NSF Digital Library and allows instructors to submit, download, collaborate, and manage the copyright of lesson plans and other teaching resources they have created for the program.

CPET, which is housed in the Office of the Provost, has a long history of close collaboration with the College of Education. Education Associate Dean Tom Dana initiated a course offering for the Bench to Bedside program so teachers completing the work receive three hours of graduate credit. In another program, CPET is supporting Rose Pringle, associate professor of science education, and P.K. Yonge Developmental Research School Director Lynda Hayes on a $5 million National Science Foundation grant known as U-FUTuRES (University of Florida Unites Teachers to Reform Education in Science) to train middle school science teacher-leaders to transform science teaching and learning. CPET Director Mary Jo Koroly is co-principal investigator on the project to facilitate science enrichment activities on campus.

Sharing lessons – and the lessons learned – is a key element of all this professional development work.

“Ultimately, what we want is for our teachers to get regional, state and even national recognition so they can develop professionally,” Bokor said. “By moving to the next level they get to share this great research.”

Contacts
    Source: Julie Bokor, CPET, 352-392-2310
    Source: Kent Crippen, College of Education associate professor of STEM Education, 352-273-4222
    Writer: Charles Boisseau, UF COE News & Communications, 352-392-4449

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College of Education scholars named Global Fellows

Walter Leite Brian Reichow
Walter Leite Brian Reichow

Two College of Education scholars are among 10 University of Florida faculty members selected for a new program designed to enhance the university’s international research excellence.

Associate professors Walter Leite and Brian Reichow were recently named Global Fellows by UF’s International Center.

Each fellow will receive $4,000 for travel and expenses to collaborate with researchers abroad on an international research project. They also will work with a faculty mentor who will receive a $1,000 honoria to provide guidance and feedback, and participate in a series of workshops hosted by the Office for Global Research Engagement about working internationally.

The International Center created the Global Fellows program to increase the number of faculty who participate in global activities, promote faculty investigators’ international research and build a cohort of scholars to serve as campus leaders in international activities.

Leite’s specialty is working with extremely large data sets with lots of variables to find the evidence of whether educational programs are effective.

He is an associate professor in the college’s research and evaluation methodology program. A native of Brazil, Leite intends to use the Global Fellows resources to create a National Science Foundation grant proposal and collaborate with scholars at Brazil’s National Institute of Educational Research to create a method of analyzing student achievement data on samples from Brazil and the United States.

“My medium- to long-term goal is to engage in multiple projects with educational statisticians in Brazil that will involve research grants as well as exchange of scholars and doctoral students between the University of Florida and Brazilian universities,” Leite said.

Reichow, who joined the Anita Zucker Center for Excellence in Early Childhood Studies last year through UF’s state-backed preeminence initiative, has extensive experience on international projects. An associate professor of special education and early childhood studies, he serves as a technical advisor for the World Health Organization. He has worked with WHO colleagues around the world to develop guidelines and training materials to assist children with developmental disabilities and their families, with an emphasis on helping children and families in low-resource settings.

Reichow intends to use the support of the Global Fellows Program to expand his work at the WHO.

“The parent skills training program I have been developing with the WHO continues to expand. Recently, we began training across eight provinces in China,” said Reichow, “and, early next year, we are launching pilot trials in other countries across Africa and Asia.”

Contacts

  • Writers: Charles Boisseau, News & Communications, 352-274-4449; and Linda Homewood, Anita Zucker Center for Excellence in Early Childhood Studies, 352-273-4284
  • Media Liasion: Larry Lansford, Director, News & Communications, UF College of Education, 352-273-4137

 

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‘Pivotal force’ in special education policy helping COE celebrate 40th anniversary of landmark Disabilities Education law

Screen Shot 2015-11-18 at 2.03.00 PM

The UF College of Education and its School of Special Education, School Psychology and Early Childhood Studies (SESPECS) are commemorating the 40th anniversary of the passage of the federal Individuals with Disabilities Education Act this week with two special events, and one of the architects of the historic law will be on hand to join in the celebrations.

Commonly known as IDEA, the landmark act, passed in 1975, guarantees that children with disabilities have the opportunity to receive a free, appropriate public education.

THE FIRST COMMEMORATIVE EVENT in Gainesville, on Thursday, Nov. 9 from 4-5:30 p.m., is the 40th Anniversary Celebration for IDEA, a special reception for Edwin W. Martin, one of the original authors of the legislation who also served as the nation’s first Assistant Secretary of Education for Special Education and Rehabilitative Services under President Jimmy Carter.

The reception will be held in Alachua County Public Schools’ Kirby Smith Administration Center boardroom, located at 620 E. University Avenue in Gainesville. Local teachers, parents, UF education alumni, faculty and students, and others who serve or work with students with disabilities are invited.

Screen Shot 2015-11-18 at 3.05.22 PMThe event, themed “Celebrating Brighter Futures for Children and Youth with Disabilities,” is designed to share a UF resource with community partners. Co-sponsors with the College of Education and SESPECS are the local chapter of the Council for Exceptional Children. Fruit, cheese, cookies and soft drinks will be served.

ON FRIDAY, NOV. 20, from 11:30 to 1 p.m. in Room 158 (Dean’s Conference Room) of UF’s Norman Hall, Martin will lead a colloquium on “Reflections on Special Education as a Necessary and Noble Profession.” He will share his perceptions of the historic changes in national public policy that occurred while he was working from 1965 to 1981 for the U.S. Congress and the Executive Branch.

Martin, 84, was a pivotal force behind the development of federal policy in special education under Presidents Johnson, Nixon, Ford and Carter. At Friday’s colloquium, he’ll discuss the key issues and players involved in the passage of IDEA and other special education legislation, and lessons learned that have relevance to the present and future of special education.

Lunch and dessert will be provided. After the colloquium, Martin will sign copies of his 2013 memoirs titled “Breakthrough: Federal Special Education Legislation 1965-1981.” He and Jean Crockett, professor and director of SESPECS, then will engage in a videotaped conversation reflecting on the historical evolution of special education public policy.

CONTACTS
    SOURCE: Lynette Beacher, School of Special Education, School Psychology and Early Childhood Studies; UF College of Education; lynetter@coe.ufl.edu
    WRITER: Larry Lansford, communications director, UF College of Education; 352-273-4137; llansford@coe.ufl.edu

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UF study: Majority of Florida school districts lack social media policies for teachers

Jesse Gates

Jesse Gates

More than half of Florida’s school districts have no policy on the use of social media by teachers and other employees, increasing the potential for misuse and inappropriate teacher-student relationships online, according to an analysis conducted by a University of Florida educational leadership scholar.

Doctoral candidate Jesse Gates found that only 32 of the state’s 68 school districts had a dedicated social media policy, and none of the policies were comprehensive enough to adequately address all the key elements of Florida’s case law concerning public school employees’ use of social media. Gates’ research covered the primary school districts in all of Florida’s 67 counties, plus the Florida Virtual School, the state’s Internet-based public school.

The findings come at a time of a growing awareness of social media “misdeeds” by teachers, Gates writes in his dissertation research report, as evidenced by a rising trend of teacher firings and suspensions due to inappropriate communications on Facebook and other social media outlets.

Teachers have been punished for posting inappropriate photos, engaging in unprofessional online interactions with students and inflammatory blogs about supervisors and fellow teachers. In 2013, a South Florida high school teacher was arrested on charges of using Facebook to solicit sex from students ages 15 to 17.

Yet school districts have been slow to establish guidelines on what teachers can and can’t do on social networking sites.

While a social media policy isn’t an ironclad way to stop misdeeds, it would provide employees protection and a more focused idea of what behavior is allowed on social media, Gates said.

“Realistically, in extreme cases, it’s doubtful that a clear and concise social networking policy would have made a difference,” Gates said. “Many of the issues we read about in the papers really aren’t violations of a social media policy, per se, they are usually violations of the code of ethics. Social networking just makes it easier for a teacher to prey on students.”

Gates makes several recommendations to improve district policies, including clarifying key terminology, explaining freedom of speech limitations for public employees, specifying enforcement of the policy and relating the policy to the teacher code of conduct.

UF educational administration & policy Professor Craig Wood, Gates’ dissertation chair, said his work includes a sample social media policy based on current state statutes that could serve as a template for school districts’ development or improvement of their policies.

“In terms of public policy analysis and improving practices at the school board level it’s a valid piece of work,” Wood said.

Gates said courts have generally given public schools the responsibility to decide the line in balancing a public employee’s right to freedom of speech with their responsibilities as a public servant.

“This is a huge responsibility,” Gates said. “Social networking has made this conflict more prevalent.”

Currently, Gates is an assistant principal at an elementary school in St. Johns County. Last month he successfully defended his 145-page dissertation – “A Public Policy Analysis of Social Networking in Florida Public Schools” – and he will graduate in December with a doctorate in leadership in educational administration.

One of Gates’ specialties is the use of technology in instruction. In 2007, he was a finalist for teacher of the year in Georgia in part because of his use of a classroom website and an online grade book to communicate with parents.

Despite the challenges, Gates stops far short of advocating a ban on the use of social media. Studies have indicated that Facebook and other social media outlets can increase student engagement and improve cross-cultural collaboration and community building.

“When it comes to social networking and texting policies, I really do hate to see a complete ban on their use because studies have shown they can be beneficial to learning and engagement,” Gates said.

While his research didn’t include the use of texting, Gates said “clearly the potential for misdeeds with texts is similar to that of social networking.

“On the flip side, if used correctly and responsibly, texting parents and students homework assignments, reminder notes, and other classroom related news is a smart and effective way to communicate with the digital natives.”

CONTACTS
   SOURCE: Jesse Gates, UF College of Education doctoral candidate, 678-925-5783; jgates@ufl.edu
   WRITER: Charles Boisseau, UF College of Education; 352-273-4449; cboisseau@coe.ufl.edu
   MEDIA LIAISON: Larry Lansford, communications director, UF College of Education; 352-273-4137; llansford@coe.ufl.edu

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UF early childhood intervention aims to help elementary teachers, students succeed

Maureen Conroy

Maureen Conroy

GAINESVILLE, Fla. — Kindergarten teachers prepare their students for future school success, yet researchers say nearly 30 percent of children who enter school display problem behaviors, which put them at risk for fewer learning opportunities and poorer academic outcomes.

To help these students and their families start the educational journey on sure footing, University of Florida Professor Maureen Conroy is working with researchers at Virginia Commonwealth University to retool a social and behavioral intervention they originally developed in 2008 for preschoolers, called BEST in CLASS.

“The early years of school are critical for future success,” said Conroy, the Anita Zucker Professor in Early Childhood Studies at UF. “BEST in CLASS is about helping teachers gain the knowledge, tools and supports needed to build positive early learning experiences for their students, including improving teacher-student relationships that promote positive engagement in learning opportunities.”

Conroy, is a professor of special education and early childhood studies in the UF College of Education. A co-principal investigator in the study, she once again is teaming with her colleague, Professor Kevin Sutherland of VCU, who was awarded nearly $1.5 million by the National Center for Education Research at the Institute of Education Sciences to lead the project.

Their recently completed efficacy trial of BEST in CLASS for 3- and 4-year-olds in early childhood programs in Florida and Virginia demonstrated positive outcomes for nearly 200 teachers and 500 children and their families. The findings will help guide the researchers’ adaptation to meet the needs of children advancing from preschool into early elementary grades and their families.

The new study will be extended to about 60 teachers and 80 students in kindergarten through second grade in an inner city school district near Richmond, Va. The students’ families, who are also a part of the study, will participate through a family involvement component and ongoing home-school partnerships with participating teachers.

Over the first year, researchers will develop BEST in CLASS-Elementary training and coaching materials for supporting teachers’ use of evidence-based instructional practices addressing students’ social and behavioral needs in their classrooms. Feedback from teachers and families also will aid the researchers in refining BEST in CLASS for this next age group.

After training and coaching materials are developed, a pilot program in the second year will test the materials with 30 teachers who will work with students identified as having social and behavioral difficulties in their classrooms. Based on year-two results, the model will be refined and further tested in the third year with participation from another group of teachers, students and their families.

The study findings will allow researchers to measure and evaluate the effects of BEST in CLASS-Elementary teachers’ use of effective instructional practices with targeted students, and how well they are partnering with families.

Researchers also will gain a comparison of how well their intervention addresses the social, behavioral and academic skills for the targeted students in their classrooms.

“Our ultimate goal is to improve teacher-student interactions and relationships in these classrooms, both of which are linked to improved student outcomes,” Sutherland said. “We’re thrilled that we have an opportunity to take what we’ve learned about implementing this promising program in early childhood settings and adapt it for use in elementary school settings.”

 

   SOURCE: Professor Maureen Conroy, College of Education, 352-273-4382, mconroy@coe.ufl.edu
   WRITER: Linda Homewood, UF College of Education, 352-273-4284, homewood@ufl.edu

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National group honors UF education leader for helping low-income students get to college and succeed

Don Pemberton

Don Pemberton

University of Florida education innovator Don Pemberton received the prestigious Bob Craves Champion of College Access Award this week for his leadership in providing the means for low-income students to attend and succeed in college.

The award was presented on Monday in Orlando at the annual meeting of the National College Access Network (NCAN), one of the premier nonprofit organizations created to improve college access to low-income and other underserved populations.

Pemberton, 63, is director of the University of Florida Lastinger Center for Learning, the College of Education’s research-and-development incubator for advancing teacher and student achievement.

The award salutes Pemberton’s life mission to give opportunities to young people who lack the hope, much less the money and support, to attend and succeed in college.

“It’s an honor in terms of affirmation of this work,” Pemberton said. “It’s about collective effort and by honoring me they honor the organizations and individuals that have supported the work.”

UF College of Education Dean Glenn Good said Pemberton is more than worthy of the award.

“Don is an innovative, passionate and tireless advocate for the children and students of Florida,” Good said. Pemberton’s work has influenced school administrators, educators and students not only across the state “but it is having a national and international impact.”

Pemberton is the first and only director of the Lastinger Center, which works with schools and communities to improve student performance, teacher practice, school achievement, principal leadership and parental engagement.

A quarter of a century ago, before he joined UF in 2002, Pemberton was a teacher and guidance counselor in Pinellas County where he was troubled by an alarming number of Tampa Bay area students who dropped out of school.

In 1995, he founded a nonprofit organization, Take Stock in Children, to address the high dropout rate. With the backing of concerned community leaders and businesses, the organization has grown to become Florida’s largest college access and mentoring program to help students escape poverty through education.

It serves all 67 Florida’s counties by providing scholarships, advocates and mentors to middle-school students who need help to graduate from high school and attend college.

“More than 25,000 kids have been through the program,” said Pemberton, who continues to serve as a board member of the organization. “Today there are military officers, doctors, lawyers, accountants and pharmacists who otherwise wouldn’t have had the opportunity to go to college without the mentoring and promise of a college scholarship that Take Stock in Children provided.”

Among the biggest backers of Take Stock in Children was Allen Lastinger, who at the time was president of Barnett Bank, since purchased by what is now Bank of America. A $2 million gift to UF’s College of Education from Lastinger and his wife Delores also led to the creation of the Lastinger Center for Learning.

Pemberton received the award named for Bob Craves, co-founder of the College Success Foundation and a founding officer of Costco. Craves died in 2014 after many years advocating for students who have been historically underserved by higher education. Past award winners include the late U.S. Sen. Edward Kennedy.

CONTACTS
    SOURCE: Don Pemberton, UF Lastinger; 352-273-4108; dpemberton@coe.ufl.edu;
    WRITER: Charles Boisseau, UF College of Education; cboisseau@coe.ufl.edu
     MEDIA LIAISON: Larry Lansford, communications director, UF College of Education; 352-273-4137; llansford@coe.ufl.edu;

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UF center partners with states’ school system chiefs to boost teaching of students with disabilities

GAINESVILLE, Fla. — Stronger licensure standards for teachers and principals, identification of skills educators need from their first day in the classroom, and more rigorous preparation programs for teachers and school leaders are among the steps state education chiefs can take to meet the needs of all students, especially those with disabilities, according to a new report issued jointly by a center for educator preparation reform at the University of Florida and the Council of Chief State School Officers.

Mary Brownell

Mary Brownell

The recommendations are the result of a partnership between UF’s Collaboration for Effective Educator Development, Accountability and Reform, or CEEDAR Center, and the private, nonprofit professional organization that serves leaders of every state’s department of elementary and secondary education.

The two groups recently convened an advisory group of state education agency leaders, higher education faculty, national professional organizations and teachers to develop the guidelines, released in a report “Promises to Keep: Transforming Educator Preparation to Better Serve a Diverse Range of Learners.”

The Council of Chief State School Officers is distributing the report to all state education department leaders and national organizations that serve individuals and organizations invested in teacher and principal preparation.

Other recommendations outlined in the report include:

·        Making personalized learning and student achievement and outcomes, including those for students with disabilities, an integral part of preparation and evaluation programs for teachers and school leaders in training

·       Designing preparation programs that promote collaboration and teamwork among all educators for all of their students

·       Maintaining effective monitoring and evaluation systems that hold teacher preparation programs accountable and providing the programs with adequate feedback for continued improvement in how they prepare teacher and administrator candidates to support diverse learners in the classroom

The report, which outlines a comprehensive set of clear policy actions state agencies can take, is the first of its kind, said CEEDAR Center director Mary Brownell.

“Students with disabilities can make remarkable progress when their teachers have the knowledge and skills needed to serve them effectively,” said Brownell, a special education professor at UF’s College of Education. “Improving preparation of all future teachers and school leaders is one way to ensure they have the knowledge and skills needed to help a diverse range of students.”

The report builds on a well-publicized policy document the Council of Chief State School Officers published in 2012 that included recommendations for transforming teacher and leader preparation policies.

“State education chiefs want effective teachers in the classroom on Day 1,” said Chris Minnich, the council’s executive director. “It is essential that schools continually seek the most effective ways to reach their most diverse learners.”

UF’s CEEDAR Center, with assistance from a federal grant, is partnering with the council to implement many of the guidelines in 15 states. The hope is that state education departments, colleges of education and school districts will work together to incorporate the recommendations into efforts already underway to improve teacher quality and leader preparation, Brownell said.

CEEDAR Center is in the midst of a five-year, $25 million technical assistance project to help the 15 participating states strengthen their standards and methods for preparing, licensing and evaluating teachers and school leaders. Funded by the U.S. Department of Education’s Office of Special Education Programs, the center began its work in Florida and four other states – California, Connecticut, Illinois and South Dakota – in 2013. Five additional states are expected to join the project in 2016, with the “Promises to Keep” report guiding much of the work in these states.

The report is available at http://ceedar.education.ufl.edu/portfolio/promises-to-keep/ or www.ccsso.org.

Sources:
Mary Brownell, project director, UF CEEDAR Center; 352-273-4529; mbrownell@coe.ufl.edu
   Larry Lansford, UF College of Education News & Communications, 352-273-4449; skindland@coe.ufl.edu
   University of Florida News Center http://www.news.ufl.edu |  News@ufl.edu |  352-846-3903

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The University of Florida is one of the nation’s largest public universities. A member of the Association of American Universities, UF posted research expenditures totaling $696 million in 2013. Through its research and other activities, UF contributes more than $8.76 billion a year to Florida’s economy and has a total employment impact of more than 100,000 jobs statewide. Find us at www.ufl.edu, on YouTube at www.youtube.com/UniversityofFlorida, and learn about UF’s plan to become one of the nation’s top public research universities at ufpreeminence.org.

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Paul Sindelar joins select group as UF Distinguished Professor

Special education Professor Paul Sindelar has been named a University of Florida Distinguished Professor, making him just the sixth College of Education faculty member to be awarded the coveted title.

Paul Sindelar8

UF Distinguished Professor Paul Sindelar

Sindelar’s new title “acknowledges an exceptional record of achievement in the areas of teaching, research and publication and professional and public service that is recognized both nationally and internationally,” according to Joseph Glover, UF provost and senior vice president for academic affairs.

Sindelar said there have been times when he wasn’t sure his credentials would measure up to the lofty standards set by his predecessors.

“I knew that Cecil Mercer and Paul George were both Distinguished Professors,” Sindelar said. “We were contemporaries before they retired, and I had a great deal of respect for their work.

“In fact, I was on a bird watching trip in the Yucatan when a guy we ran into asked where I was from and what I did,” he added. “After I told him I worked at the University of Florida, he asked me if I knew Paul George. I mean, what are the odds of that happening?

“Paul was one of the founding fathers of middle school education, and his work reached a lot of people,” Sindelar said. “I don’t suppose I’ve had that kind of impact, but then, not many people have.”

The same could be said of the late Cecil Mercer, a giant in his field during his 31-year tenure on the COE special education faculty. Three other former faculty members – all deceased — were granted distinguished professorships during their tenures. Joe Wittmer came to UF in 1968 and chaired the Counselor Education department for 18 of his 37 years with the COE; James Wattenbarger was known widely as the “father of Florida’s community college system” after his dissertation was used as a system blueprint in the late 1950s; and Mary Budd Rowe, a science education professor who spent 24 years on the COE faculty, was a former UF Teacher of the Year.

Sindelar said he learned about his new title while attending a conference in Arlington, Va., when COE Dean Glenn Good sent him an email message containing a letter from UF President Kent Fuchs.

“I was a bit surprised, but thrilled to death,” Sindelar said. “It’s an honor, of course, and utterly humbling.”

Sindelar, who is co-director of UF’s federally funded CEEDAR Center, has been conducting research focusing on change in the special education teacher labor market and its implications for policy makers and teacher educators. CEEDAR is an acronym for Collaboration for Effective Educator Development, Accountability and Reform.

He and his colleagues have established that fewer education teachers are employed in U.S. public schools today than were on the job 10 years ago. The reasons for the decline are unclear, although reductions in the number of students identified with learning disabilities, changes in service delivery, and the economic impact of the Great Recession all appear to play roles, their research indicates.

Mary Brownell, Sindelar’s co-director at the CEEDAR Center, says she knows her colleague will make the most of whatever opportunities his new title may bring.

“Paul has been my mentor and a close friend for 25 years,” Brownell said. “He hired me, and we’ve had a tremendous journey together as teacher education scholars. We’ve directed three centers together, four doctoral leadership grants and one research grant from the U. S. Department of Education. We’ve co-authored countless papers, presentations, and book chapters. I can’t imagine my career being what it has been without my trusted friend and wise colleague.

“He’s one of the finest teacher education researchers in our field, and he’s respected by all of his colleagues at UF and across the nation,” she added. “No one could be more deserving of the title Distinguished Professor.”

Honors and recognition aren’t new for Sindelar, He won the Teacher Education Division of the Council for Exceptional Children, TED Publication Award in 1997 and 2009, as well as the University of Illinois College of Education Alumni Association’s Distinguished Alumni Award in 2007 and the UF Faculty Achievement Recognition Award in 2007.

Most notably, though, Sindelar and Brownell won the American Association of Colleges for Teacher Education’s prestigious David G. Imig Award in 2015 for making significant, lasting contributions to educator development and teacher education policy and research.

Sindelar received an undergraduate degree in history at Dartmouth before earning a master’s in special education at the University of Illinois in 1974 and his Ph.D. in educational psychology at the University of Minnesota three years later. He entered the UF College of Education in 1988 as department chair and special education professor. He remained chair until 1996, when he became director of the UF Center for School Improvement and went on to serve as director of the UF Center on Personnel Studies in Special Education (2000-2005) and associate dean for research in the Office of Educational Research (2005-2008).

Contacts
    Media Liaison: Larry Lansford, director, College of Education Office of News and Communications; llansford@coe.ufl.edu; phone 352-273-4137.

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Education school rankings place UF No. 1 in Florida, Southeast

GAINESVILLE, Fla. — The University of Florida College of Education held on to its spot as the No. 1 education school in Florida and also was rated first among public universities in the Southeast, according to the U.S. News & World Report’s 2016 Best Graduate Education Schools rankings announced March 10.

UF climbed one spot to 20th nationally among public education colleges, and was rated 30th overall–including private and public schools–for the second straight year.

US NEWS LOGO (2016)U.S. News also rated two College of Education academic programs among the top 10 in their specialty areas—special education at fifth and counselor education at No. 9. A third program made the second top 10, with elementary teacher education ranked 17th.

The college also received high marks in January when U.S. News ranked its online learning program 13th best among the nation’s graduate education colleges. Student admissions selectivity for the online program–an indicator of high quality student enrollment–was rated best in the nation.

For the latest US News rankings, 357 graduate education schools granting doctoral degrees were surveyed, with 246 providing the necessary data to be rated. Nationwide, there are more than 1,500 schools, colleges and departments of education.

UF’s college registered gains in several of the quality measures assessed in the rankings—improving its ratio of doctoral students per faculty instructor and hiking its scores for program quality from school superintendents and other education professionals surveyed—and showed continued strength in funded research activity.

Dean Glenn Good said that in the first half of this academic year (through Dec. 31, 2014), UF education faculty researchers doubled the amount of external research funding generated over the same period last year, attracting more than $16.3 million in grants and contracts.

“The College of Education has made dramatic strides over the past four years in the breadth and quality of our programs, and our rise in the rankings reflect that,” Good said. “We’re now in a position of strength to help the University of Florida meet its goal to become one of the nation’s preeminent research universities, while continuing our own rise in national prominence.”

The COE is involved in three targeted focus areas that UF is investing in to strengthen its interdisciplinary research and academic missions. The added preeminence funding is supporting aggressive investigations in early childhood development and learning, personalized online learning, and “big data” informatics research in education.

“There has never been a better time to be at the College of Education,” Good said. “Momentum is surging in our education reform efforts at every level, from cradle to college to career advancement.”

He cited a $5 million gift last fall from COE alumna Anita Zucker (BAE ’72) that is expanding the reach and breadth of the university’s and college’s trailblazing initiatives in early childhood studies. At the K-5 level, the college recently created a Center of Excellence in Elementary Teacher Preparation–one of four in the state–funded by the Florida Department of Education. Through the center, UF education professors are working with the local school district to pioneer new strategies and best practices for transforming elementary teacher preparation, eventually throughout the state.

The dean also cited the UFTeach program, a collaboration between the colleges of Education and of Liberal Arts and Sciences. UFTeach recruits top math and science majors on campus and prepares them to join the ranks of effective teachers in those vital disciplines in the middle and high school grades.

Aided by $25 million in federal support, UF special education faculty are helping multiple states strengthen their professional standards and methods for preparing teachers and leaders serving students with disabilities.

Statewide and beyond, the UF Lastinger Center for Learning is the college’s “education innovation incubator,” developing and field-testing novel learning system models that transform teaching and learning and promote healthy child development.

“We are closing in on our goal of becoming a top public university and a top-tier college of education,” Good said. “Achieving a ranking is nice and reflects the dedication and commitment of the entire College of Education community. The true measure of our success, though, is the impact we make on solving problems and making life better for everyone.”

To view the complete U.S. News Best Graduate Education Schools rankings, visit http://gradschools.usnews.rankingsandreviews.com/best-graduate-schools/top-education-schools

CONTACTS
   SOURCE: Glenn Good, PhD, dean, UF College of Education; 352-273-4135; ggood@coe.ufl.edu;
   SOURCE: Tom Dana, PhD, associate dean, UF College of Education; 352-273-4134; tdana@coe.ufl.edu;
   WRITER: Larry Lansford, communications director, UF College of Education; 352-273-4137; llansford@coe.ufl.edu;

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5 more states join UF’s $25M effort to improve teaching of students with disabilities

Five states have been added to the list of 10 already taking part in a $25 million UF College of Education project aimed at improving the effectiveness of teachers and public school leaders who serve students with disabilities.

Images taken by Kristen Bartlett Grace Copyright the UF News Bureau College of Education October 1, 2007 D-1319

Mary Brownell

Arizona, Michigan, Missouri, Oregon and Tennessee are the latest additions to the five-year program being implemented by the college’s CEEDAR Center through a record-setting grant from the U.S. Department of Education. CEEDAR is an acronym for Collaboration for Effective Educator Development, Accountability and Reform.

Center director Mary Brownell, a UF special education professor, said the center and its state partners are engaged in work that could have a “dramatic impact” on improving education for students with disabilities and other struggling learners.

“If we can prepare teachers and leaders to implement the best evidence we have about effective instruction and classroom management, then we can help to improve student achievement and proficiency levels,” Brownell said.

The $25 million project represents the largest single grant ever awarded to the UF College of Education, and the figure could increase by another $10 million if the U.S. DOE exercises two optional years.

Five more states are expected to be added before the project completes its fourth-year cycle in 2016, bringing to 20 the total number of states – including Florida – whose school districts will have revised standards and significantly improved methods for preparing, licensing and evaluating teachers and administrators who educate students with disabilities in K through 12 schools.

The center is working with the American Institutes for Research, the University of Kansas, the Council of Chief State School Officers and several other national organizations to reach its objectives, including the American Association of Colleges for Teacher Education, the Council for Exceptional Children, the Council for the Accreditation for Educator Preparation, the National Association of State Directors of Special Education and the Association for Persons with Severe Handicaps.

The five states initially taking part in the CEEDAR center project were Florida, California, Connecticut, Illinois, South Dakota. Five others — Georgia, Montana, New Hampshire, Ohio and Utah – were added in 2014.

Contacts
Liaison: Larry Lansford, director, College of Education Office of News and Communications; llansford@coe.ufl.edu; phone 352-273-4137.
Writer: Stephen Kindland, College of Education Office of News and Communications; skindland@coe.ufl.edu; phone 352-273-3449.

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Conroy named as first Zucker Professor in Early Childhood Studies

Maureen Conroy, Ph.D., an early childhood expert and professor in the University of Florida College of Education, has been named the Anita Zucker Professor in Early Childhood Studies.

Maureen Conroy1

Maureen Conroy

Conroy, who co-directs the Anita Zucker Center for Excellence in Early Childhood Studies at UF, is working with other center researchers to transform science, policy and practices in early childhood learning, intervention and healthy development. Their efforts are gaining national and worldwide attention.

“Ninety percent of a child’s brain development happens before he or she turns 5,” Conroy said. “Our research mission is to provide science-based approaches for supporting young children’s development and learning during this critical time.”

A primary focus of the center is supporting young children who are most vulnerable, their families, and their early childhood providers to create nurturing and supportive early learning environments to help them succeed.

Through the Anita Zucker Center, Conroy and her collaborators partner with colleagues from a number of colleges at UF as well as other community, state, national and international stakeholders.

Zucker, a 1972 UF education graduate and a UF Board of Trustees member, has long been interested in early childhood studies. In 2011, the Charleston, South Carolina native contributed $1 million to the College of Education to establish the endowed professorship that Conroy now occupies. Last year, Zucker gave another $5 million to expand the center’s efforts and UF’s Preeminence initiative in early childhood studies.

“Anita Zucker understands the importance of investing in young children’s growth, development and education,” Conroy said. “Her generous gifts are a game-changer that ensures our work will reach children and families in our community, state and across the nation and world.”

A graduate of Keene State College in New Hampshire and a two-time graduate of Vanderbilt University in Nashville, Conroy’s 38-year career has revolved around conducting research and training future researchers as well as those working directly with young children and their families.

Patricia Snyder, director of the Anita Zucker Center who also serves as the David Lawrence Jr. Endowed Chair in Early Childhood Studies, said the appointment of Maureen Conroy as the inaugural Anita Zucker Professor in Early Childhood Studies will advance the College of Education’s national and international visibility and impact.

“Having the Zucker Professor and Lawrence Chair working side-by-side demonstrates UF’s commitment to achieving preeminence in early childhood studies,” Snyder said.

Zucker, who taught elementary school for 10 years and has a master’s degree in educational administration and supervision from the University of North Florida, agreed.

“Early childhood education really is the key to unlocking doors for later learning and success in life,” she said. “Transforming our children’s lives through education is important in so many ways.”

Contacts
Liaison: Larry Lansford, director, College of Education Office of News and Communications; llansford@coe.ufl.edu; phone 352-273-4137.
Writer: Linda Homewood, Anita Zucker Center for Excellence in Early Childhood Studies, homewood@coe.ufl.edu; phone 352-273-4284.

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UF awarded $2.7M for new center aiming to transform elementary teacher preparation

The revamped coursework and internship evaluations will place a heightened emphasis on data-driven decision-making and a forward-thinking instructional approach for classroom readiness.

The revamped coursework and internship evaluations will place a heightened emphasis on data-driven decision-making and a forward-thinking instructional approach for classroom readiness.

GAINESVILLE, Fla.—With $2.7 million from the Florida Department of Education, the University of Florida College of Education is creating a new “center of excellence” to transform its nationally ranked elementary teacher preparation program—and several of Alachua County’s high-needs schools will serve as the effort’s proving ground.

The DOE has awarded three-year grant support to UF and three other Florida institutions to establish a Center of Excellence in Elementary Teacher Preparation at each campus, with the education schools partnering with their local school districts on the effort. The other are Florida Atlantic University in Boca Raton, St. Petersburg College and Stetson University in Deland.

“We know more than we have ever known about how to prepare new teachers for strong starts and long careers of positive impact on student achievement,” said Brian Dassler, Florida DOE deputy chancellor for educator quality. “The centers of excellence grants have been awarded to four pioneer programs that will not only produce outstanding elementary teachers for Florida’s classrooms, but also blaze a trail for improved teacher preparation in the entire state.”

According to Dassler, the centers will place heightened emphasis on preparing teachers to improve learning among historically underachieving students including those with disabilities, English language learners and students living in poverty. Each teacher prep program is tailoring its strategies to the needs of its partnering school district, he said.

In Alachua County, 12 elementary schools so far have agreed to host UF teachers-in-training for their yearlong internships and participate in the UF teacher prep reform project. They include Chiles Elementary, Hidden Oak, High Springs Community School and P.K. Yonge, plus eight of the district’s high-need, Title 1 schools: Alachua Elementary, Finley, Glen Springs, Lake Forest, Littlewood, Meadowbrook, Norton, and Terwilliger.

UF’s teacher prep reform effort is dubbed Project ADePT, short for Advancing the Development of Preservice Teachers. It calls for deepening student-teachers’ content knowledge of core subject areas, strengthening teaching and classroom management skills , and improving feedback to future teachers during their final-year internship.

UF is Florida’s top-rated elementary teacher education program — ranked 17th nationally in U.S. News & World Report’s latest survey of America’s Best Graduate Schools — and has a long history of progressive, research-based teacher preparation practices. UF was one of the first education colleges in the nation to unify its general and special education programs and extend it from four years to five. Students now complete a full-year internship in their final two semesters of Year 5 before graduating with a master’s degree in education.

“We have a long-standing tradition of continuous program evaluation and improvement. This grant affords opportunities for some really creative program enhancements that we couldn’t otherwise pursue,” said Ester de Jong, director of the UF education college’s School of Teaching and Learning.

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Co-researchers on the elementary education reform project are, from left, Ester de Jong, Elizabeth “Buffy” Bondy and Suzanne Colvin.

De Jong is one of three UF co-researchers on the project, along with education professors Suzanne Colvin and Elizabeth Bondy, who is principal investigator.

Bondy said they are collaborating with subject area experts from the College of Liberal Arts and Sciences to revamp and expand the curriculum of UF’s Elementary ProTeach program so future teachers will gain a deeper knowledge of science, math, social studies and English language arts.

“One of the great opportunities to come from this grant is to restore social studies to its rightful place as a cornerstone of public education,” Bondy said. “With so much time now spent on preparing schoolchildren for standardized testing, social studies had fallen off the radar.”

UF teachers-in-training also will learn the latest, research-based approaches to instruction and classroom management and be supported by an innovative model of instructional coaching.

Bondy said the revamped coursework and internship evaluations will place a heightened emphasis on data-driven decision-making and a forward-thinking instructional approach for classroom readiness called Fast Start, which she said “will help our graduates start their first year as practicing teachers ready for the challenges ahead.”

New, Internet cloud-based video technology will allow school-based mentor teachers and UF-based supervisors to provide targeted commentary on the student teachers’ instructional practice down to the individual frame. Or, the students can study their own videos and share them confidentially with their peers on an online social platform designed just for them.

The college’s Lastinger Center for Learning, which designs and field-tests research-proven learning systems for school districts in several Florida counties and even in other countries, is adapting its instructional coaching model for UF’s elementary education reform project. Two school-based “professors-in-residence” from the college will serve as liasions between the public schools and the ProTeach program to help train the mentoring teachers and supervisors in the high-impact instructional and classroom management skills that the student-teachers will learn.

During the next two summers, UF content experts will conduct intensive, interdisciplinary workshops which combine subject area content knowledge and teaching practices for ProTeach students poised to start their final, year-long internships. Their mentoring teachers and college supervisors will also attend. The first workshop will integrate math, science, and technology.

“The redesign of our elementary education model will expand the pipeline of effective teachers locally and statewide,” Bondy said. “We’re particularly excited about strengthening our connections with the schools in east Gainesville.

“We’ll be better teacher educators when we understand the challenges and mandates that our public schools face. By providing higher quality interns and future teachers, we can have a dramatic impact on student learning.”

Everett Caudle, director of project and staff development for Alachua County Public Schools, said partnering with UF on its teacher prep reform project “holds great promise for preparing classroom-ready beginning teachers.”

He said the Alachua County teachers hosting the student-teachers also will benefit: “By fine-tuning their skills as student mentors and instructional coaches, they will become more aware and critical of their own instruction.”

CONTACTS
   SOURCE: Elizabeth Bondy, UF College of Education; 352-273-4242; bondy@coe.ufl.edu
   SOURCE: Ester de Jong, UF College of Education; 352-273-4227; edejong@coe.ufl.edu
   SOURCE: Jackie Johnson, School Board of Alachua County; 352-955-7880;  jackie.johnson@gm.sbac.edu
   WRITER/MEDIA LIAISON: Larry Lansford, communications director, UF College of Education; 352-273-4137; llansford@coe.ufl.edu

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It’s Miller’s time to take home a UF mentoring award

COE research and evaluation methodology professor David Miller made quite a statement on his way to winning a Doctoral Mentoring Award sponsored recently by the UF Graduate School.

David Miller3

David Miller helps celebrate the graduation of two of his mentees, Miao Gao (left) and Janna Underhill.

“The core of mentoring is based on long-term commitment to building a mutually beneficial relationship with students,” Miller wrote in a mentoring statement required by the selection committee. “The mentoring relationship evolves over time and becomes deeper through the shared experience of advancing the research and career goals of the mentee.”

Miller’s philosophy is based on an intellectual relationship he had with the late Dr. Leigh Burnstein, Miller’s adviser and mentor when Miller was a Ph.D. candidate at the University of California, Los Angeles more than three decades ago.

“That relationship had a profound affect on me,” said Miller, a COE faculty member since 1998 who next month replaces Harry Daniels as director of the college’s School of Human Development and Organizational Studies in Education.

“I’ve always enjoyed working with younger talent, and UF has a longstanding tradition for mentoring that hasn’t always been recognized through awards,” he added. “There’s also a strong mentoring ethic here in HDOSE, so I consider myself very fortunate.”

The annual award encourages and rewards excellence, innovation and effectiveness in mentoring doctoral and master of fine arts students through their final dissertation or thesis project. Each winner receives $3,000, with an additional $1,000 deposited into each recipient’s department account for use in supporting doctoral or master of fine arts students.

Miller was one of four UF faculty members to receive the 2014-2015 Doctoral Mentoring Award.

Contacts
Liaison: Larry Lansford, director, College of Education Office of News and Communications; llansford@coe.ufl.edu; phone 352-273-4137.
Writer: Stephen Kindland, College of Education Office of News and Communications; skindland@coe.ufl.edu; phone 352-273-3449.

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UF’s free tutoring app helping Fla. students prep for high-stakes algebra exam

Algebra3 - zoomed

Algebra Nation’s online practice tool closely resembles the end-of-course exam and also features an interactive, Facebook-style discussion forum known as the Algebra Wall.

GAINESVILLE, Fla. — Last spring, nearly half of Florida ninth-graders flunked the statewide end-of-course Algebra 1 exam—a gateway test that Florida high school students must pass in order to graduate. University of Florida education researchers, using a powerful online teaching tool they developed, are offering incentives and challenging students across the state to “kick it up a notch” as they prepare for this year’s testing, which will begin April 20.

UF is sponsoring its second annual, statewide “Algebra Nation Test Yourself! Challenge” to support the students’ effort. Algebra Nation is a free, first-of-its-kind, Web-based tutoring tool specifically designed to help students prepare for the Algebra 1 exam. In less than a half-year after its 2013 launch, Algebra Nation was being used by more than a quarter-million students and 3,300 teachers in all 67 Florida school districts.

The two‑week Algebra Nation Challenge, which runs through April 19, motivates students to prepare for this high-stakes test with a chance for valuable prizes for students and their teachers. Florida students have the chance to practice for the upcoming Algebra 1 end-of-course exam by working algebra problems through Algebra Nation’s online Test Yourself! Practice Tool. This tool simulates the end-of-course testing environment by allowing students to answer standards-based problems in a format similar to the required exam.

Students earn entries into the Algebra Challenge by completing practice tests with at least 80 percent accuracy. With each entry, students also earn an entry for their teachers.  Each entry will be placed into a raffle for prizes. Algebra Nation will give out 100 class pizza parties and 10 iPad minis to students, plus five Caribbean cruises for two to teachers!

The 2014 Test Yourself! Challenge was a remarkable success, with over a million questions answered by students all across the state. Nathan Howe, an algebra teacher at Sunlake High School in Pasco County and a cruise winner, said, “I still can’t believe I was a winner of the teacher prize. The Bahamas cruise was by far the best thing I’ve ever won in my life.  It was also the first cruise I’ve ever been on, and definitely the trip of a lifetime.  Thank you Algebra Nation!”

The Challenge is more than just pizza, prizes, and fun. It helps students learn algebra and succeed on a high-stakes exam that they must pass to earn a high school diploma.

“Success in algebra is increasingly becoming a major determinant for future academic success,” said Don Pemberton, director of the UF Lastinger Center for Learning, which created Algebra Nation with Gainesville tech firm Study Edge. “Getting kids motivated to take advantage of the Algebra Nation tools is a key to their success.”

The Algebra Nation team will award 50 pizza parties at the end of the first week of the Challenge, and the rest of the prizes at the end of the second week. For more details on how the Algebra Nation Challenge works, please visit www.AlgebraNation.com/Challenge.

Students logged in to Algebra Nation can watch dynamic concept videos that come with corresponding study guides. Florida master teachers from diverse backgrounds provide the instruction on the videos and students choose the instructor that is the best fit for them.

Algebra Nation’s online practice tool closely resembles the end-of-course exam and also features an interactive discussion forum (Algebra Wall) where Florida students and teachers can ask and answer questions about algebra. Algebra Nation is now used in over 1,500 schools across Florida.

Students, parents and teachers can access Algebra Nation’s free resources 24/7 through their computers, iPhones, iPads, and Android phones. To learn more about Algebra Nation, go to www.AlgebraNation.com.

CONTACTS:
Melody Pak, Algebra Nation, 352-327-8218; melody@algebranation.com
   Ashley Dodds, Algebra Nation, 321-446-4556; ashley@algebranation.com
   Sylvia Boynton, UF Lastinger Center, 727-742-3759; sboynton@coe.ufl.edu
Don Pemberton, UF Lastinger Center for Learning; 352-273-4103; dpemberton@coe.ufl.edu

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COE responds to tragic death of Professor Emeritus Thomas Oakland

Thomas Oakland, Professor Emeritus (1939-2015)

Dr. Thomas Oakland, Professor Emeritus (1939-2015)


(Thomas Oakland, a beloved and world-renowned professor of school psychology at the UF College of Education from 1995 until his retirement in 2010, was killed on Wednesday, March 4, when, Gainesville police allege, a local man set Dr. Oakland’s house on fire after killing and stealing money from him. Police have a suspect in custody. Dr. Oakland was 75. Below is the College’s public statement issued by Dean Glenn Good in response to Dr. Oakland’s death.)

STATEMENT FROM GLENN GOOD, DEAN, UF COLLEGE OF EDUCATION:
“We are shocked and deeply saddened over the passing of Professor Emeritus Thomas Oakland. The circumstances surrounding his death only compound our grief. Dr. Oakland was an exemplary world-class scholar in the field of school psychology, and a dedicated teacher, researcher and mentor to his students during his 15 years as a College of Education faculty member. We will continue to be inspired by his extraordinary commitment to the college and his profession, his caring and love for his family, compassion for his students and graduates, and his grace and humor . . . Professor Oakland was an international scholar and touched so many people throughout the world. He continued to stay connected with his former students and colleagues at UF after he retired. We will miss Professor Oakland greatly and he will be missed by many people around the world.”

— Dr. Oakland’s family has said plans will be forthcoming for a local memorial celebration of Dr. Oakland’s life. The COE will post the time and place when announced.
— Visit http://bit.ly/1C2lrWS to read The Gainesville Sun coverage of Dr. Oakland’s death and the arrest of the man charged with his murder.
— Visit http://bit.ly/1BOJSp9 for a TV news report from WJXT-TV 4 News (Jacksonville). It’s a 2:30 minute report, and some 40 seconds into it begins a heartwarming profile of Dr. Oakland with a phone testimonial from his son, Chris, who describes his internationally acclaimed dad as “a father figure for the world.”

THOMAS OAKLAND, PhD: A Brief Profile

Dr. Oakland worked as a professor of school psychology at the UF College of Education from 1995 until his retirement in 2010, when he was conferred the distinction of professor emeritus. He was a preeminent scholar in his field of study both nationally and worldwide.

He received UF’s Senior Faculty Distinguished International Educator of the Year Award in 2004, the same year he was given the prestigious distinction of University of Florida Research Foundation Professor. His scholarly work in more than 45 countries centered on psychological and educational characteristics of children and youth, applied psychological assessment, cultural diversity, international issues and professionalism in the school and education psychology fields.

Oakland said the most important part of his work was helping children to succeed in their education. He provided educational and psychological testing in schools in many developing nations, including the Gaza Strip near Israel, Mexico, Central America and Brazil, where he was a Fulbright Scholar and helped form the country’s national association of school psychology. One project involved creating a 10-week program for school psychology graduate students from UF and other institutions to gain fluency in Spanish and knowledge of Latin culture and educational methods.

Other honors Oakland received include the 2006 College of Education Lifetime Achievement Award and the college’s 2007 award for doctoral student mentoring and dissertation advisement. Several foreign universities named him honorary professor or professor emeritus after his collaborations with those institutions.

As a professor and mentor, Oakland encouraged his students to take a global approach in their studies and life in general, saying, “I encourage my students to acquire a world view on issues and not to be restricted only to those currently in vogue in our country.”

Oakland held numerous leadership positions with national professional groups, including presidencies for the International Foundation for Children’s Education, the International School Psychology Association and the International Test Commission. He also received honors for distinguished contributions and lifetime achievements and service from those and other groups, including the Florida Association of School Psychologists.

He has authored or edited 12 books, 100 chapters, 200 articles, and developed several widely used psychological tests. Oakland was board certified in school psychology and neuropsychology and had an active forensic practice. He was a member of the Task Force that developed the ethics code of the American Psychological Association.

Prior to joining the UF faculty, Oakland was on the education psychology faculty at the University of Texas at Austin for 27 years. He had master’s and doctorate degrees in educational psychology from Indiana University.

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Kramer named co-director of Institute of Higher Education

The University of Florida College of Education has named assistant professor of higher education Dennis Kramer to the new position of co-director of its UF Institute of Higher Education (IHE)—an appointment college officials say “further strengthens the institute’s commitment to higher-education policy research and scholarship.”

KRAMER, Dennis3***

Dennis Kramer

Kramer, an emerging scholar in state higher-education policy evaluation and economics, had worked as the institute’s associate director since he joined the UF faculty last August. In his expanded role, he will steer the institute’s research agenda and partnerships with Florida postsecondary institutions, and oversee externally funded research collaborations, and legislative and policy research projects.

Longtime IHE director Dale Campbell will remain as the other co-director, heading the institute’s strategic initiatives involving community college leadership development and support of best practices through the annual meeting of the Community College Futures Assembly, a national consortium of community college leaders founded by Campbell. He also will continue to coordinate UF’s higher education administration doctoral programs, which are recognized nationally as a leader in two-year and four-year postsecondary policy development and administration.

“I am extremely pleased that Dr. Kramer will be joining me to further strengthen the Institute of Higher Education’s role as the premier thought leader in the state and nation on critical issues in higher education policy and practice,” Campbell said. “He brings a wealth of knowledge in the area of intersecting public policy development with institutional decision-making.”

Kramer joined the UF faculty after receiving his doctorate in higher education economics and policy evaluation from the University of Georgia. He previously held a faculty appointment at the University of Virginia and also worked for three years as the senior research and policy analyst with the Georgia Department of Education, where he managed Georgia’s education policy development and evaluation research.

His research focuses on the economics of higher education, the evaluation of federal and state policy adoption, and the impact of state decisions on community colleges and four-year institutions. He specializes in advanced quantitative research methods for studying education-related policy questions and program evaluation. He has authored a number of scholarly articles on the economics of higher education, the role of financing of intercollegiate athletics, and the impact if financial aid policies on student decision-making.

Kramer cited the IHE’s longstanding reputation as an innovator and trend-setter in higher education administration as key to his joining the UF faculty. The late James Wattenbarger, UF professor emeritus and founding director of the IHE, is widely recognized as the “father of Florida’s community college system,” while Campbell has served as director for many years and steered the formation of the Futures Assembly consortium of state community college leaders and its national Bellwethers Awards program. UF’s higher education administration academic program is one of the inaugural Kellogg Foundation-funded Community College Leadership Programs.

“It is truly an honor to carry on the legacy of leadership established by Dr. Wattenbarger and furthered by Dr. Campbell, serving both the state and nation,” Kramer said. “Working with Dr. Campbell, we will continue to enhance the institute’s scholarly productivity by connecting our research with national postsecondary policy interests and local institutional needs.

CONTACTS
   SOURCE: Dennis Kramer, Ph.D.; 352-273-4315; dkramer@coe.ufl.edu
   SOURCE; Dale Campbell, Ph.D.; 352-273-4300; dfc@coe.ufl.edu
   WRITER: Larry Lansford, communications director, UF College of Education; 352-273-4137; llansford@coe.ufl.edu

 

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Online master’s in reading education program ranked 2nd in U.S. by BestSchools.org

The UF College of Education’s online Master of Education degree program in “Reading: Language and Literacy” has been ranked second in the nation by TheBestSchools.org in its listing of The 25 Best Online Master in Reading Degree Programs.

UF's online master's in reading program is nationally accredited and addresses the standards and competencies required of Florida educator certification for teaching K-12 reading. Pictured, depicting the youthful pleasures of reading, is a bronze-painted, life-like statue by American sculptor Seward Johnson that was on display in UF's Norman Hall courtyard in the summer and fall of 2011.

UF’s online master’s in reading program is nationally accredited and addresses the standards and competencies required of Florida educator certification for teaching K-12 reading. Pictured, depicting the youthful pleasures of reading, is a bronze-painted, life-like statue by American sculptor Seward Johnson that was on display in UF’s Norman Hall courtyard in the summer and fall of 2011. (File photo)

TheBestSchools.org is a popular independent website for college information seekers.

UF’s reading education program joins two other COE online master’s degrees ranked highly in their specialty areas by the Web-based resource: education leadership at No. 5 and education technology at No. 9. The college’s overall online teacher education master’s program ranked sixth among public institutions and 13th including public and private institutions.

The website also ranks UF’s overall distance learning program second in the nation behind the Penn State World Campus.

Rankings are based on academic excellence, range of available classes, faculty strength, other rankings and reputation.

UF education professor Zhihui Fang, who coordinates the M.Ed. in reading program, said he was “obviously thrilled” with being ranked just behind a similar program at the University of Kansas.

“The program has received rave reviews from its graduates,” Fang said, adding that the lofty rating “is a testament to the high quality of work that our faculty has maintained and the high caliber of students we’ve been able to recruit.”

Student admissions selectivity—an indicator of high quality student enrollment—for the COE’s overall online learning program was rated best in the nation in January by U.S. News & World Report. The program was ranked 13th overall.

Fang said the master’s reading program – which requires 36 credit hours in areas such as diagnosis and remediation of reading difficulties, language arts, children’s literature, technology and literacy, and teaching English as a second language — was developed seven years ago to support prospective and practicing teachers in promoting literacy growth of K-12 learners across all subject areas.

The program is nationally accredited and addresses the standards and competencies required of Florida educator certification in Reading K-12.

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UF researchers call for immediate end to corporal punishment in all Florida schools

GAINESVILLE, Fla. — A team of University of Florida researchers is calling for an immediate end to paddling students in all state public schools, citing its new study of classroom disciplinary trends that depicts corporal punishment as violent and outdated, and a source of complications such as increased dropout rates and lawsuits.

CP Dashboard

In a monograph sponsored by the Southern Poverty Law Center, UF doctoral student Sungur Gurel (left) and College of Education faculty researchers Brianna Kennedy-Lewis and Joseph Gagnon call for abolishment of corporal punishment in Florida schools.

The team’s 33-page research report shows corporal punishment persists in nearly half of Florida school districts, mostly in the state’s rural northern counties, and “it’s the youngest, most impressionable children – elementary school students – who most often are subjected” to paddling.

“Paddling is archaic,” said Joseph Gagnon, a UF College of Education associate professor of special education and one of the report’s three authors. “We need to spread awareness that scientific evidence increasingly justifies abolishing corporal punishment in favor of more effective, positive ways to manage classroom behavior.”

Gagnon said most current research shows paddling has little or no positive long-term effect on students, can lower their self-esteem, and instill hostility and rage without curbing the undesired behavior, “yet there are still pockets of Florida and other states where corporal punishment continues to be used.”

Paddling in schools has been banned in 31 states, and the UF report cites 16 national expert organizations that have categorically opposed and discredited corporal punishment. They include the National Education Association, American Bar Association, American Psychological Association, American Medical Association, and national associations for both elementary and secondary school principals. The study report also lists nearly 100 published research citations and references.

The UF study was funded by the Southern Poverty Law Center, an internationally known civil rights and social justice activist organization based in Montgomery, Ala. The SPLC is pushing for the elimination of corporal punishment in school systems in Florida and across the nation.

Tania Galloni, an attorney with the SPLC’s Miami office, said the emotional and psychological damage done to a child who has been paddled is reason enough to end corporal punishment.

“(Paddling) is a tightly controlled form of school-sponsored violence, and it undermines the notion that a school is supposed to be a place where children feel safe,” Galloni said.

In Florida during the 2012-2013 school year, 28 of 67 school districts administered corporal punishment, according to the Florida Department of Education.

The UF report shows the Suwannee County district, with a student population of nearly 6,000 at the time of the survey, led the state with 359 paddling instances. Holmes County, with more than 3,300 students enrolled, was next with 306 instances.

Madison and Holmes counties also had the highest percentage of students experiencing corporal punishment during the 2010-2011 school year, according to the UF study. Each showed nearly 10 percent of its students being paddled. Washington County was third on the list with almost 9 percent of 3,485 students being paddled. The remaining 25 school districts using corporal punishment, on average, paddled less than 2 percent of their students, with eight districts reporting rates below 1 percent.

Gagnon and co-author Brianna L. Kennedy-Lewis, an assistant professor of curriculum, teaching and teacher education, have presented their research findings to Florida legislators and are working with the SPLC to target other education leaders, policymakers and the general public to raise awareness for the need to end paddling.

Gagnon, Kennedy-Lewis and Sungur Gurel, a doctoral student and statistician, spent eight months researching and writing their findings and recommendations. Gagnon evaluated public data on Florida schools’ use of corporal punishment and similar approaches to discipline. He also surveyed Florida principals to identify the use of preventive strategies and other non-violent, research-proven approaches to student behavior management.

Kennedy-Lewis interviewed 36 school administrators representing 27 Florida school districts that allowed corporal punishment.

“We were trying to find out what drives the whole punitive approach,” Kennedy-Lewis said. “As it turns out, many school administrators would just as soon do away with this type of punishment.”

The researchers made six recommendations, including abolishing corporal punishment at the federal, state and local levels, and closely scrutinizing the disproportionate punishment of males, African American students, those with disabilities and other vulnerable student groups.

They also urged schools to implement or broaden proactive, research-proven strategies for handling discipline without punitive paddling, such as Positive Behavioral Interventions and Supports (PBIS). The PBIS approach involves tailored interventions for individuals and specific student groups that, in addition to social and emotional skills training, can include counseling programs and peer tutoring.

CONTACTS
   UF SOURCE: Joseph Gagnon, associate professor, UF College of Education; jgagnon@coe.ufl.edu; 352-273-4262
   UF SOURCE: Brianna L. Kennedy-Lewis, assistant professor, UF College of Education; bkennedy@coe.ufl.edu; 352-273-4041
   SPLC SOURCE: Tania Galloni, attorney, Southern Poverty Law Center; Tania.galloni@splcenter.org; 305-537-0573
   WRITER: Stephen Kindland, staff writer, UF College of Education; skindland@coe.ufl.edu: 352-273-4449
   MEDIA LIAISON: Larry Lansford, communications director, UF College of Education; llansford@coe.ufl.edu; 352-273-4137

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COE online program rated best in nation for student selectivity; jumps to 13th overall in U.S. News rankings

elearning-iconGAINESVILLE, Fla.—The University of Florida College of Education has one of America’s best online master’s degree programs in teacher education, and some of the nation’s best graduate students, according to national rankings announced Wednesday (Jan. 7) by U.S. News & World Report.

The college’s distance learning program was rated 13th in the magazine’s 2015 Best Online Graduate Education Programs survey, an improvement of 34 positions over last year’s ranking of 47th.

U.S. News rated the COE’s “admissions selectivity”—an indicator of the high quality of its online graduate students—as tops in the nation.

“The college’s substantial spike in the rankings is well-earned recognition for our faculty and online support and instructional development teams. Their goal from the start has been to create a superb online learning experience for students of the same high quality as our on-campus offerings,” said COE spokesman Larry Lansford. “It’s what students expect from the University of Florida.”

Lansford said the college’s top national ranking in student selectivity “reflects the high bar we set to attract and enroll students with proven aptitudes, ambitions and accomplishments who can handle the demands of rigorous coursework.”

“Awarding online degrees judiciously will enhance the legitimacy of our graduates in the job market. Our ultimate goal is to develop master educators who can lead transformations in teacher practice and leadership that ultimately improve student learning,” he said.

The COE’s online program also scored high marks for new student retention rates: retaining 99 percent of new students in 2013 and 95 percent in 2014. U.S. News also cited the program’s on-the-job, cohort instructional approach as a distinguishing characteristic. Lansford said the “job-embedded” feature allows practicing educators to earn graduate degrees in education and teacher leadership while remaining on the job.

UF was one of three education colleges in Florida with online graduate programs ranked among the nation’s top 20 by U.S. News. The others were Florida State University (at No. 2) and the University of South Florida (20th).

UF also was one of the top two highest ranking education schools, along with Auburn, in the Southeastern Conference.

Among all UF graduate schools, only the fourth-ranked Hough Graduate School of Business rated higher in its specialty than the College of Education.

This is the third year that U.S. News has collected data on distance learning programs in higher education. Besides admissions selectivity, which accounted for 15 percent of the weighted ratings, the magazine ranked teacher education programs based on wide-ranging criteria that also included student engagement, faculty credentials and training, student services and technology, and peer assessment.

You can view the complete online graduate education rankings and accompanying data on the U.S. News website at: http://www.usnews.com/education/online-education/education/rankings?int=a05609.

Two of the college’s individual online graduate degree programs–education technology and educational leadership–have received top 10 rankings over the past year from BestSchools.org, a higher education website for college information seekers.

CONTACTS
    SOURCE: Tom Dana, associate dean, UF College of Education; 352-273-4134; tdana@coe.ufl.edu;
    MEDIA CONTACT: Larry Lansford, communications director, UF College of Education; 352-273-4137; llansford@coe.ufl.edu;

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Ed. tech’s online master’s program ranked 9th in U.S.

EDT group for post

Faculty members of the College of Education’s online education technology master’s degree program include, from left to right, Albert Ritzhaupt, Kara Dawson, Pavlo “Pasha” Antonenko, Swapna Kumar and Carole Beal.

The UF College of Education’s online master’s degree program in education technology – which provides education professionals with the knowledge and expertise needed to use educational technologies to improve learning and performance in face-to-face, online and blended environments — has joined the COE’s education leadership online graduate program on a list of top 10 rankings nationwide.

TheBestSchools.org, a higher education website for college information seekers, recently placed the education technology program at No. 9 on its list of “The 25 Best Online Master in Educational Technology Degree Programs” — just weeks after giving the COE’s education leadership program a No. 5 ranking in its specialty area.

The site also ranks the University of Florida’s overall distance learning program at No. 2 in the nation behind the Penn State World Campus. Rankings for the two online master’s programs are based on academic excellence, range of available classes, faculty strength, other rankings and reputation.

Meanwhile, education leadership faculty member Bruce Mousa, who helped establish the online education leadership master’s degree program two years ago, has been using his program’s No. 5 ranking as a marketing tool.

“We tell everyone that we’ve got a flexible, online course that maintains high standards set by UF,” said Mousa, whose program prepares working teachers and other professionals to become school principals.

The complete rankings can be found online at http://goo.gl/mrRzKZ.

Contacts
Source: Albert Ritzhaupt, UF associate professor of education technology; phone (352) 273-4180; aritzhaupt@coe.ufl.edu.
Liaison: Larry Lansford, director, College of Education Office of News and Communications; llansford@coe.ufl.edu; phone 352-273-4137.
Writer: Stephen Kindland, College of Education Office of News and Communications; skindland@coe.ufl.edu; phone 352-273-3449.

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COE-UF contingent makes splash at inaugural early childhood symposium

 

Posing for a group shot are some of the 40 participants from the College of Education and other UF colleges at the Early Child Symposium Nov. 11 in Charleston.

Posing for a group shot are some of the 40 participants from the College of Education and other UF colleges at the Early Childhood Symposium Nov. 11 in Charleston.

Early childhood faculty researchers, postdoctoral fellows and students from the College of Education and other UF colleges associated with UF’s Anita Zucker Center for Excellence in Early Childhood Studies formed a substantial presence last week at an inaugural symposium in Charleston, S.C., focused on supporting young children and their families.

Anita Zucker (BAE '72) welcomes symposium participants.

Anita Zucker (BAE ’72) welcomes symposium participants.

Some 40 members of the Gator Nation were among an estimated 300 scholars, practitioners and advocates participating in the Tri-County Cradle-to-Career Collaborative’s Early Childhood Symposium Nov. 11 in Charleston. The University of Florida was one of the sponsors of the event, which carried the theme: “Mobilize to Move the Dial on Early Childhood Indicators.”

COE alumna Anita Zucker (BAE ’72), a business and civic leader in the Charleston area and a major supporter of UF’s early childhood efforts, chairs the TCCC board of directors and invited scholars from her UF alma mater to participate in the symposium. Just last month, Zucker, a former teacher and the current CEO and board chair of The InterTech Group, a Charleston-based global manufacturing conglomerate, provided the leadership gift of $5 million to bolster a comprehensive initiative at UF focused on optimizing early childhood development and learning experiences. UF’s Anita Zucker Center for Excellence in Early Childhood Studies, based in the College of Education, has been named for Zucker in recognition of her generosity.

Patricia Snyder (center), Maureen Conroy (right),, shown with moderator John Read, helped set the stage with their morning conversation.

Patricia Snyder (center), Maureen Conroy (right), shown with moderator John Read, helped set the stage with their morning conversation.

COE professors Patricia Snyder and Maureen Conroy, the director and co-director, respectively, of the Anita Zucker CEECS, helped set the stage for the symposium conversations by highlighting evidence-informed practices and strategies that “move the dial” on early childhood indicators. UF alumnus David Lawrence Jr., president of The Early Childhood Initiative Foundation of Miami and the namesake of the UF endowed chair in early childhood studies held by Snyder, was the keynote luncheon speaker.

Early childhood specialists from the Tri-County Charleston area and across South Carolina facilitated other discussions on vital topics including: assessing for school readiness; supporting families with young children; providing health and mental health services for young children; early intervention for children with disabilities; and the role of higher education, government and community agencies in supporting young children and their families.

“We were so honored to partner with Anita Zucker and the TCCC in their inaugural Early Childhood Symposium. We look forward to future symposia and ongoing collaborations,” Snyder said.

CONTACTS
    SOURCE: Patricia Snyder, professor and David Lawrence Jr. Endowed Chair in Early Childhood Studies, and director, UF Anita Zucker Center for Excellence in Early Childhood Studies; 352-273-4291; patriciasnyder@coe.ufl.edu
    SOURCE: Maureen Conroy, professor and co-director, UF Anita Zucker Center for Excellence in Early Childhood Studies; 352-273-4382; mconroy@coe.ufl.edu
    WRITER: Larry Lansford, communications director, UF College of Education; 352-273-4137; llansford@coe.ufl.edu;
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COE awarded $1 million to boost skills of Florida’s early learning educators

GAINESVILLE, FLA. — The Jim Moran Foundation has awarded a $1 million grant to the University of Florida College of Education to provide access to the latest teaching tools for the state’s 55,000 early learning educators.

Toddlers get plenty of engaging, early learning experiences at UF's Baby Gator Child Development and Research Center.

Early Learning Florida dovetails with one of UF’s priority research initiatives to “optimize” early childhood learning and healthy child development. Pictured: a teacher engages a toddler at UF’s Baby Gator Child Development and Research Center. (File photo)

The funding will boost the college’s transformational Early Learning Florida program, a first-of-its-kind online professional development system for early learning practitioners.

“We’re thrilled and grateful,” said Don Pemberton, director of the UF Lastinger Center for Learning, the college’s innovation incubator that is implementing the program. “We’ll use this money to improve learning and development for hundreds of thousands of young children by providing new tools and resources to build the skills of early learning professionals.”

Built through community support, Early Learning Florida offers online and face-to-face instruction and continuing education with the latest course content, plus new certification programs for technical assistance coaches. State-funded stipends for early learning providers who successfully complete the course also are made available.

“By partnering with the Lastinger Center on this innovative initiative, we are helping create a standard for early learning that equips classroom teachers with the knowledge and know-how to provide all our children with a solid foundation for future academic success,” said Jan Moran, chairman and president of The Jim Moran Foundation, based in Deerfield Beach, Fla.

Early Learning Florida dovetails with one of UF’s priority research initiatives to “optimize” early childhood learning and development. Early childhood studies are a vital component of UF’s preeminence push — backed by the Florida Legislature — to become one of the nation’s top 10 public research universities.

Don Pemberton

Don Pemberton

Pemberton said The Jim Moran Foundation grant – which will be dispersed in equal payments over the next three years – also serves as an endorsement of the foundation’s belief in the importance of early learning.

“We are humbled to receive such a generous investment in our work from a foundation that honors the memory and extends the legacy of one of Florida’s greatest entrepreneurs and humanitarians,” he said.

The Jim Moran Foundation is one of four major philanthropic organizations that, together, have donated more than $3 million over multiple years to support Early Learning Florida.

The other three contributors are the Helios Education Foundation ($900,000), which supports education reform in Florida and Arizona; the Florida-based Lastinger Family Foundation ($500,000); and $600,000 from an Ohio-based foundation that has asked to remain anonymous.


About The Jim Moran Foundation
Founded by automotive pioneer Jim Moran, the mission of The Jim Moran Foundation is to improve the quality of life for the youth and families of Florida through the support of innovative programs and opportunities that meet the ever-changing needs of the community. The Foundation has invested more than $50 million in education, elder care, family strengthening, and youth transitional living initiatives since its inception in 2000 — with efforts currently focused in Broward, Palm Beach and Duval counties. Through a long-term grant agreement, The Foundation’s significant funders are JM Family Enterprises, Inc., and its subsidiaries, including Southeast Toyota Distributors, LLC. It is located at 100 Jim Moran Blvd., Deerfield Beach, Fla. 33442. To learn more, visit www.jimmoranfoundation.org or call (954) 429-2122.

About the UF Lastinger Center for Learning
Part of the University of Florida, the Lastinger Center is the College of Education’s educational innovation incubator. It harnesses the university’s intellectual resources to design, build, field-test and scale models that advance teaching, learning and healthy child development. The center continuously evaluates and refines its work, widely disseminates its findings and roots its initiatives in a growing network of partner sites around the state and country.

UF Source: Don Pemberton, director, UF Lastinger Center for Learning; 352-273-4103; dpemberton@coe.ufl.edu
UF Media Contact: Larry Lansford, director, UF College of Education; 352-273-4137; llansford@coe.ufl.edu
Writer: Stephen Kindland, staff writer, UF College of Education; skindland@coe.ufl.edu

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Dean Good named to elite Abu Dhabi teacher education panel

UF College of Education Dean Glenn Good has been appointed to the blue-ribbon International Advisory Panel for the Emirates College for Advanced Education (ECAE), a teacher education and school development center affiliated with the Abu Dhabi Education Council.

Dean Glenn E. Good

Dean Glenn E. Good

Good joins an elite four-member panel that also includes education leaders from the Institute of Education at the University of London, the National Institute of Education-Singapore, and the American Educational Research Association (AERA).

His appointment occurs as UF’s College of Education and its Lastinger Center for Learning are adding a third year to a formal partnership with the Abu Dhabi group that is yielding unprecedented teacher advancement and exchange programs between the two institutions. The alliance supports efforts by the United Arab Emirates to prepare a fresh generation of educators for the new economy of Abu Dhabi.

Dean Good has accepted several key leadership posts over the past year, including committee and panel positions with the American Educational Research Association and the American Association of Universities.

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Alumna makes lead gift for $10M early childhood initiative

Anita Zucker, a passionate advocate of early childhood education, will provide a leadership gift of $5 million to bolster a comprehensive initiative at the University of Florida focused on optimizing early childhood development and learning experiences.

Anita Zucker (BAE '72)

Anita Zucker (BAE ’72)

Zucker’s gift – the largest from an individual to the College of Education – will be combined with another $5 million in Preeminence faculty and program support from the university over the next several years. This $10 million investment will help further position UF as a national and world leader in understanding how young children develop and learn in the context of their families and communities and help create programs that enhance early supports and learning. UF’s Center for Excellence in Early Childhood Studies, housed in the College of Education, will be named for Zucker, a UF education alumna, in recognition of her generosity.

The new funding supports an interdisciplinary team of faculty, fellows, doctoral students, and local, state, national and international partners working to establish an innovative model in early learning. Studies show that nurturing and responsive interactions and quality early learning experiences during a child’s first five years can produce a lifetime of benefits.

Zucker, a former schoolteacher, has long been interested in early childhood. In 2011, she established a professorship in UF’s College of Education dedicated to early childhood. She also sponsored the Anita Zucker Alumni Challenge, in which she matched dollar-for-dollar gifts to UF’s College of Education.

“Education really is the key to unlocking doors for later learning and success in life,” said Zucker, CEO and chair of the Charleston, S.C.-based global manufacturing conglomerate The InterTech Group. “Transforming our children’s lives through education is so important in so many ways. The early childhood years are the most critical time for learning. That’s when they build a foundation that will play a major role in defining later success in learning and life.”

Improving early childhood studies is one of the university’s highest priorities, UF President Bernie Machen said. As part of UF’s Preeminence Plan, the university has invested in four faculty positions in the colleges of Education, Medicine and Public Health & Health Professions to support this interdisciplinary effort.

“Anita’s vision and leadership makes it possible for UF to transform America’s approach to early childhood studies,” Machen said. “Having Anita as a partner in this endeavor brings us that much closer to our goal of helping to ensure that every child has a chance to succeed.”

The newly named Anita Zucker Center for Excellence in Early Childhood Studies is dedicated to advancing knowledge, policy and practices, with a focus on newborns to 5-year-olds and their families. Faculty and students from a number of UF colleges and departments are affiliated with the center, which collaborates with local, state, national and international partners to address family support, health, nutrition, mental health and early learning.

The Anita Zucker Center is one of a number of cutting-edge programs in the College of Education that are improving teaching and learning in Florida and across the nation.

“Early childhood education and research has been the big, missing piece in our education system. For UF’s College of Education to partner with others to address this critical need from an interdisciplinary perspective makes sense,” Dean Glenn Good said. “As Florida’s flagship university and a nationally preeminent institution, we have a responsibility to children everywhere to promote the very best learning opportunities for every stage of their lives.”

Zucker is a lifetime education advocate. She earned a bachelor’s degree in education at UF in 1972, received a master’s degree in educational administration and supervision at the University of North Florida and, for 11 years, taught English and social studies in elementary schools in Florida and South Carolina. In 2008, when her husband, Jerry, passed away, she succeeded him as CEO of the Hudson Bay Company and head of the InterTech Group. Jerry Zucker graduated from UF in 1972 as a triple major in math, chemistry and physics.

CONTACTS
    SOURCE: Patricia Snyder, professor and David Lawrence Jr. Endowed Chair in Early Childhood Studies, and director, UF Anita Zucker Center for Excellence in Early Childhood Studies; 352-273-4291; patriciasnyder@coe.ufl.edu
    SOURCE: Maureen Conroy, professor and co-director, UF Anita Zucker Center for Excellence in Early Childhood Studies; 352-273-4382; mconroy@coe.ufl.edu

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Ed. Leadership alum honored as nation’s top principal

UF College of Education alumna Jayne Ellspermann (MEd ’84, educational leadership), principal of Ocala West Port High School, was named national principal of the year by the National Association of Secondary School Principals. She was one of six finalists for the 2015 honor.

Jayne Ellspermann

Jayne Ellspermann

The award was announced Oct. 7 at a surprise assembly at the school attended by Florida Commissioner of Education Pam Stewart, elected state and local officials, students, teachers and Ellspermann’s own family. The announcement came as part of NASSP’s celebration of National Principals Month.

During her 10 years as West Port principal, Ellspermann has ushered in a pervasive college-going culture. The high school is home to the Early College Center, an official offsite College of Central Florida campus. Ten percent of West Port’s 2014 seniors earned associate’s degrees a month before actually graduating from high school.

Lunchtime at West Port is “Power Hour,” a student empowerment initiative that Ellspermann launched to grant students autonomy over an hour of their school day for academic enrichment, open labs, clubs and other creative opportunities. Three years of “Power Hour” has produced a more personalized and successful school environment, helping to transform the campus into an “A” school that boasts the highest test scores in the district. West Port students also can earn an associate’s degree before graduating from high school thanks to an on-campus college program Ellspermann spearheaded.

A former law enforcement officer, Ellspermann joined Marion County Public Schools 34 years ago as a high school social studies teacher. She holds a bachelor’s degree in psychology from the University of Georgia and a master’s degree in education from the University of Florida.

“Jayne Ellspermann believes in students and pushes them to succeed by convincing them the future is theirs to control. ‘Make it a great day or not, the choice is yours’ is the standard mantra at WPHS,” said Superintendent George Tomyn of Marion County Public Schools. “Ellspermann supports this student-focused theme by developing and leading dedicated teachers who deliver outstanding instruction and guidance to West Port students.”

The search for this year’s national principal of the year started in early 2014 as each state principals association selected its state middle level and high school principals of the year. From this pool of state winners, a panel of judges selected three middle level and three high school finalists. A separate panel then interviewed and rigorously reviewed the finalists’ applications to select the national winner. Each finalist received a $1,500 grant, and the national winner will receive an additional grant of $3,000. The grants will be used to improve learning at the school.

QUICK LINKS:
— Read more about Jayne Ellspermann’s recognition here.
— Read her article about Power Hour.
— Watch some of our selected interviews with Jayne on pertinent education leadership topics.

 

 

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Five more states join UF center’s $25 million effort to transform special education teaching

GAINESVILLE, Fla. – Five states have been added to a list of five others already taking part in a $25 million University of Florida College of Education project that will improve the preparation of teachers and public school leaders who serve students with disabilities. Montana, Utah, Georgia, Ohio and New Hampshire are the latest states […]

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Ed. Leadership ranked 5th nationally among online master’s degree programs

Recruiting students for the College of Education’s online master’s degree program in Educational Leadership just got easier for Bruce Mousa, a course instructor and coordinator of the M.Ed. program.  

MOUSA, Bruce1

Bruce Mousa

TheBestSchools.org, a higher education resource website for college information seekers, recently ranked the program – which prepares working teachers and other professionals to become school principals — No. 5 on its list of the “25 Best Online Master in Educational Leadership Degree Programs.”

While the site also has listed the University of Florida’s overall distance learning program at No. 2 in the nation behind the Penn State World Campus, Mousa is quick to share the credit for the Educational Leadership program’s lofty status.

“I’ve got a fantastic team, and it’s very encouraging that such a young program would get this kind of recognition,” he said. “We’re less than two years old, so this can be used as a marketing tool.”  

Marketing is one of several responsibilities assumed by Mousa, who works in conjunction with the COE’s E-learning, Technology and Creative Services (ETC) staff to promote the fledgling program.

“I’m one of four faculty members, and we tell everyone that we’ve got a flexible, online course that maintains high standards set by UF,” Mousa said. “We personalize our course content by embedding videos of successful principals at Florida schools in our online course modules. They provide great examples of current best practices.”

Mousa also said the No. 5 ranking will help to increase future enrollment.

“I tell school administrators everywhere that our long-range vision is to move from a course sequence beginning every two semesters to having a minimum 15 students beginning the program each semester,” he said.

Jason Arnold, who serves as a liaison between ETC and the Educational Leadership program, said ETC’s marketing support has included creation of a website that provides details about the course. The website address — www.education.ufl.edu/edleadership-med — is distributed through email blasts and at state education conferences and other gatherings held throughout the year.

“The students have been awesome about helping the ETC creative team develop the website,” Arnold said. “They’re a diverse group of working professionals, and several of them have submitted their photos and testimonials about the program.

“Our goal is to have the best online courses available for any area of study,” he added “The online master’s degree program in Educational Leadership is paving the way.”

Contacts
      Source: Bruce Mousa, UF College of Education; bmousa@ufl.edu; 239-593-9196.
      Media Liaison: Larry Lansford, director, COE Office of News and Communications; llansford@coe.ufl.edu; 352-273-4137.
      Writer: Stephen Kindland, COE Office of News and Communications; skindland@coe.ufl.edu; 352-273-3449.

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Statistics scholar fills ‘big data’ faculty posts at COE, new UF institute

GAINESVILLE, Fla.—A  Harvard-trained statistical researcher and expert in online network modeling has filled one of the College of Education’s four faculty positions created in support of the University of Florida’s preeminence initiative to become one of the nation’s top 10 public research universities.

THOMAS, AndrewAndrew C. Thomas, a research scientist in statistics at Carnegie Mellon University (CMU), will become an associate professor in the Research and Evaluation Methodology program at UF’s College of Education. His appointment takes effect in January.

Thomas, who received his doctorate in statistics from Harvard in 2009, also will join a campuswide consortium of faculty scientists in landmark “big data” studies at the new UF Informatics Institute, one of UF’s major preeminence initiatives. The institute’s big-data science initiative is one of 28 high-potential areas of science and scholarship targeted by UF for investment of state preeminence funds. 

The Informatics Institute unites a team of educators, engineers, scientists, artists, natural scientists and other UF faculty researchers in an ambitious push to harness the vast amounts of data now generating in the world and apply them to advancing a wide range of vital areas in education and the social sciences.

“Ninety percent of data that exists today was created in the last two years. Collecting and analyzing immense amounts of data has been a challenge up to now,” said UF education dean Glenn Good. “Dr. Thomas’s expertise in online networks and large data management align well with our efforts to harness informatic analysis and apply it to resolve societal issues. At the College of Education, his contributions will help us better understand national education trends and conduct large-scale effectiveness studies of best  teaching practices.”

Thomas, currently an affiliate faculty member of CMU’s Living Analytics Research Center in Pittsburgh, has focused his investigations on the formation and workings of complex online networks and measuring peer influence between members on a social network. At CMU, he worked on collaborative university-industry studies designed to improve the handling and examination of large data sources, including new sources such as education.

“Much of my recent work focuses on network models that give us information about the individuals themselves who belong to the network,” said Thomas, who has worked at CMU since completing his Harvard Ph.D. studies. “The richness of multiple networks in education, through students in classrooms and teachers in schools, makes this an exciting area of development that I will continue to pursue at the University of Florida.”

Thomas said he looks forward to being part of the collaborative effort at the UF Information Institute where “the trick will be developing computational systems that can cope with large volumes of data.”

Thomas has made numerous presentations and published several research reports, including an encyclopedia article on network modeling. He has applied his statistics know-how to a wide range of fields including political science, public policy, demography, environmental engineering and sports. The Canadian native, a huge ice hockey fan, last year co-authored an article in the Annals of Applied Statistics on statistical approaches for measuring individual player contributions in hockey games. 

Thomas brings two large research grants on network modeling with him to UF worth more than $640,000 combined—one from the National Science Foundation and another from the federal Institute of Educational Sciences.

He said he’s also excited about continuing his teaching and mentoring in the evolving field of data science education at UF.

The big data informatics project is one of three College of Education initiatives that UF administrators targeted for investment of preeminence funds, to the tune of $3.8 million. The other two involve optimizing early childhood development and advancing personalized online learning.

The Florida Legislature in 2013 identified UF as the state’s preeminent university and is giving the university $15 million a year for five years to spend on improving areas that would help it become one of the nation’s top 10 public research universities. The Legislature gave UF another $5 million this spring for the push.

UF President Bernie Machen has pledged to match the state money with $75 million in private donations and spend $150 million on recruiting 120 world-class and up-and-coming faculty to strengthen UF’s research and academic missions.

CONTACTS
    SOURCE: Andrew Thomas, PhD, acthomas@stat.cmu.edu, 412-268-3556
    WRITER: Larry Lansford, director, news and communications, UF College of Education; llansford@coe.ufl.edu; 352-273-4137

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THE JOURNAL: Algebra Nation — Joy Schackow

THE Journal
4-10-14
Algebra Nation/STEM 

An article in the monthly digital edition of THE Journal describes how UF’s Algebra Nation received a $250,000 grant from the Bill and Melinda Gates Foundation to build a teacher network that works hand-in-hand with a new teaching tool implemented in 2013 to help students with algebra. THE Journal is a leading online resource for administrative, technical and academic technology leaders in K-12 education.

http://thejournal.com/articles/2014/04/10/algebra-nation-to-add-teacher-training.aspx#LeZ2X3zxwW2qAUYl.99.

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Mentoring program expected to make a difference for minority children

Cheryl Williams and Randy Nelson prepare for a recent workshop.

Cheryl Williams and Randy Nelson prepare for a recent workshop.

A statewide coalition involving UF’s College of Education and Florida’s four historically black colleges and universities – formed last year to match at-risk male elementary school students with minority college students as role-model mentors – has received $500,000 from the Florida Legislature to continue and expand the program for 2014-2015.

Representatives of the research project, known as the Situational Environmental Circumstances Mentoring Program, or SEC, held a three-day leadership training conference at the COE’s Norman Hall recently, gearing up for the second year of the state-funded project. The program provides 150 minority children in grades 3, 4 and 5 with an hour of one-on-one mentoring each week from a male minority college student.

UF COE liaison Cheryl Williams and Michael Bowie, principal investigator of the project and director of the college’s Office for Recruitment and Retention and Multicultural Affairs helped expand the SEC after discussing the program’s potential with founder Randy Nelson, CEO and lead consultant with 21st Century Research and Evaluations Inc.

Williams said the high school graduation rate for black males in Florida is 47 percent and “that’s unacceptable.”

“That’s why we plan to demonstrate that one-on-one mentoring can improve the attendance, grades and behavior of at-risk kids,” Williams said. “The mentors  all have similar backgrounds as the mentees, so we expect to see the mentors benefit as well.”

UF is the administrative agent for the program, which got its start last year with a $619,000 allocation from the state legislature. Other coalition institutions include Florida A&M University in Tallahassee, Edward Waters College in Jacksonville, Bethune-Cookman University in Daytona and Florida Memorial University in Miami.

The group will evaluate the program’s impact on the grade-school minority children. This is the first year that third-graders are participating.

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Second Preeminence Professor appointed in early childhood studies

The University of Florida College of Education has filled its second Preeminence faculty position in early childhood studies, appointing Mary McLean, an endowed professor in early childhood education and director of the Early Childhood Research Center at the University of Wisconsin-Milwaukee (UWM).

McLEAN, MaryMcLean, a prominent researcher and leading author of textbooks on assessment of infants and preschoolers with special needs, will join the UF education faculty on Aug. 16 as a professor in the college’s School of Special Education, School Psychology and Early Childhood Studies. 

Her appointment follows on the heels of the recent hiring of that program’s first Preeminence faculty member, Brian Reichow, an emerging scholar of behavioral interventions for young children with autism and developmental disabilities. Both will be affiliated with UF’s interdisciplinary Center for Excellence in Early Childhood Studies (CEECS), based in the College of Education.

McLean and Reichow are among more than three dozen distinguished faculty members recruited from around the world as part of UF’s “Preeminence Plan” to rise among the nation’s top public research universities. They are in the first wave of an estimated 120 faculty to be recruited this year and in 2015. Both will join the multi-college Preeminence initiative focused on “optimizing early childhood development and learning experiences.”

“With the recruitment of Dr. McLean, we are fortunate to bring one the nation’s most preeminent and productive scholars in early childhood special education to the University of Florida,” said Glenn Good, dean of UF’s College of Education. “Her leadership with the Early Childhood Research Center at Wisconsin offers the perfect background and expertise for the interdisciplinary collaborations she will be involved with at UF.”

Along with her groundbreaking work in the assessment of young children, McLean has co-authored the first three editions of Recommended Practices in Early Intervention and Early Childhood Special Education, an undertaking of the Division for Early Childhood (DEC) of the international Council for Exceptional Children. The latest revision occurred this year. She is a past president of DEC and currently chairs the group’s Recommended Practices Commission.

 “I was immediately drawn to the Preeminence faculty position at the University of Florida because of the focus on strong interdisciplinary collaborations with recognized leaders in early childhood studies like Pat Snyder and Maureen Conroy at the CEECS,” McLean said. “It’s a grand opportunity to work together toward innovations helping young children and their families and then applying those innovations to help close the gap between research and practice for all children.”

McLean, who has a doctorate in early childhood special education from UWM, also has held faculty positions at Vanderbilt’s Peabody College, Auburn University, the University of North Dakota, and Cardinal Stritch University. She has edited seven books and written numerous refereed articles, book chapters and professionals papers.

Her other research interests include intervention practices, and cultural and linguistic diversity, and she has received 10 personnel preparation grants funded by the U.S. Department of Education. Since 1997, McLean has worked with the California Department of Education on the development of a statewide assessment program for children from birth through age 4.

Since 2010, she has partnered with the Head Start national Center for Quality Teaching and Learning at the University of Washington, developing training and technical assistance materials on child assessment. 

McLean has been teaching in higher education for 32 years and was named Outstanding Graduate Faculty Member while at Auburn. She was a special education teacher for two years in Metropolitan Nashville Public Schools before starting her doctoral studies, and also was the supervising teacher for the early development assistance program at the John F. Kennedy Center Experimental School at Peabody College, where she earned her master’s in special education.

UF has earmarked state Preeminence funds for four new “all-star” College of Education faculty positions: two in early childhood studies (McLean’s and Reichow’s), one in education technology (filled by Carole Beal, who will head UF’s new Online Learning Institute), and one in “big data” informatics research in education (Andrew Thomas).

CONTACTS
    SOURCE: Mary McLean, marymclean@coe.ufl.edu; 414-229-2213
    WRITER: Larry Lansford, director, news and communications, UF College of Education; llansford@coe.ufl.edu; 352-273-4137

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‘Wearing’ a boa constrictor, fist bumping a sloth make UFTeach summer internships memorable

Brett Walker spent a summer morning wearing a boa constrictor as — well, as a boa. Dina Zinni, an aspiring astronomer from Jupiter (no, really, it’s true), spent her afternoons gazing at indoor stars. Not to be outdone, Ashleigh Tucker fist bumped a giant ground sloth as she wandered back in time.

Brett Walker

Brett Walker ‘wears’ a boa constrictor.

The three University of Florida seniors, along with 12 fellow students enrolled in the UFTeach program, discovered the power of informal STEM learning through paid summer internships as Noyce Scholars.

Thanks to a $1.2 million grant awarded last year by the National Science Foundation, the five-year Noyce Scholars program allows UF’s colleges of Education and Liberal Arts and Sciences to offer hands-on training opportunities to help recruit and prepare top science and math majors for teaching careers in the critical shortage areas of STEM, an acronym for science, technology, engineering and math.

Walker, who will graduate with a bachelor’s in geological sciences by summer’s end, says she is grateful for her UFTeach education, which has taken her to Iceland to study volcanoes; to the Caribbean to dive along the deep fore reefs of the Bahamas; to New Mexico, where she crawled through 70-mile-an-hour winds on the peak of the state’s highest mountain; and to the Paleontological Research Institution at Cornell University in Ithaca, N.Y., for this summer’s internship.

“My main job was teaching children about the treasures in their terrain and the excitement of Earth’s wild history,” Walker said. “But I also watched hot lava ooze toward me as part of the Syracuse [N.Y.] Lava Project.”

Dina Zinni

Dina Zinni stands next to Kika Silva Pla Planetarium’s Chronos Star Projector that is used for celestial shows and music performances.

She also helped out in other areas, and gladly agreed to give a short-notice presentation on the boa constrictor to a group of visitors.

“Holding a snake longer than I am tall and teaching children about it for 30 minutes was totally unexpected,” Walker said with a laugh. “Every day I woke up and did something new and exciting, so yeah, I’d say my internship was one of the greatest experiences of my life.”

Zinni, who plans to graduate in the spring with a bachelor’s in astronomy, spent her internship talking to visitors who came to watch shows about our solar system at the Kika Silva Pla Planetarium at Santa Fe College in Gainesville.

“My favorite part was working with kids,” said Zinni, who grew up in Jupiter, Fla. “They’re all so curious and they ask great questions. I’d love to end up running my own planetarium someday.”

Tucker, one of seven interns who worked at UF’s Florida Museum of Natural History in Gainesville, said she gained a fresh perspective on how to teach math to different age groups after spending time at the museum’s numerous exhibits, including “Florida Fossils: Evolution of Life & Land,” where she high-fived and fist bumped a miniature replica of a giant ground sloth, circa 2 million B.C.

Ashleigh Tucker

Ashleigh Tucker fist bumps a replica of a giant ground sloth at UF’s Museum of Natural History in Gainesville.

“I’m writing educator guides for the ‘T. Rex Named Sue’ exhibit that’ll be here in the spring,” Tucker said. “It focuses on math, so essentially it’s teaching K-8 students about dinosaurs by using math instead of the typical paleontology and biology stuff.”

Fellow intern Max Sommer, a senior majoring in geography, had a similar experience at the award-winning museum.

“I didn’t expect first and second graders to think and explore scientifically as much as they did,” he said. “They really ‘buy in’ and do a great job when interesting and fun activities engage them.

“That shows you the power of informal STEM learning,” he said. “I’ve learned the importance of that — not just for the students I’ll be teaching, but for people all around me throughout life.”

Contacts
   Source: Sharon Holte, vertebrate paleontology Ph.D. student at UF; sharonholte@gmail.com. 
   Media Relations: Larry Lansford, director, College of Education Office of News and Communications; llansford@coe.ufl.edu; phone 352-273-4137.
   Writer-Photographer: Stephen Kindland, College of Education Office of News and Communications; skindland@coe.ufl.edu; phone 352-273-3449.

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Visiting teachers of Chinese enhance their skills through COE-sponsored StarTalk program

StarTalk1

Thanks to a summer teacher development program sponsored jointly by the UF College of Education and the College of Liberal Arts and Sciences, more than 70 youngsters filled the Boys and Girls Club of Gainesville recently for a fun-filled summer week of StarTalk, a federally funded teacher development program in which students learn conversational Chinese while studying Far East culture through hands-on activities. BELOW: WATCH THE VIDEO, READ THE STORY. 

 

STARTALK

More than 70 youngsters filled the Boys and Girls Club of Gainesville recently for a fun-filled summer week of learning to speak conversational Chinese while studying Far East culture through hands-on activities.

The UF College of Education and the UF College of Liberal Arts and Sciences’ department of Literacy, Language and Culture have co-sponsored StarTalk – a federally funded teacher development program — each of the past four years. StarTalk was established in 2006 to promote the nationwide teaching of “critical needs” languages such as Chinese, Russian and Arabic.

UF StarTalk program director Patricia Jacobs, who also serves as a writing coach at UF’s P.K. Yonge Developmental Research School, said the program’s objectives are simple.

“One-fifth of the world’s population speaks Chinese, so it stands to reason that more of us should know how to speak it,” Jacobs said. “Skilled teachers are critical to this learning process, and they’re the focus of this program.”

The COE’s StarTalk program is exclusive to teachers of Chinese, nearly all of them China natives who teach at different schools throughout the U.S. Each year they attend afternoon training sessions at UF’s Norman Hall led by COE faculty members before applying what they learn during morning classes with kids ages 5-18 at the Boys and Girls Club.

Fifteen teachers from as far away as Texas and Massachusetts took part in this year’s program, according to Danling Fu, a UF literacy education professor who specializes in graduate and undergraduate level writing and language instruction. 

“Classes are taught much differently in China, so what they gain here helps them become more effective when teaching American children,” said Fu, who serves as lead instructor. “They’re very enthusiastic and the children respond well to that. It’s fun to watch them interact.”

Students were introduced to common Chinese words and phrases while receiving lessons in Chinese culture, such as learning how to make sweet dumplings — called tang yu’an in Chinese – and creating colorful paper lanterns for the Lantern Festival, a celebration dating back to the Han dynasty of 206 BC to 25 AD.

UF student and Taiwan native Eric Fu, who is majoring in criminology with a minor in Chinese, said he attended the StarTalk sessions to broaden his horizons about cultural education.

“It was interesting to see how passionate the teachers were, and how enthusiastically the kids responded,” Fu said. “I’ve been learning a lot from the teachers, but probably just as much by watching the students. All that will be helpful to me in terms of interpersonal dynamics.”

StarTalk is a multi-agency initiative funded primarily by the Department of Defense’s National Security Agency. Cynthia Chennault, a COE associate professor of Chinese language and literature, serves as co-instructional leader.

Other StarTalk sponsors include the National Foreign Language Center in Riverdale Park, Md., and the American Council on the Teaching of Foreign Languages headquartered in Alexandria, Va.

Source: Danling Fu, UF College of Education, danlingfu@coe.ufl.edu; phone 352-392-9191, ext. 20.
Liaison: Larry Lansford, director, College of Education Office of News and Communications; llansford@coe.ufl.edu; phone 352-273-4137.
Writer: Stephen Kindland, College of Education Office of News and Communications; skindland@coe.ufl.edu; phone 352-273-3449.

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UF teacher prep program is first in state accredited by international dyslexia group

The dual certification track of the COE’s Unified Elementary ProTeach program is one of the first teacher preparation programs in the nation to receive accreditation from the International Dyslexia Association, an impressive credential that should enhance the college’s student recruitment efforts.

UF special education professor Holly Lane said the accreditation comes just one year after the dual certification track was redesigned to include a three-course block on assessment and intervention for students with reading disabilities.

Holly Lane, shown teaching a literacy education class, led the accreditation effort with Linda Lombardino. Both are UF special educaiton faculty members.

Holly Lane, shown teaching a literacy education class, led the accreditation effort with Linda Lombardino. Both are UF special education professors.

“The timing was perfect,” Lane said. “Nearly every classroom in America has kids with dyslexia, so this accreditation means a lot in terms of showing how well we prepare our students to become fully qualified teachers.”

She said fellow special education professor Linda Lombardino played an integral part in developing the voluminous accreditation process.

“This was a total team effort,” Lane said. “Dr. Lombardino is widely recognized for her expertise in dyslexia.”

Students who choose the dual certification option of UF’s five-year ProTeach master’s degree program qualify for certification in both elementary and special education for grades K-12.

Dyslexia is a neurological learning disability that is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.

Secondary consequences could include problems with reading comprehension and delayed growth of vocabulary and background knowledge. 

UF’s College of Education is the first higher education institution in Florida to receive accreditation from the IDA, a non-profit, scientific and educational organization that operates 43 branches throughout North America and has global partners in 20 other countries.

The IDA has granted accreditation to just 17 universities and dyslexia therapy programs since it began the practice two years ago. 

“A number of schools are eager to be accredited by us,” IDA spokeswoman Elisabeth Liptak, said. “It gives them a competitive advantage when recruiting students in local markets.”

Ten to 15 percent of the U.S. population has dyslexia, yet only five out of every 100 dyslexics are recognized and receive assistance, according to the Dyslexia Research Institute in Tallahassee.

And that, Lane says, is what makes the COE’s accreditation so significant.

“Teaching teachers how to recognize children who have dyslexia is just as important as making sure they get the help they need,” she said.

Colleen Pollett, a former graduate student who received her master’s degree in special education in May, said she was impressed with the nine-credit-hour requirement and its contents, including a “Learnable Linguistics” tutoring method developed by COE adjunct professors Jane Andrews and Susan Vanderline.

“After I studied the course’s ‘Learnable Linguistics’ method, I was hired as a tutor for a fourth-grade student with dyslexia,” Pollett said. “I worked with him twice a week, and I saw incredible growth and progress in his reading comprehension, fluency and his word recognition. That confirmed it for me. The program really works. 

Pollett said she was surprised to learn that dyslexia affects a person’s ability to translate written words into meaningful text.

“People who have dyslexia aren’t slow learners,” she said. “It’s just that their brains process language in a different way, so traditional methods of teaching reading aren’t effective. “

Jean Crockett, director of the college’s School of Special Education, School Psychology and Early Childhood Studies, said IDA accreditation came about because of the vision and dedication demonstrated by Lane and Lombardino.

“Thanks to them, our dual certification graduates will be highly qualified to teach elementary and special education,” Crockett said. “They’ll be classroom-ready to help all children read.” 

CONTACTS:
   Source: Holly Lane, professor of special education, UF College of Education; hlane@ufl.edu
   Media Liaison: Larry Lansford, director, news and communications, UF College of Education; llansford@coe.ufl.edu
   Writer: Stephen Kindland, staff writer, UF College of Education; skindland@coe.ufl.edu

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Smooth leadership transition for School of Teaching and Learning

The University of Florida College of Education’s School of Teaching and Learning, the hub of teacher preparation and K-12 educator advancement at UF, is undergoing a smooth change in leadership, with the former STL director working closely with her successor to ensure a seamless transition.

The college has hired one of its own, Ester de Jong, an associate professor of ESOL/bilingual education, to succeed Elizabeth “Buffy” Bondy, who has directed STL since 2008. Bondy stepped down May 16 after six challenging but fruitful years at the helm to return, full time, to her role as professor in the school’s curriculum, teaching and teacher education program.

“It is gratifying how Dr. Bondy and Dr. de Jong have worked together during this transition,” said Dean Glenn Good. “Ester should continue the tradition of excellence that the leadership of the School of Teaching and Learning is known for. Our faculty and their students are sure to flourish under her guidance. 

De Jong said her first priority as the new director “is to maintain the positive and collaborative culture in our school. I hope to support faculty in creative ways so they can be at the cutting edge in their areas of expertise locally, nationally and internationally.

Ester de Jong

Ester de Jong

“Together we can shape not only theoretical understandings about teaching and learning, but also policy and practice, particularly as it is unfolding for diverse learners.”

De Jong, who has an Ed.D. in literacy, language and cultural studies from Boston University, joined the UF education faculty in 2001. She is in the final year of a three-year term as the college’s B.O. Smith Research Professorship, which supports her study of teachers’ use and modeling of academic vocabulary and specific language structures into students’ oral language use.

She has bachelor’s and master’s degrees in language and literature studies from Tilburg University in the Netherlands, her native country. From 1996-2001, she was the assistant bilingual director for Framingham Public Schools near Boston, and also taught as a lecturer at nearby Harvard University and Simmons College.

Her Framingham district administrator job is one of several leadership posts she has held. At UF, she has headed STL’s ESOL/bilingual academic program, served as principal investigator on several federal and foundation research grants, and chaired the college’s 2013-14 Faculty Policy Council. She also served on the board of directors for Teachers of English to Speakers of Other Languages (TESOL) International Association and was a member of a Florida Department of Education review panel for the state ESOL teacher exam.

Her  research interests include language policy, bilingual education and mainstream teacher preparation for bilingual learners. Last year, de Jong received the Award for Excellence in Research on Bilingual Education from the national Association of Two-Way and Dual Language Education (ATDLE). 

She is the lead investigator on one of the college’s most ambitious research efforts called Project DELTA (Developing English Language and Literacy through Teacher Achievement). It’s a seven-year, $1.2 million undertaking funded by the U.S. Department of Education to assess and advance the teaching of English language learners in Florida’s public schools.

De Jong published a book in 2011 titled “Foundations of Multilingualism in Education: From Principles to Practice” (Caslon Publishing), which focuses on working with multilingual children in K-12 schools. She is widely published and has served in editorial posts for several peer-review journals on bilingual and language education and policy. 

WATCH THE VIDEO: Message from Ester de Jong, the new director of STL

Bondy: now is ‘right time’ for change

Elizabeth "Buffy" Bondy

Elizabeth “Buffy” Bondy

After six years as STL director, Buffy Bondy said “it just feels like the right time” to make way for a new leader.

“My title has been both STL director and professor, but I haven’t been able to contribute as much as I should on the professor side,” Bondy said. “I want to do a better job as a professor, and that is what I really love.”

Bondy received her doctorate in curriculum and instruction from UF in 1984, worked at the College of Education as a visiting or adjunct instructor for five years, and joined the curriculum and instriuction faculty as an assistant professor in 1989. In 2008, she replaced Tom Dana as STL director when Dana became the college’s associate dean for academic affairs. Working with then-Dean Catherine Emihovich and her executive team, Bondy guided STL through the lion’s share of seven consecutive years of severe cuts in state spending on higher education.

From the start, Bondy said her focus was to create conditions favorable for STL faculty members and their students to excel. She continued to nurture the caring and collegial social climate that she had come to appreciate during her years on the faculty.

“Responding to the financial crisis, we’ve had to work in new ways and find new streams of revenue,” Bondy said. “Our goal has been smart programming, brilliant research and improved service.”

It took joint efforts between the dean’s office, the STL faculty and the school’s strategic collaborations with the Lastinger Center for Learning for both the school and the college to not only survive, but thrive.

During Bondy’s tenure as director, STL became a major player in the college’s expanding distance learning enterprise. Some of the new offerings in e-learning include an online M.Ed. program in language and literacy education and online doctorates in both education technology and in curriculum, teaching and teacher education. The blended Teacher Leadership for School Improvement degree has been named the nation’s top teacher education program by the Association of Teacher Educators.

Other advances while Bondy was on watch include shifting to a yearlong internship for ProTeach students and forging a multi-pronged partnership with Nanjing Xioazhuang University in China.

Bondy also garnered funding for vital building improvements in vintage Norman Hall, designed to group faculty members with common research interests together. These include renovated space in the Education Library basement for computer labs and offices for education technology faculty, and for new offices and work stations for STEM education faculty and doctoral students. She also added new infrastructure to help faculty researchers’ efforts to secure outside funding.

Bondy, who plans to take a one-semester sabbatical in spring of 2015, said she expects faculty and students in the School of Teaching and Learning to prosper under de Jong’s leadership.

“It is time for new ideas,” Bondy said. “Ester is extremely capable and a very quick study. She’s a top scholar, has strong leadership qualities and brings tremendous energy and enthusiasm to the job.”

CONTACTS
   SOURCE: Ester de Jong, UF College of Education, edejong@coe.ufl.edu
   SOURCE: Elizabeth “Buffy” Bondy, UF College of Education, bondy@coe.ufl.edu
   WRITER:  Larry Lansford, news and communications office, UF College of Education; llansford@coe.ufl.edu

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Waldron named associate dean for student affairs

WALDRON, NancySchool psychology professor Nancy Waldron, a UF College of Education faculty member since 1999, has been named associate dean for student affairs at the college.

Waldron’s appointment will take effect on June 30, when she will replace longtime COE administrator Theresa Vernetson, who is retiring after 41 years at the college as a student and employee.

Waldron also is the current associate director of the School of Special Education, School Psychology and Early Childhood Studies. She previously headed the school psychology program and chaired the COE Faculty Policy Council.

Her core values and educational philosophy seem well suited for the student affairs post.

“The most rewarding aspect of my work as a faculty member has been mentoring and serving as an adviser to doctoral and specialist students,” she wrote in her letter of application. “A strong commitment to student advocacy and supporting individual needs has always guided my work with students.”

She has held several leadership positions in the National Association of School Psychologists (NASP), while her research and scholarship activities have focused on the inclusion of students with disabilities, implementation of multi-tiered systems of support, and school psychology preparation.

Waldron has been a professor-in-residence at UF’s P.K. Yonge Developmental Research School for that past 10 years, working collaboratively with school leaders and colleagues in the development of a model site for school psychology services and field-based experiences for graduate students.

Her scholarship and impact on the field has been recognized through her selection as a fellow of the Division of School Psychology of the American Psychological Association (APA).   

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New education technology professor to head UF Online Learning Institute

BEAL, Carole

Carole Beal

GAINESVILLE, Fla.—The University of Florida College of Education has hired a leading authority on technology-based learning as a professor of education technology who will also head UF’s new Online Learning Institute, one of UF’s major preeminence initiatives.

UF Education Dean Glenn Good announced May 21 the appointment of Carole R. Beal as a faculty professor in the college’s School of Teaching and Learning. Beal currently is a professor of science, technology and the arts at the University of Arizona’s School of Information. Her UF appointment begins Aug. 16.

Beal’s research focuses on the development and use of advanced online learning techniques—particularly in math and science—that improve access to education for all learners including minorities and students with disabilities. Good said Beal’s expertise “not only strengthens the college’s education technology program, but also aligns with the mission of UF’s Online Learning Institute.”

“We will aggressively pursue cutting-edge research and future-focused technological approaches to e-learning tailored to each individual student,” Good said.

The interdisciplinary, four-college OLI is charged with finding ways to improve student learning by merging the teaching sciences and what is known about the brain with the technology that delivers education at a distance. Collaborating researchers will come from the colleges of Education, Engineering, Journalism and Communications, and Fine Arts. UF’s Digital Worlds Institute and UF Online, one of the nation’s first totally online undergraduate degree programs, also are involved.

Beal, who becomes the OLI’s founding director, has a doctorate in psychology from Stanford University, but she also has held professorships in psychology and computer science at Arizona and the University of Massachusetts-Amherst and in engineering at the University of Southern California. She also was a psychology professor at Dartmouth College.

She worked on one of the early online tutoring systems in mathematics in the 1990s and has garnered continual research funding for the past 15 years from major funding agencies such as the National Science Foundation, the federal Institute of Education Sciences and the U.S. Defense Department.

One of Beal’s projects, called Animal Watch Vi, involves developing a virtual tutoring system in math with accompanying books of braille to make online learning accessible for students with visual impairments. The three-year project is supported by an IES grant worth $1.4 million.

Andrew McCollough, UF associate provost for teaching and technology, said Beal has forged a place “on the cutting edge of research in the learning sciences and the field of personalized e-learning.”

“It is fortuitous that the College of Education attracted a leading scholar like Dr. Beal who also expressed a desire to work with the Online Learning Institute,” McCollough said. “The institute involves four colleges and they all agreed that Carole Beal was the right match for directing the institute.”

The OLI is a key component of UF’s campaign to establish itself as one of the nation‘s top 10 public research universities. Multidisciplinary research of personalized e-learning techniques has been targeted by UF administrators for investment of “preeminence funds” allocated last year by the Florida Legislature to support UF’s top-10 effort.

“I was drawn to the University of Florida by the opportunity to join a group of scholars who will collaborate on research and funding pursuits on a large scale. My experience in integrating the learning and computer sciences seemed a good complement to the existing expertise of my new colleagues at UF,” Beal said.

Much of Beal’s latest research merges education with neuroscience, which dovetails well with the OLI’s plans to collaborate with the university’s McKnight Brain Institute and other UF health science disciplines. She has been working to improve “intelligent” tutoring technology and exploring how technology can make online learning accessible to students with special needs.

“In my investigations, I have found that students who appear disengaged in the traditional classroom are often among the most active learners in the online learning setting,” Beal said.

“The coming decade will be an incredible opportunity to merge education with neuroscience,” she added. “Academic programs that take advantage of this connection will rise in national and international stature and lead the way in making online learning accessible to all students.”

SOURCE: Carole Beal, crbeal@arizona.edu, 520-576-4553
SOURCE: Andrew McCollough, UF associate provost, amccollough@aa.ufl.edu; 352-392-1202
SOURCE: Glenn Good, dean, UF College of Education, ggood@coe.ufl.edu, 352-273-4135
WRITER: Larry Lansford, communications director, UF College of Education; llansford@coe.ufl.edu; 352-273-4137

 

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Study: Solving behavior problems early boosts preschoolers’ chances for success in learning

Maureen Conroy

Maureen Conroy

GAINESVILLE, Fla. — Studies show that up to a quarter of all children entering prekindergarten classrooms today have behavior problems that can disrupt learning for them and their peers. What’s more, researchers say that many preschool teachers lack the necessary training to effectively quell this growing trend in behavior problems.

“Many preschool teachers are ill-prepared to work with these children, often impacting the child-teacher relationship and the classroom learning environment. This can lead to problems with learning and result in too many children entering kindergarten unprepared to succeed,” said Maureen Conroy, professor of special education and early childhood studies at the University of Florida College of Education and co-director of UF’s Center for Excellence in Early Childhood Studies.

Conroy is the principal investigator on a team of researchers from UF and Virginia Commonwealth University that is working to reverse this trend. In a study reported this month in the spring issue of the Journal of Positive Behavior Interventions, the researchers teamed up to evaluate the promise of a pilot program that they designed to train teachers how to work with preschoolers who display emerging behavior problems. The program is called BEST in CLASS, short for Behavioral, Emotional and Social Training: Competent Learners Achieving School Success.

Conroy’s VCU co-authors on the report are Kevin Sutherland, Abigail Vo, Staci Carr and Paul Ogston. Their work was funded by a $1.5 million grant from the Institute of Education Sciences, part of the U.S. Department of Education.

The published study involved 10 teachers and 19 high-risk children from state-funded prekindergarten classrooms and Head Start programs.

The teachers attended an introductory group workshop on the BEST in CLASS intervention strategies, and then received 14 successive weeks of individually tailored coaching and feedback on implementing effective instructional strategies for strengthening children’s social, emotional and behavioral competence. Early-childhood specialists on the research team led the professional development activities and also developed coaching and teacher-training manuals for the participants.

Conroy said their BEST in CLASS model emphasizes both individual and classwide interventions to improve interactions between the teacher and children and enhances the overall classroom atmosphere for learning.

“Teachers use classroom rules and routines with children and praise specific positive behavior. For example, some young children need to learn classroom expectations such as sitting and waiting their turn during a sharing circle or game,” she said. “The BEST in CLASS intervention helps teachers learn to use specific strategies in a more targeted way with select children. These strategies aren’t necessarily new to teachers, but we show them how to use the strategies in a more precise and intense way for given children and classroom situations.”

BEST in CLASS also has a home-school component where teachers send home a daily “behavior report card” to parents, stating in a positive manner the social, emotional and behavioral skills their child is learning that day and suggestions for parents to use at home.

“As children learn early how to positively engage with adults in their environment, they become more prepared to succeed as they enter kindergarten,” Conroy said.

The promise of their pilot study has led to a follow-up, large-scale investigation of the Best in Class intervention by the UF-VCU research team, supported by $4 million over four years from the Institute of Education Sciences. The follow-up project involves 120 prekindergarten teachers in both Florida and Virginia.

CONTACTS
    SOURCE: Maureen Conroy, UF College of Education; mconroy@coe.ufl.edu, 352-273-4382
    WRITER: Larry Lansford, director, news and communications, UF College of Education; llansford@coe.ufl.edu; 352-273-4137

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Florida among 5 states partnering with new UF center to transform teaching of students with disabilities

GAINESVILLE, Fla. — School districts and special education interests in five states—Florida, California, Connecticut, Illinois and South Dakota—are partnering with a new, federally funded center at the University of Florida on an ambitious effort to transform their preparation of effective teachers and leaders serving students with disabilities.

The CEEDAR Center at UF’s College of Education is funded by the U.S. Department of Education’s Office of Special Education Programs. “CEEDAR” stands for Collaboration for Effective Educator Development, Accountability and Reform. The center is receiving $5 million annually over the next three years, with a possible extension for two additional years, to help states strengthen their standards and methods for preparing, licensing and evaluating their teachers and school leaders.

CEEDAR leaders_0046

CEEDAR Center leaders, from left: Co-director Erica McCray, director Mary Brownell, co-director Paul Sindelar, and project manager Meg Kamman.

“This collaborative effort will allow the special education field to take a giant step in improving the education of students with disabilities,” said CEEDAR Center Director Mary Brownell, a UF professor of special education. “Our partnering states recognize this need and want to ensure that their general and special educators have the necessary skills and support to improve the achievement of students with special needs.”

The five states launching the effort are receiving what the CEEDAR team refers to as “intensive technical assistance.” Center faculty are organizing research-proven professional development and networking programs for teachers and school leaders, offering instructional support and online teaching resources, and helping the states align their teacher preparation and evaluation systems with the highest professional standards. Each year through 2017, five additional states will be selected to receive this highest level of support and instruction, eventually benefitting tens of thousands of children in 20 states.

The CEEDAR Center has created a website (http://www.ceedar.org) offering resources for any educators or groups interested in revising state licensure and certification standards, reforming teacher and leader preparation, and evaluating educator preparation programs using student data. 

The CEEDAR Center’s national partners include the American Institutes for Research, Council of Chief State School Officers, University of Kansas, American Association of Colleges for Teacher Education, Council for Exceptional Children, Council for the Accreditation for Educator Preparation, National Association of State Directors of Special Education, and TASH.

“Providing students with disabilities with effective, research-based instruction is the best way to ensure they achieve college and career readiness—a goal we have for all students. We are looking forward to being able to contribute to this agenda with our intensive and targeted technical-assistance partners,” Brownell said.

SOURCE: Mary Brownell, UF professor of special education & CEEDAR Center director; mbrownell@coe.ufl.edu; 352-273-4261
WRITER: Larry Lansford, communications director, UF College of Education; llansford@coe.ufl.edu; 352-273-4137

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UF education researchers out in force at massive AERA meeting

(Click here for PDF listing of UFCOE presentations)

AERA 2014 banner

For years, the massive annual meeting of the American Educational Research Association has been a hotbed of the latest research and new ideas about teaching-and-learning practices and policies. This year, nearly 70 UF College of Education faculty and advanced-degree students were among the 14,000 international scholars who  converged on Philadelphia April 3-7 for the 2014 annual meeting of the American Educational Research Association to examine critical issues of education research and public policy.

More UF education faculty and students, from multiple disciplines, attend AERA’s massive annual meeting than any other professional gathering. The UF contingent included 31 faculty members and 37 graduate and postdoctoral students in education.

This year’s conference theme was “The Power of Education Research for Innovation in Practice and Policy.” UF presentations included pertinent topics such as:

— Ambitious teaching within standards-based settings: Lost in the translation?

— The influence of family-school involvement on children’s social, emotional and academic development

— Preservice teachers’ personality traits and creative behaviors as predictors of their support for children’s creativity

— Social networks’ influence on first-generation Latino students’ college selection and enrollment

— The role of practitioner research in preparing the next generation of teacher educators

— Black doctoral student perspective on their persistence in a research-intensive education college

— Success in teacher learning through an online coaching course

— School improvement for early childhood teachers

The busiest COE faculty attendees were Walter Leite (research and evaluation methodology) with six presentations, and Anne Huggins (REM) and Nancy Dana (teacher education) with four each. Five other faculty members and three graduate students were involved in three presentations each.

CONTACT:
Writer: Larry Lansford, director, news & communications, UF College of Education | 352-273-4137 | llansford@coe.ufl.edu 

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International group honors Special Ed researcher for 2nd straight year

Mary Brownell

Mary Brownell

GAINESVILLE, Fla.—For the second consecutive year, University of Florida special education professor Mary Brownell has been chosen to receive a top honor from the Council for Exceptional Children, the world’s largest advocacy organization for students with special needs.

Brownell will receive the Kauffman-Hallahan Distinguished Researcher Award, to be presented by the CEC’s Division for Research at the council’s annual conference April 11 in Philadelphia. The award, which includes a $1,000 stipend, recognizes special education researchers whose work yields more effective services or education for exceptional individuals.

Brownell is recognized internationally as a leading scholar and policy expert in special education and teacher preparation. While the CEC honors her this year for her research, the council’s Teacher Education Division last year gave her its Pearson Excellence in Teacher Education Award. The CEC is the largest international professional organization for special educators, with more than 30,000 members.

“Mary is the premier scholar of teacher quality issues in special education,” wrote top special education researchers Donald Deshler of the University of Kansas and David Houchins of Georgia State University in jointly nominating Brownell for the CEC honor. “Her work has had enormous impact on the way teacher educators think about educating special education teachers and state policy and practice in educating teachers for students with disabilities.”

Brownell’s research has focused on improving the quality of teachers serving students with disabilities, including the advancement of literacy instruction among special education teachers, and studies on the induction and mentoring of beginning special educators.

She is the UF College of Education’s top-funded researcher. After more than two decades at UF, her scholarly productivity and international reputation have helped the University of Florida consistently rank among the top 10 special education programs in the nation. 

“Developing a serious research agenda focused on teacher quality issues and engaging other scholars and doctoral students in that agenda is of great important to me,” Brownell said.

In 2013, Brownell, with UF co-researchers Paul Sindelar and Erica McCray, received a federal award worth $25 million—the college’s largest grant ever—to create and lead a national  CEEDAR Center (Collaboration for Effective Educator Development, Accountability and Reform) at UF. The researchers are working with multiple states in restructuring and improving their teacher preparation programs and policies in special education.

Funded with $800,000 by the federal Office of Special Education Programs, Brownell and colleagues also are addressing the scarcity of research on teacher quality issues in special education. Their grant has supported four doctoral students over four years in their pursuit of new innovations for preparing special educators.

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CONTACTS 

   SOURCE: Mary Brownell, professor of special education, UF College of Education, mbrownelle@coe.ufl.edu, 352-273-4261

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

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Lastinger Center wins Gates Foundation grant to build Algebra Nation teacher-development network

GAINESVILLE, Fla.—The University of Florida Lastinger Center for Learning has received a $250,000 Bill and Melinda Gates Foundation grant to build a teacher-development network as part of its highly successful e-learning resource, Algebra Nation.

A virtual home for teachers, the Algebra Nation Teacher-Development Network will allow them to collaboratively enhance their grasp and use of the latest state standards, as well as their leadership skills.

“We’re thrilled to create an interactive, robust area in Algebra Nation dedicated to teachers,” said Don Pemberton, who directs the UF Lastinger Center.

Built by the UF Lastinger Center in partnership with Gainesville-based education technology firm Study Edge, Algebra Nation is a free, 24/7 online resource aligned with the latest state standards that prepares Florida middle- and high-school students for the high-stakes End-of-Course exam. Launched last year, the program has exceeded all expectations. About 250,000 students and nearly 4,000 teachers in all 67 Florida school districts are active in this e-learning system. The Florida Legislature has invested $2 million in the program.

With the Gates Foundation’s support, the UF Lastinger Center is expanding and enhancing its Algebra Nation professional development.

The Algebra Nation Teacher-Development Network will use an interactive wall where teachers can share their best practices. Teachers will also have access to a wealth of materials and information to help them stay on top of the curriculum change.

“We want teachers to share their own strategies,” said Joy Schackow, UF STEM professor-in-residence in Pinellas County and Algebra Nation’s math expert. “But we will also be providing resources for them.”

The Algebra Nation teacher-development network will feature:

  • Videos of classroom instruction that illustrate mathematical practices.
  • Sophisticated, searchable discussion forums.
  • Lesson plans and classroom materials.
  • Guides to help spur discussions and monitor to the site for the accuracy.

Founded in 1994, the Bill and Melinda Gates Foundation is the largest private foundation in the world. 

Part of the UF College of Education, the Lastinger Center is an educational innovation incubator. It harnesses the university’s intellectual resources to design, build, field-test and scale models that advance teaching, learning and healthy child development. The center continuously evaluates and refines its work, widely disseminates its findings and roots its initiatives in a growing network of partner sites around the state and country.

 

Contact: Boaz Dvir  |  352-273-0289  |  bdvir@coe.ufl.edu

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College jumps 9 spots in national rankings; rates highest in state

The University of Florida College of Education improved nine spots to No. 21 among public education colleges in the 2015 U.S. News and World Report rankings of America’s Best Graduate Schools. The UF college was rated 30th overall, 10 spots higher than last year.Ranking_Badges_White_COE_Number

U.S. News also rated two College of Education academic programs—special education and counselor education—among the nation’s top five in their respective specialty areas. Both ranked fifth in their disciplines, with special education moving up one spot from No. 6 last year, and counselor education improving three positions from No. 8.

Two other UF education specialties gained top 20 ratings: in elementary teacher education (up two spots to 16th), and curriculum and instruction (holding steady at 18th).

“Seeing this rise in the rankings is a testament to the intellectual leadership of our faculty, the enthusiasm of our students, and our ambitious research agenda that addresses the most critical needs in education and our global society,” said UF education Dean Glenn Good. “The real payoff is our impact within the broader community as evidenced by the high quality of our graduates, the engagement of our school and district partners, and the accomplishments of our alumni.”

The University of Florida remains Florida’s highest ranked education school. Florida State runs second with a national rank of 39th, followed by the University of Miami at No. 51. UF’s college also is the highest ranked public education school in the Southeastern Conference.

The UF College of Education showed significant improvements in several of the quality measures assessed in the rankings, including the two measures for faculty research activity (averaged over the past two fiscal years)—total research expenditures ($21.9 million, more than $4 million than the previous two-year average) and research expenditures per faculty member ($336,500, a 34 percent increase)

“Our faculty have increased external research funding every year over the past six years, reaching our highest level ever in 2013,” Good said.

According to the U.S. News rankings, the College of Education also improved its scores in doctoral student selectivity with an applicant acceptance rate of 34 percent, and in the ratio of full-time doctoral students to full-time faculty members (4.3 to 1).

Assessment by peers (deans and deans of graduate studies at U.S. education colleges) stood pat with a rating of 3.6 on a scale of 5.  Mean GRE scores of doctoral students entering in fall 2013 varied slightly from 2012, with verbal scores dropping two points to 153 and quantitative scores averaging seven points higher at 154.

The college’s overall score of 61—with the top-ranked college scoring 100—was a two-point improvement over last year.

The complete U.S. News Best Graduate Schools rankings data are available online at: http://www.usnews.com/education

CONTACTS
   SOURCE: Tom Dana, assistant dean of academic affairs, UF College of Education, tdana@coe.ufl.edu, 352-273-4134
   WRITER: Larry Lansford, director, news and communications, UF College of Education; llansford@coe.ufl.edu; 352-273-4137

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Broadway pros work behind the scenes for P.K. Yonge’s production of ‘Anything Goes’

Michael Cundari (above) leads rehearsals for the upcoming Anything Goes performance at P.K. Yonge Developmental Research School

Administrators at P.K. Yonge Developmental Research School may not have known it, but they got more than one person when they hired Michael Cundari to take over the school’s performing arts program last year.

Cundari, a Nutley, N.J., native whose list of performances as a high school music director could double as an international travel brochure, has tapped into a network of friends and colleagues on and off Broadway to provide enhanced instruction and set design for his first production at the Gainesville school.

Eight performances of Cole Porter’s Anything Goes have been scheduled for the P.K. Yonge Performing Arts Center, beginning at 7 p.m. on Friday, March 14. Complete schedule and ticket information can be found online at http://pkyonge.ufl.edu/modules/cms/pages.phtml?pageid=170295&SID.

Anything Goes is a fast-paced musical that combines the classic show tunes “Anything Goes” and “I Get a Kick Out of You” with tap dancing, cheesy jokes, a love triangle and a bit of blackmail.

The action takes place aboard the SS American, an ocean liner en route from New York to England. Onboard is nightclub singer and evangelist Reno Sweeney and her stowaway friend, Billy Crocker, who is in pursuit of Hope Harcourt, the love of his life who happens to be engaged to the wealthy Lord Evelyn Oakleigh.

Adding to the mix are Moonface Martin, aka Public Enemy No. 13, and Erma, his sidekick-in-crime. Using disguises, tap-dancing sailors and trickery, Reno and Martin scheme to help Billy in his quest to win Hope’s heart.

Cundari knew he had his work cut out when he chose the two-act play as his debut production.

“It’s definitely a challenge because of the constant movement, the delicate timing and the intricate dance numbers,” he said. “But I’m most concerned with the educational process of discovering a musical and all of the educational and life-serving attributes involved.

“It’s not just to put on a show,” Cundari added. “It’s to teach technique, time management and interpersonal skills – and to embrace culture and just teach students how to be better people.”

So far it’s mission accomplished, based on reports offered by Cundari’s colleagues, all of whom traveled from New York to help prepare the 50-member cast.

“Most of the kids had never worn tap shoes, but they caught on quickly,” said Elliott Bradley, a dance instructor who Cundari met through a mutual friend.

Bradley, who spent four seasons performing with the Rockettes at Radio City Music Hall during the famed dance troupe’s annual Christmas special, says he has been impressed with virtually every cast member’s ability to catch on quickly.

“They learned all the basics in three days when I was down here in September,” Bradley said. “And they retained what they learned when I came back in January.

“I can tell you this,” he added with a wry smile. “There are no shy kids onstage. They’re all doing really, really well.”

Justin Gomlak, who Cundari also met through a mutual friend, has been equally impressed.

“It’s a pleasure working with students who are so open to guidance,” said Gomlak, a Broadway actor and drama teacher at The Dalton School in New York City. “They absorb every bit of the guidance I offer.”

Cundari says he also is grateful to the dozen volunteers who showed up to build an elaborate stage setting under the direction of James Gardner, a professional set designer who also came down from New York. Gardner is the father of two of Cundari’s former students.

Cundari served as director of secondary choral activities, director of the Academy of Fine and Performing Arts and music coordinator for the Nutley public school system before coming to P.K. Yonge. His ensembles participated in three command performances for New Jersey governors, and received numerous invitations, including a Palm Sunday performance at the National Basilica in Washington D.C., and a concert aboard the U.S.S. Missouri in Pearl Harbor, Hi.

Cundari also conducted high school choral group performances at Carnegie Hall and at prestigious venues throughout England, Italy and Austria. 

“After 15 years of heading so many successful programs in New Jersey, I just needed a change,” he said of his decision to relocate. “I’m looking forward to using what I’ve learned and experienced to create some fine performances and wonderful memories here in Gainesville.”

Anything Goes38   Anything Goes74  Anything Goes81                               Anything Goes101

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Young Alum honoree named to state education post

Brian Dassler (MEd ‘02, English Education)

Brian Dassler (MEd ‘02, English Education)

UF College of Education alumnus Brian Dassler (MEd ‘02, English Education) has been named the Florida Department of Education’s deputy chancellor of education quality for the Division of K 12 Public Schools.

Dassler received the college’s Young Alumni Award two years ago and also is pursuing an Ed.D. degree in educational leadership at UF He is considered by many to be an emerging thought leader in his field. He has co-authored several opinion columns on important education issues for the Tampa Tribune and St. Petersburg Times.

Dassler said he hopes his new position will enable him to make an impact on the quality of public education in Florida.

“Florida’s children deserve a skillful teacher in every subject, every year,” he said. “And we owe Florida teachers the preparation time and support necessary to deliver the quality of teaching that students deserve.”

He said his education at UF has helped him to prepare for his new challenge.

“I’m excited to advance an important agenda on behalf of students and educators,” Dassler said. “The ability to ask tough questions of myself and my colleagues — and to follow the answers wherever they may lead — is the critical thinking encouraged at UF.”

Linda Eldridge, Dassler’s doctoral faculty adviser who heads UF’s educational leadership program, said she isn’t surprised by his success.

“Brian has been a leader in every role he has undertaken,” Eldridge said. “He is one of the most outstanding doctoral students I’ve ever worked with in his field. His leadership ability will be an asset in his new role with (the Department of Education).

Dassler previously served as the chief academic officer at the New Orleans Center for Creative Arts, and as principal at KIPP Renaissance High School, also in New Orleans. He was named Broward County Teacher of the Year in 2007 while at Stranahan High School in South Florida, and was recognized as the 2001 Florida College Student of the Year by Florida Leader magazine.  

Dassler also has demonstrated his dedication to public education by serving on the FLDOE’s FCAT bias review and writing and design committees. During his UF education master’s studies, he was recognized as the 2001 Florida College Student of the Year by Florida Leader magazine.

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

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Professor’s book – ‘Fairy Tales with a Black Consciousness’ – favors multicultural touch

Once upon a time, a young black girl with long, curled hair lived at the top of an isolated tower with an enchantress. 

Her name was Sugar Cane. 

LOWERY, Ruth

This Caribbean re-telling of the classic “Rapunzel” fairy tale is just one story featured in “Fairy Tales with a Black Consciousness,” a new book of essays edited by University of Florida professor Ruth McKoy Lowery and her colleagues Vivian Yenika-Agbaw and Laretta Henderson. 

Lowery is an associate professor of children’s literacy at UF’s College of Education. Her studies specialize in how immigrants, especially those from the Caribbean and West Indies, are represented in children’s literature. 

Lowery, Yenika-Agbaw and Henderson are all university professors and members of the National Council of Teachers of English and the U.S. Board on Books for Young People. Yenkia-Abgaw teaches at Pennsylvania State University and Henderson at the University of Wisconsin-Milwaukee. 

“We each teach multicultural literature courses, and we always found it difficult to find stories from a black perspective that we could share with our students,” Lowery said. “We discovered that there was a need for more research about how cultures within the African diaspora were reflected in children’s literature.” 

Lowery BOOK cover

The essays in “Fairy Tales with a Black Consciousness” analyze familiar children’s stories from the African and African diaspora perspectives. The African diaspora refers to the communities around the world that descend from the historic movement of people from Africa. The book also introduces unique folktales and traditions rooted in the black cultures of Africa, the Caribbean, the West Indies, Latin America, and the United States. For example, the book covers the stories of Snow White and Little Red Riding Hood in Africa, a female West Indian version of Rumpelstiltskin, and the Pied Piper of the Harlem Renaissance.    

Lowery said she hopes children’s literature students, teachers in the K-20 field (kindergarten through graduate school), and librarians use the new book to find ways to share these diverse stories with children. 

“We hear of fairy tales so many times yet we don’t realize that these stories go way back and that there are versions of these stories across every culture,” Lowery said. “You’ll hear about the Disney version of stories, but you don’t hear of others. One of our goals is exposing children and others to these multicultural stories that aren’t readily available in the mainstream culture.” 

Prices for “Fairy Tales with a Black Consciousness” start at $38. The book can be purchased at the publisher’s website, mcfarlandpub.com, Amazon.com and other online bookstores.

CONTACTS
SOURCE: Ruth Lowery, associate professor, UF College of Education; rlowery@coe.ufl.edu; 352-273-9193
WRITER: Alexa Lopez, news and communications, UF College of Education
MEDIA RELATIONS: Larry Lansford, director, news and communications, UF College of Education, llansford@coe.ufl.edu; 352-273-4137

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Act of kindness from UF president’s wife—a half-century ago—spurs couple’s scholarship gift

It was a simple act of kindness by the University of Florida president’s wife in 1956 that helped persuade Jess and Sharon Elliott of Amelia Island to “pay it back” more than a half-century later with a donation creating a student scholarship at UF’s College of Education.
 
Jess was a freshman living in the Talbot Hall dormitory when Frances Huston Millikan Reitz, the wife of then-President J. Wayne Reitz, visited while he was sick in bed in the UF student infirmary.
 
“Mrs. Reitz sent my mother a note letting her know I was all right and not to worry,” Jess Elliott said. “That really pleased my parents, and Sharon and I both appreciate the interest that the University of Florida showed in us and the opportunities the university provided for us.”
 
The couple has expressed their gratitude with a $30,000 gift, creating an scholarship in their name to help undergraduate or graduate students cover the cost of working toward their education degrees.
 
Jess Elliott, born and raised in Pahokee, Fla., received three degrees from the College of Education—a B.A.E. degree in 1962, his M.Ed. a year later (concentrating in modern European history), and a doctorate (Ed.D.) in 1970 specializing in educational psychology with a research focus.  He says he was the first graduate of the research program in that specialty.
 
Elliott singles out two College of Education professors—Wilson Guertin and Douglas Scates—“who were instrumental in building my coherent approach to evaluating school effectiveness.”
 
Sharon Elliott was born in Tampa, spent two years living in UF’s Flavet (Florida Veterans) Villages while her father pursued his second UF degree), and spent the rest of her childhood in Thomasville, Ga. She attended UF for two years and later received her bachelor’s degree in from Agnes Scott College. She managed a travel agency in Atlanta for many years before she retired.
 
The Elliotts have one grandson son, Micah Mathis, who is a senior in electrical engineering at UF. Jess and Sharon both have many relatives who also graduated from UF.
 
The Elliotts moved to Amelia Island in 2013 after spending most of their adult years in Atlanta, where Jess worked as an administrator  for the Georgia Department of Education, using his statistics expertise to help evaluate the state’s student-testing and school and teacher accountability programs. He retired in 1995 and worked as an education research consultant until closing the books on his business last fall.
 
“Jess and Sharon Elliott may describe their gift as payback to the University of Florida, but they are really paying it forward by helping future students of our college realize their dreams of becoming educators,” said UF education dean Glenn Good. “New scholarship donations like the Elliotts’ are gifts that keeps on giving, year after year.”

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

 

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Diverse practitioners headline Education Career Night Feb. 20

Four College of Education alumni – three of whom earned their doctorates at UF — will offer career advice that extends well beyond teaching during the college’s annual Education Career Night scheduled for Thursday, Feb. 20 in Norman Hall.

 The event is set for 5 p.m. to 6:30 p.m. in room 250 at Norman Hall and is open to all.

Clockwise, from top left: Drexler, Hite, Mullin and Kicklighter

Clockwise, from top left: Drexler, Hite, Mullin and Kicklighter

This year’s four-member panel will share wisdom they each have gathered along four distinctly different career paths. Panel members include Wendy Drexler, chief innovation officer for the International Society for Technology in Education; Carl Hite, who recently retired as president of Cleveland State Community College; Melissa Kicklighter, vice president of the Florida PTA; and Christopher Mullin, assistant vice chancellor for policy and research for the Board of Governors of the State University System of Florida. 

Drexler, who received her doctorate in curriculum and instruction in 2010, is a former director of online development at Brown University who led the design and production of Brown’s first online courses. She has been a champion for effective integration of technology in K-12, higher education and corporate settings. 

Drexler also managed the research portion of the Enhancing Education Through Technology (EETT) federal Title II grant across 23 Florida school districts, as well as eLearning design teams at IBM and AT&T. She has taught at the elementary, middle and high school levels, as well as undergraduate and graduate students at the collegiate level.

Hite received his Ph.D. in educational leadership in 1975, and served as the campus vice president and provost of Hillsborough Community College’s Tampa and Brandon campuses. He served as chairman of the National Alliance of Community and Technical Colleges, and currently serves as vice chair on the executive council of the Southern Association of Colleges and Schools Commission on Colleges. He recently was awarded UF’s Institute of Higher Education Outstanding Graduate award in recognition for his accomplishments in his profession, college and community.
 
Kicklighter earned an E.D.S. in Student Personnel in Higher Education in 1996, and is the Florida PTA vice president for regions and councils, as well as a wellness manager for Duval County (Fla.) Public Schools. She also is a civic/parent leader and advocate who serves on various committees and task forces related to child welfare, family engagement, and community advocacy. Kicklighter has worked in a variety of K-20, corporate and community education, training and advising roles and has been honored at the White House as a “Champion of Change.”

Mullin joined the Florida SUS Board of Governors staff last August as the program director for policy analysis at the American Association of Community Colleges in Washington, D.C. As a UF doctoral student, he helped launch and edit the Florida Journal of Educational Administration and Policy, published by the College of Education’s higher education administration unit. He received his bachelor’s in art education and a Ph.D. in higher education administration from UF, along with a master’s in education from Columbia University.

For more information, click here: https://education.ufl.edu/alumni/career-night/. 

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