Education Commons^™

Attending To Conditions That Facilitate Intercultural Competence: A Reciprocal Service-Learning Approach, Rachel M. B. Collopy, Sharon Tjaden-Glass, Novea A. Mcintosh

Teacher Education Faculty Publications

Although service-learning can support the development of intercultural competence, it has also maintained power differentials, reinforced privileged perspectives, and strengthened deficit thinking. Recent research has investigated the conditions within service-learning associated with positive change in diversity-related attitudes. We extend that work, conceptualizing a reciprocal service-learning (RSL) approach that integrates conditions posited by contact theory and the process model of intercultural competence into service-learning’s core features of reflection and reciprocity. In an RSL approach, transformational reciprocity at the participant level supports cultural awareness, interdependence, and parity between participant groups. We created an RSL experience and measured change in three attitudes fundamental …

Writing Instruction In China: Challenges And Efforts, Rongrong Dong, Danling Fu, Xiaodi Zhou, Buyi Wang

Bilingual and Literacy Studies Faculty Publications and Presentations

This qualitative study examined the current writing instruction in 1-12 level education with the data collected in three Chinese cities. The data from the Interviews of teachers and teacher-educators at different levels and from classroom observations at upper elementary to high schools in three metropolitan cities across China provide insights into 1-12 writing instruction in contemporary China. To further reveal the efforts taken by writing teacher under China’s high-stakes testing culture, this paper also presented a case study of an exemplary 10th grade writing teacher, who took tremendous efforts in nurturing true readers and writers in his classroom under the …

Interview Of Stephen Andrilli, Ph.D., Stephen Francis Andrilli Ph.D., Jane Highley

All Oral Histories

Stephen Francis Andrilli was born in August 1952 in Bryn Mawr, PA. He was born to Francis and Leatrice Andrilli. Dr. Andrilli is the oldest of four children; his three sisters are Carol (now Carol Strosser), Patricia (now Patricia Kempczynski), and Barbara (now Barbara Parkes). Aside from a few years of living in Gettysburg, Dr. Andrilli has lived in the Philadelphia area for most of his life. He attended St. Jerome School, where he finished 8th grade. He then attended LaSalle College High School, where he graduated in 1969 at age 16. He entered La Salle University (formerly La Salle …

Asking The Tough Questions: Teaching Literature And Nonfiction Through Critical Literacy To Recapture Our Voices, Agency, And Mission, Elsie L. Olan, Wendy Farkas, Kia Jane Richmond

Conference Presentations

Exploding the Myth of Mental Illness

Disrupting Notions Of Stigma While Empowering Voices: Examining Language Identity, Mental Illness, And Disability Through Young Adult Literature, Elsie L. Olan, Wendy Farkas, Kia Jane Richmond

Conference Presentations

Presenter Two will share new research on young adult literature which features characters with mental illness. She will describe strategies for using texts such as Your Voice is All I Hear (2015), Thirteen Reasons Why (2007), and The Impossible Knife of Memory (2014) to analyze and critique representations of mental illness in young adult literature. Drawing on research by Koss & Teale (2009) and Richmond (2014), this presenter will help session attendees interrogate “the power of language choices” and “become empowered to confront the stigma associated with mental illness and confront bullying” (p. 24).

“Practicing What We Teach In Writing Methods: Crossover Strategies For Preparing Elementary And Secondary English Language Arts Teachers”, Kia Jane Richmond, Allison Wynhoff Olsen, Matthew Kilian Mccurrie, Maureen Mcdermott

Conference Presentations

Panelists shared writing methods assignments (digital documentaries, field journals, collaborative presentations, annotated bibliographies) that featured Graham and Perin’s (2007) 11 elements of effective writing instruction. Participants critiqued the assignments and discuss how pre-service teachers’ understandings of effective elementary and secondary writing instruction are transformed.

Race, Culture And Agency: Examining The Ideologies And Practices Of Us Teachers Of Black Male Students, Quaylan Allen

Education Faculty Articles and Research

This study examines teachers of Black male students in a United States secondary school setting. Qualitative methods were used to document teachers' ideologies of and practices with their Black male students. In general, teachers drew upon competing structural and cultural explanations of Black male social and academic outcomes, while also engaging in practices that contested school barriers for Black males. Teacher beliefs about and practices with their Black male students were inconsistent in many ways, yet their agency on behalf of Black males might be understood as essential to Black male educational progress.

Acts Of Courage: Leaping Into Mindful Music Teaching, Cathy Benedict, Patrick K. Schmidt

Music Education Publications

The authors explore the idea of courage in the classroom focusing on two populations of teachers: pre-service undergraduate students and in-service teachers. They articulate their own paths toward their own understandings of facilitating and recognizing acts of courage and share how their educational and pedagogical experiences have led them to think differently about the opportunities of doing and being differently as teachers.

The Possibilities Of Being “Critical”: Discourses That Limit Options For Educators Of Color, Thomas M. Philip, Miguel Zavala

Education Faculty Articles and Research

Through a close reading of the talk of a self-identified critical educator of color, we explore the contradictions, possibilities, limitations, and consequences of this identity for teachers and teacher educators. We examine how the performances of particular critical educator of color identities problematically intertwine claims of Freirian pedagogy with crude dichotomizations of people as critical and non-critical. We explore how particular tropes limit the productive possibilities of being critical for other educators of color and erase the centrality of dialogue, reflexivity, and unfinishedness that define Freirian-inspired notions of being critical.

Problematic Conceptualizations: Allies In Teacher Education For Social Justice, Vonzell Agosto

Educational Leadership and Policy Studies Faculty Publications

This review of the literature on the concept ally and ally identity development was inspired by a qualitative study exploring the identities and social justice values of prospective teachers of color. Although the participants in the original study never used the term ally, their narratives inspired me to characterize them as allies in the struggle for social justice education. However, a review of the literature on allies, as analyzed through critical race theory and critical discourse analysis, revealed emerging conceptualizations of ally as incongruent with minority identities as they position people of color at the periphery of this social justice …

Who Are Latino/A Prospective Teachers And What Do They Bring To U.S. Schools?, Mary L. Gomez, Terri L. Rodriguez, Vonzell Agosto

Educational Leadership and Policy Studies Faculty Publications

In this article, the authors draw on life-history methods to investigate the family, school, university, and teacher education experiences of three Latino teacher candidates in a large, midwestern, research-oriented university in the United States. They show how in university social experiences and in teacher education classes and field experiences, these young men often felt misinterpreted in interactions with white females in particular. Also evident is their strong desire to make personal connections with youth and families they teach. The authors offer suggestions for how teacher educators can be more responsive to prospective male elementary teachers and teacher candidates of color.

Academy Seeks Aspiring Teachers, Kay Hyatt

General University of Maine Publications

Outstanding Maine high school students considering a career in teaching have the opportunity to get some solid experience at the University of Maine this summer. The UMaine College of Education and Human Development's Future Teachers Academy, offered at no cost to participants, takes place June 22-25.

University/School Partners Receive Grant To Expand Alternative Teacher Certification Project, Kay Hyatt

General University of Maine Publications

A $1.035 million U.S. Department of Education grant will allow the University of Maine to expand its innovative alternative teacher certification program to Aroostook and Washington counties. Funded over five years, the Transition to Teaching grant is based on the success and promise of the model developed and piloted by the UMaine College of Education and Human Development in partnership with the Mid-Coast Superintendents' Association, comprised of school districts from Searsport to Bath.

Umaine, Maine Maritime Team Up To Train Future Teachers, Kay Hyatt

General University of Maine Publications

A resourceful agreement between The University of Maine and Maine Maritime Academy is intended to expedite the initial certification process for a select group of aspiring educators and help address the severe shortage of mathematics and physical science teachers. The three-year pilot program, beginning this fall, opens access for MMA students to secondary science/mathematics education courses at UMaine.

Academy Seeks Aspiring Teachers, Kay Hyatt

General University of Maine Publications

Maine high school students considering a career in teaching have the opportunity to get some solid experience at the University of Maine this summer. With a $7,000 grant from the MBNA Community Foundation, the UMaine College of Education and Human Development will offer a first-time Future Teachers Academy June 24-26 at no cost to participants.

Education Partnership Names Director, Kay Hyatt

General University of Maine Publications

A regional partnership forged three years ago to improve K-12 teaching and learning has built a strong foundation and recently named a director to provide leadership for its ambitious agenda.

Nancy Yoder of Hampden, associate professor of educational leadership at the University of Maine, will devote half her workload to facilitating and coordinating activities of the Penobscot River Educational Partnership: A Professional Development Network.

Umaine Youth Program Earns Another National Award, Kay Hyatt

General University of Maine Publications

The National Youth Sports Program at the University of Maine has been named one of the best in the country for the third time in its seven-year history. In announcing the 1999 Meritorious Program award winners, the National Collegiate Athletic Association recognized the UMaine program for outstanding leadership, service to children and community involvement. The UMaine NYSP received a first-year commendation award in 1993 and earned a meritorious program award in 1994.

New Educational Partnership Sharing Responsibility, Resources To Improve K-12 Teaching And Learning, Kay Hyatt

General University of Maine Publications

A new partnership forged on common goals to improve K-12 teaching and learning is off to a strong start this fall, with expanded representation and an ambitious agenda. The Penobscot River Educational Partnership: A Professional Development Network (PREP:PDN), unites the University of Maine College of Education and Human Development and seven area school systems in a collaborative effort that links all areas of teacher preparation and professional development. The network is based on sharing and strengthening resources and expertise.

Teaching: A Demanding Job In High Demand, Kay Hyatt

General University of Maine Publications

Increasingly, Maine is confronting the national problem of filling teaching positions, particularly at the middle school and high school levels, and key leadership posts with well-prepared, highly qualified educators. Even though the state is not experiencing a surge in K-12 enrollment like some other areas of the county, its well-established, senior teaching force is reaching retirement in great proportions.

Coaching Education Center Honors Sports Medicine Pioneer, Kay Hyatt

General University of Maine Publications

The Maine Center for Coaching Education has honored retired Colby College educator and athletic trainer Carl E. Nelson of Waterville for his outstanding contributions to the promotion and practice of sports medicine in Maine. A pioneer in the care and prevention of athletic injuries, Nelson is the 1999 recipient of the Robert J. Lahey Sports Medicine Award.

Future Teachers To Learn Violence Prevention Strategies, Kay Hyatt

General University of Maine Publications

University of Maine students preparing to be teachers will get some expert advice on how to recognize the clues and deal with the realities of bias, harassment and violence in today’s schools. A Nov. 5 workshop for students in the College of Education and Human Development’s teacher candidacy and Master of Arts in Teaching programs will focus on early detection of problems and positive intervention.

Bell Atlantic Gift Boosts Umaine Technology Training For Teachers, Kay Hyatt

General University of Maine Publications

Technology is changing the way the world communicates and how teachers teach and students learn in Maine classrooms. A new partnership to further expand the digital bridge from classroom to a transformed society was announced today by the Bell Atlantic Foundation and the University of Maine College of Education and Human Development.

Umaine Offers New Graduate Program In Instructional Technology, Kay Hyatt

General University of Maine Publications

Maine schools are wired, expect additional funding for computer hardware and software, and students are eager to enhance their learning with cutting-edge technology. Beginning this fall, a new graduate program from the University of Maine will address the critical need for a more technologically advanced K-12 teaching force.

New Educational Partnership Shares Responsibility, Resources To Improve K-12 Teaching And Learning, Kay Hyatt

General University of Maine Publications

A new partnership forged on common goals and needs unites the University of Maine College of Education and Human Development and seven area school systems in a commitment to improve teaching and learning by bridging the gap between educational theory and classroom practice. The collaborative network, based on sharing and strengthening resources and expertise, links all areas of teacher preparation and continuing development.

Umaine Education Project Winners Announced, Kay Hyatt

General University of Maine Publications

Nearly 70 students from the University of Maine's College of Education and Human Development presented displays of their senior projects at the recent fall poster session. Winners have been named in four categories. The students choose either an educational research or a school practice topic to explore in depth and present as a capstone project to the senior seminar. The displays and presentations were judged by members of Phi Delta Kappa, the international organization for professional educators.

The Bottom Line On Reading Programs: Most Work Some Of The Time, With Some Students, Paula Moore

General University of Maine Publications

Debate continues to rage in academic and research circles over beginning reading instruction. The controversies are heated and politically charged. Now, the so-called Reading War is boiling over into the popular press and stirring up unnecessary fears among parents and community members that schools and teachers may not be using the "best" method to teach reading. In Maine, reports about the Reading War are turning up with regularity in local newspapers and on radio talk shows and statewide newscasts.

New England Land-Grant Universities Consider Stronger Voice For Education, Equity Through Regional Collaboration, Kay Hyatt

General University of Maine Publications

Land-Grant University education deans and faculty from the six New England states are working toward becoming a collective and influential regional voice for educational policy and reform. They took the first step Feb. 6-7 when they joined forces to deliberate and consider a regional response to some of the most crucial issues confronting early childhood and K-12 education. In the process, they discovered much about the differences, similarities and potential for cooperation among their various institutions in the nation's most historic, compact and fiercely independent region.

Philosophical Perspectives On Dramatic Art, Jane M. Gangi

Education Faculty Publications

Describes how the author facilitates drama experiences in the foundations of education courses that she teaches for preservice teachers. Suggests the course helps students gain an understanding of the philosophies of education, the rationale for arts in the curriculum, as well as multiple perspectives of dramatic art, by learning through experience.

New England Land-Grant Education Deans, Faculty Taking Collaborative Approach To Address Region's Key K-12 Issues, Kay Hyatt

General University of Maine Publications

The education deans of New England's Land-Grant universities are taking unprecedented collaborative action to improve and share their resources with one another and with K-12 schools throughout the region.

Educating Children For Social Responsibility Is International Concern, Kay Hyatt

General University of Maine Publications

Children use the lessons they learn in school about authority to pattern their behavior in society, according to a University of Maine professor who is one of approximately 30 educators helping plan an international conference that will explore the meaning and role of moral education in a world of changing geographic, political and social boundaries.