Around the College
Hertzog presents on equity and gifted education
Professor Nancy Hertzog presented “Let’s Talk: Round Table Discussion on Equity –What Have You Tried? What’s Next?” at the October meeting of WAETAG (Washington Association of Educators of the Talented and Gifted). Hertzog discussed what districts are doing around the state related to equity and access to gifted education programs.
New paper on learning and technology by Taylor
Professor Katie Headrick Taylor recently had her paper “Mapping the daily media round: novel methods for understanding families’ mobile technology use” published in the journal Learning, Media and Technology.
The article describes an innovative study design for understanding how mobile technologies influence the ways in which families learn together and analyzes the movement of digital media practices, where they are located, and how digital co-participation within families is distributed across time and space.
Free PD session for 3D classroom science assessment
A free professional development session is now available from STEM Teaching Tools providing a step-by-step process to support educators as they design a 3D classroom science assessment for diagnostic use in the classroom.
The session builds on the previous three open educational resources published by STEM Teaching Tools to support implementation of the NGSS / NRC Framework vision. This session provides a step-by-step process to support participants as they design a 3D classroom science assessment for diagnostic use in the classroom. Along the way, participants will also learn how to define 3D learning performances for specific lessons—and how to use a range of tools to support their assessment design work and understanding of 3D learning. The resource is for a 3- to 4-hour PD session, and it includes all of the resources that PD facilitators need to adapt and run the session—including slides, speaker notes, facilitator guide, embedded resources, and a sample assessment (with student responses).
This resource comes from the Advancing Coherent and Equitable Systems of Science Education (ACESSE, or “access”) project—funded by NSF—focused on promoting 3D science instruction through a partnership with 13 states and the Council of State Science Supervisors. Additional PD resources are in active development and feedback is always welcome.
Taylor co-authors cyberlearning report
The recently released Cyberlearning Community Report:The State of Cyberlearning and the Future of Learning With Technology was co-authored by Professor Katie Headrick Taylor, who contributed the chapter “Community mapping: Moving and discovering across contexts.”
The report highlights work America’s cyberlearning community is engaged in as it integrates the latest innovations in learning science and computer science into new research designs and methods. This work is also driving the need for new learning sciences in areas such as embodied cognition, identity, and affect, and requires advances in methods, such as multimodal analytics, and in computer science, such as in context-sensitive computing.
Faculty, alumni contribute to book on college athletes’ rights
The recently published book “College Athletes’ Rights and Well-Being: Critical Perspectives on Policy and Practice” includes chapters authored by faculty in the UW’s Intercollegiate Athletics Leadership program and College alumni.
Professor Jennifer Hoffman contributed the chapter “Title IX’s Gender-Separate Allowance in the Context of College Athlete Rights and Intercollegiate Athletics Reform”; Whitney Griffin (MEd ‘13, PhD ‘14) contributed “The State of Concussion Protocols: Paperwork or Policies”; and Emmett Gill, guest faculty in IAL, contributed “Activism in College Athletics: A Case Study of the Student-Athletes Human Rights Project.”
AASA and CEL launch national principal supervisor academy
In October, 54 leaders from 43 school district across the country convened in Oceanside, Calif., for the three-day kickoff of the AASA National Principal Supervisor Academy, a yearlong program developed and led by the UW’s Center for Educational Leadership. The academy helps participants create the structures and routines necessary to improve the performance of principals as instructional leaders.
CEL based the program upon the Council of Chief State School Officers Principal Supervisor Standards, the latest research on adult learning and leadership development, as well as promising practice from districts across the country. Over the course of the academy, participants will work from problems of practice, use cycles of inquiry, learn from case studies, and utilize virtual professional learning communities and virtual individual coaching.
Faculty, students present at CEC Division for Early Childhood
Nineteen UW College of Education faculty, staff and students recently presented their work at the Division for Early Childhood annual conference on young children with special needs and their families.
Those presenting were:
Yelena Patish (PhD ‘16) and Elizabeth West — “Creating a Community of Inclusion in Early Elementary Classroom Through Classroom Meeting”
Angel Fettig — “Updated: DEC Position Statement on Challenging Behaviors,” “Beyond the Coaching Basics: Differentiating Coaching Strategies to Meet Program/Professional Needs” and “Dialogic Reading in Early Childhood Settings: A Review of Procedural Fidelity”
Ariane Gauvreau — “Field Supervision Framework in Early Childhood Special Education,” “Families as Mentors: Preparing Pre-Service Teachers to Engage in Family Centered Practices,”
“The Project DATA Model for Teaching Preschoolers with Autism” and “Validating Information From Multiple Sources and Methods: A Systematic Review”
Carol Davis — “Manipulating Aspects of the Physical, Social, and Temporal Environment to Support Learning”
Erin McLaughlin — “Effects of Antecedent Exercise on Engagement”
Gail Joseph — “Suspension/Expulsion: Creating Statewide Policy to Ensure the Inclusion of All Children”
Huan-Ching (Trina) Chang (MEd ‘17) — “Examining the Influence of Teachers' Professional Development on Supporting Children's Challenging Behavior”
Jennifer Fung — “The Project DATA Model for Teaching Preschoolers with Autism” and “Results of RCT of Project DATA: A Comprehensive Preschool Model for ASD”
Julie Ashmun — “The Project DATA Model for Teaching Preschoolers with Autism”
Kathleen Artman Meeker — “Beyond the Coaching Basics: Differentiating Coaching Strategies to Meet Program/Professional Needs,” “Making it Real: Using Field-Based and Practice-Based Experiences in Personnel Preparation,” “Updated: DEC Position Statement on Challenging Behaviors,” “Examining the Influence of Teachers' Professional Development on Supporting Children's Challenging Behavior,” “Universal Screening of Academic and Social-Emotional Skills in Inclusive Preschool and Kindergarten” and “DEC Executive Office Think Tank”
Kristen Missall — “Manipulating Aspects of the Physical, Social, and Temporal Environment to Support Learning,” “Universal Screening of Academic and Social-Emotional Skills in Inclusive Preschool and Kindergarten” and “Individual Growth and Development Indicators Keep Growing! New Applications and Opportunities”
Maggie Beneke — “YEC Editorial Board Meeting,” “Self-reflection as Change Agent: Facing Struggles for Systemic Equity and Social Justice,” “Humanizing Inquiry: Researching Equity and Inclusion in Early Childhood Settings” and “Saying, Doing, Being: Discourse During Decision-Making With Families from Diverse Backgrounds”
Mohammed Faiz Alasmari — “Effects of Bilingual Intervention on Young Dual Language Learners With ASD”
Selma Powell — “Creating a Community of Inclusion in Early Elementary Classroom Through Classroom Meetings,” “Investigating the Use of iPads in an Inclusive PK Classroom” and “Field Supervision Framework in Early Childhood Special Education”
Shannon Ludeman — “Universal Screening of Academic and Social-Emotional Skills in Inclusive Preschool and Kindergarten”
Songtian (Tim) Zeng — “Validating Information From Multiple Sources and Methods: A Systematic Review”
Susan Sandall — “Becoming a Researcher: From Doctoral Student to Seasoned Researcher,”
Making Recommended Practices Real,” “Families as Mentors: Preparing Pre-Service Teachers to Engage in Family Centered Practices” and “Validating Information From Multiple Sources and Methods: A Systematic Review”
Xueyan Yang — “Becoming a Researcher: From Doctoral Student to Seasoned Researcher” and “Grandparents as Supports: Preliminary Findings from a Systematic Literature Review and Qualitative Study”
Amy Li ‘16 receives ASHE dissertation award
Amy Li (PhD ‘16) received a Dissertation Honorable Mention from the Association for the Study of Higher Education for “The Renaissance of Performance Funding for Higher Education: Policy Adoption, Implementation, and Impacts.” Her advisor was Bill Zumeta and her dissertation committee members were Maresi Nerad and Joe Lott.
In addition to being a CREST (U.S. Department of Education-sponsored PhD training program based at the College from 2009-15) Fellow, Li held an AERA doctoral fellowship in her dissertation year and received support from the TIAA Institute for part of her project. She is currently assistant professor of higher education at the University of Northern Colorado College of Education.
Ra'Jeanna Conerly ‘15 featured in UCEA webinar
Ra'Jeanna Conerly (MEd ‘15), principal of Lakeland Elementary School in Federal Way School District and a graduate of UW’s Danforth Educational Leadership Program, was a featured presenter in the webinar “Tales from the Field: What Graduates Have to Say About Exemplary Preparation.”
The webinar was sponsored by the University Council of Educational Administration in conjunction with National Principals’ Month and can be viewed online.