Faculty News and Publications
Our faculty at the College of William and Mary School of Education are committed to providing a world-class education for EPPL students through the investigation of quality research, interactive coursework, and practical experience. They bring a wealth of diverse experience to the classroom environment and continue to provide valuable scholarship in their field. We are proud to report that the Chronicle of Higher Education has recognized our faculty as seventh in the nation in terms of scholarly productivity.
Dr. Nathan Alleman
In the fall of 2008, Nathan was a nominated participant in the Early Career Workshop at the annual Association for the Study of Higher Education (ASHE) conference in Jacksonville, FL. In the spring, the Higher Education in Review published his article (with Dot Finnegan) entitled “Believe you have a mission and steadily pursue It”: Campus YMCAs presage student development theory, 1894-1930. In April, Nathan presented a paper entitled Solidarity and cohesion: Toward a framework for the study of faculty social bonds, at the American Educational Research Association (AERA) conference in San Diego, CA. Nathan is currently serving as co P-I on a Federal College Access Challenge Grant Project (CACGP) awarded to the State Council for Higher Education in Virginia (SCHEV). The CAGCP examines the type and distribution of college access providers in Virginia, with particular attention to traditionally under-served populations. Nathan will continue next year as a visiting assistant professor for the higher education program.
Dr. Michael DiPaola
Dr. DiPaola co-edited Studies in School Improvement (2009) with W. K. Hoy. This volume is eighth in a series dedicated to advancing our understanding of schools through empirical study and theoretical analysis. Professor DiPaola collaborated with Misty Kirby, an EPPL doctoral candidate, in contributing a chapter to this volume entitled “Academic Optimism and Achievement: A Path Analysis”.
He is receiving very positive feedback on his recently released textbook entitled the Principals Improving Instruction: Supervision, Evaluation, and Professional Development (2008). Dr. DiPaola and his colleague Dr. Staples conducted a series of seminars focusing on topical issues with local area Superintendents during the past academic year. DiPaola was invited to deliver a keynote address in Coimbra, Portugal during their Education Institute’s Annual International Education Week. His address to the European audience focused on research findings linking social processes in schools to student achievement.
Dr. DiPaola collaborated with Dr. Stephanie Guy and Dr. Charles Wagner, both EPPL program graduates, in two writing projects. One paper is in final journal review; the other was presented at the annual meeting of AERA in San Diego in April and will be out for review shortly
Dr. Pamela Eddy
Dr. Eddy is currently a Fulbright Scholar hosted by Dublin Institute of Technology in Ireland. She has recently presented two workshops in Dublin. One session was a presentation to PhD students at DIT on research methods and the second session was given to the staff of Molecular Medicine Ireland on elements required for successful partnerships. Eddy recently authored an article in the Chronicle of Higher Education on rural community college leadership. She also co-authored a manuscript for the Journal of Human Behavior in the Social Environment titled New Faculty on the Block: Issues of Stress and Support. This manuscript was reprinted as a book chapter in an edited book titled Faculty Stress. Additionally, she has published a book chapter titled Changing of the Guard in Community Colleges: The Role of Leadership Development.
Dr. Dorothy Finnegan
Dr. Finnegan hosted the Annual Dessert Party for prospective students in March and the Annual Spring Picnic in May. Her co-authored (with Adrienne Hyle, UTx at Arlington) article, Assistant to “Full”: Academic rank and the development of professional expertise was published by Teachers College Record, 111 (2), p. 443–479. She continues with Nathan to publish and write on campus Y associations and dance to the theme song on demand by the students of the program. She is going to Burundi after graduation to visit her husband, Bill (of Parkegan fame), for two weeks and to check out the University of Burundi in Bujumbura.
Dr. Christopher R. Gareis, Ed.D. ('96)
Dr. Gareis, Associate Dean for Teacher Education,
and Leslie W. Grant, Ph.D. ('06), Visiting Assistant Professor of Education, have
continued providing workshops and extended professional development for
teachers and administrators focused on improving classroom-based assessment
practices. The workshops provide a framework for connecting
curriculum, instruction, and assessment in practical and intentionally
aligned ways. During the past year, Drs. Gareis and Grant have worked
with teams from 19 school divisions in the School University Research
Network, and have also engaged in extended, in-depth collaborations
with the faculties of handful of area schools. These collaborations
have led to several presentations at national conferences, including:
Shrack, C. H., Gareis, C. R., Jones, T., & Underwood, M. (2008, December). Constructing valid and reliable assessment of student learning. Presented at the annual conference of the National Staff Development Council, Alexandria, VA.
Gareis, C. R., Holler, E., Clouser, A., Martin, J., & Miller, S. (2008, October). Applying the Joint Committee Standards for Student Evaluation in the classroom. Presented at the National Evaluation Institute (NEI) of the
Consortium for Research on Educational Accountability and Teacher Evaluation
(CREATE), Wilmington, NC.
Dr. Leslie Grant
Dr. Grant recently co-authored two books:
Stronge, J.H. & Grant, L.W. (2009). Student achievement goal setting: Using data to improve teaching and learning. Larchmont, NY: Eye on Education; and
Hindman, J., Seiders, A., & Grant, L. (2009). People first: The school leader’s guide to building & cultivating relationships with teachers. Larchmont, NY: Eye on Education.
Additionally,
Grant and Gareis continue to provide workshops and extended
professional development for teachers and administrators focused on
improving classroom-based assessment practices. The workshops provide
a framework for connecting curriculum, instruction, and assessment in
practical and intentionally aligned ways. During the past year, Drs.
Grant and Gareis have worked with teams from 19 school divisions in the
School University Research Network, and have also engaged in extended,
in-depth collaborations with the faculties of
handful of area schools.
Stronge, Grant, and Little co-authored (2009) a book chapter entitled, Qualities of talented teachers; Reflections and new directions, in MacFarland, B., & Stambaugh, T. (Eds.), Leading change in gifted education: The festschrift of Dr. Joyce VanTassel-Baska. Waco, TX: Prufrock Press.
Grant, Stronge, and Popp (2008) published a technical report entitled Effective teaching and at-risk/highly mobile students: What do award-winning teachers do? Greensboro, NC: National Center for Homeless Education, SERVE, University of North Carolina, Greensboro.
Stronge and Grant presented: Student achievement goal setting: Honoring progress and getting results, at the Annual Conference of the Association of Supervision and Curriculum Development in Orlando in March, 2009
Dr. Judi Harris
Dr. Harris and Dr. Mark Hofer have continued to develop and test their curriculum-based technology integration strategy for and with K-12 teachers this year. This approach focuses upon integration of educational technologies during instructional planning, using comprehensive taxonomies of learning activity types supported by selected digital tools and resources. The approach is based in the emerging literature on technological pedagogical content knowledge (TPCK or TPACK). To date, Drs. Harris and Hofer have developed and are testing six learning activities taxonomies (in elementary literacy, mathematics, science, secondary English/language arts, social studies, and world languages), collaborating with five other educational technology researchers from Iowa State University, North Carolina State University, University of Nebraska, and University of South Florida. The taxonomies can be found online at: http://activitytypes.wmwikis.net/. During the 2008-2009 academic year, Dr. Harris and Hofer have written 14 articles and papers, and have presented about a dozen conference sessions and workshops locally, statewide, nationally, and internationally on this work in 2008-2009, including the first of a three-part workshop for SoE faculty in October 2008.
Judi Harris, Tamara Freeman, and Pam Aerni published the results of their collaborative self-study of research methods mentoring in Mentoring & Tutoring 17(1), pp. 23-29, which was released in February 2009. The article is entitled, “On becoming educational researchers: The importance of cogenerative mentoring.”
Dr. David Leslie
Dr. Leslie, Professor Emeritus, who came out of retirement briefly and pitched in during the Spring Term to teach Current Issues, is beginning his third project for the American Accounting Association's study of faculty in that field. Using the U. S. Department of Education's National Study of Postsecondary Faculty data, he has produced two reports detailing shortfalls of faculty in accounting, salary inversion as a consequence of competing employment opportunities for new Ph.D.'s, and the proportionally heavy enrollment of foreign nationals in graduate programs in the field. His new project will examine the state of accounting faculty in community colleges.
Dr. James Stronge
Dr. Stronge recently published an Eye on Education book entitled, Student Achievement Goal Setting: Using Data to Improve Teaching and Learning (2009), co-authored with Leslie Grant. Existing books that recently were translated and published in other countries include: Qualities of Effective Teachers (2nd Ed.) by Association for Supervision and Curriculum Development (published in Arabic by Arab Scientific Publishers and Korean by DCTY, Ltd. of Seoul); a co-authored book with Jennifer Hindman entitled Teacher Quality Index by Association for Supervision and Curriculum Development, (published in Mandarin by Psychological Publishing Company, Taiwan); a co-authored book with Pamela Tucker, Linking Teacher Evaluation and Student Learning, by Association for Supervision and Curriculum Development, (published in Portuguese by Edicoes ASA, Porto, Portugal); and a co-authored book with Pamela Tucker and Jennifer Hindman, Handbook for Qualities of Effective Teachers, by Association for Supervision and Curriculum Development, (published in Mandarin by China Light Industry Press, Beijing).
Stronge, Grant, and Little co-authored (2009) a book chapter entitled, Qualities of talented teachers; Reflections and new directions, in MacFarland, B., & Stambaugh, T. (Eds.), Leading change in gifted education: The festschrift of Dr. Joyce VanTassel-Baska. Waco, TX: Prufrock Press.
Stronge and Hindman (2009) co-authored a journal article entitled, Reflecting on teaching, in the Virginia Journal of Teacher Education, 102 (4), 7-10.
Grant, Stronge, and Popp (2008) published a technical report entitled Effective teaching and at-risk/highly mobile students: What do award-winning teachers do? Greensboro, NC: National Center for Homeless Education, SERVE, University of North Carolina, Greensboro.
Stronge presented: Student achievement goal setting: Honoring progress and getting results, at the Annual Conference of the Association of Supervision and Curriculum Development in Orlando with Leslie Grant in March, 2009; Writing for publication at the Annual Conference of the Association for Supervision and Curriculum Development in Orlando, Florida in March, 2009; Qualities of effective principals as a Pre-conference workshop for the Annual Conference of the Association for Supervision and Curriculum Development, Orlando, Florida in March, 2009; Teacher effectiveness and student learning: What do good teachers do? A featured presentation for ozbf Kongress 2008, Salzburg, Austria in November, 2008; Qualities of effective teachers: What do good teachers do? A featured workshop for the Canadian National Middle Years Conference – CREED. Winnipeg, Manitoba, Canada in November, 2008; The elementary principal’s workday: A comparative analysis of performance standards and principal practice at the Annual Conference of the University Council of Educational Administrators, Orlando, Florida with Richard and Tschannen-Moran in October, 2008; and Qualities of effective teachers: What makes good teachers good? A Keynote Presentation for the Annual Meeting of the National Evaluation Institute. Wilmington, North Carolina in October, 2008.
Dr. Megan Tschannen-Moran
Dr. Tschannen-Moran is collaborating with her husband Bob Tschannen-Moran, who is a business and life coach, on a book titled “Evocative Coaching: Transforming Schools One Conversation at a Time.” This book, due out in June 2010, will be published by Jossey-Bass. In March, Dr. Tschannen-Moran presented a workshop on her book Trust Matters to a group of administrators in the Toronto Public Schools. In May she presented a keynote address at the annual symposium of the National Center on Urban School Transformation in San Diego.
