Building upon the positive aspects of traditional reader’s theater and the popularity of comics, graphic novels, and media/technology, this innovative strategy is a comprehensive utilization of differentiated reading and writing, as well as listening, speaking, viewing, and visually representing. During the workshop, participants explored the theoretical base of the multimodal strategy, viewed video clips of real learning events, and engaged in modeling and hands-on experiences. They learned both how and why the strategy works to develop learner’s fluency for comprehension. By taking a different view of a strategy, including why we use it, we can extend our abilities to “make a difference.”
]]>She had the following entries published: Bochnia (Krakow Region); Kolbuszowa (Krakow Region); Krakow (Krakow Region); Dziewieniszki (Weissruthenien Region); Mlawa (Zichenau Region); Plock (Zichenau Region).
More information on the Holocaust Museums research center encyclopedia.
]]>At the Monroeville session, Mary Renck Jalongo will be there to provide detailed information about the program and answer any questions that you might have.
400 Penn Center Boulevard
Building 4, Suite 900
Pittsburgh, PA 15235
At the Harrisburg session, Kelli Jo Kerry-Moran will be there to provide detailed information about the program and answer any questions that you might have.
(Administration Building, Boardroom)
2986 North Second Street
Harrisburg, PA 17110-1201
To reserve a place at the information session, please contact Rosie Gundy (rgundy@iup.edu) by Thursday, May 23, 2013.
]]>Machado, along with Huachuan Wen and Ying Jiang, doctoral students in the Curriculum and Instruction graduate program, presented “Effects of Digital Writing on College Students’ Formal Writing.”
Machado also presented with McLaughlin and Hayat Messekher, a doctoral graduate of the English Department’s Composition and TESOL program. Their paper was titled “International Cross-Disciplinary Collaboration: Using Web 2.0 Technology to Foster Pedagogical Exploration in the Higher Education Classroom.”
A reflective practice teaching circle on writing for publication has been functioning for several years at IUP. Membership and participation in the group has progressively declined across the years. To increase membership and participation, current circle members have incorporated Web 2.0 technology into the teaching circle to facilitate cross-discipline pedagogical exploration and writing for publication with and beyond the U.S.-based school. Machado shared the preliminary findings of self-study, coauthored with McLaughlin and Messekher, that has been unfolding over the last eight months. She described the influence that the circle (with a physical and virtual presence) is having on its members’ teaching in their higher education classrooms, and ways in which this learning community will be used to foster pedagogical exploration in the higher education classroom.
]]>The panel described popular social media networks, including, but not limited to, Facebook, Twitter, YouTube, LinkedIn, Pinterest, GetGlue, Instagram, LastFM, Bogs, G+, and FourSquare.
Personal anecdotes from each presenter illustrated how different networks fulfill different needs. Workshop participants were given an opportunity to explore some of the features of each social media and determine which social media networks fit them best.
]]>While learning communities are helpful in many regards, little has been documented about cross facilitating learning communities using technologies. The coauthors have established a professional learning community using Wiki and other Web 2.0 technology to (a) scaffold the development of research ideas and (b) collaborate across disciplines in writing projects.
McLaughlin shared the preliminary findings of findings of self-study, coauthored with Machado and Messekher, that has been unfolding over the last eight months. McLauglin described how this technology is being used to reduce the isolation that is generally associated with writing for publication. She also described how this learning community will be used to foster international collaboration, maintain professional fidelity, and provide formative feedback on writing projects.
]]>Strong presented "Creativity in Higher Education: Professors as Gatekeepers" on April 4 at the annual Graduate Scholars Forum hosted by the School of Graduate Studies and Research at IUP.
She presented “Creativity in Higher Education: Professors as Gatekeepers to Creative Growth in Freshmen-Level College Courses” on April 19 at the 6th annual PASSHE Graduate Research and Creative Projects Symposium, Dixon Center, Harrisburg.
]]>In “A Little Technology Goes a Long Way: Using Mobile Devices to Spark Creative Expression and Active Engagement in Undergraduate Students,” Machado presented work she's done with the grant-funded Technology Toolbox she created last year for pedagogical exploration in her classroom.
She described the curricular changes she made to a traditional syllabus and the ways in which she uses the Technology Toolbox to prepare preservice teachers to motivate, instruct, and assess learners in prekindergarten through fourth grade.
Machado will share what she learned about blended learning with faculty at the next College Technology Day.
Learn more about the ninth annual Sloan Consortium Blended Learning Conference.
]]>This paper was presented by Laverick on March 7, 2012, at the Society for Information Technology and Teacher Education Conference in Austin, Texas.
]]>Machado shared some tried and tested low-tech simulations and body kinesthetic activities that she uses to nurture critical thinking in students. The session was attended by approximately 40 IUP faculty members.
]]>After working with Brett Scott, the principal and curriculum leader, McAleer developed a three-day workshop series for the teachers at Chief Ivan Blunka School, located in New Stuyahok, Alaska, in the Southwest Region School District.
A federally recognized tribe is located in the community. The population of the community consists of 96 percent Alaska Native or part Native. New Stuyahok is a southern Yup'ik Eskimo village with Russian Orthodox influences. Residents practice a fishing and subsistence lifestyle. Skiffs, ATVs, and snowmachines are prevalent forms of local transportation.
The village of 471 people is proud of their new school where 150 students attend the PK-12 program. The faculty flies to the village on bush planes, lives in school-provided apartments, and lives and teaches in the harshest of climates. Because most of them love the way of life in the Alaskan tundra, there is a community of outdoor people who are engaged in this way of life. On Saturday morning, Franny awakened to the sound of the teachers starting—or trying to start—their snowmobiles. Off they went!
Franny enjoyed cross country skiing and snowmobiling after school in -20 degree weather. Fresh produce is rare. Fishing for salmon provides food, logging provides heat, and the river supplies water. The airport is a plowed strip of land on the hill top. No gas stations, McDonald's, convenient stores, doctors, or other things we routinely have in Pennsylvania.
The workshops provided the beginning of a journey to understand the principles and strategies of differentiating instruction and how they impact learning in this village. As choice becomes the practice in the school, all students are matched with tasks compatible with their individual learning profiles, interests, culture, and readiness. The teachers are using the strategies presented as they build their unique community of learners.
]]>The presentation was titled “Good Teacher Educators = Good Teachers.” The presentation compared the dynamic national focus on the need for quality teachers with the relative absence of focus on the need for quality teacher educators. Participants in the interactive session discussed the many challenges encountered by those in the academy who choose to focus their work on undergraduate and pre-service preparation of teachers, and concluded that more substantial research on the qualities and attributes of teacher educators that lead to the preparation of excellent teachers is needed.
]]>This paper reports on a Scholarship of Teaching and Learning project that was developed to investigate the degree to which in-service teachers were willing to play a leadership role within and beyond their classrooms.
Machado and Wen presented the workshop “Writing for Publication: Using Google Documents to Collaborate with other Scholars.” Web 2.0 technologies like Google Documents are allowing faculty to co-write with other faculty members and doctoral students synchronously and asynchronously. The presentation described how Machado and Wen used this technology to design an empirical research study and collaboratively develop an IRB application. The presenters described some of the benefits and challenges of using this technology.
In addition, Machado, Jiang, and Wang presented the workshop “Don’t get Bitter… Just Twitter.” Microblogging tools like Twitter have gained huge momentum since 2008. This emerging technology is prompting faculty to overcome their cynicism and explore the pedagogical benefits of this social networking tool. The presenters of this workshop shared some of the ways in which faculty can use Twitter in their classrooms. One of the presenters described how she plans on using Twitter in Spring 2012 in her role as instructor, student teaching supervisor, and coordinator of the MEDU program.
]]>Jalongo and Hirsh wrote “Reconceptualizing Creative Thought Processes in Children: An Integrative Review of the Research.”
Hirsh is also the director of the undergraduate early childhood program at Carlow University.
The book is edited by Olivia Saracho and Bernard Spodek.
]]>“Supporting Young Children’s Vocabulary Growth: The Challenges, The Benefits, and Evidence-Based Strategies” was published in Early Childhood Education Journal in March 2011 and was among the top downloaded articles throughout the year. Dr. Jalongo and Dr. Sobolak collaborated on the manuscript.
]]>Because of her expertise in higher level thinking, gifted education, and adapting instruction for special education students, she was selected to share her perspectives and research on the theme “The Kananaskis Village People,” described as “Different isn’t so different anymore! It’s about working together as a community of educators to create change for all students and to empower all learners.”
The components of the double session were:
(Gifted Education is a recent mandate in Alberta Province.)
Six Hats is a simple and powerful way to differentiate the questioning process and teach thinking as a skill that can be learned, practiced, and improved. The Six Hats promote differentiated learning by teaching students to think at higher levels and improve writing, reading, and speaking skills. The colors and hats provide a useful visual image that is easy to learn and remember. The game and role-playing nature of the hats compliment how the brain works. So, put on the Six Hats and improve thinking, questioning, and communication.
Do you have students who learn at an advanced level and accelerated pace? You can meet the needs of these learners through differentiated instruction. This workshop presents the principles and strategies to help you meet their needs.
Her presentation was titled “A Feminist Critique of Father Involvement Policies.” It provided an analysis of the impact of state and federal father support policies on the progress of feminism in the United States.
]]>ACEI selected “Beyond Benchmarks and Scores: Reasserting the Role of Motivation and Interest in Academic Achievement” as one of the seven “noteworthy and award-winning” articles from past issues of Childhood Education.
]]>The symposium is titled “Putting Students First: Responding to Student Learning Needs, Curriculum Evaluation, and Program Development through Four Scholarships of Teaching and Learning Projects at Indiana University of Pennsylvania.”
]]>Dr. Laurie Nicholson, also of the PSE Department, was the co-author of a chapter on working with families.
The book was published this summer with a 2012 publication date.
]]>The ETEN conference will be held in the historic city of Coimbra in sunny, historic, and beautiful Portugal. Coimbra is home to the University of Coimbra, founded in 1290 and one of the oldest universities in the world.
ETEN is network of about sixty-five universities and colleges that prepare teachers. The overwhelming number of these institutions are in Europe, although recently the ETEN board has opened membership to some institutions outside of Europe.
The ETEN conference, which is held each year, is organized around Thematic Interest Groups (TIGs). This conference is a forum for seminars in each of the ETEN TIGs, e.g., focusing on reports and future activities, as well as providing a forum to present new research and actual development, theories, knowledge, experience, and ideas concerning the development of educational practice.
To submit a proposal for the conference, contact the appropriate TIG leader. The names and e-mail addresses for the TIG Leaders can be found at the ETEN website.
A proposal consists of an abstract of the proposed presentation of about 250–350 words. The deadline for proposals is November 15, 2011, and all those accepted will be notified by December 15, 2011.
Please go to ETEN for more information.
]]>Morgan Batrell, the regional chapter coordinator for the Northeast Region, met with Brienne Metzgar (co-president), Rachel Marinari (co-president), Kim Sumpter (vice president), Dr. DeAnna Laverick (co-counselor), and Dr. Joann Migyanka (co-counselor) to discuss goals and initiatives for the Beta Gamma Chapter at IUP.
Kappa Delta Pi is the international honorary society in education.
]]>The chapter authors are Professional Studies in Education professors and doctoral students: Dr. Hanna Brewer, Dr. Susie Fello, Dr. Beatrice Fennimore, Ms. Joyce Henderson, Dr. Shirley Johnson, Dr. Deanna Laverick, Dr. Crystal Machado, Dr. Joseph Marcoline, and Ms. Laura Strong.
Part I, titled Striving for the “Perfect” Classroom: Instructional and Assessment Strategies to Meet the Needs of Today’s Diverse Learners (edited by Paquette and Rieg), was published in April 2010.
]]>NEERO welcomes presentation proposals for papers, posters, symposia, and research-in-progress roundtables.
The conference will take place Wednesday through Friday, May 2–4, 2012, at the Sheraton Inn in Portsmouth, N.H.
For more information, please visit the NEERO website.
]]>This book, published by Trafford Publishers, is a compilation of stories from pre-service teachers, university faculty, school administrators, and school teachers about thier experiences in the Philadelphia Urban Seminar during the eighteen years since it began.
]]>The paper was presented during the Teacher Scholar Symposium at Indiana University of Pennsylvania.
In August 2011, Machado, Dr. Michelle Sobolak, and doctoral student Ying Jiang presented the paper “Am I Really a Leader? Teachers’ Perceptions about the Leadership Roles They Can Play Beyond the Classroom” at the annual conference of National Council of Professors of Educational Administration in Portland, Ore.
At the same conference, Machado and Sobolak also presented “Mirror Mirror on the Wall: What Teachers’ Reflections Reveal about the Type of Leadership being Exhibited in K-12 Schools Today.”
]]>The funds will be used to create a twenty-first century technology toolbox containing an assortment of mobile devices for pedagogical exploration.
]]>Dr. Kelli Paquette was given the Service to Chapter Award, and Dr. Susan Fello received the Excellence in Education Award.
Congratulations to Drs. Paquette and Fello!
]]>This qualitative research study was funded by a PDE Keystone Grant.
]]>This book is the fourth volume in the “Educating the Young Child” series, and was recently published by Springer.
]]>ETEN is a network of more than sixty European colleges and universities involved in the preparation of teachers. IUP is one of only five American universities to have been invited to join this prestigious network.
Bieger has served as a member of the board of directors and treasurer for ETEN for the past four years.
]]>The book was published by Nova Science Publishers.
]]>The conference was held March 7–11, 2011, in Nashville, Tenn.
]]>The ticketed workshop session was entitled “Motivating Diverse Learners: Using Literature and Instructional Strategies to Encourage Lifelong Readers and Writers.”
]]>This seminar has operated for sixteen years to provide our future teachers with an opportunity to experience the diversity of the Philadelphia schools firsthand. Elementary through graduate teacher education majors are invited to participate in this often life-changing experience.
Earn three credits for a two-week urban seminar that places you in the classroom at a grade level of your choice. The credits may be substituted depending on your department for EDUC 242 (one credit), EDUC 342 (one credit) and EDUC 499 (two credits) or used for special electives. See department for exceptions.
Seminar Dates are May 17–29, 2010.
For more information, please contact:
Bieger has served on the board as treasurer for the past two years and will continue in that role for another two-year term.
ETEN is a consortium of nearly sixty, mostly European, colleges and universities that prepare teachers. IUP is one of only five American universities to be a member institution of ETEN.
Through its membership in ETEN, IUP is able to offer a wide variety of international study experiences for IUP students and faculty members. These international study experiences are offered in many forms and various time periods.
]]>This paper described the variety of challenges faced by educators in urban settings in America, which are very similar to those challenges faced by educators in rural Chinese settings. The single biggest problem in both settings is that of poverty. Other challenges are due to ethnic, linguistic, and cultural diversity; scarce and inadequate resources; school drop-out rates; and the challenge of recruiting and retaining highly qualified teachers. This paper will be published in the conference proceedings.
]]>He discussed the success of the "Three Student Project" in raising test scores of struggling students based on two years of data.
]]>It’s a great opportunity for teachers to finish their five-year requirements in just two weeks. More features of these workshops are: to network with other teachers from the area, to earn Act 48 Credit, and to enjoy small class sizes, special topics, and a relaxed setting.
Students differ in their readiness to learn, interests, and learning profiles. In this course we will look at differentiating the content, process, product, and learning environment based on these differences. We will study the principles and strategies used in differentiated classrooms to promote active learning and students as decision makers and problem solvers. You will develop instructional strategies to use in your classroom that are based on these seven key factors, making learning fun and meaningful.
Students in this workshop will gain an understanding of the process of first and second language acquisition. Strategies will be provided for teachers to assist English language Learners during their stages of language acquisition and to assist these learners with literacy development. The students will investigate the structure of English language/grammar and pronunciation, including lexical, morphological, syntax, and phonological components. Methods for assisting English language learners with verbal and nonverbal communication will also be provided.
This workshop will focus on the practical application of learning theory in the elementary classroom. Theorists examined include Bloom, DeBono, Sternberg, Pink, Gardner, and Georgic. The practical application of these learning theories in developing exciting instructional strategies for the classroom will be the focus of this workshop. Come join us for an entertaining, interactive, and exciting approach to transform your classroom into a more constructivist environment.
This workshop is designed especially for in service elementary educators who want to learn more about the state science standards and testing that has just began. The emphasis of this workshop is to provide teachers the resources and knowledge necessary to implement a science education program that meets both the science and technology standards and the environment and ecology standards. We will accomplish this by engaging in activities both in and out of the classroom that teachers can implement immediately in their own classrooms.
This course is intended for teachers working with English language learners in regular classrooms. The primary course goal is to enhance educators’ knowledge of culture and diversity, based on research on effective classroom practices. Additional goals are to enhance educators’ content knowledge in the respective areas of each educator’s certification, to improve educators’ teaching skills, and to empower educators to work effectively with school personnel, parents, and community partners in improving instruction for English language learners.
Fluency is strongly correlated with effective reading. This workshop will examine theories related to fluency, research about fluency, and practices that promote reading fluency. Participants will develop materials and strategies to promote oral reading fluency within their classrooms. Strategies will include instruction to increase word recognition and reading rate and rereading strategies, such as storytelling, readers theater, and choral reading.
Children’s natural interest in and affinity for animals are ways for educators to teach kindness and compassion, support academic achievement, and promote service learning. Preservice and in-service teachers enrolled in this class will:
The instructor has published extensively on this topic and works with several organizations committed to the protection of children and animals.
In their presentation, Bieger and Vold described three programs in the Professional Studies in Education Department that are designed to internationalize the perspectives of preservice teachers. By focusing the effort on preservice teachers, a multiplier effect can be achieved that will impact a much larger population and at a more formative time in their lives. The presentation described how, through involvement in an international consortium of teacher preparation institutions, exchange opportunities for their students can be personalized and a supportive host relationship can be developed to mitigate the impact of culture shock and diminish the sense of aloneness that often accompanies an exchange experience and which may reinforce negative stereotypes.
]]>