tag:blogger.com,1999:blog-78660053830142673072024-03-05T09:11:42.794-08:00Bloomsburg University College of EducationAn information resource on Bloomsburg University's College of Education.E.G. Fosterhttp://www.blogger.com/profile/18217779904720188825noreply@blogger.comBlogger24125tag:blogger.com,1999:blog-7866005383014267307.post-53527575714772735502016-04-13T08:56:00.002-07:002016-04-13T08:56:55.655-07:00Working Together: What Teachers Can Learn from Parents <div dir="ltr" style="text-align: left;" trbidi="on">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_fuwZXj49ErAHlYAhIuN1K60xzDKUU3qN_V9yI4HhbdC5ycfurlT56PkXCEZ2RktTfeDPY8tR7gIkdT_MUuSIkpRxdxKhGdi4-G_ppLfOvFcwqSNlZusTfI62x99qQWwxoyK9bj4RKAby/s1600/COEPic.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="197" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_fuwZXj49ErAHlYAhIuN1K60xzDKUU3qN_V9yI4HhbdC5ycfurlT56PkXCEZ2RktTfeDPY8tR7gIkdT_MUuSIkpRxdxKhGdi4-G_ppLfOvFcwqSNlZusTfI62x99qQWwxoyK9bj4RKAby/s200/COEPic.png" width="200" /></a>Effective strategies for communication between teachers and families often begin with questions regarding the parent and student perspectives on strengths, areas for growth, and goals. Within college-level coursework, pre-service teachers learn what questions to ask, but don’t have the opportunity to hear actual responses. In order to offer such an opportunity to pre-service teachers, the College of Education, in collaboration with the Jones Center for Special Education Excellence, sponsors an event each semester focused on promoting teacher communication and collaboration with students with differing abilities and their families.<br />
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The event, <i>Navigating Life with Differing Abilities: A family and student perspective</i>, includes a panel made up of individuals and families with diagnoses including Spina Bifida, Asperger’s Syndrome, Chromosomal Abnormality, and Intellectual Disability. Pre-service teachers taking SPECED 358: Methods of Instruction will learn about the families' perspectives as the panelists answer questions including:<br />
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<ol style="text-align: left;">
<li>How has the presence of a disability affected your family dynamic? </li>
<li>How do teachers and school staff communicate with you? What methods/strategies are most effective? </li>
<li>During IEP meetings, what was done/what do you wish was done to make you feel like part of the team? </li>
<li>What role do you think teachers can play in encouraging peer interactions? </li>
</ol>
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Following the questions, the audience of pre-service teachers may ask additional questions or follow up on previous statements. In a questionnaire provided before and after the fall semester event, the pre-service teachers indicated they felt more confident about their ability to communicate with parents and students after participating in the event. Student comments included, “[I need to be] always communicating with parents and treating them as equals” and “This panel discussion really helped [me] understand how much an educator can affect the student, parents, and family members.”<br />
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— Brooke Lylo, Assistant Professor
Exceptionality Programs
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E.G. Fosterhttp://www.blogger.com/profile/18217779904720188825noreply@blogger.com3tag:blogger.com,1999:blog-7866005383014267307.post-71923921222128156752016-03-16T11:48:00.000-07:002016-03-16T11:48:31.422-07:00Including Learners with Low-Incidence Disabilities<div dir="ltr" style="text-align: left;" trbidi="on">
Inclusive practices are at the cornerstone of what we share with students as they prepare to work with diverse groups of children in schools. Drs. Robin Drogan and Darlene Perner, Department of Exceptionality Programs, College of Education, published a chapter, Facilitating Systems of Support, in the book Including Learners with Low-Incidence Disabilities.<br />
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This book, Volume 5 in the International Perspectives on Inclusive Education series, brings a global perspective to a topic that is not often covered: supports for students with low-incidence disabilities. Drogan and Perner’s chapter highlights the major features necessary to facilitate inclusive education for students with low-incidence disabilities. Some of the features include: values and beliefs, rights, relationships, a sense of belonging, effective practices, and school community and culture. They focus on quality implementation of effective instruction and strong collaborative practices.
Teachers are central to the creation of change in schools. When teachers create systems to embrace all children, we can succeed in sustained inclusion of students with low-incidence disabilities.
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E.G. Fosterhttp://www.blogger.com/profile/18217779904720188825noreply@blogger.com0tag:blogger.com,1999:blog-7866005383014267307.post-74823864491725282692016-02-25T05:57:00.001-08:002016-02-25T06:23:38.208-08:00Brag Tags<div dir="ltr" style="text-align: left;" trbidi="on">
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During my first student teaching placement, I developed a Positive Behavior Support system called “Brag Tags” for use with my fourth-grade students. The target behaviors selected for the Brag Tag system were homework completion and appropriate class participation. Initially, my students struggled with turning in homework on time, as well as maintaining on-task behavior during classroom instruction.<br />
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I designed three types of tags: academic tags, behavior tags, and a birthday tag. The academic tags promoted homework completion and participation during instruction. The behavior tags reinforced positive behavior throughout the school day. The birthday tag was a formal and fun way of recognizing students on their special day.
The tags were printed, cut out, laminated, and hole-punched. When a student earned one, they were provided a tag to put on their necklace. Earned tags would hang on the bulletin board for all to see throughout the day.
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiuoj4RloRaOt3Zi-x8g-3oz7fDOF0kNtQk67llTMklsDW-145qRWDZZ5et6og_IOPrmqM6Rp0fExcNpILklmnnWxBJxgKAglA2SIe9luuc1147hId9rEqJ747-IZ49nxbwlfUOm2QdCpip/s1600/Screen+Shot+2016-02-25+at+8.51.30+AM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="244" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiuoj4RloRaOt3Zi-x8g-3oz7fDOF0kNtQk67llTMklsDW-145qRWDZZ5et6og_IOPrmqM6Rp0fExcNpILklmnnWxBJxgKAglA2SIe9luuc1147hId9rEqJ747-IZ49nxbwlfUOm2QdCpip/s320/Screen+Shot+2016-02-25+at+8.51.30+AM.png" width="320" /></a>With the assistance of my cooperating teacher, we established clear expectations for earning a Brag Tag. We often reviewed classroom expectations with the students. This was necessary for both students and teachers to ensure the students’ behavior was worthy of a tag. Students could not request a tag nor point out behaviors of others that they deem to be worthy of a tag.<br />
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At the end of the month, students could take their necklaces and the Brag Tags they earned home to show to their families.
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The Brag Tag bulletin board was set up in front of the classroom so students could monitor their progress throughout the day. The board was the first thing they could see when they walked in the classroom. It was big, visual and accessible for students to use. Each student had his or her own classroom number, by which they identified their necklace.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjtryt1VeBOoG7TG16bIcym6v9ssz66QNnItzT8NPCl58TbYTAVCTAFoCPl9aoQvbr5yKi59WHgWkgHcXv2zvlKdFkfzi4gKxbjW1XwsxcQxRCxpwOy-obkTM0UyKme_F_bTfNiMAy1Qtbb/s1600/Screen+Shot+2016-02-25+at+8.52.03+AM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="304" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjtryt1VeBOoG7TG16bIcym6v9ssz66QNnItzT8NPCl58TbYTAVCTAFoCPl9aoQvbr5yKi59WHgWkgHcXv2zvlKdFkfzi4gKxbjW1XwsxcQxRCxpwOy-obkTM0UyKme_F_bTfNiMAy1Qtbb/s320/Screen+Shot+2016-02-25+at+8.52.03+AM.png" width="320" /></a>Students could earn a tag at any point during the day, but they could only put tags on their necklaces during transition times (i.e. between classes, before lunch or recess).
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By the second week of the system’s implementation, most of
my students turned in their homework assignments. Students demonstrated an
increase in active engagement and on-task behavior by volunteering in class,
completing assignments, and minimizing chatter.<span style="mso-spacerun: yes;">
</span>Because it was concrete and visual, it was easy for students and teachers
to get a sense of student progress on the targeted behaviors.<span style="mso-spacerun: yes;"> </span>This also became a major boost to classroom
climate.<span style="mso-spacerun: yes;"> </span>I especially liked that even
students who were usually withdrawn and never raised their hand began to
interact more readily.<span style="mso-spacerun: yes;"> </span>In my classroom,
the Brag Tags were a huge success!<o:p></o:p></div>
<br />
<br />
<div style="text-align: right;">
— Kori McManus, Student Teacher
</div>
</div>
E.G. Fosterhttp://www.blogger.com/profile/18217779904720188825noreply@blogger.com0tag:blogger.com,1999:blog-7866005383014267307.post-22935481944723291232016-02-03T11:24:00.003-08:002016-02-03T11:24:46.000-08:00The Benefits of Play on Whole Child Development<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirBxhCgQwYAAckMPIKGftYuVnffpSTNFcuawgI78liExHvI_rpH5bGkt3QdRUL-gQTVm6Mx_zRx3i4RyX_0GwBjMXNo2lw5BEB6S42x7mNsbbmkWg28cD9OU3vnIb5dbKGuteWcdf8gOhU/s1600/Screen+Shot+2016-02-03+at+2.23.54+PM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="424" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirBxhCgQwYAAckMPIKGftYuVnffpSTNFcuawgI78liExHvI_rpH5bGkt3QdRUL-gQTVm6Mx_zRx3i4RyX_0GwBjMXNo2lw5BEB6S42x7mNsbbmkWg28cD9OU3vnIb5dbKGuteWcdf8gOhU/s640/Screen+Shot+2016-02-03+at+2.23.54+PM.png" width="640" /></a></div>
Today, many decisions impacting children focus exclusively on their cognitive development or development from the neck up. However, developmental experts Patricia Weissman and Joanne Hendrick endorse a whole child perspective that pictures the child as being made up of five distinct selves – cognitive, creative, emotional, physical, and social. This developmental domain approach underscores essential elements across multiple environments that children need in order to thrive. One of these essential elements is play, and recent research supports the benefits of play on whole child development.
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Interactive exploratory experience, both features of play in unstructured social environments, enhance cognitive understandings. According to Anthony Pellegrini, professor emeritus at the University of Minnesota, different types of play foster social competence. That includes respect for rules, self discipline, aggression control, problem-solving skills, leadership development, conflict resolution, and playing by the rules.
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When provided with frequent opportunities to play, children develop self-determination, self-esteem, and the ability to self regulate – all vital elements of emotional development. Active physical play builds strength, coordination and cardiovascular fitness and moderates childhood obesity and its associated health complications. Children engaging in pretend play exhibit a greater capacity for cognitive flexibility and creativity across the lifespan.
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In Bloomsburg University’s College of Education, we value these play interactions. We are lucky to have on staff Dr. Michael Patte, who has a number of publications which focus on play. Most recently, Dr. Patte and some colleagues published the book <i><a href="https://www.bookdepository.com/International-Perspectives-on-Childrens-Play-Jaipaul-Roopnarine/9780335262885">International Perspectives on Children's Play </a></i>with Open University Press. Dr. Patte also recently penned a piece on the <a href="http://www.thegeniusofplay.org/TGOP/EA/2015_Articles/The_Decline_of_Unstructured_Play.aspx#.VrIyL4SoP5F">decline of unstructured play</a> for the National Toy Industry.
<br />
<br />
References:<br />
Weissman and Hendrick (2013)<br />
Action for Healthy Kids (2008)<br />
Pellegrini (2009)<br />
Barros et al. (2009)<br />
Centers for Disease Control and Prevention (2010)<br />
Russ & Fiorelli (2010)<br />
<br />
<br />
<br />
<br />
</div>
E.G. Fosterhttp://www.blogger.com/profile/18217779904720188825noreply@blogger.com0tag:blogger.com,1999:blog-7866005383014267307.post-69178365594083737342015-12-16T05:57:00.000-08:002015-12-16T09:03:47.562-08:00Rethinking ASL Concepts<div dir="ltr" style="text-align: left;" trbidi="on">
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOBJf2lDEON4DsKLKCRA23o7E6GpfXYyuzjYw2M7hq9nC3oCJbEzXwi6N9v4DSFsWkKLiNFMAWPokZSDZ7hss2LNZbdxXN7lKlU2_iLGUC7X5FS52JZxF4hgPGgwKWLfVPmvLE51eUZACz/s1600/Betty+Jessica+Kristin.JPG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOBJf2lDEON4DsKLKCRA23o7E6GpfXYyuzjYw2M7hq9nC3oCJbEzXwi6N9v4DSFsWkKLiNFMAWPokZSDZ7hss2LNZbdxXN7lKlU2_iLGUC7X5FS52JZxF4hgPGgwKWLfVPmvLE51eUZACz/s320/Betty+Jessica+Kristin.JPG" width="233" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Guest speaker Betty Colonomos and BU faculty<br />
Jessica Bentley-Sassaman and Kristin Lizor</td></tr>
</tbody></table>
Rethinking ASL Concepts
Betty Colonomos, a pioneer in the field of interpreting, came to BU on Oct. 24 and 25 as part of StreetLeverage’s StreetTour Series. StreetLeverage is an organization geared toward the promotion of innovative ideas that will lead to a positive change in the field of American Sign Language (ASL)/English Interpreting. The StreetTour is specifically designed to introduce sign language interpreters to contemporary thinking, concepts and ideas that will assist them in reflecting upon, and being more consciousness of, the decisions they make in their daily work. The goal of these tours is provide thought-provoking lectures and interaction that help practitioners and students rethink how they view themselves and their role as professionals and as members of both their local deaf and sign language interpreter community.<br />
<br />
This event, <i>Self-Sabotage: How Do Interpreters Prevent Fear from Creating Indecision? </i>was partially funded by the College of Education’s Special Initiative Fund, the Pennsylvania chapter of the Registry of Interpreters for the Deaf and Sign Language Interpreting Professionals. This training was conducted in ASL by all participants and attended by a mix of interpreting students, pre-certified and certified interpreters, and a deaf interpreter.<br />
<br />
The training offered an introspective look at how interpreters sabotage themselves through negative self-talk. As interpreters, there is an expectation of perfection, even though research has proven simultaneous interpretations (which is not “simultaneous,” but a few seconds behind the speaker) is about 87 percent accurate (Russel, 2005, p. 151).<br />
<br />
For one activity, groups formed according to experience: seasoned, experienced, or new/student. It was interesting to see that fears about mistakes during interpretation are the same for members of all three groups. This realization helped participants understand that all interpreters have similar fears, no matter how many years they have been in the field.<br />
<br />
The goal of this introspection and the thought-provoking activities that followed was to reconsider the decision-making process and use the knowledge to provide high-quality interpreting services for the deaf community. The training also focused on how we can build communities through communicating with one another. This training was astounding and Betty Colonomos is a great presenter who makes interpreters reconsider their approach to interpreting.<br />
<br />
Students who attended the event wrote about their experiences:
<br />
<blockquote class="tr_bq">
<br />
I really enjoyed being in this workshop with fellow students as well as interpreters with varying years of experience. This workshop opened to my eyes to the fears and anxieties that are present in our occupation. Betty created a safe atmosphere where participants were encouraged to analyze the root of their anxieties and how to utilize different controls to subdue them. The small group discussions and hands-on activities were also beneficial. Mrs. Colonomos promoted positive change within the interpreting community; we should strive to support and encourage each other. As a student, I thoroughly enjoyed this workshop because of the advice, critical thinking, and support from everyone involved. — Cassidy Sangrey ’16. </blockquote>
<blockquote class="tr_bq">
The StreetLeverage Workshop that was held on October 24 and 25, 2015 was a wonderful experience! I thoroughly enjoyed working with different people with different backgrounds and learning from them as the workshop leader, Betty Colonomos. The workshop focused on discussing our fears and self-sabotage. It was interesting to learn that both new and experienced interpreters shared similar fears. — Betsy Lacey ’16. </blockquote>
<br />
<br />
This innovative training was as beneficial for new interpreters as it was for experienced interpreters and an all-around amazing experience. It was engaging mentally as interpreters were challenged to rethink their approaches, rethink how they make decisions and communicate with their teammates, and rethink how to incorporate the deaf community into the decision making. <br />
<br />
— Jessica Bentley-Sassaman<br />
<br />
Russell, D. (2005). Consecutive and simultaneous interpreting. In T. Janzen (Ed.), Topics in signed language interpreting (pp. 135-364). Philadelphia, PA: Jon Benjamins.
</div>
E.G. Fosterhttp://www.blogger.com/profile/18217779904720188825noreply@blogger.com1tag:blogger.com,1999:blog-7866005383014267307.post-86400489501622742872015-11-19T12:25:00.003-08:002015-11-19T12:25:29.884-08:00Regional STEM Education Center: Teaching the Teacher<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKbeNGKyFXeJw4JmafmWG0AYBlz9RZn1wm3jlabEbfoycTqJwEmBkLXk8tFW5zTMAYL_Ndh5-POeKwGba9zS17BHPWOmsH0sjA6r04UteIgXAWk4XElhsKnkDWeO3foZ8Wf1GTYot9E39Z/s1600/StemAcademy.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="244" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKbeNGKyFXeJw4JmafmWG0AYBlz9RZn1wm3jlabEbfoycTqJwEmBkLXk8tFW5zTMAYL_Ndh5-POeKwGba9zS17BHPWOmsH0sjA6r04UteIgXAWk4XElhsKnkDWeO3foZ8Wf1GTYot9E39Z/s400/StemAcademy.jpg" width="400" /></a></div>
Planning is underway for the second annual STEM Teacher Academy to be held during summer 2016 at Bloomsburg University. The academy’s first session gave regional PreK-12 teachers new skills for their classrooms, with a focus on developing strategies to infuse Inquire-Based Teaching (IBT) into their science, technology, engineering and mathematics (STEM) curriculum. Sixteen teachers from 11 regional school districts participated in this intensive training, which was a collaborative effort between Dr. Todd Hoover, associate professor for Teaching and Learning and course instructor, and Dr. Kimberly Bolig, director of the Regional STEM Education Center, as the enrollment, logistics and facility coordinator.<br />
<br />
The teachers spent the first week of the academy at the Da Vinci Science Center in Allentown, recognized as one of America’s best programs for educators. Its professional programs are Act 48-approved by the Pennsylvania Department of Education.<br />
<br />
Dr. David Smith, senior director of science and strategic initiatives for the Da Vinci Science Center and recipient of the National Science Teachers Association’s Distinguished Informal Science Educator in 2014, and Ms. Karen Knecht, director of education and exhibits at the Da Vinci Science Center since 2010, comprised the center’s professional development team. Participants in the STEM Teacher Academy were trained using IBT curriculum developed by San Francisco’s Exploratorium Teacher Institute. They interacted with exhibits, engaged in hands-on classroom activities, and shared teaching strategies. Dr. Hoover oversaw the week of training and coordinated information with the rest of the course.<br />
<br />
Dr. Hoover continued to instruct participants in IBT methodology through the creation of lesson plans and curriculum during the second week of the academy, held on BU’s campus. In addition, the participants received a full day of training on The Power of Micromessages, provided by National Alliance for Partnerships in Equity (NAPE). Micromessages are defined as conscious and unconscious words and actions, such as facial expressions, gestures or tone of voice that, over time, can affect students’ self-concept or self-efficacy and influence career choice. NAPE developed a research-based professional development program for educators that employs micromessages to improve classroom pedagogy and increase the enrollment, retention, performance, and completion of underrepresented students in nontraditional careers. This inclusive professional development solution is designed to help educators address specific school needs related to equitable learning environments, student academic success and readiness to pursue high-wage, high-skill, and high-demand careers.<br />
<br />
In evaluations conducted at the end of the STEM Teacher Academy, participants expressed appreciation for the academy’s organization, content level, and professional development opportunity. One participant stated it was “definitely one of the best professional development experiences I’ve had.” Additional evaluation was provided through student reflection papers. Students were graded on their ability to incorporate IBT into their curriculum through their final project and received three college credits from BU upon successful completion of the academy.<br />
<br />
Bloomsburg University and the Regional STEM Education Center received a grant from the Central Pennsylvania Workforce Development Corporation to partially cover the cost for the Teacher STEM Academy.<br />
<br />
<br />
<div style="text-align: right;">
<i>— Kimberly Bolig, Director, Regional STEM Education Center </i></div>
<div style="text-align: right;">
<i>and Todd Hoover, Associate Professor, Teaching and Learning</i></div>
</div>
E.G. Fosterhttp://www.blogger.com/profile/18217779904720188825noreply@blogger.com2tag:blogger.com,1999:blog-7866005383014267307.post-59124245288899110192015-11-03T06:24:00.002-08:002015-11-03T06:24:12.679-08:00McDowell Institute: What is Mental Health First Aid for Youth? <div dir="ltr" style="text-align: left;" trbidi="on">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglBh6kApbW9ZR3GfG_l-r3fyf3Q0D5UgcGbY-_UQEPWQbU3qTTSWEH3RSETYfoGF7DW7Q9hGxdFghOAC0Ns8XvYvxcwGzWL1CdkuNjgftjmXBHK9ncZ0zbSZiRPi18_pE63SeP2tQ0qbve/s1600/Mental+Health+First+Aid.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglBh6kApbW9ZR3GfG_l-r3fyf3Q0D5UgcGbY-_UQEPWQbU3qTTSWEH3RSETYfoGF7DW7Q9hGxdFghOAC0Ns8XvYvxcwGzWL1CdkuNjgftjmXBHK9ncZ0zbSZiRPi18_pE63SeP2tQ0qbve/s320/Mental+Health+First+Aid.jpg" width="204" /></a>BU’s McDowell Institute is becoming increasingly involved with Mental Health First Aid – Youth, both on campus and statewide through its membership with the Community of Practice on School-based Behavioral Health (CoP SBBH).<br />
<br />
Mental Health First Aid – Youth (MHFA-Y) is help offered to a person (in this case a youth) developing a mental health problem or experiencing a mental health crisis. MHFA-Y is provided until appropriate treatment and support are received or until the crisis is resolved. MHFA-Y is not a substitute for counseling, medical care, peer support or treatment.<br />
<br />
In Pennsylvania, a process has been established for training to become certified in MHFA-Y, similar to credentialing in first aid through the American Red Cross. This training to receive a certificate as a mental health first aider is eight hours in length.<br />
There is also an established process for someone to become a credentialed instructor in MHFA-Y, requiring one full week of intensive training. The process has numerous, required fidelity/treatment integrity metrics relevant to training after one is credentialed as an instructor in MHFA-Y. Schools across the Commonwealth are increasingly exploring training and credentialing of teachers and other school staff to meet the Act 71requirements associated with suicide prevention.<br />
<br />
MHFA-Y is an offshoot of Mental Health First Aid for Adults. It is considered an evidence-based program by numerous federal-level entities, including the Substance Abuse Mental Health Services Administration (SAMHSA).<br />
<br />
The Community of Practice on School-based Behavioral Health (CoP SBBH) is a statewide community of cross-sector stakeholders and leaders who share a commitment to the advancement of early childhood, school age and adult behavioral health and wellness. The CoP SBBH supports children, youth, families, schools and community partners through development of comprehensive early childhood and school-based behavioral health support systems.<br />
<br />
This is carried out to overcome non-academic barriers to learning so all children and youth can successfully transition into adulthood. Current focus of the CoP SBBH is on:<br />
<br />
<br />
<ol style="text-align: left;">
<li>Promoting implementation and sustainability of evidenced-based multi-tiered systems of supports (PBIS);<br /></li>
<li>Promoting integration of evidence-based programming into decision-making frameworks (e.g. situating mental health EBPs within the PBIS framework); and <br /> </li>
<li>Fostering and leveraging articulated and robust school-community partnerships. </li>
</ol>
<br />
<br />
The CoP SBBH believes it will have been successful when children, youth, families, educational entities and community agencies have access to services, supports, training, technical assistance, and collaborative opportunities that ensure academic and emotional/social success for all. The CoP SBBH operates the Affiliated Network of PBIS Facilitators (Trainers) in Pennsylvania and is in the process of organizing a parallel Affiliated Network of MHFA-Y Trainers in Pennsylvania.<br />
<br />
To learn more about MHFA-Y, along with other kindred evidence-based approaches to address non-academic barriers to learning, contact McDowell Institute at ckemper@bloomu.edu .<br />
<br />
<div style="text-align: right;">
By Tim Knoster, co-director, McDowell Institute
</div>
<div style="text-align: right;">
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E.G. Fosterhttp://www.blogger.com/profile/18217779904720188825noreply@blogger.com2tag:blogger.com,1999:blog-7866005383014267307.post-11109971046914983352015-10-16T12:48:00.000-07:002015-10-21T06:25:22.954-07:00Two faculty publish books<div dir="ltr" style="text-align: left;" trbidi="on">
Two faculty members from the College of Education recently published books.<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHwMzaJljMmyf1UeQdxiwkPrRlI6D0FqGTP2ROPnhzJw1fNgrtQjtzfEMD0HlO_wDRfrSk3ilVRCtOHXS8mw5iDPA9wPeIB_IL0XtW63onUGv0UzKO-I3G9TsuMUlALgJ-CX_xGMBPG_Nh/s1600/Patte_M.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHwMzaJljMmyf1UeQdxiwkPrRlI6D0FqGTP2ROPnhzJw1fNgrtQjtzfEMD0HlO_wDRfrSk3ilVRCtOHXS8mw5iDPA9wPeIB_IL0XtW63onUGv0UzKO-I3G9TsuMUlALgJ-CX_xGMBPG_Nh/s1600/Patte_M.jpg" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8tEtDfFrChyX81tR7IiTqLA15bFN-IpbR5ElJ4oMb6bby5tOL8mkHGb6bckncSv4wKu2jXKpMeknMzcXf-ERb0Kblt6sKUYmQgCnLdgOiqVRj0R_GwdmcsQYlH1zmX8yJ8B9ByZPXyfiE/s1600/Starmack_T.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8tEtDfFrChyX81tR7IiTqLA15bFN-IpbR5ElJ4oMb6bby5tOL8mkHGb6bckncSv4wKu2jXKpMeknMzcXf-ERb0Kblt6sKUYmQgCnLdgOiqVRj0R_GwdmcsQYlH1zmX8yJ8B9ByZPXyfiE/s200/Starmack_T.jpg" width="133" /></a><i><b><a href="https://titles.cognella.com/beyond-the-classroom-walls-9781631892264.html">Beyond the Classroom Walls: Developing Mindful Home, School, and Community Partnerships </a></b></i>by Tom Starmack (at left) and Michael Patte (right), professors of Teaching and Learning, pushes students to look beyond the walls of the classroom to explore all avenues of educating students, including families, community and other school resources. The book features recent scholarly articles to support the concepts of each chapter. Included are notes to instructors for the means of creating authentic and engaging assignments and means of delivering instruction.<br />
<br />
Starmack also wrote and edited <i><b><a href="https://titles.cognella.com/organizational-behavior-9781631894756.html?utm_source=TL">Organizational Behavior: A New Three Dimensional Leadership Paradigm</a></b></i>, which explores various types of leadership and major concepts critical to leading in the 21st century. The book has a PK-16 target audience for students or professionals seeking to learn more and be engaged in learning about effective leadership in our complex world. The impact on pre-service and in-service teachers is the depth with which students engage with content and apply concepts in their current setting through job-embedded assignments. Mindy Andino, assistant professor of Teaching and Learning, wrote case studies that are included in the book.<br />
<br /></div>
E.G. Fosterhttp://www.blogger.com/profile/18217779904720188825noreply@blogger.com1tag:blogger.com,1999:blog-7866005383014267307.post-83955390712988907862015-10-09T07:12:00.001-07:002015-10-09T07:13:36.683-07:00Culturally Responsive Teaching<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMedJNo-tWd-Cc6Jlsg9VBD8jwxlrtqSSRiXjKbqwKrardWFSAustSygTdioDLgB4PgP7cF3FWuHp1NXC1OuzmuhztZFAckveWKshxeGLtjKAJ8SVqhgyrwsJP7_joe6juFKtCtLFnx2lz/s1600/Vazquez-Gonzalez_S15.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMedJNo-tWd-Cc6Jlsg9VBD8jwxlrtqSSRiXjKbqwKrardWFSAustSygTdioDLgB4PgP7cF3FWuHp1NXC1OuzmuhztZFAckveWKshxeGLtjKAJ8SVqhgyrwsJP7_joe6juFKtCtLFnx2lz/s320/Vazquez-Gonzalez_S15.jpg" width="211" /></a></div>
Research suggests that when teachers have the benefit of multicultural education preparation, they are less likely to embrace cultural deficit views. Moreover, teachers who have learned culturally responsive pedagogy are more confident and believe they are affective in their instruction of diverse children. Unfortunately, most teacher candidates lack the knowledge, skills, dispositions and experiences needed to teach ethnically and linguistically diverse students.<br />
<br />
What is Culturally Responsive Teaching (CRT)?<br />
<ul style="text-align: left;">
<li>CRT is respecting the cultures and experiences of various groups and using these as resources for teaching and learning. It appreciates the existing strengths and accomplishments of all students and develops them further in instruction. Examples are race/ethnicity, gender, socio-economic status, religion, sexuality, age and weight. </li>
<li>CRT acknowledges the legitimacy of the cultural heritage of different groups, both as legacies that affect students’ attitudes and approaches to learning, and as content worthy to be taught in the formal, mandated curriculum. </li>
<li>CRT builds bridges of relevance between home, community and school experiences, so the learning experiences become seamless. </li>
<li>CRT uses a range of instructional strategies that are connected to different learning styles, preferences and needs. </li>
<li>CRT teaches students to know, respect and appreciate their own cultural heritage and the heritage of others; cultural pride is nurtured. </li>
<li>CRT incorporates multicultural information, materials and resources in all school subjects and activities. </li>
</ul>
Teacher education programs in the United States can prepare highly effective teachers who are able to work with all students if CRT is part of the curriculum. This means updated courses and training for faculty, who are key to CRT’s success.<br />
<br />
As the minority population in the United States continues to grow and refugees arrive from many countries, integrating CRT into the curriculum will greatly benefit new teachers and all of their future students.<br />
<br />
The term all children did not always mean that all children were included, nor that teachers had high expectations for every student in their classrooms. In today’s educational settings, we still hear that it is about “all children” but, in reality, most teachers are not prepared to teach all children.<br />
<br />
CRT can be a resource to truly help future teachers face their prejudices and fears in order to successfully teach students of all cultural backgrounds. CRT goes beyond having a multicultural curriculum in schools; it acknowledges the cultural heritage each individual represents in the classroom. CRT teachers create lesson plans that take into consideration every child’s background and learning style. These teachers can inspire all students to take ownership of their education.
<br />
<br />
Teachers who use CRT effectively can promote high academic achievement and help all students develop critical thinking skills and become life-long learners. Most important, CRT can promote social justice and have a major impact on closing the achievement gap that exists in the United States among majority and minority students. Teacher education programs need to prepare future teachers who can embrace diversity and promote high academic achievement for all children. Teacher preparation programs in the U.S. should integrate CRT into the curriculum.
<br />
<br />
<i>— By David Vázquez-González, assistant to the dean
</i></div>
E.G. Fosterhttp://www.blogger.com/profile/18217779904720188825noreply@blogger.com1tag:blogger.com,1999:blog-7866005383014267307.post-3938804943472739562015-09-22T12:42:00.002-07:002015-09-22T12:44:10.196-07:00Professor writes article on bringing videos to class<div dir="ltr" style="text-align: left;" trbidi="on">
Michael F. Ruffini, professor of teaching and learning, has written a guest blog for <a href="http://blogs.techsmith.com/for-educators/transform-your-powerpoint-into-a-powercast-using-camtasia/">TechSmith Blog</a> outlining how teachers can incorporate video in their classroom using the applications PowerPoint and Camtasia.<br />
<blockquote class="tr_bq">
Driven by significant advances in digital technologies, today videos are much easier to access – whether it be by the Web or mobile devices. Because video is so ubiquitous, it is an invaluable educational tool. Video is revolutionizing the way we teach and learn and is a powerful medium used extensively today in both eLearning and mLearning. For example, online resources, such as TeacherTube, Khan Academy, and YouTube provide thousands of streaming educational video clips for teachers to use in their lessons. </blockquote>
<blockquote class="tr_bq">
Communication through the use of video can bring lessons to life, initiate discussions, and impact learning on both an emotional and cognitive level. Video can illustrate complex, or abstract concepts, take students anywhere around the world, go back in time, explore beneath the oceans, take a look into a cell, and travel to the moon and beyond! Digital video is revolutionizing the way students learn. </blockquote>
<blockquote class="tr_bq">
<a href="http://blogs.techsmith.com/for-educators/transform-your-powerpoint-into-a-powercast-using-camtasia/">Read the rest of the article</a>.</blockquote>
Ruffini teaches both undergraduate and graduate educational technology courses in the Department of Teaching and Learning. Michael wrote a fantastic book on communication and learning through screencasts called PowerCasts – Creating Dynamic PowerPoint Screencasts with Camtasia Studio. He has also been published on The Educause Review twice, for articles titled Screencasting to Engage Learning and Creating a PowerPoint Screencast Using Camtasia Studio. For more information on his work, visit his website, <a href="http://theteachercastacademy.com/">The Teacher Cast Academy</a>, or send him a note at mruffini(at)bloomu(dot)edu </div>
E.G. Fosterhttp://www.blogger.com/profile/18217779904720188825noreply@blogger.com1tag:blogger.com,1999:blog-7866005383014267307.post-42344103360343197742015-05-22T12:58:00.000-07:002015-05-22T12:58:01.507-07:00McDowell Institute concludes successful 2014-2015 <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3SMX8CJRTjJPIGK84YVpXC88CZo7tDaChJu9hfvnM9ahVis3gFvJ7Wo5_S9OokHe0SGMaN9cILMP9IozXVcLvH6DleTJHOx5GJ5Uoo5ysph8W6JvZubSmoCe2hSFWAgo9lXynv_AcQOs/s1600/Pang_Angela.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3SMX8CJRTjJPIGK84YVpXC88CZo7tDaChJu9hfvnM9ahVis3gFvJ7Wo5_S9OokHe0SGMaN9cILMP9IozXVcLvH6DleTJHOx5GJ5Uoo5ysph8W6JvZubSmoCe2hSFWAgo9lXynv_AcQOs/s320/Pang_Angela.jpg" width="213" /></a></div>
BU’s McDowell Institute for Teacher Excellence in Positive Behavior Support continued to provide professional development experiences emphasizing student support models during the 2014-2015 academic year. The institute focused on increasing awareness of bullying, child sexual abuse prevention and mental health issues.<br />
<br />
A highlight of the spring semester was the McDowell Institute’s professional development experience for more than 150 student teachers. The program emphasized preventive classroom management, including the core foundations of building rapport, providing clear and explicit behavioral expectations and providing high-density, behavior-specific positive reinforcement for students as they acquire and demonstrate appropriate behavioral skills and meet performance expectations.<br />
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This fall, the McDowell Institute plans to increase mental health awareness by collaborating with student organizations to host events and activities in conjunction with the World Federation for Mental Health and their partnership with the National Alliance on Mental Illnesses. In addition, the McDowell Institute will convene a symposium for the BU community with an emphasis on students enrolled in the College of Education’s teacher preparatory programs. The symposium will highlight practical actions classroom teachers can take to create trauma-informed learning environments, as well as collaborative statewide initiatives to support trauma-informed educational approaches sponsored by the Pennsylvania Department of Education and the Office of Children’s Mental Health within the Department of Human Services.<br />
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The McDowell Institute’s Charlotte Kemper can provide more information on these events. If you are interested in attending, please contact Charlotte at 570-389-5124. You can learn more about the McDowell Institute and read our newsletter at <a href="http://www.bloomu.edu/mcdowell"><b>www.bloomu.edu/mcdowell</b></a>.<br />
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<i> — Angela Pang, Interim Director, McDowell Institute
</i>BloomsburgUhttp://www.blogger.com/profile/09523325088072361110noreply@blogger.com0tag:blogger.com,1999:blog-7866005383014267307.post-67338232505227342752015-03-26T07:06:00.001-07:002015-03-26T07:07:11.219-07:00Professional Mini-Conference for our Teacher Candidates <div dir="ltr" style="text-align: left;" trbidi="on">
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As our teacher candidates prepare for their educational careers following graduation, it is our hope that they will be ready for the rigor and relevance of the profession. The latest trends, the highs, the lows, the excitement and eagerness to make a difference for the many students who they impact is what education is all about. Education is also constantly changing, which can make the journey more challenging.<br />
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The College of Education: Office of Field Experience, in collaboration with the McDowell Institute: Teacher Excellence in Positive Behavior Support and Alumni and Professional Engagement, has implemented a C.A.T.C.H. event to provide our teacher candidates with a snapshot of the latest trends and insight on how to begin their journey in a positive direction. This year, C.A.T.C.H. is scheduled for March 27.<br />
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So what is C.A.T.C.H. and how do our teacher candidates benefit from the event? C.A.T.C.H. – Collaborating to Assist Teacher Candidate Hiring – is a professional development event for all of our teacher candidates. The C.A.T.C.H. initiative was developed in spring 2014 to prepare aspiring teacher candidates for the job market with sessions on current trends, interview preparation and the hiring process.<br />
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C.A.T.C.H. provides opportunities for our students to collaborate, network and interact with Bloomsburg University alumni, including superintendents, principals, teachers and others who have chosen an educational career. This opportunity gives them experience and exposure to the districts and to the latest professional changes.<br />
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Being a lifelong learner is key to educators’ sustainability and success. We hope the annual C.A.T.C.H. professional development mini-conference provides our graduates with the tools necessary to be problem solvers and innovators … to make a difference. These skills set them apart from other candidates and prepare them to make a lasting first impression during the interview process.<br />
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Get Ready …. Get Set …. C.A.T.C.H.<br />
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— Candy Trate, Director
Field Experience Office
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E.G. Fosterhttp://www.blogger.com/profile/18217779904720188825noreply@blogger.com0tag:blogger.com,1999:blog-7866005383014267307.post-19848266917373065982014-09-15T11:17:00.000-07:002014-09-15T11:17:01.347-07:00Every Child Deserves to Have Someone Be Crazy About Them<div dir="ltr" style="text-align: left;" trbidi="on">
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Speak to anyone and they will name the teacher who made a difference in their lives. Whether the teacher was a source of encouragement to succeed and pursue opportunities outside of their comfort zone, someone who made them feel valued, or perhaps the person that rescued them from a harmful situation, the thing that all influential teachers have with their students is rapport.<br />
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As the new academic year commences, we should remember that establishing rapport with each and every student is critical to students’ academic success and overall mental health. By seizing the opportunity to build rapport with each student, the teacher is validating the student’s importance in the school community. As a result, students may feel safer, experience a sense of belonging to a community, and be motivated to work hard in the classroom. Students who have rapport with their teacher feel safer to talk to the teacher regarding serious issues that may be impacting their physical or mental health.<br />
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I’ve learned through my experience that a great way to establish rapport is to greet each student individually by name when he or she enters the classroom. This lets the students know that they are welcome and you are excited to have them in the classroom. Rapport may be very easy to establish with some students, whereas, others may make you work for it. These students may have a history of behavioral issues, academic failures, or persistent issues at home. To make these students feel part of the classroom community, I advise new and experienced teachers to find opportunities for brief conversations. Talk with these students about general topics, not academics or behavior, to demonstrate that you, as a teacher, value what the students see as important. You may just find your name mentioned some day when someone describes the teacher who helped them reach their potential.<br />
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As the late newscaster Andy Rooney once said, “Most of us end up with no more than five or six people who remember us. Teachers have thousands of people who remember them for the rest of their lives.”<br />
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<i>Kate Nichols, Director </i></div>
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<i>McDowell Institute for Teacher Excellence in Positive Behavior Support</i></div>
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E.G. Fosterhttp://www.blogger.com/profile/18217779904720188825noreply@blogger.com0tag:blogger.com,1999:blog-7866005383014267307.post-48244849266911501832014-09-02T13:36:00.000-07:002014-09-02T13:36:44.667-07:00Harvard Professional Development Opportunity<div dir="ltr" style="text-align: left;" trbidi="on">
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This summer, I had the opportunity to attend a Harvard Professional Development Program for Academic Leaders – Institute for Management and Leadership in Education (MLE). It was two weeks of magic and, as Oprah used to call them, “ah-ha moments” for me. It wasn’t so much what I learned how to do (there were wonderful sessions on academic planning, academic assessment and budgeting in the “new normal” of higher education, to name a few) but more what I learned about myself.<br />
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I have been proud and humbled to lead the College of Education for the last five years – and have tried each day to work on my skills to maximize the benefits of the College. However, at Harvard I learned I must continue to grow these skills and develop others in order to truly lead this great College, which I believe is the true foundation of this university. This means leading our team to effectively make decisions that will benefit us all. And, enjoying the journey that the College is on, both on campus and with our external partners.<br />
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For this upcoming academic year, this will mean a renewed focus upon our mission to educate ethical individuals and be a resource to the community within the tenants of our conceptual framework – which, among other things, focuses upon our collective beliefs of valuing lifelong learning and engaging in collaborative endeavors.
I look forward to this upcoming academic year as a time to expand the COE’s academic reputation across the campus and the region. We have just begun to shine.<br />
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— Elizabeth Mauch, Dean
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E.G. Fosterhttp://www.blogger.com/profile/18217779904720188825noreply@blogger.com0tag:blogger.com,1999:blog-7866005383014267307.post-17354701284736653902014-08-01T13:57:00.002-07:002014-08-01T13:58:42.603-07:00Professor Feather has national impact through textbooks<div dir="ltr" style="text-align: left;" trbidi="on">
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Dr. Ralph Feather has been writing middle and high school science textbooks longer than most of our students have been alive. He recently published one more -- a three-textbook series in Texas for middle school science, iScience for Texas, Grades 6, 7, & 8, copyright 2015, with McGraw-Hill Education.<br />
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Dr. Feather, professor of science education, education foundations, and educational research in the Department of Teaching and Learning, published his first textbook in 1988. Since then, he has authored more than 60 titles for Merrill Pub. Co., Glencoe Pub. Co., and McGraw-Hill Education.<br />
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He also published a six-textbook nationwide series for middle school, iScience Grades 6, 7, & 8, iScience Life Science, iScience Earth and Space Science, and iScience Physical Science, copyright 2012, with McGraw-Hill Education. In addition, Dr. Feather published a high school text, Physical Science with Earth Science, copyright 2012 and a three-textbook series, Florida iScience, Grades 6, 7, & 8, copyright 2012, all with McGraw-Hill Education.<br />
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Think of how many students Dr. Feather has helped to educate – not only on Bloomsburg’s campus but also in school systems across the country. This is just one example of the vast reach of our College of Education.<br />
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— Elizabeth Mauch, Dean
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E.G. Fosterhttp://www.blogger.com/profile/18217779904720188825noreply@blogger.com0tag:blogger.com,1999:blog-7866005383014267307.post-58019554060974155702014-07-11T13:06:00.000-07:002014-07-11T13:06:30.438-07:00Mini-conference focuses on the serious business of play<div dir="ltr" style="text-align: left;" trbidi="on">
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Bloomsburg University’s College of Education recently hosted the 5th Annual Mini-Conference on Play, Development, and Early Childhood Education. In partnership with Penn State University’s College of Education and Syracuse University’s Jack Reilly Institute for Early Childhood and Provider Education, this year’s conference focused on the promotion of developmentally and culturally appropriate practices in early childhood development and education by emphasizing the interplay among ecological niches, child development, and early education. Dr. Michael Patte organized the event, in keeping with his many distinguished accomplishments in the area of play.<br />
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In keeping with the mission of the three sponsoring institutions to promote children’s safety and optimal development, featured topics this year included: “A Look Inside Tocati, The International Festival of Street Games” presented by Michael Patte of Bloomsburg University, “International Perspectives on Play: Themes from a New Volume” presented by Jaipaul L. Roopnarine of Syracuse University, “Teaching Teachers to Play for ECE and More” presented by James E. Johnson and Serap Sevimli-Celik of Penn State University, and “Kids Want Play-Friendly Parents and Teachers…Why?” presented by Belma Tugrul of Hacettepe University.
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E.G. Fosterhttp://www.blogger.com/profile/18217779904720188825noreply@blogger.com0tag:blogger.com,1999:blog-7866005383014267307.post-43107236182271633212014-06-03T12:08:00.003-07:002014-06-03T12:08:45.531-07:00Multicultural literature and math education<div dir="ltr" style="text-align: left;" trbidi="on">
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Frank D’Angelo, assistant professor of early childhood and adolescent education, has co-authored an article for Teaching Children Mathematics — an official journal of the National Council of Teachers of Mathematics. His collaborator on the piece is Nevin Iliev, an ESL teacher and graduate student in elementary education at Bloomsburg University. Their article, entitled “Teaching Mathematics through Multicultural Literature,” discusses the importance and benefits of incorporating culturally relevant texts into mathematics lessons, especially as classrooms increasingly reflect the diverse nature of our society.<br />
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D’Angelo and Iliev argue that multicultural literature that focuses on mathematics and features familiar concepts, such as counting, enables children to move beyond their current knowledge base, forge culturally relevant mathematical connections, and understand from an early age that math concepts are universal in nature. In this way, the integration of multicultural literature into the classroom fosters more globally aware students.<br />
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If you would like to learn more, the full article can be found here:
<a href="http://www.nctm.org/publications/article.aspx?id=41299">http://www.nctm.org/publications/article.aspx?id=41299</a></div>
E.G. Fosterhttp://www.blogger.com/profile/18217779904720188825noreply@blogger.com0tag:blogger.com,1999:blog-7866005383014267307.post-17294442217865285232014-05-12T06:27:00.001-07:002014-05-12T06:28:33.469-07:00College Student Affairs grad students at NASPA Convention<div dir="ltr" style="text-align: left;" trbidi="on">
The annual national conference of NASPA: Student Affairs Administrators in Higher Education held in Baltimore, MD, this year was attended by thirteen graduate students from Bloomsburg University’s own <a href="http://www.bloomu.edu/gradschool/counseling-student-affairs">Counseling and College Student Affairs program</a>.<br />
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The conference ran March 16th-29th, during which time students attended educational sessions, learned about opportunities for involvement in NASPA, and expanded their understanding of college student learning and development. Amongst others, sessions included “Navigating the Role of a New Professional: Transition, Trials, and Tips in the First Year,” “Effective Practices in Partnering with Academic Affairs,” and “Orienting Parents and Families: How is Higher Education Serving the Parents of Students of Color, First-generation, and Low-income Students?”<br />
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The opportunity for these thirteen students to participate in the conference was made possible by generous funding from the Bloomsburg University Foundation.<br />
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The College of Education is proud of these students for representing the university and the College Student Affairs program at this event as well as for the enthusiasm and engagement they displayed while in attendance.
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E.G. Fosterhttp://www.blogger.com/profile/18217779904720188825noreply@blogger.com0tag:blogger.com,1999:blog-7866005383014267307.post-14318479376499795942014-04-22T08:54:00.000-07:002014-04-25T06:46:24.722-07:00College awarded $2.2 million Department of Education Grant<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="http://www.bloomu.edu/coe">The College of Education</a> has been awarded $2.2 million by the Pennsylvania Department of Education through its Eligible Partnerships Postsecondary grant program.<br />
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This grant will fund a new project, Pre-Service Differently, which will be led by Bloomsburg University, in collaboration with Kutztown University, the Central Susquehanna Intermediate Unit, PLS 3rd Learning, Research for Better Schools, as well as seven local school districts – Bloomsburg, Central Columbia, Mount Carmel, Shamokin, Millville, Warrior Run, and Columbia-Montour Vocational Technical School.<br />
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Pre-Service Differently will implement an online tool aligned to the PA Standards Aligned System to provide a continuous feedback loop to improve teacher preparation, induction, and professional development programs.<br />
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For Bloomsburg University education majors, this project translates into improved field experiences through the use of customized software. The software will provide budding teachers with assessment as well as modules that they can complete to increase their teaching ability and be matched with appropriate cooperating teachers for student teaching. Ultimately, this project aims to provide pre-service and novice teachers with the skills to increase student achievement in English language arts and mathematics.
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E.G. Fosterhttp://www.blogger.com/profile/18217779904720188825noreply@blogger.com0tag:blogger.com,1999:blog-7866005383014267307.post-20112691031476759202014-04-11T05:44:00.002-07:002014-04-11T08:19:16.690-07:00McDowell Institute Nets State Grant<div dir="ltr" style="text-align: left;" trbidi="on">
Bloomsburg University’s <a href="http://www.bloomu.edu/mcdowell">McDowell Institute for Teacher Excellence in Positive Behavior Support</a> has received a Pennsylvania Safe Schools/Healthy Students Partnership (PA SS/HS) award of approximately $863,000 from the Pennsylvania Office of Mental Health. The PA SS/HS Partnership is, in turn, funded by a multi-million dollar federal grant from the Substance Abuse and Mental Health Services Administration (SAMHSA).<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKjlgCXAWrd1I2I1BwhyOMzgXjstE1T0Bzf4thElqIU3bYSrcEQo0fswNH2708HhKi2BFLjBQcRVxO3Cc_p9iKhJiQTcmRe3GL-Wn4vsP21bYldGQpk8UUkjA8MrmJ6WXvblffNBVWqY4Q/s1600/Knoster_T.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKjlgCXAWrd1I2I1BwhyOMzgXjstE1T0Bzf4thElqIU3bYSrcEQo0fswNH2708HhKi2BFLjBQcRVxO3Cc_p9iKhJiQTcmRe3GL-Wn4vsP21bYldGQpk8UUkjA8MrmJ6WXvblffNBVWqY4Q/s1600/Knoster_T.jpg" height="320" width="213" /></a>The goal of the PA SS/HS Partnership is to create safe and supportive schools and communities in three Local Education Agencies – Northeastern School District in York County, Carbon-Lehigh Intermediate Unit in Lehigh County, and Penncrest School District in Crawford County.<br />
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The project also involves cooperation with state-level departments of education, public welfare, and juvenile justice in concert with their local counterparts.
The project aims to decrease bullying, youth violence, and criminal behavior as well as promote healthy development, social and emotional learning, and academic achievement of children and youth.<br />
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Dr. Timothy Knoster, professor of special education, will serve as the lead evaluator and chief designer and provider of technical assistance for the project. He will be responsible for developing, organizing, and providing technical assistance to state and local level parties involved in the project’s implementation.<br />
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Congratulations to the McDowell Institute and Dr. Knoster!
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E.G. Fosterhttp://www.blogger.com/profile/18217779904720188825noreply@blogger.com1tag:blogger.com,1999:blog-7866005383014267307.post-41970251508201306162014-04-02T09:09:00.002-07:002014-04-02T14:20:08.302-07:00Reading Program Receives National Recognition<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGHK6pzR2X1YS6cOt-M-zTnEiFkLlqw1_q1-4bCYUduVjAcJNIC8uQBZUB3MNd4-Z2Wfkc6faRdtCMXEgjUOeZWkcB4RGCoygUrdOmi1WaBmqspzK3BFEfpR6SwF5MnJkgQrP_EeptoMVJ/s1600/Enrichment.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGHK6pzR2X1YS6cOt-M-zTnEiFkLlqw1_q1-4bCYUduVjAcJNIC8uQBZUB3MNd4-Z2Wfkc6faRdtCMXEgjUOeZWkcB4RGCoygUrdOmi1WaBmqspzK3BFEfpR6SwF5MnJkgQrP_EeptoMVJ/s1600/Enrichment.jpg" height="448" width="640" /></a></div>
The <a href="http://www.bloomu.edu/gradschool/reading">Master’s in Reading program</a> at Bloomsburg University has been nationally recognized by the International Reading Association through the Council for the Accreditation of Educator Preparation’s Specialized Program Association.<br />
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The International Reading Association is a non-profit, global network committed to worldwide literacy. It reviews advanced programs that prepare students for careers in reading education, specifically reading specialists and literacy coaches. In order to receive national recognition, a program must meet high professional standards, as documented through a performance-based assessment system.<br />
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This is a landmark achievement for Bloomsburg University’s reading program, which has never before received this designation. A special thanks and congratulations to Dr. Virginia Bonomo and Dr. Cherie Roberts, who were instrumental in this process.<br />
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Additionally, three other Bloomsburg University programs – mid-level education, special education, and English – maintained their national recognition through the Specialized Program Association process.<br />
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To learn more about Bloomsburg’s Master of Education in Reading program, visit <a href="http://www.bloomu.edu/gradschool/reading">www.bloomu.edu/gradschool/reading</a>.
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E.G. Fosterhttp://www.blogger.com/profile/18217779904720188825noreply@blogger.com0tag:blogger.com,1999:blog-7866005383014267307.post-42362639983873030652013-10-29T08:39:00.000-07:002013-10-29T08:50:58.278-07:00Helping kids write<div dir="ltr" style="text-align: left;" trbidi="on">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjhuhNAhENWR36yKWKSMo19GSpKyTaKWRcq44dMy9gLkA8aWD7iBIqFN-yyqFr3XDeJ7iEa0Uv_ZZ3u21zJtNpTW6ik6azxy9NbxmsbL1HCMxBKMLn5zeJ6VWDA66p1yTnMujupcgWhKIKQ/s1600/Rogowsky_web.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjhuhNAhENWR36yKWKSMo19GSpKyTaKWRcq44dMy9gLkA8aWD7iBIqFN-yyqFr3XDeJ7iEa0Uv_ZZ3u21zJtNpTW6ik6azxy9NbxmsbL1HCMxBKMLn5zeJ6VWDA66p1yTnMujupcgWhKIKQ/s1600/Rogowsky_web.jpg" /></a>Beth Rogowsky, assistant professor of early childhood and adolescent education, has written an article for Scientific Learning’s blog about how developing cognitive skills is an important part of any writing program.<br />
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When teachers think of teaching writing, they typically begin with the type of writing they want their students to compose—persuasive pieces, personal narratives, academic essays and the like. They think of following the steps of the writing process—prewriting, drafting, revising, editing, and publishing—and conduct mini-lessons during writers’ workshop. Others teachers begin diagraming sentences, discussing subject-verb agreement or distinguishing between nominative and objective case pronouns.
All too often, however, little attention is given to the cognitive skills of writing. And that’s a shame, because cognitive skills are the building blocks upon which writing depends. </blockquote>
Read the rest of Rogowsky’s article at Scientific Learning: <a href="http://www.scilearn.com/blog/building-better-writers-without-picking-up-a-pen.php">www.scilearn.com/blog/building-better-writers-without-picking-up-a-pen.php </a><br />
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E.G. Fosterhttp://www.blogger.com/profile/18217779904720188825noreply@blogger.com14tag:blogger.com,1999:blog-7866005383014267307.post-10758066316677251112013-10-18T11:22:00.001-07:002013-10-18T11:22:20.261-07:00A classroom of their own<div dir="ltr" style="text-align: left;" trbidi="on">
Think back to when you were in elementary school. At some point, you had a student teacher. You appreciated her youth and energy and respected her as a teacher-in-training. Perhaps she inspired you to consider a career in education.<br />
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Student teaching at Bloomsburg University is the culmination of the undergraduate experience in the College of Education. Student teaching is the equivalent of doing an internship in business or a clinical practice in the medical field. Each year, education majors from Bloomsburg University travel each day to local school districts to obtain a 16-week practical experience in which they ultimately take over a class for a teacher. It is a rigorous experience which students are always excited to complete.<br />
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Putting theory they have learned from BU’s dedicated faculty into daily practice with an experienced teacher is a capstone experience. For most education majors in their final semester at BU, it reaffirms their readiness for a classroom of their own.<br />
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— Elizabeth K. Mauch, Dean
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E.G. Fosterhttp://www.blogger.com/profile/18217779904720188825noreply@blogger.com0tag:blogger.com,1999:blog-7866005383014267307.post-57189790866536489222013-10-07T11:35:00.000-07:002013-10-11T08:47:57.560-07:00A strong start to the STEM Magnet Program<div dir="ltr" style="text-align: left;" trbidi="on">
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It seems that everywhere you turn, you hear about the importance of STEM education — that’s science, technology, engineering and mathematics.</div>
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We have good news about our STEM Magnet Program at Bloomsburg University. The program for high school juniors has been so successful that we have started planning for our second year — the 2014-2015 academic year. We met over the past week with our current business and school district partners, including Berwick, Bloomsburg and Central Columbia school districts and PPL, Merck, Geisinger and others. I am happy to report that we will have two cohorts of students for the next academic year — one focused upon Engineering and one focused upon the Health Sciences.</div>
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Why is this program so important? It gives high-achieving rural high school students academic opportunities that parallel those of students from metropolitan areas. It provides a pipeline to outstanding career opportunities with area employers, who support the program financially and through mentorships. And these students will have 30 college credits by the time they graduate from high school.</div>
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We started with 20 students in fall 2014. That’s just the beginning!<br />
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— Elizabeth K. Mauch, Dean<br />
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E.G. Fosterhttp://www.blogger.com/profile/18217779904720188825noreply@blogger.com0