Page 1

Spring | 2008

The Curry School’s New Dean

Robert C. Pianta

Curry School of Education Foundation Staff

Curry Magazine Staff

Executive Director Deborah Donnelly

Editor Lynn Bell

Director of Foundation Operations Jane Buck

Writer Lynn Bell

Director of Development Ethan Burke

Contributing Writers Rebecca P. Arrington, Anne Bromley, Jeff Hanna

Annual Fund and Events Coordinator Crystal Haislip

Designer Roseberries

Director of Communications Lynn Bell

Photographers Lynn Bell, Tom Cogill, Jane Haley, Peggy Harrison, Kathy Kayser,

Please visit us and view this publication online at

Eric Kelley

Spring | 2008

Magazine of the University of Virginia Curry School of Education

Volume 3, Number 1




Alumni News 29

The First Six Months Gain insight from our conversation with Curry’s new dean,


Robert Pianta

Faculty Notes 35

Curry across the Commonwealth and the Nation

Foundation News 47

Curry is making an impact in the areas of teaching, learning, health and well-being, leadership, and policy.

24 Curry around the globe Curry faculty and students take advantages of international opportunities to teach and learn.


42 Bavaro Hall update Construction begins this spring!

46 The Campaign for the Curry School The Campaign focus turns to people and programs now that Bavaro Hall is almost fully funded.

Facing page: Science education doctoral student Heather Banchi works with third graders to dissect an owl pellet.






The First Six Months A Conversation with Dean Robert Pianta

I think in terms of how we can influence the national debates taking place concerning the nature and improvement of education in the United States.

You have been dean for a little over six months now. What have you learned about Curry and its alumni that you hadn’t been aware of from your position on the faculty? Pianta: I have been moved by the incredible loyalty and support we receive from our alumni. I get a couple of emails or letters every week that communicate people’s connection to Curry and the valuable role Curry has played in their lives. It has also been just an extraordinary experience to see the level and nature of people’s generosity to the Curry School and to have the opportunity to thank them for that. For me, that’s been a very rewarding part of this job that was completely unexpected. The other thing that has been a highlight of my first six months is the level of faculty commitment and effort. In my first several months I met with each faculty member individually. Every one of those meetings was an education for me in the sense of learning about the good work going on here. The efforts of our faculty are truly aimed toward trying to make a difference. You’ve put together a lengthy list of aspirations building on the Curry School’s strengths, but what would you say are your top three priorities? Pianta: As we think about the ways we want to position ourselves in the next several years, I think in terms of how we can influence the national debates taking place concerning the nature and improvement of education in the United States. Whether we’re speaking in terms of teacher quality or the appropriate assessment of children

The First Six Months

We must identify the innovative programs, tools, and solutions we can bring to bear to help state policy makers, to help school administrators and the teachers in the classrooms, and to help professionals in a wide variety of helping services that go along with schooling and human development.

Finally, a third priority is for Curry to be seen as a leader in the University in all the ways we can be, and there are many. For example, we have a lot of expertise in teaching and the assessment of teaching, not just in pre-K to high school grades but also in higher education. Increasingly, we are being asked by schools within the University to help them address needs for research and training around the improvement of teaching in their domains. There are many others ways in which the interests we have here at Curry dovetail very well with other priorities of the University. For example, the University has a growing interest in encouraging public service among the undergraduates. What better venue for

in an era of accountability or visions for schooling

public service is there than education?

and what schools ought to be providing for students or deeper understanding of the nature and function

What has changed in recent years about the way the Curry

of schooling in a rapidly changing society, we have

School is viewed by the University administration?

faculty members already engaged in those debates. Our challenge is to determine how we add value and

Pianta: In a comprehensive elite institution, an

really help shape them.

education school is often viewed as the outreach

The second priority is to be a help to the state. We

arm that puts a good public face on the University.

have a responsibility to make a difference, so when

Clearly, we do a lot of that, but one of the strategies

we look at our programs it really shouldn’t be just

[former dean] David Breneman initiated and that I

about the debates and talk. It really needs to be about

plan to continue is to emphasize the ways in which

action. We must identify the innovative programs,

the Curry School advances the University’s aims

tools, and solutions we can bring to bear to help state

in terms of scholarship. We’re increasingly viewed

policy makers, to help school administrators and the

as doing what the other units of the University do

teachers in the classrooms, and to help professionals

and value. We not only engage the public but we’re

in a wide variety of helping services that go along

serious scholars, and we have a lot to bring to the

with schooling and human development. We’re a

University in that regard.

comprehensive school. We have a fairly large footprint in terms of the ways we touch people’s lives, and we

What kinds of support will be in place to facilitate attain-

need to be cognizant of the fact that our work really

ment of the priorities you have set?

should matter. Pianta: We’re working on ways to shape our budgetmaking process that will allow us to be able to respond to opportunities as they emerge and to provide



University of Virginia Curry School of Education

Interview with Dean Robert Pianta

incentives for faculty and staff who want to pursue some strategic opportunities. But increasingly we are going to have to look to philanthropic sources to be able help us address some of these strategic initiatives. I was very fortunate when I came into the job to be allocated support from the University for a

We just have been named one of four universities nationally to participate in the Woodrow Wilson Teaching Fellows program.

senior hire in education policy—Jim Wyckoff has just joined our faculty—and another senior hire who will direct one of the interdisciplinary centers focusing

What will the school do to help make a Curry School

on improving kids’ math and science learning.

education more affordable for students?

I also received support from the University for an associate dean for research and faculty development.

Pianta: We are very concerned about the rising

That can, again, help us address opportunities for

costs of tuition for both our doctoral students and

financing some of the initiatives we want to undertake

our master’s degree students. All of the efforts we

for grant support. We’re looking at essentially a

put into obtaining research grants and research

balanced portfolio of support that will involve state,

dollars are connected to efforts to fund students.

federal, and external sponsored funding for research,

In most research-intensive universities the bulk of

as well as philanthropic support for research programs

student support comes from the research activities

and academic programs.

of the faculty, so this is an issue that’s very important to me.

Do you see Curry—either the faculty or the student body— growing significantly over your term as dean?

Additionally, we’ll be looking for philanthropic support and endowment support to help backstop certain very prominent needs. I’m very interested

Pianta: This is not something that has been necessarily

in encouraging the diversification of our student

on my mind. The important thing is that in all areas

body, racially, ethnically, and economically. For that,

of what we do we can talk about the quality. If what

we have to be able to offer competitive financial

we’re doing—research, teaching, public service—is at


the highest level of quality and we can accommodate

We also have seen foundations come to us

growth, then we should do that. If we can’t function

interested in funding our students. We just have

at the highest level of quality, then we need to be

been named one of four universities nationally

thinking about whether we should scale back certain

to participate in the Woodrow Wilson Teaching

efforts in order to retain quality. For me, the answer

Fellows program, which really was a reflection of our

is not about size, it’s about quality.

teacher education program. It is challenging us to be even more innovative in how we train teachers for high-need districts. We can only benefit from developing those kinds of innovative programs, because they are going to attract resources for support of students.

Curry Magazine · Spring 2008



Dean Robert Pianta’s administrative team includes a number of new and restructured positions. Meet the Curry School’s current slate of associate and assistant deans:

Associate Dean for External Relations and Partnerships

Rebecca D. Kneedler Professor, Department of Curriculum, Instruction, and Special Education Years at Curry: 31

In this newly created position, Rebecca works with Dean Pianta and the Curry faculty in developing and maintaining partnerships

Associate Dean for Academic Affairs

external to Curry that are in the interest of

and Programs

the school’s academic, research, and service

Joe Garofalo

missions. These partnerships include many

Associate Professor, Department of

within the University, such as those involving

Curriculum, Instruction, and Special

the School of Continuing and Professional


Studies, international student and faculty

Years at Curry: 21

exchange programs, Universitas 21, J-Term, and new cross-school initiatives coming from

J o e ove r se es a c a d e mic p olicies a n d

the University’s strategic planning process.

procedures, academic program review,

Associate Dean for Management

Her greater responsibilities focus on

faculty affairs and reviews, and student

and Finance

p a r t n e r s h i p s o u t s i d e t h e U n i ve r s i t y

affairs. He works with faculty members

Mark C. Hampton

c o m m u n i t y, i n c l u d i n g v a r i o u s s t a te

across program areas to identify common

Department of Leadership, Foundations,

educational agencies and departments, K-12

themes and research interests, and he works

and Policy

school districts locally and throughout the

with other administrators on issues related

Years at Curry: Less than 1

Commonwealth, organizations related to

to admissions, faculty development, diversity,

teaching such as Teach for America, and

and partnerships.

Mark is responsible for overseeing the daily

educational institutes and foundations.

operations and financial management of the C u r r y S c h o o l of Ed u c a ti o n , a n d f o r developing budgets and supporting planning efforts for the School. Specific areas he oversees include budgeting and planning, finance, human resources, information technology, and facilities. He is also the liaison from the Curry School in the projects to build Bavaro Hall and renovate Ruffner Hall.



University of Virginia Curry School of Education

Assistant Dean for Diversity and Equity

Stanley C. Trent Associate Professor, Department of Curriculum, Instruction, and Special Education Years at Curry: 10

Stan’s role is to lead and organize all Curry efforts related to diversity. He participates in Interim Associate Dean for Research

all searches, develops student-recruitment

Assistant Dean for Admissions and

Martha E. Snell

pipelines, and establishes an approach to

Student Affairs

Professor, Department of Curriculum,

developing diversity content for the curriculum

Joanne May McNergney

Instruction, and Special Education

so every Curry student will have contact with

Professor, Department of Curriculum,

Years at Curry: 34

curricular content in diversity. His primary

Instruction, and Special Education

goals for Curry this year are to increase the

Years at Curry: 17

Marti’s interim role has included several

diversity of faculty and students, increase

major tasks, which include carrying out a

awareness about diversity and educational

McNergney counsels presently enrolled and

needs assessment for faculty on grant

equity, and increase the inclusion of diversity

prospec tive student s interested in

writing, data analysis, use of data sets, etc.,

content in programs and courses.

undergraduate and graduate programs

and bringing in training opportunities to

across the school and is faculty advisor to

address those needs. She also organizes

the Education Council. She serves on Curry

and monitors serious mentoring of junior

School committees such as the Teacher

tenure track faculty related to grants and

Education Advisory Committee and Faculty

writing for peer-reviewed journals. She

Council (ex officio), and she coordinates the

organizes monthly mentoring meetings to

Curriculum and Instruc tion program .

p r ov i d e j u n i o r f a c u l t y w i t h n e e d e d

McNergney manages the Curry Admissions

information regarding grants, promotion

Office staff and record-keeping operations

and tenure, etc . Mar ti also assists in

for some twenty-plus programs. She serves

organizing regularly scheduled brown bag

as the certification officer for the School

discussions of research by departments/

by rev i ewi n g s t u d e n t s ’ re co rd s a n d

program areas for faculty to present their

recommending individuals for state licensure.

work informally and to get and give

McNergney also plans and manages special


events such as orientation, Family Weekend, the doctoral hooding ceremony, and Curry’s diploma ceremony.

Curry Magazine · Spring 2008



Curry across the commonwealth and the Nation



University of Virginia Curry School of Education

The Curry School’s Five-Year Dual Degree in Teacher Education Is Two Decades Old and Still …

Second to None


tewart Roberson (B.S. ’77, M.Ed. ’81,

A Dynamic Model

Ed.D. ’87), superintendent of Hanover County

As recently as last November Edutopia magazine ranked

Public Schools in Virginia, may be a bit biased

the Curry School in its 10 Leading Schools of Education, citing

when speaking of the Curry School’s teacher

our teacher preparation programs’ combined emphasis on

education programs. He trained here as a teacher

extensive subject-area knowledge, fieldwork, and pedagogy.

himself in the seventies and then returned for a master’s degree

The model bringing together this amalgamation of

and a doctorate of education in administration and supervision.

strengths was established by Dean James Cooper in the mid-

Yet, over the course of his career he has presided over the

1980s. “Jim Cooper was a visionary,” says Robert Pianta, current

hiring of nearly 4,000 teachers and is well acquainted with the

dean of the Curry School and Novartis US Foundation Professor

challenges of placing highly qualified, caring teachers in classrooms with his district’s 20,000 students. “School districts today need skillful professionals who can hit the ground running,” says Roberson “and if you are lucky enough to hire a Curry graduate, you now have a mature teaching specialist. I consider the Curry School’s teacher education program the gold standard.” Roberson is not alone in his esteem for the Curry School’s teacher education programs. Two decades after the Curry School’s five-year, integrated, dual degree program was first touted as a new model for teacher preparation, U.S. News & World Report continues to rank us among the top 10 schools in elementary, secondary, and special education, and the accolades are still rolling in (see sidebar on p. 11).

Curry Magazine · Spring 2008



Curry across the Commonwealth and the Nation

When asked to identify the greatest strength of their teacher education programs “alumni often chose their clinical experiences.” of Education. “He had the right idea 20 years ago, and it continues to be the right idea now.” Early in his term Cooper revamped the school’s four-year teacher preparation programs, eliminating the undergraduate education degree and adding a fifth year leading to a master’s degree. Teacher education students receive both a bachelor of arts degree with an Arts and Sciences major and a master’s degree in teaching in their fifth year. Students enroll in the program in their second year then take an introductory course and practicum. They begin taking basic education courses in their third and fourth years, along with related field experiences. They spend the fifth-year fall term student teaching full time in a K-12 school. The spring term is spent taking a capstone course on issues in education

Novice Teachers Network Under Teachers for a New Era, the University of Virginia

Indeed, only a handful of newly supported Albemarle teachers

has developed a partnership with two local school divisions,

left in 2004–05 and 2005–06, and the program is credited

Albemarle County Public Schools and Charlottesville City

with having stabilized new teacher attrition in Charlottesville

Schools, to provide effective professional support for novice

during a tumultuous time within that division.

teachers. The model resembles in some ways that of medical

One local school superintendent has called the Novice

residency: graduates of teacher education programs from

Teachers Network “the most important support the University

around the country come to the Charlottesville area and receive

could provide its local schools.” Both local school divisions

training unique to the University of Virginia.

included funding for teacher advisors in their 2005–06 and

In each of the program’s first two years, the Novice Teachers Network served as a significant check on new teacher attrition.

10 |

University of Virginia Curry School of Education

2006–07 budget initiatives.

Curry across the Commonwealth and the Nation

and conducting a research project based on a classroom problem or issue.

Sampling of National Recognition Since Y2K

Even though many other teacher preparation programs across the nation have added a fifth year, explains Director of

2000 The Curry School was one of seven exemplary teacher

Teacher Education Sandra Cohen, the more common model

education programs examined in the three-volume set of Studies

is a four plus one—four years for a bachelor’s degree with a

of Excellence in Teacher Education, edited by Linda Darling-

minor in education and an added fifth year for an education


master’s degree. (Following Curry’s lead, in 1998 Virginia eliminated the education undergraduate major statewide.) Students in these programs end up with far fewer courses in education methods than do Curry students and far fewer hours of field experience. Curry School students complete 53 to 56 credits in

2002 The Curry School of Education’s Secondary Teacher Education program received a Distinguished Achievement Award from the International Society for Technology in Education for being an exemplary model of integration of the National Educational Technology Standards for Teachers.

education including 13 to 22 credits in methods courses,

2002 The Carnegie Corporation named the Curry School

wdepending on their endorsement area, and 16 credits in field

one of the top-ranked teacher education programs in the

placements and student teaching. By the end of their program,

country and awarded it up to $5 million to develop state-of-

they have had as many as five field experiences totaling more

the-art programs to strengthen its models of P–12 teacher

than 700 hours in the field.


“I found the most valuable component of Curry’s teacher ed program to be the field placements,” says elementary teacher

2006 In his report, Educating School Teachers, Arthur Levine

Christian Oldham (M.T. ’07), “because that is a place where

named the Curry School in a short list of four exemplary teacher

you can hone your skills, experiment with lessons, and receive

education programs.

feedback from t he primar y teachers and Universit y

2007 Edutopia magazine, a publication of the George Lucas


Education Foundation, featured the Curry School on its

In his national study, Educating School Teachers, Arthur Levine noted that when asked to identify the greatest strength of their teacher education programs “alumni often chose their clinical experiences.” Levine named the Curry School as one of four exemplar y teacher education programs in his report. Curry field experiences range across the program from classroom observations to one-on-one tutoring to full-time teaching. Thanks to successful partnerships with local schools, students are placed with high quality teachers who have been

10 Leading Schools of Education list. (See http://www.edutopia. org/schools-of-education-curry) The Woodrow Wilson National Fellowship Foundation selected the University of Virginia as one of four institutions to participate in its new Leonore Annenberg National Teaching Fellowship program. The University was selected because of the Curry School’s exemplary graduate education programs, existing partnerships with high-needs schools, and commitment to follow-up mentoring and rigorous evaluation.

trained as clinical instructors and are paid for their services.

2008 U.S. News & World Report ranked the Curry School’s

The field experiences themselves are continually updated

secondary education program fourth in the nation, the special

according to the needs of the schools and educational trends,

education program sixth, and the elementary education program

according to Cohen. Responding to the trend of increasing


Curry Magazine · Spring 2008

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Curry across the Commonwealth and the Nation

numbers of immigrants in schools, for example, some Curry

has been provided not only in Curry classrooms but also in

third-year students now conduct ten hours of one-on-one

public school classrooms where preservice teachers do their

tutoring sessions with English language learners at local

student teaching. Recently, coursework was added to prepare


preservice teachers for supporting kids in virtual school

Other students tutor middle school and high school kids


not traditionally considered for the college prep track. The

“The world of schools is constantly changing,” says Cohen.

new prog r a m, c a l led Adv a ncement V ia I nd iv idu a l

“We must try to prepare students not for what was in schools

Determination, or AVID, helps students succeed in courses

yesterday or even what’s there today. We have to try to figure

that will prepare them for college-level work.

out what will be best practice tomorrow.”

Not only is the Curry model exceptional, says Cohen, but the model has been dynamic. “We have continued to upgrade and stay on the forefront of change.”

Extraordinary People In identifying the Curry School as exemplary, Levine’s

She points out that the Curry School also took an early

report applauded not only our five-year program and its balance

lead in incorporating technology in teacher preparation,

between theory and practical experience, but also the

viewing technologies as learning tools to be integrated within

reputation of our faculty and the high quality of our

the methods courses. In some cases, state-of-the-art technology


12 |

University of Virginia Curry School of Education

Curry across the Commonwealth and the Nation

Difficult or unexpected classroom environments

prepare the student teachers most effectively for the real work ahead.

Chad and Katie Prather

Curry Grads Bringing Along the Next Generation Sit down for a talk with Chad (B.A./M.T. ’03) and Katie Prather

more attention to differentiated instruction. Curry folks don’t back

(B.A./M.T. ’04) about teaching high school social studies, and you can’t

down from a challenge, either. I’ve never had a student teacher

help but be swept up in their enthusiasm. This high energy pair went

take the easy route and work exclusively with honors students….

through the Curry School’s secondary social studies education

The general-level classes are often a far cry from the classroom

program a year apart, then met on the job at Charlottesville High School

experiences that most student teachers had themselves…. I admire

and married in winter 2006. Both of them now serve as mentors, or

student teachers who want to work with kids who reject authority,

clinical instructors, and we asked them about their experiences

ignore assignments, struggle on basic tasks, and never expect to

working with Curry School student teachers:

be celebrated. Each student teacher enters the game with a mold in his mind of the standard classroom, and it’s great that Curry folks

Katie: The student teachers coming out of Curry are very hard working

are willing to expose that mold and watch it shatter. Difficult or

and diligent. They are generally very bright and know their content

unexpected classroom environments prepare the student teachers

well. It’s really great to have a student teacher. My student teacher

most effectively for the real work ahead.

hung all the posters in the room. She decorated the bulletin board for me. They don’t just do grunt work, though. I’ve been doing the

Katie: They put in hours like you wouldn’t believe.

same thing for three years. It’s nice to have someone do something new. I’m planning to adopt some of her shiny new lessons. Of course,

Chad: After student teaching, you’re incredibly realistic about the problems confronting American schools. And

it’s really helpful that she writes complete lesson plans.

Chad: It’s also nice to have someone put together lessons that will work for every student. The Curry student teachers pay

You can help the Curry School in our efforts to track the professional growth of our graduates. Make sure our researchers can contact you by going to and updating your UVaProfile.

you get a realistic view of the amount of work you’re going to be doing. There’s an absurd quantity of work that goes with this job, and I haven’t met anyone from Curry who is unrealistic about that amount of work.

Curry Magazine · Spring 2008

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Curry across the Commonwealth and the Nation

“The applicants to Curry have already met high admissions standards in order to enter the University, meaning we can be exceedingly selective in whom we admit to the program.”

As he noted, a little over one third of Curry’s tenure track

Similarly, Curry School students in the five-year teacher

faculty participates in teacher education in one form or

preparation program are truly the “crème de la crème,”

another. In the Department of Curriculum, Instruction, and

according to Dan Hallahan, Charles S. Robb Professor of

Special Education, 20 faculty members take on the primary

Education and chair of the Department of Curriculum,

work of teacher preparation, and tenure track faculty members

Instruction, and Special Education.

are each expected to maintain the same triumvirate of

“The applicants to Curry have already met high admissions

strength in research, teaching, and service as the rest of the

standards in order to enter the University,” says Hallahan,

school’s faculty.

“meaning we can be exceedingly selective in whom we admit to

Ice Cream to Share “I scream! You scream! We all scream for ice cream!” Last summer, Curry student Reilly Flynn and some fellow U.Va. students took advantage of ice cream’s universal popularity to reach

“They constantly emphasize, ‘know your student,’ in my Curry classes. That transfers to other areas of life.”

out across the various communities of Charlottesville and bring people together. The pair handed out free ice cream to young and

and made their first foray into the city on Memorial Day. They bought

old alike in locations as diverse as the Corner, the downtown mall,

boxes of ice cream and popsicles at the local warehouse club, threw

public housing developments, and city parks.

them in a three-foot cooler with some ice and stowed it in the back

“The great thing is,” says Flynn, “in a place like the downtown mall, you get lots of different people side by side at the truck—all wanting the same thing. How often does that happen?” Flynn, a fifth-year elementary education major, and James Erickson, a fourth-year art major, came up with the idea last spring

14 |

University of Virginia Curry School of Education

of Erickson’s well-worn pick-up truck. They enjoyed the experience so much they continued throughout the summer, often taking along friends and classmates. “We’ve been blessed with a lot,” Flynn says, “and it’s been an amazing opportunity to share that and be blessed by the opportunity to give.”

Curry across the Commonwealth and the Nation

the program, not only with respect to academic qualifications

the professional growth of Curry students from their enrollment

but also with respect to their prior experiences with children.”

in the program through their initial years of teaching.

The average SAT score for teacher education students enrolling in the Curry School in fall 2007 was 1240.

Ultimately, this information may help us answer questions about the effectiveness of specific aspects of our teacher preparation and its eventual effect on pupil learning gains.

Coming Next: Hard Evidence

Researchers will also be looking at the effect of our programs

Although anecdotes and testimonials abound touting the

on the length of time graduates remain in the teaching

superiority of the Curry School’s teacher education programs,

profession. This kind of data is vital to strengthening the

the one thing lacking has been empirical evidence. With the

quality of not only our own programs but of teacher preparation

selection of the school by the Carnegie Corporation for its

programs nationwide.

Teachers for a New Era (TNE) initiative, that has begun to

“Second to None”

change as well. In 2002 the Carnegie Corporation named the Curry

Obviously, there is no shortage of experts who believe the

School’s teacher education program one of the top-ranked in

Curry School has something worthy of emulation even without

the country. It awarded the University of Virginia $5 million

the empirical evidence. Superintendent Roberson will consider

to strengthen partnerships between the School of Education

that evidence icing on the cake, but until then he is content

and the College of Arts and Sciences to develop state-of-the-

relying on his own experience. “Curry graduates’ skill sets are

art programs to improve P–12 teaching.

well and deeply developed, and they deliver high quality,

One of the critical components of TNE is evaluation, which has driven a number of initiatives enabling us to track

sustained results,” he says. “I have no doubt the Curry teacher education program is second to none.”

Whenever they visited a new neighborhood, says Flynn, the routine was the same. People were hesitant at first and asked, “Why are you doing this?” But once one brave soul accepted some ice cream, others quickly fell into line. Flynn grew up in Williamsburg surrounded by teachers—his mother, his mother’s two sisters, and his paternal grandmother. He says his experience at Curry has been invaluable and, in a sense, laid a foundation for his work with the ice cream truck. “They constantly emphasize, ‘know your student,’ in my Curry classes,” Flynn says. “That transfers to other areas of life. It has honed a skill for me in sensing and perceiving the needs of those around me.”

Reilly Flynn hands out treats in Charlottesville

Curry Magazine · Spring 2008

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Curry across the Commonwealth and the Nation

The Tech-Savvy Science Classroom Remember those high school science classes with all the lectures and note taking and the lab experiments that were supposed to confirm what the textbook said was true? Not that long ago fifth-year Curry science education student Erin Greer was taking those kind of science classes herself. Now she is determined to teach science in a different way. During her recent student teaching semester, Greer took advantage of a technology-equipped Western Albemarle High School classroom to engage the interest of her tenth-grade biology students and help them better grasp complex science concepts. “Especially in science, there are a lot of structures or processes that happen on a microscopic level or that happen over a very long period of time,” Greer says. “With technology, students can view an animation of molecules moving across a semipermeable membrane, for example, or a time-lapse video of a wound healing, and it helps bring clarity to their understanding.” Curry’s secondary science education program, directed by associate professor Randy Bell, introduces new teachers like Greer to a variety of digital technologies that can help students learn science. They are then provided with multiple opportunities to practice their skills, gather resources, and develop their own innovations.

Erin Greer

For the past three years, a grant through the Curry School

Center for Technology and Teacher Education has provided

and then showed them digital images of children affected with

laptop computers, interactive whiteboards, and computer

the resulting disorders. Later she presented a simulation on

projectors in the classrooms used by Curry secondary science

karyotypes and a digital video covering research on genetic

and math student teachers. This equipment allows teachers

disorders. An online role-playing activity in which students

to take advantage of computer software and Internet resources

“diagnosed” patients according to their karyotypes helped

without needing a computer for every student.

cement students’ new knowledge.

Greer incorporated the technology in a number of ways

Greer says the technology gave her easy access to digital

during her student teaching. In one unit on cell growth and

images and videos that provided visual reinforcement of the

division, she engaged students in a simulated lab, showed them

concepts she was teaching, as well as keeping students engaged

digital images of the arrangement of chromosomes in a cell

and interested. “I honestly do not know how I could teach

(the karyotype), had them look for chromosomal abnormalities,

without technology in the future,” Greer adds.

16 |

University of Virginia Curry School of Education

Curry across the Commonwealth and the Nation

Curry Chosen for a New National Teaching Fellowship Program The University of Virginia is one of four institutions

The fellowship is funded by a $5 million grant from the

selected to participate in a new program developed by the

Annenberg Foundation and a $1 million grant from the

Woodrow Wilson National Fellowship Foundation to overhaul

Carnegie Corporation of New York. Over three years, the

teacher education and encourage the most talented college

fellowship will produce 100 Annenberg Fellows, 25 at each

graduates to seek teaching careers in high-need classrooms.

institution. The first Annenberg Fellows will be recruited

The Leonore Annenberg National Teaching Fellowship—

during the 2008–09 academic year.

the equivalent of a “Rhodes Scholarship” for teaching—will

Dean Robert Pianta says that the new program is a natural

go to outstanding recent college graduates and career-changers

fit both for U.Va. undergraduates and for the Curry School.

who agree to work for three years in urban and rural secondary

“The Annenberg Fellowship program will truly enable us to

schools serving high proportions of disadvantaged students.

support the best of our students in working toward successful

Annenberg Fellowships will provide a $30,000 stipend and one

teaching careers and to provide leadership in creating this

year of graduate education at U.Va.’s Curry School of Education or

pathway to public service in education,” he said.

at Stanford University, the University of Washington, or the University

Pianta notes that U.Va. has a very high rate of interest in

of Pennsylvania. According to the organizers, the four universities

teaching among its undergraduates, as shown by the large

were selected because of their exemplary graduate education

number of students who participate in Teach for America and

programs, existing partnerships with high-need schools, and their

who take other alternative routes to teaching.

commitment to follow-up mentoring and rigorous evaluation.

—Jeff Hanna

Curry Magazine · Spring 2008

| 17

Curry across the Commonwealth and the Nation

New Pre-K Curriculum Will Provide High Returns on the Dollar By age five , children growing up in poverty or social dis-

practicing, while 200,000 teachers would be needed if programs

advantage often lack the knowledge and skills critical to school

were offered to all four-year-olds nationally.

success. Florida officials estimate that one third of children enter kindergarten already behind academically.

“The costs of providing an increasing number of teachers with high quality curricula and support will be well repaid,”

“The costs of providing an increasing number of teachers with high quality curricula and support will be well repaid.”

she adds. “For every dollar spent on prekindergarten programs, estimates of return on investment range from 7:1 to 15:1 over the student’s lifespan, with savings on education, health, welfare, and justice programs, more stable marriages, and 25 percent higher income.” Dean Pianta is a member of the National

Increasing numbers of prekindergarten programs have

Research Council’s Committee on Early Childhood Mathematics,

been funded to meet the educational needs of these children,

whose work has established the potential for young children

but large-scale studies suggest that classroom quality is highly

to learn mathematics and science and the inadequacy of both

variable, even with experienced, credentialed teachers. The

current curriculum offerings and teacher preparation.

needs are even more pronounced in pre-K mathematics and science education. Few early childhood teachers have taken more than one college math course, and few curricula have been developed for math and science education at this level. Not surprisingly, teacher expectations for student learning in these subjects are low. To address this need, associate professor Mable Kinzie and Dean Robert Pianta have been awarded a $1.77 million grant from the U.S. Department of Education to produce and evaluate a year-long curriculum in pre-K mathematics and science. Kinzie and her team, working through the existing MyTeachingPartner initiative developed by the University of Virginia’s Center for Advanced Study of Teaching and Learning, will design a child- and teacher-friendly curriculum that directly links experiences children can have in the natural world with complementary math and science concepts and skills. The potential for this curriculum is substantial, says Kinzie. “Recommendations for universal preschool in the United States suggest the need for many more qualified teachers and a range of high quality curricula,” she explains. In 2002, researchers estimated that only 27,000 pre-K teachers were Mable Kinzie

18 |

University of Virginia Curry School of Education

Curry across the Commonwealth and the Nation

Culturally Relevant Math Learning It’s a much -publicized fact that U.S. students who are fall-

For example, in the recently completed unit on adding

ing behind in mathematics achievement come predominantly

and subtracting positive and negative integers, students read

from high-poverty and high-minority areas. Assistant professor

the newspaper for reports on diminishing water levels in the

Robert Berry is hot on the trail of methods that may help close the

county, as well as following high school football yardage gains

mathematics achievement gap for African Americans.

and losses. Students also used virtual and hands-on two-color

Berry, in collaboration with mathematics education doctoral student Oren McClain, has been conducting research on

counting blocks and kept score while playing four-hole miniature golf on a homemade course.

mathematics teaching methods that incorporate African

Rather than teachers telling students the math rules, the

American learning preferences. Their work in a rural southern

students noticed patterns and created a running classroom

Virginia middle school compares the achievement of six seventh-

list of rules they discovered. From this list of rules, students

grade classrooms consisting predominantly of African American

then wrote a song or rap to share with the class, and they

students—three taught in a traditional manner and three taught

analyzed each other’s lyrics for accuracy.

using what Berry calls “culturally relevant” methods.

“Our initial analysis on this first unit,” says Berry, “indicates

Berry and McClain have developed two units of mathematics

that students in the intervention classrooms scored significantly

instruction to address a more relational, holistic style of learning

higher on the posttest than students did in the more traditional

that provides a social context for learning.

classrooms.” In the traditional classrooms, students were provided with rules by the teacher and then drilled with practice problems. Interesting, as well, is the fact that the gap in scores between black and white students nearly disappeared within the three intervention classes, even though gaps existed in all six classes on the pretest at the beginning of the school year. “If we continue to see this pattern in our future research,” Berry says, “it will have important implications for teachers making connections to students’ experiences and adding new learning to what students already know.” Berry is also working with Virginia elementary mathematics specialists, exploring how they navigate their roles as teacher mentors and content specialists. Math specialists in Virginia do not have classroom teaching responsibilities. Rather, they work with teachers and administrators to support and improve the quality of mathematics teaching and learning in the school building.

Robert Berry

Curry Magazine · Spring 2008

| 19

Curry across the Commonwealth and the Nation

“Bad Carbs” Not the Enemy The l atest common wisdom on carbohydrates claims that eating so-called “bad” carbohydrates will

the enemy,” says Gaesser.

make you fat, but “that’s just nonsense,” says Glenn Gaesser,

Gaesser has published a number of books for general au-

a professor of exercise physiology and director of the

diences, including It’s the Calories, Not the Carbs, (published in

kinesiology program in the Curry School of Education.

2004) co-authored with Karin Kratina, Big Fat Lies: The Truth

Eating sandwiches with white bread, or an occasional

About Your Weight and Your Health, (published in 1996 and

doughnut, isn’t going to kill you, or necessarily even lead to

updated in 2001), and The Spark: The Revolutionary New Plan

obesity, he said.

to Get Fit and Lose Weight 10 Minutes at a Time, (published in

In an article in the October 2007 of the Journal of the

2001) co-written with Karla Dougherty. A popular speaker,

American Dietetic Association, Gaesser analyzed peer-reviewed,

Gaesser has lectured on the subject of fitness, body weight,

scientific research on carbohydrate consumption, glycemic

and health at numerous national and international meetings

index, and body weight and gave the first detailed review of

and has appeared on dozens of radio and TV shows in North

the literature on the correlation between them. His find-


ings run counter to the current consensus on the effects of “good” and “bad” carbohydrates. Gaesser found that diets high in carbohydrates are almost




slimmer bodies. More importantly, Gaesser found that consuming lots of high-glycemic foods is not associated with higher body weights. In fact, several large studies in the United States revealed that high-glycemic diets were linked to better weight control.

Glenn Gaesser

“There is no reason to be eating fewer carbs—they’re not

20 |

University of Virginia Curry School of Education

—Anne Bromley

Curry across the Commonwealth and the Nation

“We must avoid overreacting to rare events and make better use of prevention methods that address the ordinary forms of violence, as well as the more extreme ones.” Dewey Cornell

Cornell Urges Prevention to Avoid Violent Acts in Schools “School shootings can be prevented,” pro-

to a violent event and prevention. He has worked with

fessor Dewey Cornell, a forensic clinical psychologist in the

adolescents who have committed violent acts for more than

Curry School of Education, told the U.S. House of Representatives

20 years, and worked on a Federal Bureau of Investigation

Committee on Education and Labor last spring.

study that recommended threat assessment, a process originally

One of four speakers testifying at a hearing titled “Best

developed by the Secret Service, to prevent violence in schools.

Practices for Making College Campuses Safe,” Cornell assured

Cornell and colleagues have tested their own model of assessing

the committee that American schools are not just safe, they

student threats in K-12 schools and found it has been more

are one of the safest places for students to be.

effective than other policies, such as zero tolerance and

Cornell has researched and worked with K-12 schools all

profiling, he told the committee.

over the country in the successful use of threat assessment. But

Cornell, who has consulted on violence prevention efforts

with thousands of schools, including colleges and universities,

and testified in criminal proceedings and legislative hearings,

more funding is needed to continue research and training.

said, “We must avoid overreacting to rare events and make

And because college students are treated as independent adults, improved mental health services must be available to

better use of prevention methods that address the ordinary forms of violence, as well as the more extreme ones.”

make sure they get the help they need—before something

More recently, Cornell testified at a summit on crime

tragic happens. The Virginia Tech shootings indicate more

policy held by the U. S. House Judiciary Committee’s

of a mental health problem than a school problem, he said.

Subcommittee on Crime, Terrorism, and Homeland Security

Founder and director of the Virginia Youth Violence

and at a staff briefing for the U.S. Senate Committee on Health,

Project, Cornell made a distinction between crisis response

Education, Labor, and Pensions.

Curry Magazine · Spring 2008

| 21

Curry across the Commonwealth and the Nation

Improving Preparation for Educational Leadership Bridging theory and pr actice has long been considered key in preparing future administrators in educational leadership programs. Principal investigators Sara Dexter, assistant professor of technology leadership, and Pamela Tucker, associate professor of administration and supervision, are helping build that bridge using multimedia case studies. Their project is funded by a $945,624 grant from the U.S. Department of Education’s Fund for the Improvement of Postsecondary Education. “Field-based experiences are considered the ideal avenue for administrators-in-training to develop a context-sensitive understanding of leadership issues.” says Dexter. “However,

Faculty members from across Virginia recently met to review their experiences using the case studies developed by Dexter and Tucker.

the logistical challenges of providing high quality field experiences demand that students are fully ready to make the

ETIPS platform allows the application of a decision-making

most of those opportunities when they arise.”

model guided by key professional knowledge within virtual

Dexter and Tucker believe an effective way to prepare

yet realistic school settings.

students for their field experiences may be a set of cases accessed

“At the heart of the ETIPS case exercise is the decision it

through an online learning environment called ETIPS. The

asks of learners,” says Tucker. Through ETIPS, administratorsin-training practice reasoning with professional knowledge

Sara Dexter (left) and Pamela Tucker (right)

related to the case topic. They then develop an understanding of how the different school contexts in which the cases can be set might influence how the theory is applied in practice. By taking school context into account when making decisions, Tucker says, the learners gain a sense of the complexity of a school environment and the many factors they may encounter— an essential skill needed to make the transition from classroom teacher to school principal. The project is currently in its second year, with 10 case topics covering organizational leadership, instructional leadership, and relational leadership topics already developed and a cadre of 25 faculty members representing 15 institutions across Virginia piloting the cases in their programs. Implementation and student performance data collected in this phase will be used to refine the cases, as well as the assessment measuring decision-making skills, the case methods of instruction, and teaching guides.

22 |

University of Virginia Curry School of Education

Curry across the Commonwealth and the Nation

Renowned Economist Joins Curry Faculty James H. W yckoff, a nationally respected economist

tion. Over the years his work has focused on understanding

who has studied pathways to teaching and labor-market

the career paths of teachers, helping states and districts use

issues in K-12 education, joined the Curry School faculty in

achievement test and other data to make informed decisions


about policy, and designing and leading university organiza-

“Jim is a bridge builder who truly represents the kind of

tions that provide services to policy makers.

direction that both Curry and the University are seeking to

Here at Curry, Wyckoff will help launch and lead the new

emphasize,” says Dean Robert Pianta, “strong scholarship,

Virginia Center for Education Policy. This new center will

the capacity to cross disciplinary boundaries and make valu-

work with Virginia education policy makers to construct

able contributions in multiple domains, and a very strong

data systems that can address policy-relevant questions and

commitment to public education.”

provide them with analysis.

Pianta adds that Wyckoff’s strengths as a scholar are

“I have a real sense of excitement about joining the Curry

complemented by his interests in improving public educa-

School faculty,” Wyckoff says. “The opportunity to be part of the engaging teaching and research envi-

James Wyckoff

ronment that exists at one of the very best schools of education in the country is very appealing to me.” Wyckoff, who received his bachelor’s degree in economics from Denison University in 1974 and his Ph.D. in economics from the University of North Carolina at Chapel Hill in 1982, comes to the Curry School of Education from the University at Albany, where he had been a professor of public administration, public policy, and economics since 1986. “Jim Wyckoff is nationally respected for his innovative research on the impact of teachers on pupil learning,” says Ed Crowe, senior consultant to the Carnegie Corporation of New York on Teachers for a New Era. “The work he’s done in New York with talented colleagues has opened the door to a much deeper understanding of why we must prepare strong teachers for every child in this country.” —Rebecca P. Arrington

Curry Magazine · Spring 2008

| 23

Curry around the

24 |

University of Virginia Curry School of Education


Understanding Attempts to Reform Teaching in South Africa


hat happens when a newly democratic

observing their classrooms. She will return to South Africa

government decides that its schools need to

both this summer and next collecting data for a book spanning

change radically, and it imposes a Western

ten years of research, intended to benefit teachers, educational

image of teachers on an education system

planners, and policy makers alike.

shaped by decades of apartheid?

“As a socially engaged researcher, I know that understanding

How do veteran teachers—themselves brought up under

teachers’ struggles and learning processes is critical to successful

an authoritative teaching model emphasizing recitation and

policy implementation,” says Spreen. “As someone engaged

rote memorization—transform their overcrowded classrooms

in the broader international dimensions of policy-related

into learner-centered, outcomes-based environments with no

planning and analysis, I feel I am well positioned to leverage

substantial change in the resources available to them?

this research with the broader international education

These are questions assistant professor Carol Anne Spreen

community, as well.”

will continue to explore this summer when she returns to the

For much of her career Spreen has studied teaching and

remote Venda region of the Limpopo Province, South Africa.

school reform across the U.S. and overseas. In addition to the

Spreen, who joined the Curry School faculty in fall 2007,

South African study, she is currently working with the National

has been studying international inf luences on the post-

Education Association to explore issues associated with re-

apartheid South Africa education policy process since 1998.

cruitment of overseas-trained teachers to fill teacher shortages

That was the year apartheid-era curriculum was overhauled,

in the U.S. and U.K. and is working with a former graduate

albeit with no input from teachers themselves.

student to develop a girl’s leadership high school in Cameroon.

Over the past decade she has traveled the Venda region

She is also editing a compilation of works covering teacher

on multiple occasions, interviewing teachers about their

education and professionalization in 23 different Latin

experiences with implementing the government policies and

American countries.

Opposite: Carol Anne Spreen on a 2004 visit with a fifth-grade class of 58 in the Limpopo Province Above from left: Spreen talks with a fifth-grade teacher in the Limpopo Province who hadn’t received a salary in three months; the school garden, which supplemented student lunches; students waiting in the lunch line

Curry Magazine · Spring 2008

| 25

Curry around the globe

A Curry Visitor in Cambridge In spring 2007 I spent a semester at Downing College in

parable to our elementary teacher education program, as well

Cambridge, England, where my husband was a visiting fellow.

as to see the ways in which programs internationally face many

With an introduction from Curry graduate Darleen Opfer

of the same issues.

(M.Ed. ’90, Ph.D. ’97), a senior lecturer in school improve-

The University of Cambridge Postgraduate Certificate

ment and research methods at the University of Cambridge,

Program completed its national accreditation process in the

I was able to meet many of the primary teacher education fac-

winter of 2007 and was ranked number one in the country for

ulty members at Cambridge and to visit several training schools

its program. Similarly, the Curry teacher education programs

where the Cambridge students were student teaching. It was

were accredited by the Teacher Education Accreditation

fascinating to become acquainted with a program that is com-

Council in the winter of 2007.

Curry Faculty Collaborate with European Graduate Program Now here’s a twist in which the globe comes to Curry. For the past two years Martin Block of the Curry School’s Adapted Physical Education (APE) program has been a member of the European Erasmus Mundus Master in Adapted Physical Activity (EMMAPA) program. EMMAPA is a collaborative university program providing training in adapted physical education every year for 40 students from around the world. The program is housed at the Katholieke Universiteit, Leuven, Belgium, with partner universities including the University of Limerick (Ireland), Palacký University (Czech Republic), and the Norwegian

physical education. Most European countries have special schools

School of Sports Sciences. The program is funded through a large

for children with disabilities, so the EMMAPA students were amazed

grant from the Erasmus Mundus programs of the European Union.

to see students with disabilities successfully participating in general

A unique feature of the program is the opportunity for European

physical education classes in regular school buildings.

students to spend up to three months at one of three third-country

As part of the program Curry professor Luke Kelly spent a

partner universities in Africa, Australia, or in the United States at

month in Ireland at the University of Limerick as a visiting faculty

U.Va. In 2006, the first year of the program, Block welcomed three

member in spring 2006. Later in the fall, Block visited Belgium for

EMMAPA students representing Latvia, Ireland, and Greece. Then

a week conducting lectures and meeting with students and faculty

in spring 2007 he hosted five students, including two from Ireland,

from the EMMAPA.

two from Greece, and one from Italy. These students were matched with Block’s APE master’s degree students for practical training with children with disabilities in

Pictured (from left) Dr. Martin Block, Dr. Aija Klavina (Ph.D. ’07 and graduate of EMMAPA), and Dr. Martin Kudlacek (visiting faculty member from the Czech Republic).

26 |

University of Virginia Curry School of Education

Two of the EMMAPA students who spent time in Virginia last spring have already expressed interest in our APE doctoral program.

Curry around the globe

Worlds of Giftedness With delegates in attendance from 69 countries, the 17th biennial conference of the World Council for Gifted and Talented Children was truly an international event. Almost 1,000 participants, including 400 speakers, gathered at the University of Warwick in Coventry, England, in the unseasonably warm August weather to discuss research and practice concerns related to the education of students with high ability and high potential. The theme of this year’s conference, “Worlds of Giftedness,”

Ellie Wilson on a day out in London

placed the focus on ways different cultural conceptions of

At another level, the British schools and teacher training

giftedness impact policy and practice. Within that broad theme,

programs are working to help students and teachers meet

196 sessions addressed diverse topics, including evidence from

issues of accountability and state-mandated requirements,

current brain research; identifying and fostering different kinds

much as we are in the U.S. Comparing notes about the history

of potential social and emotional concerns of gifted students;

of both programs and the current ways the programs are

curriculum and instruction; and program development and

structured was also interesting. The Cambridge program


requires a university degree prior to entrance, as does our

We facilitated a one-hour workshop on the Parallel

postgraduate master of teaching program, awarding a

Curriculum Model developed by Curry professor Carol Tomlinson

certificate, not a master’s degree.

and colleagues. Our session was attended by delegates from

Courses included in their PGCE program are similar to

16 nations representing elementary, middle, and high school

those taken in the Curry programs, although Cambridge

concerns. Participants acknowledged more similarities than

students do not have the variety of field placements Curry

differences in the desire they felt to challenge and nurture all

students do, and the Cambridge faculty members were most

students, including those demonstrating high performance

interested in our field experiences.

and potential. For us, the experience reinforced the belief that

Visiting primary school classrooms was a real bonus, and I was able to observe several teachers-in-training teaching their

the principles of rich, challenging curriculum for all learners transcend cultural and organizational boundaries.

initial lessons, a great window on the world of teacher training!

Beyond the great professional experience, we also had the

Everyone I met was eager to talk with me about teacher

chance to enjoy the surrounding countryside, with highlights

education in the States as well as about issues faced. I have

including a performance of Richard II by the Royal Shakespeare

been able to share some of my observations about teacher

Company in Stratford-on-Avon.

education programs in the U.K. with students here. Above all, it was incredibly rewarding to sit and talk with

—Jane Jarvis and Jennifer Beasley Ph.D. students, Gifted Education/Educational Psychology

faculty who are doing the same kind of work we are and who are engaged with many of the same issues we are. —Ellie Wilson Associate Professor, Curriculum, Instruction, and Special Education

Curry Magazine · Spring 2008

| 27

Curry around the globe

28 |

University of Virginia Curry School of Education

Alumni News

Alumni News Professional Achievements and Personal Milestones 1940s

is a professor emeritus of Counselor

In November 2007 Homer A. Humphreys

Education at the University of North

(M.A. ’41) was posthumously inducted

Carolina at Greensboro and cofounder

into the Virginia Aviation Hall of Fame

of t he Inter nat iona l A lliance for Invitational Education.

by the Virginia Aeronautical Historical

Settlement for his tireless efforts as co-


ordinator of the Jamestown 2007 Stamp

Also, Purkey and co-author John M.

Humphreys devoted more than 40

and Cachet Project. Logan was on hand

Novak have a booklet in press and coming

years of his life to education, and the

at the first-day-of-issuance ceremony for

soon: Fundamentals of Invitational Education.

only thing rivaling his love for learning

the new U.S. Postal Service “Settlement

When available this booklet can be

was his love of airplanes and the mysteries

of Jamestown” stamp held May 11.

obtained from the Radford University Center for Invitational Education.

of flight. As principal of the Tidewater

The three-sided stamp—only the

region’s West Point High School in the

third in U.S. Postal Service history—

early 1950s, Humphreys shared his

represents the triangular fort built by

Elaine Pinkerton Coleman (B.S. ’64),

passion for flying with his students. Not

the Jamestown colonists and depicts the

daughter of late Curry professor Richard

only did he give them rides in his PA-18

three ships that brought them to Virginia

L. Beard, has authored one nonfiction

and teach them about local geography,

in 1607. In 2001 the Williamsburg Stamp

book (From Calcutta With Love) and one

but t he 19 53 cl a s s m a de a f i l m

Society first proposed the idea of a

fiction book (Beast of Bengal) based on

documenting the assembly of a J-3 Cub

commemorative stamp celebrating the

her fat her’s W W II

as an extracurricular project. From 1956

400th anniversary of the settlement at

experience in India.

through 1971, Humphreys led an annual

Jamestown. Logan was a tireless promoter

Other published works

summer workshop for teachers at U.Va.

of the stamp and designed the original

include Santa Fe on Foot

called “Education 107-V: Aerospace

sketch, which was later adapted by Gloria

and The Santa Fe Trail

Education” and provided materials

Warren and Michele Cranford of

by Bicycle.

appropriate for teaching elementary and

Jamestown 2007 and Ruby Gardner of

secondary students. In 1981 Humphreys

the Jamestown-Yorktown Foundation. Winter Robinson (M.Ed. ’69) had her

was recognized for his 30 years of service in the Virginia Wing Civil Air Patrol. He


meditation “Tally’s Lullaby” recorded on William W. Purkey (B.S.

a recent audio CD by professional

’57, Ed.D. ’64) compleed

composer/pianist Karen Marie Garrett,


his book, Teaching Class

called It’s About the Rose. “Being a Virginian,

Edwin “Ned” Logan (Ed.D. ’58) was

Clowns (and What They

working closely with the mental health

recognized during America’s Anniversary

Can Teach Us), published

system of Virginia,” says Robinson, “I

Weekend last spring at the Jamestown

by Corwin Press. Purkey

wanted to create something that would

was 98 years old when he died in 2000.

Curry Magazine · Spring 2008

| 29

Alumni News

address pain, trauma, and healing. This healing meditation is being given away freely to support the healing of the faculty and students at Virginia Tech, the mental health workers and support teams, and to anyone who needs healing energy.” Robinson’s meditation may be downloaded from lullaby.html

1970s Gayla Kraetsch Hartsough (M.Ed. ’78), president of KH Consulting Group, was among the exceptional women in Los Angeles over the age of 50 who were honored at the first annual “50 @ 50” awards event sponsored by Big Thinking

Alumni Profile: Donna Wilkins Downing

Women (BTW) Unlimited in L.A. BTW is an organization seeking to connect

A number of Curry alums with teaching degrees spend a few years in the classroom

successful, extraordinary women aged

then go on to successful careers in other fields. Being teachers at heart, however, some

50+ who, together, leverage the power

of them, like Donna Wilkins Downing (M.Ed. ’72), inevitably find their way back to

of their shared wisdom.

education, often through their volunteer interests. For four years after graduating from the Curry School, Downing stayed in the


Charlottesville area and taught elementary school: one year in Orange and three years

Judith Haislett (Ph.D. ’80) was named

at Clark Elementary in Charlottesville. “I loved it,” she says, and to this day she keeps

vice president for student affairs at

in touch with her colleagues from Clark.

Eastern New Mexico University.

When her husband, Bruce (Law, ’76), graduated from the University, the couple moved back to their native Winchester, Virginia. Downing became preoccupied with

Diana Beasley (B.S. ’82) was named North

raising their two sons, one of whom has spinal muscular atrophy, a neuromuscular disease.

Carolina’s Teacher of the Year. Beasley

Because of her household responsibilities, she returned to teaching only briefly in 1982–83.

has taught secondary science courses for

Downing found herself, like many other elementary school teachers, enjoying a wide

the past 24 years, 17 of them at Hickory

array of interests. In the late 1980s she opened an antique shop, a studio of fine arts, then

High School. She has also received the

a business specializing in Virginia products and gift baskets. During this time she also

First Union Ben Craig Outstanding

earned 18 hours in graduate psychology

Educator Award and the Tandy Technology

at James Madison University.

Scholar—Outstanding Teacher Math/ Science Award.

In 1998, Downing took a master gardening class at Blandy Experimental Farm. The 700-acre research farm

Jeffrey A. McCubbin (Ph.D. ’83) received

located in Clarke County was

Oregon State University’s highest faculty

bequeathed to the University of Virginia

honor, the title “Distinguished Professor.”

upon the death of Graham F. Blandy

30 |

University of Virginia Curry School of Education

Alumni News

in 1926. Its purpose is to increase understanding of the natural environment through research and education, and it encompasses Virginia’s state arboretum (see sidebar). Soon after taking the gardening class, Downing joined Blandy Farm’s gardens and grounds committee. A few months later, she was added to the membership committee of the Foundation of the State Arboretum of Virginia (FOSA). Within a year she had become a life member of FOSA, and she was completely hooked. “Blandy is a stunning property,” she says. “I love to see the look on people’s faces when they come here.” Downing has served on the FOSA board since 2001, serving as secretary from 2002–2005, and has coordinated a number

Blandy Experimental Farm

of annual fundraising events for FOSA, including the popular ArborFest in October and Garden Fair in May. Clocking nearly

Located about 10 miles east of Winchester and

500 hours of service to Blandy Farm annually, she was honored

60 miles west of Washington, D.C., Blandy Experimental

in 2003 by the Tri-State Chapter of the Association of Fundraising

Farm is a University of Virginia research facility and the

Professionals with its Volunteer Fundraiser of the Year Award.

home of the State Arboretum of Virginia, displaying more

Downing says she is merely following a family tradition of

than 8,000 trees and woody shrubs. According to Blandy

being involved in her community. Her father, the late James R.

Farm’s Web site (, the

Wilkins, Sr., was a successful businessman who was instrumental in

collections include more than half the world’s pine species;

bringing Shenandoah College and Conservatory—now Shenandoah

the Virginia Native Plant Trail; the Boxwood Memorial

University—to Winchester from Dayton in the 1950s. “That was

Garden; a spectacular grove of more than 300 ginkgo

his legacy,” she says. “I hope my influence here [at Blandy] can

trees; an herb garden featuring culinary, medicinal, and

be my legacy.”

ornamental herbs; and much more.

She is excited about Blandy Farm’s recent growth—much

Blandy provides a broad range of environmental and

of it thanks to the money she has helped raise—which includes a

biological educational opportunities. Programs include

new pavilion for its educational programs, a new loop road that

tours and presentations

opens up more of the farm to exploration, a brand-new full-time

for primary school groups,

certified arborist on staff, and more faculty members on staff than

research tours, and outreach

ever before.

instruction for high school

“When I arrived,” she says, “we served 2,400 schoolchildren

students, as well as graduate

each year and we had about 12 research students in the summer.

and undergraduate lecture

We now serve 7,000-plus schoolchildren, and we have more than

and laboratory courses taught through the University of

40 research students at Blandy Farm this year.”

Virginia summer school program. In addition, there are

FOSA next hopes to modernize a historical facility on the

numerous educational opportunities designed for the

farm and a build a new green educational center, both of which

general public presented throughout the year in the form

mean more fundraising ahead. “If it wasn’t a challenge I’d be out of

of seminars, lectures, and focused short courses. Half-day

here,” Downing explains with a smile, “because I need a challenge.

nature camps for elementary students are scheduled in

That’s what keeps me here.”

July each year.

Curry Magazine · Spring 2008

| 31

Alumni AlumniNews News

McCubbin, who has served on the OSU


to Intervention training and heads

faculty since 1988, is nationally known

Jessica Blake Hall (M.Ed. ’01) and her

Educational Consultation Services,

for his work in adapting physical exercise

husband, Olly Hall, opened a new clinic


activities for children with disabilities.

called Inspire Physical Therapy in Essex,

He has served as the president of the

Vermont, in April 2007.

Mary S. Holm (Ph.D. ’04) is the new

National Consortium for Physical

director of instruction for Buena Vista

Education and Recreation for Individuals

Schools in Virginia. Holm was previously

with Disabilities and as chairman of

a division-level support coordinator with

other national organizations focused

the Virginia Department of Education’s

on ability, health, and mobility. He is a

Office of School Improvement.

fellow of the American Academy of K inesiology and Physical Education

Dorothy B. Walk (Ed.S. ’05), formerly

and has co-authored two books and

principal of Shelburne Middle School

published dozens of research papers.

in Staunton, Va., is now assistant superJamie Lathan (M.T. ’01) was honored

intendent for curriculum and instruction

Princess R. Moss (M.Ed. ’86) was

with a President’s Volunteer Service

for Staunton City Public Schools.

appointed by Virginia Gov. Tim Kaine

Award and a personal visit with President

to a four-year term on the University of

George W. Bush. Lathan teaches social

Linda Mahler (’06) accepted a position

Mary Washington board of visitors. Moss

studies courses at the North Carolina

in July 2007 as the principal of A. R. Ware

is currently serving a second two-year

School of Science and Mathematics and

Elementary School in Staunton, Va.

term as president of the Virginia

has served as a mentor for four years at

Education Association.

the Youth Life Learning Center, working

Richard J. Bowmaster (Ed.D. ’07) was

with at-risk youth.

named superintendent of Northampton,


County, Va., Public Schools. He has

Carol Chamberlain Butler (M.T. ’90)

Roger N. Morris (Ed.D. ’02) was

was named principal of Kate Collins

Patrick County, Va., school superinten-

Middle School in Waynesboro, Va.

dent. Morris was formerly director of

Steven Nichols (Ed.D. ’93) was named


16 years.

administrative services in Southampton

C u r r e nt s t u d e nt ,


James Bucky Carter (Ph.D. ’08), announc-

superintendent of Staunton Schools in

worked for Northampton schools for

Virginia. He was formerly superintendent

Tom Jenkins (Ed.D.

es publication of his

of West Virginia’s Jefferson County

’03) has completed

first book, Building


his new book, When

Literacy Connections

a Child Struggles in

With Graphic Novels: Page by Page, Panel

Deborah Pettit (M.Ed. ’84, Ed.D. ’94),

School: Everything

by Panel. The book, published by the

formerly assistant superintendent for

Parents and Educators

N a t i o n a l C o u n c i l o f Te a c h e r s

instruction for Louisa County, Va., Schools,

Should Know About

of English, taps into the grow ing

was named superintendent by the Louisa

Getting Children the Help They Need,

popularity of graphic novels, presenting

County School Board.

published by Advantage Media Group.

practical suggestions for the classroom

Jenkins is a psychologist and educational

and pairing graphic novels with more

consultant. He is an expert in Response

traditional texts.

32 |

University of Virginia Curry School of Education

Curry School Foundation Outstanding Alumni Awards The Curry School Foundation recognized recipients of its 2007 Outstanding Alumni awards during the Dean’s Circle of Friends benefactors dinner last fall. Award recipients included the following educators: Outstanding Elementary School Teacher Award*

Outstanding Superintendent Awards

Ellen C. Dietrick

Albert S. Armentrout Wythe County Public Schools, Wytheville, Va.

Congregation Beth Israel, Charlottesville, Va. Outstanding High School Teacher Awards* Robert E. Hallock Broad Run High School, Ashburn, Va.

and Thomas W.D. Smith, Jr. Fluvanna County Public Schools, Palmyra, Va.


Distinguished Alumni Award

Bert William Krupp Colonial Heights High School, Colonial Heights, Va.

Edward A. Polloway Lynchburg College, Lynchburg, Va.

Outstanding Principal Award

Outstanding Curry School Professor Award

Nancy L. Reiner Sparks George Mason Elementary School, Alexandria, Va.

Barbara Ann Boyce Associate Professor, Department of Kinesiology

(Nancy’s award plaque was accepted in her honor posthumously by Myrna Thurnher and Deborah Thompson.)

*Outstanding Teacher awards at all levels include $500 to be used for professional development opportunities. Each year the Foundation solicits nominations for its Outstanding Alumni Awards. Nomination information will be available again in November for the next round of awards at

Please keep in touch! CURRY would love to hear from you. Please send us information regarding your professional achievements and personal milestones. Include your class year(s) and degree(s). Let us help you tell your Curry friends about the latest events in your life! You may send information to

Curry Magazine · Spring 2008

| 33

Faculty Notes

Faculty Notes Professional Achievements The University of Virginia presented

Glen Bull and Bill Ferster, co-principal

Education Accreditation Council. As a

Randy Bell, associate professor of science

investigators, have received a $154,000

member of the TEAC board, she will

education, with an All-University Teaching

grant from the Jessie Ball duPont Fund

review and set policies and procedures

Award recognizing demonstrated excel-

to conduct a full-scale quantitative assess-

for the accreditation process and review

lence in teaching. “Randy Bell models the

ment of a new Web-based application

and approve TEAC’s annual budget.

best evidenced-based teaching practices

called PrimaryAccess using experimental

Cohen is the director of Curry’s teacher

in all his classes,” said former dean David

and control groups in middle and sec-

education program and has shepherded

Breneman in his nomination letter. “His

ondary social studies classes. PrimaryAccess

the program through the accreditation

expertise and dedication to teaching have

was developed in collaboration with the

process on a number of occasions.

been increasingly cited as a model in an

University of Virginia Center for Digital

area of great national need—the need for

History. The application is the first online

The American Federation of teachers has

high quality science teachers.”

tool that allows students to combine text,

awarded Jennifer de Forest the Albert

primary source historical images, and

Shanker Fellowship for Research in

Martin E. Block became a Fellow in the

narration to create short online docu-

Education at the Walter P. Reuther Library

North American Society of Health,

mentary films linked to social studies

at Wayne State University. The fellowship

Physical Education, Recreation, Sport,

standards of learning.

will fund her archival research for a project, “After the Strikes: Kenneth B.

and Dance Professionals. The North American Society (NAS) recognizes out-

Carolyn M. Callahan, chair of the

Clark, Albert Shanker, and the Struggle

standing professionals from the allied

Department of Leadership, Foundations,

to Define Educational Accountability.”

professions of health education, physical

and Policy, received the Elizabeth Zintl

education, recreation, sport, and dance

Leadership Award to acknowledge the high

Patrice Grimes, assistant professor

in North America.

degree of professionalism, creativity, and

of social studies education, is the recipi-

commitment that characterized Elizabeth

ent of the 2007 National Council for the

Ann Boyce, an assistant professor in the

Zintl’s significant contribution to the

Social Studies Exemplary Research

kinesiology program, was named the

University of Virginia. The award also rec-

Award, recognizing her outstanding

Delphine Hanna Lecturer for the 17th

ognizes that such leadership is found in

single-study research in social educa-

annual conference of the National

many areas and positions within the aca-

tion. Her award-winning paper was

Association of Kinesiology and Physical

demic community. The annual award is

“Teaching Democracy Before Brown:

Education in Higher Education. Her

sponsored by the U.Va. Women’s Center.

Civic Education in Georgia’s African American Schools, 1930–1954” and was

presentation, “The Next Generation: Our Legacy, Their Future,” was one of three

Professor of education Sandra Cohen

published in the winter 2007 issue of

keynote addresses delivered at the

was elected to a four-year term on the

the peer-reviewed journal Theory and

NAKPEHE conference in January 2008.

board of directors of the Teacher

Research in Social Education.

Curry Magazine · Spring 2008

| 35

Faculty Notes

LaVae Hoffman was selected as a 2007-08

Education) to conduct a randomized con-

Excellence in Diversity Fellow. The EDF

trolled trial of a social and emotional

program offers incoming junior faculty

lea r ning inter vent ion ca l led t he

members one-year fellowships to help

Responsive Classroom approach. The

them develop productive long-term

focus will be on how the Responsive

careers at U.Va. Through cultivating

Classroom approach modifies classroom

new and diverse colleagues’ connections

processes and relates to student achieve-

to the University, the program seeks to

ment in fourth, fifth, and sixth grade

help them navigate the challenges of

classrooms in inner city schools.

being junior faculty members and fulfill Associate professor Sara Rimm-Kaufman

their potential as excellent teachers and researchers. Hoffman joined the Communication Disorders Program in

Professors Rebecca Kneedler, John Lloyd, and Arthur Weltman at the Curry School’s spring 2007 final exercises

received the Joseph E. Zins Award for Early Career Contributions to Social and Educational Learning Research

the fall 2007 semester and comes to the Curry School from the University of

Robert McNergney, professor of educa-

presented by the Collaborative for


tional psychology, was invited to serve

Academic, Social, and Emot ional

on the Research Commission for the

Learning in recognition of her research

Associate professor Sandra Lopez-Baez

Instituto de Investigação Pluridisciplinar da

on the Responsive Classroom. The newly

was elected to serve a two-year term on

Universidade Autonoma de Lisboa in Lisbon,

est ablished aw a rd honors t he

the board of directors of the National

Portugal. The Research Commission eval-

memory and promotes the work and

B oa rd for C er t i f ied C ou n s elor s

uates the Institute’s efforts to set the

lifelong professional passions of a

International, located in Greensboro,

research agenda for the university.

beloved colleague in the field. The Research Award is presented annually

N.C. Lopez-Baez teaches in the Curry School’s Counselor Education program,

The research team of associate professor

to a young scientist/researcher who

where she is also director of the Personal

Sara Rimm-Kaufman, professor Xitao Fan,

has made and is likely to continue to

and Career Development Center, a

assistant professor Robert Berry, and

make substantial contributions to the

training facility for graduate students

Laura Justice received a grant for

field of social and emotional learning

in counseling.

$2.8 million from the Institute of

in schools.

Education Sciences (U.S. Department of

The University of Virginia Student Virginia Education Association The University of Virginia chapter of the Student Virginia

community. The U.Va. chapter has sponsored a number of

Education Association (SVEA) for the sixth year in a row received

community events and professional development opportunities,

the Ultimate Award at the state SVEA conference in Blacksburg

including a workshop by Gigi Davis-White, the University’s Career

last spring. The award is given to chapters based on a lengthy

Services director.

list of criteria reflecting an active engagement with the education

36 |

University of Virginia Curry School of Education

Faculty Notes

Curry 2007–2008 Faculty Members Department of Curriculum, Instruction, and Special Education Mary P. Abouzeid

Joe Garofalo

Marcia Invernizzi

Stephen P. Plaskon

Robert H. Tai

Randy L. Bell

Patrice Grimes

Rebecca D. Kneedler

Paige C. Pullen

Stanley C. Trent

Robert Q. Berry III

Daniel P. Hallahan, Chair

John Wills Lloyd

Laura B. Smolkin*

Stephanie van Hover

Sandra B. Cohen

Jane Hansen

Michael McKenna

Martha E. Snell

Eleanor V. Wilson

Ruth Ferree

Latisha Hayes

Joanne McNergney

Tina Stanton-Chapman

Margo A. Figgins

Susan Mintz

Department of Human Services Martin E. Block

Anne Gregory

N. Kenneth LaFleur

Kathleen May

Peter L. Sheras

B. Ann Boyce

Jay Hertel

Edith “Winx” Lawrence

Robert H. Pate, Jr.

Marie F. Shoffner

Barbara Braddock

Jane Hilton

Lisa Maria Locke-Downer

Robert C. Pianta

Antoinette Thomas

Dewey Cornell

LaVae Hoffman

Filip Loncke

Ronald E. Reeve, Chair

Arthur L. Weltman

Glenn A. Gaesser

Christopher Ingersoll*

Ann B. Loper

Randall R. Robey

Derick Williams

Harriet L. Glosoff

Luke E. Kelly

Sandra Lopez-Baez

Susan Foreman Saliba

Department of Leadership, Foundations, and Policy Keonya Booker

Carolyn M. Callahan, Chair

Walter F. Heinecke

Tonya Moon

Carol Anne Spreen

Eric R. Bredo

Robert W. Covert

Cheryl Henig

James Peugh

Harold R. Strang

David W. Breneman

Jennifer de Forest

Holly Hertberg

Brian Pusser

Carol Tomlinson*

Catherine Brighton

Nancy Deutsch

Diane Hoffman

Herbert C. Richards

Pamela D. Tucker

Glen L. Bull

Sara Dexter

Mable B. Kinzie

Sara Rimm-Kaufman

Sarah E. Turner

John B. Bunch

Daniel L. Duke

Timothy R. Konold

Heather Rowan-Kenyon

Heather Wathington

Harold J. Burbach

James P. Esposito

Robert F. McNergney

John A. Sanderson

Diane Whaley

Alfred R. Butler IV

Xitao Fan

Margaret “Peg” Miller

Zahrl G. Schoeny

Jim Wyckoff

Bruce M. Gansneder

Jerry G. Short

*Incoming department chairs as of July 1, 2008

Curry Magazine · Spring 2008

| 37

Faculty Notes

New Faculty 2007–08 Welcome to six new faculty members.

Barbara A. Braddock

Jane Hilton

LaVae Hoffman

Communication Disorders

Communication Disorders

Communication Disorders

Department of Human Services

Department of Human Services

Department of Human Services

James Peugh

Carol Anne Spreen

James Wyckoff

Research, Statistics, and Evaluation

Social Foundations of Education

Public Policy

Department of Leadership,

Department of Leadership,

Department of Leadership,

Foundations, and Policy

Foundations, and Policy

Foundations, and Policy

Banks Speaks at Ridley Lecture On April 3, the University of Virginia was honored to host

Visiting Professor of Education, Curriculum and Teaching at Teachers

James A. Banks as the speaker for the third annual Walter N. Ridley

College, Columbia University.

Distinguished Lecture Series held in the Rotunda Dome Room. His

The Walter N. Ridley Distinguished Lecture Series, sponsored by

speach was titled “Diversity in America: Challenges and Opportunities

the Curry School, the Office of the Vice President and Chief Officer

for Educating Citizens in Global Times.”

for Diversity and Equity, and the Walter Ridley Scholarship Fund,

Banks is the Kerry and Linda Killinger Professor of Diversity

honors Walter N. Ridley, the first African American student to receive

Studies and director of the Center for Multicultural Education at

a degree from the University of Virginia. Ridley graduated from the

the University of Washington, Seattle. He is a past president of the

Curry School of Education in 1953 with a doctorate in education and

American Educational Research Association and the National Council

had a distinguished career in higher education administration.

for the Social Studies. In fall 2007, he was the Tisch Distinguished

38 |

University of Virginia Curry School of Education

Faculty Notes

Faculty 2007 Books

Randy L. Bell

Daniel L. Duke, Pamela D. Tucker,

S. L. Odom, R. H. Horner,

Teaching the Nature of Science through

Michael J. Salmonowicz (Ph.D. ’10),

Martha E. Snell, and J. Blacher (Eds).

Process Skills: Activities for Grades 3–8.

Melissa Levy (Ph.D. ’10), and Stephen

Handbook on Developmental Disabilities.

Boston: Allyn & Bacon.

Saunders (Ph.D. ’10)

New York: Guilford Press.

Teachers’ Guide to School Turnarounds. Randy L. Bell, Julie Gess-Newsome,

Lanham, MD: Rowman & Littlefield.

Jonathan A. Plucker (Ph.D. ’95) and Carolyn M. Callahan (Eds.)

and Julie Luft (Eds.) Technology in the Secondary Science Class-

Mary Alice Gunter, T.H. Estes, and

Critical Issues and Practices in Gifted Educa-

room. Arlington, VA: National Science

Susan L. Mintz

tion: What the Research Says. Waco, TX:

Teachers Association Press.

Instruction: A Models Approach (5th ed.).

Prufrock Press.

Boston: Allyn & Bacon. Richard D. Robinson and Michael C.

Martin E. Block A Teacher’s Guide to Including Stu-

Michael Horvat, Martin M. Block,

McKenna (Eds.)

dents with Disabilities in General

and Luke E. Kelly

Issues and trends in literacy education

Physical Education (3rd ed.). Baltimore:

Developmental and Adapted Physical

(4th ed.). Boston: Allyn & Bacon.

Paul H. Brookes.

Activity Assessment. Champaign, IL: Human Kinetics Publishers.

D. Colton and Robert W. Covert

Sharon Walpole and Michael C. McKenna

Designing and Constructing Instruments

Robert F. McNergney and Joanne M.

Differentiated Reading Instruction: Strate-

for Social Research and Evaluation.


gies for the Primary Grades. New York:

San Francisco, CA: Jossey Bass.

Education: The Practice and Profession

Guilford Press.

of Teaching (5th ed.). Boston: Allyn & Bacon.

Curry Magazine · Spring 2008

| 39

Faculty Notes

Selected 2007 Faculty Publications Martin E. Block and I. Obrusnikova A research review on inclusion of students with disabilities in general physical education. Adapted Physical Activity Quarterly, 24, 103–124. Eric Bredo When is ethical learning? In Social brain matters: Stances on the neurobiology of social cognition (pp. 45-57). The Netherlands: Rodopi. Glen Bull, Thomas Hammond (Ph.D. ’07), and Patrice Grimes Podcasting in the social studies classroom. In Digital Age: Technology-based K-12 lesson plans for social studies (pp. 185–187). Washington, DC: National Council for the Social Studies. Jennifer de Forest Conservatism goes to college: The role of philanthropic foundations in the rise of conservative student networks. Perspectives in the History of Higher Education, 26. Daniel L. Duke, Pamela D. Tucker, Michael J. Salmonowicz (Ph.D. ’10), and Melissa K. Levy (Ph.D. ’10). How comparable are the perceived challenges facing principals of low-performing schools? International Studies in Educational Administration, 35(1), 3–21. D. Edwards and Carol Anne Spreen Teacher mobility and migration in a global context. Perspectives in Education, 25(2). Xitao Fan & S. Sivo Sensitivity of fit indices to model misspecification and model types. Multivariate Behavioral Research, 42, 509–529. Glenn A. Gaesser Does physical activity reduce the risk of cardiovascular disease in overweight and obese individuals? Current Cardiovascular Risk Reports, 1, 221–227.

40 |

Harriet L. Glosoff and L.T. Freeman Report of the ACA ethics committee: 2005–2006. Journal of Counseling & Development, 85, 251–254. Daniel P. Hallahan, Clayton E. Keller (Ph.D. ’88), Elizabeth A. Martinez (Ph.D. ’02), E. Stephen Byrd (Ph.D. ’05), Jennifer A. Gelman (Ph.D. ’06), and Xitao Fan How variable are interstate prevalence rates of learning disabilities and other special education categories? A longitudinal comparison. Exceptional Children, 73, 136–147. Jay Hertel and Christopher D. Ingersoll Rehabilitation of leg, ankle and foot injuries. In D.J. Magee, J.E. Zachazewski, & W. S. Quillen (Eds). Musculoskeletal Rehabilitation, Volume III: Treatment and Pathology of Injuries. Philadelphia, PA: W.B. Saunders. B.A. Irving, C.K. Davis, D.W. Brock, J.Y. Weltman, D. Swift, E.J. Barrett, Glenn A. Gaesser, and Arthur Weltman The metabolic syndrome, hypertriglyceridemic waist, and cardiometabolic risk factor profile in obese women. Obesity and Metabolism, 3, 50–57. L. M. Justice and Martha E. Snell Illustration of a three-step process for identifying the level and quality of empirical support for manualized treatments. Evidence-Based Communication Assessment and Intervention, 1, 37–47. Tim R. Konold and Robert C. Pianta The influence of informants on ratings of children’s behavioral functioning: A latent variable approach. Journal of Psychoeducational Assessment, 25(3), 222–236.

University of Virginia Curry School of Education

Robin M. Kyburg (Ph.D. ’06), Holly Hertberg-Davis, and Carolyn M. Callahan Advanced placement and international baccalaureate programs: Optimal learning environments for talented minorities? Journal of Advanced Academics, 18, 172–215. S. E. McKinney, Robert O. Berry III, and J. M. Jackson Preparing mathematics teachers for elementary high-poverty schools: Perceptions and suggestions from preservice teachers. Journal of Urban Learning, Teaching, and Research, 3, 59–73. J. J. Matkins (M.Ed. ’79, Ed.D. ’96) & Randy L. Bell Awakening the scientist inside: Global climate change and the nature of science in an elementary science methods course. Journal of Science Teacher Education, 18, 137–163. Tonya R. Moon and Carolyn M. Callahan Sorting the wheat from the chaff. Gifted Child Quarterly, 51, 305–319. Riann M. Palmieri-Smith (Ph.D. ’04), Jamie Leonard-Frye (Ph.D. ’06), J. Craig Garrison (Ph.D. ’05), Arthur Weltman, and Christopher D. Ingersoll Peripheral joint cooling increases spinal reflex excitability and serum norepinephrine. International Journal of Neuroscience, 117(2), 229–242. Robert C. Pianta, J. Belsky, R. Houts, F. Morrison, and The National Institute of Child Health & Human Development Early Child Care Research Network. Opportunities to learn in America’s elementary classrooms. Science, 315, 1795–1796.

Patrice Preston-Grimes Teaching democracy before Brown: Civic education in Georgia’s African American schools, 1930–1954. Theory and Research in Social Education, 35(1), 9–31. Sara E. Rimm-Kaufman, Xitao Fan, Yu-Jen I. Chiu (Ph.D. ’06), & Wenyi You (Ph.D. ’07) The contribution of the Responsive Classroom approach on children’s academic achievement: Results from a three year longitudinal study. Journal of School Psychology, 45, 401–421. Heather T. Rowan-Kenyon Predictors of delayed college enrollment and the impact of socioeconomic status. Journal of Higher Education, 78, 188–214. Susan A. Saliba, D.J. Mistry, D. Perrin, Joseph H. Gieck, and Arthur Weltman The effect of phonophoresis on the absorption of Dexamethasone in the presence of an occlusive dressing. Journal of Athletic Training, 42(3), 349–354. Philip M. Sadler and Robert H. Tai The two high-school pillars supporting college science. Science, 317, 457–458. Stanley Trent and A. J. Artiles Today’s multicultural, bilingual, and diverse schools. In R. Turnbull, A. Turnbull, M. Shank, & S. J. Smith, (Eds.), Exceptional Lives: Special Education in Today’s Schools (5th ed.; pp. 56–79). Upper Saddle River, NJ: Pearson. Stephen D. Whitaker (Ph.D. ’03), Mable B. Kinzie, Marcia Kraft-Sayre, Andrew Mashburn, and Robert C. Pianta Use and evaluation of Webbased professional development services across participant Education Journal, 34(6), 1573–1707.

Faculty Notes

Curry Magazine 路 Spring 2008

| 41

Former dean David Breneman (left) and Dean Robert Pianta (right) at the Bavaro Hall groundbreaking celebration last October. Inset, lead donor Daniel Meyers (far right) and members of the late Anthony D. “Wally” Bavaro’s family were on hand for the Bavaro Hall groundbreaking ceremony on October 5, 2007.

Bavaro Hall Update A coupl e of y e a r s f rom now ‌ n



Ruffner halls. Our alumni responded with 169 brick orders,

Children and families visiting the clinics served by the

totaling $42,250. Additional bricks may be reserved for a donation

Sheila C. Johnson Center for Human Services will enjoy a

of $250 each. (Visit our secure online site: www.campaign.virginia.

cheerful new reception and waiting area on grounds.


Curry School faculty members will converse in daylight-

The Perry Foundation of Charlottesville awarded a

filled community spaces conducive to creative thinking

matching grant of $250,000, for which the Curry School

and cross-disciplinary collaborations.

Foundation successfully raised an equal amount in private

Doctoral students will work with experienced scholars in roomy, well-designed offices and suites conforming to healthy workplace standards.

gifts and the University brought in a $1 million gift. Naming opportunities for spaces inside Bavaro Hall have generated a number of major gifts to the school this year, as

For now the Curry community is preparing for the onslaught

well, and several spaces are still available (see sidebar on the

of bulldozers and dump trucks in the parking lot outside Ruffner

following page). Additional gifts will help cover unexpected

Hall, where excavation for Bavaro Hall will soon commence.

costs and increase unrestricted funds for the school.

A number of initiatives over the past year have helped us

Our thanks go out to all Curry alumni, faculty, staff,

close the gap on Bavaro Hall construction costs. In February 2007

friends, and parents who have supported this important project.

Foundation Board member Sheila Johnson issued a challenge

A decade ago the Curry School could never have dreamed of

to Curry alumni to support Bavaro Hall by purchasing inscribed

raising our own money to pay for a new building. You made

bricks to be placed in the north terrace between Bavaro and

all the difference!

Curry Magazine ¡ Spring 2008

| 43

Bavaro Hall Update

Donor Hopes to Help Draw Attention to Curry’s Work

Bavaro Hall Naming Opportunities The construction of Bavaro Hall offers a number of opportunities

Bu s i n e s s m a n

for alumni and friends to permanently associate their name—or the name of someone they wish to honor—with the Curry School

Lindell Hertberg was the first

of Education. The following Bavaro Hall spaces are still available

to step up and take advantage

for naming in recognition of a major gift to the school.

of naming opportunities inside Bavaro Hall.

Center for Human Services RESERVED



Mr. Hertberg’s generous

The Commons



pledge of $500,000 will name

Great Room Lecture Hall



a center to house the academic

The Commons Atrium



programs in gifted education

Clinical Psychology Suite



and institutes on academic

Central Courtyard RESERVED


Communications Disorders Suite



Dean’s Suite RESERVED



Leadership Foundations & Policy Suite



diversity (subject to approval by the Universit y Names Committee). He says his

primary motivation was to support the Curry School in expanding and refining its space.

Gifted Education Center RESERVED



“The new building represents an important step for Curry,”

Faculty Suites with shared conference space (2 on 2nd floor; 2 on 3rd floor)



Mr. Hertberg says, “as it will draw attention to the work being

North Terrace



Dean’s Suite Conference Room RESERVED



Curriculum, Instruction, & Special Education Suite 1


Human Services Suite



Teacher Education Suite



Admissions/Student Services Suite RESERVED



from the beginning of her time there with the devotion and

Coffee Bar & Shared Kitchen



expertise of the faculty in developing skilled practitioners and

Entrance Lobby (first floor North)



Open Meeting Area (third floor)



“The dedicated space funded by Mr. Hertberg’s gift will

South Terrace



give us the needed space to all work together in building a

Shared Conference Space (first floor)



Entrance Lobby (ground and first floor South) 2


Lobbies (second & third floors)



Student Communications Center RESERVED



efforts, improving our teaching, and building stronger



connections to the field.”

Conference Rooms (ground & third floors)



Interview Rooms (first floor)



Walkway North Connector RESERVED



Walkway South Connector RESERVED



Building Stairways (2 RESERVED)



Faculty Offices (second & third floors)

Lindell Hertberg holding his new grandson, Cole Lindell Davis.

44 |

University of Virginia Curry School of Education

done there to support and improve teachers’ practices.” Mr. Hertberg, who founded L.A. Hertberg Associates, an investment company providing financial guidance to teachers and employees of nonprofit organizations, is also a proud father. “My daughter graduated with her Ph.D. in gifted education,” he adds, “and is now on the faculty. I have been impressed


strong program,” says Carolyn Callahan, director of the University of Virginia National Research Center on the Gifted and Talented. “It will enhance our opportunities to share creative ideas for expanding and enhancing our research

Bavaro Hall Update

Architects’ Report:

View of Bavaro Hall

at grade off Emmet Street. Primary access for students and

Located on a steeply sloped site at the western perimeter of

faculty will be one level above via an existing pedestrian bridge

the University’s historic Central Grounds, Bavaro Hall will feature

that crosses Emmet Street and new cascading steps that lead

simple massing and traditional detailing—red brick and limestone

from the street up to the courtyard at either end of the building.

façades with painted wood trim, six-over-six double-hung windows,

The first floor will accommodate heavily trafficked uses, such

and metal standing-seam roof—screening Ruffner Hall behind a

as student services, the dean’s suite, conference and meeting

fresh face that is in keeping with the architectural traditions first

spaces, a coffee bar, and the Commons, the School’s primary

established at the Lawn by Thomas Jefferson. The new building

indoor social space, which opens directly to the courtyard for

will work together with the old to define a landscaped courtyard

indoor/outdoor events. Two generously proportioned naturally

framed between two open-air arcades linking the two buildings,

lit stairs will lead up to departmental suites, faculty offices, and

creating a campus within a campus for the Curry School.

meeting rooms on the upper two floors. The 65,000-square-foot

The ground floor, partially tucked into the slope, will house the clinics that distinguish the School, with a public entrance

Bavaro Hall is scheduled for completion in 2010. —Robert A. M. Stern Architects of New York

The Breneman Courtyard will provide a landscaped link between old and new, with walkways running between the existing Ruffner Hall and the new Bavaro Hall.

Curry Magazine · Spring 2008

| 45

When the Curry School of Education Foundation was established more than 30 years ago, 83 donors gave a total of $6,000 to supplement state funding. Much has changed about Virginia’s public funding of its colleges and universities since then. Much has changed, as well, about the needs of a school of education in a world-class university seeking to

of Bavaro Hall. As of December 31, 2007, total campaign giving

reposition itself as a shaper of the national conversation

to the Curry School had reached $39 million.

about education.

Although much of the Curry School’s campaign focus

Consequently, in the University of Virginia’s current

through 2007 centered on capital projects, alumni and friends

Knowledge Is Power Campaign, the Curry School of Education’s

have already begun hearing more about the equally important

goal was set at $55 million. Since the campaign’s “quiet launch”

needs representing the remaining third of the goal—the

in 2004, the Curry School has gotten off to a quick start, thanks

people and programs required for the Curry School to make

to the lead gift of $22 million by Daniel Meyers for construction

a significant impact on educational issues. Through the end of the campaign in 2011 support will

To learn more about the

be sought for endowed chairs for senior level faculty and

Campaign for the Curry School of Education,

emerging scholars, doctoral and postdoctoral fellowships,

visit our Web site:

scholarships, seed funding for innovative ideas, and a number of programmatic needs across the school.

46 |

University of Virginia Curry School of Education

Curry School Foundation

Foundation News

Deborah Donnelly

Ethan Burke

A change in leadership for the Curry

Ethan spent 11 years raising money

the percentage of alumni who give to

School of Education Foundation office

for nonprof it organizations in the

the Curry School, which helps with the

marked the beginning of 2007. Executive

Washington, D.C., area and overseas in

school’s national rankings.

director Deborah Donnelly came to the

Europe and Asia.

“Alumni participation in giving to

Foundation with 16 years of experience

The Curry Foundation development

the Curr y School hovers around 9

in development, including 12 years at U.Va.

duo is joined in their fundraising

percent annually,” Donnelly says, “while

(in the Planned Giving and Health

efforts by a skilled team of University

the University alumni participation last

System development offices), two years

de velopment of f icer s who a re

year was 23.1 percent and the Law

at Radford University, and two years with

knowledgeable about Curry School

School’s alumni participation was

Young-Preston Associates, a Roanoke-

goals and needs.

51 percent.”.

based campaign and planned giving consulting firm.

The Foundation’s priorities this year, according to Donnelly, will include

Also arriving in early 2007 was a

increasing unrestricted giving, which

ne w d i rector of de velopment ,

allows Dean Robert C. Pianta to respond

Et han Burke. Et han came to t he

quickly to new opportunities and address

Foundation from Merrill Lynch’s Private

the school’s most pressing needs. She

Client Services Division. Prior to that,

and her staff will also seek to increase

Total cash received by the Foundation in fiscal year 2007 exceeded $9 million. In honor of a record year of giving, the Curry


School of Education Foundation produced its first ever annual report, mailed out to more than 4,000 Curry School campaign donors.

How to Give to the Curry School of Education To make your donation by mail, send a check payable to the Curry School Foundation: Curry School Foundation 405 Emmet Street South P. O. Box 400276 Charlottesville, VA 22904-4276 To give online, submit your credit card information through the Curry School Foundation’s secure Web site: (click on “Give Now”) You may reach the Curry Foundation office by phone by calling (434) 924-0854.


Curry Magazine · Spring 2008

| 47

Board Member P rofile

A Curry Grad Seeking to Make a Difference


y connection with

Education takes many forms, some formal,


others informal. I left the public schools to

Education goes back to

become a teacher to our own two boys. The

1974, when I was admitted

lessons I learned in the school setting I used

to the undergraduate teacher preparation

in teaching our sons, Sunday school kids, and

program. I was trained not only in teaching

a hoard of piano students.




methodology but in psychology, problem

This past year, I was honored to join the

solving, critical creative thinking, and in

board of directors of the Curry School of

becoming an integrated part of the entire

Education Foundation. Nationally, we face

school. I was a thoroughly prepared first-year

daunting problems in the teaching realm.

teacher, for which I am grateful.

Student dropout rates are alarming at best

Carol Armstrong

and should spur all educators to a greater

After graduating from the Curry School, I taught in a middle school in Plano, Texas, in what was then

commitment. After family and faith, I believe a teacher has

termed in Special Education a self-contained classroom. In

the greatest potential to influence a young person’s thinking

1976 educational philosophies were being challenged, and

skills, creativity, problem-solving skills, and self-esteem.

the pendulum was swinging toward mainstreaming. My three

Dean Pianta has an inspiring vision for the future of

and a half years as a teacher were nothing less than exciting

Curry—tackling the problems of education in 2008 and beyond.

as we moved my students into elective classes and introduced

I am thrilled to be on the Foundation Board, and I look forward

them, as well as the “normal” students and faculty, to a greater

to doing what I can to support the Curry School in its efforts

understanding of all students’ capabilities and potential.

to make a difference for our nation’s kids. —Carol Armstrong (B.S. ’76)

Curry Foundation 2008 Board of Directors Officers

Board Members

Sheila C. Johnson

Ex-Officio Members

Daniel M. Meyers Chair

Carol H. Armstrong

Luke E. Kelly

Beth J. Baptist

Richard E. Lawson

Robert C. Pianta Dean

Gary F. Holloway Vice Chair

Robert A. Barnhardt

Jason M. Palmer

Sandra F. Stern Vice Chair

Mary-Scott B. Birdsall

Joseph N. Payne

David W. Breneman Peter McE. Buchanan

Lewis F. Payne, Jr. Board of Visitors Representative

Carolyn M. Callahan

Stewart D. Roberson

Irving S. Driscoll, Jr.

Paul H. Sartori

Rudolph E. Ford, Jr.

Marvin N. “Skip” Schoenhals

Margaret K. Frischkorn

Elizabeth G. Staunton

Sandra R. Galef

P. Jesse Rine Student Representative

Paulette G. Katzenbach Secretary Mark C. Hampton Treasurer

William D. Hansen

Deborah B. Donnelly Executive Director Jane R. Buck Director of Foundation Operations T. Ethan Burke Director of Development W. McIlwaine Thompson, Jr. General Counsel

For the Future of the Curry School

Bequest Campaign

Cornerstone Society On Oct o be r 6 , 1 8 1 7, President James Monroe and former Presidents Thomas Jefferson and James Madison gathered at a ceremony to lay the cornerstone of Pavilion VII, the first

Along with its ambitious campaign to raise $3 billion in private resources,

structure at the University of Virginia.

the University of Virginia has set a goal for $400 million in future support

Just as this cornerstone provided the

through estate gifts. The Curry School of Education joins the University

foundation for the University’s first

in its Bequest Campaign with a $7.5 million objective.

building, the Cornerstone Society is

Gifts from the estates of our alumni, parents, and friends have always been

l ay i n g t h e g r o u n d w o r k f o r t h e University’s achievements in the decades ahead. The Cornerstone Society

an important source of support to the Curry School. Education profession-

comprises alumni, parents, and friends

als often give what they can during their lifetimes, but their most significant

who have made planned gifts to the

impact comes with a thoughtful bequest to the School.

University or its related foundations, including wills, living trusts, or retire-

These deferred gifts enable the Curry School to plan for the future with confidence, recognizing that resources will be available to achieve long-

ment plan assets; gifts of life insurance; charitable gift annuities; and charitable remainder trusts or lead trusts.

range goals. You can play a vital role in the Curry School’s success by establishing a bequest in your will or trust. Your bequest may be designated for a specific

Th ro ug h a b e -

purpose such as an endowed fund for a scholarship, fellowship, or faculty

quest in their wills

chair or may be left unrestricted to allow the Curry School of Education

Carolyn M. Callahan,

to direct funds where the need is greatest.

Commonwealth Professor and chair of the Department

By communicating your plans to the University, you will ensure that your

of Leadership,

philanthropic goals are met. Please let us know your intentions when you name the Curry School Foundation as a beneficiary of your estate.

Foundations, and Policy, and retired Curry faculty member, Michael S. Caldwell, will finance an

Estate gifts from retirement plans, wills, living trusts, and insurance policies

endowment for a graduate student fel-

are only a few of the gift planning options available. For more information,

lowship fund.

contact the professionals in the Office of Gift Planning. Please call 434.924.7306, toll-free 800.688.9882, or send an e-mail to giftplanning@

“ O u r c o m m i t m e n t to s u p p o r t graduate students stems from our own experiences as students. Our graduate Visit for easy-to-print brochures

educational programs were made

on the types of gift plans available.

possible by graduate assistantships that provided not only the necessary financial support, but also the opportunity to be actively involved in and learn from research programs. We see our gift as a m e a ns of giving to oth e r s th e opportunities afforded to us.”

Nonprofit Organization US Postage PAID Permit No. 50 Charlottesville, VA Curry School of Education Foundation, Inc. 405 Emmet Street South P.O. Box 400276 Charlottesville, VA 22904-4276

2008 Curry magazine  

The annual alumni magazine of the Curry School of Education

2008 Curry magazine  

The annual alumni magazine of the Curry School of Education