Elementary Education Bachelor of Arts in Education 2024
Elementary Education Bachelor of Arts in Education 2024
The Inquiry Showcase and Pinning Ceremony: Celebrating the Class of 2024 B.A.E., Elementary Education
The B.A.E. in Elementary Education at the University of Florida is an initial teacher preparation program that leads to professional certification in grades K-6 with Reading and ESOL endorsements. We partner with the Alachua County Public School district and P.K. Yonge Developmental Research School to prepare the next generation of teachers to be leaders in the creation of more equitable classroom experiences for all children they will serve throughout the entirety of their teaching careers. UF EduGators recognize that teaching is a complex, multi-faceted problem-solving activity that requires ongoing wondering, questioning, and data collection within the classroom in order to understand the impact of educational experiences on students and share those insights with others.
At the heart of inquiry is student learning. It provides opportunities for meaningful professional development experiences for interns and mentor teachers alike. We seek to support teachers who have an inquiry-oriented stance, consistently looking to examine their practice and its impact through classroom-based research. Interns, mentors, other veteran teachers, and teacher educators embody this inquiry-orientation in the teacher inquiry investigations that have been conducted throughout the past academic year and shared with you today.
The Annual Inquiry Showcase and Pinning Ceremony provides an opportunity to discuss inquiry investigations, celebrate accomplishments and generate a community of reflective practitioners to better the teaching/learning experiences of all students. Today, we celebrate the newest class of our Elementary Education program. We honor their achievements as we look forward with excitement towards the possibilities they bring to their future classrooms.
One of our goals is to continue to increase the size, scope and impact of this annual event in order to foster rich, intellectually engaging dialogue about classroom teaching and classroom based inquiry that can have a significant impact on how schools, teachers and teacher education are viewed. We invite you to join us in this effort as we seek to develop the best teachers that the state of Florida has to offer.
Schedule of Events
8:15 - 9:00 a.m. Registration and Networking
9:00 - 9:10 a.m.
9:20 – 9:55 a.m.
10:05 – 10:40 a.m.
10:50 – 11:25 a.m.
Welcome and Opening Remarks,
Dr. Tim Vetere, Program Coordinator
Concurrent Sessions I
Concurrent Sessions II
Concurrent Sessions III
11:35 – 12:00 p.m. Keynote Speaker,
Mrs. Brooke Whittington, 2023 Top 5 Finalist, Florida Teacher of the Year; 2023 Gilchrist County Teacher of the Year
12: 00 – 12:15 p.m. Showcase Closing and Pinning Ceremony
Norman Hall Conference Center
Norman Hall Conference Center
Norman Classrooms
Norman Classrooms
Norman Classrooms
Norman Hall Conference Center
Norman Hall Conference Center
Pins are provided through a generous donation by UF alumnus Dr. Larry Feldman (BAE, Elementary Education, ’72; MAE, Special Education, ’73)
Our keynote speaker appears courtesy of a generous donation by Virginia “Pep” Culpepper (B.A.E., Elementary Education, ‘64)
Concurrent Sessions I
9:20 – 9:55 a.m.
Intern: Caitlin Moyer
Room: NRN 1025
Mentor Teacher: Vanessa Lind
Internship Placement: Glen Springs Elementary School
Title: Morning Meetings in a Second-Grade Classroom.
Caitlin Moyer recognized that some of her students struggled with building peer relationships as well as engaging in classroom participation. She wondered how morning meetings would affect community building in her current classroom. She collected data during a five-week time period through various data collections, including field notes, reflections, and student interviews.
Intern: Ansleigh Webber
Mentor Teacher: Tiffany Powers
Internship Placement: Archer Elementary School
Title: Community Building Through Morning Meeting in a Third-grade Classroom
Ansleigh Webber was fascinated by the process of morning meeting within her thirdgrade classroom. This led her to wonder in what ways does morning meeting build classroom relationships and foster a strong classroom community? She collected data during a four-week time period through weekly observations and journaling, student surveys, and student interviews.
Intern: Leah Burklew
Mentor Teacher: Sara Bolton
Internship Placement: William S. Talbot Elementary School
Title: Effects of Implementing Morning Meetings in a 5th-Grade Classroom
Leah Burklew observed a lack of community among the students in her 5th-grade classroom. She wondered what would happen when morning meetings were implemented in the daily routine of her classroom. She collected data during a 5week time period through student surveys, student interviews, and a Mentor Teacher interview.
Intern: Alexis Sterling
Room: NRN 1029
Mentor Teacher: Heather Greist
Internship Placement: William S. Talbot Elementary School
Title: Integrating Daily Social-Emotional Mini Lessons in a Kindergarten Classroom
Alexis Sterling was noticing different emotions a student was experiencing towards expected social-emotional language and skills in a traditional classroom. These emotions ranged from frustrated and overwhelmed to dissociation. She wondered how introducing one-on-one mini lessons focused on social-emotional learning would affect the students development of social-emotional skills. She collected data during a three-week period from student surveys, student work samples, and daily reflective journal entries focused on observations of the students experiences in class.
Intern: Allison Burns
Mentor Teacher: Virginia Lewis
Internship Placement: William S. Talbot Elementary School
Title: The Impacts of Social-Emotional Mini-Lessons in a First-Grade Classroom
Allison Burns was experiencing a challenge in her first-grade classroom related to students' engagement in learning being interrupted as a result of students having difficulty regulating their emotions. She wondered how doing mini-lessons on socialemotional learning might impact students' understanding of their emotions and their ability to manage these emotions that sometimes disrupt their learning. She collected data during a four-week unit in pre- and post-intervention interview questions, student work samples, and a research journal.
Intern: Carly Whiteman
Mentor Teacher: Susie Quinones
Internship Placement: William S. Talbot Elementary School
Title: Social/Emotional Small Group Regulation for Kindergartners
Carly Whiteman was experiencing a tension with three students behaviors in her kindergarten classroom related to social and emotional regulation. She wondered how the implementation of a small group focused on social/emotional regulation would impact the behaviors of those students throughout the day. She collected data during a 6- week time period through pre/post surveys, reflective journals, and quantitative measures.
Room:
Intern: Zoey Varela-Castañeda
Mentor Teacher: Ellie Chenoweth
NRN 1033
Internship Placement: Newberry Elementary School
Title: Impact of Social-Emotional Mini-Lessons on Classroom Culture
Zoey Varela-Castañeda was experiencing a challenge in her second-grade classroom related to the manner in which students spoke to each other, specifically reprimands between peers. She wondered what teaching strategies can identify which students are experiencing peer reprimands, as well as what the relationship is between the implementation of targeted social-emotional mini-lessons and students' interpersonal relationships, specifically regarding peer reprimands. She collected data during a five-week period through field notes, student interviews, and student reflective journals.
Intern: Maia Calero
Mentor Teacher: Jennifer Smith
Internship Placement: Littlewood Elementary School
Title: The Impact of Afternoon Check-Ins in a 3rd Grade Class
Maia Calero was noticed that there was tension in peer relationships in her third grade classroom. She wondered how the implementation of afternoon check in would affect her classroom community. She collected data during a 4-week time period through field notes, reflective journals, and student artifacts.
Intern: Bailey Anderson
Mentor Teacher: Kristina Dorman
Internship Placement: Glen Springs Elementary School
Title: Promoting Positive Peer Relationships in a First Grade Classroom
Bailey Anderson was experiencing a tension in her first grade classroom related to peer interactions and their impact on the overall classroom culture. She wondered how the introduction of socio-emotional mini lessons focused on positive peer relationships would influence the way students interact in the classroom. She wanted to explore how incorporating these lessons into morning meetings would change the learning experience students have each day. She collected data during a 5-week time period through pre and post surveys, a reflective journal, and student reflections.
Intern: Lauren Phillips
Room: NRN 2025
Mentor Teacher: Carmen Krause
Internship Placement: Kimball Wiles Elementary School
Title: The Impact of Kindness in a First Grade Classroom
Lauren Phillips was curious about how to build relationships quickly and effectively in her mid-year placement change in her first grade classroom. She wondered what the relationship between a weekly kindness lesson and relationship building in a first grade classroom. She collected data during a 5-week time period through student artifacts, student interviews, reflections, and surveys.
Intern: Karina Rosillo
Mentor Teacher: Julie Griffis
Internship Placement: William S. Talbot Elementary School
Title: Supporting a First Grade Classroom Community Through Morning Meetings
Karina Rosillo was experiencing a challenge after switching placements mid-year and entering into a well-established first-grade classroom. She wondered about the ways the classroom community had been established and more specifically, the ways daily morning meetings supported the first-grade classroom community. She collected data during a 4-week time period through reflective journals, informal student interviews, and critical friends group feedback.
Intern: Chenelle Cobb
Mentor Teacher: Jessica Berger
Internship Placement: Carolyn Beatrice Parker Elementary School
Title: Beyond the One-Size-Fits-All: The Effects of Personalized Positive Reinforcement Strategies on a 2nd Grade Classroom
Chenelle Cobb was experiencing a dilemma with establishing connections with students in her newly assigned 2nd-grade classroom placement. She wondered: how can individualized positive feedback support fostering connections? She diligently collected data during a ten-week time period through journaling, surveys, and student samples.
Room:
NRN 2029
Intern: Morgan Tooke
Mentor Teacher: Kristen Dean
Internship Placement: William S. Talbot Elementary School
Title: Morning Meetings in a Fifth-grade English Language Arts and Social Studies Class
Morgan Tooke was experiencing tension regarding academic and social relationships in her fifth-grade classroom. She wondered if there was a relationship between morning meetings and engagement for positive student success academically and socially. Morgan collected data during a twelve-week time period through anonymous student sticky-note surveys, field notes, interviews, and quantitative measurements.
Intern: Chase Schoolcraft
Mentor Teacher: Caley Rappa
Internship Placement: P.K. Yonge Developmental Research School
Title: Morning Meetings and the Social Emotional Development of Kindergarteners
Chase Schoolcraft was observing different relationship dynamics during morning meeting. He wondered how morning meeting supports the social and emotional development of Kindergarten students. He collected data over a five week period using: weekly journals, observations, surveys, and student interviews.
Intern: Bella Addison
Mentor Teacher: Neal Haines
Internship Placement: P.K. Yonge Developmental Research School
Title: Peer Conversations in Math Problem-Solving
Bella Addison experienced a challenge in her third grade classroom related to problem solving in math. She wondered how daily peer conversations in a low stakes environment would affect her students math problem solving skills. With the introduction of five-minute math built into morning meeting, she collected data through student surveys, field notes, and audio recordings over a four-week period.
Concurrent Sessions II
10:05 –10:40 a.m.
Intern: Maddie Owens
Room: NRN 1025
Mentor Teacher: Kristina Belvin
Internship Placement: P.K. Yonge Developmental Research School
Title: Impacts of Anonymous Rubric-Based Grading for Students of Color
Maddie Owens was noticing a concerning trend in her 4th and 5th grade ELA classroom related to students of color having lower grades on assignments when compared to the whole class. She wondered if grading work anonymously using a criterion-referenced rubric would affect the grades of students of color. She collected data over four weeks through student work samples and teacher journals.
Intern: Narayani Pokhrel
Mentor Teacher: Charlotte Grace
Internship Placement: Littlewood Elementary School
Title: Using Visuals to Support ELA Instruction for English Language Learners
Narayani Pokhrel had questions about how English Language Learners experience English Language Arts instruction in her 5th grade internship classroom. She wondered how visual aids would support multilingual learners in English Language Arts. She collected data during a 3 week time period through a survey, class participation observations, exit tickets, as well as classwork and assessment scores.
Intern: Laney Stalcup
Mentor Teacher: Desiree DiPerna
Internship Placement: Myra Terwilliger Elementary School
Title: Examining Student Engagement In A Dual Language Immersion Program
Laney Stalcup was experiencing tensions in her first-grade Dual Language Immersion (DLI) classes related to the relationships among her students, the content, and the overall structure of the program. She wondered how a variety of different students from different backgrounds experience the DLI program. She collected data during a five-week unit through interviews (pre and post), reflective journals , and quantitative data.
Room:
NRN 1029
Intern: Akela Smith
Mentor Teacher: Steavi Ratliff
Internship Placement: Littlewood Elementary
Title: Can Brain Breaks Break the Cycle?: Integrating Brain Breaks in a 4th Grade Classroom
Akela Smith was experiencing students learning to regulate their emotions and focus levels in her 4th grade classroom. She wondered what happens directly before and after a brain break - particularly wondering how these occurrences affected concentration and mood. She collected data during a 4-week time period through February 12 to March 8, 2024.
Intern: Jaina Alban
Mentor Teacher: Deborah Gomes
Internship Placement: Chester Shell Elementary School
Title: The Effects of Implementing Brain Breaks Consistently in a 1st/2nd Grade Combination Class
Jaina Alban was experiencing challenges in her 1st/2nd-grade classroom related to engaging students in a productive, supportive classroom learning environment. She wondered how she could prepare students' brains to learn in a challenging combination class. She collected data during a four-week period through student surveys, classroom observations, student artifacts/work, and a reflective journal about the experience.
Intern: Olivia Clift
Mentor Teacher: Danielle Gould
Internship Placement: Meadowbrook Elementary School
Title: Implementing Verbal Attention-Grabbing Techniques During Transitions and Lesson Openers
Olivia Clift was experiencing a tension in her second-grade classroom related to effectively gathering student attention. She wondered what would happen when verbal attention-grabbing techniques were implemented during transitions and lesson openers. She collected data during a five-week time period through field notes, mentor teacher interviews, and reflective journals.
Room: NRN 1033
Intern: Savannah Jones
Mentor Teacher: Shellie McSwain
Internship Placement: Meadowbrook Elementary School
Title: Impact of Multi-Sensory Instruction on Student’s Academic Learning in the Kindergarten Classroom.
Savannah Jones noticed the difference in the kindergarten curriculum compared to other environmental settings. This classroom was made up of various multi-sensory learning aspects for students to engage in learning through different senses. This made her wonder how multi-sensory learning in whole-group reading instruction can support students’ academic learning in the kindergarten classroom. She collected data over a four-week period through methods such as gathering field notes, maintaining reflective journals, collecting student artifacts, and conducting informal student interviews.
Intern: LeeAnn Thuringer
Mentor Teacher: Sadie Gee
Internship Placement: William S. Talbot Elementary
Title: Movement and Engagement in Third Grade
LeeAnn Thuringer was struggling to teach her students effectively in her third-grade classroom related to so many of her students receiving accommodations for specific learning disabilities including ADHD. She wondered what the relationship is between physical movement and engagement. She collected data during a 3-week time period through surveys, student work samples, and audio note field journals.
Intern: Nataley Guetherman
Mentor Teacher: Sara Montgomery and John Bell
Internship Placement: P.K. Yonge Developmental Research School
Title: Content Related Songs and Kinesthetic Movements in a Sixth-Grade Math Classroom
Nataley Guetherman had an interest in increasing student engagement in the math classroom. She wondered how content related songs and kinesthetic movements would impact students in a sixth-grade math classroom. She collected data during a 4 week time period through pre and post inquiry surveys, student work samples, teacher created songs and movements, and song critic forms.
Intern: Grace Royal
Room: NRN 2025
Mentor Teacher: Noelle Spence-Thomas
Internship Placement: Littlewood Elementary School
Title: Competitive Games and Classroom Engagement
Grace Royal was experiencing a challenge in her fourth grade classroom related to student engagement and motivation in relation to instruction. She wondered what would student engagement look like to introduce competitive games into instruction and activity. She collected data during a six-week time period through interviews, surveys, field notes, and quantitative data (test scores, classwork grades, accuracy grades, etc.)
Intern: Serenity Jackson
Mentor Teacher: Danette Grueser
Internship Placement: William S. Talbot Elementary School
Title: Relationships Between Introducing Classroom Management Tools and Student Engagement in a Kindergarten Classroom.
Serenity Jackson was experiencing a challenge in her Kindergarten classroom related to student distractibility and motivation. She wondered if the introduction of classroom management tools, such as classroom bingo and mystery students, might impact overall student engagement and student ability to meet classroom expectations. She collected data during a five-week period through student work samples, noting student responses and discussions with her mentor teacher.
Intern: Cassidy Chaff
Mentor Teacher: Kelly Avery
Internship Placement: Alachua Elementary School
Title: Implementing Table Wars to Foster Students’ Learning
Cassidy Chaff saw a need for a new classroom management strategy that would also encourage student engagement. Cassidy started utilizing table wars several months ago, and has no intention of stopping. She finds that students participating in healthy competition is resulting in students grades improving, better engagement during lessons, and significantly better behavior.
Room:
NRN 2029
Intern: Krista Sodeika
Mentor Teacher: Jessica Bartnick
Internship Placement: William S. Talbot Elementary School
Title: Decoding and Encoding Instructional Strategies: Small-Group Intervention
Krista Sodeika was experiencing a challenge in her first-grade class related to the decoding and encoding abilities of three of her students. She wondered how the implementation of various encoding instructional strategies during small-group interventions could affect reading and spelling outcomes for these three students. To address this question, she collected data in small-group sessions that met for 15 minutes twice a week over the course of four weeks. She utilized a reflective journal, pretests, posttests, writing prompt scores, and spelling test data to assess the impact of the instructional strategies.
Intern: Kayla Savery
Mentor Teacher: Kelly Cacciabeve
Internship Placement: Lake Forest Elementary School
Title: Personalized Small-Group Phonics
Intervention with Third-Grade Students Currently Reading Below
Grade-Level
Kayla Savery was experiencing a challenge in one of her third-grade classes related to below grade-level reading proficiency. She wondered how her students might experience class-wide personalized small-group phonics intervention. She collected data during a 10-week time period through CORE Phonics pre- and postassessments, weekly progress monitoring records, detailed observation notes, and instructor/student interviews.
Intern: Jacqueline Kelley
Mentor Teacher: Courtney Beatty
Internship Placement: Carolyn Beatrice Parker Elementary School
Title: An Incentivized Take-Home Reading Program in a First Grade Classroom
Jacqueline Kelley was experiencing a challenge in her first grade classroom related to students engagement and comprehension when reading a text. She wondered how the introduction of an incentivized take-home reading program would impact those measures of reading. She collected data during a six-week period through student sticker charts, handwritten notes, and recording students comments about their experience.
Concurrent Sessions III
10:50 –11:25 a.m.
Intern: Cece Lindblom
Room: NRN 1025
Mentor Teacher: Michael Poole
Internship Placement: P. K. Yonge Developmental Research School
Title: Raising Students’ Self-Perceptions as Readers and Writers
Cece Lindblom was experiencing a challenge in her 6th grade ELA classroom related to students' self perceptions as readers and writers. She wondered what would happen when she facilitated mini lessons and individualized conferences focused on increasing her 6th grade ELA students' self-perceptions as readers and writers. She collected data during a 4 week time period through student surveys, student interviews, student essay grades, and reflection journal entries.
Intern: Avery Melendi
Mentor Teacher: Toni Johnson
Internship Placement: Glen Springs Elementary School
Title: Write Right!
Avery Melendi was experiencing a challenge in her Kindergarten classroom related to student writing. She wondered how to introduce correct writing format to students using direct instruction with explicit modeling. She collected data during a four week period through sample data writing and observation of the connections between process and product.
Intern: Kathryn Post
Mentor Teacher: Kimberly Wilson
Internship Placement: William S. Talbot Elementary School
Title: How Students Experience Explicit Instruction of Sight Word Spelling
Kathryn Post was experiencing lower spelling test scores in her second grade classroom related to a lack of explicit and interactive instruction during class time. She wondered what methods she could use to bring sight word spelling instruction into the classroom and how her students would experience each method. She collected data during a 5-week time period through student samples, resulting test scores, and an end of inquiry survey.
Intern: Lucas McGee
Room: NRN 1029
Mentor Teacher: Marion Mathis
Internship Placement: Glen Springs Elementary School
Title: Male-Identifying Teachers’ Reflections on Supporting Student Success
Lucas McGee was reflective of the ways his gender could be impacting his efficacy as a teacher to support student success. He wondered if he could gain advice, guidance, and strategies to support student success as a male teacher. He collected data by interviewing several male teachers of varying experience levels, ages, and grades and by keeping a teacher reflection journal himself of his experiences in the field.
Intern: Kailey Przepiora
Mentor Teacher: Samantha Bell
Internship Placement: Kimball Wiles Elementary School
Title: Impact of Using Manipulatives and Flexible Seating In A Kindergarten Classroom
Kailey Przepiora was experiencing a lack of engagement and motivation in her Kindergarten classroom related to math instruction. She wondered if physical manipulatives and/or flexible seating could cause a positive shift in the classroom environment. She collected data during a 4 week time period through daily informal reflective journaling, student surveys, and pre and post-inquiry student work samples.
Intern: Abigail Berlin
Mentor Teacher: Deanna Feagin
Internship Placement: High Springs Community School
Title: How the UDL Principle of Multiple Means of Engagement can increase the level of participation in academics for a second grade student with Autism Spectrum Disorder?
Abigail Berlin had a student in her 2nd grade placement with Autism Spectrum Disorder that she noticed had difficulty maintaining attention during instruction and in independent work time. She wondered how incorporating the UDL Principle of Multiple Means of Engagement into her teaching might increase the level of participation in academics for this student. She collected data during a six-week period through a running journal and student work.
Intern: Grace Douglas
Room: NRN 1033
Mentor Teacher: Kyna Frye
Internship Placement: Kimball Wiles Elementary 3rd grade
Title: Impact of Organizational Skills on Students Academic Focus
Grace Douglas was experiencing a tension in her 3rd grade classroom related to the constant messiness of her students desks and them wasting instructional time trying to locate their materials. She wondered if she could support her students to increase their organizational skills, if organizational skills had a relationship with their academic focus and how students would experience these efforts. She collected data during a six week time period through a researchers journal, adaptive mini lessons, pictures of students desks, and pre and post surveys.
Intern: Madison Cason
Mentor Teacher: Amy Hammond
Internship Placement: Glen Springs Elementary School
Title: The Relationship Between Student Self-Monitoring and their Academics/Engagement
Madison Cason was experiencing a dilemma in her third grade classroom related to students rushing and not fully engaging in their exit tickets for math. She wondered if having students reflect and record their score would make them more aware of their understanding and progress. She collected data during a five week time period through student interviews, student self-monitoring chart, and informal observations.
Intern: Devin Thrush
Mentor Teacher: Amy Nichols
Internship Placement: Kimball Wiles Elementary School
Title: Personal Story Sharing Time in Kindergarten
Devin Thrush was experiencing tension during instructional time due to unrelated callouts and stories from students in her kindergarten placement. She wondered what the relationship between a designated 'personal story sharing time' and students' focus throughout the school day was, and how they would experience this new initiative. Her data analysis determined that students positively experienced this initiative, but there were no discernible trends in the relationship between sharing time and focus during the school day.
Intern: Anna Wellman
Room: NRN 2025
Mentor Teacher: Natalie James
Internship Placement: P.K. Yonge Developmental Research School
Title: Implementing Points/Rewards Systems to Support Student Engagement in a First Grade Classroom
Anna Wellman was experiencing a challenge in her first grade classroom related to her role in supporting students' engagement. She wondered how she could use points/rewards systems to reinforce classroom expectations and increase student involvement throughout lessons. She collected data during an eight week time period through observing behaviors, implementing student surveys, and collecting student artifacts.
Intern: Madisyn Nail
Mentor Teacher: Kara Ryan
Internship Placement: Kimball Wiles Elementary School
Title: Examining Student Engagement in Third Grade
Madisyn Nail was experiencing tensions related to her students inconsistent engagement with academic lessons. She wanted to better understand how to facilitate and support her students' engagement. She collected data during a fiveweek time period though student surveys, student journals, teacher journals.
Intern: Taylor Tompkins
Mentor Teacher: Alexandra Walker
Internship Placement: Newberry Elementary School
Title: Reflective Behavior Journaling with Second-Grade Students
Taylor Tompkins was experiencing challenges in her second-grade classroom related to the occurrence of problematic behaviors. She wondered how the use of a reflective behavior journal might address and impact the number of occurrences of those behaviors from three specific students. She collected data during a four-week investigation using quantitative data collection, student artifacts, and student interviews.
Intern: Kelly Connelly
Room: NRN 2029
Mentor Teacher: Diana Diaz
Internship Placement: William S. Talbot Elementary School
Title: Implementing Productive Struggle Strategies in a First Grade Classroom
Kelly Connelly was experiencing challenges in her first grade classroom related to students emotional reactions to challenges in the classroom. She wondered how implementing various strategies to a small group of students might impact their ability to struggle productively. She collected data during a four-week unit through student surveys, a research journal, and student work samples.
Intern: Natalie Kempton
Mentor Teacher: Morgan Morales
Internship Placement: Archer Elementary School
Title: Positive Affirmations in a 4th-Grade ELA Class
Natalie Kempton was experiencing a challenge in her 4th grade English Language Arts classroom related to student's confidence. She wondered how the introduction of positive affirmations might impact student's confidence before taking tests and throughout the rest of their day. She collected data during a four-week period in weekly anonymous surveys, daily journal notes, student interviews, and student test scores.
Intern: Taylor Wentzell
Mentor Teacher: Amber Matts
Internship Placement: William S. Talbot Elementary School
Title: Relationships and Behaviors in a Kindergarten Classroom
Taylor Wentzell was facing a challenge in her Kindergarten classroom related to teacher-student relationships, opportunities for students to know their peers, and behaviors throughout the school day. She wondered if there was a way to create opportunities for students and teachers to get to know each other better and how they experience these opportunities. She collected data during an 9-week time period through field notes, student work, and reflective journals.
2024 BAE Graduates
We honor and welcome the following interns into the teaching profession:
Isabelle Addison
Jaina Alban
Bailey Anderson
Abigail Berlin
Leah Burklew
Allison Burns
Maia Calero
Madison Cason
Cassidy Chaff
Olivia Clift
Chenelle Cobb
Kelly Connelly
Grace Douglas
Nataley Guetherman
Serenity Jackson
Savannah Jones
Jacqueline Kelley
Natalie Kempton
Cecilie Lindblom
Lucas McGee
Avery Melendi
Caitlin Moyer
Madisyn Nail
Madison Owens
Lauren Phillips
Narayani Pokhrel
Kathryn Post
Kailey Przepiora
Karina Rosillo
Grace Royal
Kayla Savery
Chase Schoolcraft
Akela Smith
Krista Sodeika
Laney Stalcup
Alexis Sterling
Devin Thrush
LeeAnn Thuringer
Taylor Tompkins
Morgan Tooke
Zoey Varela-Castañeda
Ansleigh Webber
Anna Wellman
Taylor Wentzell
Carly Whiteman
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
Neal Haines, Deborah Gomes, Kristina Dorman, Deanna Feagin, Sara Bolton, Virginia Lewis, Jennifer Smith, Amy Hammond, Kelly Avery, Danielle Gould, Jessica Berger, Diana Diaz, Kyna
Frye, John Bell, Dannette Grueser, Shellie McSwain, Courtney Beatty, Morgan Morales, Michael Poole, Marion Mathis, Toni Johnson, Venessa Lind, Kara Ryan, Kristina Belvin, Carmen Krause, Charlotte
Grace, Kim Wilson, Julie Griffis, Noelle Spence-Thomas, Kelly
Cacciabeve, Caley Rappa, Steavi Ratliff, Jessica Bartnick, Desiree
DiPerna, Heather Greist, Amy
Nichols, Sadie Gee, Alexandrea Walker, Kristen Dean, Ellie
Chenoweth, Tiffany Powers, Jalea
Turner, Amber Matts, Susie
Quinones, Kailey Owens, Kristen Schendowich, Jenna Blumer,
Tiffany Thompson, Samantha Bell, Sara Montgomery, Jan Merritt
UF Supervisors
Richelle Ruiz, Valerie Freeman, Blanca Chavez, Cindy Naranjo, Shelley Therien, Kim Malphurs, Rebecca McDaniel, Ashley Purdy, Vicki Vescio, Caryn Finney, Leah Drake
Dean, College of Education
Glenn Good
Associate Deans, College of Education
Tom Dana, Senior Associate Dean of Operations
Elayne Colón, Associate Dean Academic and Student Affairs
Erica McCray, Associate Dean Personnel Affairs, Inclusive Excellence, and External Engagement
Thomasenia Adams, Associate Dean of Research and Faculty Development
UF School Directors
Alyson Adams, School of Teaching and Learning
Brian Marchman, P.K. Yonge Developmental Research School
Alachua County Public Schools Superintendent
Shane Andrew
Elementary Principals
Holly Burton, Libby Hartwell, Cory Tomlinson, Jennifer Roberson, Richard Bell, Sharon
Sailor, Lynn McNeill, Jim Kuhn, Tanya Floyd, Beth LeClear, Justin Russell, Laura Creamer, Christiana Robbins, Vicki
McAlhany, Elena Mayo, Tami Delaney, Stella Arduser, Edward Haukland, Christopher Beland, Heather Harbour, Katherine Munn, Anyana Stokes, Carrie Geiger
Elementary Education Program Coordinators
Timothy Vetere
Lina Burklew
COE Academic and Program Support
Robin Rossie
Lori Dassa
Kim Roberts
Sarah Nassoiy
UF Faculty Course Leads
Timothy Vetere, Chonika ColemanKing, Suzanne
Chapman, Caitie Gallingane, Amber Moss, Lina Burklew, Blake Beckett, Hyunyi Jung, Melissa Soto, Rose Pringle, Maya Israel, Elizabeth
Washington, David Herman, Danling Fu
2022-2024
Elementary Education Advisory Board
Amy Shockley, Jennifer Petit-Frere, Christopher Beland, Anyana Stokes, Jacquatte Rolle, Lina Burklew, Timothy Vetere, Diana Diaz, Tiana Richardson, Toni Johnson, Chonika ColemanKing, Beverley Finley