Ci newsletter issue 2 4 8 2014 by Cynthia Resor

The Eclectic Educator

April 2014

C&I Newsletter

Issue 2

Department of Curriculum and Instruction, Eastern Kentucky University

In this issue:

EKU Awarded Clinical Apprenticeship for Teacher Preparation - (CAPT) Grant

CAPT Grant ................................................................. 1 Education Blog ............................................................ 2 LALLI Literacy Project Now ALP .............................. 3 C & I Student visits NASA .......................................... 4 Skyped Lessons in Corbin ........................................... 5 Applied Learning A Success ....................................... 5 C & I Students Collaborate with Model Faculty ........ 6 KEA-SP “Real Men Read” Project ........................... 6 C&I Graduate at Challenger Learning Center .......... 7 World Cancer Day ....................................................... 7

Eastern Kentucky University College of Education and Corbin Independent School District successfully competed for $500,000 in grant funding from the Council on Postsecondary Education to create the CAPT Initiative: a Clinical Apprenticeship for Teacher Preparation. Considered seed money, this 3 year project is an opportunity to intensively develop, implement and refine a model for clinical teacher preparation that will become self-sustaining and serve as a model for the region.

Students & Alumni Undergraduate Features ............................................. 7 Graduate Features....................................................... 8 Projects Funded by Alumni Contributions .............. 10

The CAPT Initiative creates a 3 Semester Clinical Apprenticeship. Located within Corbin’s intermediate/middle schools, EKU teacher education faculty and middle grades teachers will collaborate in leading teacher candidates through required coursework and clinical experiences. Basing the course learning experiences within the school setting will provide teacher candidates with both real and immediate applications of theory and research. The semesters are structured as follows:

C & I Faculty Obituary – Dr. Bob Miller ......................................... 10 Retirement – Drs. White and Kolloff ........................ 11 Faculty Achievements ............................................... 12 Literacy Link ............................................................. 13 Tech Tip ..................................................................... 15 Alumni Updates: Where are you now? .................... 17 Faculty Publications ................................................ 19

1. Junior Clinical Practicum/Orientation 2. Senior Clinical Practicum/Methods 3. Senior Customized Residency and Research/Student Teaching The CAPT Initiative utilizes: • An Integrated Co-teaching Model - Throughout this three semester experience, pre-service teacher candidates, middle school teachers and university faculty will co-plan and co-teach classes at both the middle school and university levels. • Tiered Professional Learning Communities – Teacher candidates, middle school teachers and university faculty will all participate in facilitated PLCs to focus on research and assessment, foster positive relationships among stakeholders and share best practices.

Dr. Connie Hodge with the EKU Colonel

The Eclectic Educator •

April 2014 When time permits, Day has done original reporting on court cases, legislative hearings, and the occasional scandal. He is currently following Adams vs. Commonwealth, the antiCommon Core case in the Kentucky Court of Appeals. He has even published extensive background data on candidates for Education Commissioner, Fayette County Superintendent and EKU’s latest presidential candidates.

A Feedback Loop - Throughout the design and implementation of this initiative, there will be a focus on both formative and summative assessment. Results will be shared with all stakeholders to plan and implement improvement.

Kentucky School News and Commentary Blog created by C & I’s Dr. Richard Day Kentucky educators who want to keep up with current school news and state policy debates are turning to Kentucky School News and Commentary, a blog written by EKU Associate Professor of Educational Foundations, Dr. Richard Day. Since 2007, KSN&C (http:theprincipal.blogspot.com) has been a one-stop, web-based destination for aggregated news and commentary related to public school education in Kentucky.

On occasion, his work has had a significant impact, such as in 2007 when he revealed that state Education Commissioner-select Barbara Erwin had included several dubious items on her resume. That was his first big story. “At the same moment the Kentucky Board of Education was meeting and deciding to hire Erwin as Education Commissioner, I was on the phone with KDE staff urging them to get word inside the meeting to hold off - that there was something wrong,” Day said. Day recently applied the same method in vetting EKU’s current president Michael Benson and the other two finalists for the position.

Two things separate KSN&C from the vast majority of blogs: first, it’s totally independent and not supported by any institution or political organization; and second, it’s still around. The life of many blogs is very short. Few have sustained a level of output that matches Kentucky School News and Commentary. As of March 20, 2014, Day had posted 5,496 stories. In the prior 30-days, visitors had viewed 23,903 pages, for a total of 707, 718 views since 2007. When state Education Commissioner Terry Holliday spoke to the Kentucky Association of Teacher Educators in 2010, he praised Day for his work, telling the audience, “This guy is prolific. I mean, if you don’t follow his blog and read his stuff, you ought to.”

But Kentucky School News and Commentary is not all business. Day looks for humor, including opportunities to poke fun at our education leaders, such as the time he created an animated video (from Jib Jab) of Commissioner Holliday, CPE President Bob King, former Governor Paul Patton and others as Chippendale dancers, celebrating the adoption of Common Core. “I don’t earn a penny writing the blog,” Day says. ”It is a true labor of love. As I see it, we are blessed to live in a country where citizens have the right to petition their government and participate in policy debates. We all have a voice. But only if we use it.”

Still, KSN&C is a relatively small blog with a fairly specific audience: Kentucky teachers, school administrators, college students, the occasional politician, as well as editors of Kentucky’s major news outlets make up the bulk of the readers. In 2008, the Herald-Leader’s then-managing editor Tom Eblen touted KSN&C as one of his favorites. “[W]ritten by Richard Day, the retired principal of Cassidy Elementary School in Lexington...What makes his blog especially interesting is that he does some original reporting, and not just commentary.”

STEM-H Institute The annual “Soar to New Heights” summer camp for gifted and talented students will be June 16 – 20 (8 am to 4 pm). The camp will be open to gifted and talented students entering grades 6-8 and will emphasize the STEM-H disciplines: Science, technology, engineering, mathematics and health. The seventh annual event will be held in EKU’s state-ofthe-art New Science Building. For more information contact Debra Sparks (debra.sparks@eku.edu) at (859)

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April 2014

622-2154. The camp is sponsored by the Department of Curriculum and Instruction and the EKU STEM-H Institute.

as this adolescent initiative has a great deal in common with the Kentucky Reading Project (KRP). Many faculty in EKU’s Department of Curriculum and Instruction contributed to the design of the Adolescent Literacy Project so that it would meet the needs of our region. Building on the research associated with professional development models of literacy coaching and professional learning communities, middle schools and high schools formed cross-disciplinary teams that were actively engaged in learning during a two-week intensive summer institute. At least one site visit for each of these teams occurred during the following school year to observe implementation and offer support. Finally, the teams join with the participants of the Kentucky Reading Project for a K-12 Literacy Share Fair at which they share ideas that they’ve successfully implemented.

C & I Freshman Retention Rate Highest at EKU The department’s fall freshman retention rate (i.e., the percent of freshmen who return for spring semester) is 93%! This is not only our highest rate, but the highest within the university!

MAED in Elementary Education Online Program Best in Nation The MAED in Elementary Education topped a listing of online graduate education programs for veterans recently released by U.S. News & World Reports. EKU earned first place among the online graduate education programs for vets. The Middle Grades, Literacy, and Gifted and Talented MAED programs will go online in fall of 2014.

EKU Faculty Play Key Role in ALP’s Quest for the Summit! If one were to say that ALP (formerly known as LALLI, but renamed to align with KRP) was created by CCLD to replace ALCP, those of us who have been involved with these adolescent initiatives would have no trouble deciphering all these acronyms and understanding the message conveyed. However, those less involved would undoubtedly appreciate some translation. First of all, CCLD stands for the Collaborative Center for Literacy Development. This state-funded organization is dedicated to providing professional development aimed at the improvement of literacy for all learners, from early childhood to adult. This article focuses on the professional development provided to secondary teachers, which began in 2005 with the Adolescent Literacy Coaching Project (ALCP). ALCP prepared 44 literacy coaches over the course of six years to help content area teachers integrate literacy instruction into their curriculum. When funding for that project was pulled in 2008, CCLD filled the gap by creating the Leveraged Adolescent Literacy and Learning Initiative (LALLI). To begin this initiative, state universities proposed models for preparing secondary teachers to develop students’ literacy skills for college and career readiness. Each university model was designed to meet the specific needs of its particular region. In 2013, LALLI was renamed ALP (Adolescent Literacy Project),

High School Adolescent Literacy Coaching (ALP) Participants In addition to their contributions to the design of the ALP, these faculty have shared their areas of expertise at the summer academy that has been held for the past two years and is slated to continue this coming June. Diana Porter directs the grant and contributes professional development on literacy strategies that work most effectively with particular content areas and ways to use nonfiction picture books in the classroom. Cynthia Resor provides professional development on ways that inservice teachers can use literacy, with a focus on primary sources, to teach social studies/history. Faye Deters and Ginni Fair combine efforts to keep middle/high school grade teachers abreast of the latest

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April 2014

information regarding standards, formative assessment, and professional learning communities. Each of these areas has been differentiated to address teams of teachers who are attending for the first vs. the second year. The last two individuals who play key roles in this grant project are Sally Martin and Robin Hebert. One can easily discern Sally’s connection to EKU, as she is a professor in the English department. While Robin is not employed by EKU, she also has a strong connection, as she is one of the coaches from the first cadre prepared at EKU through the Adolescent Literacy Coaching Project. Dorie Combs directed the first phase of this project. As one can see, the faculty at Eastern Kentucky University have been highly instrumental in the implementation and delivery of adolescent initiatives over the past nine years.

about different types of rockets. We also earned our Lunar and Meteorite Certification, which certifies us to check out samples of moon rocks and meteors to use in our future classrooms. We were given access to all of the free resources and opportunities that NASA has for educators. We had the opportunity to participate in NASA's Digital Learning Network, which allowed us to talk with someone who works in Mission Control for the International Space Station. We met and talked to an astronaut as well as someone who has been at NASA for more than 50 years and who was a veteran on the Apollo and Gemini missions, along with many other NASA employees. All of these people offered to email and/or Skype with our students so that they could talk to real people at NASA and get their questions answered,” she shared.

To date, LALLI/ALP has served 22 counties across Kentucky. Some of the comments that were gathered by CCLD from participants of EKU’s ALP Project this last summer include: “We learned a lot of great strategies last year that helped us see the difference between being able to read and true literacy.” “We developed a plan for literacy (5 goals) last year and will add new goals this year. I liked the differentiated training for those returning.” “I have never been to professional development like this. I can take back everything learned! It was unusually practical and the instructors were highly experienced. I loved that we were given time to practice.”

C & I student Kaitlin Staverman attends training at NASA Johnson Space Center By Scott Townsend

Kaitlin Staverman, an EKU preservice elementary education and special education major, spent a week at the NASA Johnson Space Center in Houston, Texas, participating in the Pre-Service Teacher Institute (PSTI) during the summer of 2013. She was chosen for this distinguished program as one of thirty preservice teachers from a pool of more than 150 applicants. PSTI is a week-long series of professional development workshops focusing on STEM education.

Kaitlin Staverman Staverman was impressed with NASA’s dedication to education. “All of the astronauts that NASA sends to the International Space Station receive some training in teaching pedagogy so they are able to explain their work to students-- elementary through high school,-- when they visit schools or participate in video downlinks with students back on Earth. It was an absolutely incredible and unbelievable experience.”

“Whenever I thought about NASA, I just thought of astronauts and scientists. I never realized how important education is to NASA. We learned about how the earth was formed, how to identify weathering processes by looking at pictures of the earth taken from space, and

On September 17th, Ms. Staverman gave a presentation in the Combs Building to an audience including President

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April 2014

Michael Benson, Provost Janna Vice, Verna Lowe, Dean of the College of Education, Kim Naugle, Associate Dean of College of Education, College of Education and College of Arts and Sciences professors, and preservice elementary teachers interested in applying for the institute the following year. After her presentation, she provided curricular materials, posters, activities, lessons, and a host of other STEM education resources which were of interest to all those in attendance. During the closing of her presentation, she shared her final thoughts, “I'm sharing this, because I never would have thought an education major from EKU would have the opportunity to spend the week at such a select teacher education program at NASA. The whole time I was there I heard President Whitlock's voice keep saying, ’You can get there from here.’ It really is possible. I got to NASA from EKU. I couldn't have done it without the wonderful people in the College of Education at EKU.” Kaitlin has since taken a job at Longbranch Elementary as a special education teacher where she continues to plan and find ways to integrate STEM education in her classroom by integrating the experiences and materials she received from NASA PSTI.

EKU Corbin Campus Students Teach Engaging Lessons using Skype

EKU Corbin Campus student Joseph Gray dressed in costume for the Skyped lesson

C & I Corbin Campus Elementary Pre-service teachers recently presented lessons about the Olympic Games, via Skype, to Hacker Elementary School students in Manchester. Mr. Aaron Asher, an EKU graduate and Hacker Elementary computer teacher, facilitated the lesson. They are calling this program, “From University to Elementary Classroom.”

Applied Learning A Success Applied Learning in Teaching Program is now completely operational. This means that every preservice teacher will complete a minimum of 240 hours, working in clinical settings with teachers and P-12 students prior to student teaching. Pre-service teachers are placed in Madison, Clark, Estill, Fayette, Boyle, Garrard, Corbin, Whitley, Laurel, and Clay Counties. Last year 394 candidates in the 2012 fall semester and 467 candidates in the 2013 spring contributed a total of 41,483 hours, providing assistance and support to classroom teachers and P-12 students. With the addition of methods practicum, our candidates contributed 41,556 hours in the fall 2013 semester!

Corbin campus pre-service teachers created Olympic themed lessons and taught the lessons dressed in costumes. The Skyped presentation was shown on the Smartboard in Mr. Asher's classroom. The project was pronounced a success by the EKU pre-service teachers, the Hacker Elementary students, teachers and principal. The Clay School Board members from Clay County also viewed the lesson and it was featured in the Manchester Enterprise newspaper. Upcoming Skyped lessons for the fifth grade will feature famous historical characters and will incorporate math, science, and language arts.

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April 2014 students in planning their lessons utilizing the backward design process. The elementary methods students designed and implemented lessons with a group of peers and then taught their lessons to the Model Laboratory students. The elementary pre-service teachers found the experience to be invaluable as they prepare for practicum, student teaching, and their future classrooms.

C & I Elementary Education Professors and Pre-service Teachers Collaborate with Model Laboratory School Teachers Every Friday in February, teacher candidates enrolled in the Department of Curriculum and Instruction’s elementary teaching methods block planned and implemented lessons in math, science, social studies, and language arts at Model Laboratory School. The teachers graciously welcomed the students and methods class professors and collaborated by suggesting topics for the lessons, assisting with scheduling, forming students into small groups, and donating precious class time for the pre-service teachers to practice the art and science of teaching!

KEA-SP “Real Men Read” Project – Corbin Campus The Kentucky Education Association-Student Program at EKU’s Corbin Campus recently received a grant from the KEA organization to conduct a reading promotion entitled, “Real Men Read.” The concept behind this promotion is to increase awareness of the value of reading among male middle school students. Male principals, teachers, and staff members at Corbin Middle and Corbin Intermediate schools were photographed reading their favorite books. These photographs were made into posters promoting the theme of “Read Men Read.”

Lauren Etherington teaches a language arts lesson

Mr. Bill Jones, principal at Corbin Intermediate, participates in “Real Men Read”

Lesson planning is a necessary skill for success in the classroom. Prior to the experience teaching Model Laboratory School students, the elementary methods professors, Dr. Krista Althauser, Dr. Karen Maloley, Dr. Angie Madden, and Dr. Scott Townsend modeled the lesson planning process, shared examples, and guided

Last year, the KEA-SP program at the Corbin Campus conducted this promotion at North Laurel Middle School in Laurel County. It was a huge success according to the school’s librarian and faculty members. The members of

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April 2014

the KEA-SP Program at the Corbin Campus won the “Read Across America” KEA state award for the success of the “Read Men Read” program at North Laurel Middle.

World Cancer Day EKU student teachers on World Cancer Day at Corbin Middle School. Students dressed purple in honor of the day.

C & I Graduate Flight Director at the Challenger Learning Center Jamie Dykes, a graduate of the Elementary Education program at EKU-Corbin Campus and currently earning an MAED in Middle School Education at EKU, was recently hired as a Flight Director at the Challenger Learning Center in Hazard, Kentucky. Mr. Dykes’ responsibilities include leading elementary and middle school students through various hands-on science related programs at the Flight Center. He is also responsible for conducting workshops on science and the United States Space Program.

From left: Whitney Allen, Kayla Wagers, Vincent Rotondi, Loni Payne, Kira Cornett, and Monica Decker.

FEATURED UNDERGRADUATES OF EKU’S DEPARTMENT OF CURRICULUM AND INSTRUCTTION Alicia Boone, C & I, Undergraduate What degree is she seeking? I am seeking a degree in Elementary Education here at EKU. I am currently a senior, one semester away from student teaching.

How have the applied learning courses impacted Alicia’s understanding of public education?

Jamie Dykes - Flight Director at the Challenger Learning Center in Hazard, Kentucky

I have had a lot of positive experience with my applied learning at EKU. The applied learning began when I was in my second year at Eastern, so it was definitely a big change for us. We went from just sitting in the back of

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April 2014

the room taking notes, to being a big part of the classroom. I was able to attend parent/teacher meetings, school board meetings, and school activities. It really has helped me get a better idea of all the other things that go along with teaching. It's not just in the classroom.

and 7th grade science. I am the middle school girls’ softball coach and the co-sponsor of the middle school pep club.

Thoughts

In what other ways is she involved at EKU? I am a GURU here at EKU. Being a GURU isn't just a job, it's a way for me to connect to so many different students here. The GURU program has been one of the most positive and exciting experiences I have ever had. I get to work with so many different students and I've made so many friends. In addition, the GURUs are extremely active on campus. We go to events, meet with department heads, and most importantly, we stay involved.

Thoughts

about

her

experience

EKU:

I love EKU. I couldn't have gone anywhere else. The instructors and administrators here really care about the students--we aren't just a number to them. I will definitely be sad to leave here. Graduation will be so bitter-sweet.

experience

EKU:

* I go to a LOT of concerts. My boyfriend, the youth service center director at the middle schools in Berea, and I go to as many concerts as possible. We have been to around 5 concerts so far this year. We are going to the Rhythm n' Blooms festival in Knoxville, April 4-6, and to the Forecastle Festival in Louisville, July 18-20, and I'm certain we will go to numerous other concerts throughout this year. * I can play the ukulele and have written a few songs. Two other teachers at Model and I plan to start a band as soon as we find the time (hopefully this summer).

* I have a twin sister, her name is Ashton and she is also studying education in Louisville. * I have a mild obsession with the Harry Potter series, but who doesn't? * My favorite genre of literature is fantasy. * I collect quotes. * I am also a big movie person. I know really random facts about movies.

FEATURED GRADUATE STUDENTS OF EKU’S DEPARTMENT OF CURRICULUM AND INSTRUCTTION

Brittany Napier, C & I, Recent Graduate What degree did she earn from Curriculum and Instruction? I received a Bachelor of Science, Middle Grades Education, in math and science education. I am currently working on my masters in gifted education also here at EKU.

her

Fun facts:

Where teaching

about

I absolutely loved the time I spent at EKU. My professors in the education department made me so excited and so sure that I had chosen the right path for my life. I was a transfer student from the University of the Cumberlands, where I played golf for two years. Then I went to both the Manchester and Corbin regional campuses before I ended up at the Richmond campus for my final year. The semester before my final year, I commuted from Clay County! Methods was probably my favorite semester of all time, outside of student teaching. My methods professors made me want to eventually teach people how to teach, after I teach students for the next 10 or so years. I eventually want to pursue a doctorate from EKU.

Richard Frazier, C & I, Graduate Student Education: I currently have a Bachelor’s Degree in Special Education, P-12 (University of the Cumberlands), a Master's Degree as a Reading and Writing Specialist (University of the Cumberlands), and I will be finishing my Rank 1 at EKU as a Library/Media

she now?

I work at Model Laboratory School. I teach 6th grade math

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April 2014

Specialist at the conclusion of this semester.

Career in public education:

Laurie Mays, C & I, Graduate Student

I have been a teacher for nine years in the Whitley County school district. My first seven years, I worked as a special education teacher, and my last two years, I have worked as a Library/Media Specialist. I am currently the building coordinator for the reading grant “Reading is Fundamental,” which promotes literacy skills and development in grades 3-5. I also serve as the Archery/Air Rifle Instructor for the building. My elementary school is one of only two schools in the area which offers participation in an air rifle shooting program. The program is designed to provide a safe environment for students to learn and participate in shooting sports.

Thoughts about EKU’s Instruction programs:

Curriculum

and

My program at EKU has been challenging but has provided me with the skills needed to become a better teacher. In my educational career, I can say that the EKU curriculum is by far the most challenging, but it has also been the most effective at preparing me for my role in the educational system.

Education: •

Thoughts about Curriculum and Instruction’s online courses and program?

•

I am currently completing my Rank 1 in Library Science as an online only program. The program has been perfect for me since I am a working parent and do not have time to participate in the traditional education path. The EKU online program is an excellent source for those seeking to further their education.

•

Previous job experiences prior to teaching:

Fun facts about Richard: • •

BS in Animal Science (concentration in Equine Science). Clemson University, SC. MS in Agriculture (concentration in equine and environmental science), West Texas A&M Univ, Canyon TX Currently enrolled in EKU’s Master of Arts in Teaching program

• •

I am an avid outdoorsman. I love to hunt and fish. I am not a traditional librarian. I love to play jokes and create a fun atmosphere while still promoting my love of reading.

•

Six years at the Kentucky Horse Park Facility Manager and Head Instructor at the Royal Meath Equestrian Center in Meath, Ireland Several additional equine instructions and support positions.

Current teaching position: •

Equine Science Instructor at Locust Trace AgriScience Farm, Fayette County's agriculture science high school

Thoughts about EKU’s Master of Arts in Teaching program: I enrolled in EKU's MAT program in January 2014 and am incredibly impressed with the faculty, support staff, and instruction. I am enrolled in two classes and both

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April 2014

professors are very knowledgeable, straightforward, and easy to work with. Many of my fellow students work full time and some drive long distance, and our instructors are very flexible, compassionate, and approachable. The level of instruction I have encountered to this point has been high, with the courses being well organized and easy to follow, but also rigorous. With the demands of all of our schedules it is nice to have courses in which the expectations are clearly stated and the instruction is meaningful. I do not feel like I am in class simply because my teaching position requires me to be; I truly feel that the information I am learning in class will help me to be a better teacher for my students. I am excited to continue my education in my new career.

Death of Dr. Bob Miller, retired C & I Science Professor The Department of Curriculum and Instruction dedicated a Shumard Oak to honor the memory of the late Dr. Robert J. Miller. The memorial tree is in front of the New Science Building. The NSB houses our state of the art science education classrooms and faculty offices. Dr. Miller’s dreams of inquiry based science education have been realized through this building, and it is appropriate that a sturdy oak stands proudly outside.

Fun facts about Laurie: • • • • •

Riding horses since age 4 She and her husband kayak and backpack extensively Has lived in 5 states and two countries Her boxer/bloodhound mix is a registered therapy dog who I take to local hospitals She can log roll

Dr. Robert (Bob) Joseph Miller Sr., husband of Sheila Kirby Miller, departed this life on May 27, 2013, at his home in Richmond, Ky., at the age of 75, after a long struggle with cancer. He was born on October 13, 1937, in Redfield, S.D., the son of Mary B. and Hugh E. Miller. He graduated from Monroe H.S. in St. Paul, Minn. He obtained his doctorate in science education from the University of Texas (Austin) and began his career at Eastern Kentucky University in 1969, teaching until his retirement in 1999.

Projects Funded by Alumni Contributions

He was awarded Outstanding Post-Secondary Science Teacher for 1998 by the Kentucky Science Teachers Association. He was awarded many grants to further his work with educators in aerospace education and initiatives in science and mathematics (PRISM).

These are just a few of the projects funded by generous donations to the Department of Curriculum and Instruction: • We were able to support a departmental faculty retreat to learn about new education initiatives, such as KY’s Professional Growth and Effectiveness System; • We supported several professional development programs for Teacher Education Candidates; and • We supported student registration and travel to professional conferences, including the Kentucky Reading Association Conference in the fall.

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April 2014 Kentucky Music Educators Association Conference in Louisville, KY. In teacher training programs, clinical field experiences are a means of connecting the concepts, skills, and dispositions learned in a program of study to an authentic classroom environment. EKU students complete over 200 hours of clinical field experiences before student teaching. However, with multiple avenues for certification in music, undergraduate music education majors are faced with a variety of music teaching settings and age groups in which they may enter the workforce.

Right: Dr. Carucci, Left: Dr. Mason at the Kentucky Music Educators Association Conference in Louisville, KY.

Dedication of Shumard Oak to honor the late Dr. Robert J. Miller

Two New Faculty Members This year we welcomed two new faculty members: Dr. Ann Burns is a Visiting Assistant Professor teaching educational assessment classes for all undergraduate teacher education programs; and Ms. Sharon Ball is a Lecturer working with the Clinical Apprenticeship for the Preparation of Teachers (CAPT) in Corbin. Ms. Ball is a retired principal who is serving as the CAPT Clinical Coordinator and teaching Middle Grades Curriculum and methods courses.

C & I Professor and Music Department Professor Collaborate in Study C & I’s Dr. Nicola Mason is collaborating with Dr. Christine Carucci, Dept. of Music, to study the effects of clinical field experiences on pre-service music teachers’ career interests. The purpose of Dr. Mason and Dr. Carucci’s study is to document whether EKU music education majors’ clinical field experiences affect the area of music and age group of students they wish to teach. The study will span several semesters, as students observe in a variety of musical settings, including elementary, middle, high school, general music, choir, and band. Results from the pilot study were presented at the poster session of the

Dr. Rodney White Retires Dr. Rodney White, esteemed Foundation Professor, announced his retirement last spring. Dr. White will be participating in EKU’s Early Transitional Retirement Program, which allows him to continue a 50% teaching load through the 2014-15 school year.

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April 2014 Dr. Kwan Yi presented at the 77th Annual Meeting of the Association for Information Science and Technology (ASIS&T) in Montreal, Canada, in Nov. 2013. The ASIS&T is the premier international conference dedicated to the study of information, people, and technology in contemporary society. Dr. Yi’s paper, “A Semantic Similarity Approach for Linking Tweet Messages to Library of Congress Subject Headings using Linked Resources: A Pilot Study,” proposes and evaluates a framework of assigning relevant Library of Congress subject headings to tweet messages.

Dr. MaryAnn Kolloff Retires Dr. MaryAnn Kolloff, Assistant Professor in the College of Education, announced her retirement effective June, 2014. Since she is participating in EKU’s Early Retirement Program, she will assume a reduced teaching load for the 2014 – 2015 school year. Her years at EKU have allowed her to teach and become involved with students who are now active school librarians. Her interests have led her to study and promote technology as well as children’s and young adult literature into the P-12 curriculum. While at EKU, MaryAnn has been a member of the high school book selection committee for the well-known Kentucky Bluegrass Awards. Throughout her career at EKU MaryAnn has been a featured presenter at numerous national and international distance education and instructional design conferences.

Kentucky Book Wins Clark Medallion: Education Reform chapter written by EKU Professors

C & I’s Drs. Samuel Hinton & Kwan Yi present at International Conferences Dr. Samuel Hinton presented at the 58th Annual Meeting of the Comparative and International Education Society in Toronto, Canada, in March.

Dr. Richard Day, Associate Professor in EKU’s Department of Curriculum and Instruction, was recognized for his work recently in an award winning book.

Dr. Hinton’s paper, entitled “The Confucian Factor and Good-Fortune in the National College Entrance Examination in China,” examines the connections between the National College Entrance Examination, Confucius, and Belief in Good Fortune in China. Some Chinese parents solicit the supernatural power of Confucius to help their children pass this examination. Prison authorities in a part of China have attempted to rehabilitate prisoners by having them study and take a test on the Analects of Confucius (Ames, 1999). Worship of Confucius was an important part of the imperial system of China. They treated him in those days as a deity, and many believed that he was sent by heaven to save the world from destruction. He was considered a God with spiritual powers due to the influence of Daoism and Buddhism (Zinzhong, 2000). Adherents of a specific religion sometimes claim spiritual superiority and exclude “others” from attaining entry to Heaven or Nirvana (Idinopulos & Wilson, 1998). Different strands in this paper may be loosely discussed within a framework of social development theory which suggests, among other things, that individuals have the power to channel their hopes and aspirations for upward mobility through relevant and suitable initiatives situated in their external social world.

On February 27th former Kentucky Governor Martha Layne Collins joined The Thomas D. Clark Foundation in Frankfort to recognize Kentucky Government, Politics and Public Policy as the latest Thomas D. Clark Medallion book from the University Press of Kentucky. Kentucky Government Politics and Public Policy, edited by James C. Clinger and Michael W. Hail, is the first comprehensive volume on Kentucky government and politics in three decades and features contributions from Kentucky’s most respected political scientists and public policy scholars. The chapter covering education reform was written by Dr. Richard Day and Political Science Professor Dr. Jo Ann Ewalt. Dr. Day has been nationally recognized by the Education Law Association for his research on Kentucky’s landmark school funding case, Rose v Council for Better Education, and has written extensively on the Prichard Committee for Academic Excellence, and the state’s various efforts to implement KERA (1990) and Senate Bill 1 (2009). “Eastern has produced some of the finest teachers in the history of schooling in Kentucky,” Dr. Day said, “so it was no surprise that the state’s leading political scientists turned to EKU for an analysis of education policy in the

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state. Still, it was very gratifying to work with Dr. Ewalt and produce a chapter that will help clarify for readers the twists and turns of Kentucky politics and the education policies that were the result.”

view, while an argument actively presents and refutes an opposing view. Idea development is another area of comparison: in persuasive texts, writers may utilize reasons, examples, personal ideas, and even some facts; in argumentative writing, however, writers rely heavily on textual evidence and on facts that are supported by evidence. The argumentative writer appeals to the logical and rational character of its readers, in addition (where appropriate) to the emotional senses of its audience. Ultimately, the persuasive writer wants to change the mind of his/her reader, while the argumentative writer wants his/her reader to anticipate and evaluate the consequences of accepting – or rejecting - his/her claim. The intentionality and thoughtfulness necessary for argumentative writing is clear; and the dependence, for the argumentative mode writer, on textual evidence is paramount.

Their chapter “Education Reform in Kentucky: Just What the Court Ordered” discusses K-12 education policy in Kentucky and the political environment forces that led to significant policy changes over the years. Day and Ewalt analyze the political decision-making process that led to the complete overhaul of Kentucky’s school finance system. They also explore more recent education reform measures that have altered the policy approaches found in KERA. The Thomas D. Clark Medallion, named for the famed Kentucky teacher, author, activist and historian laureate, is awarded annually to one University Press of Kentucky publication that achieves Dr. Clark’s high standards of excellence and addresses his wide breadth of interests about the state. The wealth of information contained in the volume prompted Senator Mitch McConnell to declare Kentucky Government, Politics, and Public Policy “the most in-depth and comprehensive study of political science in Kentucky I have ever come across.”

SUBSTANTIVE TOPICS OR TEXTS is another phrase to consider. Teachers have quite a bit of control over this element of the standard in the way that they formulate prompts for students. Consider, for example, a unit in a middle school social studies classroom that focuses on the Industrial Revolution. Here are a few persuasive writing ideas that may have been utilized in days past: “Pretend that you worked in one of the Lowell mills and write a letter to your supervisor, requesting better working conditions.” OR “Write a persuasive article to explain why the Industrial Revolution had a major impact on the textile industry in the northeastern United States.” Students would, in fact, need to demonstrate content knowledge in order to write responses to these prompts; some may even incorporate textual evidence within their writing. However, students can be hampered by the limited and inauthentic audience with the first prompt, and with the second, they are already given an opinion on which to build their chosen reasons and ideas. On the other hand, consider the careful and applied knowledge that students must use in responding to an argumentative prompt such as this: “Write an argumentative essay that identifies the Industrial Revolution as a positive or negative example of progress.” With this prompt, students can choose to address labor conditions, use of resources, political paradigms, social classes, etc., based upon their ideas and conclusions AND based upon the texts that are read. Then, of course, instructors must allow students to access diverse texts, including, for example, a short story, picture book, or novel based upon a worker in a Lowell mill; multiple websites that detail varied elements of the Industrial Revolution; primary sources from the era;

LITERACY LINK Kentucky Core Academic Writing Standards for Content Area Literacy By Ginni Fair

While content area teachers in Kentucky have been including writing within their classrooms for years, the Kentucky Core Academic Writing Standards bring some rigor and specificity to the modes of writing that they are to utilize. This “Literacy Link” installment will help teachers better understand the implications and applications of the first writing anchor standard: Students should write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. Perhaps it is prudent initially to look at a few key terms/phrases within the standard. First of all, teachers should note that ARGUMENT is different from opinion. While K-5 students still may be taught persuasive writing techniques, by the time they enter 6th grade, teachers should transition them to argumentation. So what’s the difference? Whereas a persuasive text may state an opinion and justify it, an argument presents and defends a debatable claim. A persuasive text may acknowledge other opinions but generally focuses on one point of

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artwork that depicts conditions, locations, and political cartoons; informational texts about the resources used in various locations; maps, timelines, etc. that provide a guide for students to interpret cause/effect… all of these types of texts expose students to different elements of an era while allowing them to draw their own conclusions about this time in our history.

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The phrase VALID REASONING AND RELEVANT AND SUFFICIENT EVIDENCE is critical to understanding (and to helping students understand) how to strengthen idea development. Students must be intentionally taught to differentiate between valid and unjustifiable reasoning. They can do this by evaluating their sources of data, by comparing different views, and by reaching conclusions based upon their own reading and analysis as well POSITIVE (or negative) example of progress as through classroom instruction and *The TEXT says: discussions. In 1. 2. addition, students 3. (demonstrate examples of need assistance in paraphrasing AND using exact quotes… determining the make sure to cite page numbers!) relevance of *And so I conclude: evidence. Does it (2-‐3 sentences here) support the claim that has been *Text citation established? Is it useful for the audience to understand and evaluate the writer’s claim? Similarly, students need to understand the issue of sufficient evidence. Is the evidence provided adequate for supporting the claim without burdening the audience with too much information? Is the claim abundantly supported by various texts? Has the writer utilized textual evidence to reach a level of sufficiency that is simultaneously instructive and convincing for the readers? These considerations must be addressed purposefully by teachers… and not in a way that hinders or restricts their content instruction.

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So how can this happen? How can a content area teacher manage a writing assignment such as this without sacrificing time to “cover content”? Part of it, I believe, comes in a paradigm shift: instead of “covering content,” content area teachers, through argumentative writing, can help students “uncover content.” And this is where intentional planning and sequencing is vital. Consider this timeline in implementing an argumentative writing task for a unit, such as the Industrial Revolution example.

Introduce the unit by introducing the topic of the writing task. Have students think about what the prompt will require of them. Help them create a folder with two sides: “positive examples of progress” and “negative examples of progress.” Explain that as class discussions and textual readings evolve, they will be able to draw their own ultimate conclusion about this era in our history. Read at least one short text aloud to your class, conducting “think-alouds” as you go… visualizing, questioning, summarizing, concluding, etc. After you finish, take a note card and demonstrate for your students how you label the card, using the provided template (or one like it). Talk with students about valid and relevant evidence. Then demonstrate how to file this card in the appropriate slot of the folder. Over the next few days, allow your students to work with partners or small groups as a portion of the class, reading short texts related to the Industrial Revolution and completing notecards for their folders. Allowing time for students to discuss their conclusions is useful as well. All of this supplements, of course, the other instruction, mini-lectures, class activities, and simulations that you already utilize to teach this unit. Ultimately, students can work independently after reading texts, viewing photos, analyzing documents, etc. As the unit progresses, students should have multiple opportunities to engage with texts and to complete and add notecards to their growing collection. When the time comes for students to convert their ideas and reflections into a well developed essay, they already have tools at their disposal. Help them sift through their Notes to develop their ultimate claim. Provide a few mini-lessons to help them think about several things: how is evidence used in argumentative writing (look at a few models!); how should they verbalize their claim (again, look at and break down some models); how should their essay be organized? (provide a template or

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April 2014 keywords over time. With this tool, you can visualize the rise and fall of particular keywords across 500 million books and 500 years:

suggestions for them to sequence/support the reasons they have chosen); how can they use quotes to support –but not replace – their own thinking; how can they refute the opposing view; and what kind of documentation/citation is needed? Feel free to use your literary specialists to assist you with this. These mini-lessons shouldn’t take entire periods of classroom time, but dedicating 10-15 minute short sessions to assist your student writers will benefit them (and you!) in the long run. As you can see, a long term writing project such as this gives students a chance to “uncover” and discover various layers, issues, and perspectives related to the topic at hand. Instead of just memorizing facts and comprehending main ideas, students are asked to analyze, synthesize, evaluate, conclude, and create. These higher levels of interpretation result from deep, thoughtful writing prompts such as this example of argumentation. Too, teachers should look directly at their grade level writing standard #1. We have explored the anchor standard, but the exact standard for the appropriate grade level should be consulted, as that will enable teachers to further direct their instruction (and possibly those all-important mini-lessons).

: refer to a contiguous sequence of n keywords

2. Google Trends Google Trends, http://www.google.com/trends/ allows you to look at trends in hot searches. With the Explore function, you can input a search term and see how it trended over time and location. The following visual chart shows that the term ‘EKU’ has been more used in Google than ‘Eastern Kentucky University.’

The content area writing standards add rigor and depth to content area instruction. When utilized in such a way as to help students engage with the content, students are more motivated by their own interests and ideas, as well as by the opportunity to draw their own conclusions. In addition, students have the opportunity to grapple with content and develop skills as critical, lifelong learners and thinkers.

TECH TIP Five Little Known but Powerful Google Tools/Techniques

3. Google Public Data Explorer Google Public Data Explorer, http://www.google.com/publicdata/directory, allows you to search through databases from around the world, including the World Bank, OECD, Eurostat, and the U.S. Census Bureau. After you find what you want, filter through categories to make graphs with the axes you want. Google's Public Data Explorer then displays the data in a line graph, bar graph, scatterplot or on a map.

By Kwan Yi

Let me introduce here five powerful Google tools that many of us do not know. I will explain for you how they can be utilized for education.

1. Google Ngram* Viewer Google Ngram Viewer, https://books.google.com/ngrams lets you search keywords in millions of Google digitalized books. This useful tool visualizes the trends of

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5.2.2 Search within a specific site Facebook has a really bad search facility so if I wanted to search for a company page name it’s hard to find. But you can tell Google only to search specific sites. Precede your query with ‘site:’ if you know you want your answer from within a specific site or type of site (.org, .edu). For example: ‘op-ed site:nytimes.com’ or ‘razorsocial site:www.facebook.com’. 5.2.3 Search by file type Search for specific types of files, such as PDFs, PPTs, or XLS, by adding filetype: and the 3-letter file abbreviation. For example: educational technology filetype:ppt

4. Google Sky Google Sky, http://www.google.com/sky/, allows you to explore space and star systems. In collaboration with NASA, using images from the Hubble Telescope, Google Sky is one of three subsidiaries of Google Earth, the others being Google Mars, http://www.google.com/mars/ and Google Moon, http://www.google.com/moon/.

5.2.4 Find related websites or webpages Use the related: operator to find pages that have similar content by typing related: followed by the website address. For instance, if you find a website you like, try using related:[insert URL] to locate similar websites. For example: related:www.eku.edu

5. Google Advanced Search

5.2.5 Calculate anything

5.1 Be aware that when you search Google, the local search results are displayed based on the country you are in – it will search www.google.com for those of us living in the US. Sometimes you may want to see what another country sees. This works by typing in the country Google URL (e.g., www.google.co.uk for United Kingdom), or you can append ‘NCR’ at the end. NCR means “no country redirect,” which indicates that you want Google to use the search engine you selected – and that may not be the one that is more relevant for the country you are in. For example, type in www.google.co.uk/ncr at the address bar of your web browser. This will allow you search the www.google.co.uk site.

You don’t need to find a calculate app or program. Use Google as a calculator. Enter any math equation into the search box and you’ll get the answer. For example: 100*3.14-cos(90)= Note that the asterisk symbol (*) is used for multiplication. 5.2.6 Search by location Add a zip code to the end of any place search. For example, if you want barbecue ribs, you can get results showing the nearest rib joints, along with phone numbers, a map, and even reviews. If you don't include your zip code, you can locate places near you by including a city and state. For example: barbecue 40475 or barbecue Richmond KY 5.2.7 Check flight schedules/times

5.2 Use some of Google’s advanced extensions to produce better results.

To see flight schedules to or from a particular destination, type flights from or flights to be followed by the city or airport of interest. You can also add another location with “to” or “from” and view the schedule for a specific route. For example: flights from Chicago to Lexington KY. View live arrival and departure information for U.S. flights just by searching the name of the airline and the flight number. For example: United 6122

5.2.1 Search with an exact phrase Put quotation marks around words "[any word]" to search for an exact phrase in an exact order. Keep in mind that searching with quotes might exclude relevant results. For instance, a search for "Alexander Bell" will miss pages that refer to Alexander G. Bell. Try out “to be or not to be” as a phrase or just a list of keywords without double quotation marks.

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ALUMNI UPDATES: Where Are You Now?

Name: Margaret Ann Varble Riley Email: mriley@sripley.k12.in.us Degrees and graduation dates from EKU: BS 1975 in Elementary Education and Library Science Current Position: Elementary Media Specialist at South Ripley Elementary Town/County of current employment: Versailles, Indiana

In our first annual newsletter, we asked for updates from graduates. Several alumni responded and their updates are included below. Name: Pamlia Mae Creech Lyons Email: pamlialyons@insightbb.com Degrees and graduation dates from EKU: 1993 BS in Elementary Education K-4 Rank II in Special Education LBD P-12 I in Elementary Education. Current Position: KORE Academy, a private school for learning challenged students.

Name: Wilbur (Bill) Owen Email: bilowen@aol.com Degrees and graduation dates from EKU: BS 1963 elementary education Current Position: Thirty years Pendleton Co. schools, retired

Name: Greg Marshall Email: glmarshall@academicplanet.com Other interesting facts: Classroom teacher - Northern Kentucky and Texas. Teacher of the Year – Kenton County KY Board of Education, KY PTA and Texas PTA Principal in Texas – Elementary K-5 Principal of the Year for the State of Texas – 1998-99

What have you been doing since graduating from EKU’s Department of Curriculum and Instruction? If you would like to be included in the 2015 Eclectic Educator, please email the following information to CandInewletter@eku.edu: Name: Email Degree and graduate dates from EKU: Current position: Town/County of current employment: Other interesting facts:

Name: Laura Flowers Stephenson Email: Lsteph18@utk.edu Degrees and graduation dates from EKU: BS 1983 Vocational Home Economics Education MA 1986 Vocational Home Economics Education Current Position: Assistant Dean, Professor, for Family and Consumer Sciences Town/County of current employment: Knoxville, TN Other interesting facts: Graduated UK: PhD 2009 Gerontology Retired from UK after 25 years of service and began new role July 1, 2013 at the University of Tennessee in Knoxville as the Assistant Dean, Professor, for Family and Consumer Sciences.

Other interesting facts: One year in Mt.Sterling city school-1965-1966. Married Dixie Wyatt 1965----one child---Craig Owen ----two grandsons. Pendleton County Athletic Hall of Fame for work in elementary sports. 10th region Girl’s Basketball Hall of Fame---for starting, coaching and running elementary basketball. 7 year as high school girl's assistant basketball coach Retired but still involved in girls basketball.

Name: R. Keith East, PhD Email: East, Keith KEast@swu.edu Degrees and graduation dates from EKU: 1976 - History Current Position: Professor, Coordinator of Graduate Field Studies, School of Education, Southern Wesleyan University Town/County of current employment: Central, SC Other interesting facts: Has a beautiful grand-daughter - Molly Grace East

Name: Carol Sibley Neufarth Email: rjncln@aol.com Degrees and graduation dates from EKU: 1968 Current Position: retired in 2002

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Town/County of current employment: 3rd grade teacher in Fairfield, Oh for 35 years

Name: Michael Gilbert Email: michael1212@insightbb.com Degrees and graduation dates from EKU: BS in Elementary Ed. 1964 MA in School Administration 1967 Current Position: retired in 1999 from Elementary School teaching - 35 years with New Albany-Floyd Co. Schools Town: New Albany, IN

Name: Tanya Marshall Email: tanya.marshall@madison.kyschools.us Degrees and graduation dates from EKU: BA 2003 in Middle Grades Education I 2 Masters' degrees - Elementary Education (2008) and Gifted Education (2011) Current Position: Clark-Moores Middle School Town/County of current employment: Richmond, KY

Name: Katie Cohen Email: kmcohen2@gmail.com Degrees and graduation dates from EKU: 2004 - Elementary Education 2011 - Masters of Education with ELL Endorsement Current Position: Tates Creek Elementary Town/County of current employment: Lexington KY Other interesting facts: I'm in my 9th year of teaching second grade.

Name: Jim Mackie Email: jdmackie@comcast.net Degrees and graduation dates from EKU: 1976 Master of Arts in Education Current Position: owner / operator of Athletic Training & Sports Medicine Services, LLC President, Southeast Athletic Trainers Assn. / NATA District 9 Event Planner: Jacksonville Sports Medicine Program (JSMP) Chapter Director, HOPE worldwide - Jacksonville Previous Chair & Member National Chapter Advisory Board - HOPE worldwide Athletic Trainer: State Football Champions Trinity Christian Academy (2002, 2003, 2010, & 2012) Town/County of current employment: Jacksonville FL Other interesting facts: President, Southeast Athletic Trainers Assn. / NATA District 9 Event Planner: Jacksonville Sports Medicine Program (JSMP) Chapter Director, HOPE worldwide - Jacksonville Previous Chair & Member National Chapter Advisory Board - HOPE worldwide Athletic Trainer: State Football Champions Trinity Christian Academy (2002, 2003, 2010, & 2012)

Name: Chris Snow Email: christoper.snow@fayette.kyschools.us Degrees and graduation dates from EKU: 2000 – BA – History 2002 – MA – History 2004 – Master of Arts in Teaching – Social Studies Current Position: Henry Clay High School - AP U.S. History. Town/County of current employment: Lexington, KY Other interesting facts: Sponsors the Henry Clay History Club and in 2011 and 2013 - won best history club in the nation from the National History Club Association Name: Maggie Storm Ramsey Email: magdalenastorm@gmail.com Current Position: Wellspring Academic Center Town/County of current employment: Taught 9th grade English at Madison Southern High School, Richmond KY

Name: Jeremy Newell Email: jeremy.newell@eku.edu Degrees and graduation dates from EKU: Master of Arts in Teaching 2010 Art Education in Rank I 2013 Current Position: Model Laboratory School Town/County of current employment: Richmond KY Other interesting facts: Jeremy continues to show his own artwork in local and regional galleries. His high school art students consistently receive recognitions in the Bluegrass Regional High School Art Exhibition and the Scholastic Art and Writing Awards.

Name: Michael R. Gilbert, Email: michael1212@insightbb.com Degrees and graduation dates from EKU: 1964 Current Position: retired in 1999 from Elementary School teaching after teaching 35 years for New AlbanyFloyd Co. Schools Name: Jeff Isaacs Email: jeff.isaacs@paris.kyschools.us

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C & I Faculty 2013-‐2014 Publications

Degrees and graduation dates from EKU: 1980 – Elementary Education Current Position: Paris City Schools - instructional coach and the gifted services coordinator Town/County of current employment: Coached high school tennis for twenty-seven years, was the district athletic director from 1996-2007.

Althauser, K. (2014). Job-Embedded Professional Development: Its Impact on Teacher SelfEfficacy and Student Achievement. To appear in the Journal for Teacher Development.

Name: Donna Wooten Wheeldon Email: dwheeldon@windstream.net Degrees and graduation dates from EKU: 1987 Current Position: 25 years in education as a teacher or Principal in Pulaski and Lincoln counties.

Akerson, V., Townsend, J. Scott, Weiland, I., & Nargund, V. (2011). Developing an on-line/onsite community of practice to support K-8 teachers improvement in inquiry and nature of science conceptions. In B. Fetaji (Ed) ELearning. / Book 1. ISBN 978-953-307-654-6.

Name: Angela Hurley Email: ahurley@transy.edu Degrees and graduation dates from EKU: 1966 – Elementary Education Current Position: Transylvania University since 1991 Division Chair of Humanities at Transylvania and teaching in the education program Town/County of current employment: Lexington KY Other interesting facts: Doctorate in Social and Philosophical Studies in Education Post-doctoral work at Oxford University, England

Blakely, A. and Deters, F. (2014). Teaching to Transference: Technology application for P-12 student learning in teacher preparation programs. National Social Science Technology Journal. (accepted January 2014 for Vol. 4, Issue 1) Blakely, A. (2013). Making Books by Hand. Kentucky Reading Journal (Fall 2012/Spring 2013), 70-76. http://bit.ly/URzUPh Fair, G. C., Sweet, C., Sweet, H., Combs, D. Z., & Phillips, B. (2013). Incorporating Common Core Standards with Professional Learning Communities. To appear in Learning Communities Journal.

Name: Angie Hutchinson Hatterick, Email: angiehatterick@hotmail.com Degrees and graduation dates from EKU: 2002 – BS - elementary education (k-5) 2006 MA - reading-writing specialist (k-12) Current Position: Waco Elementary, Madison County Public Schools Town/County of current employment: Richmond, KY Other interesting facts: 2012 – Awarded National Board Certification-Literacy: Reading--Language Arts, early and middle childhood Married with two girls and one on the way

Combs, D. Z. (2013). Creativity to the Core: How the KY Core Academic Standards can Enhance Creativity. To appear in Kentucky Journal of Excellence in College Teaching and Learning.(special edition), 22-32. http://kjectl.eku.edu/sites/kjectl.eku.edu/files/file s/Journal%2013/Combs_Summer13.pdf

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Day, R., & Ewalt, J. A. G. (2013). Education Reform in Kentucky: Just What the Court Ordered. In James C. Clinger and Michael W. Hall (Ed.), Taking Kentucky Politics Seriously: Government, Politics, and Policymaking in the Bluegrass. Lexington, Kentucky: University Press of Kentucky.

Day, R. (2013). First in Reform: The Adoption of Common Core State Standards in Kentucky.

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Kentucky Journal of Excellence in College Teaching and Learning.

8(2/Summer). http://www.socstrpr.org/?page_id=2328

Day, R., Cleveland, R., & Hyndman, J. O. (2013). Berea College - Coeducationally and racially Integrated: An Unlikely Contingency in the 1850's. Journal of Negro Education, 82(Number 1), 35-46.

Hubbard, J., & Maloley, K. F. Teaching a Balanced View of Germany to K-6 Teacher Candidates: Dispelling Negative Stereotypes and Internationalizing the Curriculum. The Journal of Social Studies Research, 37 (4), 209-219.

Fair, G. C., Sweet, C., & Blythe, H. Creativity in Faculty Development: EXPLORE. In Sweet, C., & Blythe, H. (Ed.), It Works for Me, Creatively.

Maloley, K. F., & Hubbard, J. (2013). Teaching Students about Contemporary Germany. In William Benedict Russell, III (Ed.), The International Society for the Social Studies Annual Conference Proceedings (1st ed., vol. 2013, pp. pp. 11-17). Orlando, FL: The International Society for the Social Studies. www.TheISSS.org

Fair, G. C. (2013). Hammer and Nails: Questions as Part of Students’ Comprehension Tool-Kits. Journal of Content Area Reading, 9(1), 67-90.

Mason, N. (2014). Review of ‘Music career advising: A guide for student, parents, and teachers’ Music Educators Journal. (Accepted 2014)

Fair, G. C. (2013, February). Teaching Reading in the Content Areas: If Not Me, Then Who? [Review of the book Teaching Reading in the Content Areas: If not Me, Then Who? (3rd Ed.)]. Middle Ground, 47.

Mason, N., & Lewis, K. M. (2013). Orff in Band: Research and implementation. Orff Schulwerk: Reflections and Directions (pp. 138-145). GIA. Mason, N. (2013). South Africa: Developing identity in a pluralistic community. In Dr. Cecilia Wang and Dr. D Gregory Springer (Ed.), Orff Schulwerk: Reflections and Directions (pp. 69-75). GIA.

Jones, P., Kolloff, F. C., & Kolloff, M. (2013). In Smyth, Ellen G., & Volker, John X. (Ed.), Enhancing Instruction with Visual Media Utilizing Video and Lecture Capture (pp. 149 - 165). Hershey, PA: Information Service Reference.

Mason, N. (2013). Lesson plan 1: Gumboot dancing. In Dr. Cecilia Wang and Dr. D Gregory Springer (Ed.), Orff Schulwerk: Reflections and Directions (pp. 229-231). GIA.

Jones, P., Kolloff, M., & Kolloff, F. C. Using Web Conferencing to Promote Learning in Online Courses: Resources, Tools, and Methods. Chesapeake, VA: Society for Information Technology & Teacher Education International Conference (SITE) 2012:1 SITE 2012--Society for Information Technology & Teacher Education International Conference.

Mason, N. (2013). Lesson plan 8: My favorite music. In Dr. Cecilia Wang and Dr. D Gregory Springer (Ed.), Orff Schulwerk: Reflections and Directions (pp. 265-266). GIA. Mason, N. (2013). A content analysis study of the Bluegrass Music News 1952-2012. Bluegrass Music News, 65(1), 4.

Cantrell, S. C., Madden, A., Rintamaa, M., Almasi, J. F., & Carter, J. C. The Development of Literacy Coaches’ Efficacy Beliefs in a Dual-role Position. To appear in Journal of School Leadership.

Mason, N. The diversity of African musics: Zulu kings, Xhosa clicks, and gumboot dancing in South Africa. To appear in General Music Today, 27(1), 30-35. Sage Publications

Maloley, K. F. (2013). Good Fortune in a Wrapping Cloth - A Noteable Trade Book Lesson Plan. Social Studies Research and Practice,

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Mason, N. (2013, October). Review of 'All the World' [Review of the book All the World]. Orff Echo.

Pilot Study. Proceedings of the Annual Meeting of the Association for Information Science and Technology, Workshop for the Special Interest Group in Classification Research (ASIS&TSIG/CR), Montreal, Canada, 2 November 2013. http://journals.lib.washington.edu/index.php/acro /article/view/14676

Moore, M. Promoting Multi-Generational Literacy. To appear in Kentucky Reading Journal. (Accepted 2013) Porter, D. (2013, September). Book Look [Review of the professional text Academic Conversations; Review of Pairing by authors: Dark &Road Trip]. Kentucky Reading Association Newspaper. Porter, D. (2013). Animals matter: An interview with Sy Montgomery and Nic Bishop. Journal of Children’s Literature (39), p. 50-57.

The Eclectic Educator is published annually by the Department of Curriculum and Instruction at Eastern Kentucky University: 521 Lancaster Ave. 215 Combs Bldg.

Porter, D. (2013, December). Book Look [Review of Pairing by format: Peck, Peck, Peck & Open Very Carefully: A Book with Bite; Review of Pairing by topic: Lions of Little Rock & Remember Little Rock. Kentucky Reading Association Newspaper.

Richmond, KY 40475 Phone: (859) 622-2154/2155 E-mail: CandInewsletter@eku.edu

Resor, C. W. & Gandy, Kay (WKU) (2013) Dreaming of a Better Life: Utopia as a Focus for Thematic, Interdisciplinary Instruction. The Clearing House: A Journal of Educational Strategies, Issues and Ideas. 81:1, 1-8. Turner, R. “Why do you think I am paying you if not to have my way?” Genre complications in the free market critiques of fictional and filmed versions of True Grit. To appear in Journal of Popular Culture. (Accepted 2013)

We want to know what YOU are doing!! If you would like to be included in the 2015 Eclectic Educator, please email the following information to CandInewletter@eku.edu:

Turner, R. (2013). Collaborations Beyond the Cave: A Consideration of the Sacred in the Creation of Collaborative Library Spaces (1st ed., vol. 2). University of North Carolina-Greensboro: Journal of Learning Spaces

Name: Email Degree and graduate dates from EKU: Current position: Town/County of current employment: Other interesting facts:

Yi, K., & Turner, R. Comparative Study of LIB Curriculums Among ALA-credited, AASLrecognized, and the Other Programs. To appear in Journal of Education in Library and Information Science. (Accepted 2013) Yi, K. (2013). A Semantic Similarity Approach for Linking Tweet Messages to Library of Congress Subject Headings using Linked Resources: A