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Research News & Notes
Gayle Andrews, associate professor of middle grades education in the department of elementary and social studies education, is the new national president of the National Forum to Accelerate Middle-Grades Reform, an alliance of over 60 educators, researchers, national associations, and officers of professional organizations and foundations dedicated to improving schools for young adolescents across the country. The Forum’s mission is to unite key stakeholders to speak with one voice to leverage research, policy, leadership, and exemplary practices to drive middle grades reform.
New Student Organization is Launched in ESSE
Collegiate Middle Level Association (CMLA) is a professional education organization for college students preparing to become middle level teachers. It is an affiliate of the National Middle School Association. CMLA supports legislation, standards, and recommendations that enhance the middle level concept, practices, and ideas; advances appropriate middle level teacher education; provides support and encouragement for students in middle level education; provides information about current middle level employment opportunities; and promotes collegiate participation at national, state and regional middle level conferences.
How do I join CMLA?
If you are interested in joining CMLA, we invite you to attend our monthly meetings (see 2010-11 meeting schedule below) in G-5 Aderhold. Chapter dues are $10. If you would like to learn more about CMLA, contact Hilary Hughes (email@example.com) or Phillip Brown (firstname.lastname@example.org), CMLA conveners, or Kathy Thompson (email@example.com), CMLA faculty advisor.
|September 1, 2010||6:00 pm||G-5 Aderhold|
|October 5, 2010||6:00 pm||G-5 Aderhold|
|November 9, 2010||6:00 pm||G-5 Aderhold|
|January 25, 2010||6:00 pm||G-5 Aderhold|
|February 8, 2010||6:00 pm||G-5 Aderhold|
|March 22, 2010||6:00 pm||G-5 Aderhold|
|April 12, 2010||6:00 pm||G-6 Aderhold|
The social studies education faculty at the University of Georgia published The Georgia Social Science Journal from 1969 to 1993 as an official publication of the Georgia Council for the Social Studies. Recently, Professor Cheryl Fields-Smith and doctoral students Brandon Butler and Alexander Cuenca reconstituted the journal in an online format, renamed The Georgia Social Studies Journal (www.coe.uga.edu/gssj). As a forum for discussing social studies education, the journal welcomes submissions from researchers, scholars, and practitioners animated by the ideas, perspectives, and methods that lead to quality social studies teaching and learning.
September 13th, 2010 | Published in ESSE
The 2010 U.S. News and World Report rankings of graduate programs placed the Elementary Education program third in the nation. Secondary education programs at UGA, which includes the Social Studies Education program, were also ranked third among America’s Best Graduate Schools.
The contributors to Developmentalism in Early Childhood and Middle Grades Education: Critical Conversations on Readiness and Responsiveness challenge dominant discourses and practices in the fields of early childhood and middle grades education that are based on the last century’s grand developmental theories. Editors Kyunghwa Lee and Mark D. Vagle and the other contributors examine the notion of development in their own work by employing various alternative frameworks, including Bakhtinian ideas, Buddhism, cultural psychology, and post-structuralism. Exploring issues related to developmentalism within and across the fields, the contributors invite the reader to participate in the cross-field dialogue which provides new language and perspectives for the education of young children, young adolescents, and teachers in both fields.
Schooling the Freed People: Teaching, Learning, and the Struggle for Black Freedom, 1861–1876. Ronald E. Butchart
The rich and complex history of the teachers of freedmen in the South
Conventional wisdom holds that freedmen’s education was largely the work of privileged, single white northern women motivated by evangelical beliefs and abolitionism. Schooling the Freed People shatters this notion entirely.
For the most comprehensive study of the origins of black education in freedom ever undertaken, Ronald Butchart combed the archives of all of the freedmen’s aid organizations as well as the archives of every southern state to compile a vast database of over 11,600 individuals who taught in southern black schools between 1861 and 1876. Based on this path-breaking research, he reaches some surprising conclusions: one-third of the teachers were African Americans; black teachers taught longer than white teachers; half of the teachers were southerners; and even the northern teachers were more diverse than previously imagined. His evidence demonstrates that evangelicalism contributed much less than previously believed to white teachers’ commitment to black students, that abolitionism was a relatively small factor in motivating the teachers, and that, on the whole, the teachers’ ideas and aspirations about their work often ran counter to the aspirations of the freed people for schooling.
The crowning achievement of a veteran scholar, this is the definitive book on freedmen’s teachers in the South as well as an outstanding contribution to social history and our understanding of African American education.
In Diversity and Equity in Science Education: Research, Policy, and Practice (Teachers College Press, 2010) Okhee Lee and Cory Buxton provide a comprehensive, state-of-the-field analysis of current trends in the research and practice of science education. This book offers valuable insights into why gaps in science education achievement among racial, ethnic, cultural, linguistic, and socioeconomic groups persist, and points toward practical means of narrowing or eliminating these gaps. The authors examine instructional practices, science curriculum materials, assessment, teacher education, school organization, state and district policies, and home-school partnerships. For each topic, they provide detailed descriptions of relevant research projects and the effective teaching and learning practices that have emerged from that work. Special focus is placed on the unique learning needs of English language learners.
September 5th, 2010 | Published in Uncategorized
ESSE faculty member Katherine F. Thompson was named director of Georgia’s Teacher Quality Higher Education Program, effective July 1, 2010. The program, funded by the U.S. Department of Education and administered by UGA for the Board of Regents of the University System of Georgia, is designated to enhance the teaching of science, mathematics, language arts, reading and social studies at the elementary, middle and high school levels in public and private schools across Georgia.
More than 600 teachers across the state participate each year in TQ professional development programs and workshops offered by faculty at University System of Georgia institutions. The timeframe for programs ranges from several days to a year, often beginning in summer, while others begin in fall and spring. Some have follow-up sessions during the school year.
Projects have included hands-on ecology activities at the State Botanical Garden, discovering environmental sciences by becoming a tourist in your own town, and understanding how to utilize traditional nursery rhymes and fairy tales to develop students’ literacy skills.
Professional learning unit credits or graduate course credits are offered for most programs. The TQ program distributes grant awards ranging from $5,000 to $75,000 for a 12-month period, with the possibility of 15-month funding available. About $1.9 million will be distributed in 2010.
For more information on Teacher Quality Enhancement Grants, go to www.coe.uga.edu/teacherquality
Maximizing Our Resources and Potential by Integrating Economics
Dr. Cheryl Fields, Associate Professor of Early Childhood Education, and Alex Cuenca, Social Studies Education doctoral candidate, received a 2010 Teacher Quality grant titled “Maximizing Our Resources and Potential by Integrating Economics” (MORePIES). The grant funded a project focused on providing professional development to middle school teachers to integrate economic standards and concepts into social studies instruction. This project is a partnership between Griffin-Spalding County Schools, UGA-Athens, UGA-Griffin, and the Georgia Council of Economic Education. The project began with a three-day summer 2010 institute held at the UGA-Griffin campus’ Student Learning Center facility. Teachers received a refresher course on ECON and TRADE 101 and participated in demonstration lessons representing a wide-variety of pedagogical approaches such as simulations, Place-as-Text, discussion-based strategies, and cooperative learning. During the 2010-2011 school year, Dr. Fields and Alex Cuenca will provide professional development for the teachers by facilitating their self-study and action research projects.