Melissa Boston, Ed.D., Associate Professor Program Director Graduate Secondary Education Program G14 Canevin 412.396.6109 email@example.com
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 412.396.4039 firstname.lastname@example.org
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 412.396.1662 email@example.com
Motivation in knowledge sharing
Online social awareness
Joseph C. Kush, Ph.D. , Professor 327C Fisher Hall 412.396.1151 firstname.lastname@example.org
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 412.396.6103 email@example.com
Elementary Science Teaching and Learning
Rosemary Mautino, Ph.D. , Assistant Professor 110C Canevin 412.396.6089 firstname.lastname@example.org
Imagery and comprehension
Reading Specialists as Coaches
Middle school readers
Reading difficulties at all levels
Nihat Polat, Ph.D., Associate Professor 412D Canevin Hall 412.396.4464 email@example.com
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 412.396.6098 firstname.lastname@example.org
Pennsylvania Pathways Professional Development for Child Caregivers trainer- Keystone Stars trainer ChildSpirit Conferences presenter-Noetic Sciences Mercyhurst College