Began Doctoral Fellowship: Fall 2012
Program Area & Faculty Mentor: Science Education; working with Dr. Rose Pringle.
Primary Research Interests: Effective pedagogy for culturally diverse learners; teacher professional development; how students learn science.
Began Doctoral Fellowship: Fall 2010
Program Area: Curriculum, Teaching, & Teacher Education; working with Dr. Dorene Ross
Primary Research Interests: Black education; African American history and pedagogy; community based research methods; educational organizing.
Courses Taught at UF: EDG 4930, “Race and Education”
Recent Conference Paper Presentation: Melanie Acosta & Diedre Houchen, “Seeing the Invisible: Whiteness in Teacher Education, a Critical Race Theory Perspective.” University of Florida Center for the Study of Race and Race Relations Brown Bag. April 2012.
Recent Scholarly Publication: Diedre Houchen, “Stakes is High: Culturally Relevant Practitioner Inquiry with African American High School Students Struggling to Pass Secondary Reading Exit Exams,” Urban Education (in press).
Began Doctoral Fellowship: Fall 2009.
Program Area & Faculty Mentor: Curriculum, Teaching, and Teacher Education; working with Dr. Elizabeth Bondy.
Primary Research Interests: Teaching and learning in high poverty settings; teacher professional development; and teaching for social justice.
Courses Taught at UF: EDE 6225, “Practices of Childhood Education”
Recent Conference Paper Presentation: Elizabeth Bondy, Elyse Hambacher, Desirae Krell, Amy Murphy, & Rachel Wokenhaur, “Teaching for Social Justice: A Job-embedded Online Course with Practicing Educators.” The Association of Teacher Educators conference (ATE). San Antonio, TX. February 2012.
Recent Scholarly Publication: Elizabeth Bondy, Dorene Ross, Elyse Hambacher & Melanie Acosta, “Becoming Warm Demanders: Perspectives and Practices of First-Year Teachers,” Urban Education (in press).
Began Doctoral Fellowship: Fall 2012
Program Area & Faculty Mentor: Curriculum, Teaching, & Teacher Education; working with Dr. Dorene Ross.
Primary Research Interests: Critical teaching and teacher education; practitioner research inquiry; history of education; critical social studies education.
Courses Taught at UF: EDF 5552, “The Role of School in a Democratic Society”; EDF 3514/AMH 3931, “History of American Education.”
Began Doctoral Fellowship: Fall 2008.
Program Area & Faculty Mentor: Curriculum and Instruction, studying the History of Education; working with Dr. Sevan Terzian.
Primary Research Interests: The history of LGBTQ students in higher education, particularly in terms of their activism.
Courses Taught at UF: EDF 3514/AMH 3931: “History of American Education.”
Recent Conference Paper Presentation: Jessica Clawson, “Drag and the Pedagogy of Silence: Performance and Gender in the Queer Student Movement.” The American Educational Research Association. Vancouver, Canada. April 2012.
Recent Scholarly Publication: Jessica Clawson, “Administrative Recalcitrance and Government Intervention: Desegregation at the University of Florida, 1962-1972,” The Florida Historical Quarterly 89 (Winter 2011): 347-374.
Began Doctoral Fellowship: Fall 2006.
Program Area & Faculty Mentor: Bilingual/ESOL Education; working with Dr. Ester de Jong.
Primary Research Interests: Language ideology, policy and practice regarding bilingualism in English and heritage language of culturally and linguistically diverse (CLD) students in the US.
Courses Taught at UF: TSL 3526, “ESOL Foundations: Language and Culture in Elementary Classrooms.” TSL 5142, “ESOL Curriculum, Methods and Assessment.”
Recent Conference Paper Presentation: Seongah Byeon, “Language Learner Observation Project: Analyzing English Language Learners (ELLs) for Instructional Planning.” The 43rd Annual Conference of California Teachers of English to Speakers of Other Languages (CATESOL). Oakland, CA. April 2012.
Recent Scholarly Publication: Seongah Byeon, “Literacy Development: A Holistic Perspective of School, Community, and Home,” Sunshine State TESOL of Florida Journal 10 (1) (2011): 28-38.
Began Doctoral Fellowship: Fall 2010
Program Area: Mathematics Education; working with Dr. Tim Jacobbe
Primary Research Interests: Preservice teachers’ mathematical content knowledge; formative assessment and its role in teaching for understanding.
Courses Taught at UF: EDG 4930, “Mathematics Content for Elementary Teachers.”
Began Doctoral Fellowship: Fall 2010
Program Area: Science Education; working with Dr. Kent Crippen and Dr. Elizabeth Bondy
Primary Research Interests: Creating culturally responsive secondary science teachers through ongoing professional development.
Courses Taught at UF: SCE 4310, “Elementary Science Methods for the Inclusive Classroom”; SCE 6117, “Science Education in the Elementary School.”
Recent Conference Presentation: Julie Brown, “Cultural Relevance in High School Biology: Exploring Students’ Scientific Understandings and Dispositions.” The National Association of Research in Science Teaching (NARST). Indianapolis, IN. March 2012.
Recent Scholarly Publication: Michelle Klosterman, Troy Sadler, & Julie Brown, “Science teachers’ use of mass media to address socio-scientific issues and sustainability,” Research in Science Education 42 (January 2012): 51-74.
Began Doctoral Fellowship: Summer 2009.
Program Area & Faculty Mentor: ESOL/Bilingual Education; working with Dr. Ester de Jong
Primary Research Interests: Bilingual Education—two-way immersion programs and academic language.
Courses Taught at UF: TSL 4324, “ESOL Strategies for Content Area Teachers”
Recent Conference Paper Presentation: Mary-Anne Primack, Timothy Barko, & Katherine Barko-Alva, “Staying the Course: Notions of Transition and Retention in UF Students through Photo-Visual Representation.” Presented at the International Congress of Qualitative Inquiry. Urbana-Champaign, IL. May 2011.
Welcome to the School of Teaching and Learning in the College of Education at the University of Florida. I’m Elizabeth Bondy, the Director of the school.
We have about 1400 students and 40 faculty in the school, and we offer online and traditional baccalaureate, masters, specialist, and doctoral degrees in a research intensive environment. Our programs include elementary and secondary teacher preparation, and ten specialization areas within the broad field of curriculum and instruction.
We’re proud to have our elementary and curriculum and instruction program areas ranked in the top 20 by U.S. News and World Report. You’ll learn more about the programs on this website.
The School of Teaching and Learning is a busy, strong, welcoming community of scholars. We invite you to learn more about us, our research, and our programs.
Rose Pringle is the Co-Principal Investigator on a National Science Foundation grant designed to transform science teaching and learning in middle schools. The grant, known as U-FUTuRES (University of Florida Unites Teachers to Reform Education in Science), will accomplish this by training a cohort of 40 science teacher leaders over two years with continued support for three years as they begin to work in their respective school districts.
“As teacher leaders, they’re going to be leading transformation in their districts using a coherent research based curriculum called IQWST,” Rose says. “In U-FUTuRES, we’re preparing them to become science teacher leaders; we’re preparing them with deep knowledge of the science content related to the curriculum, with pedagogy aligned to how children learn, ways to involve formative assessment in their teaching, and specific leadership and coaching skills to facilitate their work with colleagues.”
Rose sees her role as a researcher in the context of contributing to the greater good. By developing a research-based model for preparing effective science teachers, she is helping to reach the goal that all students will be scientifically literate, be better prepared to participate in 21st Century workforce and with many choosing science related career pathways.
“I work at the elbows of teachers to scaffold the enactment of this new curriculum, to guide them into best practices, and help them understand how all children learn including those who traditionally are underrepresented in science,” Rose says.
U-FUTuRES uses a trickling-out model of teaching. The 40 teacher leaders trained in the program will in turn train 10 more of their colleagues in their districts. This trickling-out model will hopefully serve to encourage even more participants in the program, outside of the initial 40 teachers.
Julie Brown, a PhD student specializing in Science Education, has been named a 2013 Jhumki Basu Scholar from the Equity and Ethics Committee of the National Association for Research in Science Teaching (NARST). In recognition of this honor, Julie will participate in the Equity and Ethics Pre-conference Workshop at this year’s NARST meeting in Puerto Rico, and her research will be featured at the New Scholars Symposium at the NARST meeting in the following year.
Lauren Tripp, a doctoral candidate in curriculum, teaching and teacher education, was recently honored by the Association for Academic Women as an emerging scholar for her dissertation research. The association named Tripp as a finalist in its Emerging Scholar competition and will reward her with a $1,000 cash award. The award was created to honor outstanding female graduate students.
Kathleen Adkins, Jamey Burns, Leigh Farrington, & Cheryl Gaston, “Raise Student Achievement with Classroom Equity Audits.” Florida Association of School Administrators. Tampa, FL. June 2013.
Diedre Houchen, “The State of African Americans in higher education: A review of the literature.” ISAAC Conference on Research Directions Third Bi-Annual Empirical Research Conference on African American Education. Hilton Head, SC. May 2013.
Mark McCallister & Craig Woolley, “Virtual Software Applications for Students.” EDUCAUSE Southeast Regional Conference. Atlanta, GA. May 2013.
Mary Kay Rodgers, “A Doctoral Student’s Journey in Collaborating for Capacity: Understanding Best Practice in Teacher Education through Inquiry.” International Conference on Doctoral Education. Orlando, FL. May 2013.
Kenneth Noble, a PhD student specializing in Social Foundations of Education, has won the History of Education Society’s Henry Barnard Prize for the best essay by a graduate student for his research paper, “‘A more meaningful democracy than we ourselves possess’: Charles S. Johnson and the Education Mission to Japan, 1945-1952.” The History of Education Society meeting, to be held in Nashville in November 2013, will devote a session to Kenneth’s research paper. He will also be publishing it in the society’s flagship journal, History of Education Quarterly. Congratulations, Kenneth!
Julie Brown, a UF doctoral fellow in curriculum and instruction, has been named as one of six Jhumki Basu Scholars by the National Association for Research in Science Teaching’s Equity and Ethics Committee.
Brown is a former high school science teacher and P.K. Yonge Developmental Research School’s elementary science coordinator.
At UF’s College of Education, Brown researches and designs professional development for secondary science teachers as a means of enhancing their ability to provide culturally responsive and inquiry-based instruction. Her STARTS – Science Teachers Are Responsive To Students – professional development model, for example, is designed to empower science teachers in high-need, urban school districts.
Brown’s professional development model is incorporated within a major partnership being forged between UF and the School District of Palm Beach County. It is part of an ambitious effort to position the school system as a national leader in the recruitment and retention of master teachers in the STEM subjects who can lead their students to the highest levels of academic success.
STARTS has a cadre of Fellows (participating teachers) from five high schools in Palm Beach County that have been diligently working to make a difference in their students’ science achievement. As the Fellows participate in STARTS, they have been developing as teacher leaders in multiple capacities. Through their work in face-to-face Saturday Collaboration Sessions and online course tasks, the Fellows have already completed an entire Lesson Study cycle and are systematically studying student learning to connect these findings directly to their instruction. The Fellows will continue to build on this knowledge as they soon embark on a full Curriculum Topic Study, which facilitates their construction of innovative science instructional materials designed specifically for their students and tightly coupled with state and national science education standards. In addition to the design and implementation of these materials, STARTS Fellows will construct a case study around a select group of students to better understand the impact of their teaching on students’ science achievement and attitudes over time. Aiming to transform science teaching on a large scale through Palm Beach County, the Fellows will present their work in the upcoming Palm Beach Learning Showcase.
“Science education must be accessible to all students,” Brown said. “Increasing culturally-responsive science education’s presence on a wide scale begins with teacher preparation.”
The Basu Scholars Program supports and nurtures promising young scholars who promote social justice. The program also provides scholars with a $700 research scholarship.