I am an Associate Professor of Education at Bridgewater College. I teach Introduction to Education and Educational Psychology. I believe that choice and purpose engages students by making them stakeholders in their education. I also think that a teacher who is an active learner, and who is attentive to students, is paramount for the learners to reach their full potential.
为研究并有效控制活性染料在冷轧堆染色中的水解,应用高效液相色谱（HPLC）对双乙烯砜型活性染料C.I.活性黑5在低温下的水解性能进行定性及定量分析。结果表明：在碱性缓冲液中,C.I.活性黑5的消... more 为研究并有效控制活性染料在冷轧堆染色中的水解,应用高效液相色谱（HPLC）对双乙烯砜型活性染料C.I.活性黑5在低温下的水解性能进行定性及定量分析。结果表明：在碱性缓冲液中,C.I.活性黑5的消除反应及水解反应为假一级反应,其消除反应速率及水解反应速率均随着缓冲液pH值的增加而显著提高;在30℃、pH值为9时,C.I.活性黑5的水解反应速率常数为3.5×10^-5min^-1;相同温度下,在pH值为10、11、12时该染料的水解反应速率常数分别是pH值为9时的3、27、233倍,因此,C.I.活性黑5在冷轧堆染色时,在pH值为9－10的缓冲液中水解稳定性较好。
This qualitative study investigated how graduate preservice teachers (PSTs) engaged in a digital ... more This qualitative study investigated how graduate preservice teachers (PSTs) engaged in a digital practicum experience with a geographically distant secondary English Language Arts (ELA) classroom. The graduate PSTs, enrolled in a Masters of Arts, English Education program at a university in the mid-Atlantic United States, mentored the 9th-grade students in the online spaces of a course wiki and video conferencing. In this portion of a larger study, PSTs mentored the students during a poetry unit organized by the ELA cooperating teacher and housed in the ELA classroom. A goal of this practicum was building PSTs’ Pedagogical Content Knowledge (Shulman, 1986) and Technological Pedagogical Content Knowledge (Koehler & Mishra, 2009) specific to the use of emerging technologies within the ELA classroom. The findings of this study show that online spaces can develop dispositions of New Literacies (Knobel & Lankshear, 2007) and can bridge theory and practice in teacher preparation programs.
Professional seminar for doctoral students at a Research I University is a 1-credit course, 2 bel... more Professional seminar for doctoral students at a Research I University is a 1-credit course, 2 below the conventional courses. However, the course content covers at least 3 years' worth of experiences, knowledge, and processes compressed into a single school year. The course typically extends over 16 weeks and 24 actual contact hours with 1 professor to 7 students on average. Assignments expose students to professional jobs in academia, resources available on campus, grant writing procedures, and facilitate the trajectory and purpose of the doctoral process. The purpose of this study is to investigate doctoral students' narratives on the value they hold for seminar. Findings indicate an overarching theme of value among 5 categories: opportunities, cohort, departmental support, overcoming obstacles, and vested interest. Doctoral students have more than just coursework to complete. The entire doctoral journey is one that entails many levels, each with various components that ne...
Providing meaningful feedback to student writers is a nuanced, fully human endeavor. Thus, teachi... more Providing meaningful feedback to student writers is a nuanced, fully human endeavor. Thus, teaching preservice teachers, in all disciplines, to respond to students’ writing is a complex task, one that requires intentional instruction and practice. In this article, we use practitioner inquiry to analyze our experiences and teaching approaches with preservice teachers who provided feedback to middle school writers through three public school partnerships. The partnerships employed varied modes of communication, including digital platforms, paper notebooks, letter writing, one-to-one tutoring, and face-to-face school visits. Response patterns suggest authentic experiences that explicitly teach and support writing practice spur the ability of preservice teachers in crafting relational, generative feedback to student writers while considering the affective experience.
Voice is an integral part of writing instruction, and over half of state writing assessments incl... more Voice is an integral part of writing instruction, and over half of state writing assessments include voice on scoring rubrics; yet, there is a dearth of research on voice and writing instruction with adolescents. Increasingly new literacies and digital tools are being used in the high school English classroom but with relatively little known about how these tools can teach voice during writing instruction. This qualitative single-case study examined how a public school, ninth-grade English teacher used new literacies to develop voice in students’ writing and participants’ perception of these instructional choices. The sample included the teacher and 14 students, and data collection included classroom observations, participant interviews, motivation inventories, reflective logs, state writing scores, students’ writing folders, and wiki documents. An iterative process of inductive and deductive analysis led to key findings about instructional planning, purposeful writing assignments, ...
This article explores the benefits of one-to-one, undergraduate partnerships with public school s... more This article explores the benefits of one-to-one, undergraduate partnerships with public school students in teacher education courses. These partnerships, enacted through a letter writing partnership in paper notebooks and through a digital internship, involved teacher candidates communicating individually through writing and in product creations with public school students. The teacher educators unpack the discoveries they think enhanced the learning for teacher candidates including one-to-one teaching, asynchronous timing, authentic purpose, and coconstruction of knowledge. A goal of the partnerships was to make purposeful experiences for teacher candidates in the spaces between their own school experience and their future teacher selves; which is, in large part, the work of teacher education.
Providing meaningful feedback to student writers is a nuanced, fully human endeavor. Thus, teachi... more Providing meaningful feedback to student writers is a nuanced, fully human endeavor. Thus, teaching preservice teachers, in all disciplines, to respond to students’ writing is a complex task. There is little evidence to suggest direct instruction on how to give feedback to student writers is explicitly incorporated into curricula for all teacher education licensure areas. What is known is that meaningful experiences and feedback matter for a writer’s development. In this article, we use practitioner inquiry to analyze our experiences and teaching approaches with preservice teachers who provided feedback to middle school writers through three public school partnerships. The partnerships employed varied modes of communication, including digital platforms, paper notebooks, letter writing, one-to-one tutoring, and face-to-face school visits. Response patterns suggest authentic experiences that explicitly teach and support writing practice spur the ability of preservice teachers in crafting relational, generative feedback to student writers while considering the affective experience.
This action research investigates co-teaching and democratic learning in a MAED program and Teach... more This action research investigates co-teaching and democratic learning in a MAED program and Teaching Composition course that integrated new literacies (Lankshear & Knobel, 2011). The course designers utilized a motivational survey and inductive analysis of participants' written reflections and course artifacts to explore co-teaching and democratic learning within a teaching program that privileged increasing participants' digital literacy capacity. Moreover, the course designers analyzed participants' consideration of and enactment of democratic culture and new literacies in their professional practices. The motivational survey, which measured participants' perceptions of the program, revealed that participants perceived that the course designers cared about their well-being as people and as participants, believed the information taught was useful, and thought that the course designers supported them in being successful. Themes between course designers and participants emerged: (a) democratic ownership of content, space, and knowledge; (b) communication among participants and course designers, common goals, and collaboration; and (c) transparency in teaching, tools, and feedback. A work-flow model was created in conjunction with the participants, and an advanced version of the model, with new literacies' theoretical components as an overlay, is presented. Limitations included the small, homogenous group of participants, all of whom were high achieving and highly motivated, as well as impracticality of the teaching model; limitations of the methodology are discussed. This research serves as a springboard for future study of the relationship between new literacies and democratic learning environments. Educators may find the motivational survey, which is validated by research, useful in understanding student perceptions of their instruction. The study also provides insight into new literacies and curriculum that privileges democratic learning.
This qualitative study investigated how graduate preservice teachers (PSTs) engaged in a digital ... more This qualitative study investigated how graduate preservice teachers (PSTs) engaged in a digital practicum experience with a geographically distant secondary English Language Arts (ELA) classroom. The graduate PSTs, enrolled in a Masters of Arts, English Education program at a university in the mid-Atlantic United States, mentored the 9th-grade students in the online spaces of a course wiki and video conferencing. In this portion of a larger study, PSTs mentored the students during a poetry unit organized by the ELA cooperating teacher and housed in the ELA classroom. A goal of this practicum was building PSTs’ Pedagogical Content Knowledge (Shulman, 1986) and Technological Pedagogical Content Knowledge (Koehler & Mishra, 2009) specific to the use of emerging technologies within the ELA classroom. The findings of this study show that online spaces can develop dispositions of New Literacies (Knobel & Lankshear, 2007) and can bridge theory and practice in teacher preparation programs.
为研究并有效控制活性染料在冷轧堆染色中的水解,应用高效液相色谱（HPLC）对双乙烯砜型活性染料C.I.活性黑5在低温下的水解性能进行定性及定量分析。结果表明：在碱性缓冲液中,C.I.活性黑5的消... more 为研究并有效控制活性染料在冷轧堆染色中的水解,应用高效液相色谱（HPLC）对双乙烯砜型活性染料C.I.活性黑5在低温下的水解性能进行定性及定量分析。结果表明：在碱性缓冲液中,C.I.活性黑5的消除反应及水解反应为假一级反应,其消除反应速率及水解反应速率均随着缓冲液pH值的增加而显著提高;在30℃、pH值为9时,C.I.活性黑5的水解反应速率常数为3.5×10^-5min^-1;相同温度下,在pH值为10、11、12时该染料的水解反应速率常数分别是pH值为9时的3、27、233倍,因此,C.I.活性黑5在冷轧堆染色时,在pH值为9－10的缓冲液中水解稳定性较好。
This qualitative study investigated how graduate preservice teachers (PSTs) engaged in a digital ... more This qualitative study investigated how graduate preservice teachers (PSTs) engaged in a digital practicum experience with a geographically distant secondary English Language Arts (ELA) classroom. The graduate PSTs, enrolled in a Masters of Arts, English Education program at a university in the mid-Atlantic United States, mentored the 9th-grade students in the online spaces of a course wiki and video conferencing. In this portion of a larger study, PSTs mentored the students during a poetry unit organized by the ELA cooperating teacher and housed in the ELA classroom. A goal of this practicum was building PSTs’ Pedagogical Content Knowledge (Shulman, 1986) and Technological Pedagogical Content Knowledge (Koehler & Mishra, 2009) specific to the use of emerging technologies within the ELA classroom. The findings of this study show that online spaces can develop dispositions of New Literacies (Knobel & Lankshear, 2007) and can bridge theory and practice in teacher preparation programs.
Professional seminar for doctoral students at a Research I University is a 1-credit course, 2 bel... more Professional seminar for doctoral students at a Research I University is a 1-credit course, 2 below the conventional courses. However, the course content covers at least 3 years' worth of experiences, knowledge, and processes compressed into a single school year. The course typically extends over 16 weeks and 24 actual contact hours with 1 professor to 7 students on average. Assignments expose students to professional jobs in academia, resources available on campus, grant writing procedures, and facilitate the trajectory and purpose of the doctoral process. The purpose of this study is to investigate doctoral students' narratives on the value they hold for seminar. Findings indicate an overarching theme of value among 5 categories: opportunities, cohort, departmental support, overcoming obstacles, and vested interest. Doctoral students have more than just coursework to complete. The entire doctoral journey is one that entails many levels, each with various components that ne...
Providing meaningful feedback to student writers is a nuanced, fully human endeavor. Thus, teachi... more Providing meaningful feedback to student writers is a nuanced, fully human endeavor. Thus, teaching preservice teachers, in all disciplines, to respond to students’ writing is a complex task, one that requires intentional instruction and practice. In this article, we use practitioner inquiry to analyze our experiences and teaching approaches with preservice teachers who provided feedback to middle school writers through three public school partnerships. The partnerships employed varied modes of communication, including digital platforms, paper notebooks, letter writing, one-to-one tutoring, and face-to-face school visits. Response patterns suggest authentic experiences that explicitly teach and support writing practice spur the ability of preservice teachers in crafting relational, generative feedback to student writers while considering the affective experience.
Voice is an integral part of writing instruction, and over half of state writing assessments incl... more Voice is an integral part of writing instruction, and over half of state writing assessments include voice on scoring rubrics; yet, there is a dearth of research on voice and writing instruction with adolescents. Increasingly new literacies and digital tools are being used in the high school English classroom but with relatively little known about how these tools can teach voice during writing instruction. This qualitative single-case study examined how a public school, ninth-grade English teacher used new literacies to develop voice in students’ writing and participants’ perception of these instructional choices. The sample included the teacher and 14 students, and data collection included classroom observations, participant interviews, motivation inventories, reflective logs, state writing scores, students’ writing folders, and wiki documents. An iterative process of inductive and deductive analysis led to key findings about instructional planning, purposeful writing assignments, ...
This article explores the benefits of one-to-one, undergraduate partnerships with public school s... more This article explores the benefits of one-to-one, undergraduate partnerships with public school students in teacher education courses. These partnerships, enacted through a letter writing partnership in paper notebooks and through a digital internship, involved teacher candidates communicating individually through writing and in product creations with public school students. The teacher educators unpack the discoveries they think enhanced the learning for teacher candidates including one-to-one teaching, asynchronous timing, authentic purpose, and coconstruction of knowledge. A goal of the partnerships was to make purposeful experiences for teacher candidates in the spaces between their own school experience and their future teacher selves; which is, in large part, the work of teacher education.
Providing meaningful feedback to student writers is a nuanced, fully human endeavor. Thus, teachi... more Providing meaningful feedback to student writers is a nuanced, fully human endeavor. Thus, teaching preservice teachers, in all disciplines, to respond to students’ writing is a complex task. There is little evidence to suggest direct instruction on how to give feedback to student writers is explicitly incorporated into curricula for all teacher education licensure areas. What is known is that meaningful experiences and feedback matter for a writer’s development. In this article, we use practitioner inquiry to analyze our experiences and teaching approaches with preservice teachers who provided feedback to middle school writers through three public school partnerships. The partnerships employed varied modes of communication, including digital platforms, paper notebooks, letter writing, one-to-one tutoring, and face-to-face school visits. Response patterns suggest authentic experiences that explicitly teach and support writing practice spur the ability of preservice teachers in crafting relational, generative feedback to student writers while considering the affective experience.
This action research investigates co-teaching and democratic learning in a MAED program and Teach... more This action research investigates co-teaching and democratic learning in a MAED program and Teaching Composition course that integrated new literacies (Lankshear & Knobel, 2011). The course designers utilized a motivational survey and inductive analysis of participants' written reflections and course artifacts to explore co-teaching and democratic learning within a teaching program that privileged increasing participants' digital literacy capacity. Moreover, the course designers analyzed participants' consideration of and enactment of democratic culture and new literacies in their professional practices. The motivational survey, which measured participants' perceptions of the program, revealed that participants perceived that the course designers cared about their well-being as people and as participants, believed the information taught was useful, and thought that the course designers supported them in being successful. Themes between course designers and participants emerged: (a) democratic ownership of content, space, and knowledge; (b) communication among participants and course designers, common goals, and collaboration; and (c) transparency in teaching, tools, and feedback. A work-flow model was created in conjunction with the participants, and an advanced version of the model, with new literacies' theoretical components as an overlay, is presented. Limitations included the small, homogenous group of participants, all of whom were high achieving and highly motivated, as well as impracticality of the teaching model; limitations of the methodology are discussed. This research serves as a springboard for future study of the relationship between new literacies and democratic learning environments. Educators may find the motivational survey, which is validated by research, useful in understanding student perceptions of their instruction. The study also provides insight into new literacies and curriculum that privileges democratic learning.
This qualitative study investigated how graduate preservice teachers (PSTs) engaged in a digital ... more This qualitative study investigated how graduate preservice teachers (PSTs) engaged in a digital practicum experience with a geographically distant secondary English Language Arts (ELA) classroom. The graduate PSTs, enrolled in a Masters of Arts, English Education program at a university in the mid-Atlantic United States, mentored the 9th-grade students in the online spaces of a course wiki and video conferencing. In this portion of a larger study, PSTs mentored the students during a poetry unit organized by the ELA cooperating teacher and housed in the ELA classroom. A goal of this practicum was building PSTs’ Pedagogical Content Knowledge (Shulman, 1986) and Technological Pedagogical Content Knowledge (Koehler & Mishra, 2009) specific to the use of emerging technologies within the ELA classroom. The findings of this study show that online spaces can develop dispositions of New Literacies (Knobel & Lankshear, 2007) and can bridge theory and practice in teacher preparation programs.
Best Practices in Teaching Digital Literacies, 2018
These are exciting times for teacher education, times that invite teacher educators to bring toge... more These are exciting times for teacher education, times that invite teacher educators to bring together classroom teachers, K-12 students, and teacher candidates using the technology at hand. Increasingly, K-12 schools seek to enhance learning through digital conversion initiatives. These digital conversion initiatives support learners by providing them with digital tools so they can participate, collaborate, share, experiment, and innovate in a school setting that has been like no other generation. Over half of K-12 students in the United States are now provided with one-to-one devices, with a 31% increase from 2012 to 2016, and this trend is predicted to continue (Molnar, 2015). Teacher educators can now adapt their pedagogy to harness the learning power of the tools at both teachers' and students' fingertips. However, this rapid change comes with challenges for teachers who are nondigital natives, and fear and frustration often accompanies immigrating to teaching with technology (Martin, 2014). Ultimately, teacher candidates who are soon to enter the ranks of the teaching profession hold a unique and invigorating responsibility to become change agents in their schools. This means that teacher educators must help candidates understand the realities of the digital landscape that now exist in teaching and learning.
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practice in teacher preparation programs.
practice in teacher preparation programs.