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 http://curry.edschool.virginia.edu/foundation
Eric Kelley
Spring | 2008
Magazine of the University of Virginia Curry School of Education
Volume 3, Number 1
FEATURES
departments
3
Alumni News 29
The First Six Months Gain insight from our conversation with Curry’s new dean,
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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.
31
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.
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42
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Interview
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
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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
packages.
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
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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
Education
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.
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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
feedback.
events such as orientation, Family Weekend, the doctoral hooding ceremony, and Curry’s diploma ceremony.
Curry Magazine · Spring 2008
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Curry across the commonwealth and the Nation
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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
S
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
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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.
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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
Hammond.
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.
preparation.
“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
supervisors.”
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
sixth.
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
schools.
preservice teachers for supporting kids in virtual school
Other students tutor middle school and high school kids
situations.
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
students.
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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 www.HoosOnline.virginia.edu 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
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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
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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.
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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
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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
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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-
America.
ings run counter to the current consensus on the effects of “good” and “bad” carbohydrates. Gaesser found that diets high in carbohydrates are almost
universally
associated
with
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
January.
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
Globe
Understanding Attempts to Reform Teaching in South Africa
W
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
evaluation.
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-
Society.
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
1960s
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,
1950s
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 http://www.winterrobinson.com/tally_ 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
1980s
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 (http://www.virginia.edu/blandy), 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
2000s
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
LLC.
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,
1990s
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
named
16 years.
administrative services in Southampton
C u r r e nt s t u d e nt ,
County.
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
schools.
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.
and
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 http://curry.edschool.virginia.edu/foundation/awards
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-Foundation@virginia.edu.
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
Oklahoma.
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.
McNergney
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
n
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.
edu/currybuyabrick.)
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
1
$5,000,000
Mr. Hertberg’s generous
The Commons
1
$3,000,000
pledge of $500,000 will name
Great Room Lecture Hall
1
$2,000,000
a center to house the academic
The Commons Atrium
1
$1,000,000
programs in gifted education
Clinical Psychology Suite
1
$1,000,000
and institutes on academic
Central Courtyard RESERVED
1
Communications Disorders Suite
1
$1,000,000
Dean’s Suite RESERVED
1
$750,000
Leadership Foundations & Policy Suite
1
$500,000
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
1
$500,000
“The new building represents an important step for Curry,”
Faculty Suites with shared conference space (2 on 2nd floor; 2 on 3rd floor)
4
$500,000
Mr. Hertberg says, “as it will draw attention to the work being
North Terrace
1
$325,000
Dean’s Suite Conference Room RESERVED
1
$250,000
Curriculum, Instruction, & Special Education Suite 1
$250,000
Human Services Suite
1
$250,000
Teacher Education Suite
1
$250,000
Admissions/Student Services Suite RESERVED
1
$200,000
from the beginning of her time there with the devotion and
Coffee Bar & Shared Kitchen
1
$200,000
expertise of the faculty in developing skilled practitioners and
Entrance Lobby (first floor North)
1
$150,000
Open Meeting Area (third floor)
2
$150,000
“The dedicated space funded by Mr. Hertberg’s gift will
South Terrace
1
$125,000
give us the needed space to all work together in building a
Shared Conference Space (first floor)
1
$100,000
Entrance Lobby (ground and first floor South) 2
$100,000
Lobbies (second & third floors)
4
$100,000
Student Communications Center RESERVED
1
$50,000
efforts, improving our teaching, and building stronger
29
$50,000
connections to the field.”
Conference Rooms (ground & third floors)
2
$50,000
Interview Rooms (first floor)
3
$50,000
Walkway North Connector RESERVED
1
$25,000
Walkway South Connector RESERVED
1
$25,000
Building Stairways (2 RESERVED)
4
$10,000
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
researchers.”
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: http://campaign.virginia.edu/curry.
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
N O U N DAT I O U C AT I O N F RT OOL OF ED N UA L R E P O C U R RY S C H 200607 AN
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: http://campaign.virginia.edu/curry (click on “Give Now”) You may reach the Curry Foundation office by phone by calling (434) 924-0854.
1
Curry Magazine · Spring 2008
| 47
Board Member P rofile
A Curry Grad Seeking to Make a Difference
M
y connection with
Education takes many forms, some formal,
of
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.
the
Curry
School
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
virginia.edu. Visit www.virginia.edu/giftplanning 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