Teacher Education and Professional Development Commons^™

Saundra Isabelle, Saundra Isabelle, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

Saundra Isabelle started working part-time in child nutrition when her children started school, but immediately fell in love with it. She quickly rose through the ranks and became a manager at Pass Christian Elementary, Middle, and High Schools for five years. She is now the food service director for the Pass Christian School District.

Judy Mumphrey, Judy Mumphrey, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

After earning bachelors and master’s degrees at the University of Southern Mississippi, Judy Mumphrey taught home economics for eleven and a half years, before moving into school food service. She started out as the School Foodservice Administrator at Pass Christian before moving to Bay-Waveland Schools, where she finished her career. Her biggest challenge over that career was dealing with the aftermath of Hurricane Katrina.

Wanda Salley, Wanda Salley, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

An Alabama native, Wanda Salley holds degrees from Auburn University and Mississippi State University, and is also a Registered Dietitian. After beginning her career in hospitals she transitioned into school food service, first becoming a food service director in Houston, MS, followed by stints in Greenville, Pass Christian, and Harrison County, MS schools.

To Lecture Or Not To Lecture: Engaged Teaching And Learning, Wayne Roosa, Jay Rasmussen

Faculty Development Publications

This video and companion paper discusses the lecture as a teaching tool and features Professor Wayne Roosa (Art History) as he reflects on reasons for using lectures, the thoughts and processes involved in lecture design, and techniques that have proven successful. In addition to viewing a lecture in a 300 level course, hear Wayne’s thoughts about dealing with “too much material and too little time,” facilitating learning apart from the lecture, and preventing student boredom and information overload. (video length 51:09)

From the introduction to the paper: The lecture mode is certain to be included in your repertoire as a …

Passing Notes In School: Effects Of Teacher-To-Teacher Written Praise On School Community, Julie Nelson, Paul Caldarella

Faculty Publications

Research exploring school improvement and professional development suggests that teachers want to work collaboratively in professional communities (DeFour, 2004).

Motivation For Vocabulary Learning Of College Students, Qizhen Deng

Department of Teaching, Learning, and Teacher Education: Theses and Other Student Research

The purpose of this study is to construct and validate an instrument to measure motivation for vocabulary learning, opening the door to more studies on motivation for vocabulary learning in reading and listening. In the new 34-item questionnaire: Motivation for Vocabulary Learning Questionnaire (MVLQ), eleven subscales were examined within two motivational constructs, namely, self-efficacy and attitude. Participants in this study were 121 traditional undergraduate students from a Midwestern research university. Students responded to two self-report questionnaires: the Motivation for Vocabulary Learning Questionnaire (MVLQ), and the Motivation for Reading Questionnaire (MRQ) (Wigfield & Guthrie,1997). The results suggested that MVLQ had good …

Perceptions Of The Nature Of Science By Geoscience Students Experiencing Two Different Courses Of Study, Louis S. Nadelson, Karen Viskupic

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

Student knowledge of the Nature of Science (NOS) is critical to their understanding of science. NOS encapsulates the tenets of how science is regarded and the heuristics by which science is judged to be valid and appropriate. The importance of NOS to science education has lead to curricular and policy development that mandate the construct be taught throughout the K-12 science curriculum. If this curriculum is effective there is an expectation that students would enter post-secondary with foundational knowledge of NOS. Our research examined the perspectives of NOS among two different cohorts of undergraduate geoscience students, one of lower division …

Bringing Behavior Into Professional Learning Community Discussions, Gary Wall, Paul Caldarella, Lynnette Christensen, K. Richard Young, Pamela Hallam

Faculty Publications

Characteristics of a Professional Learning Community include: Shared mission, vision, values, goals; Collaborative teams FOCUSED ON LEARNING; Collective inquiry into “best practices” and “current reality”; Action orientation/experimentation; Commitment to continuous improvement; Results orientation

Getting Students To School On Time Using Teacher Written Praise Notes, Lynnette Christensen, Paul Caldarella, K. Richard Young, Colleen Densley

Faculty Publications

Our purpose was to evaluate the effect of teacher written praise notes on elementary school student on-time behavior.

7th–12th Grade English/Language Arts Teachers And Their Classroom Grading Practices: Investigating The Use Of Standards-Based Grading In Nebraska’S Rural Classrooms, Summer E. Stephens

Department of Educational Administration: Dissertations, Theses, and Student Research

A problem exists in grading practices accurately measuring student achievement. Both students’ academic achievements and nonacademic factors, such as effort, homework completion, and behaviors continue to factor into grades. This combination can lead to inaccurate representation of true academic ability, rendering a grade useless. While assessment and grading practices continue to be a conversation in most education circles, the implementation of standards-based grading practices in high school English/Language Arts classrooms varies widely. Past studies have shown that grades have provided feedback and been used to motivate and rank students. Future research was needed to address the following research question: How …

Pre-Service Physics Teachers And Physics Education Research, David Rosengrant

Faculty Articles

Training pre-service teachers requires, among other things, content knowledge, pedagogical skills and pedagogical content knowledge. Teacher preparation programs have little, if any spare time to add more courses/activities to their program. However, I argue in this paper that we, as educators, must enhance the amount of physics education research in our pre-service physics teacher training programs. In this study, I analyze the results of two different types of exposure to physics education research (PER) from two different groups of pre-service physics teachers in our masters of arts and teaching program. The preliminary results show, for example that the PER helped …

Our Transition Mission: Collaborations For College Success, Ann Marie Smeraldi, Kenneth Burhanna, Deidra Herring, Jillian Maruskin, Patricia Owen, Laura Piazza, Jennifer Schwelik, Beth Tumbleson

Michael Schwartz Library Publications

A panel of school and academic librarians that work with students transitioning from high school to college will describe the programs and practices offered at their institutions and offer their insights. The panelists are knowledgeable of AASL and ACRL Information Literacy Competencies, TRAILS, the INFOhio/OhioLINK 12-13 Transition initiative, academic library programs for high schools, and high school practices. Join the conversation, ask questions, and share your stories as we work together to discover the best way to support students’ academic success.

Pa Der Vang Tssa Fall 2008, Pa Der Vang

Teaching Skills Study Awards (TSSA) Reports

Enhances faculty's teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice.

Jeffrey Boeckman Tssa Fall 2006, Jeffrey Boekman

Teaching Skills Study Awards (TSSA) Reports

Enhances faculty's teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice.

Aaron Moffett Tssa Winter 2010, Aaron Moffett

Teaching Skills Study Awards (TSSA) Reports

Enhances faculty's teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice.

Trudie Brinson, Trudie Brinson, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

Trudie Brinson earlier worked with the Head Start program in Virginia and then began working in North Carolina as a child nutrition manager with the migrant program.

A Dire Need, Mohammad Ali

Institute for Educational Development, Karachi

No abstract provided.

Danny Seymour, Danny Seymour, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

Danny Seymour has been involved with school nutrition programs since 1971, beginning with a small suburban Philadelphia school district. His career path led him to direct four different school nutrition programs and to become director of the second largest school district in Pennsylvania - Pittsburgh Public Schools. Throughout his career in schools, Danny built each program on strong fundamentals of procurement as well as human resource management. While in Pittsburgh he developed the department’s Standards of Operations, outlining almost every policy and procedure for implementing a successful school nutrition operation. From 2007 to 2015 Danny held a position with the …

Gail S. Kavanaugh, Gail S. Kavanaugh, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

Gail S. Kavanaugh has served as a child nutrition director in Mississippi for over twenty-five years. She has also been very active in the state and national school nutrition associations, including testifying before Congress in the early 2000s.

Jeannie Sneed, Jeannie Sneed, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

Jeannie Sneed is a former director of the Applied Research Division of the National School Food Service Management Institute. Sneed now holds a position in the USDA Food Safety unit.