Samples and summary of faculty scholarly activities - St. John Fisher ...

More documents

Recommendations

Info

$Math Competency Ticket to Test [pdf] - St. John Fisher College$

Llewellyn, Doug Publications Llewellyn, D., Travers, J., & Wischnowski, M. (in press). Building leadership through action research. The Science Teachers Bulletin,75(1). Llewellyn, D. (2011). Differentiated science inquiry. In L. Laud (Ed.) The best of Corwin: Differentiated instruction in literacy, math, and science. Thousand Oaks, CA: Corwin. Llewellyn, D., & Rajech, H. (2011). The role of argumentation in science inquiry: Doing what scientists really do. Science Scope, 35(1), 22-28. Llewellyn, D. (2010). Thinking spatially: Taking observation, classification, and communication to a higher level of reasoning. In Liftig (Ed.) Tried and true: Time-tested activities for middle school. Arlington, VA: NSTA Press. Llewellyn, D. (2011). Differentiated science inquiry. Thousand Oaks, CA: Corwin Press. Llewellyn, D., & van Zee, E. (2010). Action research: Expanding the role of classroom teachers to inquirers and researchers. Science Scope, 34(1), 10-15. Llewellyn, D. Blocks and Beyond: Strengthening Early Math and Science Skills Through Spatial Learning in Science Scope (March, 2011), v. 34, #7, pp. 105-106. Presentations Differentiated Science Inquiry. Science Teachers Association of New York State, Rochester, NY (2010); Toronto District School Board, Toronto, Canada (2011); Aldine Independent School District, Houston, TX (2011). Effective Questioning Skills. Toronto District School Board, Toronto, Canada. 2011. Teaching High School Science Through Inquiry. Wildwood Upper School, Santa Monica, CA. 2011.
Fostering Argumentation Skills Doing What Real Scientists Really Do by Douglas Llewellyn and Hema Rajesh Elementary and middle school teachers often provide students with hands-on activities or even inquiry-based investigations that emphasize science process skills such as observing, classifying, identifying and controlling variables, hypothesizing, experimenting, and collecting and analyzing data. These activities and investigations are frequently accompanied by the teacher saying, “Wow, now you’re acting like a scientist.” Unfortunately, this type of comment often reinforces the misconception that the “scientific method” is the Holy Grail with which experts investigate the natural world. Without a realistic perception of the work of real scientists, there may be little hope of achieving national scientific literacy. The purpose of this article therefore is threefold: (1) to illustrate how scientific argumentation paints a more accurate picture of the work that scientists really do and, more importantly, (2) to demonstrate how teachers can foster argumentbased science inquiries where students generate arguments to support their claims using relative and supportive evidence, and (3) to show how students can use scientific reasoning skills to analyze and communicate the findings of their investigations. 22 SCIENCE SCOPE The case for argumentation is supported by the National Research Council’s “Five Features of Science Inquiry” (NRC 2000), in which the NRC states that with science inquiry the learner • engages in scientifically oriented questions; • gives priority to evidence when responding to questions; • formulates explanations from evidence; • connects explanations to scientific knowledge; and • communicates and justifies explanations. From these points, two keywords stand out that reveal the true nature of science: evidence and explanations. This article will further describe how teachers of science can foster scientific reasoning skills at the conclusion of a lab by emphasizing scientific argumentation—a progression where students (1) investigate questions and assumptions from a puzzling phenomenon or event, (2) use the data from a selfdesigned investigation to make a claim and justify and defend the claim with supporting evidence, and (3) provide a scientific explanation based on the findings.
Page 1 and 2:
Arndt, Katrina Publications Arndt,
Page 3 and 4:
engagement with the print texts, st
Page 5 and 6:
Wood (1989) asserts that films ofte
Page 7 and 8:
Set in Cincinnati, The Mighty is th
Page 9 and 10:
It is clear that Kevin's genetic di
Page 11 and 12:
their friendships with Max and Joe,
Page 13 and 14:
offices in Chicago in 2007, or use
Page 15 and 16:
Fine, Michelle. 1997. "Witnessing w
Page 17 and 18:
“I’m So Excited About This!”
Page 19 and 20:
with their nondisabled peers in an
Page 21 and 22:
References About Hilton Schools. (n
Page 23 and 24:
adequate services to this populatio
Page 25 and 26:
I’m trying to accept it. I have u
Page 27 and 28:
Table 1. Recommendations for Servic
Page 29 and 30:
Nelson, B. (2005). Creating positiv
Page 31 and 32:
Broikou, Kathy Presentations Decemb
Page 33 and 34:
There are no samples of scholarly a
Page 35:
Planting the seeds of partnership:
Page 54 and 55:
Duets and Dialogue: Voices on Inclu
Page 56 and 57:
Dedication For all the children, yo
Page 58 and 59:
Acknowledgements The Editors would
Page 60 and 61:
Introduction Duets and Dialogue: Th
Page 62 and 63:
Duets and Dialogue: Voices on Inclu
Page 64 and 65:
A Principal’s Lessons Learned: Im
Page 66 and 67:
Collaborative relationships between
Page 68 and 69:
and it was fine and they were accep
Page 70 and 71:
Page 72 and 73:
“I’m So Excited About This!”
Page 74 and 75:
with their nondisabled peers in an
Page 76 and 77:
References About Hilton Schools. (n
Page 78 and 79:
Are We There Yet? Making Inclusive
Page 80 and 81:
Know the number of students receivi
Page 82 and 83:
Multi-faceted Collaboration The thi
Page 84 and 85:
Roles and Responsibilities When emb
Page 86 and 87:
Are We There Yet? Making Inclusive
Page 88 and 89:
A Commitment to Change: One Distric
Page 90 and 91:
volunteerism on the part of the co-
Page 92 and 93:
contained classrooms to receive add
Page 94 and 95:
Reading 5: Looking Backward, Lookin
Page 96 and 97:
One School and One Principal’s St
Page 98 and 99:
CT and ICT class enrollments two st
Page 100 and 101:
It is essential that the building a
Page 102 and 103:
Looking Backward, Looking Forward:
Page 104 and 105:
Listening First: Designing and Impl
Page 106 and 107:
Restructuring For Inclusion The vis
Page 108 and 109:
eformatted from honors classes to a
Page 110 and 111:
Pedroza, A., Mullen, G., & Whiley,
Page 112 and 113:
Reading 7: An Administrator’s Vie
Page 114 and 115:
We might have seen the trouble comi
Page 116 and 117:
they could not and became lessons t
Page 118 and 119:
special needs as was Charlie’s fi
Page 120 and 121:
understanding. Perhaps one can sum
Page 122 and 123:
An Administrator’s View of Inclus
Page 124 and 125:
Billy’s Story: The Power of Colla
Page 126 and 127:
information, and helping to set up
Page 128 and 129:
meeting time can be established so
Page 130 and 131:
through his daily Home/School Commu
Page 132 and 133:
Billy’s Story: The Power of Colla
Page 134 and 135:
Creating and Sustaining Partnership
Page 136 and 137:
effort to support children who stru
Page 138 and 139:
This long term commitment also assi
Page 140 and 141:
and how we are grounded in research
Page 142 and 143:
Reading 10: Exploring Disability in
Page 144 and 145:
oader conversation about diversity
Page 146 and 147:
Expectations for student learning w
Page 148 and 149:
misfortune and less worthy lives (f
Page 150 and 151:
perception of disability, disabilit
Page 152 and 153:
REFERENCES Adler, M. and Rougle, E.
Page 154 and 155:
Exploring Disability in Young Adult
Page 156 and 157:
Julie Buick, The Advocacy Center Gi
Page 158 and 159:
Currier, Ed Presentations “Proble
Page 160 and 161:
Dingus-Eason, Jeannine Presentation
Page 162 and 163:
Your Child is Supposed to Behave Li
Page 164 and 165:
Desperately seeking equlibrium Eff
Page 166 and 167:
QuickTime and a decompressor are ne
Page 168 and 169:
QuickTime and a decompressor are ne
Page 170 and 171:
Assimilation Latitude of acceptance
Page 172 and 173:
Patterns in development Birth- 2 y
Page 174 and 175:
7-11 years (Concrete Operations) B
Page 176 and 177:
Questions for yourself What need i
Page 178 and 179:
Epistemology and diversity and soci
Page 180 and 181:
ontolologies, or the nature of trut
Page 182 and 183:
Ladson-Billings (1995), Gordon (199
Page 184 and 185:
Denzin (year) cautions against acti
Page 186 and 187:
evealing this process, we can then
Page 188 and 189:
knowledge because it has become nor
Page 190 and 191:
through connected ways of knowing a
Page 192 and 193:
ehaviors can be attributed to our d
Page 194 and 195:
To explore the possibility that we
Page 196 and 197:
this chapter, repeating questions w
Page 198 and 199:
cultural and to teach that any “n
Page 200 and 201:
community resources and agencies th
Page 202 and 203:
predicts states of understanding an
Page 204 and 205:
and necessary concept to explore. A
Page 206 and 207:
Gladstone-Brown, Wendy Presentation
Page 208 and 209:
Marie Cianca, Ed. D. Michael Wischn
Page 210 and 211:
The Importance of Parent- Teacher C
Page 212 and 213:
Parent-Teacher Collaboration in Pre
Page 214 and 215:
Origins of St. John Fisher Collabor
Page 216 and 217:
How we made It happen… Focus grou
Page 218 and 219:
COURSE ELEMENTS Teams and Teamwork
Page 220 and 221:
Co-Teaching by Example: An Investig
Page 222 and 223:
Co-Teaching by Example Main Themes
Page 224 and 225:
Teacher Candidate Comments ( Before
Page 226 and 227:
Teacher Candidates Initiate a Face-
Page 228 and 229:
Teacher Candidate Teams identify a
Page 230 and 231:
Teams Co-Present to Families(contin
Page 232 and 233:
Teacher Candidate Comments ( After)
Page 234 and 235:
“We learned understanding and emp
Page 236 and 237:
Questions, Comments, Ideas… Micha
Page 253 and 254: Reading 4: A Commitment to Change:
Page 255 and 256: eaking the social barriers between
Page 257 and 258: For this restructuring to occur, Dr
Page 259 and 260: Scruggs, R.E., Mastropieri, M.A., &
Page 278: Kelly, Daniel Publications Cianca,
Page 296 and 297: Preservice Teachers' Perceptions of
Page 300 and 301: FIGURE 1 Explanations What is the s
Page 302 and 303: as students struggle with the task
Page 304 and 305: an introductory soil lesson, I aske
Page 306 and 307: Maples, Joellen Publications Groenk
Page 308 and 309: Reproduced with permission of the c
Page 314 and 315: Paterson, Wendy Publications Paters
Page 316 and 317: The First Friday Faculty Lecture Se
Page 318 and 319: Rapp, Whitney Publications Rapp, W.
Page 320 and 321: Avoiding Math Taboos: Effective Mat
Page 322 and 323: Auditory Sequential Learners • Ar
Page 324 and 325: 6 2002). This takes additional proc
Page 326 and 327: He thrived and added words like pen
Page 328 and 329: Offer opportunities to do math on t
Page 330 and 331: References Building big: Shapes lab
Page 332: Reed, D. (2010, September). Resilie
Page 335 and 336: Agenda 8:00 8:45 - 8:30 - 9:30 Intr
Page 337 and 338: Provide a framework for thinking ab
Page 339 and 340: Write 3 things that you think you k
Page 341: Book provides leaders with concrete
Page 345 and 346: Reflects a pattern of how individua
Page 347 and 348: Resilience is a long-term, not a sh
Page 349 and 350:
Waterloo Community Adminstrators Su
Page 351 and 352:
Having top-notch educational progra
Page 353 and 354:
Core Values 21
Page 355 and 356:
Alignment Taught Say Written Tested
Page 357 and 358:
Lunch 25
Page 359 and 360:
The major goals of this project wer
Page 361 and 362:
You took the Survey and Got Your In
Page 363:
Thinking Skills Understanding reali
Page 367 and 368:
Reflective Questions for Resilience
Page 369 and 370:
Page 371 and 372:
Page 373 and 374:
Resilient Leaders: Try to offset a
Page 375 and 376:
Think about this past year when the
Page 377 and 378:
5. How can you reduce your defensiv
Page 379 and 380:
How do you maintain a work / life b
Page 381 and 382:
Standards For Healthy Living 49
Page 383 and 384:
Video “What’s Right With The Wo
Page 385 and 386:
“Become a Resilient Front Runner
Page 389 and 390:
Definition of Resilience Reflects a
Page 391 and 392:
Definition of a Resilient Leader A
Page 393 and 394:
Assumptions About Leadership Resili
Page 395 and 396:
Leader Resilience Profile The major
Page 398 and 399:
Leadership Resilience Profile Resul
Page 400 and 401:
Book Title: Resilient Leadership fo
Page 402 and 403:
Strength: Personal Efficacy Chapter
Page 404 and 405:
Reflective Table Discussion Activit
Page 406 and 407:
How Leaders Sustain and Strengthen
Page 408 and 409:
Questions / Answers
Page 411 and 412:
Warren Bennis American Psychologist
Page 413 and 414:
A resilient leader demonstrates the
Page 415 and 416:
The term “resilient leader” is
Page 417 and 418:
The major goals of this project wer
Page 419 and 420:
You took the Survey and Got Your In
Page 421 and 422:
Instructions: For each of the seven
Page 423 and 424:
Strengths Analysis 14
Page 426 and 427:
PASA & Westmoreland IU 7 Superinten
Page 428 and 429:
Moving forward to meet challenges o
Page 430 and 431:
Authors Dr. Diane Reed Dr. Jerry Pa
Page 434:
Thinking Skills Understanding reali
Page 438 and 439:
How Can I: Extend my leadership ab
Page 440 and 441:
How Can I: Protect the necessary t
Page 442 and 443:
How Can I: Stay focused on what ma
Page 447 and 448:
Chapter Six Resilience: Courage, Pe
Page 449 and 450:
September 4 3 words that all essent
Page 451 and 452:
September 4 5 ministers of educatio
Page 453 and 454:
September 4 7 she and her husband a
Page 455 and 456:
September 4 9 and minorities need a
Page 457 and 458:
September 4 11 superintendents poss
Page 459 and 460:
September 4 13 Panpim Cheaupalakit
Page 461 and 462:
September 4 15 her male classmates.
Page 463 and 464:
September 4 17 she was promoted to
Page 465 and 466:
idging the gender gap.” In closin
Page 467 and 468:
September 4 21 have fought for the
Page 469 and 470:
tenaciously pursued the right to be
Page 471 and 472:
September 4 25 The first coup in Gh
Page 473 and 474:
September 4 27 educational trips fo
Page 475 and 476:
September 4 29 underrepresentation
Page 477 and 478:
asking me to come home. (J. W. T.,
Page 479 and 480:
essence, or resilience” (317). Se
Page 481 and 482:
September 4 35 are born with or can
Page 483 and 484:
References September 4 37 Baldwin,
Page 485 and 486:
[0011- 3921(200305/07)51:3/4;329-34
Page 487 and 488:
GUEST EDITORIAL On Self-Revelation
Page 489 and 490:
BERNARD RICCA recognize the persona
Page 491 and 492:
Rostetter, Dave Presentations Kelly
Page 493 and 494:
Schlosser, Linda Presentations Schl
Page 495 and 496:
Schultz, Susan Publications Schultz
Page 497 and 498:
Placement or college level classes.
Page 499 and 500:
Page 501 and 502:
Collaborative relationships between
Page 503 and 504:
and it was fine and they were accep
Page 505 and 506:
Page 507 and 508:
Page 509 and 510:
Page 527 and 528:
Wood, Jim Publications Epistemology
Page 529 and 530:
Implications: Fundamental Education
Page 531 and 532:
I. Introduction: Honduras 4
Page 533 and 534:
II. World Educational Models Human
Page 535 and 536:
II. World Educational Models Religi
Page 537 and 538:
II. World Educational Models Millen
Page 539 and 540:
III. Education in Honduras “ . .
Page 541 and 542:
III. Education in Honduras Reasons
Page 543 and 544:
Implications: Fundamental Education
Page 545 and 546:
IV. Evolution of Research Leading u
Page 547 and 548:
IV. Evolution of Research Study Ove
Page 549 and 550:
IV. Evolution of Research 45% 40% 3
Page 551 and 552:
IV. Evolution of Research Education
Page 553 and 554:
V. Methodology: Phase 1 Understandi
Page 555 and 556:
V. Methodology: Phase 2 Educational
Page 557 and 558:
V. Findings: Resilience Study PROTE
Page 559 and 560:
VI. Implications and Recommendation
Page 561 and 562:
Educational Risk and Resilience in
Page 563 and 564:
References: Educational Resilience
Page 565 and 566:
References: Educational Resilience
Page 567 and 568:
Appendix 40
Page 569 and 570:
100 90 80 70 60 50 40 30 20 10 0 Ap
Page 571 and 572:
Hutchinson, E. (Ed.). (2010). Dimen
Page 573 and 574:
what supports resilience? KEY IDEAS
Page 575 and 576:
James are proud of Anthony’s wiry
Page 577 and 578:
shy and withdrawn. Deborah remember
Page 579 and 580:
Mexican specialty food staples to t
Page 581 and 582:
must balance their economic product
Page 583 and 584:
Despite the geographical distances
Page 585 and 586:
States, health issues such as asthm
Page 587 and 588:
Non- Hispanic White Girls Boys Non-
Page 589 and 590:
population as a whole. A recent exa
Page 591 and 592:
environments. For example, children
Page 593 and 594:
possibly, learning styles. This int
Page 595 and 596:
some areas, however, these developm
Page 597 and 598:
apidly in the cognitive and moral d
Page 599 and 600:
or multiple aspects of identity but
Page 601 and 602:
system can provide support by being
Page 603 and 604:
• Ability to mentally organize an
Page 605 and 606:
Social Development Perhaps the most
Page 607 and 608:
identity between feelings of power
Page 609 and 610:
Swearer, 2003; Plaford, 2006). In r
Page 611 and 612:
children’s dominance hierarchies
Page 613 and 614:
perspectives. In turn, their capaci
Page 615 and 616:
2003; Serbin, Powlishta, & Gulko, 1
Page 617 and 618:
throughout childhood. In general, d
Page 619 and 620:
spiritual development (Fowler & Del
Page 621 and 622:
Although educational participation
Page 623 and 624:
childhood. Formal Schooling and Cog
Page 625 and 626:
students. Meanwhile, Anthony simult
Page 627 and 628:
Health & Human Services, 2000). It
Page 629 and 630:
in some way by school personnel (Co
Page 631 and 632:
curricula challenging enough to fac
Page 633 and 634:
(Kozol, 2005; Oakes, 1985; Oakes &
Page 635 and 636:
Child Left Behind Education Act of
Page 637 and 638:
Bureau data, in 2002, 69% of childr
Page 639 and 640:
increased again during the early ye
Page 641 and 642:
Over 6 years 37% 18,153,810 Over 6
Page 643 and 644:
children? Witnessing violence deepl
Page 645 and 646:
published a helpful overview of chi
Page 647 and 648:
possessing a range of physical and
Page 649 and 650:
• Often has difficulty sustaining
Page 651 and 652:
(c) a lack of spontaneous seeking t
Page 653 and 654:
independence (Goldstein, Kaczmarek,
Page 655 and 656:
Children’s adjustment to special
Page 657 and 658:
Family Disruption Throughout histor
Page 659 and 660:
permanent plan (Downs, Moore, McFad
Page 661 and 662:
eview of the literature and directi
Page 663 and 664:
Littky, D. and Grabelle, S. (2004)
Page 665 and 666:
human activity,” which is in-and-
Page 667 and 668:
supremacy. The guiding principles a
Page 669 and 670:
the need for teacher candidates to
Page 671 and 672:
Is there any way for those of us wh
Page 673 and 674:
1. Grounding each candidate in thei
Page 675 and 676:
to examine their own perceptions, b
Page 677 and 678:
Master of Science candidates are no
Page 679 and 680:
our candidates do not already have
Page 681 and 682:
Popkewitz & L. Fendler (Eds.) Criti
show all

Samples and summary of faculty scholarly activities - St. John Fisher ...

Create successful ePaper yourself

Delete template?

Save as template?