Stephanie R. Jones

“Researchers do a lot of talking and writing about arts-based research, and I wanted to try to ‘walk the walk’ by producing scholarship through the comics/sequential art medium rather than perpetuate the discourse that we ‘should’ value multiple ways of making sense of data and of the broader world,” said Jones. “Our comics work has already opened up a new audience for us — lots of teachers love it because it literally illustrates practice and theory rather than simply explaining it through linear text, and they claim they can ‘get’ the point through the combination of images and text. I have also experienced the powerful possibilities that comics opens up for data analysis and scholarship that aren’t available to me through language alone — producing multiple signs and signifiers simultaneously is certainly a huge benefit when I am trying to demonstrate the complexity of places, people, practice, theory, etc.”

Jones teaches courses on ethnography and place-based teaching, feminist theory and pedagogy, social class and poverty, early childhood education, and literacy. Her scholarship on the intersections of literacy, social class, gender, and identity has been published in journals such as Reading Research Quarterly, Journal of Teacher Education, Gender and Education, Anthropology and Education Quarterly, Teaching Education, Language Arts, and Journal of Early Childhood Literacy, among others.  She is the author of Girls, Social Class and Literacy: What Teachers Can Do to Make a Difference, and she is working with Woglom to transform a three-year study of feminist pedagogy in teacher education into a graphic book.

The International Reading Association (IRA) has published the sixth edition of Theoretical Models and Processes of Reading, a landmark reference book on which University of Georgia Distinguished Research Professor Donna Alvermann served as lead editor.

Alvermann, a professor in the College of Education’s department of language and literacy education, said the new edition took about four years to develop.

“The book is on theory and research, but the academic lingo is kept to a minimum so that professionals and graduate students outside the field of literacy education can comprehend the information,” said Alvermann.

The first edition was published by the IRA in 1970 and succeeding volumes have appeared about every eight years since then. It is the only work of its kind, worldwide. The newest edition will have an e-book option for the first time in the history of the TMPR series.

Alvermann

“The International Reading Association stretches far and has a huge membership. I just heard from a colleague in Belgium that her research group has pre-ordered a copy,” said Alvermann.

“Others have asked me to send promotional material to New York University and especially to the Reading Recovery leadership. Reading Recovery works with students who are more than two years behind before they even start formal reading instruction. Thus, some chapters in TMPR6 that deal with language development research will be of use to this practitioner group,” she said.

There will be a special launch of TMPR6 at the IRA’s annual convention in San Antonio on Sunday, April 21, 2013 at 3 p.m. in the Convention Center.

Brief abstracts for each of the 45 chapters are available at:
www.reading.org/General/Publications/Books/bk710.aspx

Melisa Cahnmann-Taylor

The article examines the literature on arts education with minoritized youth within landscapes of structural inequity, scientific rationalization, and a resurgence of the racialization of non-White communities and curricula in schools.  She and co-author Sharon Verner Chappell of California State University-Fullerton, identify strong practices in arts education that aim to achieve social justice with both minoritized and majoritized populations.

Butchart  is widely recognized for his work on freedmen’s teachers in the South after the Civil War and on the history of black education in the U.S.  Schooling the Freed People: Teaching, Learning, and the Struggle for Black Freedom, 1861-1876, which is now available in a new paperback edition (UNC Press).

Butchart’s book and the pathbreaking research that inspired it have earned awards including the 2011 Outstanding Book Award from the History of Education Society, the 2012 William A. Owens Award from the University of Georgia Research Foundation, and Honorable Mention for the 2011 Avery O. Craven Award, given by the Organization of American Historians.

This video was produced by the University of Georgia Research Foundation.

Frances Hensley and Carl Glickman recently partnered in writing and editing, Leading for Powerful Learning: A Guide for Instructional Leaders (Teachers College Press), a book which describes a unique adult learning framework and addresses a broad spectrum of challenges instructional leaders at the district and school levels may face. The book is written for mentors, instructional coaches, principals, department heads or anyone facing the task of leading adults in their schools.

Leading for Powerful Learning provides instructional leaders with both theory and practice and includes a variety of tools that leaders can apply to support teacher learning in schools, districts, departments and teams. The authors note specific strategies, formats and tools that an instructional leader can use to support new and veteran principals and teacher leaders.

Glickman

Glickman is president of the Institute for Schools, Education, and Democracy and professor emeritus of education at UGA. In a career that spanned two decades at UGA, Glickman and his  colleagues founded the Georgia League of Professional Schools, a nationally validated network of high functioning public schools dedicated to the principles of democratic education. In 1997, he was awarded the University Professorship for bringing “distinction to the mission of the university,” and students honored him as the faculty member who had the greatest influence on them “both inside and outside of the classroom.”

Hensley

Hensley, a public service associate emerita in the college’s department of elementary and social studies education, is a founding member and director of the School Reform Initiative, where she supports the learning of educators. During 15 years at UGA and 11 years as a public school educator, Hensley has made significant contributions to outreach and service. As one of the original public service faculty members in the UGA College of Education and the first to be promoted to the rank of senior public service associate, Hensley brought service and outreach to the forefront of the college’s mission. In 2002, Hensley was awarded UGA’s Walter Barnard Hill Award for distinguished achievement in public service and outreach.

Glickman and Hensley worked together in the UGA-based League of Professional Schools, a practitioner-driven network of schools in which each school implements a democratic learning community that is student-oriented and focused on improving teaching and learning for all from 1996-2002.

Their co-authors include Angela Breidenstein, an associate professor in the department of education at Trinity University in San Antonio, Texas and Kevin Fahey, coordinator of programs in Educational Leadership at Salem State University in Salem, Mass.

Allexsaht-Snider

Buxton

COE faculty members Martha Allexsaht-Snider, Cory A. Buxton and Ruth Harman co-authored a peer-reviewed article titled, “Challenging Anti-Immigration Discourses in  School and Community Contexts,” (see first article) in the International Journal of Multicultural Education.

The article appeared in Vol 14, No 2 (2012): Special Issue: Challenging Anti-Immigration Discourses in School and Community Contexts.

Harman

Ruth Harman is an assistant professor in language and literacy education. Martha Allexsaht-Snider and Cory A. Buxton, are associate professors in elementary and social studies education.

Fecho

Jones

Fecho, a professor of language and literacy education,  is the author of the recent book, Teaching for the Students. Jones, an associate professor of elementary education,  is co-author of The Reading Turn-Around. She blogs at Engaged Intellectuals.

The pair argue that helping students inquire into the way language is used for them, against them, and by them will help them to see the written word as something they control rather than it controlling them.

The Prevention Practice Kit: Action Guides for Mental Health Professionals (Sage Publications), a series of eight, independent 100-page books covering the span of preventive application including: general overview of prevention, best practices, diversity evaluation, evidence base and public policy, was co-edited with Robert K. Conyne, professor emeritus of the University of Cincinnati.

Each book in the kit is authored by scholars in the specific field of prevention practice, which address critical conceptual and/or practical areas within prevention.

Two of the books were co-authored by Horne and Katherine Raczynski, a doctoral student in UGA’s research, evaluation, measurement and statistics program, based in the college’s department of educational psychology and instructional technology.

Endorsed by the Prevention Section of the Society of Counseling Psychology of the American Psychological Association (APA), the kit is intended to provide practitioners, instructors and students with specific direction for spreading and improving the practice of prevention by counselors, psychologists, social workers and other human services personnel.

Horne, who will retire in December after serving as dean for the past five years, is widely known for his scholarship on dysfunctional families and ways to prevent and deal with bullying and aggressive behavior by males in the family, school and community context.

Publication of the book was announced at the APA’s annual convention Aug 2-5 in Orlando, Fla.

Dotts, a lecturer in the department of workforce education, leadership, and social foundations, examines how the radical educational and democratic ideas of Algernon Sidney, James Harrington, John Milton, Joesph Priestley, and Thomas Paine developed a rich design among the Democratic-Republican Societies that emerged during the 1790s.  The Societies were some of the first advocates of universal public schooling, and they advocated for political education grounded in critical thinking and public deliberation.  Their radical ideas and the civic virtues they exhibited are worth reconsidering amid the widespread presence of political apathy and educational standardization today.

Dotts teaches undergraduate and graduate courses in the history and philosophy of education and multiculturalism. His research interests include the history of education during the American Revolutionary and early national eras. His specialties in philosophy include critical theory and the Frankfurt School.

The book was published March 2012 by Rowman & Littlefield Publishing Group.