CEDER Yearbook
Permanent URI for this collectionhttps://hdl.handle.net/1969.6/97707
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Browsing CEDER Yearbook by Author "Cassidy, Jack"
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Item Education for a changing world(CEDER, Texas A&M University-Corpus Christi, 2008) Cassidy, Jack; Grote-Garcia, Stephanie; Maxfield, Paul; Inman, Alissa; Krashen, Stephen; Marinak, Barbara; McCollough, Cherie; McDonald, JoAnn; Canales, JoAnn; Lucido, Frank; Marroquin, Christine; Reynolds, Gina; Ymbert, PiedadThe fifth annual conference of the Center for Educational Development, Evaluation and Research (CEDER) was held November 30 and December 1, 2007. The CEDER Conference focused on “Education for a Changing World.” More than 250 educators from around the United States and as far away as Venezuela and South Africa attended. The 2008 CEDER Yearbook is a peer-reviewed compilation of some of the papers delivered at that conference. Chapter 1, entitled, “Free Voluntary Reading: Still a Great Idea,” is presented by Dr. Stephen Krashen, one of the conference’s keynote speakers. He provides a meta-analysis of research linking access to books with child literacy rates and demonstrates that encouraging children to read for pleasure is a key to literacy development. The following 10 articles in this yearbook were selected by the Editorial Advisory Committee based on a number of criteria, including the importance and timeliness of the topic, theoretical grounding, and the contribution made to the field of education. Several themes run through this volume, which, when combined, paint a panoramic and vivid image of education for a changing world. Chapters 2 through 6 examine education for a changing world at the K-12 level. In Chapter 2, Barbara Marinak examines several methods in which the elements of informational text structures can be taught in elementary classrooms to increase reading comprehension. In chapters 3 and 4, the authors explore the implications of bilingual education in a world that is becoming increasingly diverse. Cherie McCollough, JoAnn McDonald, and JoAnn Canales use Chapter 3 to examine the ways in which culturally relevant family science learning events work to engage families in a child’s education. Special consideration is given to non-English speaking parents and family members. In Chapter 4, Frank Lucido, Christine Marroquin, Gina Reynolds, and Piedad Ymbert discuss brain-compatible teaching strategies and practical methods to develop bilingualism in students. Similarly, in Chapter 5, Connie Patchett, and Sherrye Dee Garrett call for the inclusion of more nonfiction in elementary classrooms as a way to overcome the “fourth grade slump” in reading comprehension. They provide several frameworks for the effective use of nonfiction texts with a variety of elementary students. In Chapter 6, Michael Moody takes a look at education in a changing world from an administrative perspective. He explores the relationship between school boards and their superintendants of schools, and the discrepancies in how they prioritize competencies for superintendant success. Chapters 7 through 11 explore higher education in a changing world. In Chapter 7, Teresa Le Sage and Barba Patton promote increasing pre-service teachers’ familiarity with using math/science notebooks to increase their effectiveness in the classroom. In Chapter 8, Kaye Nelson, Marvarene Oliver, and Darwin Nelson provide an overview of counselor education programs’ changes over time in response to the changing needs of a constantly fluctuating population. In Chapter 9, Barba Patton demonstrates the need for greater Internet literacy amongst pre-service teachers in an evaluation of lesson plans found online. Caroline Crawford, Richard Alan Smith, and Marion Smith, in Chapter 10, explore how web-based classes are changing college student perceptions of their instructors. Finally, in Chapter 11, Daniel Pearce, Wally Thompson and Tammy Francis Donaldson explore the effectiveness of a developmental reading class on the academic success of students in higher education. The world is changing rapidly, and it is important that educators adapt to these fluctuating circumstances and contexts. Education in a Changing World is not only about presenting emerging trends, but also about creating educators who are prepared to respond effectively to whatever challenges they may face in the future. Our sincerest thanks go out to everyone who contributed their talents to the creation this yearbook, and to all who participated in the Fifth Annual CEDER Conference.Item Literacy coaching: Research & practice(CEDER, Texas A&M University-Corpus Christi, 2009) Cassidy, Jack; Garrett, Sherrye; Sailors, Misty; Inman, Alissa; Maxfield, Paul; Patchett, Connie; Shanklin, NancyThe chapters in this volume are based on presentations from the First National Literacy Coaching Summit held at Texas A&M University-Corpus Christi on April 3 and 4, 2009. The conference drew more than 400 participants from 21 states, the Virgin Islands, Canada, and Washington, D.C. Keynote speakers included Dr. Nancy Shanklin of the University of Colorado, then-head of the Literacy Coaching Clearinghouse; Dr. Rita Bean of the University of Pittsburgh, a longtime researcher on the role of the reading specialist/literacy professional; Dr. MaryEllen Vogt of California State University Long Beach, an expert on teaching English language learners; and Gary Soto, a noted children’s author. Literacy coaching has been a hot topic in the field for most of the past decade (Cassidy & Cassidy, 2009-10). A literacy coach should be a well-qualified and highly-regarded classroom teacher with advanced training in literacy. Ideally, the literacy coach is assigned to one school and primarily works as a staff developer. However, the International Reading Association recognized the “changing roles … and variety of new titles, such as reading coach and literacy coach, and …the variability in the job descriptions for these coaches” (2004, p. 2). Chapters included in this book represent both research and practice in the field of literacy coaching. The 26 authors hail from 10 different states. These chapter authors are both school-based and university-based professionals. Each of the articles was blindly peer reviewed by at least two literacy professionals. Like the authors, Jack Cassidy & Sherrye Dee Garrett, these peer reviewers were both school-based and university based and came from ten different states. The first chapter introduces the major coaching themes and research presented in this book. The second chapter provides an overview provides an overview of the history and precursors of current literacy coaching. The next five chapters represent some of the research conducted on literacy coaching. Nancy Shanklin’s article begins the research section, and it highlights some of the most significant research on literacy coaching. The second section of the book focuses on specific practices associated with literacy coaching. This chapter opens with a piece by Rita Bean, delineating five lessons from her years working with and observing literacy coaching in schools. The remaining five chapters address specific programs and strategies that have proven effective.Item No student left behind(CEDER, Texas A&M University-Corpus Christi, 2005) Cassidy, Jack; Garrett, Sherrye; Hopkins, Dee; Olmos, Rick; Swift, Catherine; Zunker, Norma; Arnold, Sydna K.; Goad, Dan M.This yearbook is a compilation of select papers presented at the second annual Center for Educational Development, Evaluation and Research (CEDER) conference at Texas A&M University-Corpus Christi. The conference featured the research and program development of the faculty and graduate students in the College of Education. Held at the University Center on the Texas A&M University-Corpus Christi campus on February 28, 2004, the conference was co-sponsored by the Coastal Bend Chapter of Phi Delta Kappa. Over 200 educators from South Texas attended this conference to hear the 37 poster sessions, roundtables, regular sessions and the keynote session. Dr. Dee Hopkins, Dean of the College of Education at Texas A&M University-Corpus Christi was the keynote speaker. The theme of the conference, No Student Left Behind, was obviously based on the No Child Left Behind federal legislation initiated by President George W. Bush in 2001. However, the Bush legislation dealt primarily with the literacy education of very young children; the thrust of this conference was much broader. This conference dealt with the research and program initiatives for students at all levels – pre-school through adult. Furthermore, the conference looked at all the factors that contributed to No Student Being Left Behind - the pedagogical factors, the emotional factors, and, of course, the literacy factors - all of which contribute to students’ success in school and in life. Accordingly, this volume of conference papers is divided into three sections: Teacher Education for Our Students; Counseling Our Students; and Literacy Affecting Our Students. The first section, teacher education for our students, contains chapters dealing with research and practice concerning the retention of teachers, the qualities of a good teacher, and good pedagogical practice. The second section of this volume deals with counseling our students and consists primarily of research done by the faculty and doctoral students in the Department of Counseling and Educational Psychology at Texas A&M University-Corpus Christi. The last section of this paper deals with the literacy issues affecting our students and focuses particularly on the literacy of Hispanic students in South Texas. Special thanks for this volume must be extended to Dr. Bryant Griffith, a professor in the department of Curriculum & Instruction and to Sydna Arnold, Catherine Swift, Norma Zunker and Roberto Garcia, in the doctoral program. Without their editorial work this volume would not have been possible. The Center for Educational Development, Evaluation, and Research at Texas A&M University- Corpus Christi hopes that this yearbook will serve as a resource for all those educators and researchers dedicated to seeing that, indeed, No Student Is Left Behind.Item Supporting student success(CEDER, Texas A&M University-Corpus Christi, 2007) Cassidy, Jack; Martinez, Adam; Swift, Catherine; Inman, Alissa; Chard, David; Lee, Sangeun; Bahnsen, Pamela Anne; Bolick, Margaret; Hill, DeniseThe 2007 CEDER Yearbook is a peer-reviewed compilation of papers delivered at the Fourth Annual CEDER Conference held on February 17-18, 2006. “Supporting Student Success” was the overarching theme and title of the conference, which attracted more than 320 attendees. Three conference sub themes focused on Supporting Academic Success, Supporting Hispanic Student Success, and Supporting Students Emotionally. These sub themes provided the structural division of this yearbook into its three basic parts by the same names. Chapter 1, delivered by Dr. David Chard, one of our keynote speakers, prefaces this volume and is entitled “Fluency and its Relationship to Reading Comprehension: Promoting Success for all Students.” The eighteen papers included in this volume were selected by the Editorial Advisory Committee for the 2007 Yearbook based on a number of criteria, including the importance and timeliness of the topic, theoretical grounding, rationale, and contributions to the field. These manuscripts are intertwined by several distinct threads (literacy; instructional effectiveness; learning theory; teacher preparation; leadership; and student support: motivation and assessment) that weave a framework for Supporting Student Success. Literacy is a central thread or unifying element of Chapters 3, 4, 12, 14, and 15. In Chapter 3, Garrett, Schaum, Zunker, and Crowder address the accessibility of nonfiction texts in the elementary classroom. In Chapter 4, Grote, Pearce, and Marroquin describe the efforts of the America Reads Challenge program at the Early Childhood Development Center at Texas A&M University-Corpus Christi and discuss characteristics of tutoring success and outcomes. In Chapter 12, Crowder and Griffith relate the life-changing power of literacy as experienced by two Hispanic women “of courage.” In Chapter 14, Sarmiento-Arribalzaga presents research on grouping strategies for literacy development of bilingual children. In Chapter 15, Valadez, Ybarra, and Lara address Hispanic children’s literature in the kindergarten to fifth grade classroom. Instructional effectiveness and learning theory are a key focus of Chapters 5, 6, and 13. In Chapter 5, Harris, Skinner, and Stocks describe the evaluation and selection process for textbooks. In Chapter 6, Jones, Torti, and Foote provide research on children’s engagement in authentic learning experiences, inspired by the Reggio Emilia learning theory. In Chapter 6, Lucido presents case study results of three successful dual language programs in three states highlighting the characteristics of the administrators, teachers, and effective instructional practices. Lucido reflects the concerns of the other authors in these threads on instructional effectiveness and learning theory when he poses a final challenging question: “Are we preparing our children to be economically, socially, and linguistically viable in our ‘shrinking’ world?” Teacher preparation and leadership are central threads to Chapters 2, 8, 9, and 10. In Chapter 2, Bolick and Hill present results of Project Teach, a study designed to assess whether teachers are adequately prepared for the classroom and the state exit exams through Centers for Professional Development of Teachers. In Chapter 8, Oliver, Nelson, and Ybanez present the results of a preliminary grounded theory study designed to assist in developing a model for supervision in counseling programs. In Chapter 9, Sailors argues that teachers need situated and contextualized support to help their success at improving literacy development. The paper reports on effective aspects of professional development models and presents an intervention study. In Chapter 10, Sorenson presents analyses of barriers that discourage lead teachers from seeking administrative roles, specifically the principalship, in public schools by “assessing political and institutional context roles,” and he provides research on factors that can contribute positively to “home grown” recruitment. In support of student success, these authors demonstrate a concern and present solutions for improving teacher and leadership preparation. Sailors captures this spirit: “Just as teachers are encouraged to see their students as individual learners and to meet the instructional needs of their students on an independent basis, so too, should teachers be viewed by those who provide professional development for teachers.” Student support, motivation, and assessment are central threads to Chapters 7, 11, 16, 17, and 18. In Chapter 7, Marinak summarizes a multi-year (2001-2006) action research project that includes attributes for design and delivery of a response to intervention model at the middle school level. In Chapter 11, Bohling, Melrose, Bonnette, and Spaniol present research on the efficacy of Bioelectric Impedance Analysis as an alternative method for determining body composition in Hispanic youth, with implications for student success in the well-being of students. In Chapter 16, Hwang presents strategies for motivating at-risk students using the America Reads Program. In Chapter 17, Nelson and Low describe the significance of emotional intelligence and its relationship to college success and conclude with recommendations for additional research. In Chapter 18, Potter presents various categories of teacher behaviors that can influence student motivation and engagement in the classroom. These authors affirm the importance of attention to individual needs in order to facilitate effectively student success and motivation. In conclusion, the manuscripts included in the 2007 CEDER Yearbook reflect research aimed at improving student success. The research presented here is an attempt to begin to address the demographic changes highlighted by Dr. Steve Murdock, one of the conferences keynote speakers and demographer for the State of Texas. Dr. Murdock stated that if one wants to see what the racial/ethnic makeup of the U.S. will look like in the future, one need not look further than to the makeup of Texas today. According to Victor Villaseñor, another one of our keynote speakers, to be successful the educator must get in touch with his or her inner genius and help students access their inner geniuses. To achieve student success, educators must also get to the emotions, and teach with energy. The genius is kindled, says Villasenor, when the teacher is able to reach the very soul of the student.