Education Commons^™

Social-Emotional Learning Read-Aloud Lesson Plan Exemplar: I Like Myself By Karen Beaumont (2004), Sherridon Sweeney

USF St. Petersburg campus Faculty Publications

No abstract provided.

Archiving A Career, Charles Vanover

USF St. Petersburg campus Faculty Publications

No abstract provided.

Urban School District-University Research Collaboration: Challenges And Strategies For Success., Jenifer J. Hartman

USF St. Petersburg campus Faculty Publications

School district–university research collaborations represent one strategy to increase educators’ ability to use current, research-based information in program decision making and efforts to improve student achievement. However, differences in organizational structures, goals, values, and prior collaborative experiences have made successful school–university research partnerships challenging. This project intentionally structured and examined a mutually beneficial research collaboration between one small urban university with a significant percentage of first-generation college-going students and two local school districts (P-12) to examine high school math achievement and subsequent college math success. One partnership successfully conducted the study and identified actions to increase student success. The other …

Debris, Diatoms, And Dolphins: Tracking Child Engagement At A Public Science Festival, Kaya Van Beynen, Theresa G. Burress

USF St. Petersburg campus Faculty Publications

Visitors to public science festivals have a tremendous amount of free choice to decide how to navigate through the festival, as well as when, where, and how long to stop at an exhibit. This study examines how elementary-aged children individually or collaboratively engaged with festival exhibits at a public science festival in St. Petersburg, Florida. Although many exhibit activities are designed to appeal to children, no research has been done with regard to child engagement with one-day, outdoor science festivals, such as this one. Engagement can be measured by unobtrusive observation of the behavior and interactions of children. Factors that …

Chicago Butoh: Visioning Research Informed Dance And Theatre, Charles Vanover, Bob Devin Jones, Jai Shanae, Erika Hand, Adrian Anguiano,, Teithis Miller, Kate Knobloch

USF St. Petersburg campus Faculty Publications

This symposium seeks to create dialogue about quality and assessment in Arts Based Educational Research (ABER) by grounding discussion in performance. The session begins with the staging of a research informed dance and theatre piece: “Chicago Butoh”. This performance will then be critiqued by Julia Grey and Graham W. Lea using different approaches to assessing ABER. Tabatha Dell’Angelo then examines the dance and the critiques. Opportunities for audience interaction and dialogue are woven throughout the session. By sharing multiple perspectives on quality assessment grounded in the physicality of live performance, we hope to help audience members envision "better" work and …

See The Connections? Addressing Leadership And Supervision Challenges To Support Improved Student Achievement In A Small Rural School., Jenifer J. Hartman

USF St. Petersburg campus Faculty Publications

This case study was developed for educational leadership courses addressing supervision and school improvement. Various data are presented for students to analyze and identify key concerns at a low-performing, rural, racially diverse, K-8 school. It challenges leadership candidates to recognize interrelated problems and solutions in a school. Students are asked to prioritize responses to issues of changing school leadership, professional development to address teacher expectations, English Language Arts achievement, instructional and disciplinary practices, student behaviors and attendance, and parent engagement practices. They will develop a specific schoolwide professional development plan within an overall School Improvement Plan to address these concerns.

Peirce’S Concept Of Signs And Kindergarten Literacy., Cynthia B. Leung

USF St. Petersburg campus Faculty Publications

This article focuses on Peirce’s writings about his concept of triadic sign relationships and applies his theory to analyses of multimodal literacy events in a kindergarten classroom where the author was a participant observer. Examples are provided to explain Peirce’s descriptions of the elements of sign relationships – object, representamen, and interpretant. Peirce’s theories are used to understand how the kindergarten children and their teacher make meaning from the children’s multimodal writing productions. Possible objects and interpretants of the children’s multimodal writings are explored. Figures of the children’s drawings/writings and diagrams of relationships among sign elements in the kindergarten classroom …

Live Performance For ‘Goodbye To That!: Student Suite’ Eda 7280 Curriculum Theory, Charles Vanover, Andrew Babson, Omar J. Salaam

USF St. Petersburg campus Faculty Publications

Performance photos, program, and data collection plan from the invited visit to EDA 7280 Curriculum Theory, University of South Florida Tampa, Instructor, Dr. Vonzell Agosto, Saturday March 11th, 2017 1:00 to 3:00 pm, Tampa FL.

Towards A High Quality High School Workforce: A Longitudinal, Demographic Analysis Of U.S. Public School Physics Teachers., Gregory T. Rushton, David Rosengrant, Andrew Dewar, Lisa Shah, Herman E. Ray, Keith Sheppard, Lynn Watanabe

USF St. Petersburg campus Faculty Publications

Efforts to improve the number and quality of the high school physics teaching workforce have taken several forms, including those sponsored by professional organizations. Using a series of large-scale teacher demographic data sets from the National Center for Education Statistics (NCES), this study sought to investigate trends in teacher quality at the national level in the two and a half decades between 1987 and 2012. Specifically, we investigated (i) details about the degree backgrounds, main teaching assignments, and experience levels of those assigned to teach physics; (ii) whether the proportion of those with certifications in physics as a fraction of …

P-16 Partnership To Improve Students' Postsecondary Mathematics Achievement., Jenifer J. Hartman

USF St. Petersburg campus Faculty Publications

Increasing students' academic success in postsecondary endeavors is an important goal for both high school and college institutions today. However, the standards for high school graduation and college readiness are not well aligned, and successful transition from high school to college is problematic for many students, particularly in math. This article describes a P-16 collaborative effort to examine high school math achievement in relation to college math placement and how the results informed policies and practices in both organizations.

Goodbye To That!: Student Suite: Performance For The Refereed Symposium "Goodbye To All That! A Living Inquiry," For The Interdisciplinary Symposium On Qualitative Methodologies, University Of South Florida, April 15, 2017, Tampa, Florida., Charles Vanover, Andrew Babson, Omar J. Salaam

USF St. Petersburg campus Faculty Publications

Post-performance photos and program program for the Refereed Symposium "Goodbye to All That! A Living Inquiry," for the Interdisciplinary Symposium on Qualitative Methodologies, University of South Florida, April 15, 2017, Tampa, Florida.

Inquiry Theatre: Puzzles Matter More Than Maps, Charles Vanover, Tiffany Harris

USF St. Petersburg campus Faculty Publications

No abstract provided.

Goodbye To That!: Student Suite: Live Performance For The Juried Symposium "Using An Ethnodramatic Case To Discuss Teaching And Learning In Schools Serving Vulnerable Youth.", Charles Vanover, Andrew Babson

USF St. Petersburg campus Faculty Publications

Conference proposal, program, and performance photos from the performance of Goodbye to That!: Student Suite at the 30th Annual Conference of the University Council of Educational Administration, Saturday November 20th, 2016, Detroit, MI

Goodbye To All That! Live Performance For The Refereed Session Trustworthiness And Rigor In Ethnodramatic Performance: Abstract, Poster, Program, And Photos, Charles Vanover, Cynthia Lubin Langtiw, Tracie Rogers, Andrew Babson, Martha Kate Trelease, Omar J. Salaam, Vonzell Agosto, Carter A. Winkle

USF St. Petersburg campus Faculty Publications

This submission contains the abstract, program, poster, and performance photos from the peer reviewed session at The 2016 Qualitative Report Conference at Nova Southeastern University on Friday, January 15th, 2016.

Using Ethnodrama To Understand And Communicate Interview Data: Paper For The Arts-Based Educational Research Sig 2015 Annual Meeting Of The American Educational Research Association, Charles Vanover

USF St. Petersburg campus Faculty Publications

In this paper, I discuss my efforts to use arts-based methods to understand teachers' work in schools shaped by the No Child Left Behind law and other mass reforms. I describe how the process of writing, rehearsing, and putting up multiple performances of six ethnodramas allowed me to gain a deeper understanding of the data I used as the source material for these productions. Ethnodrama changed my view of what mattered in my data, and this understanding guided my choices as I created the scripts and worked with actors and community members to put up the shows.

Listening To The Silences: An Ethnodrama About A Teacher’S First Year In The Chicago Public Schools, Charles Vanover

USF St. Petersburg campus Faculty Publications

Listening to the Silences" is an ethnodrama (Saldaña, 2011) that evokes the experience of a teacher in the Chicago Public Schools as she attempts to make sense of her first year in one of the city’s large, high poverty, African American elementary schools. Every word in the script was voiced during a single narrative interview. Words and music from Arvo Part's "Fratres" combine to evoke the struggle to learn to teach by teaching. Opportunities for audience dialogue are structured throughout the session.

Using An Ethnodramatic Case To Discuss Leadership For Social Justice, Charles Vanover, Tiffany Harris, Omar J. Salaam, Roderick Jones, Heather Mcconnell

USF St. Petersburg campus Faculty Publications

This symposium inquires into a critical question in leadership preparation: "How do we prepare educational leadership candidates to work as change agents in institutions guided by socially unjust policies where professionals act with limited discretion?" The symposium uses an ethnodramatic case, adult learning techniques, and an expert panel to ignite dialogue and explore the gap between our field's vision for socially just schools and the demoralizing conditions where too many students learn and teachers teach.

A Note On The Florida Accountability System: Supplemental Document For "Analyzing Data And Asking Questions At Shell School, Sea County Florida.", Charles Vanover

USF St. Petersburg campus Faculty Publications

This document is part of the online documentation for the published case study "Analyzing Data and Asking Questions at Shell School, Sea County Florida."

Inquiry Theatre At The Studio @ 620, Charles Vanover, Bob Devin Jones

USF St. Petersburg campus Faculty Publications

Inquiry theatre is a form of ethnodrama that uses verbatim scripts to communicate stories that matter. Dialogue between artists and performers is structured into the performance event. We discuss past collaborations and our new show “Listening to the Silences” that premiers March 28th and 29th at The Studio @ 620.

A Selection Of Documents From The Usfsp Practicum, Olivia Hodges, Charles Vanover

USF St. Petersburg campus Faculty Publications

This item publishes a collection of program documents from the USFSP Educational Leadership Development Program mentioned in Vanover and Hodges (2014): "Teaching Data Use and School Leadership." The collection includes the 2008 USFSP Practicum Handbook, two 2009 USFSP 360 Evaluation forms, and the 2008 USFSP College of Education, Educational Leadership Development Program, Practicum/District Agreement Form.

Speech Perception In Bilingual Speakers: Ten Years Of Research, Alejandro E. Brice

USF St. Petersburg campus Faculty Publications

Five studies over the course of 10 years in bilingual speech perception (covering 4 publications) is presented by the author and investigator.

Teaching Data Use And School Leadership, Charles Vanover, Olivia Hodges

USF St. Petersburg campus Faculty Publications

This case study uses evidence collected for accreditation and programme improvement at a small university Master's and certification programme in Educational Leadership Development to describe efforts to help leadership candidates use data during the programme's final internship experience. Programme features supporting the growth of candidates' instructional leadership skills are discussed as are the challenges faculty encountered supporting leadership candidates' efforts to use data to lead change projects. Suggestions for evaluating programmes' ability to teach evidence-based leadership practice are offered at the paper's conclusion.

Coding For Ethnodramas, Oral Histories, And Other Performances:Find What Matters And Cut The Rest, Charles Vanover

USF St. Petersburg campus Faculty Publications

Powerpoint and pictures from the presentation "Coding for oral history portraits, ethnodramas, and other performances." Presented at as part of the symposium “Coding for Interpretation and Performance.” Mihas, P., Saldaña, J., S., Keene, E., & Vanover, C. Presented the 10th International Congress of Qualitative Inquiry Champaign-Urbana, IL. 4/2014

Goodbye To All That!: Juried Ethnodramatic Performance For The 35th Annual Ethnography In Education Research Forum, University Of Pennsylvania, Philadelphia, Pa., Charles Vanover, Andrew Babson

USF St. Petersburg campus Faculty Publications

Vanover, C. & Babson, A. (2014). Goodbye to All That! : A Teacher’s Last Year in the Classroom. Juried performance for the 35th Annual Ethnography in Education Forum, University of Pennsylvania. Performance by Alexandra Miletta, Mercy College, Brandi Slider Weekley, West Virginia University & Charna Lacey, Saint Mary’s Public Schools. Score and musical performance by Andrew Babson, University of Pennsylvania. Written and Directed by Charles Vanover, University of South Florida Saint Petersburg. March 1, 2014, 4:30-5:15 pm Room 121 GSE

This session uses verbatim theatre techniques (Favorini, 1995; Saldaña, 2011) to expand stories from four narrative interviews shared by an …

Ethnodrama As Collective Inquiry: A Presentation By Dr. Charles Vanover Followed By A Play, Charles Vanover

USF St. Petersburg campus Faculty Publications

Photos, program, and poster from the talk, "Ethnodrama as Collective Inquiry" hosted by the Higher Education and Student Affairs Program of The Ohio State University on October 29th, 2014. This short talk was followed by a performance of Charles Vanover's ethnodrama "What does it mean to work in a system that fails you and your kids?" Jennifer Jean Smith performed the part of Halsted Hoyne, Taylor Sutton performed the part of the Interviewer, and Dr. Tatiana Suspitsyna acted as facilitator. The program includes a brief bibliography.

The Expertise In Urban Teaching Project: Interview Instruments, Pilot Study, And Other Materials, Charles Vanover

USF St. Petersburg campus Faculty Publications

Materials from Charles Vanover's dissertation, The Expertise in Urban Teaching Project. The major download file includes the original interview instruments for The Expertise in Urban Teaching Project's four interview guides along with the study's recruitment letters. Data generated from these interviews were used for Inquiry Theatre productions such as "System Failure," "They Will Only Steal Your Cars," "Goodbye to All That!" and "Listening to the Silences". The record contains two additional files: The Expertise in Urban Teaching Project's IRB forms and the oral history interview instrument Charles Vanover used to pilot the larger study. These pilot …

Goodbye To All That! : An Accomplished Teacher's Last Year In The Chicago Public Schools: Juried Ethnodramatic Performance For The 35th Annual Ethnography In Education Forum The University Of Pennsylvania Graduate School Of Education Philadelphia, Pa March 1, 2014, Charles Vanover, Andrew Babson

USF St. Petersburg campus Faculty Publications

This session uses verbatim theatre techniques (Favorini, 1995; Saldaña, 2011) to expand stories from four narrative interviews shared by an accomplished, middle school teacher in the Chicago Public Schools. These stories were spoken the summer after the teacher’s tenth year and describe students she cared for and the challenges of her work. Audience members are given excerpts from the verbatim texts that make up the playscript when they walk in the door, and they are asked to use this material to discuss the show’s guiding question before and after the performance: “Can a teacher care too much and instruct too …

Bilingual Speech Perception: What The Brain Thinks., Alejandro E. Brice

USF St. Petersburg campus Faculty Publications

No abstract provided.

Culturally Responsive Teaching: Exploring Children's Names And Cultural Identities., Annmarie Alberton Gunn, Alejandro E. Brice, Barbara J. Peterson

USF St. Petersburg campus Faculty Publications

No abstract provided.

What Does It Mean To Work In A System That Fails You And Your Kids? : A Beginning Teacher’S Journey Through The Chicago Public Schools, Charles Vanover

USF St. Petersburg campus Faculty Publications

This ethnodramatic performance session expands (Feldman, 2005; Saldaña, 2002, 2011; Snyder-Young, 2010) data taken from four narrative interviews shared by a first year teacher in the Chicago Public Schools. The session is constructed to evoke the teacher’s personal experience and bring to life the structures of power that shape her work (Denzin, 2001; Jacob, Stone, & Roderick, 2004; Kazubowski-Houston, 2010; Lipman, 2006; Roderick & Nagaoka, 2005; Vanover & Saldaña, 2005). No claims are made as the result of the performance; no judgments are rendered; no agendas are served. The session is designed to bring audience members together to ask deeper …