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College honors 5 newly retired faculty: Algina, Clark, Echevarria-Doan, Sherrard and Spillman

2013 Retired Fac Group

College of Education Dean Glenn Good (second from right) celebrates with retired faculty (from left to right) Drs. James Algina, Peter Sherrard, Mary Ann Clark and Silvia Echevarria-Doan at the college’s Retired Faculty Luncheon on Oct. 16.

 

The College of Education on Oct. 16 honored five newly retired professors who have made significant contributions to their students, their professions and research fields, and the EduGator community. 

Dean Glenn Good hosted a reception at his home for all retired faculty in the area to recognize the newest members of their ranks. They are Drs. James Algina (research and evaluation methodology); Mary Ann Clark, Peter Sherrard and Silvia Echevarria-Doan (all in counselor education), and Carolyn Spillman (Teacher Leadership and School Improvement). 

View photos of the event by clicking here.

The following mini-profiles represent just a small sampling of their many career achievements and the impact they each have had on the college, their students and in their professions. 

 

ALGINA, James 041Dr. James Algina
Professor of research and evaluation methodology 

James Algina has been on the College of Education faculty for 35 years, chairing the foundations of education department from 1983 to 1995. He was named a University of Florida Research Foundation Professor in 2001 and is a fellow of the American Educational Research Association and of the American Psychological Association. He has authored more than 130 refereed articles, two books, eight book chapters, and six encyclopedia articles. Algina has been the editor of the Journal of Educational Measurement and associate editor of the American Educational Research Journal. He received his bachelor’s degree in psychology from University of Rhode Island and a Doctor of Education degree from the University of Massachusetts in psychometrics and statistics. 

Algina says one of the most rewarding parts of his career was the time spent working with doctoral students and faculty. He has served as the supervisory chair for 20 doctoral students and co-chair for five. He was also a supervisory committee member for almost 200 doctoral students in 22 doctoral programs and for 44 graduated master’s thesis students. His dedication earned him a UF Doctoral Mentoring Award in 2009. 

CLARK, Mary Ann (11-08)Dr. Mary Ann Clark
Professor emeritus in counselor education, school counseling program coordinator 

Mary Ann Clark has been teaching in counselor education at UF since 2000, serving as the school counseling program coordinator for five years. She has chosen phased retirement and will continue as a part-time instructor in counselor education. Her research has focused on male underachievement in public education, counselors as educational leaders, factors in the success of poor and minority students, international collaboration, and school-university partnerships. The College named Clark the 2006-2009 B.O. Smith Research Professor, and the 2008 Graduate Faculty Teacher of the Year. She has participated in more than 100 presentations and publications since 1997, and she has been involved in a number of professional organizations and committees. 

Clark worked for 13 years as a school counselor and administrator with the U.S. Department of Defense Dependent Schools on military bases in England. She received her bachelor’s in psychology from Wake Forest University and her master’s in guidance and counseling from the University of North Carolina. She graduated from the UF’s College of Education with her specialist and doctoral degrees in counselor education. 

Echevarria-Doan, SilviaDr. Silvia Echevarria-Doan
Associate professor of counselor education 

Silvia Echevarria-Doan has been a member of the counselor education faculty for 20 years. She has decided to go on phased retirement to continue as part-time faculty. She headed that program area in 2011-12 and has coordinated the marriage and family counseling track for the past seven years. She has also served as clinical coordinator of the Advanced Family Couple and Family Clinic since 1994. She has presented worldwide at professional conferences and has received numerous awards for her scholarly work in areas such as family resilience and strength in family therapy, multicultural issues in family therapy, qualitative research methodology, and relationship violence. 

Echevarria-Doan is an affiliate faculty member for UF’s Center for Women’s Studies and Gender Research. She is president of the North Central Florida Association for Marriage and Family Therapy and is a clinical fellow and an approved supervisor in the American Association for Marriage and Family Therapy. She is dually licensed as a marriage and family therapist and clinical social worker in Florida. She has a bachelor’s in psychology, a master’s in social work, and earned her Ph.D. in marriage and family therapy at Purdue University. 

imgresDr. Peter A.D. Sherrard
Associate professor emeritus of counselor education 

Peter Sherrard has been with the College of Education since 1986, when he began teaching in the marriage and family therapy and mental health counseling programs. Previously, he worked as a counseling psychologist for several university counseling centers, including six years as director at Kansas State University, one year at the University of Missouri-Columbia, and five years as training director for the psychology internship program at Southern Illinois University-Carbondale. At those schools, he also served as an adjunct assistant professor in their respective counselor education graduate programs. Sherrard has more than 40 years’ experience as a marital and family therapist in both agency and independent community practice. 

Sherrard has been involved in dozens of publications, presentations, workshops and professional societies. He has served on the Florida 491 board that administers two of the licenses that UF counselor education students can qualify for, and is a former president of the American Association of State Counseling Boards. He earned his Doctor in Education degree from the University of Massachusetts-Amherst and completed his marriage and family training at the Menninger Clinic in Topeka, Kan. 

Carolyn SpillmanDr. Carolyn Spillman
Clinical assistant professor, professor-in-residence in Collier County for TLSI program

Carolyn Spillman was a professor-in-residence in Collier County for the college’s Teacher Leadership for School Improvement program for three years, recruiting, teaching and mentoring teachers from high-needs schools across the county. She has spent almost 50 years as an instructor in elementary, secondary and post-secondary classrooms. She taught childhood education at the University of South Florida for 20 years, an also taught at Florida Gulf Coast University, which last year honored her with professor emeritus status. 

Spillman has published a number of journal articles and conference papers with her colleagues. She was a member of several professional organizations and is a former president of the Florida Association for Childhood Education International. 

She received her bachelor’s degree from High Point College and graduated from the University of North Carolina with a master’s in elementary education and a doctorate in child development and family relations. She also completed post-doctoral coursework at the University of South Florida at Fort Myers and at Tampa, as well as East Carolina University.


CONTACT:
WRITER: Alexa Lopez, news and communications office, UF College of Education; aklopez@coe.ufl.edu 

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COE-P.K. Yonge researchers head $5 million effort to transform middle-school science education

GAINESVILLE, Fla. — University of Florida education researchers will lead a $5 million effort, funded by the National Science Foundation, to transform how science is taught in Florida’s middle schools, with high-need schools in 20 mostly rural school districts serving as the testing grounds.

The researchers are chasing an ambitious goal — to close the gap in science learning between U.S. students and their peers in higher performing nations. Scores from a 2010 Program for International Student Assessment report showed the U.S. ranked 17th out of 34 industrialized countries in science scores among 15-year-old students.

Lynda Hayes

“We want to shift middle school science teaching to a goals-driven approach with learning experiences that excite and engage all students. This will increase their chances of success as students transition from middle school to more advanced high school science courses,” said Lynda Hayes, an affiliate faculty member at UF’s College of Education and director of P.K. Yonge Developmental Research School, the college’s K-12 laboratory school.

“To catch up with our peers in other nations, we need to increase the size and diversity of our pipelines in science and math after high school graduation,” added Hayes. “We must ensure that disadvantaged students in small, rural and high-poverty schools are afforded equal opportunity to succeed in a cutting-edge science curriculum before they reach high school.”

Hayes is principal investigator of the five-year NSF project. Her UF co-investigators are science education professor Rose Pringle and Mary Jo Koroly, professor and director of biochemistry and molecular biology. Suzette Pelton, STEM coordinator of the Levy County School District, a project core partner, is also a co-principal investigator. STEM is an acronym for science, technology, engineering and mathematics.

Recruiting and retaining more highly qualified middle and high school science teachers is a critical workforce need. The NSF project’s reform strategy calls for boosting student achievement by improving science content knowledge and professional development among practicing middle-school teachers.

The researchers are banking on an award-winning, on-the-job graduate degree program developed at UF called Teacher Leadership and School Improvement, with a focus on science education, to train “Science Teacher Leaders” in new, research-proven practices in science instruction. The TLSI program won the Association of Teacher Education’s coveted 2011 Distinguished Program in Teacher Education Award.

TLSI blends 36 credit-hours of online and face-to-face instruction by UF professors. The program is free for participating teachers with the NSF grant covering their tuition, valued at $21,000 each. Another novel aspect of the coursework is its “inquiry-based” approach, in which the teacher-students collaboratively assess their own teaching practices and share new knowledge with each other.

UF’s College of Education will enroll one teacher from each partnering school district in the degree program, which upon graduation will qualify them as district Science Teacher Leaders.

“In exchange for free tuition, the Science Teacher Leaders must remain at their high-needs schools for five years, including their two-year coursework,” Hayes said. “This will help our most challenging middle schools support and retain some of their best science teachers.”

Rose Pringle...co-PI

Armed with new science knowledge and a research-proven curriculum, the highly-trained Science Teacher Leaders will form and lead “professional learning communities” of their peers—each leader training 10 teachers at their own schools and neighboring middle schools to continuously study science teaching practices and student learning. Their students, in sixth through eighth grade, will be taught the same inquiry-based science practices and critical-thinking methods that the teacher leaders learned in their own coursework.

“Our Science Teacher Leadership Institute will allow 40 middle school science teachers in 20 school districts to earn their master’s degree in science education in two years and coach 400 middle school science teachers in their home districts,” said co-investigator Pringle, the UF science education professor. “The Science Teacher Leaders will work as change agents to lead district-wide transformation in middle school science teaching and learning. Nearly 60,000 middle school students will be impacted, primarily in high-poverty rural and urban areas.”

Participating school districts will come from the Northeast Florida Educational Consortium — a support organization for 15 districts spanning from the Gulf coast to the Atlantic coast in north and central Florida. Five other counties also have committed: Columbia, Dixie, Hamilton, Union and Suwannee.

P.K. Yonge science teacher Mayra Cordero, pictured, will host a demonstration class for Science Teacher Leader trainees.

Under Hayes’ guidance, UF’s P.K. Yonge laboratory school began testing the experimental curriculum last year and is working with Joseph Krajcik, a leading authority on science curriculum development from Michigan State University, to align the curriculum with Florida’s rigorous new science standards. P.K. Yonge’s middle school science program will host demonstration classrooms to help train the Science Teacher Leaders.

Researchers will compare the impact of the new teaching approaches with conventional practices and disseminate their findings nationwide to drive science education reform in middle schools around the state and nation.

Other UF units contributing to course design, training, implementation and project evaluation include the College of Liberal Arts and Sciences, the Center for Precollegiate Education and Training, the Division of Continuing Education and the CAPES (Collaborative Assessment and Program Evaluation Services) program, headed by professor David Miller in the College of Education.


CONTACTS

SOURCE: Lynda Hayes, university school professor at UF’s College of Education and director of P.K. Yonge Developmental Research School (UF’s K-12 laboratory school), lhayes@pky.ufl.edu; 352-392-1554, ext. 223

SOURCE: Rose Pringle, associate professor, science education, UF’s College of Education; rpringle@coe.ufl.edu; 352-273-4190

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