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Faculty Areas of Research

Melissa Boston,  Ed.D., Associate Professor
Program Director Graduate Secondary Education Program
G14 Canevin
  • Designing professional learning experiences for mathematics teachers.
  • Studying:  1) what teachers learn from participating in the experiences  2) how this learning impacts their instructional practice.
  • This research extends in two directions:  to teaching candidates:  designing learning experiences for methods courses and studying what they learn  that impacts their future classroom teaching;  to instructional leaders: designing leadership seminars that impact their ability to support high-quality mathematics instruction, and to support teachers involved in standards-based reform.
  • Creation, validation, and use of standardized classroom observation instruments that provide quantitative and qualitative data to assess instructional quality and provide feedback for instructional improvements.
David Carbonara, Ed.D., Assistant Professor
Program Director Instructional Technology
327A Fisher Hall
  • Define the instructional technology knowledge, skills and dispositions acquired by undergraduate candidates in a teacher preparation program as measured by, the ISTE NETS-T standards.
  • Expand the Teacher Observation Performance Model into video capture of face-to-face classrooms.
  • Continue to develop a teacher-student performance model for online learning environments.
  • Identify the instructional technology characteristics of candidates entering the Program in Instructional Technology.
  • Create and implement a program to monitor instructional technology use after exiting the program.
  • Monitor instructional technology literacy changes in PK-12 schools, private and public sector, and SCDE's.
  • Add action research into courses in the master's, doctoral, and undergraduate programs.
  • Define the instructional technology knowledge, skills and dispositions acquired by graduate candidates, as measured by, the ISTE NETS-TF standards.
  • Define the instructional technology knowledge, skills and dispositions acquired by doctoral students, as measured by, the ISTE NETS-TL standards.
  • Develop a cognitive learning model that uses instructional technology.
  • Develop a portfolio model to demonstrate learning through the use of instructional technology.
Misook Heo, Ph.D., Associate Professor
327B Fisher Hall
  • Motivation in knowledge sharing
  • Online social awareness
  • Information visualization
  • Informal learning
Joseph C. Kush, Ph.D. , Professor
327C Fisher Hall
  • Issues related to test bias and test fairness in minority and special needs population.
  • The use of technology to assess intelligence.
  • Podcasting.  The incorporation of sound to enhance learning.
  • Dispositions of teacher candidates.  Using these dispositions to forecast success in teaching
  • Issues related to social justice of children, disadvantaged, and disenfranchised populations.
Karen Levitt, Ed.D., Associate Professor
412B Canevin
  • Teacher's Beliefs
  • Teacher Change
  • Elementary Science Teaching and Learning
  • School Reform
Rosemary Mautino, Ph.D. , Assistant Professor
110C Canevin
  • Imagery and comprehension
  • Reading Specialists as Coaches
  • Middle school readers
  • Reading difficulties at all levels
Nihat Polat, Ph.D., Associate Professor
412D Canevin Hall
  • Second language acquisition
  • Identity, socialization, and motivation in L2 acquisition
  • Gender differences L2 acquisition
  • L2 teacher education
  • Teacher and learner beliefs
Julia Williams, Ed.D. , Assistant Professor
409B Canevin
  • Pennsylvania Pathways Professional Development for Child Caregivers trainer- Keystone Stars trainer  ChildSpirit Conferences presenter-Noetic Sciences  Mercyhurst College
  • Engaging parents and community
  • Young children and spiritual development
  • Early childhood literacy
  • Preparing urban teachers
  • Early childhood curriculum