Education Commons^™

Lessons From The Interpretation/ Misinterpretation Of John Ogbu’S Scholarship, Edmund T. Hamann

Department of Teaching, Learning, and Teacher Education: Faculty Publications

In November 2003, the Council on Anthropology and Education honored John Ogbu with the George and Louise Spindler Award, for exemplary and long-term contributions to educational anthropology. But in March 2003, a noted economist condemned Ogbu’s work as serving an “oppressive function.” In this paper, such contradictory instances are cited as the author recounts his encounters with Ogbu’s scholarship. Disparate assessments of Ogbu’s ideas and legacy raise important questions. What responsibility do educational anthropologists have for how their research is understood? Which aspects of Ogbu’s legacy should we hold onto as his work is interpreted in politicized and polarized ways?

Peer Review Of Teaching Project: Tiaa-Cref Hesburgh Award Application, Paul Savory, Amy M. Goodburn, Amy Nelson Burnett

Industrial and Management Systems Engineering: Reports

The TIAA-CREF Hesburgh Award recognizes exceptional faculty development programs designed to enhance undergraduate teaching and learning. This award is given each year to a program judged to have best met the three award criteria: significance of the program to higher education; appropriate program rationale; and successful results and impact on undergraduate teaching and student learning. in 2005, the Peer Review of Teaching Project at the University of Nebraska-Lincoln was awarded a TIAA-CREF Theodore M. Hesburgh Award Certificate of Excellence in recognition of it being an exceptional faculty development program designed to enhance undergraduate student achievement.

Nefdc Exchange, Volume 15, Number 2, Fall 2004, New England Faculty Development Consortium

NEFDC Exchange

Contents

Message from the President: The College is My Classroom - Thomas Edwards, Thomas College

Review of Robert Boice: Advice for New Faculty Members—Nihil nimus - Eric Kristensen, University of Ottawa

From the editors, Sue Barrett, Boston College, and Susan Pasquale, UMass Medical School

From Nepal to Iceland and Back Distance Learning Characteristics of Two Cultures - Karen A. Lemone, Worcester Polytechnic Institute

Building Community with Technology - Elise Martin, Middlesex Community College, and Charles Kaminski, Berkshire Community College

Two Hours and Fifteen Minutes - Tom Thibodeau, New England Institute of Technology

Elections to NEFDC Board

Learning Disabilities in Higher …

Reframing For Decisions: Transforming Talk About Literacy And Assessment Among Teachers And Researchers, Loukia K. Sarroub

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Education research in the 21st century can be characterized by at least four dynamic, interpretive movements that include the critical analysis of pedagogy, schools, and communities; the politics of representation; the textual analyses of literary and cultural forms; and the ethnographic study of the production, consumption, and distribution of these forms in everyday life. Although these issues are beyond the scope of this chapter (see Denzin & Lincoln, 2000, for an extensive discussion), in large part the basis of these movements in the field of education grows out of a struggle among researchers and educators to make sense of competing …

Family-School Partnerships: Creating Essential Connections For Student Success, Susan M. Sheridan

Nebraska Center for Research on Children, Youth, Families and Schools: Posters, Addresses, and Presentations

Why Family-School Partnerships??
“... parents take their child home after professionals complete their services and parents continue providing the care for the larger portion of the child’s waking hours... No matter how skilled professionals are, or how loving parents are, each cannot achieve alone what the two parties, working hand-in-hand, can accomplish together” (Peterson & Cooper, 1989; pp. 229, 208).

Families And Schools In Partnership: Creating Connections For Student Success, Susan M. Sheridan

Nebraska Center for Research on Children, Youth, Families and Schools: Posters, Addresses, and Presentations

Why Family-School Partnerships?
What Do We Mean by “Partnership?”
Families and Schools as “Partners”
Characteristics of Effective Partnerships
Family-School Partnerships: Research Findings
General Research Findings
Research Findings Related to Outcomes
Family-School Partnerships: Theoretical Underpinnings
The Importance of Continuity
Conjoint Behavioral Consultation: A Definition
Conjoint Behavioral Consultation
Conceptual Bases: Ecological-Behavioral Theory
Stages of CBC Problem Solving
CBC Outcome Goals
Outcome Research in CBC
Child Participants
Analyses
Results
Research Conclusions: Problem Solving Outcomes of CBC
Relational/Process Goals in CBC
Process Research in CBC
Congruity Research
Research Conclusions: Process Variables in CBC

Conjoint Behavioral Consultation: An Ecological Model To Facilitate Home-School Partnerships, Susan M. Sheridan

Nebraska Center for Research on Children, Youth, Families and Schools: Posters, Addresses, and Presentations

Why Collaborate with Families?
Conjoint Behavioral Consultation
Conceptual Bases: Ecological-Behavioral Theory
CBC Outcome Goals
CBC Process Goals
Stages of Conjoint Behavioral Consultation
Problem/Needs Identification, Analysis
Plan Development
Treatment (Plan) Implementation

Peer Review Of Teaching Project: Survey Of Project Participants, Paul Savory, Amy M. Goodburn, Amy Nelson Burnett

Industrial and Management Systems Engineering: Reports

In planning for the future of the Peer Review of Teaching project, we performed a survey of to collect faculty participant feedback on their experience in the project (i.e., writing a course portfolio, possibly having it externally reviewed) and the impact that the experience has had on their teaching. While each of the partner campuses (University of Nebraska-Lincoln, University of Michigan, Kansas State, Texas A&M, Indiana – Bloomington, and University of Kansas) have shaped the project experience differently for campus participants, we sought feedback from participants of all the project partners to get an overall assessment of the project.

Retrieving Possibilities: Confronting A Forgetfulness And Deformation Of Teaching/Learning Methodology, Margaret A. Macintyre Latta

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This paper draws on data collected in a one-year research project focusing on elucidating theory/practice relations in learning to teach. As a teacher educator I grapple with the nature and role of teaching methodology. The notion of method, with its implied order and certainty, is confronted alongside prospective teachers throughout their coursework and student-teaching experiences. Reflexivity is considered essential to this research process, providing a means to address the interface between the empirical data collected alongside student-teachers and its interpretations. In this regard I draw on the historical writings of Dewey (1904, 1910, 1938) and Bakhtin (1990, 1993), found to …

Conjoint Behavioral Consultation And Diversity: Research Findings And Directions, Susan M. Sheridan

Nebraska Center for Research on Children, Youth, Families and Schools: Posters, Addresses, and Presentations

Why Partner with Families?

-The research is unequivocal…

-When parents are actively engaged in their child’s development and learning, there are important benefits for children, families, and schools

-Parent-professional (home-school) partnerships are predictive of increased academic performance, socioemotional benefits, better work habits, more consistent school attendance, school completion, and greater connections between home and school

Family/Partnership-Centered Conjoint Behavioral Consultation: The Reconceptualization Of A Model, Susan M. Sheridan, Brandy L. Clarke, Jennifer Burt, Diane Marti, Ariadne V. Schemm, Ashley Rohlk, Michelle Swanger

Nebraska Center for Research on Children, Youth, Families and Schools: Posters, Addresses, and Presentations

• The importance of working meaningfully and constructively with families in promoting a child’s learning and adjustment is unequivocal. Home-school partnerships have been shown to relate to many positive outcomes for children, families, teachers, and schools. • Conjoint Behavioral Consultation (CBC; Sheridan, Kratochwill, & Bergan, 1996) is a structured, indirect model of service delivery whereby parents and teachers are joined to collaboratively address needs and concerns of a child with the assistance of a consultant. Goals of CBC encompass those focused on addressing child needs, and developing home-school partnerships. • CBC is procedurally operationalized via conjoint interviews (Problem Identification, Problem …

Efficacy Of Conjoint Behavioral Consultation In Developmental-Behavioral Pediatric Services., Susan M. Sheridan, Emily D. Warnes, C. Ellis, C. Schnoes, J. Burt, B. L. Clarke

Nebraska Center for Research on Children, Youth, Families and Schools: Posters, Addresses, and Presentations

• Purpose: To evaluate the effects of the CBC model in addressing presenting concerns for children across home, school, and health care systems. • What are the general effects of CBC in addressing identified concerns in a medically-referred sample? • How do parents and teachers perceive CBC in terms of its perceived effectiveness and acceptability? • How satisfied are parents and teachers with CBC consultants and services when provided across homeschool- medical settings?

Family Interventions: Will What We Know Now Change What We Do In The Future?, Susan M. Sheridan

Nebraska Center for Research on Children, Youth, Families and Schools: Posters, Addresses, and Presentations

-There are intervention programs that are efficacious or promising.

-There is documented support for models that address various needs.

-Programs that bring families and schools together tend to fare better than those that work in isolation.

The Roles Of State Departments Of Education As Policy Intermediaries: Two Cases, Edmund T. Hamann, Brett Lane

Department of Teaching, Learning, and Teacher Education: Faculty Publications

As the variety of state education agency (SEA) responses to the No Child Left Behind Act of 2001 demonstrates, different SEAs interpret the same federal educational policy differently. Nonetheless, little research has depicted how federal policies are changed by SEA-based policy intermediaries. Using an “ethnography of educational policy” approach, this article offers two illustrations of mediation processes at the SEA level: Maine’s and Puerto Rico’s initial attempts to implement the federal Comprehensive School Reform Demonstration program. Both attempts show that the mediation process is inevitable and that its general direction can be predicted: Policies will be adapted in ways that …

A Closer Look At Parent Affective Statements In Cbc, Diane C. Marti, Susan M. Sheridan

Nebraska Center for Research on Children, Youth, Families and Schools: Posters, Addresses, and Presentations

• Parent support for their child’s education has been shown to be important for academic, behavior, and social success in school (Christenson & Sheridan, 2001).

• Family process variables within the home have been shown to correlate with a child’s educational success (Epstein, 1995; Kellaghan, Sloane, Alvarez, & Bloom, 1993).

• One process variable, the nature and tone of parental statements, can have a significant impact on their child’s perceptions, attitudes, and subsequent success in school (Bempechat, 1998).

• An important goal of school professionals is to assist parents to improve their parenting skills (Goals 2000: Educate American Act, 1994). …

Annual Report Of The Nebraska Center For Research On Children, Youth, Families And Schools

Nebraska Center for Research on Children, Youth, Families and Schools: Posters, Addresses, and Presentations

CYFS MISSION, GOALS AND OBJECTIVES
MILESTONES
WHO WE ARE
TABLE 1: FACULTY AFFILIATES
2004 RECIPIENTS OF CYFS AWARD
WHAT WE ARE ABOUT/WHAT WE DO
ACTIVITIES AND OUTCOMES BY OBJECTIVES
OBJECTIVE 1 & 2
TABLE 2a: GRANTS AWARDED
TABLE 2b: GRANTS IN SUBMISSION
TABLE 2c: GRANTS IN PROGRESS
OBJECTIVE 3
TABLE 3: FACULTY AFFILIATES BY RESEARCH SPECIALTIES
OBJECTIVE 4
OBJECTIVE 5
OBJECTIVE 6

The Role Of State Departments Of Education In Comprehensive School Reform, Edmund T. Hamann, Brett Lane

Department of Teaching, Learning, and Teacher Education: Faculty Publications

States have the legal responsibility and authority to provide public education for their citizens. How each state fulfills its responsibility varies. Whether state education agencies (SEAs) are supporting school reform efforts, providing technical assistance, defining and controlling educational content, or assessing the outcomes of education, it is generally agreed that SEAs are there to assure that districts and schools are providing quality opportunities to children, and in a manner that meets the standards the state has set for achievement. With that in mind, this article addresses some of the specific ways SEAs set out to accomplish these goals. Having worked …

Culturally Sensitive Services Using Cbc: A Case Illustration, Diane C. Marti, Jennifer D. Burt, Susan M. Sheridan, Brandy L. Clarke, Ashley M. Rolke

Nebraska Center for Research on Children, Youth, Families and Schools: Posters, Addresses, and Presentations

Multicultural Contexts: •The United States is becoming an increasingly diverse nation. In 2000, 38% of the US population under the age of 18 was non-Anglo whites and nonwhites. It has been estimated that by the year 2030, the number of Latino children, African American children, and children of other races will increase by 5.5, 2.6 and 1.5 million, respectively (Children’s Defense Fund, 1989). •Diversity factors have been identified as “social boundaries” that challenge attempts to build collaborative relationships across home and school systems (Giles, 2002). •Strong, positive relationships between the home and school systems have been shown to improve a …

Nefdc Exchange, Volume 15, Number 1, Spring 2004, New England Faculty Development Consortium

NEFDC Exchange

Contents

Message from the President: Things We Value - Tom Edwards, Thomas College

Metaphors for Teaching - Polly Parker and Bill Searle

Significant Learning Experiences: Integrated Course Design Designing the Learning We Want into the Learning Experiences - L. Dee Fink

NEFDC Fall Conference Keynote Speaker: L. Dee Fink

NEFDC Spring Roundup, June 4, 2004; theme: Building Community and Collaboration Through Technology

UNH To Offer Online Certificate in College Teaching - Michael Lee, University of New Hampshire

Assessment in New England: Announcing Discipline-Based Workshops

Conference: Faculty-Student Partnerships in Teaching and Learning

Board of Directors

Raising The Bar: Encouraging High Level Thinking In Online Discussion Forums, Mary M. Christopher, Julie A. Thomas, Mary K. Tallent-Runnels

Department of Teaching, Learning, and Teacher Education: Faculty Publications

More universities are offering online instruction for students though we know little about effective online learning. Some have found online instruction increases student participation while others have reported that students prefer the traditional face-to-face format This study of gifted education graduate students follows the expectation that online students ought to have time to be more thoughtful with online course interactions as compared to the time-constrained interactions in a face-to-face course. Researchers evaluated students’ thinking levels (as per Bloom’s Taxonomy) in the online discussion forums required by a graduate course in gifted education. Results indicate there was no relationship between the …

Attunement To The Creating Process In Teaching & Learning, Margaret A. Macintyre Latta

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Aesthetic play requires all participants to remain faithful to the intricacies and intensities of human experience. Teachers and students continually improvised within relations, adapting, building, and changing meaning. The indeterminate nature of aesthetic play assumes teaching/learning is complex and individual. All oriented toward sensitivity to the many relations present in teaching/learning situations deliberately seek out fragility’s presence, in order to honor the existing complexity and individuality. Eliot Eisner explains, “What is mediated through thought are qualities, what is managed in process are qualities, and what terminates at the end is a qualitative whole. . . .” Discerning between these qualitative …

Making Learning Visible: Peer Review And The Scholarship Of Teaching, Paul Savory

Industrial and Management Systems Engineering: Presentations

This is the conference program from the March 2004 national conference, Making Learning Visible: Peer Review and the Scholarship of Teaching. This conference was hosted by the UNL Peer Review of Teaching project and the University of Nebraska-Lincoln.

Making Learning Visible: Peer Review And The Scholarship Of Teaching, Paul Savory

Industrial and Management Systems Engineering: Presentations

This is the promotional brochure from the March 2004 national conference, Making Learning Visible: Peer Review and the Scholarship of Teaching. This conference was hosted by the UNL Peer Review of Teaching project and the University of Nebraska-Lincoln.

Practitioner Sensibility And The Negotiation Of Contradictory School Reforms, Edmund T. Hamann

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Martin Packer's book, Changing Classes: School Reform and the New Economy, is humane, straightforward, and accessible. It is also important, but perhaps not mainly for the reasons that one might infer from its title or its inclusion in Cambridge University Press's series, "Learning in Doing: Social, Cognitive, and Computational Perspectives." Although this book will be of interest to those interested in situated cognition, cultural-historical theory, and cultural psychology—three domains in which Packer overtly locates his book (p. 7)—it does not explicitly advance any of these areas. Indeed, Packer notes (p. 8) his "downplay of theoretical discourse," and the book …

Behind The Mirror Intervention In Family Therapy, Scott A. Ketring, Paul R. Springer

Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications

Therapists often work with adolescents who are the centerpiece of the family attention because of anti-social behaviors that seem to be self-destructive. These parents often share stories of how their child is "special” and different from others. The parents believe that the unique traits of the child are causing their alienation from peers. The therapist is often told that the child deeply desires peer acceptance and is acting negatively to garner this acceptance. The parents are usually focused on the betterment of the child and have specific examples of how the adolescent is ruining his or her life or causing …

Curriculum As Medium For Sense Making: Giving Expression To Teaching/Learning Aesthetically, Margaret A. Macintyre Latta

Department of Teaching, Learning, and Teacher Education: Faculty Publications

I think my painting experience holds tremendous possibilities for teaching/learning of all kinds. In reflecting on the significance of the art-making experience to me, I find that what I value is not so much art but the experience of making art: an experience that values my knowings, interpretations, and expressions; an experience that involves me in constructing meaning for myself; an experience that relies on dialogue and participation as a means to this sense making; an experience that has to be felt and lived through as a whole. In so doing, I find myself absorbed in relations that could never …

Meeting The Literacy Development Needs Of Adolescent English Language Learners Through Content Area Learning - Part One: Focus On Motivation And Engagement, Julie Meltzer, Edmund T. Hamann

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This paper highlights the substantial overlap in recommended practices from two emerging areas of educational research: research on the academic literacy development of adolescents and research on English language learners (ELLs) in secondary schools. Specifically, this paper examines instructional principles related to the connection between students’ motivation and engagement and their literacy development as supported by both bodies of literature. These principles include making connections to students’ lives, creating responsive classrooms, and having students interact with each other and with text. This paper is the first of two papers based on the same reviews of the adolescent literacy and adolescent …

English Language Learners, Comprehensive School Reform, And State Education Agencies: An Overlooked Opportunity To Make Comprehensive School Reform Comprehensive, Edmund T. Hamann, Ivana Zuliani, Matthew Hudak

Department of Teaching, Learning, and Teacher Education: Faculty Publications

After verifying that the federally supported Comprehensive School Reform Demonstration (CSRD) program schools in the 7 states studied had a disproportionately high English Language Learner (ELL) population, we examined the understandings and guidance about ELLs that was included by those states’ state education agencies (SEAs) in the policy documents that they generated for CSRD. Specifically, we looked at the CSRD plans that SEAs submitted to the U.S. Department of Education and at the first requests for proposals they circulated to schools. In those documents, we found little recognition of the dichotomy identified by Miramontes, Nadeau, and Commins (1997) between school …

Introduction: Examining The Roles And Possible Roles Of State Departments Of Education In Comprehensive School Reform, Edmund T. Hamann

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Though I have only just realized it, this special issue of Journal of Education for Students Placed at Risk (JESPAR) did not originate at the annual meeting of the American Educational Research Association in April of 2004, where four of the five articles shared here were first presented, although that forum obviously mattered to the creation of this issue. Rather, this issue began taking shape 14 years ago, in 1990, when, as an undergraduate, I took a seminar with the founder of the Coalition of Essential Schools, Ted Sizer, and his colleague, Rick Lear. At that time, I learned …

Uses Of Technology By Science Education Professors: Comparisons With Teachers’ Uses And The Current Versus Desired Technology Knowledge Gap, John Settlage, A. Louis Odom, Jon E. Pedersen

Department of Teaching, Learning, and Teacher Education: Faculty Publications

A survey of the AETS membership was conducted to examine potential gaps in their current versus desired knowledge about technology uses relative to science teacher education.