October 3rd, 2011 |
Published in
Archived, Workshop
Description: This is an introduction to the theory and application of meta-analytic techniques for quantitative analysis and systematic review of scientific literature. The objective of the workshop is to provide participants with the rudimentary knowledge and skills needed to become a critical, quantitative consumer of existing literature in an area of interest.
Instructor: Rodney Dishman, Professor, Department of Kinesiology, University of Georgia
Cost: $350 (includes workshop materials, refreshment breaks, lunch and parking passes each day)
Location: River’s Crossing, 850 College Station Road, Room 143, Athens, GA 30602
Click here to see the complete workshop flyer!
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October 3rd, 2011 |
Published in
Archived, Workshop
Description: This workshop will provide a foundation in structural equation modeling by introducing participants to the basics of model estimation, evaluation of model fit, and model interpretation for basic structural equation models. The models to be covered included path models, confirmatory factor analysis models, and full structural models. Instruction will consist of lectures and hands-on activities. As part of the workshop, participants will be instructed in the use of the LISREL computer package. Afternoon activities will involve conducting analyses using the LISREL package. If time permits, participants will also be provided help in analyzing their own data.
Instructor: Deborah Bandalos, Professor, James Madison University
Cost: $1200 (includes workshop materials, refreshment breaks, lunch and parking passes each day)
Click here to see the complete workshop flyer!
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October 3rd, 2011 |
Published in
Archived, Workshop
Description: Research studies suggest that opportunity and achievement gaps exist between students of color and White students. Additionally, research studies contend that opportunity and achievement gaps persist between students born into impoverished families and those who are born of privilege. While these gaps exist before students enter school, teachers play a pivotal role in students’ academic trajectories. Thus, the purpose of this full-day professional development session is to provide teachers with an opportunity to think about how their unobserved classroom practices influence the ways in which they interact with students. The first part of the day includes a session in which teachers begin to recognize and think about the inherent biases and stereotypes they might hold. The second half of the day includes developing strategies to overcome inherent biases and stereotypes, thus developing strategies to better engage and educate students. It is believed that once teachers are able to reach students, then they are able to teach students effectively. This, in turn, leads to improved academic achievement, regardless of students’ ethnicity, race, or socio-economic status.
Instructor: Sheneka Williams, Assistant Professor, Lifelong Education, Administration, and Policy, University of Georgia
Cost: $150 (includes a copy of the book Start Where you are but Don’t Stay There by Richard Milner, workshop materials and refreshment breaks)
Click here to see the complete workshop flyer!
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October 3rd, 2011 |
Published in
Archived, Workshop
Description: Many analyses in the social sciences are applied to data regarding characteristics of people, but not to data describing interactions among people. But interactions play an important role in affecting behavior and beliefs that cannot be explained purely in terms of individual attributes or community context. To address these issues, in this workshop I will introduce participants to the basic concepts, theories, and models of social network analysis. Participants will then have opportunities to explore how to define and apply these models in their own settings. The focus is on theoretical model development which can inform that design of studies, measures, and analysis. I will also introduce participants to basic software for estimating the models and representing network data, and I will introduce participants to a range of social network resources. Participants should have roughly one year of applied statistics so that they are extremely comfortable with the general linear model (regression and ANOVA), and analysis of 2×2 tables.
Instructor: Kenneth Frank, Michigan State University
Cost: $375
Requirements: Please bring your own laptop computer to participate in this workshop.
Click Here for the Complete Workshop Flyer
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October 3rd, 2011 |
Published in
Archived, The CLASSroom Project at UGA Workshop, Workshop
Description: In this exciting, stimulating, and intensive one-day workshop at the University of Georgia, teachers, administrators, counselors, and teacher educators will:
• Learn about the five principles for change to better meet the needs of working-class and poor students
• Develop research-based teaching practices sensitive to working-class and poor children and families
• Reflect on formative assessment of working-class and poor students across the curriculum
• Take away powerful classroom ideas for incorporating social class-related content
• Get ideas for establishing positive relationships with working-class and poor families
Instructors:
Dr. Mark Vagle, Associate Professor, Elementary and Social Studies Education
Dr. Stephanie Jones, Associate Professor, Elementary and Social Studies Education
Cost: $125
Location: UGA Gwinnett Campus
Time: 9:00 AM – 3:00 PM
Workshop Flyer
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October 3rd, 2011 |
Published in
Archived, Strategic Instructional Model® (SIM)® Workshop Series, Workshop
Description: Teachers face a tremendous challenge to meet the diverse needs of learners. This one-day workshop will introduce the foundations of the Strategic Instruction Model® (SIM)® and two of the Content Enhancement Routines, and will prepare teachers to implement these research-based interventions to help students acquire the critical components of the vast amount of content presented in the general education curriculum.
The two Content Enhancement Routines participants will learn are:
CO NCEPT COM PARISON ROUTINE: Teachers use the Concept Comparison Routine to help students compare and contrast key concepts. Research with students enrolled in general secondary science and social studies classes showed that students correctly answered substantially more test questions related to information that had been presented through the use of the routine than test questions related to information presented using traditional teaching methods. Students with learning disabilities and other low-achieving students correctly answered an average of 71.2 percent (students with learning disabilities) and 86.4 percent (students without learning disabilities) of the test questions associated with information presented through the use of the routine, compared to 56.7 percent (students with learning disabilities) and 62.6 percent (students without learning disabilities) of the questions associated with information presented through traditional means. The experimental study involved 107 students.
QUESTION EXPLORATION ROUTINE: The Question Exploration Routine is a package of instructional methods that teachers can use to help a diverse student population understand a body of content information by carefully answering a “critical question” to arrive at a main idea answer. Research results showed that students who were taught a lesson using the Question Exploration Routine earned an average test score of 70 percent while students who were taught the lesson with traditional methods scored an average of 48 percent.
Instructor: Kathy Boyle-Gast,Communication Sciences & Special Education, SIM® Professional Developer
Cost: $125 (Registration fee includes two refreshment breaks, parking pass, instructor’s guidebooks, packets of training materials, and supplemental handouts and power points sent electronically to augment instruction and support teacher development and implementation of the routines.)
Click here to see the complete flyer!
Information: Strategic Instruction Model (SIM) Workshop Series, Fall 2011 – Spring 2012
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October 3rd, 2011 |
Published in
Archived, Workshop
Description: This one-day workshop is designed to enhance a teacher’s ability to understand and to work effectively with Spanish-speaking students and their families. No prior knowledge of Spanish is necessary. Workshop topics may include: writing letters to the Hispanic students’ parents; family customs and how they can relate to welcoming school and classroom environments; Mexican celebrations and holidays, and working with translation. Participants will:
- Take away key Spanish language and cultural knowledge for use in the classroom
- Apply knowledge about second language learning to classroom instruction
- Acquire strategic Spanish language abilities to nurture meaningful relationships with Latino students and their families
- Visit an authentic local Latino setting & use Spanish for authentic purposes
- Learn how to find and use materials in Spanish for use in the English language classroom
- Become role models for ALL students by starting a lifelong language learning journey
All students will receive a certificate of completion.
Instructor: Dr. Melisa “Misha” Cahnmann-Taylor, Associate Professor of Language and Literacy Education, University of Georgia
Cost:
$250 on or before April 1, 2012
After April 1, 2012: $275
Send 10 or more from your school and receive a discounted registration fee of $225 per person.
Bring $10 cash for lunch for the Spanish Emersion luncheon to be held at an authentic restaurant.
Time: 9:30 AM – 4:30 PM
Workshop Flyer
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October 3rd, 2011 |
Published in
Archived, Workshop
Description: The Single Subject Research Methodology in Behavioral Sciences seminar will focus on the use of single subject research designs in answering applied research questions related to educational and clinical practices. We will encourage educators and therapists to view themselves as “scientist-practitioners” in which they assume an active role in applied research efforts in order to assess the ecological validity of research findings. Specifically, we will discuss baseline logic, the importance of direct and repeated measurement, direct measurement procedures, visual analysis of graphed data, research designs and how each evaluates threats to internal validity, and the importance of systematic replication as a means for extending the generality of any single research investigation. Participants are encouraged to bring research questions that we can discuss.
This workshop is based on the book by Gast (2010) Single Subject Research Methodology in Behavioral Sciences published by Routledge.
Instructors:
Dr. David Gast, Department of Communication Sciences and Special Education, College of Education, University of Georgia
Dr. Kevin Ayres, BCBA-D, Department of Communication Sciences and Special Education, College of Education, University of Georgia
Cost: $175
Workshop Flyer
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(Click the “previous entries” button below to see more archived events!)
October 3rd, 2011 |
Published in
Archived, Workshop
Description: A one-day training designed to provide up to date information specific to Lesbian, Gay, Bisexual, and Transgender youth in Georgia, better understand the intersections of LGBT youth in communities of color and communities of faith, learn to advocate for LGBT youth with other members of the community (fellow school officials, politicians, parents, etc.), implement anti-bullying policies that support LGBT youth, create trainings for staff, and support Gay/Straight Alliances in the school.
Instructors:
Dr. Anneliese Singh, Counseling and Human Development Services, University of Georgia
Dr. Corey Johnson, Counseling and Human Development Services, University of Georgia
Cost: $225
Information Flyer
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October 3rd, 2011 |
Published in
Archived
Description: This one-day workshop is designed for district level administrators, building principals and assistant principals, counselors, instructional coaches, and teacher leaders to discuss issues related to social class and poverty. In this exciting, stimulating, and practical workshop participants will:
• Learn about the five principles for change to better meet the needs of working-class and poor students;
• Develop strategies for evaluating and coaching teachers with class-sensitivity in mind;
• Design ways to make school improvement plans sensitive to social class; and
• Examine how to make broad district, school, and classroom policies and practices anti-classist and anti-poverty.
Bring along teachers to attend the Reading Turn-Around Workshop which is taking place at the same time! Click here for more information.
Instructor: Dr. Mark Vagle, Associate Professor, Elementary and Social Studies Education
Cost: $125
Time: 9:00 AM – 3:00 PM
Workshop Flyer
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October 3rd, 2011 |
Published in
Archived, Workshop
Description: This one day workshop is designed for teachers in the elementary grades, instructional coaches, literacy coaches, administrators, after school specialists, tutors, administrators, and anyone else concerned with providing the highest quality reading instruction and literacy contexts for all children. In this terrific workshop participants will:
• Learn about the social class-sensitive, five-part framework for differentiated instruction in reading;
• Examine how social class and poverty play a role in reading and language in the classroom;
• Analyze social class and poverty in popular culture, media, and literature through critical reading practices;
• Design learning opportunities around working-class children’s literature;
• Create a concrete plan for individualizing reading instruction for “struggling” readers and enhancing literacy for all students.
Invite your administrators to attend the Leading Class-Sensitive Schools workshop which is taking place at the same time! Click here for more information.
Instructor: Dr. Stephanie Jones, Associate Professor, Elementary and Social Studies Education
Cost: $145 (includes a copy of the book “The Reading Turn-Around”)
Time: 9:00 AM – 3:00 PM
Workshop Flyer
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October 3rd, 2011 |
Published in
Archived, Strategic Instructional Model® (SIM)® Workshop Series, Workshop
Description: This two-day workshop will introduce teachers to the foundations of the Strategic Instructional Model® (SIM) and will prepare them to implement the FUNDAMENTALS IN THE THEME WRITING STRATEGY. This research-based intervention helps students acquire strategies for writing and editing a theme by using a basic structure and framework to plan and write effectively. With incremental instruction (including learning sheets to accompany students are taught how to gather information, organize it using a diagram, and write a theme with a structure that includes an introduction, body, conclusion, and connecting paragraphs with appropriate transitions.
This strategy is designed and found to be most appropriate for students in grades 6 through 12 (although some have taught the strategy successfully to 4th graders). Students who can write complete sentences and well-organized paragraphs respond most successfully to instruction in the Theme Writing Strategy.
Instructor: Kathy Boyle-Gast,Communication Sciences & Special Education, SIM® Professional Developer
Cost: $275
Workshop Flyer
Information: Strategic Instruction Model (SIM) Workshop Series, Fall 2011 – Spring 2012
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