Curry magazine by Curry School of Education

currymagazıne spring 2011

A Closer Look at Differentiation page 1 Dog Ownership and Teen Health page 8 Counseling Student Helps Troops Soldier On page 10 Curry Alums at the Helm of Higher Ed page 14

curry magazine • spring 2011

Contents 1 Faculty Conversation Carol Tomlinson on Differentiation 4 Looking for Talent 6 Keeping Youngsters in School 10 Student Feature Soldiering On 11

Curry News Briefs

14 Curry Alumni at the Helm of Higher Education 17 Alumni News 22 Faculty News 26 Bavaro Hall Dedication On the cover The Atrium inside Bavaro Hall Photo Scott F. Smith Curry school of Education Foundation staff Exe cut ive d ir e c to r Margaret Ann Bollmeier D i r e cto r o f Fo u n d at i o n O pe r at io ns Jane Buck D i r e cto r o f d e ve l o pm e n t Jay Jackson a nnu a l givin g o ffi ce r Kelly Reinhardt d i r e cto r o f spe c ial e ve n t s Melissa Berry A d m i ni st r at ive assistan t Candice Clark S tud e n t I n t e r n s Anne Hayes, Margaret Baird D i r e cto r o f C o m m u n ic at io n s Audrey Breen W eb m ast e r John Rhea D i r e cto r o f D e ve l o pm e n t C ommunic at io ns Lynn Bell W ri ter an d E d ito r Lynn Bell Contr i b ut i n g W r it e r Audrey Breen a rt d i r e c t io n Journey Group

deanâ&#x20AC;&#x2122;s message Dear Curry Alumni and Friends, T h e y e a r 2 0 1 0 was one in which the Curry School experienced one exciting advance after another. Not only did we move into our beautiful new Bavaro Hall on schedule and on budget, but we moved up another three spots in the U.S. News & World Report rankings of education schools to 21st place and surpassed our $55 million fundraising campaign goal. The Sheila C. Johnson Center for Human Services opened, bringing together four Curry outreach and training clinics in a single location with new capabilities to provide integrated services for children and families and the best training opportunities for our students. Our faculty increased Curryâ&#x20AC;&#x2122;s research funding by 50% and established new interdisciplinary partnerships with schools across the University. We also hired five new faculty members last year and have four faculty searches underway. We are proud of these accomplishments primarily because of what they mean in the lives of the people they impact. As a result of work in Curry, more children are experiencing effective teachers and better educational opportunities. More teachers, school leaders, young researchers, and human services professionals are receiving state-of-the-art preparation, and policymakers across Virginia and the nation are receiving data-driven analytics on which to base decisions. The Curry magazine provides just a sampling of the terrific work underway by our faculty and students. An informative interview with Professor Carol Tomlinson clears up some common misconceptions about differentiated classrooms, while our student feature describes Seth Hayden, a counselor education student dedicated to serving men and women in the military. There are countless more stories that could be told. You will also get a taste of why our alumni make us so proud as they excel in their professional careers. In our new Alumni Perspective column, we hear from eight alumni college and university leaders about the challenges ahead for higher education. We hope you enjoy the magazine. As always, thanks for being engaged with us, and please be in touch with your ideas and suggestions.

Ph otogr aph y Tom Cogill Jane Haley Dan Addison Lynn Bell Curry is published by the Curry School of Education Foundation at the University of Virginia P. O. Box 400276 Charlottesville, VA 22904 434-924-0854 curry.virginia.edu/foundation

Robert C. Pianta Dean

Carol Tomlinson on Differentiation

n education circles, Carol Ann Tomlinson is known as the guru of differentiation. Her research-based work is in such high demand that she has made more than 700 presentations and keynote addresses to school districts and professional associations across the country and abroad since joining the Curry School in 1991. She has authored 17 books on the topics of differentiated instruction and curriculum, some of which have been translated into twelve languages. In this Curry conversation, Tomlinson offers her take on what makes differentiation so important for students. What is the essence of differentiation? Tomlinson: Differentiation is an instructional approach to help teachers teach with individuals

as well as content in mind. Differentiation really means trying to make sure that teaching and learning work for the full range of students, which really should be our goal as teachers. We’ve often taught as though all the kids in the classroom are wired exactly alike to learn, as though they should come in programmed to learn on the teacher’s schedule. Really, to

/// Carol Tomlinson talks to Curry about Differentiation.

“Differentiation is an instructional approach to help teachers teach with individuals and content in mind.” curry magazine • spring 2011

Tomlinson’s take on the secret to managing differentiation in the classroom One of the major obstacles for teachers in learning to differentiate instruction is figuring out how to handle a classroom where the teacher is not in front of the kids all the time pulling the strings like a master puppeteer. We’re used to frontal control in classrooms. The differentiation philosophy indicates that students become stronger learners when they can accept more responsibility for their own learning and when they become more proficient in understanding their goals, their status relative to those goals, and how to adjust their approach to learning in order to achieve the goals. The case that we’ve tried to make in our new book [Leading and Managing a Differentiated Classroom, co-authored with Marcia B. Imbeau] is that there are two elements that teachers need to think through: leading people and managing details. Leading people involves asking students to consider what it feels like when the classroom doesn’t work for them or for their friends, to envision what a classroom would be like if it functioned in a way that helped each student grow as far and fast as possible—and to participate in developing that kind of classroom. When you go into classrooms where teachers lead kids in that way, management is not the problem we tend to think it is, because kids feel empowered and interested and invigorated. Still, however, there is the need to make sure the room doesn’t get too noisy or that the materials aren’t all over the place when students leave. There are plenty of details that need managing, but when teachers do that in the context of leading their students to help create a more effective place to learn, handling the details works much more smoothly and naturally.

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me, differentiation is the common sense of saying, if we take on the responsibility of teaching, we accept the responsibility of making sure that every kid learns as well as he or she possibly can. What empirical evidence exists for the effectiveness of differentiation? Tomlinson: The model of differentiation that I’ve been working with is sort of a Robin

Hood model – it steals from lots of discipline areas and tries to synthesize what we know from many specialties into one specialty. Some of what we talk about in differentiation really comes from the work of special education and has been there for a long time. Some of it comes from gifted education. Some of it comes from the field of reading and how you work with students in developing literacy when they don’t master the skills right on schedule. There’s work that comes from the emerging and new science of the brain. And things that people have done in multicultural education. What we’ve tried to do with this model is to synthesize a lot of those things so that it fits together as a whole and so the teachers don’t have to go to 14 places to find guidelines and strategies they need. The research that supports the principles and practices of differentiation comes from many specialties. There is also newer research that suggests academic benefits to the model’s key principles and practices. There’s always the caveat that it’s easy to say you use a model and much harder to maintain fidelity to that model. What we find, not surprisingly, is when somebody differentiates effectively, the gains are really strong. The trick is always to help people understand that you can’t pick and choose pieces of a model, implement five percent of it and dismiss the other 95 percent. What is the strongest argument for differentiation? Tomlinson: The strongest argument for differentiation to me is looking at the kids sitting

in the classroom. It’s rare to go into a classroom where kids are all from the same language group, the same culture, the same socioeconomic status, the same background experience, the same wiring in terms of abilities, areas of weakness, that sort of thing. Realizing how seldom you go into a classroom and find virtually everyone fully engaged and participating in an optimistic way signals a need for instruction that addresses individual variance as well as common content requirements. We have way too many students who bring to school with them needs and differences that we just don’t take into account in our thinking and planning. And we fail many learners when we do that. What are some of the misconceptions educators hold about differentiation? Tomlinson: The model of differentiation is very multifaceted, but it can be boiled down to

three student needs which call for differentiating instruction: student readiness, student interest, and student learning profile. Learning profile refers to preferred modes of learning and has four facets—gender, culture, learning styles, and intelligence preferences. We find a good number of classrooms where teachers do some work with students’ learning styles, and they assume that they have therefore differentiated instruction. In essence, they have picked one fourth of one third of the information that we have about significant differences in learners for which they plan a response. In other words, they have neglected readiness differentiation, interest differentiation, how culture influences us, how gender influences us, and how intelligence preferences influence us and assume that if they’ve done something with learning styles they’ve done what needs to be done. We have such a huge range of readiness in classes that not to address readiness and to assume that a focus on learning styles is going to take care of everything, is generally way off base. In terms of both needs of learners and in terms of what research tells us, readiness is where we need to begin and focus, and then we can open things up by looking at those other categories.

Another misconception is that our current massive emphasis on testing speaks to a need for standardization—everybody needs to pass the same test under the same circumstances on the same day, with the same parameters. I think that whatever your learning outcome needs to be, even if you think it needs to be highly standardized, students will still learn at different rates. They need to be taught in different ways, and they need different materials or approaches to learning. So as paradoxical as it may sound, the need for differentiation is even more critical if you’re supposed to get everybody to the same point at exactly the same time—not less so. Differentiation doesn’t suggest changing the outcome for students, but rather finding different avenues to success with those outcomes. Why are some school leaders reluctant to integrate differentiation in the classroom? Tomlinson: What I more commonly find is leaders who ask for or

demand differentiation but don’t know how to support it fully or wisely enough. They are typically people who believe they are doing the right thing, but function in counterproductive ways. I hear really often, “We’re going to do differentiation in our school this year.” Differentiation is one of those things that people who are experts in the field of change call second order change. First order change is the kind of thing most teachers can implement with modest effort. Differentiation requires second order change. It really requires many teachers to change their approach to teaching as a whole—how we think about students and their capabilities, how we use assessment, how curriculum is crafted, flexible instruction to ensure that students go where they need to go. Perhaps most challenging, it asks teachers to learn to handle a classroom where two or three or four things are sometimes happening at the same time. Second order change is demanding. It’s also much more promising. People whom we find providing teachers with sustained and intelligent support understand that they are there for the long haul, that everyone needs to be immersed in the ideas, that they don’t ever go away, that they’re in the foreground all the time, that you can hear the drum beating constantly. I don’t find a whole lot of leaders saying, “No I don’t want to support this. This doesn’t make any sense.” What I find is people who support the transition to differentiation as though it were a first order change and don’t understand the depth of leadership required to facilitate second order change. This sounds really hard to do. How do you make it happen? Tomlinson: It is hard to do. When you look at the literature on expertise,

one of the differences between an expert and a novice is that experts see many different aspects of what’s going on around them, they know what those elements mean, and they know how to respond to them in targeted ways. They know what to dismiss and what to act on. Differentiation asks for that expert level of discrimination when observing and responding to students in a learning context. So the question becomes, “How do we help teachers develop expertise?” Where we see differentiation really thrive, we see principals who understand the power of knowing and responding to students and

“My model for differentiation steals from lots of discipline areas and tries to synthesize what we know from many specialties into one specialty.”

who are willing to lead consistently and persistently in order to help teachers do so. In any school you’ll find some teachers who realize that differentiation makes the classroom work much better for many more students. Those teachers will develop the skills of responsive or differentiated instruction on their own. To change a whole school takes a principal who has vision, understands where teachers are on a continuum toward achieving that vision, knows what to do to help or get help to support each teacher’s growth, and in effect, differentiates for the faculty. Where leadership for differentiation is effective, you have leaders say, “Sure, it’s hard, but there’s a way to get there and we’ll work together to learn how to make all of our classrooms responsive to all of our students.” The leaders literally help teachers enact change in their own classrooms. They bring teachers together in teams to share insight and to support one another. It’s that sense of intelligent, persistent leadership that signals the difference between a school where a few teachers get better at attending to the learning needs of students and one where everyone is invested in that goal. We see differentiation catching hold either in individuals or in little clusters of individuals where there is a really strong department chair or a really strong grade-level leader. When the school as a whole is focused on addressing the full range of learner needs, it’s inevitably the principal’s leadership that makes the difference.

Attend one of Tomlinson’s Summer Institutes on Academic Diversity at the Curry School Week 1: July 11-15, 2011 Week 2: July 18-22, 2011 Learn more at curry.virginia. edu/research/projects/ summer-institute-onacademic-diversity

curry magazine • spring 2011

Looking for talent

/// Tonya Moon and Catherine Brighton

ducation researchers Tonya Moon and Catherine Brighton are interested in talent searches, but not the kind that turn up performers for TV reality shows. Their work is helping teachers in Henry County identify elementary school students who may be gifted in the areas of science and mathematics. They are especially concerned about children often overlooked in schools’ gifted programs – students from minority or low-income backgrounds. If their strategy proves successful, they hope eventually to make their curricula available to schools nationally. “The potential for talent exists in all cultural groups, in all socio-economic strata, and in speakers of all languages,” Brighton said. “It just requires that the lenses for viewing these emerging talents be broadened to see the potential in all learners.”

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Broadening the lenses for talent identification is the goal of Project Parallax, the initiative directed by Moon and Brighton to develop and test a series of problembased, technology-infused science and mathematics units for grades two through five. As Moon wrote in a July New York Times commentary, standardized tests for giftedness can be biased. “School districts need to use multiple measures and multiple methods in identifying children for gifted and talented programs,” she wrote. “And in the case of young children, schools should provide multiple opportunities for assessment, particularly those from low-income and minority families. Those students often are not identified as gifted early on and therefore less likely to be identified later in their academic careers.” Because some talented children may lack the cultural experiences or language skills to do well on typical tests for giftedness, Moon said, Project Parallax units are

designed to give children opportunities to demonstrate their capabilities in nontraditional ways. The quality of Moon and Brighton’s work has already been recognized by the National Association for Gifted Children. The association annually selects two curriculum units to receive Outstanding Curriculum Awards, and Project Parallax swept the primary grades category this year. Moon and Brighton are faculty members in Curry’s educational psychology/gifted program. They have assembled a team of educators who develop units in one grade level per year and then collect data as Henry County teachers try out the units in their classrooms. Last year, they began with 15 second-grade classes participating in the project, with another 15 classes serving as the control group. In one unit they developed, second-graders were challenged to work together to schedule and plan every element of a class party, while another unit had them figuring out how to spend $50 donated to the Martinsville-Henry County SPCA by an anonymous benefactor. In the third unit, students provided a local scientist with information about how best to grow tomato plants given the drought conditions of the region. Students learned calendar skills, money counting, budgeting, pattern recognition, graphing, proportional reasoning, life cycles and scientific reasoning. Each unit includes multiple ways for students to learn concepts and express their ideas, which they can select based on their learning preferences, project manager Chrissy Trinter said. Activities of varying complexity are provided as well, so teachers can assign activities to individual students based on daily assessments of their learning needs. Teachers receive training in the summer prior to implementing the units so they can hone their own science and mathematics content knowledge. They also learn how to take advantage of the curriculum’s features to engage students in rich discussions, Trinter said. They are coached to prompt deeper student thinking with statements like “What’s another way you could solve that problem?” and “Tell me your logic.” “We want teachers to encourage out-of-the-box thinking instead of expecting all students to come to a solution by the same path,” Trinter said. “And at nearly every place in these units, there are multiple solution strategies.”

“We want teachers to encourage out-of-the-box thinking instead of expecting all students to come to a solution by the same path.” At crucial junctures in the units, Project Parallax developers direct teachers to “look for talent here.” Nontraditional indicators of talent they might recognize include engaging in substantive conversation with teachers or peers about the content, sharing ideas and asking questions, making connections between the content they are learning and experiences outside of class, and developing alternative arguments or explanations for phenomena they are studying, Moon said. At Collinsville Primary School in Henry County, Paula Davis was surprised by the talent two children displayed while working on the Parallax curriculum last year. Davis, a 17-year veteran of the classroom, said that one boy for whom English is a second language had been shy and quiet until they began working on the new projects. “He really got into doing the activities, because so few of them were reading and writing based,” Davis said. “He could do things that other kids couldn’t do, and he became a leader in the class.” A second student who usually had trouble focusing his attention on schoolwork turned out to be an excellent debater, making informed arguments about decisions his group needed to make. “His mom called and told me, ‘He really loves what you’re doing,’” Davis said. “I saw another side of him. He showed that he was very knowledgeable, more than he could have shown on a written test.” As a result of her experience with the Project Parallax units, Davis said she has changed the way she teaches and now tries to bring more real-life applications and open-ended questions into other curriculum areas. Project Parallax is funded by a $2.2 million grant from the U.S. Department of Education’s Jacob K. Javits Gifted and Talented Students Education Program. — By Lynn Bell

curry magazine • spring 2011

Keeping Youngsters in School

T /// Marti Snell

wo Curry School professors are addressing the behavior problems of a student population with the nation’s highest rate of expulsion from school: preschoolers. In their search for an evidence-based intervention for dealing with problem preschooler behavior, Marti Snell and Tina Stanton-Chapman are developing and conducting trials of a three-pronged strategy to teach positive behavior to help children be socially and academically successful. So far, they have observed encouraging results. Teachers have improved their approaches to problem behavior and social skills instruction, and their pupils’ behavior has also improved. These research activities comprise the Social Competence in Children project, conducted through the Center for Advanced Study of Teaching and Learning and funded by a $1.5 million grant from the U.S. Department of Education’s Institute of Education Sciences.

According to prior research, between 10 percent and 20 percent of all children exhibit challenging behavior in preschool classrooms, Snell said, but the numbers nearly double among children who live in poverty or who are at risk due to other social or physical issues. Inappropriate behavior may result from a number of factors, including poor social and language skills, both of which can be improved through instruction. “Because preschool is a privilege not a mandate, schools typically expel children if their bad behavior is chronic and severe,”

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Stanton-Chapman said. Once students are expelled, opportunities for them to acquire appropriate social skills may be delayed until kindergarten, at which point behavior problems may be even more entrenched, she added. Snell and Stanton-Chapman along with their team of researchers (Rebecca Berlin, Kristen Jamison and Mary Voorhees) and several doctoral students are coaching teachers in a problem-solving approach called “Positive Behavior Supports,” which has been well researched with older students.

They address problem behaviors at three different levels of intervention. Teachers are first taught Tier 1, or universal, strategies which aim to prevent misbehavior and reinforce expected appropriate behavior. Snell cites evidence that student misbehaviors in school settings have been avoided in about 80 percent of all children through these universal strategies. Examples of these methods include clearly defining appropriate behavior to students, providing rewards for appropriate behavior and limiting periods of time when students are not constructively occupied, such as waiting in lines. Another 15 percent of children who exhibit problem behaviors need additional help. Stanton-Chapman and Snell are sharing with the teachers in their study an explicit approach to teaching social skills, called the Social Pragmatic Storybook Intervention, which is regarded as a Tier 2 strategy. This strategy developed by StantonChapman, uses storybooks, theme toys and instruction to teach children how to initiate play and how to respond, share and cooperate with others. A storybook about construction play, for example, shows two children interacting with blocks. The books provide examples of appropriate social skills for playing together: “Thomas says, ‘Aaliyah, let’s build a house.’ Aaliyah listens and then says, ‘Okay.’ Thomas sits next to Aaliyah to build the house.” “Many children don’t have the language or don’t know how to appropriately ask their peers to play,” Stanton-Chapman said. “They may act out instead, taking the toy or hitting to get what they cannot ask for.” The third level of intervention addresses the remaining 5 percent of children who continue misbehaving even after tiers 1 and 2 have been applied. Teachers attempt to understand the reasons for the child’s behavior and develop an individualized plan to address it.

“Because preschool is a privilege not a mandate, schools typically expel children if their bad behavior is chronic and severe.” Last year, the researchers worked with preschool instructional teams in five Virginia Head Start classrooms, providing one-on-one coaching sessions that included feedback based on classroom observations. This spring, they gathered preliminary data about the teachers’ ability to apply the interventions and children’s resulting behavior. Preliminary results indicate that teachers who participated in the intervention were better equipped to handle problem behavior in the classroom than they were prior to intervention. They used preventive strategies, such as limiting the number of children in a center at a given time and making adjustments in transition routines. They also taught children who needed additional assistance to use phrases during play so they could be better play partners. As a result, the number of instances of children’s problem behavior was reduced compared to the prior year. In this third and final year of the project, Snell and Stanton-Chapman are coaching teachers in 10 additional Head Start classrooms and will again collect data on the effectiveness of the intervention. They will then apply for additional grants to continue their work in Virginia classrooms. Failing to develop social competence has long-term ramifications for students, Snell said. “There is clear research indicating that children’s problem behavior not resolved in preschool continues into kindergarten, and, if it is not resolved by third grade, problems are often chronic and extend into adulthood,” she said.

/// Tina Stanton-Chapman

—by Lynn Bell

curry magazine • spring 2011

teens with dogs Get more exercise

/// John Sirard

“We don’t know if it was because the kids were walking the dog or playing with the dog.” 8

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f you want your children to stop bugging you about getting a puppy, don’t let them read this article. A recent study conducted by John R. Sirard shows that teens in dog-owning families are more active than their counterparts. “I namely wanted to do it for fun,” Sirard said of the study. “There’s been some evidence, mostly from Australia, that people who own dogs are more physically active than non-dog-owners.” Sirard collected data from teenagers living in and around the Minneapolis area while he worked at the University of Minnesota. To measure the physical activity of the 618 participating families, accelerometers were placed on the teens. The study found that teens in dog-owning families logged 15 additional minutes of moderate to vigorous activity per week. Despite the results, Sirard was hesitant to draw certain conclusions. “We don’t know if it was because the kids were walking the dog or playing with the dog,” he said. Sirard said he may enlist graduate students to study why the correlation between dog ownership and physical activity exists. “I am kind of intrigued by the ‘why,’” said Sirard, who has a joint appointment with the Curry School’s kinesiology program and with Youth-Nex: The U.Va. Center to Promote Effective Youth Development. “We probably will explore some more.” Sirard said he also may examine the effect of the size and breed of the dog on the level of owner interaction, as well as whether the location of residency influences teens to either walk the dog or let it run loose. Sirard’s findings were published in the March issue of the American Journal of Preventive Medicine.

—compiled by Audrey Waldrop. Reprinted with permission from the Cavalier Daily

Too much work detrimental to teens

orking a part-time job during high school is an exercise in responsibility often encouraged by parents or guardians. However, a new study finds that while students may learn life lessons from these experiences, the number of hours teens work during the school year can significantly impact their academic and behavior patterns. High school students in their study who worked more than 20 hours a week during the school year experienced declines in school engagement and increases in substance abuse and delinquency. The study, whose findings were released in the January/February 2011 issue of Child Development, was conducted by a team of researchers including Joanna Lee Williams, assistant professor at the Curry School, and others from the University of Washington and Temple University. The study followed students beginning in grades 10 and 11 for two years. Students who worked more than 20 hours a week goofed off more often with friends and generally expressed less interest in school than other working students did. They also reported significantly higher levels of substance abuse, including use of alcohol, cigarettes and marijuana. Increased delinquency, also found at significantly higher levels in students working more than 20 hours per week, included acts of theft, carrying a weapon and vandalism. While the study did not examine the reasons for the negative behaviors found by the researchers, Williams suggested that existing research provides possible explanations. “Having more financial resources to spend on illicit substances might be a part of it, but other possibilities are related to the work environment itself,” Williams explained. “The type of employment settings that cater to youth often are lacking in adult supervision and provide space for teens to interact with slightly older youth and young adults. If teens are working with young adults who can legally purchase alcohol, it may give them more access to alcohol and other adult behavior after work hours. “Time could be another factor – working long hours may make teens more disconnected from their school work,” she added. Based on the study’s findings Williams said that families should consider monitoring the number of hours their teens work while in high school. “Since moderate levels of employment – fewer than 20 hours per week – were generally not associated with negative outcomes, working during the school year is not a bad thing in and of itself.” Additional research is needed to determine if different types of jobs have different impacts on teens, Williams said. “Given that youth work because of economic need, it is important that additional research begin examining the types of employment experiences and environments that will promote positive outcomes.”

“Time could be a factor– working long hours may make teens more disconnected from their school work.”

/// Joanna Lee Williams

—by Audrey Breen

curry magazine • spring 2011

student feature

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soldiering on

Seth Hayden focuses on mending battle scars for U.S. troops amd their families.

eth Hayden came to the Curry School’s counselor education doctoral program nearly three years ago with a passion for mitigating the toll that war takes on soldiers and their families. Since then, he has counseled 16 military veterans with traumatic brain injuries, raised awareness within Curry’s outreach clinics about the unique needs of veterans, and conducted research on Army services to families of deployed soldiers. Last year, he began providing career counseling services to active duty service members and veterans with traumatic brain injuries (TBI), thanks to a tailor-made partnership with a local provider of neurological, brain, and spinal cord injury services. “I love it,” Hayden said last spring when he was seeing two to five TBI clients per week. “These people have a right, especially given their sacrifice, to live a meaningful and satisfying life.” Hayden helps clients focus on their strengths as they consider their interests, career experience, and new abilities. “Yes, this is what happened,” he helps them understand, “but this is not who you are.” In addition to providing counseling services, Hayden manages day-to-day operations and supervises counselors-in-training for Curry’s Personal and Career Development Center (PCDC). Last summer, he

“these people have a right, especially given their sacrifice, to live a meaningful and satisfying life.” 10

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/// Seth Hayden, Curry student

relocated the office into the new Sheila C. Johnson Center for Human Services. This center, which brings together four formerly independent Curry clinics into a single space, has occasioned a new mission of integrated services for both children and adults. Naturally, Hayden’s influence is being felt there, and each of the clinical areas is becoming more aware of ways to work together to provide the best level of services to veterans. This year, Hayden’s dissertation research has claimed the majority of his attention. He ultimately wants to help improve services to military families before, during, and after deployment. He says the ideal model is one in which the full range of service providers working with a family—teachers, counselors, physicians, social workers and others—collaborate to address the family’s needs. He has been gathering online survey responses from the service providers connected with U.S. Army community centers regarding whom they collaborate with, what strategies best facilitate cooperation, and what difficulties they face. “Policies and procedures need to be developed around this issue of collaboration,

and the policies need to account for the barriers as well,” Hayden says. Before he graduates in May, he has one last goal—establishing a new student group on Grounds called Military Veterans @ U.Va. The group will support military veterans in their academic, personal, and professional development. Hayden seems on track to have nearly as much impact on the Curry School as Curry has had on him.

Personal and Career Development Center The PCDC provides counseling and assessment services to clients regarding career-life planning, personal growth and development, interpersonal and family relationships, life transitions, grief/loss, anxiety, and depression, while simultaneously providing the best possible supervised experience to the Curry School’s counselors in training.

news

in brief Curry Center Hosts Policymakers A symposium on education policy held at the Curry School brought together researchers, faculty, and senior policymakers from across the state to discuss the future of education. The Center on Education Policy and Workforce Competitiveness, a collaboration between the Curry School of Education and the Frank Batten School of Leadership and Public Policy, hosted its inaugural event in October 2010. “One of the goals of the center is to nurture the interactions of researchers and policymakers to improve the quality of evidence-based policy,” said Jim Wyckoff, director of the center and a professor of education nationally known for his research on the impact of teachers on pupil learning. “This symposium was very successful in developing the basis for those collaborations.”

Pre-K Math and Science Project Wins Award N ew activities developed by a multidisciplinary team from the Center for Advanced Study of Teaching and Learning has garnered the 2010 Outstanding Practice Award from the Association for Educational Communications & Technology. The MyTeachingPartner™ Math and Science project was designed to serve the needs of young children at risk for early school failure and the teachers who guide their learning, according to project director Mable Kinzie, a professor of instructional technology. The project offers yearlong curricula for pre-kindergarten mathematics and science, with engaging inquiry activities that scaffold students’ deep knowledge and skill development. $40 Million Effort to Improve Head Start T he C urry School is part of a National Center on Quality Teaching and Learning, recently created with a $40 million grant from the U.S. Office of Head Start. A coalition of schools will work with Head Start training and technical-assistance providers, consultants, and grantees. It is an integral component to ensuring that the federal investment in Head Start is helping foster children’s learning and readiness for school. Curry will receive nearly $9.5 million of the center’s $40 million grant. $34M School Science Teaching Grant

/// Patricia I. Wright (Ed.D. ‘91 Math Ed), Superintendent of Public Instruction, Va. Dept. of Education

the curry school is among the leaders in a statewide effort to implement the Virginia Initiative for Science Teaching and Achievement (VISTA), a professional development program intended to enhance science education throughout the commonwealth.

Randy Bell, a co-principal investigator of the grant, will collaborate with science educators from five other universities across the state with funding from an Investing in Innovation, or “i3,” grant. Through professional development classes and coaching, VISTA aims to increase the teaching and learning of inquiry, as well as teachers’ understanding of the nature of science and how scientists do their work. In addition to taking a lead in securing the grant, Bell and Timothy Konold, a Curry professor of research, statistics and evaluation, will use $3.5 million of the funding to research the effectiveness of the VISTA program. Panel: Underserved Populations Struggle for Access to Education Women , the poor and racial minorities face an excess of obstacles in their pursuit of education, according to a panel on human rights and education that met at the Law School last October. The panel discussion was part of a daylong symposium, Human Rights in Education: Comparative Perspectives on Local and International Advocacy, which brought together scholars and advocates from central Virginia and from around the world to discuss unequal access to education. The symposium coincided with an interdisciplinary seminar co-taught by law professor Deena Hurwitz and Curry School professor Carol Anne Spreen, with support from the College, the Batten School of Leadership & Public Policy, the Curry School of Education and the Law School. - continued on page 12

curry magazine • spring 2011

news

Curry Hosts International Visitors Ghana /// Seeking opportunities to create symbiotic relationships was the goal of an eight-member delegation from Winneba, Ghana, as they visited the Curry School last August. Winneba is Charlottesville’s newest sister city. Because it is home to Ghana’s National University of Education, the Curry School was a natural

stop on their itinerary, according to assistant professor Nancy Deutsch who hosted the luncheon. “I think we made some connections that will provide for fruitful collaborations between Winneba and the City of Charlottesville and between the Curry School and Ghana’s National University of Education in the future,” she said.

/// (TOP) The Ghana delegation. (bottom) Faculty members from King Faisal University

SA GH

Saudi Arabia /// In December, the Curry School hosted a delegation of faculty members from King Faisal University in Saudi Arabia. Fifteen scholars from a variety of disciplines, including education, medicine, veterinary medicine, and business, spent a week with faculty members from the Curry School and from event co-sponsor the U.Va. Teaching Resource Center. The collaboration was created to share new teaching strategies and technology used at the college level.

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/// Left to Right: Ellie Wilson, Liz Peterson, Emily Walden, Elizabeth Turner, Caity Patterson, Helen Bradford. Kneeling: Peyton Rothwell and Emily Tombes.

Curry in Cambridge T his past fall we had the opportunity to study abroad in Cambridge, England, where we completed our student teaching placements. The six of us were part of a program sponsored by the Curry School and affiliated with Homerton College at the University of Cambridge. Professors Eleanor Wilson of the Curry School and Helen Bradford from Homerton College worked with us in the state schools affiliated with Cambridge’s education department and led weekly seminars. We lived in a bed and breakfast located within walking distance of the university and the schools in which we taught. We

were placed in four different schools and covered many of the primary school year levels. The school placements provided us with the opportunity to compare school systems in America with those in Britain and view education through different instructional and cultural and lenses. Additionally, we were involved in many activities at the university campus, including playing on the Frisbee team, attending formal dinners, and participating in other student activities. In exploring Cambridge itself, we punted down the River Cam, climbed the Bell Tower at Great St. Mary’s, went to a Cambridge United football game, attended varied Choral Evensongs

and other concerts, and walked through Grantchester Meadows for a visit to a typical historical English village. As a study abroad experience, not only were we able to immerse ourselves in another culture, but also another school system, providing us with the opportunity to reflect on our own values as teachers and gain new knowledge to add to our professional repertoire as we prepare to enter the teaching profession. —By Elizabeth Turner, Emily Tombes, Emily Walden, Liz Peterson, Peyton Rothwell, Caity Patterson

curry magazine • spring 2011

Alumni Perspective

Curry Alums at the Helm of Higher Ed

he Curry School is proud to have contributed to the successful careers of a “Access and affordability are the most critinumber of men and women at the helm of other colleges and universities. cal challenges facing higher education…. Their leadership is helping to ensure that adult students — regardless of During the second half of the 20th century, their age, location, or life circumstances – have access to the high quality our economy was fueled by an expansion in education they need. The eight featured alumni graciously agreed to speak with Curry higher education that strengthened prospermagazine on a number of higher education issues. Highlights of their responses are included ity and widened the doors of access to more Americans. Our comparative advantage in here. Their full responses can be found online at curry.virginia.edu/magazine. higher education is slipping. There is a great need for us to continue or renew the social Evolving Student Needs compact that links governmental, institution“Students have become increasingly pragmatic “As costs to the family have risen, students al, and family investment in higher education and career oriented….Unless they are planare more concerned about the value of their for the common good as well as for the benning to attend graduate school immediately education, and as the job market has become efit of individuals. ” upon completing undergraduate study, stumore challenging, students have become dents are interested in products and services —Jay Lemons more interested in internships and alumni contacts to improve their competitiveness in that will help them bridge the gap between college and the workplace and prepare them “Higher education will continue to face the the market.” challenge of educating more students, with for long-term career advancement.” —Linwood Rose fewer resources, and with greater accountabil—George Miller ity to the public than ever before.…Educators “There is a greater expectation from students will need to embrace uncertainty and change, that programs be relevant to societal and and invest limited resources in people and global issues and that services be environmenHigher Ed Challenges programs that foster innovation and that tally responsible.” “The large issue of seamless transfer (a student help solve the growing educational needs of —Clorisa Phillips moving, for example, from a community col- society.” “Many students simply want a degree without lege to a four-year institution without having —John Downey all of the trimmings. This is especially true for to take a large number of additional courses) older adults.” is a major problem in Virginia and many “Funding is always a critical issue, and we will continue to see calls for greater operational states.” —Barry Dorsey efficiencies. …We are all hopeful that pub—Barry Dorsey lic policy leaders will recognize the essential “Customer service is very important to students, and they expect their campus to pro- “Meeting the needs of an increasingly diverse need to invest in higher education and thus vide greater ease in gaining access to servic- student body in ways that assure that success moderate the need for double-digit tuition increases, but clearly we are witnessing a shift es—‘one stop shopping.’” for students is inclusive.” —Ben Hancock

—Beth Stroble

Linwood H. Rose

George P. Miller, III

John Downey

(Ed.D. ’87, Higher Ed)

(Ed.D. ’05, Higher Ed)

James Madison University Harrisonburg, Va. Public

American InterContinental University Private, for profit

Blue Ridge Community College Weyer’s Cave, Va. Public

Rose was appointed president of JMU in 1998 after working in various administrative positions there since 1975.

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Miller has been chancellor at AIU since 2008. He previously served as chief executive officer of AIU, and has also served terms as president of Martin Methodist College and of Paul Smith’s College.

Downey became president of BRCC in 2009. He had previously served four years there as vice president for instruction and student services.

from state funding to support the public good to student or parent funding.”

— L i nwo od R o se

Improving Higher Ed “Part of what we must do is to continue to provide an exceptional learning environment that challenges our students, maintain the culture of academic success that permeates our campus, help students achieve their degrees in four years, and launch them into the next legs of their journeys through graduate school or professional employment.” — Jay L e mons

“One of the greatest challenges is to improve the accreditation system and effectively self-regulate higher education.” — C l or i s a P h il l ip s

Jay Lemons

Ben Hancock

E. Clorisa Phillips

(Ph.D. ’91, Higher Ed)

(Ph.D. ’04, Soc Fdns)

Susquehanna University Selinsgrove, Pa. Private, nonprofit

Methodist University Fayetteville, NC Private, nonprofit

(M.Ed. ’78, Couns Ed; Ph.D. ’97, Higher Ed)

Lemons became president of Susquehanna in 2001 after serving as chancellor of the University of Virginia’s College at Wise for eight years.

The newest alumni college president, Hancock took office on March 1, 2011. Until then, he was vice president for university advancement at Ball State University.

VA Intermont College Bristol, VA Private, nonprofit Phillips took office as president of VIC last fall. Previously, she was associate provost for institutional effectiveness at the University of Virginia.

curry magazine • spring 2011

“We need to redouble our efforts at helping students see the linkages between their education and their future; between the course work they engage in and their innate passion for the work they will do for the rest of their lives.” —Joh n Dow ne y

opportunity is to increase the collaboration with external partners. At Methodist we are in the process of increasing our outreach to community members, businesses, and other interested parties to generate new, mutually beneficial ideas.”

— B en H anco c k

“With the shrinking time relevance of infor- “Virginia Intermont has developed a sucmation and the globalization of nearly every cessful Evening and Weekend College proaspect of human activity, it is increasingly im- gram for adult students who wish to comportant that higher education is intentional plete their degrees.” in helping students develop the ability to rea- — C l or isa Ph i l l i p s son and self-direct their learning.” —Geor g e M i l l e r

Innovations “We are partnering with local school districts, the chamber of commerce, local government, foundations, and the business community to provide programs and services that improve younger students’ aspiration and readiness for college, academically and financially.” —Be t h S t r obl e

“Fostering stronger ties between community organizations is the best method for addressing the call for more degrees in the economy. With limited resources, education providers at all levels need to reduce the duplication of programs and services and foster connections that result in seamless transitions across levels of educational advancement.” —Joh n Dow ne y

“Universities need to become more creative and entrepreneurial in identifying additional sources of revenue, and one

— G eor g e Mi l l er

Barry Dorsey

Elizabeth Stroble

(Ed.D. ’80, Higher Ed)

(Ph.D. ’87, Curr & Instr)

New College Institute Martinsville, Va

Webster University St. Louis, Mo. Private, nonprofit

Dorsey has been executive director of the NCI since its founding in 2006. Formerly, he was president of the University of Rio Grande.

“AIU is capitalizing on its sophisticated online learning platform and the presence of several physical campuses to provide instruction in multiple modalities and at times and in formats convenient to a wide range of learners.”

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Stroble became president of Webster in 2009. She had previously served as senior vice president and provost and chief operating officer of The University of Akron.

Preparing Kids for College “Start saving early. Investigate all potential sources of financial aid. Help your child to find the right college ‘fit’ for whatever the student might be interested in. The best fit is not always the most expensive institution.” —Barry Dorsey “Be inventive and aggressive. Even if your child does not qualify for federal financial aid, there are many merit scholarship programs offered by civic organizations and the like. You and your child should seek these out and not rely on overburdened guidance counselors to send them your way.” —Clorisa Phillips “I would encourage parents to work with their children at an early age to explore various categories of career options…. The earlier that our children are exposed to a wide range of career pathways and understand the linkages between career choice and education, the stronger the assurance for parents that the investment made in higher education will be beneficial.” —John Downey “It is important for parents to be prepared to ask their children to help fund their college expenses through work and loans. I will never forget signing promissory notes as an 18-year-old freshman student at Nebraska Wesleyan University. It helped me to realize that I had ‘skin in the game.’ I can assure you that it helped me focus on being successful in my studies and that included going to class on some beautiful Friday afternoons when it would have been easy to be distracted by other activities. Those college loans helped me attend a private liberal arts college. That was among the most profound, powerful and positive experiences of my life and worth every penny and sacrifice.” —Jay Lemons

alumni news

Alumni Achievements & Professional Milestones 1950s Carson H. Barnes, Jr. (M.Ed. ’59) was inducted into the Ferrum College Sports Hall of Fame. He coached the Ferrum football team in 1957 and 1958 and was assistant baseball coach from 1956-59. Barnes also spent a number of years as a scout for the Baltimore Orioles.

1970s Claude R. (Bud) Mayo (M.Ed. ’75 Engl Ed) has been named to the Board of Directors of the Virginia State Society. The Virginia State Society seeks to keep alive and perpetuate the spirit, traditions, and achievements of the Commonwealth of Virginia. Bud is also adjunct instructor at the Northern Virginia Center of the University of Virginia. Wendy E. McKee (M.Ed. ’70, Ed.D ’73 School Psych) has published Cross the Atlantic? What Was I Thinking? (Infinity Publishing), a book about her four-year sailing adventure 30 years ago. She and a friend lived aboard a 42-foot sailboat and sailed the Bahamas, Caribbean and Mediterranean, crossing the Atlantic twice before returning home. The book is based on her diaries and letters telling the story of the various adventures and misadventures. Peggy Agee (M.Ed. ’76 SpPath & Aud), assistant professor and coordinator of Longwood University’s undergraduate program in communication sciences and disorders, was presented the State Clinical Achievement Award by the SpeechLanguage-Hearing Association of Virginia. Philip L. Worrell (B.S. ’75 Sci Ed; M.Ed. ’79 Admin & Supv) was elected president of the Virginia Association of School Superintendents. He is superintendent of Greensville County Public Schools in Emporia, Va.

1980s Jo Vining (M.Ed. ’81 Admin & Supv), principal of Brownsville Elementary in Crozet, received the 2010 Alton Taylor Leadership Award from the University of Virginia chapter of Phi Delta Kappa. The award topped off her

decades-long career in education last spring, just before her retirement.

continuous school improvement. She has led several innovative uses of technology in classrooms.

1990s

Rodney K. Hopson (Ph.D. ’97 Ed Eval) was honored as the recipient of the Robert Ingle Service Award presented by the American Evaluation Association. Hopson is the Hillman Distinguished Professor in the educational foundations and leadership department in Duquesne’s School of Education. He was recently elected AEA’s 2012 president.

Elaine Fogliani (M.Ed. ‘74, Ph.D. ‘90 Admin & Supv) is the new director of academic approvals and new program development at U.Va. School of Continuing & Professional Studies. In addition to approving curricula and faculty credentials, she is responsible for finding new ways that the school can serve the Commonwealth. Elaine was formerly superintendent of Westmoreland County Public Schools in Virginia. She was the 2009 recipient of the Curry Foundation Outstanding Superintendent Award. George I. Martin (Ed.D. ’92 Engl Ed), recipient of the 1992 Richard A. Meade Award for Outstanding Promise in Education, has been appointed headmaster of Amelia Academy in Amelia Courthouse, Virginia, a pre-K through grade 12 school with nearly 200 students. Matthew J. Eberhardt (M.Ed. ’92, Ed.D. ’96 Admin & Supv) has been appointed superintendent of Madison County Public Schools in Virginia. Eberhardt was previously assistant superintendent for instruction in Clarke County. Kim Swon Lewis (M.Ed. ’95 SpPath & Aud) recently published a book titled Artic Attack and other R Games. The book provides speech-language pathologists with easy pencil and paper games to use during therapy with their “r” students. Lewis currently owns and operates a private practice, Activity Tailor, in Greensboro, NC. The online eSchool News honored Pamela R. Moran (M.Ed. ‘80, Ed.D. ‘97 Admin & Supv), superintendent of Albemarle County Public Schools, with one of its Tech-Savvy Superintendent Awards. Moran was noted in the Jan. 26, 2010 issue of eSchool News as an advocate for the use of technology to help drive

2000s Tamara McLeod (Ph.D. ‘02 AT) was named the inaugural John P. Wood, D.O. Endowed Chair for Sports Medicine at A.T. Still University’s Arizona School of Health Sciences. The endowed chair is a five-year appointment with an opportunity to renew. Kay Brimijoin (Ph.D. ’02 Ed Psych) recently published Differentiation at Work, K-5: Principles, Lessons, and Strategies (Corwin Press, 2010), co-authored with Lane Narvaez, principal of Conway School in St. Louis, MO. Brimijoin is associate professor of education at Sweet Briar College in Virginia. Natalie Randolph (M.Ed. ‘03 Ed Pol), a biology and environmental sciences teacher, was named the coach of the Calvin Coolidge Senior High School varsity football team. She’s believed to be the nation’s only female head coach of a high school varsity football team. Jose Nilo G. Binongo (M.Ed. ‘04 C&I) was named research associate professor in the Department of Biostatistics and Bioinformatics at the Rollins School of Public Health, Emory University. In 2006, he was recognized as Professor of the Year at the Rollins School of Public Health.

curry magazine • spring 2011

Alumni Claim to Fame

/// Frank Ward, B.S. ‘53, Educ

Frank was a member of the landing crew for the Hindenburg when it burst into flames on May 6, 1937. The German passenger airship had landed smoothly at Lakehurst Naval Air Station in New Jersey five times the prior year, and Frank, who was only 17 on the day of the disaster, had helped with the landing each time. “It was a horrible site,” Frank says. “People were trying to get out, stumbling in the thick smoke, and there was nothing we could do.” Frank later became a decorated infantryman, serving in both World War II and Korea before earning his bachelor’s degree from the Curry School. He spent the next 30 years teaching and coaching in private schools, but he has always welcomed opportunities to educate people about the harrowing events of the Hindenburg disaster he witnessed.

Erin E. (Smith) Beard (M.T. ’04 Elem Ed), who teaches at Henry Clay Elementary School, has been selected as the Hanover County Public Schools Teacher of the Year 2011. In 2008, Beard was named the Outstanding Elementary School Teacher by the Curry School of Education Foundation. She was the Hanover County Public Schools Beginning Teacher of the Year. Wendy Dingle (M.Ed. ’05 Reading) of Maury High School was named 2010 Teacher of the Year by Norfolk Public Schools. Dingle, a ninth- through twelfth-grade reading teacher, has 19 years of teaching experience, 15 of those at Maury High School, where she has taught reading for the last six years. Eunhee Jung O’Neill (M.Ed. ‘05, Ph.D ‘08 IT), founder and director of the Center for International Virtual School, was featured in the April 22, 2010, issue of the Huffington Post for her work in facilitating intercultural interactions between school students in different countries. In 2009, she won the 21st Century Award for Excellence in Distance Learning from the United States Distance Learning Association. Heather (Welch) Bushkirk (M.T. ’05 Sci Ed) earned her National Board Certification. She teaches high school physics in Johnstown, New York. Colette Fraley (M.Ed. ’06 C&I) was named 2011 Teacher of the Year for Virginia’s Region 4. An eleventh-grade social studies teacher at Wakefield High School in Arlington, Fraley earned National Board Certification in 2009 and is the chair of her school’s social studies department.

Please keep in touch!

Robert West (M.Ed. ’06 C&I) recently became an adjunct instructor at Remington College in Tampa, Florida, where he teaches human resources management and ethics. Stephen Schroth (Ph.D. ‘07 Ed Psych) and Jason Helfer’s research, “Identifying Gifted Students: Educators’ Beliefs Regarding Various Policies, Processes, and Procedures,” won a 2009-2010 Award for Excellence in Research, sponsored by Mensa International, Ltd., and the Mensa Education and Research Foundation. Their award-winning article was published in the Journal for the Education of the Gifted. Tara W. Moore (M.Ed. ’08 Admin & Supv) was named principal of Northern Shores Elementary School in Suffolk, Va. Moore has been an educator for 18 years, 13 of them in the Suffolk Public School System. Jennifer Fier (M.T. ’09 Spec Ed), a music and sensory integration special education teacher at Key Center, was named Fairfax County Public Schools Outstanding First-Year Teacher for 2010. Kimberly McKnight (M.T. ‘09 Elem Ed), a kindergarten teacher at Robious Elementary School in Midlothian, VA, was selected as one of eight educators statewide to receive the Virginia Lottery Super Teacher Award. The award consisted of a cash prize of $2,000 and an additional $2,000 classroom credit from The Supply Room Companies.

U.Va. Reunions Weekend June 2-5 /// Classes of 1961, 1966, 1971, 1976, 1981, 1986, 1991, 1996, 2001, 2006 June 4 /// Curry School Luncheon

To submit a class note online, visit curry.virginia.edu/classnotes To update your contact information online, visit www.hoosonline.virginia.edu

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For more information, visit www.alumni.virginia.edu/reunions

Six Curry Alums Among Golden Apple Award Winners

In Memoriam Edwin N. “Ned” Logan (Ed.D ’58 IT), former professor and head of the instructional technology department at Towson University and executive assistant for the Mercury astronauts, died July 11, 2010. He was 86. Logan, a resident of Williamsburg, Va., spent six years at the NASA Space Center in Houston and also supported the Gemini and Apollo astronauts. He later served as the education program administrator for the U.S. Department of Labor in Washington and spent six years in Saudi Arabia and the U.S. on a $1.5 billion vocational education and training program. Logan was a combat veteran of World War II and Korea, attaining the rank of captain. In his retirement years, he led the effort to commemorate the 400th anniversary of Jamestown with a special triangular stamp. He also served on the Curry School Foundation board and was a donor at the Dean’s Council level. W. James (Jim) Copeland, Jr. (M.Ed. ’77 Couns Ed), former U.Va. director of athletics, died on June 4 at his home in Charlottesville at age 65. Copeland earned a football scholarship to U.Va. and played as an offensive lineman from 1964 to 1966. He played for the Cleveland Browns NFL team from 1967 to 1974. After several positions in collegiate athletic administration, he served as Virginia’s athletic director from 1987 to 1994.

Among the 41 exceptional educators chosen to receive the 9th Annual Golden Apple Awards in Albemarle County and Charlottesville were six Curry alumni and one current student: Cheryl Brooks-Davis (BS ‘86 Elem Ed) Agnor Hurt Elementary Stephanie Passman (MT ‘09 Elem Ed) Cale Elementary Bob Bressan (BS ‘71 Soc St Ed; M.Ed ‘72 Couns Ed) Charlottesville Albemarle Technical Education Center Tracy Watterson (M.Ed ‘09 C&I) Clark Elementary Shawn Carey (M.Ed ‘03 Spec Ed) Mountaintop Montessori Jennifer Hilker (MT ‘93 Elem Ed) Red Hill Elementary John Rimel (Student) Buford Middle School Congratulations to each of these outstanding teachers!

/// W. James (Jim) Copeland, Jr.

Stay connected with the Curry School Photo courte sy U.Va. Athl et ics O ffice.

Sen. Edd Houck Receives Distinguished Service to the Commonwealth Award

Submit your personal news online at our new Curry Class Notes webpage: http://curry.virginia.edu/ classnotes Find Curry on the Web: http://curry.virginia.edu Connect with Curry on Facebook www.facebook.com/curryschool

/// The Honorable R. Edward Houck L ast spring , the Curry School presented The Honorable R. Edward Houck (M.Ed. ‘75 Couns Ed) with its 2010 Distinguished Service to the Commonwealth Award. Sen. Houck began his teaching career in Spotsylvania County as a middle-school science teacher. He has also been a guidance counselor, assistant principal, and the Director of Student Services for Fredericksburg City Public Schools. In 2007, he retired after 34 years of service as a public school educator. He is currently the Director of Corporate and Community Programs for MediCorp in Fredericksburg. Elected to the Virginia State Senate in 1983, Senator Houck currently chairs the Senate Education and Health Committee, the Senate Finance Committee’s Health and Human Resources Subcommittee, and the Joint Commission on Health Care. His numerous other committee assignments include the Commission on Youth and the Virginia State Board of Education Accountability Advisory Committee. Among his many honors, Senator Houck also received the Col. Michael S. Harris award from the Virginia Conference of the American Association of University Professors earlier this year. He was named 2009 Legislator of the Year by the Virginia School Board Association and the 2007 Virginia Education Association Friend of Education Award.

curry magazine • spring 2011

alumni news

tj society

ast spring, Mary Pat Dixon was one of several graduates who returned to Grounds for her 50th class reunion and her induction into the Thomas Jefferson Society. Mary Pat moved to Washington, DC, after graduating in 1960 with a bachelor’s degree in education and took her first job teaching fourth graders in northern Virginia. She then headed to Heibronn, Germany, for two years of teaching third grade in the Overseas Dependents’ Schools. She returned to the states, taking a position in Burlington, Massachusetts, where she worked within the local school system in various capacities for the next 20 years. Over time, she earned two master’s degrees and a certificate of advanced graduate studies degree. She taught at all grade levels, and after a full and productive two-decadeslong career in Burlington, she retired in 1984. “At the beginning, I only wanted to be a good elementary school classroom teacher,” Mary Pat says. “As time progressed, I would see that the instruction and guidance I received at the University of Virginia gave me invaluable tools and experience that would serve me well throughout an interesting and fulfilling career.” Mary Pat still lives in Massachusetts, where she operates Mary Pat Enterprises, an Oriental rug retailing and decorating business. She says she enjoyed returning to U.Va. and especially attending the Curry School’s TJ Society luncheon. “It was heartwarming to be with other educators who are enthused about teaching,” she said. “Being in those beautiful Jeffersonian surroundings where it all began for me made me want to return to work, to the worthwhile endeavor of helping the next generation grow up.”

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/// Mary Pat Dixon (B.S. ‘60)

TJ Society and Class of 1961 Reunion May 16-18 /// The Thomas Jefferson Society of Alumni encompasses all alumni who graduated from the University of Virginia 50 or more years ago. At each year’s TJ Society Reunion, the Curry School honors its alumni with a special luncheon and presentation by Dean Bob Pianta. At the upcoming TJ Society Reunion on May 16-18, the class of 1961 will be inducted. To attend the Curry School luncheon at noon on May 18, call the Curry School Foundation office at 434-924-0854 or email curry-foundation@virginia.edu

010 Outstanding 2 Alumni Awards

Do you know an outstanding Curry School alum? I f so, the C urry School Foundation needs your help! Help us nominate and recognize Curry School alumni for outstanding achievements! Each year the Curry School Foundation recognizes exceptional Curry School alumni who have made significant contributions in the field of education and whose career achievements reflect positively on all alumni and on the Curry School. Help us acknowledge the outstanding accomplishments of Curry School alums by submitting your nomination today! Outstanding Teacher/Counselor Award Deadline for nominations: May 3, 2011 • Elementary School • Middle School • High School An Outstanding Teacher/Counselor Award will be presented for all three grade levels. This award recognizes excellence in teaching or counseling, professional stature, dedicated service, and commitment to promoting general student welfare through working with student activities and organizations. Each teacher award recipient will receive $500 to be used for professional development purposes. Outstanding Superintendent Award Deadline for nominations: May 3, 2011 The Outstanding Superintendent Award recognizes a superintendent who is currently employed in a public or private school system and has achieved excellence in school administration, is recognized professionally beyond his/ her own school system, and has provided exemplary service to the community. Outstanding Principal Award Deadline for nominations: May 3, 2011 The Outstanding Principal Award recognizes a principal employed in a public

or private school and accomplished in the following areas: excellence in school administration, professional stature, and dedicated service to the community. Outstanding Higher Education Faculty Deadline for nominations: May 3, 2011 The Outstanding Higher Education Faculty Award recognizes a faculty member of a college or university who is accomplished in the following areas: excellence in teaching, distinguished research, professional stature, and dedicated service to the community.

/// Robert O. Brinkerhoff Distinguished Alumni Award Robert O. Brinkerhoff (M.Ed. ’71, Ed.D ’74 Eval Research) Professor emeritus, Western Michigan University Outstanding Higher Education Faculty Member Award

Distinguished Alumni Award Deadline for nominations: May 3, 2011 The Distinguished Alumni Award recognizes an individual who has made a significant contribution to the field of education or to his or her chosen profession and who has demonstrated professional stature and dedicated service to the Curry School of Education.

Dorene Doerre Ross (Ed.D. ’79 Early Child Ed) The Irving and Rose Fien Professor of Education, University of Florida College of Education, School of Teaching and Learning

Outstanding Curry Professor Award Deadline for nominations: May 3, 2011 The Outstanding Curry Professor Award recognizes a professor who is a full-time member of the Curry School faculty and who has made a considerable contribution to the school’s success in the areas of teaching, student welfare, student career development, and professional leadership.

Layton H. Beverage (Ed.D. ’03 Admin & Supv) Gloucester High School, Gloucester, Virginia

To submit your nomination for any of these awards, download the appropriate nomination form from the Curry Foundation website: curry.virginia.edu/foundation/awards For more information, email curry-foundation@virginia.edu or call (434) 924-0854.

Outstanding Superintendent Award R Steven Nichols (M.Ed. ’77, Ed.D. ’93 Admin & Supv) Staunton City Public Schools, Staunton, Virginia Outstanding Principal Award

Outstanding Middle School Teacher/Counselor Award Carolyn C. Stamm (M.Ed. ’87 Gifted Ed) Brandon Middle School, Virginia Beach, Virginia Outstanding High School Teacher/Counselor Award Lindy B. Crace (M.T. ’99 English Ed) Clark Central High School, Athens, Georgia Outstanding Elementary School Teacher/Counselor Award Donna DeGroat (B.S. ’86 Spec Ed) Stony Point Elementary School, Charlottesville, Virginia

curry magazine • spring 2011

faculty news

faculty in print 2010 BOOKS CORE

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Start the Experience 1

Randy L. Bell, M. Butler, J. Lederman, K. C. Trundle, N. Duke, & D. W. Moore National Geographic Science Program for Grades 3-5. (Hampton-Brown) Glen L. Bull & Lynn Bell (Eds.) Teaching With Digital Video (ISTE)

Dan Duke The Challenges of School District Leadership (Routledge)

K. Flanigan, Latisha Hayes, S. Templeton, D. Bear, Marcia Invernizzi, & F. Johnston Words Their Way: Word Study for Reading, Vocabulary, and Spelling Instruction, Grades 4-12. (Allyn & Bacon). J. Guendouzi, Filip Loncke, & M. J. Williams (Eds.) The Handbook of Psycholinguistic and Cognitive Processes: Perspectives in Communication Disorders (Psychology Press)

W. L. Hurley, C. R. Denegar, & Jay Hertel. Research Methods: An Evidence-Based Approach. (Wolters Kluwer)

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Luke E. Kelly, J. A. Wessel, G. Dummer, & T. Sampson Everyone CAN: Elementary Physical Education Curriculum and Teaching Resources. (Human Kinetics Publishers). Michael C. McKenna, S. Walpole, & K. Conradi Promoting Early Reading: Research, Resources, and Best Practices. (Guilford).

Patrick Meyer Understanding Measurement: Reliability. (Oxford)

P. M. Sadler, G. Sonnert, Robert H. Tai, & K. Klopfenstein (Eds.) AP: A Critical Examination of the Advanced Placement Program. (Harvard Educational Press). Martha E. Snell et al. Intellectual Disability: Definition, Classification, and Systems of Supports (11th ed.). (American Association on Intellectual and Developmental Disabilities). D. A. Sousa, & Carol Ann Tomlinson Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom. (Solution Tree Press).

2010 Selected Publications A. J. Artiles, E. B. Kozleski, Stanley C. Trent, D. Osher, & A. Ortiz Justifying and explaining disproportionality, 1968-2008: A critique of underlying visions of culture. Exceptional Children, 76, 279-299. Daphna Bassok Do Black and Hispanic children benefit more from preschool centers? Understanding the differential effects of preschool across racial groups. Child Development, 81(6), 1828-1845. Dan Berch How to make the most of your applied research. In V. Maholmes & C. G. Lomonaco (Eds.), Applied research in child and adolescent development: A practical guide. Psychology Press J. Bound, M. F. Lovenheim, & Sarah Turner Increasing time to baccalaureate degree in the United States (NBER Working Paper Series No. 15892). National Bureau of Economic Research. D. Boyd, H. Lankford, S. Loeb, M. Ronfeldt, & James Wyckoff The role of teacher quality in retention and hiring: Using applications-to-transfer to uncover preferences of teachers and schools. Journal of Policy Analysis and Management, 30(1), 88-110.

Sonia Q. Cabell, R. G. Lomax, L. M. Justice, A. Breit-Smith, L. E. Skibbe, & A. S. McGinty Emergent literacy profiles of preschool-age children with Specific Language Impairment. International Journal of SpeechLanguage Pathology, 12, 472-482. C.S. Cashwell, Harriet L. Glosoff, & C. Hammond Spiritual bypass: A preliminary investigation. Counseling and Values, 54, 152-174. Dewey Cornell & M. Mayer Why do school order and safety matter? Educational Researcher, 39, 7-15. Jason T. Downer, Leslie M. Booren, O. K. Lima, A.E. Luckner, & Robert C. Pianta The Individualized Classroom Assessment Scoring System (inCLASS): Reliability and validity of a system for observing preschoolers’ competence in classroom interactions. Early Childhood Research Quarterly, 25(1), 1-16. Daniel Duke & M. Salmonowicz Key decisions of a first-year turnaround principal. Educational Management Administration & Leadership, 38, 33-58. C. Falender & Patrick H. Tolan The society for child and family policy and practice. In I. Weiner & E. Craighead (Eds.), The Corsini encyclopedia of psychology (4th ed.; p. 1651). John Wiley & Sons. David F. Feldon, B. E. Timmerman, K. Stowe, & R. Showman Translating expertise into effective instruction: The impacts of cognitive task analysis (CTA) on lab report quality and student retention in the biological sciences. Journal of Research on Science Teaching, 47(10), 1165-1185.

David W. Grissmer, K. J. Grimm, S. M. Aiyer, William M. Murrah, & J. S. Steele Fine motor skills and early comprehension of the world: Two new school readiness indicators. Developmental Psychology, 46, 1008-1017. Francis Huang The role of socioeconomic status and school quality in the Philippines: Revisiting the Heyneman-Loxley effect. International Journal of Educational Development, 3, 288-296. Marcia Invernizzi & Latisha Hayes Developmental patterns of reading proficiency and reading difficulties: Word recognition. In R. Allington & S. McGill-Franzen (Eds.), Handbook of reading disability research (pp. 196-207). Routledge. Marcia Invernizzi, T. Landrum, A. Teichman, & M. Townsend Increased implementation of emergent literacy screening in pre-kindergarten. Early Childhood Education, 37, 437-446. Luke E. Kelly & T. Moran The effectiveness of a web-based motor skill assessment training program. International Journal of Health, Physical Education, Recreation, Sport, and Dance, 5(2), 58-53. Timothy R. Konold & G.L. Canivez Differential relationships among WISC-IV and WIAT-II scales: An evaluation of potentially moderating child demographics. Journal of Educational and Psychological Measurement, 70(4), 613-627. Joanna M. Lee, L. J. Germain, J. Marshall, & Edith Lawrence “It opened my mind, my eyes. It was good.”: How college students navigate boundaries of difference in a volunteer mentoring program. Educational Horizons, 89(1), 33-46.

Edith Lawrence & A. Sovik-Johnston A competence approach to therapy with families with multiple problems. In D. Crenshaw (Ed.), Reverence in healing (pp. 137-150). Jason Aronson. Ann B. Loper & C. Novero Parenting programs for prisoners. In M. Eddy & J. Poehlmann (Eds.), Children of incarcerated parents: A handbook for researchers and practitioners. Urban Institute Press. A. V. Maltese & Robert H. Tai Eyeballs in the fridge: Sources of early interest in science. International Journal of Science Education, 32(5), 669-685. M. McClelland, Claire Ponitz, E. M. Messersmith, & S. Tominey Self-regulation: The integration of cognition and emotion. In W. F. Overton (Ed.), Life-span development handbook, Volume 1: Cognition, neuroscience, methods (pp. 509-553). Wiley. Michael C. McKenna & S. Walpole Planning and evaluating change at scale: Lessons from Reading First. Educational Researcher, 39, 478-483. Margaret A. Miller More pressure on faculty members, from every direction. The Chronicle of Higher Education, August 27, 2010, p. 17. I. Obrusnikova, Martin E. Block, & S. Dillon Children’s beliefs toward cooperative playing with peers with disabilities in physical education. Adapted Physical Activity Quarterly, 27, 127-142.

Sara E. Rimm-Kaufman & Bridget Hamre The role of psychological and developmental science in efforts to improve teacher quality. Teacher College Record, 112(12), 2988-3023. Martha E. Snell, N. Brady, L. McLean, W. Ogletree, E. Siegel, L. Sylvester, B. M. Molica, D. Paul, M. A. Romski, & R. Sevcik Twenty years of communication intervention research with individuals who have severe disabilities. American Journal on Intellectual and Developmental Disabilities, 115, 364-380. Carol Anne Spreen & S. Vally Prospects and pitfalls: A review of education policies in post-Apartheid South Africa. Comparative Education 4, 429-448. K. C. Trundle & Randy L. Bell The use of a computer simulation to promote conceptual change: A quasi-experimental study. Computers & Education, 54, 1078-1088. Stephanie van Hover, D. Hicks, & J. Stoddard The development of Virginia’s history and social studies Standards of Learning (SOLs), 1995-2010. The Virginia News Letter, 86(2), 1-6. F. Wang, Mable B. Kinzie, P. McGuire, & E. Pan Applying technology to inquirybased learning in early childhood education. Early Childhood Education Journal, 37(5), 381-389.

Patrice Preston-Grimes Fulfilling the promise: African American educators teach for democracy in Jim Crow’s South. Teacher Education Quarterly, 37(1), 35-52.

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faculty achievements Dapha Bassok was one of twenty researchers nationwide selected to participate in the Emerging Education Policy Scholars program. The program aims to connect talented new researchers with other scholars in their field, as well as to introduce them to key players in the education policy arena. Randy Bell was named the 2010 Outstanding Science Teacher Educator of the Year by the Association for Science Teacher Education. A book co-edited by Bell, titled Reforming Secondary Science Instruction, received the 2010 Distinguished Achievement Award from the Association of Educational Publishers. Robert Q. Berry, III, was appointed to serve

on the board of directors of the National Council for Teachers of Mathematics. Berry also received the William C. Lowry

Mathematics Educator of the Year Award at the University Level from the Virginia Council of Teachers of Mathematics.

Luke E. Kelly was inducted into the North American Society for Health, Physical Education, Recreation, Sport, and Dance.

Kinesiology professor Martin Block was named to the first advisory board for the Adapted Physical Activity Research Center at the Beijing Sport University, Beijing, China. Block also received the G. Lawrence Rarick Research Award from the National Consortium for Physical Education and Recreation for Individuals with Disabilities.

Patrick Meyer received the Bradley

Curry professor of Kinesiology, Ann Boyce, has been awarded the 2011 National Association for Kinesiology and Physical Education in Higher Education’s Distinguished Scholar Award.

Year Award for their paper “Kindergarten Classroom Quality, Behavioral Engagement, and Reading Achievement,” published in School Psychology Review. Kevin Grimm of UC Davis and Timothy Curby of George Mason University coauthored the paper.

David Breneman spent the fall 2010 semester teaching with the U.Va.’s Semester at Sea program. Dewey Cornell participated in a February

2010 media and congressional briefing on school safety in Washington, DC. The event was organized by the American Educational Research Association and was linked to the publication of the January/ February special issue of Educational Researcher on school safety and violence prevention that was co-edited by Cornell.

Harriet Glosoff was elected to serve a

three-year term on the executive board of the Association for Spiritual, Ethical, and Religious Values in Counseling, a national division of the American Counseling Association.

Jay Hertel, associate professor of kinesiol-

ogy, was named the inaugural Educator of the Year by the Virginia Athletic Trainers’ Association.

/// Robert Q. Berry, III

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Hanson Award for his work creating new open source psychometric software for statistical analysis called jMetrik. The award was presented by the National Council on Measurement in Education.

Claire Cameron Ponitz and Sara RimmKaufman, received the 2009 Article of the

Patrice Preston-Grimes was an invited participant in the USA Professors’ Study Tour to Yad Vashem (Israel) for study with world-renowned scholars on the Holocaust.

In appreciation for his groundbreaking achievements in the field of juvenile mental health, the Chicago City Council declared January 16, 2010, as Dr. Patrick H. Tolan Day. Tolan came to the Curry School in fall 2009 after ten years as director of the Institute for Juvenile Research and professor of psychiatry and of public health at the University of Illinois. Heather Wathington has been se-

lected to serve as an affiliate of the Center for Urban Education - Western Interstate Commission of Higher Education Partnership for Equity and Policy. Wathington also wrote Learning Communities for Students in Developmental Reading, a report of the National Center for Postsecondary Research, with co-authors M. J. Weiss and M. G. Visher.

new Grants Daphna Bassok and Susanna Loeb $136,510 Institute of Education Sciences The Availability of Early Childhood Education and Care in the United States: Exploring Links Between Policy, Availability and Effects, 1990-2005 Randy L. Bell and Timothy Konold

$3,500,000 Investing in Innovation Fund, U.S. Department of Education Virginia Initiative for Science Teaching and Achievement Research Plan Randy L. Bell and Timothy Konold

$1,360,320 ExploreLearning The Impact of Subject-Specific Computer Simulations on Science Instruction and Learning Martin E. Block

$108,000 Albemarle County Public Schools Department of Special Education. Providing Adapted Physical Education Services. David Grissmer

$300,000 National Science Foundation New Kindergarten Readiness Indicators for Math and Science: Next Steps in Validation, Communication and Projecting Policy Impacts. Marcia Invernizzi

$950,000 Virginia Department of Education Phonological Awareness Literacy Screening (PALS K-3)

$150,000 Virginia Department of Education Phonological Awareness Literacy Screening for PreK

Robert H. Tai and Sandra Laursen $149,000 National Science Foundation Collaborative Research on Out-of-school Time Science Programs.

Marcia Invernizzi

Robert H. Tai and Heather Thiry

Marcia Invernizzi

$105,000 Virginia Department of Education Web-based Word Recognition Modules for K-3 Marcia Invernizzi, Karen Ford, Xitao Fan, and Francis Huang $105,000 Institute of Education Sciences PALS espanol Joanna M. Lee, Edith C. Lawrence, Nancy L. Deutsch, and Patrick H. Tolan

$316,078 U.S. Department of Justice Strategic Enhancement of the Young Women Leaders Program.

$107,151 Noyce Foundation Exploring the Outcomes and Methods of Youth Out-of-School-Time Science Programs.

Jim Wyckoff

$137,398 Noyce Foundation Alternative Certification in the Long Run: Student Achievement, Teacher Retention and the Distribution of Teacher Quality in New York City

M. M. McClelland, A. C Acock, R. P. Bowles, and Claire C. Ponitz $400,000 Institute of Education Sciences Touch Your Toes! Developing a New Measure of Behavioral Regulation Sara E. Rimm-Kaufman, James Wyckoff, and Robert C. Pianta $652,686 Institute for Education Sciences Interdisciplinary Post-Doctoral Research Training Program Robert H. Tai and Heather Wathington

$900,000 National Institutes of Health Transitions in the Education of Minorities Underrepresented in Research. /// Jim Wyckoff

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foundation news

Bavaro Hall Dedication

/// Dean Bob Pianta speaks before a summer crowd at the dedication of Bavaro Hall.

July 16 “Today, we are commemorating a great transformation in the life of the Curry School,” Curry Dean Robert C. Pianta said in his remarks at the Bavaro Hall dedication on a balmy summer morning. “Bavaro Hall is a world-class building,” Pianta said. “It will foster collaboration, interaction, the sharing of ideas so critical to academic life. It will connect the Curry School to the University community and to our partners in the region and throughout the country, and it will attract talent, ideas, and energy.” The building was completed just in time for John T. Casteen III to participate in his last official event before stepping down as

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U.Va. president. He told the summertime crowd that the building speaks to him about the relationship between the past and future of the University. He added that Bavaro Hall makes a clear statement to all who enter: “This is a place of consequence.” Casteen unveiled two engraved plaques to be mounted in Bavaro Hall, one honoring Daniel M. Meyers for his generous lead gift to the Capital Campaign and one honoring the late Anthony “Wally” Bavaro, a former teacher for whom the building is named. Meyers and former Curry School dean David Breneman also spoke at the event.

/// South end of Bavaro Hall

/// North end of Bavaro Hall

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/// Breneman Courtyard

/// Senator Mark Warner holds a Town Hall meeting in the Atrium

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/// Breneman Courtyard view from the Chronister-Wagoner Walkway

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The sheila C. Johnson center dedication

/// Marie Crump, mother of Sheila Johnson, charmed an October crowd gathered for the dedication of the Sheila C. Johnson Center for Human Services.

October 25 Governor Bob McDonnell, U.Va. President Teresa Sullivan, and Sheila Johnsonâ&#x20AC;&#x2122;s mother Marie Crump were featured speakers at the dedication of the Sheila C. Johnson Center for Human Services. The new center, housed on the ground level of Bavaro Hall, was named for its benefactor, Johnson, who is a philanthropist, businesswoman, and newly appointed member of the U.Va. Board of Visitors. The center brings together four of the schoolâ&#x20AC;&#x2122;s renowned evaluation and treatment clinics for the first time, creating a unique environment for research and integrated, multidisciplinary clinical services for individuals of all ages. The clinics include the Speech-Language-Hearing Center, the Center for Clinical Psychology, the McGuffey Reading Center, and the Personal and Career Development Center.

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Give to the Curry School Annual Fund Unrestricted annual fund gifts are one way of providing critical core support for the Curry School and can be the most lasting and powerful gifts a donor can make. Not only do annual unrestricted gifts from alumni and friends provide essential year-to-year support for financial aid, student services, and academic programs — areas that directly affect the lives of Curry

students — they give the Dean the flexibility to respond quickly to emerging opportunities. Annual giving is also an important measure of alumni attitudes toward the Curry School. Alumni participation in annual giving signals strong support for the school and satisfaction with the Curry experience, which translates into national rankings that reinforce the ongoing value of a Curry degree.

How to Give to the Curry School of Education To make your donation by mail, send a check payable to the Curry School Foundation 417 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 Website: http://campaign.virginia.edu/supportcurry

You may reach Kelly Reinhart, Curry Foundation annual giving officer, by phone at (434) 243-1962 or by email at ksr2h@virginia.edu

curry magazine • spring 2011