Daniel Wissinger, assistant professor in the
Dept. of Communication Disorders, Special Education, and Disability Services,
recently published an article with co-author Susan De La Paz in the Journal of Educational Psychology.
In the article, Wissinger and De La Paz report on data from an experimental study with 151 middle school students responding in writing to their readings about historical controversies. Students were randomly assigned to one of two groups: students in
the experimental group used argumentative schemes and critical questions during discussions, while students in the control group used a traditional set of questions to guide discussions. Students in the experimental group outperformed those in the
control group on the quality of their historical reasoning in their written arguments. The argument schemes and critical questions facilitated students' ability to substantiate their claims and to develop rebuttals.
Quanisha Charles, a doctoral candidate in the Composition and TESOL program, published an article titled “
Intercultural Communication: Learning English through Korean” in the March 2016 TESOL
Intercultural Communication Interest Section (ICIS) newsletter.
This article discusses one of the ways in which intercultural communication is established while teaching the English language in the South Korean context. Particularly, Charles addresses how the use of Korean alphabets not only enhances student literacy
skills in the English language, but also teacher-student intercultural communication.
English faculty members Bryna Siegel Finer, Lynn Shelly, and Oriana Gatta collaborated with PhD students Rachael Warmington and Maha Alawdat
to write and publish “Lo-tech Tools as Episteme: Rethinking Student Engagement in the Writing Process and Beyond” in the Journal of
Pedagogic Development. Their collaboration began as a teaching circle supported by a mini-grant from the Reflective Practice program of the IUP Center for Teaching Excellence.
In the article, the teacher-scholars describe pedagogical inquiry into the use of “lo-tech” tools and what they discovered about the affordances of these tools. These include, but are not limited to, technologies like sticky notes that help students to
organize written thoughts and physically move them around; crayons that allow students to highlight, trace, and categorize different types of thoughts on their paper; and index cards that they can use in a variety of interactive ways for their own
writing and to write collaboratively.
They found that the use of lo-tech tools complemented their work with digital technology, engaging the kinesthetic learners in their classrooms and encouraging a spirit of play in students and teachers alike.
They also discuss how teachers can encourage the use of lo-tech tools epistemologically to help students process information, create knowledge, and to come to their own understandings or demonstrate understandings of course content—with no product in
mind other than knowledge-making.
Department of History, published an article in the Public Historian titled “Organizing and Executing Meaningful and Manageable Community-Based
Oral History Projects.”
Conlin’s article addresses student- and community-based oral history projects, which she called a natural tool for achieving diverse public history outcomes. Conlin discussed the challenges in organizing and managing these kinds of projects.
Focusing on two undergraduate community-centered oral history projects, Conlin’s article serves as a guide for those interested in developing manageable service learning projects that facilitate meaningful community partnerships. It explores lessons learned
during the projects’ organization and execution, including how to keep them manageable in terms of scope, scale, and structure, and how to maximize available resources (both human and material). It also advances methods for developing student skills
in new media technologies and platforms.
Edel Reilly from the
Mathematical and Computer Sciences Department and Joann Migyanka from the
Communication Disorders, Special Education, and Disability Services Department co-authored
the paper “Moving All Students towards Mathematical Success: Teachers’ Perceptions of Learning and Implementing Differentiating Instruction,” which was published in the Journal of Mathematics Education, Vol. 9, No. 1.
In the paper, Reilly and Migyanka report on a study of five teachers as they journeyed through an academic year learning about differentiated instruction strategies and implementing those strategies in their classes. The article reports on three case
studies describing the changes these teachers went through as they worked to differentiate the content for their classrooms.
Professional Studies in Education, published the Springer Brief in Education, Mentoring Processes in Higher
Education, in July 2016. This book portrays the various ways in which mentoring occurs in higher education and targets stakeholders who benefit from mentoring, namely faculty, graduate and undergraduate students, and their professional colleagues.
Mentoring Processes in Higher Education synthesizes the professional literature on mentoring and shares examples of effective practices that address the needs of mentors and their protégés. Mutual benefits of mentoring are described, along with the characteristics
of effective mentors and the ways in which they may support their protégés.
The relationships featured in the publication surround mentoring new faculty; peer mentoring for professional development; mentoring through research, scholarship, and teaching opportunities; and mentoring through field experiences, athletics, and student
The book shares the voices of mentors and their protégés as it illustrates how mentoring relationships form the basis for reflection, a transaction of ideas, and growth in knowledge and skills to ultimately advance the institution and field through a
collaborative environment in which stakeholders thrive and are valued for their contributions.
The cyclical effect of positive mentoring is illuminated through real-life examples that show how protégés eventually become mentors in a continual process of support.
Mentoring Processes in Higher Education
is available on the Springer website.
Professional Studies in Education,recently co-authored and published two articles on professional development
in literacy instruction: “Barriers to Change: Findings from three literacy professional learning initiatives” in Literacy Research and Instruction, and “Professional development to promote teacher adaptability” in Theory into Practice.
Ankrum and colleagues note that effective teachers differentiate instruction to meet the needs of their learners; and that professional development (PD) opportunities are essential to enhance teachers’ ability to differentiate and adapt their instruction.
In “Barriers to Change…” the authors describe three literacy PD initiatives, factors that impede teacher change, and provide suggestions for improving professional learning.
In “Professional Development to promote teacher adaptability” they outline the principals of effective PD, as well as specific characteristics of PD that enhance teachers’ instructional adaptability.
Parsons, A.W., Parsons, S., Morewood, A.L., & Ankrum, J. W. (2016).
Barriers to change: Findings from three literacy professional learning initiatives. Literacy
Research and Instruction, 55(4), 331-352.
Parsons, A.W., Ankrum, J. W., & Morewood, A.L., (2016).
Professional development to promote teacher adaptability. Theory into Practice, 55(3),