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Vol. VIII No. 2, Fall 2010 Journal

Browse Abstracts - Browse Authors

Table of Contents



Where Creativity and the Curriculum Meet

Mei Tan, M.A. & Dr. Elena L. Grigorenko, Ph.D.

Rubrics as a Doorway to Achievable Challenge
Dr. Judy Willis, M.D., M.Ed.

Relying on Research: A Collaborative, School-Wide Approach to Adopting Educational Research
Janet Jakusz Favero, M.A.T., Ed.S.

An Unabridged Treatise on Memetic Pandemonium within the Adolescent Psyche, Annotated.
Brian A. Jones, M.S.

Starting Smart: Twenty-first Century Early Education
Ann Lewin-Benham

Can Faculty Conceptions of Teaching Influence Faculty Professional Development?

Dr. Despina Varnava-Marouchou, Ph.D.

The Power of Protocols on Surfacing Culture in Children’s Literature
Dr. Ursula C. Thomas, Ed.D.

Understanding Literacy Practices in Culturally and Linguistically Diverse Children’s Homes
                Dr. Szu-Yin Chu, Ph.D. & Hsu-Pai Wu, M.Ed.

E-portfolio Systems for Performance Assessment and Program Evaluation
Dr. Sarah McPherson, Ed.D.

Data Mining Electronically Linked Part C-Part B Data Sets to Identify Usage Patterns & Predict Need

Dr. Deborah T. Carran, Ph.D., Dr. Linda Tsantis, Ed..D., Dr. John Castellani, Ph.D., and
Dr. Carol Ann Heath-Baglin, Ph.D.


Featured Education Site

Neuroscience for Kids
URL:   http://faculty.washington.edu/chudler/neurok.html

Dr. Eric Chudler, Ph.D created the site Neuroscience for Kids for, "All students and teachers who would like to learn about the nervous system." In addition to featuring the latest neuroscience news, books, articles and contests, Chudler also sends out a free, monthly newsletter through e-mail.
Previous newsletters are also available at:
 http://faculty.washington.edu/chudler/arch.html
 
In fact, Dr. Chudler's site is so effective that Science selected Nueroscience for Kids for a Science Prize for Online Resources in Education (SPORE) and recently published a paper detailing Neuroscience for Kids:http://www.sciencemag.org/cgi/reprint/328/5986/1648.pdf. The press release about the prize is here: http://www.aaas.org/news/releases/2010/0624sp_spore.shtml. When we contacted Dr. Chudler about his site, he was not sure what he could add that was not written in the Science Paper. However, we are sure that you, your students and children will not want to miss exploring the brain through fun games like "Synaptic Tag," experimenting with reflexes, singing songs about the nervous system, or hands-on lessons.

Abstracts


Where Creativity and the Curriculum Meet
Mei Tan, M.A. & Dr. Elena L. Grigorenko, Ph.D.

This paper describes an assessment—the Aurora Battery—currently under development at the Yale University Child Study Center.  The assessment is based on Sternberg's theory and arose from a need to broaden the definition of giftedness and capture an individual’s abilities in creative, practical and analytical thinking. Creativity, in this battery, is recognized as an equally important contributor to the expression of intelligence and to overall success in life. Implications for the classroom including definitions and manifestations of creativity as well as integration into the curriculum are discussed.

Rubrics as a Doorway to Achievable Challenge
Dr. Judy Willis, M.D., M.Ed.

Dr. Willis explains how rubrics can be used to build students’ organizational skills, creative problem solving, prioritizing, judgment, and critical analysis. After describing the neuro-logical aspects of using rubrics for teaching as well as for interactive, on-going, formative, and final assessments, the author will offer suggestions for additional uses of rubrics. These will include opportunities to use rubrics for goal planning, strategy development, and scaffolding for the brain’s subsequent patterning of new information. The theory of neuroplasticity in relation to rubrics and how predictability promotes learning will also awaits readers.

Relying on Research: A Collaborative, School-Wide Approach to Adopting Educational Research
Janet Jakusz Favero, M.A.T., Ed.S.

A Learning Department's vision in terms of seeking current educational research and collaboratively adapting strategies according to experiences with students as well as recommendations and resources are shared in this intimate look inside the Key School.

An Unabridged Treatise on Memetic Pandemonium within the Adolescent Psyche, Annotated.
Brian A. Jones, MS

The author's life mission to increase RAM in people's brains is explored in this article which may allow for neurogenesis to some small degree. Readers will be exposed to novel things which force your brains into neurogenesis, forming new pathways and/or rerouting myelin along their synapses...

Starting Smart: Twenty-first Century Early Education
Ann Lewin-Benham
The vision for early education in the 21st century does not need to be imagined.  Aspects of the work of three towering geniuses of the 20th century provide practices that, woven together would form a new tapestry.  Practices are those of Maria Montessori (1870-1952), Loris Malaguzzi (1920-1994), and Reuven Feuerstein (1921- ).  Aspects of each of their work could provide an excellent education for children from infancy through about age eight.  This article explains the vision and factors involved in realizing it.

Can Faculty Conceptions of Teaching Influence Faculty Professional Development?
Dr. Despina Varnava-Marachou, Ph.D.

In this paper the need to assist university teachers to think carefully about what they are teaching, and how this relates to and coheres with their own professional development is outlined.  The underpinned argument being made is that any efforts designed at extending and encouraging scholarly teaching require to consider the faculty experiences of understanding their subject matter, and help them to see how their understanding relates to what and how they teach. In other words exploring lecturers’ conceptions and epistemological beliefs of teaching may assist in the improvement of teacher education and professional development programmes.  

The Power of Protocols on Surfacing Culture in Children’s Literature
Dr. Ursula Thomas, Ph.D.

This study investigated the use of protocols in surfacing issues of culture in a multicultural children’s literature methods course.  The participants consisted of thirty students: 17 Caucasian, 10 African-American, 2 biracial students and 1 Latina.  The researcher collected data using three protocols: Lines of Communication, What I Know-What I Have to Find Out,-Finding Out- What I Learned (KFFL), and Thoughts Feelings Question (TFQ).  The data were analyzed using qualitative methods specifically open and axial coding.  The study finds protocols are actually effective in surfacing preservice teachers concerns about diversity and its effect on classroom instruction.  The video analysis finds protocols led to a practice of developing inquiry-based techniques for investigating others.  Questions for further study include, how can this research inform future courses on this genre?  How will the carryover or effect of protocol use be measured in terms of field placement classrooms?  Can inquiry through protocols be used effectively in terms of working with families? 

Understanding Literacy Practices in Culturally and Linguistically Diverse Children’s Homes
Dr. Szu-Yin Chu, Ph.D. & Hsu-Pai Wu, M.Ed.

This review focuses on how home literacy practices influence learning for students from culturally and linguistically diverse (CLD) backgrounds. Three foci will be discussed: the influences of factors on CLD children’s home literacy practices, home-school relationships on development of literacy skills of CLD children, and the impact of home literacy on CLD children’s learning outcomes. This article reveals that several factors (e.g., access to materials, home-school collaboration) affect the quality of the home literacy environment and may further influence CLD children’s literacy learning. Practical implications related to culturally responsive teaching to promote home literacy for CLD children are described.

E-portfolio Systems for Performance Assessment and Program Evaluation
Dr. Sarah McPherson, Ed.D.

More and more teacher education and educational technology programs are adopting electronic portfolio systems to provide candidates opportunities to collect digital artifacts to demonstrate skills and knowledge to meet program standards. Rubrics are use to evaluate the artifacts against national, state and program standards sets adopted by the respective teacher education programs. The Master of Science in Instructional Technology graduate program at New York Institute of Technology recently adopted an e-portfolio for assessment to meet accreditation criteria. This paper will discuss the rationale for adopting an e-portfolio system, implementation issues, evaluation results, adoption and implementation, and strategies for continuous improvement.

Data Mining Electronically Linked Part C-Part B Data Sets to Identify Usage Patterns & Predict Need
Dr. Deborah T. Carran, Ph.D., Dr. Linda Tsantis, Ed..D., Dr. John Castellani, Ph.D., and Dr. Carol Ann Heath-Baglin, Ph.D.

Data mining, an iterative process using large extant data warehouses to discover meaningful patterns in data, examined the relationship between Part C and Part B services. Children receiving Part C services between 1995 and 2001 (N = 33,605) were linked to the services the same children received in the Part B database for 2001 (N = 112,400) and 2002 (N = 113,199). Matched samples of 3,060 for 2001 and 3,692 for 2002 resulted.  Part B services of Physical Therapy, Classroom Instruction, and Occupational Therapy were used as dependent attributes in Classification and Regression Techniques (CART) to build models to classify cases based on Part C services.  Results examined patterns of services for estimated future staffing needs and research areas.

 

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