Inquiry Showcase and Pinning Ceremony
Elementary Education
Bachelor of Arts in Education
The Inquiry Showcase and Pinning Ceremony: Celebrating
the Class of 2025
B.A.E., Elementary Education
The Bachelor of Arts in Elementary Education at the University of Florida prepares future educators for professional certification in grades K–6, with endorsements in Reading and ESOL. Our program is built on strong partnerships with Alachua County Public Schools and P.K. Yonge Developmental Research School. Together, we prepare teachers who are ready to meet the challenges and opportunities of today’s classrooms.
At UF, we view teaching as a complex, evolving practice. It requires thoughtful planning, problem-solving, and reflection. Our EduGators are encouraged to approach teaching with curiosity—continually asking questions, collecting evidence, and examining the impact of their instruction to improve learning outcomes for their students.
Teacher inquiry is at the heart of this process. It creates space for ongoing professional growth and encourages collaboration between interns, mentor teachers, and faculty. The investigations shared today reflect months of focused effort, classroom exploration, and meaningful conversations about teaching and learning.
The Inquiry Showcase and Pinning Ceremony is an opportunity to highlight this work, recognize the accomplishments of our graduating seniors, and celebrate their readiness to enter the profession. As we honor this class, we look ahead with confidence in the contributions they will make in their future classrooms.
We’re excited to continue building this event each year to support thoughtful discussion around classroom practice and teacher learning. Thank you for joining us in celebrating the achievements of the next generation of Florida educators.
Schedule of Events
8:30 - 9:00 a.m. Registration and Networking
9:00 - 9:10 a.m. Welcome and Opening Remarks,
Dr. Tim Vetere-Earley, Program Coordinator
Norman Hall Conference Center
Norman Hall Conference Center
9:20 – 9:55 a.m. Concurrent Sessions I Norman Classrooms
10:05 – 10:40 a.m. Concurrent Sessions II Norman Classrooms
10:50 – 11:25 a.m. Concurrent Sessions III Norman Classrooms
11:35 – 12:00 p.m. Keynote Speaker, Jamie Suarez, 2025 Florida Teacher of the Year; Hernando County
12: 00 – 12:30 p.m. Showcase Closing and Pinning Ceremony
Norman Hall Conference Center
Norman Hall Conference Center
A Special Thank You to Our Distinguished Supporters
We extend our heartfelt gratitude to our Gator alumni:
Dr. Larry Feldman (B.A.E., Elementary Education, ‘72; M.A.E., Special Education, ‘73)
Virginia “Pep” Culpepper (B.A.E., Elementary Education, ‘64)
For their generous contributions in support of this year’s Inquiry Showcase and Pinning Ceremony. Your continued dedication to future educators is deeply appreciated and profoundly recognized.
Concurrent Sessions I 9:20 – 9:55 a.m.
Room: NRN 1025
Theme: Building Emotional Regulation Through Daily Classroom Practices
Intern: Kelsly Chatraw
Mentor Teacher: Kim Hampton
Internship Placement: Glen Springs Elementary School
Confronting the “Darkness Inside of Me”: Socio-Emotional Learning in a 4th Grade Inclusion Classroom
Kelsly Chatraw drew on her own childhood experience with anxiety to better understand the emotional needs of her 4th grade students. After noticing frequent emotional outbursts, she implemented a four-week social-emotional learning intervention focused on self-regulation. She collected data through journals, surveys, student work, and media. Her inquiry explored the intervention’s impact and implications for classroom practice.
Intern: Gloria Fernandez
Mentor Teacher: Jessica Berger
Internship Placement: Carolyn Beatrice Parker Elementary School
The Emotional Toolbox: Exploring the Impact of Emotional Regulation Strategies with a Second-Grade Student
Gloria Fernandez noticed a student struggling with emotional regulation in her secondgrade class and aimed to create a more supportive environment. She introduced a daily journal routine with emotional check-ins, calming strategies, and affirmations. Over five weeks, she collected data through observations and reflections. Her inquiry examined how structured routines can build emotional awareness and boost engagement.
Intern: Abby Vick
Mentor Teacher: Deanna Feagin
Internship Placement: High Springs Community School
Mindful Middays: A Check-In Project for Social-Emotional Growth
Abby Vick noticed challenges in her 1st and 2nd grade classroom related to peer relationships, behavior, and academic confidence. To address this, she introduced daily structured social-emotional learning sessions called “Midday Meet Ups.” Over three weeks, she gathered data through journal reflections, student surveys, interviews, and test scores. Her inquiry explored the impact of these meetups on classroom connection and student confidence.
Room: NRN 1029
Theme: Emotional Awareness & Self-Perception
Intern: Amanda Lieber
Internship Placement: Kimball Wiles Elementary School
Mentor Teacher: Claudia Snead
Understanding a Student’s Self-Perception
Amanda Lieber observed a kindergarten student struggling to express her thoughts clearly and wondered how the student perceived her own abilities. She focused on understanding how this impacted the student’s learning and relationships. Over three weeks, she collected data through field notes, interviews, and journal reflections. Her inquiry emphasizes the importance of recognizing student voice and identity in early education.
Intern: Katheryne McKinney
Internship Placement: William S. Talbot Elementary School
Mentor Teacher: Kimberly Wilson
Social-Emotional Learning in a Second-Grade Classroom
Katheryne McKinney recognized tensions in her second-grade class affecting students’ social-emotional relationships. She questioned how this impacted the classroom community and students’ ability to express themselves. Over five weeks, she gathered data through surveys, class discussions, behavior charts, check-ins, a mentor interview, and her research journal. Her inquiry focused on understanding the link between social-emotional dynamics and student engagement.
Intern: Sarah Weber
Internship Placement: William S. Talbot Elementary School
Mentor Teacher: Susan Quinones
Supporting Emotional Regulation Through SEL Strategies in a Kindergarten Classroom
Sarah Weber identified several kindergarten students struggling with emotional regulation, affecting their peer interactions and academic focus. Over four weeks, she introduced the Zones of Regulation, mindfulness activities, and SEL into her teaching. Using journals, check-ins, and informal interviews, she found students began naming emotions, using selfregulation strategies, and improving peer relationships. Her inquiry shows how developmentally appropriate SEL can foster emotional growth in early childhood.
Room: NRN 1033
Theme: Proactive Supports for Learner Attention & Behavior
Intern: Madison McDaniel
Internship Placement: Newberry Elementary School
Mentor Teacher: Jamie Roosenraad
Enhancing Behavior Management Strategies in a 2nd Grade Inclusion Classroom: A Proactive Approach
Madison McDaniel addressed attention and behavior challenges in her secondgrade inclusion class using proactive strategies based on Universal Design for Learning (UDL). She implemented movement breaks, clear expectations, and positive reinforcement to support diverse learners. Through observations, student check-ins, and feedback, she identified effective practices for creating a more inclusive environment.
Intern: Helen Kreinbihl
Internship Placement: Lawton Chiles Elementary School
Mentor Teacher: Amy Smith
Inclusive Classroom Strategies in a 2nd
Grade Classroom
Helen Kreinbihl noticed disruptive behaviors in her second-grade classroom, particularly among students with ADHD. She investigated how embedding supportive strategies into daily routines could reduce disruptions and support inclusion. Over 11 weeks, she gathered data through interviews, field notes, and behavior tracking. Her inquiry emphasizes proactive, integrated approaches to managing behavior while preserving instructional time.
Intern: Alana Walter-Cano
Internship Placement: Meadowbrook Elementary School
Mentor Teacher: Danielle Gould
Implementing Socializing Opportunities for a Student with Attention Differences
Alana Walter-Cano noticed a second-grade student struggling with focus and participation during lessons. She wondered if incorporating daily collaboration strategies could channel the student’s social nature into increased engagement. To explore this, she used pre- and post-surveys, a mentor teacher interview, student work samples, and daily reflection journals.
Room: NRN 2025
Theme: Classroom Community & Belonging
Intern: Emma Hinson
Internship Placement: Kimball Wiles Elementary School
Mentor Teacher: Carmen Krause
Building Classroom Community to Support Student Behavior and Engagement
Emma Hinson implemented community-building activities in response to behavioral challenges that arose after a new student joined her class. Over five weeks, she used student surveys, behavior tallies, and reflective journaling to examine how these strategies influenced class dynamics. Her findings suggest that fostering a sense of community improves both behavior and student participation.
Intern: Mariana Gomez
Internship Placement: Lake Forest Elementary School
Mentor Teacher: Katrina Merriex
Building Belonging: The Role of Student/Teacher Relationships in Supporting Transfer Students in Kindergarten
Mariana Gomez focused on how student/teacher relationships affect the adjustment of transfer students in her kindergarten classroom. Working closely with one student who joined mid-year, she observed how trust-based connections influenced the student’s comfort and engagement. She collected data through journaling, observations, and student interaction analysis. Her inquiry demonstrates how strong teacher-student relationships foster belonging and security in early learners.
Intern: Elise Overfield
Internship Placement: Littlewood Elementary School
Mentor Teacher: Noelle Spence-Thomas
Supporting New Students to Build Relationships Through Group Activities in a FifthGrade Classroom
Elise Overfield noticed an increase in new student enrollments in her fifth-grade class and sought ways to ease their transition. She implemented structured group activities to foster peer relationships and social integration. Over four weeks, she collected field notes, reflective journal entries, and lesson artifacts. Her inquiry suggests that collaborative learning structures can support classroom belonging for new students.
Room: NRN 2029
Theme: Student/Teacher Relationships & Connection
Intern: McKayla Janetos
Internship Placement: Archer Elementary School
Mentor Teacher: Tiffany Powers
Student/Teacher Relationship Building in a Third-Grade Magnet Class
McKayla Janetos focused on fostering a positive relationship with a new student who joined her classroom mid-year and appeared to struggle with the transition. She explored how intentional relationship-building strategies could support the student’s emotional well-being and classroom engagement. Over six weeks, she collected data through surveys, observations, journal reflections, and recorded conversations. Her inquiry highlights how individualized support can ease transitions and increase student success.
Intern: Grace Jordan
Internship Placement: Glen Springs Elementary School
Mentor Teacher: Kristina Dorman
Building Positive, Trusting Relationships to Resolve Conflict
Grace Jordan observed that students frequently sought adult intervention for peer conflicts in her elementary classroom. She wondered how strategies that promote independence in conflict resolution might reduce reliance on teacher mediation. Over a four-week unit, she collected data through observations, student reflections, and visual supports. Her inquiry illustrates how intentional relationship-building fosters student autonomy and peer accountability.
Intern: Sydney Morgan
Internship Placement: Hidden Oak Elementary School
Mentor Teacher: Haley Courts
Positive Relationships in the Classroom
Sydney Morgan explored how positive student/teacher relationships influence academic outcomes and classroom climate in a fifth-grade setting. She collected student surveys, journal reflections, and growth data over four weeks. Her inquiry supports the idea that strong, respectful relationships can promote motivation and academic success. It highlights the importance of connection in upper elementary learning environments.
Concurrent Sessions II 10:05 –10:40 a.m.
Room: NRN 1025
Theme: Personalized Supports for Student Engagement
Intern: Grace Parker
Internship Placement: High Springs Community School
Mentor Teacher: Leigh Wheeler
The Impact of Interventions on Student Engagement
Grace Parker observed that some first-grade students struggled with focus and behavior, which hindered their engagement in learning. She introduced targeted interventions tailored to individual needs. She collected student work, field notes, and video reflections over a two-week period. Her findings suggest that responsive intervention strategies can boost active participation.
Intern: Reagan Kennedy
Internship Placement: Glen Springs Elementary School
Mentor Teacher: Cynthia Hilling
Supporting Student Engagement through Reflective Teaching
Reagan Kennedy noticed persistent disengagement from one student in her secondgrade classroom and wondered how reflective teaching might support reengagement. She implemented new strategies over four weeks, documenting her process through a reflective journal, field notes, student work, daily check-ins, and interviews. Her inquiry highlights the impact of teacher reflection and responsiveness in re-engaging students in learning.
Intern: Caroline Bright
Internship Placement: Kimball Wiles Elementary School
Mentor Teacher: Kyna Frye
Responding to a Student’s Anxiety in a Third-Grade Classroom
Caroline Bright examined how relationship-building could support a third-grade student experiencing frequent anxiety. She gathered data over five weeks through reflective journaling, field notes, and interviews. By fostering trust and consistent communication, she noted a reduction in the student’s anxiety-related behaviors. Her inquiry illustrates how intentional teacher-student relationships can support emotional well-being and engagement.
Room: NRN 1029
Theme: Designing Lessons to Promote Learner Engagement
Intern: Katelyn Jennings
Internship Placement: Archer Elementary School
Mentor Teacher: Jess Bailey
Promoting Engagement within a Third-Grade Classroom Using UDL Guidelines
Katelyn Jennings explored whether promoting choice and incorporating joy and play could increase student engagement in her third-grade classroom. She implemented Universal Design for Learning (UDL) principles over a four-week unit and gathered data through student surveys, reflective journaling, and visual documentation. Her inquiry suggests that student autonomy and playful learning opportunities enhance motivation and investment in academic tasks.
Intern: Natalie Williams
Internship Placement: William S. Talbot Elementary School
Mentor Teacher: Jessica Bartnick
Book Clubs: The Impact on Literacy Skills and Motivation
Natalie Williams noticed that in her first-grade classroom, nearly a third of students were below grade level in phonics, fluency, and vocabulary. She also noticed that students had little to no motivation for reading, and rarely interacted with with texts without assessment. She wondered how a low-stakes book-club could improve these foundational reading skills and reinforce motivation and confidence in students' reading. She collected data during a three-week period through surveys, interviews, field notes, and diagnostic data.
Intern: Lindsey Giedd
Internship Placement: William S. Talbot Elementary School
Mentor Teacher: Danette Grueser
Exploring Strategies for Enhancing Student Engagement in Kindergarten
Lindsey Giedd sought to increase engagement during whole-group lessons in her kindergarten classroom. She implemented various instructional strategies over four weeks and tracked student response using participation observations, surveys, and reflective journals. Her inquiry supports the value of varied and interactive instructional methods for maintaining attention and enthusiasm in early learners.
Room: NRN 1033
Theme: Student-Centered Strategies for Reading Support
Intern: Sarah Baugher
Internship Placement: Glen Springs Elementary School
Mentor Teacher: Marion Mathis
Increasing Student Engagement in Reading Interventions: Using Technology and Non-Tech Methods
Sarah Baugher investigated whether offering students choices between tech-based and non-tech reading tools would enhance engagement in third-grade reading interventions. She implemented a range of materials and strategies over six months, collecting data through surveys, observations, and student work samples. Her findings indicate that giving students a voice in how they learn increased motivation and improved reading confidence. This inquiry underscores the value of differentiated support in early literacy development.
Intern: Madisyn Walsh
Internship Placement: Lawton Chiles Elementary School
Mentor Teacher: Renai Sparrow
Strengthening Reading Comprehension Through Guardian Involvement: Exploring the Impact of Take-Home and Digital Newsletters in a Third-Grade Classroom
Madisyn Walsh explored how increasing home-school communication might improve reading comprehension in students with limited guardian involvement. She implemented weekly newsletters over five weeks and collected surveys, benchmark scores, and student reflections. Her inquiry suggests that consistent, inclusive communication with families can positively affect literacy outcomes and engagement.
Intern: Julia Walker
Internship Placement: Littlewood Elementary School
Mentor Teacher: Jennifer Smith
Examining Student Experiences in Reading Instruction in a Third-Grade Small Group
Julia Walker focused on a small group of third-grade students who were struggling with reading comprehension. She implemented differentiated strategies and examined how their experiences varied between small and whole-group instruction. She gathered data through surveys, work samples, and observations over five weeks. Her inquiry emphasizes the value of differentiated instruction and reflective practice in literacy education.
Room: NRN 2025
Theme: Technology, Confidence, & Testing
Intern: Brody Mott
Internship Placement: Lawton Chiles Elementary School
Mentor Teacher: Emily Taylor
Test-Taking Confidence in Fifth Grade
Brody Mott observed a student’s test score spike when taking a test in an environment different from previous tests. He wondered how test taking environments affected his student. Over three weeks he collected data through observations, interviews, and test scores. His inquiry sheds light on how the environment that a student takes a test in can affect a student’s performance.
Intern: Katie Green
Internship Placement: High Springs Community School
Mentor Teacher: Jennifer Bassett
Online Testing in Third Grade
Katie Green explored how students and teachers experience online versus paperbased testing in a third-grade classroom. She collected data over three weeks through surveys, interviews, and test performance comparisons. Her findings revealed preferences and challenges that can inform testing practices and support more equitable assessment environments.
Intern: Cecilia (Ceci) Vincent
Internship Placement: High Springs Community School
Mentor Teacher: Meagan Hayley
Using Generative AI to Create Reading Intervention Materials
Ceci Vincent explored how AI-generated, interest-based reading materials might support third-grade students struggling with comprehension. She implemented AIcurated texts over five weeks and gathered student surveys, formative assessments, and reflections. Her inquiry examines how personalized materials created with technology can boost engagement and skill development in reading.
Room: NRN 2029
Theme: Promoting Growth Through Collaborative Learning
Intern: Carly Miller
Internship Placement: Carolyn Beatrice Parker Elementary School
Mentor Teacher: Courtney Beatty
Supporting Student Collaboration in Heterogeneous Small Groups in a First-Grade Classroom
Carly Miller focused on improving academic collaboration among students of different ability levels in her first-grade class. She introduced strategies to support group work and inclusivity over two weeks. Data included informal interviews, observations, and journaling. Her inquiry illustrates how purposeful grouping can foster peer learning and equity.
Intern: Emma Crail
Internship Placement: Carolyn Beatrice Parker Elementary School
Mentor Teacher: Allison Crowson
Navigating Early Childhood Peer Dynamics in Collaborative Learning
Emma Crail observed frequent conflicts during group work in her first-grade classroom and introduced targeted SEL strategies to support teamwork. Over seven weeks, she implemented lessons focused on communication, conflict resolution, and collaboration. She collected data through surveys, reflection journals, and student feedback. Her inquiry highlights the role of structured SEL in developing young learners’ interpersonal skills.
Intern: Elizabeth Soncrant
Internship Placement: P.K. Yonge Developmental Research School
Mentor Teacher: Joshua Hammond
The Effect of Cooperative Learning Strategies on Behavior and Academic Achievement in a Fourth-Grade Classroom
Elizabeth Soncrant noticed excessive talking and disengagement during math instruction in her fourth-grade classroom. She introduced cooperative learning strategies and documented behavioral and academic outcomes. Over four weeks, she collected surveys, teacher reflections, and real-time observations. Her inquiry highlights how channeling students’ social tendencies can lead to more focused and productive learning.
Concurrent Sessions III
10:50 –11:25 a.m.
Room: NRN 1025
Theme: Building Social-Emotional Skills in Early Childhood
Intern: Sofia Appesatto
Internship Placement: Myra A. Terwilliger Elementary School
Mentor Teacher: Desiree DiPerna
An Early Start to the Lifelong Journey of Developing Empathy: Empathy Teachings in a First Grade Dual Language Immersion Classroom
Sofia Appesatto explored how teaching empathy could improve peer relationships in her first-grade dual language immersion classroom. She implemented whole-group mini-lessons focused on empathy and observed student interactions over a three-week period. Through field notes and reflective journaling, she examined shifts in how multilingual learners and native English speakers collaborated during partner work. Her findings suggest that empathy instruction can build stronger peer connections in early childhood classrooms.
Intern: Kaleigh Pyatt
Internship Placement: W. W. Irby Elementary School
Mentor Teacher: Valerie McMahon
One-on-One Support Strategies to Promote Social and Emotional Growth with a Kindergartener with Autism Spectrum Disorder
Kaleigh Pyatt focused on helping a kindergartener with ASD improve engagement and peer interaction. She implemented social-emotional interventions and tracked behavioral progress through observation and interval recordings. Data collected over four weeks included pre- and post-surveys, supporting evidence of growth in regulation and socialization. Her inquiry supports the need for tailored emotional supports in inclusive classrooms.
Intern: Samantha Menendez
Internship Placement: P.K. Yonge Developmental Research School
Mentor Teacher: Amery VanDeGrift
Making Connections: Using SEL Activities During Morning Meeting in the Second-Grade Classroom
Samantha Menendez sought to strengthen self-regulation and peer relationships in a second-grade classroom with low emotional awareness. She introduced SEL activities during morning meetings over several weeks. Using teacher journals, field notes, and student input, she tracked how students responded to the strategies. Her findings highlight how daily SEL practices can build meaningful classroom connections.
Room: NRN 1029
Theme: Innovative Instructional Strategies for Learner Engagement
Intern: Ethan Chighizola
Internship Placement: Lawton Chiles Elementary School
Mentor Teacher: Melissa Simpson
Creativity in the Classroom
Ethan Chighizola explored differing perceptions of creativity between teachers and students in a fifth-grade reading and social studies setting. Through interviews and student focus groups, they examined whether a disconnect existed in how creativity is defined and supported in classrooms. Their findings suggest that fostering open dialogue about creativity can help align instructional goals with student experiences.
Intern: Lillian Unger
Internship Placement: P.K. Yonge Developmental Research School
Mentor Teacher: Neal Haines
Arts Integration in the General Education Classroom
Lillian Unger investigated how integrating arts-based activities into core curriculum could improve engagement, particularly for one student with Oppositional Defiant Disorder. Over eight weeks, she collected journal entries, work samples, photos, and survey responses. She observed how creative outlets impacted individual and group engagement. Her inquiry highlights arts integration as a powerful tool for inclusive instruction.
Intern: Hana Ali
Internship Placement: William S. Talbot Elementary School
Mentor Teacher: Diana Diaz
Gamified Learning in a First-Grade Comprehension Small Group
Hana Ali explored how gamified learning could enhance engagement in a first-grade comprehension intervention group. Noticing limited enthusiasm in traditional instruction, she introduced interactive, game-based strategies over a four-week period. She collected data through student test scores, surveys, and daily observations. Her inquiry highlights the potential for gamification to increase student motivation and participation in small group literacy lessons.
Room: NRN 1033
Theme: Creating Supportive Classroom Environments
Intern: Annie Freedman
Internship Placement: Lawton Chiles Elementary School
Mentor Teacher: Katie Martin Gueimunde
Examining My Fifth Grade Classroom: We Are Products of Our Environment
Annie Freedman examined the afternoon behaviors of her fifth-grade students and considered how classroom environment influences engagement. She gathered data through journaling, surveys, and one-on-one conversations. Her findings suggest that creating a calm and structured atmosphere positively affected student behavior and productivity.
Intern: Valerie Taran
Internship Placement: Littlewood Elementary School
Mentor Teacher: Steavi Ratliff
Shifting Mindsets, Shifting Outcomes: Using Growth Mindset to Support Student Engagement
Valerie Taran explored how fostering a growth mindset could impact participation and motivation in a fourth-grade reading group. She introduced teacher-supported mindset strategies in small group lessons and measured engagement over a threeweek period. Data sources included surveys, field notes, and reflection. Her inquiry shows that mindset coaching can enhance student confidence and effort.
Intern Breanna Geary
Internship Placement: Meadowbrook Elementary School
Mentor Teacher: Jennifer Singleton
Minimizing Interruptions in a fifth-grade classroom
Breanna Geary was experiencing a challenge in one of her fifth-grade departmentalized math and science classes related to the number of interruptions during instruction. She wondered how her class would experience a strategy intended to minimize interruptions during instruction. She collected data during a two-week unit in student surveys, a reflective journal, and quantitative data counting the daily number of interruptions.
Room: NRN 2025
Theme: Fostering Emotional Independence
Intern: Shyenne Jacobs
Internship Placement: William S. Talbot Elementary School
Mentor Teacher: Julie Griffis
Nurturing Leadership: Cultivating Self-Awareness and Positive Engagement in a First Grader
Shyenne Jacobs observed challenges in her first-grade classroom involving a student identified as gifted, who frequently led discussions in ways that disrupted the flow of learning and affected peer interactions. She explored how to support the student in developing greater self-awareness and understanding the impact of their behavior on the classroom community, while encouraging positive ways to engage their enthusiasm and abilities. Over five weeks, she collected data through interviews, surveys, field notes, and a teacher reflection journal. Her inquiry focused on fostering individual growth and promoting a supportive, collaborative learning environment for all students.
Intern: Christine Carbajal
Internship Placement: P. K. Yonge Developmental Research School
Mentor Teacher: Gabrielle Amirin
More Than a Label: Supporting Student Growth Through Personalized Strategies
Christine Carbajal worked with a third-grade student who struggled with emotional regulation and self-esteem. She introduced daily affirmations and personalized strategies to help the student reframe self-perception. Over four weeks, she collected data through surveys, interviews, and field notes. Her inquiry demonstrates the power of affirming practices in promoting student growth and resilience.
2025 BAE Graduates
We honor and welcome the following interns into the teaching profession:
Hana Ali
Sofia Appesatto
Sarah Baugher
Caroline Bright*
Christine Carbajal
Kelsly Chatraw
Ethan Chighizola
Emma Crail
Gloria Fernandez
Annie Freedman
Breanna Geary
Lindsey Giedd
Mariana Gomez
Katie Green
Emma Hinson
Shyenne Jacobs
McKayla Janetos
Katelyn Jennings
Grace Jordan
Reagan Kennedy
Helen Kreinbihl
Amanda Lieber
Madison McDaniel
Katheryne McKinney
Samantha Menendez
Carly Miller
Sydney Morgan
Brody Mott
Elise Overfield
Grace Parker
Kaleigh Pyatt
Elizabeth Soncrant*
Valerie Taran*
Lillian Unger
Abby Vick
Cecilia Vincent
Julia Walker
Madisyn Walsh
Alana Walter-Cano
Sarah Weber
Natalie Williams
*Denotes completion of a High Honors Undergraduate Thesis
We are deeply grateful to all of the following individuals for their ongoing support of the inquiry process and the planning of this inquiry conference.
Mentor Teachers
Mayte Ambite-Calvo, Gabby Amirin, Sara Ashby, Jessica Bailey, Jessica Bartnick, Jennifer Bassett, Courtney Beatty, Jessica Berger, Haley Courts, Allison Crowson, Diana Diaz, Desiree Diperna, Kristina Dorman, Deanna Feagin, Kyna Frye, Danielle Gould, Julie Griffis, Danette Grueser, Neal Haines, Josh Hammond, Kim Hampton, Meagan Hayley, Cynthia Hilling, Carmen Krause, Katie Martin Gueimunde, Marion Mathis, Valerie McMahon, Katrina Merriex, Tiffany Powers, Susie Quinones, Steavi Ratliff, Jaime Roosenraad, Melissa Simpson, Jennifer Singleton, Amy Smith, Jennifer Smith, Claudia Snead, Renai Sparrow, Noelle Spence-Thomas, Emily Taylor, Amery Vandergrift, Leigh Wheeler, Kim Wilson
UF Supervisors
Meredith Cunningham, Leah Drake, Caryn Finney, Valerie Freeman, Annie Henley, Shelley Therien, Cindy Naranjo, Vicki Vescio
Dean, College of Education
Glenn Good
Associate Deans, College of Education
Thomasenia Adams, Associate Dean of Research and Faculty Development
Elayne Colón, Associate Dean Academic and Student Affairs
Erica McCray, Associate Dean Personnel Affairs & Community Engagement
COE School Directors
Alyson Adams, School of Teaching and Learning
Lynda Hayes, P.K. Yonge Developmental Research School (interim)
Alachua County Public Schools Superintendent Kamela Patton (interim)
Elementary Principals
Holly Burton, Libby Hartwell, Christiana Robbins, Jennifer Roberson, Richard Bell, Sharon Sailor, Heather Harbour, Erica Warring, Tanya Floyd, Beth LeClear, Justin Russell, Laura Creamer, Tony Oglesby, Emery Bishop, Elena Mayo, Tami Delaney, Stella Arduser, Ed Haukland, Christopher Beland, Vicki McAlhany, Katherine Munn, Anyana Stokes, Ashley Pennypacker-Hill
Elementary Education Program Coordinators
Tim Vetere-Earley
Blake Beckett
Lina Burklew
COE Academic and Program Support
Robin Rossie
Lori Dassa
Kim Roberts
Sarah Nassoiy
UF Faculty Course Leads
Tim Vetere-Earley, Chonika ColemanKing, Caitie Gallingane, Amber Moss, Lina Burklew, Blake Beckett, Melissa Soto, Kent Crippen, Maya Israel, Elizabeth Washington, David Herman, Brady Nash
2023-2025
Elementary Education Advisory Board
Amy Shockley, Tiana Richardson, Laurie Bauer, Christopher Beland, Toni Johnson, Diana Diaz, Blake Beckett, Lina Burklew, Tim Vetere-Earley, Anyana Stokes