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Teaching For Deep Learning In A Second Grade Literacy Classroom, Treavor Bogard, Annamary L. Consalvo, Jo Worthy Apr 2018

Teaching For Deep Learning In A Second Grade Literacy Classroom, Treavor Bogard, Annamary L. Consalvo, Jo Worthy

Teacher Education Faculty Publications

From a New Literacies Studies (NLS) perspective, deep learning involves the acquisition of social and cultural competencies valued within a disciplinary community, not merely propositional displays of what one knows. Drawn from a year-long qualitative inquiry, this case study examines how one exemplary second-grade literacy teacher taught toward deep learning, using a pedagogy of multiliteracies (New London Group, 1996). Selected episodes of instruction were analyzed in two phases. Initially, data were examined for evidence of three main competency sets of deep learning--cognitive, inter-personal, and intra-personal (National Research Council, 2012). In the latter phase, analysis focused on the teacher’s pedagogical ...


Minding The Gap: Mentor And Pre-Service Teachers’ Ability Perceptions Of Content Area Literacy Instruction, Treavor Bogard, Mary-Kate Sableski, Jackie Marshall Arnold, Connie L. Bowman Oct 2017

Minding The Gap: Mentor And Pre-Service Teachers’ Ability Perceptions Of Content Area Literacy Instruction, Treavor Bogard, Mary-Kate Sableski, Jackie Marshall Arnold, Connie L. Bowman

Teacher Education Faculty Publications

This mixed method study compared how student teachers rated their ability in implementing components of content area literacy compared to their clinical educators’ perceptions of the student teachers’ actual performance. The researchers collaborated with K-12 clinical educators to develop a scaled survey to rate level of skill in four components of content literacy instruction. 112 clinical educators (CEs) and 183 student teachers (STs) representing five teacher licensure programs completed the survey. A two-way multivariate analysis of variance measured the effect of Role (CE and ST) and Teacher Licensure Program on ability perception. Results indicated that Role and Program each significantly ...


"Designerly" Ways Of Reading: Insights From Reader Response In Drama For Enriching The "A" In Language Arts, Treavor Bogard Apr 2016

"Designerly" Ways Of Reading: Insights From Reader Response In Drama For Enriching The "A" In Language Arts, Treavor Bogard

Teacher Education Faculty Publications

In this interpretive case study of reader response in drama, a drama troupe is the context for illuminating how young actors read in "designerly" ways; that is, how their reading processes facilitated constructive, solution-focused thinking in their development of characterizations. By examining the nature of reader response in the drama troupe, I hope to help educators understand how design thinking occurred as an aesthetic reading practice and consider ways in which design thinking can be cultivated in the language arts classroom. I argue that design thinking inspires the young to engage the imagination, practice teamwork, and take risks as they ...


Stepping Out With The Fop: Literacies Of Embodiment And Becoming In Youth Drama, Treavor Bogard Dec 2015

Stepping Out With The Fop: Literacies Of Embodiment And Becoming In Youth Drama, Treavor Bogard

Teacher Education Faculty Publications

Drawing upon perspectives of New Literacy Studies, characterization and gender performativity, this interpretive case study used Multimodal Inter(Action) Analysis and ethnographic methods to examine how a queer youth, Michael, embodied the fop character type as he acted in a youth theatre troupe. The study examines Michael’s embodiment of the fop as a composition process in drama that evoked discourses of queer masculinity and the performativity of selves becoming. Embodied composing of characterizations in the troupe, and specifically the fop, were multimodal designs that intertwined with Michael’s self-cultivation and self-efficacy as a queer youth.


The Insider Perspective: Insights On Diversity From Award-Winning Diverse Authors, Jackie Marshall Arnold, Mary-Kate Sableski Oct 2015

The Insider Perspective: Insights On Diversity From Award-Winning Diverse Authors, Jackie Marshall Arnold, Mary-Kate Sableski

Teacher Education Faculty Publications

There is perhaps no better source to speak about diverse literature than the “insider” authors who have been writing it for years. We were fortunate to speak with three accomplished authors of diverse books for children who invite students into their books—Pat Mora, Kadir Nelson, and Janet Wong. Invited to participate in phone and e-mail interviews based on their reputation for publishing diverse books, each author shares his or her perspective on this timely topic.


Thresholds Of Knowledge Development In Complex Problem Solving: A Multiple-Case Study Of Advanced Learners’ Cognitive Processes, Treavor Bogard, Min Liu, Yueh-Hui Chiang, Yueh-Hui Vanessa Chiang Jun 2013

Thresholds Of Knowledge Development In Complex Problem Solving: A Multiple-Case Study Of Advanced Learners’ Cognitive Processes, Treavor Bogard, Min Liu, Yueh-Hui Chiang, Yueh-Hui Vanessa Chiang

Teacher Education Faculty Publications

This multiple-case study examined how advanced learners solved a complex problem, focusing on how their frequency and application of cognitive processes contributed to differences in performance outcomes, and developing a mental model of a problem. Fifteen graduate students with backgrounds related to the problem context participated in the study. Data sources included direct observation of solution operations, participants’ think aloud and stimulated recalls as they solved the problem, as well as solution scores indicating how well each participant solved the problem. A grounded theory approach was used to analyze stimulated recall and think aloud data. A set of thirteen cognitive ...


Urban Pds Partnership: Preparing Teachers For Social Justice, Connie L. Bowman, Rachel M. B. Collopy, Jamie Bentley, Elizabeth Cameron, David A. Taylor Jan 2013

Urban Pds Partnership: Preparing Teachers For Social Justice, Connie L. Bowman, Rachel M. B. Collopy, Jamie Bentley, Elizabeth Cameron, David A. Taylor

Teacher Education Faculty Publications

We believe that for urban schools to meet their goals and mission — in the way the DECA is modeling — takes a partnership among many stakeholders. One such partnership that supports DECA, and might buttress other schools and students — and simultaneously help to enact a social justice ideal — is a school-university connection. DECA was founded as a Professional Development School (PDS), with the school and university developing a reciprocal relationship with a shared focus on the preparation of new teachers, the enhancement of high school students' achievement, school and university faculty members' professional development, and collaborative inquiries aimed at improving instructional ...


The Educational Achievement Gap As A Social Justice Issue For Teacher Educators, Rachel M. B. Collopy, Connie L. Bowman, David A. Taylor Sep 2012

The Educational Achievement Gap As A Social Justice Issue For Teacher Educators, Rachel M. B. Collopy, Connie L. Bowman, David A. Taylor

Teacher Education Faculty Publications

The educational achievement gap is a critical social justice issue. Catholic and Marianist conceptions of social justice in particular call people to work with others in their spheres of life to transform institutions in order to further human rights while promoting the common good. Drawing on key elements of Catholic teaching on social justice, we argue that the achievement gap constitutes a social injustice. We then offer a case illustrating collaboration between university-based teacher educators and school faculty to address the achievement gap through transforming the institutions of school and of teacher preparation. The Dayton Early College Academy (DECA), founded ...


Fostering Academic And Social Growth In A Primary Literacy Workshop Classroom: "Restorying" Students With Negative Reputations, Jo Worthy, Annamary L. Consalvo, Treavor Bogard, Katie W. Russell Jun 2012

Fostering Academic And Social Growth In A Primary Literacy Workshop Classroom: "Restorying" Students With Negative Reputations, Jo Worthy, Annamary L. Consalvo, Treavor Bogard, Katie W. Russell

Teacher Education Faculty Publications

In most classrooms, there are students who have academic, behavioral, and/or interpersonal challenges that can disrupt the classroom community. In some cases, these challenges can build momentum, leading to a negative reputation or “story” that can follow the student throughout school. This academic, yearlong case study focused on Mae Graham, an exemplary teacher, and the cases of two students who began second grade with negative behavioral, emotional, and academic reputations from previous years in school. We describe how Mae “restoried” the students through personalized instruction and attention, classroom structure and curriculum, and social interactions in the classroom. We base ...


Promoting Resiliency Among First-Generation College Students, Jessica C. Fentress, Rachel M. B. Collopy Feb 2011

Promoting Resiliency Among First-Generation College Students, Jessica C. Fentress, Rachel M. B. Collopy

Teacher Education Faculty Publications

On a momentous day in May, six unlikely students walked across the graduation stage of a competitive, private university to receive their bachelor’s degrees. All six were participants in our study of successful first-generation college (FGC) students. Extensive research investigated the high attrition rates of FGC students and enumerated obstacles that led them to drop out.

Our research took a different approach. Through in-depth interviews, we explored the way resilient FGC students navigated around obstacles and what supported their success. By definition, resilient individuals succeed despite characteristics that predict their failure. Stories from this study offer practical implications for ...


Stories Of God's Love (Kindergarten), Shauna M. Adams, Lisa Grabiel, Debra Ciambro Grisso Jan 2011

Stories Of God's Love (Kindergarten), Shauna M. Adams, Lisa Grabiel, Debra Ciambro Grisso

Teacher Education Faculty Publications

This kindergarten program offers a leaflet-style format that proclaims Bible stories as well as contemporary stories that relate to the life of a kindergarten child. Seasonal lessons deepen the child’s understanding of holy days, holidays and liturgical seasons.

Stories of God’s Love is the first new program following the Guidelines for Materials developed by the Subcommittee on the Catechism of the United States Conference of Catholic Bishops.


To Blend Or Not To Blend: Online-Only And Blended Learning Environments, Rachel M. B. Collopy, Jackie Marshall Arnold Oct 2009

To Blend Or Not To Blend: Online-Only And Blended Learning Environments, Rachel M. B. Collopy, Jackie Marshall Arnold

Teacher Education Faculty Publications

Increasing curricular demands and the desire to provide meaningful, engaging instruction have pressed teacher educators to review and revise their programs. Many have viewed the assets of online learning as a potential solution to meet the seemingly ever increasing state- and accreditation-mandated course content and competencies. Universities have explored the inclusion of Web based courses for students for several decades. According to Martyn (2003), over 90% of higher education institutions use some type of electronically enhanced learning or “e-learning” option.

These options vary between courses that are offered completely “online” to those that include a blend of differing amounts of ...


An Analysis Of Feedback Given To Strong And Weak Student Writers, Janet L. D. Dinnen, Rachel M. B. Collopy Jun 2009

An Analysis Of Feedback Given To Strong And Weak Student Writers, Janet L. D. Dinnen, Rachel M. B. Collopy

Teacher Education Faculty Publications

Improvement-oriented feedback has been shown to be more effective at raising writing achievement than simple evaluative feedback. This study investigates whether teachers differ in the feedback they give to weak and strong writers as well as how feedback differs across grades. Interviews were conducted with 15 teachers about the feedback they gave students on their writing. Contrary to expectations, analyses indicate that both weak and strong writers received minimal improvement-oriented feedback. However, strong writers received more positive evaluative feedback while weak writers received more negative evaluative feedback. This research has implications for both teacher education and the professional development of ...


Stories Of God's Love: Preschool Program (Ages 4-5), Joy L. Comingore, Shauna M. Adams, Joni L. Baldwin, Elizabeth M. Engelhardt, Susan M. Ferguson, Debra Ciambro Grisso Jan 2009

Stories Of God's Love: Preschool Program (Ages 4-5), Joy L. Comingore, Shauna M. Adams, Joni L. Baldwin, Elizabeth M. Engelhardt, Susan M. Ferguson, Debra Ciambro Grisso

Teacher Education Faculty Publications

Stories of God’s Love is a Bible-based program prepared by a team of respected preschool specialists from the University of Dayton and is written following the directives developed by the U.S. Conference of Catholic Bishops.

The leaflet style format proclaims age appropriate Bible stories as well as contemporary stories which connect the scripture story to an everyday life experience of a preschool child.

Seasonal leaflets introduce and explore holy days, holidays and the seasons of the year. A music component, poster set and program director manual completes the program. Multi-day and one-day guides are available.


Stories Of God's Love: Preschool Program (Ages 3-4), Joy L. Comingore, Shauna M. Adams, Joni L. Baldwin, Elizabeth M. Engelhardt, Susan M. Ferguson, Debra Ciambro Grisso Jan 2009

Stories Of God's Love: Preschool Program (Ages 3-4), Joy L. Comingore, Shauna M. Adams, Joni L. Baldwin, Elizabeth M. Engelhardt, Susan M. Ferguson, Debra Ciambro Grisso

Teacher Education Faculty Publications

Stories of God’s Love is a Bible-based program prepared by a team of respected preschool specialists from the University of Dayton and is written following the directives developed by the U.S. Conference of Catholic Bishops.

The leaflet style format proclaims age appropriate Bible stories as well as contemporary stories which connect the scripture story to an everyday life experience of a preschool child.

Seasonal leaflets introduce and explore holy days, holidays and the seasons of the year. A music component, poster set and program director manual completes the program. Multi-day and one-day guides are available.


Reconsidering Teacher Professional Development Through Constructivist Principles, Kathryn Kinnucan-Welsch Jan 2007

Reconsidering Teacher Professional Development Through Constructivist Principles, Kathryn Kinnucan-Welsch

Teacher Education Faculty Publications

Constructivism has been discussed from multiple perspectives, including philosophical, psychological, social, and educational. These perspectives, of course, overlap when we shape what we do in the day-to-day realities of teaching and learning. The perspective that I bring to this chapter describing the professional development of teachers is that constructivism is a theory of learning that suggests that individuals make meaning of the world through an ongoing interaction between what they already know and believe and what they experience. In other words, learners actively construct knowledge through interactions in the environment as individuals and as members of groups.

It is from ...


Responses From The Field, Roberta Weaver, Shauna M. Adams, Mary F. Landers Jun 2006

Responses From The Field, Roberta Weaver, Shauna M. Adams, Mary F. Landers

Teacher Education Faculty Publications

DeFiore (2006) provides a comprehensive review of elements that have shaped the state of special education in Catholic schools. The article speaks of the bishops’ vision without teeth and the theoretical support provided under the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA). DeFiore discusses the demand for services that are not met because of a lack of resources, expertise, and funding. The article concludes by allowing that much has occurred over the past decade, but more is needed.

To meet this need, DeFiore states that diocesan and local leaders must face the challenge of inspiring the laity to ...


Coaching For Metacognitive Instructional Practice, Kathryn Kinnucan-Welsch Jan 2005

Coaching For Metacognitive Instructional Practice, Kathryn Kinnucan-Welsch

Teacher Education Faculty Publications

One way to identify students who are becoming accomplished readers and writers is to observe the degree to which the examples of coaching presented in this chapter are taken from my research as a participant in a statewide literacy professional development initiative: the Literacy Specialist Project (Kinnucan-Welsch, 2003a, 2003b; Rosemary, Grogan, et al., 2002).

The central aim of the Literacy Specialist Project, launched in 2000 by the Ohio Department of Education, is to provide professional development to educators in the state of Ohio that supports enhanced understanding in the teaching of reading and writing. The professional development incorporates foundational knowledge ...


Elementary School Meets University, Rachel M. B. Collopy, Patsy Bowman Jul 2003

Elementary School Meets University, Rachel M. B. Collopy, Patsy Bowman

Teacher Education Faculty Publications

When school districts and universities combine their strengths, both benefit. Like teaching hospitals associated with medical schools, professional development schools (PDSs) train future practitioners, develop state-of-the-art practices, and nurture professional growth. Schools benefit from sustained professional development focused on their unique needs. Teacher preparation programs benefit from exemplary placements for student teachers and the wisdom of current practitioners. Both gain from joint research into innovative practices and the cross-fertilization of ideas.


Curriculum Materials As A Professional Development Tool: How A Mathematics Textbook Affected Two Teachers' Learning, Rachel M. B. Collopy Jan 2003

Curriculum Materials As A Professional Development Tool: How A Mathematics Textbook Affected Two Teachers' Learning, Rachel M. B. Collopy

Teacher Education Faculty Publications

This study reports on 2 upper-elementary teachers' learning through their use of potentially educative mathematics curriculum materials without additional professional development. 41 observations of the teachers' mathematics lessons and 28 interviews of the teachers were collected from October to May of an academic year. The case study analyses indicated that curriculum materials can be an effective professional development tool, but perhaps not for all teachers. 1 teacher's instructional focus and rationale for instructional practices remained stable throughout the school year, whereas the other's changed dramatically. The cases illustrated the teachers' dynamic and divergent nature of opportunities to learn ...


Women Scholars, Integration, And The Marianist Tradition: Learning From Our Culture And Ourselves, Mary Ellen Seery, Shauna M. Adams, Kathryn Kinnucan-Welsch, Connie L. Bowman, Patricia R. Grogan, Laurice J. Joseph Mar 2002

Women Scholars, Integration, And The Marianist Tradition: Learning From Our Culture And Ourselves, Mary Ellen Seery, Shauna M. Adams, Kathryn Kinnucan-Welsch, Connie L. Bowman, Patricia R. Grogan, Laurice J. Joseph

Teacher Education Faculty Publications

In the fall of 1997, a group of junior tenure-track women faculty in the Department of Teacher Education at the University of Dayton decided to meet regularly in order to support each other’s scholarly endeavors in the process of achieving promotion and tenure. The group of subsequently became known as the Writing-Writers’ Support Group (WWSG). In 2000, the group conducted a self-study of its group process to determine how the formation of women’s WWSG fit with the mission and characteristics of a Marianist university. The results suggest that, although each of the characteristics could be identified in the ...


Catholic Schools And Multicultural Education: A Good Match, Charles J. Russo, Shauna M. Adams, Mary Ellen Seery Dec 1998

Catholic Schools And Multicultural Education: A Good Match, Charles J. Russo, Shauna M. Adams, Mary Ellen Seery

Teacher Education Faculty Publications

This article reflects on the place of multicultural education in Catholic schools. The authors review the history and development of Catholic schools in order to set a context for examination of the appropriateness of multicultural education.


Using Motivational Theory With At-Risk Children, Rachel M. B. Collopy, Theresa Green Sep 1995

Using Motivational Theory With At-Risk Children, Rachel M. B. Collopy, Theresa Green

Teacher Education Faculty Publications

Rawsonville Elementary is a neighborhood school near Detroit, where the automotive industry is the major employer. Recent layoffs have affected many families in the area, and more than half of the school's 480 students receive reduced or free lunch. Of the district's six elementary schools, Rawsonville has been identified as most in need of Chapter 1 services. For years, the school improvement team had worked hard to improve student motivation and learning. Yet, something was still missing. The number of at-risk and underachieving students entering the school continued to increase.

At the same time, a group of researchers ...


Reading: The Conferences, Kathryn Kinnucan-Welsch May 1993

Reading: The Conferences, Kathryn Kinnucan-Welsch

Teacher Education Faculty Publications

The theme of this issue of Reading Horizons is exemplary practice, and as I recall, several of the sessions from the annual conference of the International Reading Association it becomes clear how central the concept of teacher as professional is to exemplary practice. One session in particular — Teacher Preparation and Staff Development: Lessons from New Zealand — presented by Debra Elliot and colleagues provided some food for thought in considering the teacher as professional. In discussing current models of student teaching, which is of course a critical component to the development of the teacher as professional, Stephanie Steffey from San Jose ...


Reviews: Professional Materials, Kathryn Kinnucan-Welsch, Sherry R. Myers, Paul Bright, Jeanne M. Jacobson Nov 1991

Reviews: Professional Materials, Kathryn Kinnucan-Welsch, Sherry R. Myers, Paul Bright, Jeanne M. Jacobson

Teacher Education Faculty Publications

Reviews of the following:

  • Basic Reading Inventory (Jerry L. Johns)
  • Merry Christmas, Amanda and April (Bonnie Pryor)
  • Chicken Man (Michelle Edwards)
  • All the Lights in the Night (Arthur A. Levine)
  • Jack and the Beanstalk (Steven Kellogg)
  • The Swineherd (Hans Christian Andersen)
  • The Worst Person’s Christmas (James Stevenson)
  • That’s Exactly the Way it Wasn’t (James Stevenson)
  • An Auto Mechanic; A Carpenter; A Potter (Douglas Florian)
  • Meredith’s Mother Takes the Train (Deborah Lee Rose)