Spring | 2010
Curry’s Productive Partnership with Southwest Virginia
Also Inside: Adolescent Development Center Ramps Up Curry Gets Kudos from Education Secretary Duncan Eduwonk Blogger Rotherham Reconnects with Curry
Curry School of Education Foundation Staff
Curry Magazine Staff
Executive Director Margaret Ann Bollmeier
Writer/Editor Lynn Bell
Director of Foundation Operations Jane Buck
Contributing Writers Audrey Breen, Rebecca P. Arrington, Anne C. Hayes,
Director of Development Jay Jackson
Fariss Samarrai, Laura Hoffman, Morgan Estabrook
Director of Development Communications Lynn Bell
Designer Roseberries
Graduate Student Intern Anne C. Hayes
Photographers Tom Cogill, Dan Addison, Lynn Bell, Bill Booz, Peggy Harrison, Jane Haley, Bob Shifflett
Please visit us and view this publication online at http://curry.edschool.virginia.edu/foundation
Spring | 2010
Magazine of the University of Virginia Curry School of Education
Volume 5, Number 1
FEATURES
departments
4 Curry Partners with Southwest Virginia
The Dean’s Message 3
The Curry School has enjoyed a long and productive relationship with education and human services professionals in the coalfield region of Virginia.
Alumni News 32 Faculty Notes 48
14 Curry across the Commonwealth and the Nation
Foundation Report 56
The Curry School’s research programs and outreach initiatives are making a noticeable impact.
26 Curry around the globe
15
Curry faculty and students take advantage of international opportunities to teach and learn.
56
20
16 Facing page: All Curry School students in the early childhood special education and alternate special education programs take a course called Positioning, Handling, and Self Care Skills. Students taking this course learn to be teachers of children and adolescents with movement and tone difficulties that affect mobility, fine motor skills, and daily routines. This photo is from a class session held at the Kluge Children s Rehabilitation Center (UVA Department of Pediatrics) in which Marc Gilgannon, physical therapist, instructs Curry students on the proper way to assist someone using a wheelchair going up and down stairs. Also pictured are Professor Marti Snell (upper right) and students Allison Kennedy (left) and Hattie Gore (seated).
The Dean’s Message
An Abundance of Knowledge and Talent
The Curry School of Education, through our faculty, students, and friends, is endowed with an abundance of knowledge and talent, and using our expertise for the public good has been
Bob Pianta
the impetus behind many of the partnerships we have forged, especially within the Commonwealth. We have enjoyed a special, decades-long relationship with the far southwestern region of the state. Hard hit by economic, social, and geographic challenges, southwest Virginia is blessed by a wealth of caring professionals who are committed to the education, health, and economic well-being of their neighbors. A number of these capable professionals are Curry alumni themselves, which reinforces our connections throughout the coalfield region. This issue of Curry magazine features the many facets of our partnership with southwest Virginia. Research initiatives like the Southwest Virginia Early Language and Literacy project, for example, illustrate our commitment to evidence-based interventions that capitalize on the region’s existing resources. Curry also offers a number of academic programs, like the Education Specialist degree program described in this issue, as well as professional development courses for educators. These each provide opportunities for our faculty to interact with professionals in the field—a valuable context for integrating our research, practice, service, and policy-making missions. As our facility with distance communications technologies continues to grow, I foresee our work in southwest Virginia deepening and expanding.
2
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University of Virginia Curry School of Education
The Dean’s Message | Robert Pianta
This issue of the magazine is packed with many other
I am happy to say that the Curry School Foundation is
stories about the Curry School’s efforts to discover, create,
in excellent position to expand our fundraising objectives.
and change over the past year. You will see that the school
This issue introduces new Foundation executive director
continues to move forward with new outreach initiatives,
Margaret Ann Bollmeier, a highly capable development
innovative ideas for addressing educational challenges, and
professional with excellent credentials for leading our
groundbreaking research. Our faculty members are working
development efforts to the next level of success.
tirelessly to provide students with the best career preparation
Of course, within the limited space of an annual
possible, to reach out in service to children and families
magazine we are unable to share the full range of
across the nation and the world, and to advance knowledge
accomplishments across a school as diverse as Curry. By
within their own professions.
this time next year, we will have news about reforms in
You can also read in this issue about some of the
our teacher education program that are currently under
exemplary achievements of our students and alumni across
development, new efforts in higher education research,
the varied programs encompassed by the Curry School.
the burgeoning partnership with the new Batten School
Their professional excellence and passionate commitment
of Leadership and Public Policy, and the successes of the
to service never cease to make us proud.
Sheila C. Johnson Center for Human Services.
We are very excited that Bavaro Hall construction is
We will keep in touch throughout the year with our
almost completed. We are on schedule to move into this
progress and invite you to visit our Web site (http://curry.
beautiful and spacious new facility this summer. It is a dream
edschool.virginia.edu) or the Curry Facebook page anytime for
come true made possible by a number of loyal and generous
breaking news.
alumni and friends, to whom we are ever grateful.
Enjoy the magazine!
Exceptional generosity has characterized the broader fundraising campaign for the Curry School, as well. Several years before I became dean, a fundraising goal of $55 million was set for the Curry Foundation. I am pleased to announce that we have already met that goal, two years ahead of schedule. We celebrate this accomplishment. In the school’s 110-year history, $55 million is a record-setting fundraising achievement. Yet, our need for philanthropic gifts continues to grow, not only because of relentless state budget cuts but because of our ambitious new vision for Curry’s mission. During the final two years of the campaign, we will focus on raising support for students, faculty, and new program initiatives.
Curry Magazine · Spring 2010
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3
by Lynn Bell
A SWELL Partnership “You did it!” says Kim Austin from her perch on a toddler-sized chair. Beside her, three-year-old Jake snaps ring-shaped manipulatives one on top of another, grinning with each success. Austin, who is education director of Kids Central in Norton, Virginia, is taking a break from her administrative duties to hang out with the kids in the Early Head Start childcare center. “You build one as tall as you can,” she prompts Jake, “and your friend builds one as tall as he can, and when you put them together it will be super tall! You want to try it?” Despite the simplicity of positive verbal exchanges like this one, not all young children experience them regularly at home, says Paige Pullen, Curry School associate professor of special education. Yet, oral language is critical to a child’s early literacy development.
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University of Virginia Curry School of Education
Partners with Southwest Virginia
Curry Magazine 路 Spring 2010
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5
Partners with Southwest Virginia
Pullen designed the intervention and has collaborated with UVa-Wise faculty to train students to make weekly home visits with twelve families for an initial three-month pilot. They are educating parents about play-based opportunities to increase early language experiences such as storybooks, puzzles, crafts, and games. Out of the hearing of the kids in childcare, Austin says that she is eager to expand the services for the families with whom her agency works, at least 90 percent of whom have incomes at or
Paige Pullen, Curry School associate professor of special education.
below the poverty line. Kids Central operates the federal Head Start and Early Pullen is lead researcher on a pilot project that aims to fos-
Head Start programs in several southwest Virginia counties,
ter more of these positive interactions between parents and
and families participating in SWELL were all identified by
toddlers in Wise County, Virginia. Called the SWELL Project
Austin’s office.
(for Southwest Virginia Early Language and Literacy), this re-
“They have a lot of struggles,” she says. “Sometimes lan-
search will be conducted through a partnership between the
guage and literacy development are not at the forefront of
Curry School, the University of Virginia’s College at Wise,
their concerns.” Many are good parents, she explains, but
East Tennessee State University, and Kids Central.
more pressing issues, like safety and nutrition, dominate
The years between birth and age four are critical for chil-
their attention.
dren, explains Pullen. A narrow window of opportunity exists
To assess the effectiveness of the home visits, Pullen uses
for laying the foundation of early language and literacy skills.
electronic recording devices for sampling the audio environ-
Waiting until children reach kindergarten to teach these skills
ment in the child’s vicinity. For one day every week during the
virtually guarantees that they will never catch up to their peers in reading and comprehension. Through
education students at UVa-Wise are working with local toddlers who
the Department of Education at UVa-Wise, serves as project liaison between Curry, UVa-Wise, and local agencies like Kids Central. Each summer, Cantrell runs a free McGuffey-style reading clinic for local elementary students as part of an
reading failure and of
undergraduate reading diagnosis course.
cial education services due to poverty.
6
Jeff Cantrell, professor of education and chair of
are at increased risk of being identified for spe-
“A Groundbreaking Project”
SWELL,
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University of Virginia Curry School of Education
Partners with Southwest Virginia
The Curry School in Coeburn program period, children are wearing the device tucked inside the pocket of a specially made shirt. Once the record-
The Wise County town of Coeburn has three schools and, as of this year, three new assistant principals—all 2009 Curry graduates with Education Specialist degrees. They were members of a twenty-three-person cohort participating in an off-Grounds administration and supervision program.
ings are made, Pullen will use language
Each a former teacher, Heather Sykes, Greg Jessee, and Rick Bolling were
environment analysis software that can
handpicked for this cohort by their school district as having potential to make good
distinguish between speakers and analyze the number of adult words the
administrators. All three agree, though, that they would not be in their new positions if the Curry School program had not been brought to southwest Virginia.
child hears. “Our initial analysis will determine if the quantity and quality of adultchild language interactions increase for the families we have visited,” says Pullen. Their results will be compared to those of a control group of twelve other families who did not receive the extra home visits. One representative from UVa-Wise on the SWELL team is Jeff Cantrell (M.Ed. ’87; Ed.D. ’91 Reading), professor of education and chair of the UVa-Wise Department of Education. “SWELL is a groundbreaking project,” he says “Our faculty and students will be participating in interventions
“The program really prepared us to meet the challenges of administration. I’ve been able to deal with everything I’ve come across on the job so far.” Greg Jessee Assistant Principal Coeburn High School
“The program was very hands-on practical. I interned at all three Coeburn schools and got a little taste of everything.”
“This is the only way we could have gotten this degree. You can’t drop everything and drive five hours to U.Va. every week.”
Rick Bolling Assistant Principal Coeburn Primary School
Heather Sykes Assistant Principal Coeburn Middle School
that have great potential to disrupt the generational cycles of illiteracy and poverty.” UVa-Wise plans to extend the benefits of the SWELL Project by including another round of home visits as part of the requirements of early childhood coursework for teacher education students during the fall semester. The SWELL pilot was funded through the University’s
A New Model of Collaboration
T
he SWELL collaboration represents a new model for the University’s outreach to southwest Virginia—a model developed in response to the statutory obligation U.Va.
Office of the Vice President for Research and the Office
accepted in 2006 under the state’s Restructuring Act. The
of Economic Development, but once its success has been
agreement negotiated under the act grants the University
evaluated and revisions are made, the partnership will seek
greater financial and administrative autonomy in exchange
federal funding to expand the program throughout the
for addressing specific statewide goals.
coalfield region of Virginia.
One of those goals was to stimulate economic development in an economically distressed region in Virginia by addressing business support, access to health care, and K–12
Curry Magazine · Spring 2010
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7
Partners with Southwest Virginia
education. The University selected the Virginia Coalfield
Project is a model because it capitalizes on the abundant
Economic Development Authority Planning Areas 1 and 2 as
expertise in the southwest Virginia region among the pro-
its formal partner, primarily because of the University’s exist-
fessionals at U.Va.’s College at Wise, at Kids Central, at East
ing relationship with UVa-Wise. The region selected includes
Tennessee State University, and in the public schools. In har-
the city of Norton and the counties of Lee, Scott, Wise,
nessing this expertise, we will see results that are significant
Dickenson, Russell, Tazewell, and Buchanan.
and, more importantly, sustainable.”
The University and the Curry School have been working in southwest Virginia for decades, according to Rebecca Kneedler, associate dean for external partnerships and international initiatives, but the Restructuring Agreement provided the impetus to form a more comprehensive effort across Grounds. “The Office of Economic Development has streamlined the process and allowed us to build stronger partnerships,” she says.
Curry Academic Programs in Southwest Virginia
T
he communities of the coalfield region are closer to six other state capitals than they are to Richmond. This mountainous, isolated area, with its significantly higher
Naturally, the University looks to the Curry School as the
levels of poverty and lower levels of educational attainment
primary, although not only, resource for K–12 education out-
than the rest of the state, is sometimes called Virginia’s
reach. Kneedler says that, as with SWELL, all of Curry’s new
forgotten region.
initiatives in southwest Virginia must be identified by the re-
Yet Curry School alumni can be found throughout
gion’s citizens, must match the strengths of Curry’s faculty
southwest Virginia, and many are education leaders. These
and mission, must harness the expertise of partners in the
professionals are highly committed to education and grateful
region, and must be replicable, scalable, and sustainable
for the quality of their preparation. When they identify needs
throughout the region.
that can’t be filled by more-local programs, they think first of
“The old model in which so-called ‘experts’ invade a
their alma mater.
geographical region is flawed in all the important ways that
Greg Killough (Ed.D. ’01, Admin & Supv), former super-
support sustained improvement,” she says. “The SWELL
intendent of Wise County Public Schools, is an example. Four years ago the Region 7 superintendents group realized that they faced a number
UVA at the SVHEC Representing the University School of Continuing and Professional Studies at the SVHEC as director of UVA Southwest Programs is Mary Quillen. A former middle school science teacer, Mary herself was a product of an early Curry outreach program, but one that required her to spend two summers in Charlottesville. “It was a wonderful experience,” she says. “My children were grown, and my husband was very supportive,
of
impending
administrator
retirements but would have few local candidates with the state-required qualifications to fill their vacant positions. “We had a real need for a leadership development program in southwest Virginia,” says Killough, who is now
and I was able to take a leave of absence,” she explains, “but everybody can’t do that.
superintendent of Caroline County
Without these really excellent programs that Curry can bring to this region, our people
Public Schools. “A U.Va. degree would
don’t have an opportunity.”
bring prestige to those receiving the
Quillen says she came to SVHEC because she wanted to give something back and help provide opportunities for teachers like those she experienced.
master’s, and I wanted others to have that high degree of preparation I had received from the Curry School.”
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University of Virginia Curry School of Education
Partners with Southwest Virginia
Mary
“It’s a big deal to say you have a U.Va. degree,” he says. Paul
Quillen (M.Ed. ’89, Elem
Working
and his wife, Cindy, drove thirteen hours roundtrip last June
Ed), director of U.Va.
to get his photo in front of the Rotunda, diploma in hand.
Southwest
In December, he began a new job as an assistant principal in
the
with
Programs
Southwest
at
Virginia
St. Paul in Wise County.
Higher Education Center
This particular degree
(SVHEC) in Abingdon,
program was the first of
Killough spearheaded a
its kind offered in south-
grant proposal to the State
west Virginia in recent
Department of Education
years, says Quillen, but she
for funds to pay one-half
hopes it is not the last.
of tuition costs for either
Carol Grace (M.Ed. ’81,
a master’s or Education
Admin & Supv), Wise
Specialist degree. Quillen
County Public Schools’
represents the School of
director of elementary ed-
Continuing & Professional
ucation, agrees: “We need
Studies, which administers all off-Grounds academic pro-
top-of-the-line people to
grams. Before the grant was approved, she worked with Jim
take places of leadership
Esposito, associate professor in Curry’s administration and
in our schools. Programs
supervision program. He
like this are going to affect
reviewed
lives for years to come,”
Mary Quillen, director of U.Va. Southwest Programs at the Southwest Virginia Higher Education Center in Abingdon
applications,
Carole Grace, Wise County Public Schools Director of Elementary Education
approved the program de-
she says. “When [these new administrators] hire teachers
sign, and served as advisor
someday, they’re going to select teachers who are the best.”
to the twenty-three master’s degree candidates accepted to the cohort.
The Early Days of the Partnership
Paul Clendenon had been teaching science at
T
here was a time when more Curry faculty members regularly
Powell Valley High School
taught in degree programs in southwest Virginia. Marcia
in Big Stone Gap for fif-
Invernizzi, professor of reading education, remembers years
teen years. To him, the
in the late eighties to early nineties when she made regular visits
opportunity to earn a
to Smyth County in the University’s turbo prop plane, Wahoo
master’s degree had always seemed out of reach. There was no way, he says,
Paul Clendenon, Assistant Principal, St. Paul, Va.
that he could leave job
One. She would be dropped off at Rural Retreat Airfield, she says, teach an evening class to a master’s in reading cohort, and be home in time to watch the 11 o’clock news.
and family for an extended period of time at any university.
Invernizzi and reading education colleague professor
When he was among the teachers identified by his district as
Mary Abouzeid also conducted several four-week McGuffey-
a potential future administrator, he jumped at the chance to
style summer reading clinics in the area, combined with
participate in the program.
classes for teachers in the master’s degree cohort.
Curry Magazine · Spring 2010
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9
Partners with Southwest Virginia
With Wahoo One, says Invernizzi, it was more feasible for
Reading Initiative and use the Phonological Awareness
Curry faculty to teach onsite in southwest Virginia. “A bunch
Literacy Screening (PALS) developed by Invernizzi and
of us would go and fill the plane up,” she says.
colleagues to assess students’ literacy skills and develop inter-
The end of University-sponsored air transportation in the
ventions. The PALS office in Charlottesville provides phone
early nineties was the beginning of innovation in distance tech-
and e-mail support to school personnel, and the PALS staff
nologies for the reading program, Invernizzi says. They began
has developed close relationships, especially, with Buchanan
teaching Curry reading education classes in the Engineering
and Tazewell county school divisions, says project manager
School’s Electronic Classroom, so they could broadcast them
Allison Drake. “They take advantage of our support, and we
via satellite to Wytheville Community College. “We pioneered
love to work with them.”
all of our ideas for distance learning and outreach to remote sites with southwest Virginia,” says Invernizzi. Those early efforts later became Teaching Educators
Another frequent flyer on Wahoo One was Robert Pate, now a professor emeritus. He began going to the SVHEC initially to teach in a school counseling degree program.
McGuffey Practica Off-Grounds, or TEMPO, Curry’s major
Pate continued teaching courses in various programs at
outreach arm in reading education. Through McGuffey/
the SVHEC up through 2005—long after Wahoo One was no
TEMPO outreach, the reading program continues to of-
longer available to the faculty. What he most remembers is
fer credit and noncredit professional development courses
how rewarding it was to work with students there. “The people
through the SVHEC, as well as through other University re-
were so appreciative,” he says, “and you made a real differ-
gional centers across the state.
ence for people for whom there were no other options.”
Of course, school divisions in the coalfield region, like oth-
Professor emeritus Hal Burbach was also among the
ers across the state, participate in Virginia’s Early Intervention
many Curry faculty members who have taught courses in the region. He was first invited there to provide a master’s degree program in social foundations. Around 2000, he even offered a doctoral program
Communications Disorders Students on the UVA RAM Team
in higher education with the help of a
Three students from the Curry School communications disorders program
Ed.D. ’03, Higher Ed), vice president
spent a three-day weekend in Wise County last July for the annual Remote Area
for student life and dean of students
Medical (RAM) clinic. Maggie Frye, Meredith Joyce, and Rachel Smay joined 240 University of Virginia
Todd Gambill (M.Ed. ’99, Soc Fdns;
at Georgetown College in Kentucky,
medical professionals from cardiologists, endocrinologists, audiologists, and dentists to
was one of the graduates of that off-
nurse practitioners and social workers.
Grounds doctoral program. “I sincerely
In preparation, students attended a three-day intensive training session to practice techniques, review clinical skills, and receive an overview of social work, patient education and health literacy issues. Once in Wise, the students examined hundreds of pairs of ears and administered
appreciate the generosity of the faculty members who participated,” he says. “They were willing to bring the U.Va.
hearing screens. “We also entered data and received information from patients for
experience to southwest Virginia, and
medical and registration purposes,” says Frye, a master’s degree candidate.
it afforded us an opportunity that we
Not only did they receive valuable experience in performing examinations, but they gained an appreciation for the region and its residents. “The vast gratitude and appreciation that all the patients showed to the volunteers was enough to instill in us the desire to make that long trip to Wise County again in years to come,” says Frye.
number of Curry faculty members.
10 |
University of Virginia Curry School of Education
might not otherwise have been willing or able to have.”
Partners with Southwest Virginia
Larry Compton: Leadership in Action Haysi High School in Dickenson County is typical of many southwestern Virginia schools. More than 50 percent of students are eligible for free and reduced lunches. Many of them still lack Internet access at home. School enrollment, which now stands at 282, is down around 20 percent from a decade ago, largely due to job losses in the coal mining industry. Haysi High students are thriving academically, however, under the leadership of Larry Compton (M.Ed. ’99, Admin & Supv). “I want every kid to experience life and be prepared to live,” Compton says. The school was the first in the county to make Adequate Yearly Progress and has repeated its performance for six consecutive years. Every classroom has a SMART Board. Students can earn up to forty-two college credits through onsite AP and dual-enrollment courses. Gifted students have access through fiber optic lines to Governor’s School classes broadcast from the Southwest Virginia Higher Education Center. “Larry understands that his most important role is instructional leader,” says Jewell Askins (M.Ed. ’92, Reading; Ed.D. ’02, Admin & Supv), director of teacher education at UVa-Wise and a member of the Dickenson County School Board. “Aspiring principals often complete leadership programs and then abandon the lessons learned. Not Larry,” says Askins. “He continues to use the knowledge he acquired at Curry as a framework for his practice.” Compton himself graduated from Haysi High in 1969, then taught and coached there for twenty-seven years before earning his master’s degree. Since becoming principal in 2000, his goal has been to hire teachers “who are passionate about kids, who believe that every kid can learn, and who know how to use technology.” Askins adds that Compton often employs the coaching demeanor he acquired during his years as the varsity basketball coach, urging his faculty and students to do their best and to be team players. “They listen,” she says, “because Larry models his message every day.”
“
I want every kid to experience life and be prepared to live.
”
Curry Magazine · Spring 2010
| 11
Partners with Southwest Virginia
Rachel Fowlkes: In the Beginning In the history of the Curry School’s outreach to southwest
Seeing the need for bachelor’s degree completion
Virginia, the beginning of the story is Rachel Fowlkes (Ed.D.
programs and opportunities for graduate degrees, she
’84, Admin & Supv), says professor emeritus Robert Pate.
envisioned a center bringing to the region a broader range
He makes that claim because the Southwest Virginia Higher Education Center in Abingdon was Fowlkes’s
of programs than a single university could provide. With the help of Del. Ford Quillen, who served the
brainchild—an idea that came to her while she served as
1st District from 1970 to 1993, the center was signed into
director of the University of Virginia’s Continuing Education
existence by the Virginia General Assembly in 1991. Fowlkes
Southwest Regional Center.
has served as its executive director ever since.
“Many of our high school graduates go to the
Fowlkes began tapping the Curry School for degree
community colleges in the region,” Fowlkes explains, “but
programs and courses even before the SVHEC was
only 10 percent of the region’s residents hold bachelor’s
established. “She is relentless in pursuing faculty from Curry
degrees. It’s not that they don’t value education, but they
to teach for her center,” says Dan Hallahan, Charles S. Robb
need it to be available at a time and place that fits their
Professor of Education. Hallahan co-chaired her dissertation
circumstances.”
committee with Lynn Canady when Fowlkes was in the doctoral program at Curry. Fowlkes oversaw construction of an 89,000-squarefoot SVHEC education and conference complex, which was completed in 1998. The facility is a showplace of outreach to the Commonwealth, where courses not only are taught face to face but are also broadcast to remote sites. “Rachel’s single focus has been providing opportunities for a better life to those in southwest Virginia through education and economic development,” says Leonard Sandridge, U.Va. executive vice president and chief operating officer. “No task is too big for Rachel.” Fowlkes is always looking ahead to ways the center can better serve the region’s residents, and sees the Curry School as an integral contributor to the region’s progress. “The center’s successful model demonstrates the efficacy of multiple partners working collaboratively to solve mutual challenges,” she says. “There is so much we can accomplish together.” The Curry School Foundation recognized Fowlkes’s achievements with its Outstanding Alumni Award in 2002.
12 |
University of Virginia Curry School of Education
Partners with Southwest Virginia
Ongoing Professional Development Opportunities
W
Curry School faculty members continue to reach out to the area and provide a variety of development opportunities for teachers.
hen Haysi High School ninth-graders enter their
sociate professor of social studies education, builds their
earth science classroom and see a star-filled night sky
teaching expertise through lectures and one-credit summer
lighting up the SMART Board, they are immediately
methods courses.
engaged, says Benjamin Collins, a second-year science
A workshop for teachers of foreign languages is led each
teacher in Dickenson County. That response, he notes, is
spring by Ruth Ferree, assistant professor of foreign lan-
markedly different from the response of the kids during
guage education. Teachers meet on the UVa-Wise campus
his first semester of teaching. That first fall he struggled
and learn about new technology-based resources to try with
with explaining some important astronomy concepts in the
their students.
curriculum. On the Standards of Learning test his students
Last fall the PALS staff conducted a professional devel-
took at semester end, the astronomy sections had lower
opment session in Buchanan County for teachers involved
scores than other science subject areas, he says.
in the Virginia Preschool Initiative. They discussed ways to
In January 2009, Collins took a three-credit Space Science for Teachers course from the University of Virginia,
shape instruction around PALS data and how to create literacy activities for preschoolers.
taught jointly by Randy Bell, associate professor of science
Tisha Hayes, assistant professor in reading education, is
education, and Ed Murphy, associate professor of astrono-
trying out a new model of professional development with
my. It was a hybrid distance-learning course that included
first-grade teachers in Dickenson County via online video
three face-to-face workshop sessions, one of which was held
conferencing. After working with teachers to identify instruc-
in Abingdon.
tional goals for their students with reading difficulties, Hayes
“I could see the results almost immediately in terms of the SOL astronomy section in the spring,” Collins says. “I learned
can observe their teaching remotely and then engage with them in reflection and coaching.
so many different ways to look at things, which makes it easier to explain better to kids.” He also would never have known about Starry Night, the virtual planetarium software he now uses to teach about solar and lunar eclipses and phases of the moon. “The kids love it. They all want to come up to the board and see who’s going to get to interact with it first.” Today, the SVHEC brings together resources from a dozen Virginia colleges and universities, so the Curry School is
Partners for the Long Term
A
ssociate
Dean
Kneedler
is
well
aware
that
the
opportunities to work in southwest Virginia often exceed Curry’s capability to respond. Distance is the primary
not the lone source of graduate degree opportunity in the
challenge, of course. “As we get better with online modules
region. Curry School faculty members continue to reach out
and distance education,” she says, “we’ll be able to offer more
to the area, though, and provide a variety of development op-
opportunities.”
portunities for teachers.
Kneedler says, though, that the Curry School is there for
For example, a collaboration between U.Va.’s Center for
the long term. “Curry benefits enormously from our part-
the Liberal Arts, UVa-Wise, and the Southwest Virginia Public
nership with southwest Virginia. The work we do with our
Education Consortium is working to create a cohort of histo-
colleagues in the region is what makes Curry relevant, and
ry specialists in the region. As teachers gain content expertise
we are enriched by these opportunities to work with commit-
from University historians, Stephanie Van Hover, Curry as-
ted, talented people.”
Curry Magazine · Spring 2010
| 13
Curry across the Commonwealth and the Nation
Curry across the Commonwealth and the Nation
Preventing Risky
Youth Behavior
S
moking, alcohol and drug abuse, obesity, gangs, bullying, eating disorders, sex, school dropout, speeding—the prevention of risky adolescent behaviors
like these is the objective of the new Center for Positive Youth
Development at the Curry School. Established with a $4 million commitment from a major corporation last year, the aim for this multidisciplinary center is to become a national beacon on adolescence, both promoting healthy development and preventing major psychological
Patrick Tolan, professor in the Department of Human Services and director of the Center for Positive Youth Development.
and social problems. As a research and development nexus, the center will bring together faculty and programs from across the Grounds to work on these issues.
The Curry School itself has a long history of working to address adolescent well-being, with programs such as Young
At the helm of this ambitious undertaking is Patrick Tolan,
Women Leaders Program, the Virginia Youth Violence
professor in the Department of Human Services, who was re-
Project, and the M3 (Math, Men, Mission) program. Other
cruited to Curry last fall. Tolan brings twenty-five years of
research projects addressing in-school learning and commu-
research and practice experience, including ten years as di-
nity afterschool programs are ongoing, as well.
rector of the Institute for Juvenile Research and professor of
“I’m trying to understand both the potential of our ex-
psychiatry and of public health at the University of Illinois
isting capacity,” said Tolan, “and the problems the center
in Chicago. He is an internationally recognized authority on
should address, which are rarely simple.”
adolescence, families, violence, and prevention.
Because the issues of concern to the center are related
Tolan acknowledges that this is not the first or only effort
not only to youth but to families, communities, and school
to address adolescent issues. “A lot of capable people with
environments, Tolan is meeting with and listening to people
good hearts and strong minds have developed ideas about
in the local and regional areas who work with youth. He is
and efforts to help youth with these problems,” he says. “But
learning about what they perceive to be the most pressing is-
in many cases these good ideas and intentions didn’t really
sues, what resources are available or might be promoted, and
make a difference or couldn’t be scaled up to be useful. We
what the center can do to help.
need to do better.”
Tolan noted that by the end of this academic year there
This is one reason the center will focus on scientifically eval-
will be a request for seed fund proposals from U.Va. faculty,
uating the effectiveness of existing youth programs locally and
meetings on planned studies, and extensions of his current
nationally, as well as developing innovative efforts for Virginia.
externally funded research programs. One such study will en-
Tolan noted that his initial task has been to explore
gage 2,700 three- to five-year-olds and their caregivers to map
the considerable capability in the Curry School and across
the complex interplay of individual characteristics, family re-
Grounds to identify areas of existing interest and capacity for
lationships, and community factors influencing development
research related to adolescents. He is also hoping to recruit
of youth problem behaviors. The goal of the research is to
additional expertise.
help identify more-effective interventions.
—Lynn Bell
Curry Magazine · Spring 2010
| 15
Curry across the Commonwealth and the Nation
U.S. Education Secretary Speaks to Future Teachers at U.Va. U.S. Secretary of Education Arne Duncan
students, gathered in the Dome Room of the Rotunda.
came to the University of Virginia on October 12, 2009, to
Duncan said he was addressing not only them, but also col-
deliver the first of three addresses to recruit an “army of great
lege students, professionals, military veterans, and retirees
new teachers” to close the achievement gap among students
who might consider teaching.
and help ensure the country’s long-term prosperity.
“There’s no question that our country needs you,” he said. “Our children need you. Unlike earlier generations, you and your children will
“U.Va.’s Curry School is a happy exception.”
be competing for jobs in a global economy.” In America, education has always played a unique role. Citing Jefferson’s
“I can think of no better place to start recruiting teachers
views on a universal education that would “bring into action
than in Thomas Jefferson’s hallowed halls,” he told the capac-
that massive talent which lies buried in poverty in every coun-
ity crowd, made up mostly of Curry School teacher-education
try for want of the means of development,” Duncan said, “two
Photo courtesy of Secretary Duncan’s office
Secretary Duncan in the Rotunda Dome Room.
16 |
University of Virginia Curry School of Education
Curry across the Commonwealth and the Nation
centuries later, we still haven’t achieved the dream. Thirty
a sixth-grade history teacher at Breckenridge Middle School
percent of students drop out or fail to complete high school
in Roanoke.
on time each year. That’s 1.2 million students.”
Ten days later, in his speech at Columbia University’s
“Jefferson thought that teaching, an educated citizenry,
Teachers College, Duncan referred to his University of
and public service are the cornerstones of a great democracy,”
Virginia visit and called the Curry School’s teacher education
Duncan said. “Unfortunately, good teacher training is lacking
program “top notch.”
today. It’s theory heavy and curriculum light. Many educa-
Then on November 18 in his remarks at the National
tion schools don’t prepare teachers for what awaits them in
Association for the Education of Young Children conference,
the classroom” or track their careers after graduation.
Duncan mentioned the Curry School again. This time he said
“I’m pleased to say,” he added, “U.Va.’s Curry School is a happy exception.”
he was “impressed” with the work of Dean Robert Pianta and colleagues at the Center for Advanced Study of Teaching and
Before Duncan spoke, U.Va. Executive Vice President and
Learning on developing an assessment “used in thousands
Provost Arthur Garson Jr. and Curry School Dean Robert
of pre-K classrooms that demonstrates that a teacher’s skill
Pianta welcomed the secretary and audience. Duncan was
in implementing curriculum makes the critical difference in
introduced by Virginia Teacher of the Year Stephanie Doyle,
Arrington student learning.” —Rebecca
Brian Nosek Speaks at Ridley Lecture “Mind Bugs: The Ordinary Origins
over our own minds, Nosek provided several
cognition. In 2007
of Bias” was the topic of this year’s Walter
demonstrations of perceptual and cognitive
he received early
N. Ridley Distinguished Lecture. Invited
illusions. He also discussed the implications
career awards from
speaker Brian Nosek, associate professor
for diversity in science.
the International
in the Department of Psychology at
For example, more people implicitly
Social Cognition
the University of Virginia, delivered his
associate science with male than with
Network and the
presentation to a capacity crowd in the
female, even if they consciously reject
Society for the
Dome Room of the Rotunda on March 23.
the stereotype. Nosek and his colleagues
Psychological Study
Nosek described recent research
found that women who hold this implicit
of Social Issues. The Walter N. Ridley Distinguished
indicating that conscious experience
stereotype more strongly are less likely to
provides an immediate, compelling, and
major in science fields or express interest in
Lecture Series, sponsored by the Curry
incomplete account of mental life. Much of
science.
School, the Chief Officer for Diversity and
perception, thinking, and action, he said,
Across countries, nations with stronger
Equity, and the Walter Ridley Scholarship
are shaped by mental activity that occurs
implicit science-equals-male stereotypes on
Fund, honors the first African American
outside of conscious awareness or conscious
average showed larger sex gaps in science
student to receive a degree from the
control. Therefore, judgment and action can
performance than nations with weaker
University of Virginia. Ridley graduated
be influenced unintentionally by factors we
implicit science-equals-male stereotypes.
from the Curry School of Education in 1953
do not recognize and may not value. Illustrating his assertion that humans do not have complete access to or control
Nosek directs Project Implicit, an
with a doctorate in education and had a
Internet-based multi-university collaboration
distinguished career in higher education
of research and education about implicit
administration.
Curry Magazine · Spring 2010
| 17
Curry across the Commonwealth and the Nation
The Art and Science of Sports Medicine
A
professiona ls
“Some of our speakers come back year after year,” she says,
Virginia and beyond will
like Tab Blackburn (M.Ed. ’72), vice president of corporate de-
soon gather at Ruffner Hall to learn
velopment at Clemson Sports Medicine & Rehabilitation and
more about the throwing shoulder and
clinic director of Sports Plus Physical Therapy in Manchester,
primary care sports medicine. These are
Georgia. Blackburn partici-
the themes of the thirty-eighth annual
pated in the first twenty-five
Art and Science of Sports Medicine
conferences and now returns
conference to be held June 9–11 at the
from time to time as a keynote
Curry School of Education.
speaker.
bout from
100
Susan Saliba, assistant professor in
“I return to honor my
Curry’s athletic training/sports medi-
two mentors, Joe Gieck and
cine program, and her colleagues in the
Dr. Frank McCue, and to
Kinesiology Department are preparing
support my university,” says
for the popular event. Not only will par-
Blackburn. “They are trail-
ticipants have the opportunity to hear
blazers in sports medicine and
“I return to honor my two mentors, Joe Gieck and Dr. Frank McCue, and to support my university.”
speakers from across the nation but they also will hear from
sports medicine education. I return to say thanks whenever
faculty researchers from the Curry School—like Saliba and
I can. Because of them I have had a most fantastic profes-
Jay Hertel—physicians from U.Va. Health Systems, and ath-
sional life.”
letic trainers from U.Va. sports.
McCue and Gieck are the major attractions for many
The conference was established in 1972 by sports medicine
Virginia alumni who attend, according to Saliba. A meeting
icons Frank C. McCue III and Joe Gieck to provide outreach
of the McCue Society, a philanthropic group that provides
to athletic trainers, physical therapists, and
scholarships for students in the field, is also
orthopedic surgeons who were interested in
held in conjunction with the conference.
sports injuries.
The conference is cosponsored by the
“Sports medicine was not really a recog-
following U.Va. units: the Curry School, In-
nized field back then,” Saliba says. “There was
tercollegiate Athletics, Orthopaedic Surgery,
very little science at the time, hence the name,
Physical Medicine and Rehabilitation, Neuro-
‘The Art and Science of Sports Medicine.’”
surgery, and Cell Biology. More information
The conference has grown over the years and
is available on the Curry School Web site:
now attracts a much wider audience.
http://curry.edschool.virginia.edu
Each year the conference brings to
—Lynn Bell
Charlottesville leaders in the field with expertise in the theme areas. “It so happens that many of the leaders in the field have been associated with the U.Va. program at some point,” says Saliba, either through the kinesiology program or through fellowships with Dr. McCue.
18 |
University of Virginia Curry School of Education
Joe Gieck, Professor Emeritus of the Curry School, founded the Art and Science of Sports Medicine Conference with Frank C. McCue III in 1972.
Curry across the Commonwealth and the Nation
Mingling Math and Mentoring
A
lgebra readiness
that is focused on developing strategies,” he says, “rather than
is the focus of a new pro-
focusing on finding the right answer.”
gram for African American boys in central Virginia. Called Mission
Math, (or
program
of Central Virginia, a group devoted to providing educa-
Men,
tional and financial support for young black male students.
the
Throughout the school year, the boys have continued meet-
developed
ing with their mentors, as well as participating in monthly
“M3”),
was
by Robert Berry, assistant
Robert Berry
professor
“Some kids may just need a boost to gain entry into algebra I.”
of
The boys were also assigned mentors from 100 Black Men
math learning sessions.
mathematics
Berry has conducted research on children’s computation-
education, along with Stan
al estimation, teachers’ mathematics content knowledge, and
Trent, assistant dean of di-
equity issues in mathematics education. One of his recent pub-
versity and equity, and Kateri
lications examined eight successful African American middle
Thunder and Oren McClain,
school boys who gained access to upper-level mathematics.
doctoral students in mathematics education.
“Some kids may just need a boost to gain entry into algebra I,” he says, and he hopes the ongoing support provided
“Access to advanced math-
by M3 will do the trick.
ematics courses in middle
Albemarle County Public Schools and State Farm are
school often determines whether students will have opportu-
partners of the program. This summer the program will be
nities to take advanced math courses in high school,” Berry
expanded to two sessions, one for the boys already in the pro-
explains. Yet, less than twenty percent of African American
gram and one for a new cohort. —Lynn Bell
eighth-graders take an algebra I course. Research has also shown that the number of African American boys enrolling in upper-level mathematics courses during their high school years is decreasing. These are
30 Years for Summer Writing Program
the courses that serve as a gateway to col-
The Central Virginia Writing Project, housed at the Curry School of Education,
lege majors in science, mathematics, and
celebrated its thirtieth annual invitational institute last summer.
engineering, says Berry, all fields in which African Americans are underrepresented. M3 kicked off a two-week math camp last summer with thirty-three fifth-, sixth- and sev-
The program features both a monthlong program and a two-week advanced institute and emphasizes writing and teaching skills for the twenty-one participants, who represent a range of grade levels, subject areas, and teaching experience. “We embrace a ‘teachers teaching teachers’ model of professional
enth-grade boys in Albemarle County “Our
development, whereby teachers share their tried-and-true practices with
mantra is ‘early algebra’ not ‘algebra early,’”
colleagues while honing their own writing skills and expanding their teaching
says Berry. “We are not taking the algebra I curriculum down to the elementary level.” The
program
encourages
algebraic
thinking in an age-appropriate manner, ex-
toolboxes,” said Jessica Matthews Meth, director of the Central Virginia Writing Project and an assistant professor in Curry’s curriculum and instruction program. Professional writers help improve the participants’ writing, and the teachers share lessons that have worked in their own classrooms. The teachers write every day, give each other feedback, and revise articles for journal submission. “We believe writing teachers should themselves write, so we engage in the
ploring its symbolic nature in everyday life
writing process under the guidance of mentor authors before exploring practical
contexts. “The boys engage in mathematics
strategies for getting kids to write more effectively,” Meth said. —Laura Hoffman
Curry Magazine · Spring 2010
| 19
Curry across the Commonwealth and the Nation
Record-Setting, All-American, Discus-Throwing Doctoral Student illie-Jo Grant finished her track and field
B
All-East Region performer, a four-time all-conference honor-
career last summer as the Cavaliers’ first-ever four-time
ee in the discus, and a nominee for NCAA woman of the year.
All American in a single event. After taking barely a breath,
She also holds Virginia’s school records in the discus (56.07
the Curry School doctoral student in education policy then
meters) and the indoor shot put (16.15 meters).
moved on to conquering her dissertation proposal.
Grant has managed her outstanding athletic career si-
Grant qualified for her fourth All-America honors on the
multaneously with her undergraduate and graduate degree
final day of competition at the 2009 NCAA Outdoor Track
work. Her time for completing her NCAA eligibility was ex-
and Field Championships last June. She is also a four-time
tended a couple of extra seasons due to injuries. Once she finished her master’s degree in social foundations, she still had eligibility left, Grant says, so she applied Jim Daves
Billie-Jo Grant
to Curry’s doctoral program in research, statistics, and evaluation—an area she chose because she is passionate about improving K–12 education. Her dissertation study will examine school sexual abuse policies in Virginia, their implementation, and their effectiveness. Her interest in the topic began when she learned that a close friend had experienced educator sexual abuse in high school. “It really opened my eyes to this,” she says, “and when I started talking about it, people started telling me their stories.” The topic is a very difficult and sensitive one, says associate professor Walter Heinecke, Grant’s doctoral advisor, “but one that has gone unexamined for too long. It is a topic of significant public safety.” Grant’s goal is to systematically examine current state and local policies and offer recommendations for policy improvements. A pilot study she conducted last year in Virginia indicates that many educators may be unaware of existing sexual abuse policies. “She is deeply committed to her topic, and she is a very capable and determined individual,” says Heinecke, “a trait she carries over from her successful career in collegiate track and field.”
20 |
University of Virginia Curry School of Education
—Lynn Bell
Curry across the Commonwealth and the Nation
Where Have the Books Gone? Reconceptualizing the Education Library
T
homas Jefferson once said that he could
space for educational innovation and community building, as
not live without books, but if he had enjoyed access to
well as scholarship.
twenty-first-century digital technologies, he may have
Scholarship remains a primary function of the space,
needed fewer printed volumes in his library. That’s the
but technology has changed the way today’s scholars work.
experience, at least, of the Curry School Education Library.
Most academic journals are now published electronically, as
The Education Library on Ruffner Hall’s third floor—
are large data sets. The majority of scholarly work can now
once the envy of other education schools—has undergone a
be accessed anytime, anywhere from a computer. Although,
major transformation over the past year. Gone are the shelves
for now, the books that formerly lined the shelves in the
of academic journals and rows of catalogued books. In their
Education Library have been relocated to Alderman Library,
place is something Ruffner has never had: a wealth of open
they are in the process of being digitized as well.
Curry Magazine · Spring 2010
| 21
Curry across the Commonwealth and the Nation
They want the space to be available for exploring new ways of teaching and learning with digital technologies.
collaborative
learning,
mentoring,
and innovation in a dynamic and everchanging physical and virtual space.” An advisory committee composed of students, faculty, administrators, and library staff has been working to reconceptualize the CLIC, and a number of possibilities are under consideration. Using furniture and technology like interactive whiteboards, they hope to create spaces for larger group collaboration, spaces for smaller groups to work together, and spaces for individual study. They also want the space to be available for exploring new ways of teaching and learning with digital technologies, says Glen Bull, professor of instructional technology—both at the graduate level and at the K–12 level. “Education students can learn about these technologies at the same time
A small reference library and the children’s book collection
that they are using them for ongoing academic work,” he
remain in the space. Head librarian Kay Buchanan and refer-
says. “Teleconferencing and telecommunication capabilities
ence specialist Carole Lohman also maintain offices there,
can link the collaborative space to schools, as well.”
implementing an “embedded librarianship” model. Their role
The school has already invested in new equipment like
has now shifted from maintaining volumes to providing infor-
large flat-screen monitors to facilitate group study and col-
mation services to faculty and students.
laboration. Several faculty members have been working with
“The best research libraries are not measured primarily in terms of the number of volumes on the shelves,” says
and tables in the CLIC.
University Librarian Karin Wittenborg, “but on the availabil-
“We’re also working with some furniture vendors to let
ity of digital library collections and electronic resources, the
us try out different kinds of group-oriented furniture and
quality of interlibrary loan and delivery services, and the dis-
seating,” says Hampton. “Again, our intention is to provide
ciplinary and technological expertise of staff.”
students and faculty different options and to see what works.
In place of the physical collections, Curry now has some-
That way, when we make permanent plans for the CLIC when
thing very precious here at U.Va., points out Mark Hampton,
Ruffner Hall undergoes renovation, we’ll already have a good
associate dean for management and finance: “a large amount
idea of how to make the space work the way we want it to.”
of space in which all Curry faculty and students can inno-
The ultimate goal, he says, is for the CLIC to become a
vate.” Hence the third floor space has been renamed the
permanent part of academic life at Curry, and that the CLIC
Curry Library Innovation Commons, or CLIC.
itself will be designed, and eventually redesigned, by the very
“We envision a space that remains conducive to scholarship,” Hampton says, “but that also facilitates active and
technology vendors to place equipment like SMART Boards
22 |
University of Virginia Curry School of Education
people who use it. — Lynn Bell
Curry across the Commonwealth and the Nation
>> News Briefs “Safe Schools” Grant The Curry School of Education is partnering with the Charlottesville and Albemarle County public school systems to implement a $6 million “Safe Schools/ Healthy Students” grant from the U.S. Departments of Education, Health and Human Services, and Justice. The grant
“We in the Curry School are delighted to contribute to this new project, which is a tremendous opportunity to implement state-of-the art practices in an integrated and cohesive manner,” said Cornell, who also directs the Virginia Youth Violence Project. Each year the Safe Schools/Healthy Students grant helps school systems nationwide create learning
create safe and supportive environments for students in the Charlottesville and Albemarle schools. Compared to state averages, the community has a high rate of childhood poverty and juvenile delinquency, primarily concentrated in the city, and a high rate of children in foster care, child abuse investigations, and teen alcohol use in both the city and county. These prob-
“This new project is a tremendous opportunity to implement state-of-the art practices in an integrated and cohesive manner.”
will support efforts in promoting healthy childhood development and preventing violence and substance abuse in schools. With this funding, the Albemarle and Charlottesville public school systems will create teams of professionals in every middle and high school to offer structure and support to students who are at risk for bullying, substance abuse, and behavior problems. These teams, comprising mental health clinicians, school counselors, and others versed in bullying prevention, mental health, and substance abuse, will work together to foster socially and emotionally supportive classrooms. Education professor Dewey Cornell, an expert in school safety and youth violence prevention, and colleagues in the Curry School programs in clinical and school psychology will work in partnership with Region Ten to provide and supervise the mental health clinicians.
environments that are safe and healthy for students. In applying for these grants, school systems are required to identify evidence-based interventions that match needs revealed by data collected about their students and schools. Over the last decade, a collaborative effort in Charlottesville and Albemarle provided data on the community’s strengths, as well as gaps in the services needed to
lems have an impact on student learning and create a challenge for the schools and community as a whole, Cornell said. Structure and support is the best place to focus efforts, said Cornell, the lead researcher on a large-scale Virginia high school safety study that examined school safety and violence prevention practices in 296 high schools throughout the state. The latest findings of the study are available online at http://youthviolence. edschool.virginia.edu. —Audrey Breen
Educating World Citizens The Curry School joined eight other academic institutions as a cosponsor of Mind and Life XIX: Educating World Citizens for the 21st Century. The conference was held last October in Washington, D.C., and featured the Dalai Lama, along with leading educators, scientists, and policy makers worldwide. Conference organizers sought to promote research that explores the best ways to integrate emotional, intellectual, and social learning in the classroom. Thirteen U.Va. doctoral students participated in the conference. “It was an incredible experience that has impacted me as an educator and a researcher,” said John P. Broome. “As a third-year Ph.D student in social studies education and civic educator, my research and teaching practices are vested in creating competent engaged citizens for the 21st century. This conference served as a true nexus of my interests and has provided a greater sense of legitimacy and need for my work.”
Curry Magazine · Spring 2010
| 23
Curry across the Commonwealth and the Nation
Stimulus Funding Benefits Curry and U.Va. New grants totaling $1.2 million were awarded to Curry School researchers in 2009 through the federal stimulus program. In all, University of Virginia
Study Finds Gender Bias Gender bias appears to color the ratings students give their male and female
researchers have won $58.3 million in new federal stimulus grants, leading all other public
high school science teachers, according to
universities in the Commonwealth for this type of funding.
a study conducted by Robert Tai, associate
About two-thirds of that money is designated for biomedical research and comes
professor of science
from the National Institutes of Health, which received from Congress the biggest influx
education, and col-
of funds to stimulate research. U.Va.’s large, research-oriented medical center puts it at a distinct advantage within the state for winning medical and health-related grants, while
leagues from Har-
its extensive nonmedical research programs also attract substantial federal support. The
vard and Clemson
Curry School’s share is divided between the following three grant projects:
universities The study, pub-
n A $1 million NIH grant awarded
lished online this
to principal research scientist David Grissmer and senior scientist
Robert Tai
Andrew Mashburn, both of the Center for Advanced Study of Teaching and Learning, will study
Andrew Mashburn
Science
Education,
examined college science students’ eval-
the connections between fine motor
uations of their high school biology,
skills and mathematical skills.
chemistry, and physics teachers. These
“Historically, motor and cognitive David Grissmer
year in the journal
development have been considered as relatively independently develop-
ing skills, but recent evidence suggests that they are inextricably intertwined,”
evaluations were categorized by gender of the teacher and gender of the student. Male students rated female teachers significantly lower than male teachers in
Grissmer said. The grant will create afterschool activities designed to improve fine motor skills for 300 kindergarten children in six to ten schools from throughout central Virginia.
all three scientific disciplines. However, female students rated only female physics
n Sarah Turner, professor of education and economics, received a nearly $400,000
teachers lower than their male counter-
grant from the National Science Foundation to research the impact of federal
parts. The study analyzed surveys of 6,994
stimulus dollars on hiring in science and engineering.
students at more than fifty colleges and
“The immediate focus of our research is on how the flow of stimulus funding to colleges and universities affects university hiring and staffing,” she said. “Because
universities across the United States.
the science and engineering labor market is much more globally integrated today
“The data collected for this study
than ever before, an important dimension of our work is to measure the flows of
came from the entire span of four-year
scientists and students to U.S. universities in response to the stimulus from around
colleges and universities, including small
the world.”
liberal arts colleges and large research
n A summer supplement in the amount of $16,755 to a previous NIH grant was awarded
universities,” said Tai.
to Dean Bob Pianta, Novartis Professor of Education. It provides summer research
The researchers found these biases
experiences through the Center for Advanced Study of Teaching and Learning for
even when accounting for elements such
undergraduate students and kindergarten teachers who teach science as part of their curriculum.
as students’ family support for learning science, academic performance, and
Since February 2009, when Congress passed the $787 billion federal stimulus package and designated $21.5 billion for research and development, 137 U.Va. projects have received stimulus funding from a variety of federal agencies. —Fariss Samarrai and Audrey Breen
classroom experiences. Both male and female teachers in each of the three areas appeared to be equally effective at preparing their students for college-level science courses,
24 |
University of Virginia Curry School of Education
Curry across the Commonwealth and the Nation
Curry Tool on Smithsonian Website How are an elementary school student, the Dust Bowl
increasing their knowledge about the period, “Picturing the 1930s”
era, the Curry School of Education, and the Smithsonian American
enhances students’ visual literacy skills, Ferster noted.
Art Museum connected?
The Curry School’s collaboration with the Smithsonian began
All play a role in “Picturing the 1930s,” a new educational Web
under a 2007 grant from the Jessie Ball DuPont Fund, for which the
site created by the museum in collaboration with the Curry School
museum has provided art images as an impetus to explore social
and launched publicly in September.
studies and history. Through the grant, teachers developed lesson
Users of the site, many of whom are teachers and secondary school students, explore the 1930s through paintings, artist memo-
plans connecting art and history, which are now available on the Smithsonian site, Bull explained
rabilia, historical documents, newsreels, period photographs, music, and video in a virtual movie theater. Using PrimaryAccess, a Web-based teaching tool developed at the Curry School’s Center for Technology and Teacher Education, visitors can select images, write text, and record narration in the style of a documentary filmmaker. They can then screen their video in a virtual theater PrimaryAccess is the first online tool that allows students to combine their own text, historical images from primary sources, and audio narration to create short online documentary films linked to social studies standards of learning, said Glen Bull, co-director of the Center for
“PrimaryAccess offers teachers another tool to bring history
Technology and Teacher Education and professor of instructional
alive,” said Ferster, who pioneered the first digital nonlinear editing
technology.
system for film and video and has worked with documentary
Since the first version was developed in collaboration with
filmmaker Ken Burns.
U.Va.’s Center for Digital History and piloted in a local elementary
PrimaryAccess was also named by the American Association
school in 2005, more than 9,000 users worldwide have created
of School Librarians to its list of Top 25 Web Sites for Teaching and
more than 20,000 short movies.
Learning.
PrimaryAccess is designed specifically for teaching history. In creating digital documentaries, students embed facts and events in
See “Picturing the 1930s” at http://americanart.si.edu/ education/picturing_the_1930s.
a narrative context that can enhance their retention and under-
For more about PrimaryAccess, see http://www.primaryaccess.org.
standing of the material, said Curry School research scientist Bill
—Rebecca P. Arrington
Ferster, who developed the application with Bull. In addition to
the students’ college science grades.
problem for a science- and technology-de-
discovered in this research increase the
Thus, it appears that this bias in students’
pendent society such as ours,” Tai said.
urgency of gender-equity efforts at the
perspectives on their high school science
The
potential
for
this
bias
to
secondary-school level and offer more
teachers is specifically linked to gender,
negatively impact female students is great
insight into the source of the consistently
Tai said.
given that career choice often relies on
low number of females pursuing careers
“This type of negative bias in evaluation
students’ positive impressions of people
in the sciences, math, technology, and
leaves a pervasive negative perception of
in a profession, according to the study’s
engineering, Tai said.
females as ‘science people,’ which is a real
authors. The gender bias associations
—Rebecca Arrington
Curry Magazine · Spring 2010
| 25
Carole Ann spreen
Curry around the Globe
Curry around the globe
A
s
our
little
descended
into
the
plane Lewa
Wildlife Conservancy last June, the green vegetation around
Mount Kenya gave way to a blanket of brown tropical grass below us. After landing, Carol Anne Spreen, assistant
professor
in
the
social
foundations of education program; Clair Terni, an anthropology student; and I gathered our luggage. As a Toyota Land Cruiser stopped near us, Suzanna Rouse, a Charlottesville conservationist who now lives in the
James Ngundi (left) and his new Maasai friend, also named James.
Kenyan conservancy, slid out from the driver’s seat to greet us. A young man wearing traditional Maasai clothing and carrying a wooden club, loaded our luggage into the back of the Cruiser, aided by two men in green uniforms. We rode back with Rouse and friends to her guesthouse, where we were based during our visit.
Building Partnerships in Northern Kenya This report comes from James Ngundi, doctoral student in the social foundations of education program.
Our major objective was to visit communities and schools in the region and to learn what interested faculty and students from across
teaching poor, nomadic, pastoral youths and for better teach-
the University of Virginia could do to help. Besides the com-
er professional development.
munity-based conservancies, we visited two primary schools
We seek to establish partnerships with local communi-
to see what teachers were experiencing and what their most
ties, leaders, and relevant agencies in northern Kenya and
pressing needs were.
work collaboratively with stakeholders in identifying the most
It became clear to us that education will be the key piece
pressing concerns from local perspectives. U.Va. students will
of the puzzle in dealing with the myriad environmental and
work with students from local institutions to conduct research
social challenges facing the Samburu, Somali, Rendille, and
and design projects and programs that address the issues.
other indigenous tribes in this region. Not only are they fac-
By the end of the week, we all felt our trip was successful.
ing a fast-deteriorating environment ravaged by traditional
We established great initial contacts, which we hope will lead
grazing practices and drought, but they need models for
to valuable partnerships with the Kenyan people. 
Curry Magazine ¡ Spring 2010
| 27
Curry around the globe
Curry Partners Expand Global Reach of PALS
due to technicalities such as changed user codes, which meant those kits could no longer be sold. The PALS office recognized an opportunity to expand the program’s reach to benefit students and teachers in need in the developing world. With support from the Patent Foundation,
T
he University of Virginia Patent Foundation, Curry School
the Curry School, and the Office of the Vice President for
of Education, and the Office of the Vice President for
Research, the PALS office was able to ship fifty-three litera-
Research teamed up to take an innovative reading assessment
cy screening kits to schools on the island of St. Lucia, where
tool to teachers in the developing world.
teachers had expressed an interest in adopting the PALS
Developed by Curry professor Marcia A. Invernizzi
program.
and colleagues in 1997, Phonological Awareness Literacy
In addition, PALS project manager Allison Drake traveled
Screening—or PALS—has become the gold standard for the
to St. Lucia in September to provide assessment training.
reading assessment of prekindergarten through third-grade
“These teachers are so enthusiastic and are doing so much
students. PALS assessment kits measure young children’s
with so few resources,” Drake said. “They were excited to
knowledge of important literacy fundamentals, such as pho-
learn which skills were most essential for children learning
nological awareness, alphabet knowledge, knowledge of letter
to read and really appreciated having the materials to assess
sounds, spelling, concept of word, word recognition in isola-
these skills in their students.”
tion, and oral passage reading. Last year several PALS assessment kits became outdated
Drake met with thirty teachers from twelve island schools, training them to administer the PALS program and reviewing basic strategies for teaching early literacy skills measured by PALS. Drake also met with St. Lucia’s minister for education and culture to discuss further potential collaboration between the schools and U.Va.’s PALS program. “We are pleased to be able to support the efforts of the teachers in St. Lucia to promote early literacy among young children,” said Bob Pianta, dean of the Curry School. “PALS has proven to be a tremendous help to teachers in the United States, and this effort in St. Lucia is one more example of extending that help.” Following her visit, Drake has kept in close contact with her St. Lucian colleague Francisca Jones Brice and the teachers who participated in her training sessions. Many of the teachers have expressed interest in continued professional development, and donations are currently being accepted to fund a return trip to St. Lucia this summer. In the meantime, the PALS office is working to make the PALS Online Score Entry and Reporting System available to teachers as a means of continued support online. —Morgan Estabrook Francisca Jones Brice, special education teacher at Vide Bouteille Primary School in St. Lucia participated in the PALS-K training and served as liaison to coordinate Allison Drake’s visit.
28 |
University of Virginia Curry School of Education
Curry around the globe
Teacher PD in India The following report comes from Sonia Q. Cabell, postdoctoral research associate in the Center for Advanced Study of Teaching and Learning.
T
raveling through India last summer, I began to
grow accustomed to the sights and sounds around
me … the incessant beeping of horns, the crowded streets, the cows on major highways, the stunning architecture, the beautiful clothing. But there was one sight I could never get used to … the poorest children on the street begging for food and money. I went to India with a team working with
Sonia Cabell (back row, far left) poses with teachers from the school at Rehoboth Home in Chennai, India.
Advancing Native Missions, a Christian nonprofit organization, and one of our objectives was to provide literacy
work well with the language barrier, and children did not
training to teachers. We visited an English-speaking school in
have the background knowledge to understand the content
southern India that was part of Rehoboth Home. The home
in some picture books. Despite the challenges, the teachers
cares for the poorest and neediest children. Some have been
were extremely gracious and eager to learn. They said that
abandoned by their parents. Many are unwanted children of
they were so encouraged that we were helping them and
prostitutes. Some had parents who have died of AIDS. Many
have since reported that the training has been useful to them
were living on the streets.
months later.
The home was started by an Indian woman named Malliga.
The most rewarding part of the experience was spending
There are over seventy children (infants to older teenagers)
time with the children. We read to them and played together.
in her care. Her school provides education to the children at
It didn’t take long to fall in love with them. It is amazing how
Rehoboth Home, as well as to the poor children in the com-
love transcends language and cultural barriers.
munity, who are otherwise denied access to schooling.
I believe that this is the start of an ongoing long-term re-
Nothing in my life had quite prepared me for this expe-
lationship with Rehoboth Home. I am committed to finding
rience. When I arrived in India, there were many times that
ways to bring professional development opportunities to the
I had to rethink with my team what exactly would work cul-
teachers of this school and am seeking other educators who
turally. For example, phonological awareness activities didn’t
would like to join me in this endeavor.
Curry in Cambridge In a brand new international program directed by professor Ellie Wilson, a cohort of four students in the Curry School masters in teaching program spent half of the fall 2009 semester in Cambridge, England. They were placed in two primary schools there as part of their Curry School fifth-year teaching associateship requirements. Pictured are (left to right) Abigail Quinn, Elizabeth Baar, Helen Bradford (Cambridge lecturer in education), Kaitlin Clear, and Hilary Rice. Another cohort of student teachers will head to Cambridge this fall.
Curry Magazine · Spring 2010
| 29
Curry around the globe
Omani Fulbright Scholar Studies at Curry
T
he reputation of Curry’s gifted
She has also enjoyed learning with Curry doctoral stu-
education program brought
dents in gifted education while auditing a class taught by
Fulbright
Visiting
Scholar
Carol Tomlinson, William Clay Parrish Jr. Professor. “Sharing
Fatma Al-Lawati to the University
an office with the students and getting to know them has also
of Virginia for a year of study.
been helpful to my work,” she says.
“Curry has been a wonder-
During her time at Curry, Al-Lawati is studying American
ful community for me to do my
university students’ perceptions of Muslim women’s rights.
research,” says Al-Lawati, who
“The media often misrepresent the rights of Muslim women,”
is a citizen of Oman. She chose
she says. “However, there are also misunderstandings between
Curry for her Fulbright study after earning her master’s de-
what are Islamic beliefs concerning women and what are be-
gree in early childhood education from Utah State University,
liefs derived from cultural teachings and values.”
Fatma Al-Lawati
followed by a doctorate in curriculum administration with a focus in gifted education.
She hopes her research will help people understand each other better and bridge gaps between different religious and
During her time here, she has worked with professor
cultural groups.
Carolyn Callahan and associate professor Tonya Moon. When
After completing her research in June, Al-Lawati hopes to
she has had questions, they have supported her study and
return to Oman and work for the Ministry of Education and
encouraged her to clarify her questions and strengthen her
teach part-time for Sultan Qaboos University in its education
thinking, she says.
department. —Anne Hayes
Curry Students Study Abroad in Southern Africa
P
eople, Culture, and Environ-
Two Curry School students participating in the course
ment of Southern Africa was
were Jonathan and Alžbeˇta Springer, both in the master of
the name of a new interdisci-
teaching degree program. Among the many schools they vis-
plinary course conducted last
ited were one in the Bushbuck region of South Africa, where
summer in South Africa and
they learned about the education of Mozambiquan refugee
Mozambique.
learners; and one in Mozambique, where their attention was
Focused on service learning Jonathan and Alžbe ˇta Springer
and community engagement in
“The course’s interdisciplinary approach provided a
international settings, the course
hands-on sense of how community, family, government, busi-
was led by Carol Anne Spreen,
ness, and environment impact education policy, students,
assistant professor in Curry’s social foundations of educa-
focused on the education of internally displaced persons.
teachers, and administrators,” said Jonathan.
tion program, and Bob Swap, research associate professor of
In addition to attending lectures facilitated by South
environmental sciences. Eighteen University of Virginia stu-
African scholars, the students visited the Soweto and
dents and three graduate teaching assistants embarked on a
Alexandria townships, the Rustenburg platinum mine, farm-
four-week trip to learn about the history, human rights, and
ers’ cooperatives, rural villages, and both the Origin Centre
critical issues facing Southern Africans and the world today.
and the Apartheid Museum. —Anne Hayes
30 |
University of Virginia Curry School of Education
Curry School 2009 Homecoming Party
U.Va. Reunions Weekend—June 4–6 Classes of 1960, 1965, 1970, 1975, 1980, 1985, 1990, 1995, 2000, 2005 For more information, visit www.alumni.virginia.edu/reunions.
TJ Society and Class of 1960 Reunion May 17-19 The Thomas Jefferson Society of Alumni encompasses all alums who graduated from the University of Virginia fifty or more years ago. At each year’s TJ Society Reunion, the Curry School honors its alums with a special luncheon and presentation by Dean Bob Pianta. At the upcoming TJ Society Reunion on May 17–19, the Class of 1960 will be inducted. To attend the Curry School of Education luncheon on May 19, contact the Curry Foundation office at 434-924-0854 or curry-foundation@virginia.edu.
32 |
University of University of Virginia VirginiaCurry CurrySchool Schoolof ofEducation Education
Photo by Naomi Daniels
Alumni News
Veronica van Montfrans digging out hurricane buffer trenches for the sea turtle hatchery
Science Lessons Learned in Costa Rica “The turtles of Costa Rica have a great lesson to teach,” wrote Gavin, a Newberry High School senior, in his trip journal. “Though a turtle can’t walk faster than one mile per hour in the sand, they can swim over one hundred miles a day. Life is not about how fast you go, it is about how far you go.”
R
eflections like this convince Veronica van Montfrans (M.T. ’07, Sci Ed) that taking her students on a Costa Rican field trip was more than worth the effort. “Many times in the news, we hear about how
urban schools are hurting,” says van Montfrans, a biology teacher at Newberry High School in Florida, “but rural schools are hurting just as much. We are in the lower income bracket … and our dropout rate is very high because many of these kids are the breadwinners in their family and choose to
Curry Magazine · Spring 2010
| 33
Photo by Gavin Johnson
Alumni News
cane farm, delivering school supplies to small local schools, meeting indigenous peoples, and observing jungle animals in the wild.
“I think a lot of people would look at life differently if they had my students.”
“Many
people
thought
I
was
crazy for trying something like this,” van Montfrans says. “This school, with only 500 students, had never sent students on an international field trip before.” Van Montfrans believes the trip was beneficial for the students in many ways, but most of all in terms Leatherback hatchlings just after being released by van Montfrans’s students.
of their attitudes about science and environmental
conservation.
“They
have found a love of science,” she says. drop out to take care of their parents and siblings. But these
“They saw the facts and processes they learned in science
students are tough, and absolutely wonderful,” she adds.
class happening before their eyes.”
Last year, in only her second year of teaching, van
One student, she says, felt a deep connection to the con-
Montfrans proposed a Costa Rican ecomisson trip to her sci-
servation efforts for the leatherback sea turtles after he dug
ence classes—not just the typical field trip but one in which
up a nest for relocation. Another student always knew she
students would both learn and perform service.
wanted to work with animals, and this trip helped her focus
The economic downturn made fundraising tough in a
her interest on endangered animals. “Another student told
community where 50 percent of the students were already
me this trip helped solidify her love of biology and her goal
eligible for free or reduced lunches. Even so, nine of her
of pursing it as a career,” says van Montfrans. One student
students “fought tooth and nail,” she says, to raise money for
bought a brand-new camera before the trip and discovered
the trip.
he had an eye for nature photography.
For those who were able to go, their trip included ten
Since returning, the students have enthusiastically posted
days of firsthand learning about conservation of endan-
their pictures online, swapped stories, called friends, e-mailed
gered species, digging hurricane buffers on the black sand
families, and made presentations at school.
beaches, protecting turtle eggs, planting trees, hiking tropical forests, climbing a volcano, visiting an organic sugar
34 |
University of Virginia Curry School of Education
“I think a lot of people would look at life differently if they had my students,” van Montfrans says. “I know I have.”
Alumni News
Emmett L. Ridley Richmond, Va. Spouse’s name: Mary Children’s names: Elvin and Elecia Hobbies/Interests:
Fishing, travel, reading, cooking that
promotes health and wellness
College degrees: B.S. Virginia Union University, 1969; M.Ed. Virginia State University, 1974; Ed.D. Curry School of Education, 1977
Current Profession: Associate professor and director, Office of Institutional Planning and Assessment, Virginia State University His unit is responsible for advancing university planning, assessment, evaluation, and institutional research activities and for promoting and facilitating assessment at the unit level. He also serves as VSU’s accreditation liaison with the Commission on Colleges of the Southern Association of Colleges and
Words of advice to recent graduates: First and foremost,
Schools.
anyone entering the education profession should have an
What he loves about his job: First of all, I love working in higher
unyielding commitment to advancing student learning and
education. The opportunity to produce and use assessment
achievement. Few experiences can compare to the intrinsic
and institutional data to support informed decision making is
rewards of contributing to the growth and development of
very satisfying. Also, teaching a graduate course from time to
another human being through education.
time and promoting and supporting continuous improvement in student performance and the quality of academic programs
Last words: I was the first graduate fellow to work for the Curry
are particularly gratifying. I plan to return to teaching in the
School of Education Foundation. I will be eternally grateful
near future.
for the opportunity.
Curry School’s influence: I
count my experiences at Curry
among the most rewarding and enriching in my professional career. It was at Curry that I was introduced to the concepts of organizational change, improvement, and transformation. This body of literature and the value of research and scholarship in advancing the field of education were extremely beneficial and meaningful aspects of my graduate study.
Curry Magazine · Spring 2010
| 35
Alumni News
Professional Achievements and Personal Milestones 1960s
Vincent J. Tornello (M.Ed. ’76, Admin
1980s
& Supv) retired last spring after thirtyJoseph S. Renzulli (Ed.D. ’66, Ed Psych)
seven years as band director at
Governor Timothy M. Kaine appointed
received the 2009 Harold W. McGraw,
Charlottesville High School. The CHS
Lissa Power-deFur (M.Ed. ’76; Ph.D.
Jr. Prize in Education for his guiding
bands under Tornello have received twen-
’82, Sp Path & Aud) to the Virginia In-
work in gifted and talented enrichment.
ty-seven Virginia Honor Band awards and
teragency Coordinating Council for
Renzulli is a distinguished professor at
twenty-eight consecutive years of superior
Early Intervention Services. Power-deFur
the University of Connecticut’s Neag
ratings at the state marching band
is associate professor and graduate co-
School of Education, the Neag Chair of
festival.
ordinator for communication sciences
Gifted Education and Talent Development, and director of the National Research Center on the Gifted and Talented. The prize was established in 1988
Gerard Robinson, a Curry doctoral degree candidate in policy
to honor Mr. McGraw’s lifelong commit-
studies, was appointed by Gov. Bob McDonnell in January to
ment to education.
be Virginia’s Secretary of Education. Robinson previously served as the president of the Black Alliance for Educational Options, a national nonprofit,
1970s Randall Capps (Ed.D. ’70, C&I) was invited to be a visiting international
parental choice to empower families and to increase quality educational options for black children. Prior to his position at BAEO, Robinson served as a senior research associate for the School Choice Demonstration Project at the University
professor at the University of Lyon in
of Arkansas from 2006 to 2007 and as a senior fellow at the Institute for the
France. He taught a class in January 2009
Transformation of Learning at Marquette University from 2004 to 2006.
for the College of Business and Law to
Robinson has completed all but his dissertation work at the Curry School. “My
graduate students pursuing a program
professors prepared me to assume my new role as the Secretary of Education by
in international business. Capps is on
offering challenging courses and providing professional development opportunities,”
the faculty at the Gordon Ford College
he said. “Each experience laid a nice foundation upon which I will serve the public
of Business at Wester n Kentucky
school students of Virginia for the next four years.”
University. After a half century with Chesapeake Public Schools and fourteen years as the division’s superintendent, W. Randolph Nichols (Ed.D. ’71, Couns Ed) retired.
Robinson’s prior professional endeavors have included numerous initiatives involving urban school reform and policy development. As executive director of a nonprofit organization in New York City, he opened a charter school in New Jersey. He participated in crafting public policy through his fellowship with the California State Senate, as a resource person in the Virginia General Assembly and the U.S. House of Representatives, and as a legislative liaison for the superintendent of the District of Columbia Public Schools. Robinson also was an elementary school teacher
Nichols began as a teacher and track
in Los Angeles and a teacher in the Pre-College Academic Program at St. Peter’s
coach at Great Bridge High School
College in Jersey City, New Jersey.
in 1959.
nonpartisan organization whose mission is to support
36 |
University of Virginia Curry School of Education
Alumni News
Frederick G. Assaf and Martha E. Downer-Assaf Atlanta, Georgia Children’s names: Jack (14), Hank (12), Mick (11), Sam (9), and Tommy (7)
Hobbies/Interests: We share the common interest of raising five sons—which includes sports, Scouting, and arts events. We also enjoy boating, travel as a family, and taking in all Atlanta
The Assaf family.
has to offer. With what little time is left we read, exercise, and sort through and enjoy countless photographs!!
development with the ultimate goal of improving instruction for generations of students in areas where students are typi-
College degrees: Fred: B.A. Johns Hopkins University, The
cally underserved.
Writing Seminars, 1988; M.Ed. Curry School of Education, English Education, 1994
The Curry School’s Influence: Fred: I benefited from fantastic
Martha: B.A. Union College, Economics, 1990; M.A. University
professors and staff who took time to get to know me, to un-
of Virginia, Economics, 1993; Ph.D. Curry School of Education,
derstand my goals, and to help me realize how best to put my
Leadership and Policy Development, 1997
gifts into practice. One of my most rewarding experiences was working with Margo Figgins in the Young Writers Workshop.
Current Profession: Fred: Head of School and American
Martha: I learned how to think about the educational issues
literature teacher Pace Academy in Atlanta
that I face every day. My professors, particularly Dan Duke and
Pace Academy is a K–12 independent day school of 1,000 students
Brenda Loyd and Bill Johnson in economics gave me both the
that creates prepared, confident citizens of the world.
practical research skills and the broader policy framework to
Martha: Evaluation Specialist Rollins Center for Language and
best impact educational practice through the effective use
Learning in the Atlanta Speech School
of evaluation.
The Rollins Center serves as a resource for education professionals by sharing research-based language and reading
Words of advice to recent graduates:
approaches for the benefit of children and their families,
ues to attract the best and brightest young people—you will
schools, and communities.
find a great peer group, students who will bring joy to your
Fred: Teaching contin-
every day, and parents who truly appreciate a teacher as a
What they love about what they do: Fred: Being a part of a
partner in the process. Build on good experiences and never
vibrant academic community that values the arts, service,
stop listening to your students. They will lead you to some
and athletics is really fun for me and for our family. Working
amazing places.
with such talented and motivated students makes for exciting
Martha: Don’t limit yourself in thinking about how and where
days and everlasting youth!
your skills can take you. Follow your passions and your interests
Martha: I love working to use assessment and evaluation to
and cast a wide net to see how your Curry School education
gauge the efficacy of professional development programming
can be put to best practice.
intended to improve language and literacy. The Rollins Center works with teachers in schools with low literacy rates, and
Last Words: Having five children is a blast—and you learn
the outcomes of our assessments inform future professional
about education along the way too!
Curry Magazine · Spring 2010
| 37
Alumni News
and disorders at Longwood University
Webster University named Elizabeth
Association, which includes Augusta,
and director of the Longwood Center
Stroble (Ph.D. ’87, C&I), as the univer-
Page, Shenandoah, and Rockingham
for Communication, Literacy &
sity’s president and chief executive. She
counties, as well as the cities of Staunton,
Learning.
was formerly the senior vice president,
Waynesboro, Harrisonburg, and Fishers-
provost, and chief operating officer at
ville in Virginia. Porter works at the
the University of Akron in Ohio.
private practice of Augusta Psychological
Barbara A. Lehman (Ed. D. ’86, C&I) is the recipient of the 2009 Arbuthnot Award from the International Reading Association. The Arbuthnot Award is a
Associates in Fishersville. She specializes in counseling adults who have mental
1990s
health, substance abuse, or (co-occur-
$1,000 award to honor an outstanding
ring) both concerns.
college or university teacher of chil-
William R. Hite, Jr. (M.Ed. ’90, Admin
dren’s and young adults’ literature.
& Supv), is the new superintendent of
Poet Laureate Kay Ryan selected Mary
Lehman is a professor in the School
schools for Prince George’s County, Md.
Szybist (M.T. ’94, Engl Ed) as one of two
of Teaching and Learning, The Ohio
Hite had been deputy superintendent
recipients of the 2009 Witter Bynner Fel-
State University.
since 2006. Prince George’s County is
lowship. Szybist received a $10,000
the nation’s 18th largest school system,
fellowship provided by the Witter Bynner
Hanover County Superintendent of
with 134,000 students and 16,000 em-
Foundation for Poetry in conjunction
Schools Stewart D. Roberson (M.Ed. ’81;
ployees—10,000 of them teachers.
with the Library of Congress. She is an
Ed.D. ’87, Admin & Supv) has been hon-
assistant professor of English at Lewis
ored with the National Excellence in
Sam T. Chambers
Education Award. Presented for the first
(M.Ed. ’90, Health &
time by AdvancED, the parent organiza-
PE) and Bob Rotella
Authors Jennifer
tion for the North Central Association
recently published
Hindman (M.T. ’95,
Commission on Accreditation and School
Head Case: Lacrosse
Elem Ed), Angela
Improvement and the Southern Associa-
Goalie, the first book
Seiders, and Leslie
tion of Colleges and Schools, the award
in a new series, Sports
Grant have published
is based on a selection process from
Fiction with a Win-
People First! The School
among forty member states to recognize
ning Edge. Head Case offers tips to help
Leader’s Guide to Build-
outstanding leadership in promoting
create skilled, confident, relaxed, and
ing & Cultivating
excellence in education. Having served
self-aware players who know how to suc-
Relationships with Teachers. This concise,
as a superintendent in Virginia for nearly
ceed and have fun doing it. As the varsity
people-centered guide helps school lead-
nineteen of the thirty-two years he has
lacrosse coach at St. John’s School in
ers who want to create good relationships
been an educator, Roberson is among
Houston, Texas, Chambers created a
with their teachers and increase student
the longest-serving superintendents in
state championship program that in-
achievement. Hindman currently works
the Commonwealth.
cludes boys from kindergarten through
at the School-University Research Net-
twelfth grades in mentoring relationships.
work, a partnership among twenty-six
Al Armentrout (M.Ed. ’71; Ed.D. ’87,
He has been elected Texas Coach of the
Virginia school systems.
Admin & Supv) retired effective June 30,
Year and Lacrosse Man of the Year. Tara Sloan Jungersen (M.Ed. ’97) re-
2009, after thirty-one years as a school
and Clark College in Portland, Ore.
superintendent in Virginia and after forty
Patrice Porter (M.Ed. ’92, Couns Ed)
ceived her Ph.D. in counselor education
and one-half years as an public school
was named Community Counselor of the
from the University of Tennessee and is
educator in Virginia.
Year by the Central Valley Counselors
now an assistant professor in the Center
38 |
University of Virginia Curry School of Education
Alumni News
for Psychological Studies at Nova Southeaster n University in For t Lauderdale, Fla. Douglas Ball (M.T. ’92; Ph.D. ’99, Spec Ed) is a contributing author
2009 Distinguished Service to the Commonwealth Award Patricia I. Wright Superintendent of Public Instruction Virginia Department of Education
and a member of the editorial team for the
The Curry School annually recognizes a
book Teaching Hope:
professional who has demonstrated distinguished
Stories from the Freedom
service to the Commonwealth of Virginia. As a
Writer Teachers and Erin
35-year veteran in the field of education,
Gruwell, recently published by Broadway
Patricia I. Wright (Ed.D. ’91, Math Ed) has worked tirelessly to improve Virginia’s
Books. Ball is an associate professor of
school systems. She has provided leadership and technical assistance in developing
education at Mar ymount University,
and implementing early childhood, elementary and secondary education programs—
where he teaches courses in literacy, di-
specifically in mathematics—throughout her 21-year career with the Virginia
versity, and special education. His entry
Department of Education. Wright was appointed by Gov. Timothy M. Kaine to the
in Teaching Hope takes place in a remote
position of Superintendent of Public Instruction in 2008.
region of Virginia where education and culture clashed over racism in his classroom. Merrimack College in North Andover,
Committee. Brian was appointed super-
Mass., has announced the creation of a
intendent in 2008 after serving for seven
new School of Education. The first dean
years as assistant superintendent of Am-
Cathy Roy (M.Ed. ’98; Ph.D. ’00, Ex Phys)
of the school will be Dan W. Butin (Ph.D.
herst County Public Schools. For the past
was awarded Longwood University’s Stu-
’02, Soc Fdns). Butin was formerly an
four years, he has also been an outstand-
dent-Faculty Recognition Award. Now
assistant dean in the Department of Edu-
ing instructor in the Curr y School’s
serving as associate professor of exercise
cational Leadership for Cambridge
administration and supervision programs
science at Longwood, Roy was honored
College’s School of Education.
in northern Virginia and Roanoke, each
2000s
for her professional excellence and devoted service to students.
year receiving excellent evaluations from Brian Ratliff
his students.
(Ed.D. ’03, Admin Dorinda G. Grasty (B.S. ’80; Ed.D. ’01,
& Supv), superin-
Kathleen Owings Swan (Ph.D. ’04, Soc
Spec Ed) was appointed division super-
tendent of Amherst
St Ed), Mark Hofer (Ph.D. ’03, IT), and
intendent for Appomattox County Public
County Public
Gerr y Swan (Ph.D. ’04, IT) jointly
Schools in Virginia. She has taught spe-
Schools, received
received a 2010 National Technology
cial education in Isle of Wight County
the 2009 Excel-
Leadership Initiative Fellowship awarded
and Appomattox County Public Schools.
lence in Educational
by the College and University Faculty
During the last seven years she was the
Leadership Award
Assembly of the National Council for the
director of remedial and special educa-
from the University Council for Educa-
Social Studies. They received the award
tion for Appomattox County.
tional Administration Executive
for their paper titled “Measuring the
Curry Magazine · Spring 2010
| 39
Alumni News
Curry Alums Make Outstanding School Superintendents Impact of Digital Documentaries in a The Curry School’s degree programs
Public Schools since 2004. Prior to
High Stakes Testing Environment.” As a
in administration and supervision prepare
becoming Henrico’s superintendent,
result of the award, they were invited to
educational leaders for the public schools
he was superintendent of Montgomery
of the state and the nation. The quality of
County Schools in Blacksburg, Va. He
our programs was affirmed last year by our
held other public education positions in
alumni showing among those chosen as
Virginia as well, having been the principal
the best school superintendents in Virginia.
of Western Albemarle High School in
Hofer is Dorman Family Distinguished
Albemarle County and the principal of
Associate Professor of Educational
Covington High School in Covington.
Technology in the School of Education
Frederick S. Morton IV (B.S. ’75, Health & PE; M.Ed. ’79, Admin & Supv),
present their paper at the 2010 conference of the Society for Information Technology & Teacher Education. The Swans are both assistant professors in the College of Education at the University of Kentucky.
at the College of William & Mary.
was named 2010 Virginia Superintendent of the Year, and four of the seven
Other 2010 regional Superintendents
remaining regional Superintendents of the
of the Year who are alumni of the Curry
John A. Downey (Ed.D. ’05, Higher Ed)
Year hailed from Curry as well.
School included the following:
became the fifth president of Blue Ridge
Region 3
Community College in August 2009. He
County Public Schools (Region 1), was
Richard W. Layman (Ed.D. ’00)
previously served as the vice president
selected by the state superintendent
King & Queen County Public Schools
for instruction and student services at
of public instruction and the officers of
Region 5
BRCC for four years. Downey has also
four Virginia education organizations as
Roger D. Collins (M.Ed. ’86)
the state winner from the eight regional
Nelson County Public Schools
Superintendents of the Year, who were
Region 6
chosen from the entire field of 133
William Edward Graham, Jr. (M.Ed. ’77)
superintendents in Virginia.
Covington City Public Schools
of the Year. She teaches United States
Region 8
history as well as a research and technol-
Don Ford, president of the Virginia
Philip L. Worrell (B.S. ’75, M.Ed. ’79)
ogy elective at Cosby High School in
Association of School Superintendents,
Greensville/Emporia Public Schools
Morton, superintendent of Henrico
In presenting him with the award,
worked at BRCC in both the student services and academic divisions. Nicole C. Winter (M.Ed. ’05, C&I) was named Virginia 2009 Region 1 Teacher
Chesterfield County. She is also a National Board Certified Teacher.
said, “Fred Morton has always been a ‘champion of the underdog’—the
The 2009 cohort of regional
student who never had the opportunity
Superintendents of the Year included
Nancy Disharoon (Ed.S. ’05, Admin &
or the recognition or the attention he
two Curry alumni:
Supv) is now the principal of Stonewall
or she needed to succeed in school.
Region 3
Jackson Middle School in Mechanicsville,
As superintendent of Henrico County
Elaine Fogliani (M.Ed. ’74, Engl Ed;
Va., after spending two years as the
Schools, one of the largest and most
Ph.D. ’90, Admin & Supv)
school’s assistant principal.
diverse school divisions in the state, Fred
Westmoreland County Public Schools
made it his mission to help the students
Region 5
who needed it the most.”
Thomas W. D. Smith (Ed.D. ’88, Admin &
Morton has worked as the chief educational officer in Henrico County
Supv) Fluvanna County Public Schools
Erin M. McTigue (M.Ed. ’03; Ph.D. ’06, Reading) received the 2009 College of Education and Human Development Outstanding New Faculty Award at Texas A&M University. McTigue is an assistant professor in literacy and is in her third
40 |
University of Virginia Curry School of Education
Alumni News
Virginia football fans may remember Blundin as starting quarterback of the 1991 Cavalier football team and his remarkable streak of 224 consecutive passes without an interception. He’s the only Cavalier athlete to play in both a football bowl game (Gator Bowl) and in the Elite Eight round of the NCAA basketball tournament. In 1992, the Kansas City Chiefs drafted him in the second round. He played as a backup for four seasons with Kansas City and one year with Detroit before heading back to Charlottesville to complete his master’s degree and become a teacher.
Matt Blundin
technology for the mathematics
Crozet, Va.
classroom and exposed us to cutting-edge tools. That foun-
Spouse’s name: Amy Futral Blundin
dation of proper and effective use of technology has allowed
Children’s names: Ethan (12), Cole (11), Luke (8), Joseph (3)
me to continue to find new and better ways to help students
Hobbies/Interests: Hiking, fishing, reading, coaching youth
gain their own understanding
sports, anything active with my family
of the material.
College degrees: B.A., College of Arts & Sciences, Mathematics, 1991; M.T., Curry School of Education, Secondary mathematics
Words of advice to recent graduates: The first few years
education, 2000
of teaching are all-consuming. If you do not take care of your mind, body, and spirit, you will easily lose sight of your priori-
Current Profession: Mathematics teacher, Western Albemarle
ties and unnecessarily burn out. A good night’s sleep does
High School
wonders for your ability to positively face the multiple issues students may bring to the classroom.
What he loves about his job: Teaching is one of the most
You have a responsibility to the students in your commitment
meaningful jobs we can do. I do not take that for granted
to them as learners and people. You must ensure that your
and do my best to meet the challenge of improving every
room is a community of respect in which students feel safe to
year. The work we do every day in the classroom allows us
learn and ask questions. … Never take for granted the impact
to continually grow as people. The cyclical nature of the pro-
that a single word and how you say that word may have to
fession demands reflection, preparation, performance, and
influence or discourage a student. Surround yourself with
a time to start over from the beginning. The professors and
positive teachers who are interested in learning and growing
colleagues I have come to call friends are among the best
as a professional. Seek out and attend meaningful conferences
people I have ever met. These relationships are steeped in a
at least one time per year. Be ready and willing to say, “I don’t
common desire to constantly improve upon the efficacy of
know the answer to that question, but will find out and get
our roles as educators.
back to you” … then do it.
Curry School’s influence: Fortunately, I attended Curry when the
Last words: Curry has been an ongoing asset in my teaching
use of technology was beginning to grow very rapidly. When
career. Through my role as a clinical instructor for multiple
I returned to Curry after a short stay in the NFL, coursework I
Curry teaching associates, I have not only been able to share
had completed just six years prior was outdated. [Associate
my teaching experiences but I have also gleaned new ideas
professor] Joe Garofalo fully embraced the meaningful use of
and learned from very talented graduate students.
Curry Magazine · Spring 2010
| 41
Alumni News
year with the Department of Teaching,
students in Lynchburg and Louisa, Va.,
stitute for Economic Policy Research,
Learning and Culture.
for fourteen years before becoming a
Stanford University.
school administrator. Patrick McKeon (Ph.D. ’07, Kines) re-
Deborah N. Chu (M.T. ’09, Elem Ed)
ceived the David H. Perrin Doctoral
Katherine Shirey (M.T. ’07, Sci Ed) was
received a Fulbright U.S. Student Schol-
Dissertation Award from the National
selected to travel to the South Pole in
arship to Taiwan, where she is teaching
Athletic Training Association’s Research
winter 2010–11. She will join the ranks of
English as a foreign language. Chu, who
& Education Foundation. His disserta-
world-class scientists and technicians to
lives in the Richmond area, is one of
tion was titled “Effects of Balance Training
work on IceCube, the world’s largest neu-
more than 1,500 U.S. citizens traveling
on Postural Control, Gait, and Function
trino telescope and the biggest research
abroad for the 2009–10 academic year
in Those with Chronic Ankle Instability.”
project ever attempted in Antarctica.
through the Fulbright Program. Recipi-
McKeon is an assistant professor in the
Shirey is a physics teacher at Washington-
ents of Fulbright awards are selected on
Department of Rehabilitation Sciences
Lee High School in Arlington, Va., and is
the basis of academic or professional
at the University of Kentucky.
participating in the South Pole trip as a
achievements, as well as demonstrated
Knowles Science Teaching Fellow.
leadership potential in their fields.
’07, Admin & Supv) was named the new
Maria Fitzpatrick (M.A. ’04, Ph.D. ’08,
David T. Sovine (Ed.D. ’09, Admin &
principal of Myrtle Beach Elementary
Econ) received a 2009 Spencer Founda-
Supv) received one of four 2009 R.E.B.
School in South Carolina. Christy was
tion Exemplary Dissertation Award for
Awards for Distinguished Educational
Janice West Christy (M.Ed. ’98; Ed.D.
previously the assistant principal at Bur-
her work titled “Early Start: The Econom-
Leadership from the Community Foun-
gess Elementary School in Myrtle Beach
ics of Early Childhood Education.”
dation of Richmond and Central Virginia.
and Burnley-Moran Elementary School
Fitzpatrick is now the Searle Freedom
Sovine is the principal of Monacan High
in Charlottesville. She taught English to
Trust Postdoctoral Scholar, Stanford In-
School in Richmond.
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.
42 |
University of Virginia Curry School of Education
Alumni News
IN MEMORIAM “Bullet” Bill Dudley (B.S. ’42), one of the most talented
John Michael Mullen (Ed.D. ’81
players ever to grace the U.Va. gridiron and the only
Higher Ed) of Midlothian died
Cavalier ever selected as the NFL’s number-one draft
in April 9, 2009, at 66 years old.
pick, died on January 31, 2010, in Lynchburg after
Mullen served from 1974 to 1998
suffering a stroke. He was 88. A native of Bluefield,
as the deputy and interim director
Virginia, Dudley received a football scholarship to U.Va.,
of the State Council of Higher
and enrolled at age 17 in the fall of 1938. He earned a
Education for Virginia. He spent the
bachelor’s degree in sociology at the Curry School. After
next three years as vice president of finance at Northern
a stellar career playing for the Cavaliers, he was drafted
Arizona University in Flagstaff. From 2001 to 2005, he
by the Pittsburgh Steelers in 1942. He played one season,
was chancellor of the newly created West Virginia Higher
then joined the U.S. Army Air Forces. After the war, he
Education Policy Commission, an analogue of SCHEV.
returned to Pittsburgh where, in 1946, he led the NFL
More recently, he served as chief finance officer at the
in rushing, interceptions, and punt returns. He was
U.Va. Miller Center of Public Affairs
Football Hall of Fame. After his football career ended,
Former University of Virginia baseball
Dudley moved his family to Lynchburg, where he worked
coach and athletics administrator
in estate planning. He also served four two-year terms in
James O. West (B.S. ’58; M.Ed. ’59;
the Virginia House of Delegates from 1966–75 and on
Ed.D. ’75, Couns Ed) died May 20,
the University’s Board of Visitors from 1976 to 1984.
2009, of complications from a stroke. West spent 33 years in the U.Va. athletics department. A native of
Courtesy U.Va. Department of Athletics
named to the College Football Hall of Fame and the Pro
Suffolk, Va., West coached the Cavalier baseball team from the 1962 through 1980. The 1972 team won the Atlantic Coast Conference championship and was the first Virginia baseball team to participate in the NCAA Tournament.West joined the U.Va. athletics department in the fall of 1959 as head cross country coach and first-year baseball coach. He assumed the head baseball coaching responsibilities for the 1962 season and was director of the service physical education program from 1961 to 1972. West was appointed assistant athletic Courtesy U.Va. Department of Athletics
director in 1972 and became associate director of athletic
programs in 1978. He later was named senior associate athletic director. West retired from the University’s athletics department in September 1992. Baseball uniform No. 24, worn by West during his 19 years as the Cavaliers’ head coach, was retired by the Virginia athletics department.
Curry Magazine · Spring 2010
| 43
Alumni News
Curry School Alumni Honored Each year the Curry School of Education Foundation presents Outstanding Alumni Awards in a number of categories to recognize excellence in the profession of education. The 2009 Outstanding Alumni Awards were presented at the annual Dean’s Circle of Friends dinner last October in Alumni Hall.
Distinguished Alumni Awards
cymaking roles at the national and state
Outstanding Principal Award
levels and helped launch several educaAlfredo J. Artiles
tional reform organizations. He writes
John Betterton (M.Ed. ’72)
(M.Ed. ’89, Ph.D.
for
’92)
& World Report,
Betterton was principal of Bethel
was
as well as the
Hill Elementary School in Roxboro for
for
blog
Eduwonk.
fifteen years. He retired in 2000 from
outstanding
com.
Artiles recognized his
U.S.
News
Bethel Hill Charter School, Roxboro, N.C.
During
the Person County School System to be-
scholarship and
the Clinton ad-
come the founding principal of Bethel
service to advance
ministration,
Hill Charter School, where he present-
the education of children with disabili-
he served at the
ly serves. Betterton received a Points of
ties. He is a Borderlands Professor of
White House as
Light Award for Excellence from the
Education in the College of Education
the special assistant to the president
Bush Foundation in 2003 and was the
at Arizona State University, with a
for domestic policy. In 2005 Governor
Charter School’s Wachovia Principal
joint appointment in the Transborder
Mark Warner appointed Rotherham to
of the Year in 2004. Betterton is a pas-
Studies Department.
the Virginia Board of Education, a po-
sionate advocate for the charter school
sition in which he served until 2009.
movement and is currently chair of
His scholarship examines the role of culture on learning within the con-
the North Carolina Alliance for Public
texts of special education placement
Charter Schools.
practices and teacher learning in urban multicultural schools. He has
Outstanding Superintendent Award
published extensively for research, polElaine Fogliani (M.Ed. ’74)
general, special, and bilingual educa-
Westmoreland County, Va., Public Schools
in the U.S. as well as in Latin America.
Dumfries, Va. Rosenberg is Prince William County’s
Fogliani has worked since 2004 as su-
longest-serving principal. He has been
perintendent of Westmoreland County
at Swans Creek since 2001. For the past
Public Schools. Her leadership there is
four years under Rosenberg’s leadership,
credited with helping all four schools in
Swans Creek has earned the division’s
Rotherham was selected for his
this rural division achieve accreditation,
School of Excellence award. This award
outstanding professional efforts to
improving pass rates on state standards
recognizes schools demonstrating high
improve national public education pol-
of learning tests, upgrading technology
levels of student performance on the
icy. Rotherham cofounded Education
throughout the district, and bringing
Virginia Standards of Learning tests,
Sector,
forty onsite dual-enrollment courses to
both for students performing on grade
Washington & Lee High School.
level and those performing below grade
Andrew J. Rotherham (M.Ed. ’00)
an
independent
education
policy think tank. He has served in poli-
Swans Creek Elementary School,
icy, and practice audiences in the tion fields. He has conducted research
Barry Rosenberg (M.Ed. ’81)
44 |
University of Virginia Curry School of Education
Recipients of the 2009 Alumni Awards (l to r): Esther Adams, Andrew Rotherham, Carla Hunt, Heather Johnson, Barry Rosenberg, Elaine Fogliani, Timothy Konold (Outstanding Faculty Award), Phyllis Palmore (Outstanding Staff Award), and John Betterton.
level. Rosenberg was 2007–08 president
in other communities, and then direct-
Esther Adams (M.T. ’01)
of the Virginia Association of Elementary
ed a regional tournament, now in its
Walter Johnson High School, Bethesda, Md.
School Principals and currently serves
third year, that includes more than 200
on the Commonwealth Educational
student participants representing four
the
Roundtable and the Statewide K–12
states. She has been a National Board
International School in Israel, where
Educational Advisory Council.
Certified Teacher since 2002.
she taught for two years. She has
Adams
began
Walworth
her
career
Barbour
at
American
taught history and government classes
Outstanding Teacher/Counselor Awards
Carla Hunt (M.T. ’95)
at Johnson High since 2003. In 2005,
Jack Jouett Middle School, Charlottesville, Va.
her school boasted the highest propor-
Hunt has taught high school and middle
school
mathematics
tion of total school population among
cours-
schools of similar size to achieve an
es for more than 30 years. She began
exam grade of 3 or higher in AP World
All Outstanding Teacher/Counselor award
teaching at Albemarle High School in
History. For this achievement Adams
recipients are presented with a gift of $500 to
1992. In 2007 an eighth-grade hon-
and three social studies department
enable them to attend a professional meeting.
ors geometry course was added to her
colleagues received special recognition
duties so she could help ensure the
by the College Board in its annual re-
Heather Johnson (M.T. ’95)
preparation of middle school students
port. Adams then led a team of authors
Jessie P. Miller Elementary School,
for high school. Hunt was recognized
to write an AP World History review
Bradenton, Fla.
as the Commonwealth of Virginia’s
book, published by Houghton Mifflin.
teacher,
Region V Teacher of the Year in 2006.
Adams spends her summers as academ-
Johnson is well recognized through-
A
She has been a leader in developing
ic dean of the American International
out Florida for her involvement with
and sharing instructional strategies for
School in Switzerland. She also sup-
the World Sport Stacking Association.
block scheduling and cowrote a book
ports the development of new high
She organized a sport stacking club at
on the topic, Teaching Mathematics in
school social studies teachers serving
her school, developed a demonstration
the Block, published in 1999 by Eye on
Washington, D.C.-area schools in the
team to help build interest in the sport
Education.
Teach for America program.
physical
education
Curry Magazine · Spring 2010
| 45
Alumni News
Do you know an outstanding Curry School alum? If so, the Curry School Foundation needs your help! Each year the Curry School
Outstanding Principal Award
Foundation recognizes
Deadline for nominations: May 3, 2010
exceptional Curry School alumni
The Outstanding Principal Award recognizes a principal employed
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!
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 NEW CATEGORY Deadline for nominations: May 3, 2010 The Outstanding Higher Education Faculty Award recognizes a faculty member of a college or university who is accomplished in
Outstanding Teacher/Counselor Award Deadline for nominations: May 3, 2010
the following areas: excellence in teaching, distinguished research, professional stature, and dedicated service to the community.
• Elementary School
Distinguished Alumni Award
• Middle School
REVISED CRITERIA
• High School
Deadline for nominations: May 3, 2010
An Outstanding Teacher/Counselor Award will be presented for all
The Distinguished Alumni Award recognizes an individual who has
three grade levels. This award recognizes excellence in teaching or
made a significant contribution to the field of education or to his or
counseling, professional stature, dedicated service, and
her chosen profession and who has demonstrated professional
commitment to promoting general student welfare through
stature and dedicated service to the Curry School of Education.
working with student activities and organizations. Each teacher/ counselor award recipient will receive $500 to be used for
Outstanding Curry Professor Award
professional development purposes.
Deadline for nominations: May 3, 2010
Outstanding Superintendent Award
The Outstanding Curry Professor Award recognizes a professor who is a full-time member of the Curry School faculty and who
Deadline for nominations: May 3, 2010
has made a considerable contribution to the school’s success in
The Outstanding Superintendent Award recognizes a
the areas of teaching, student welfare, student career
superintendent who is currently employed in a public or private
development, and professional leadership.
school system and has achieved excellence in school administration, is recognized professionally beyond his/her own
To submit your nomination for any of these awards, download the
school system, and has provided exemplary service to the
appropriate nomination form from the Curry Foundation website:
community.
http://curry.edschool.virginia.edu/foundation/awards For more information, email curry-foundation@virginia.edu or call (434) 924-0854.
46 |
University of Virginia Curry School of Education
Faculty Notes
Curry School Foundation Outstanding Professor Tim Konold
highly motivated to learn, and I attempt
Professor and Program Coordinator Research, Statics and Evaluation
to provide multiple pathways for that
His specialty: Quantitative methods and
What his nominators said: “Tim
psychometric applications related to
sesses exceptional quantitative research
large-scale test use and development.
design and analysis skills, is a highly
His particular focus is on the errors of
respected teacher, and has conducted
measurement associated with informant-
and published research from preschool
based assessment systems.
to post-college.”
to occur.” pos-
“As a doctoral student in Tim’s
His recent work: Informant-based sys-
statistics classes, I found him to be ex-
tems of assessment are regularly used by
traordinary at cultivating relationships
parents and teachers to gather judgments on the frequency and
with all of the students in class. His content knowledge and rigor
severity of children’s behavior and social skills. Unfortunately, it
in the classroom were exceptional, but it is perhaps the atypical
has been well documented that the ratings obtained by parents
attention to connecting with students that sets him apart.”
and teachers about a child’s disposition often disagree. Tim’s
“Tim Konold is the professor that I really aspire to emulate.
recent work in this area has employed latent variable modeling
His productivity is incredible; his teaching is outstanding; his
to disentangle student trait (e.g., behaviors) and informant ef-
sense of humor is dry and hilarious … Tim has balance and is
fects. He has found that scores obtained on informant-based
a healthy role model for all Curry doctoral students.”
measures may be revealing as much about the informant as they are about the subject of observation. Separately, he has
Family stats: Tim and his wife, Kim, have two daughters, Ariana
found that parents’ and teachers’ ratings of children’s social
(age nine) and Alia (age five).
skills are not consistently reliable in forecasting children’s achievement growth from preschool through grade five.
Selected recent publications: Konold, T. R., Jamison, K. R. Stanton-Chapman, T. L., & Rimm-Kaufman, S. E. (In press).
What he enjoys most about the Curry School: “The Curry School
Relationships among informant based measures of social
is comprised of faculty and students with world-class talents
skills on student achievement: A longitudinal examination of
that work together toward the common goal of improving
differential effects by sex. Applied Developmental Science.
education. The passion of this group is truly remarkable,
Konold, T. R., & Canivez, G. L. (2009). Differential rela-
and being a member of this family is an incredibly rewarding
tionships among WISC-IV and WIAT-II scales: An evaluation
experience for me.”
of potentially moderating child demographics. Educational and Psychological Measurement OnlineFirst (December 18).
Teaching philosophy: “My classes are all designed with the
doi:10.1177/0013164409355686.
primary goal of enabling participants to become self-sufficient
Grimm, K. J., Pianta, R. C., & Konold, T. R. (2009). Longitudinal
lifelong users and students of quantitative methods, with an
multitrait-multimethod models for developmental re-
eye toward their applications in the social sciences, in general,
search. Multivariate Behavioral Research, 44, 233–258. doi:
and the field of education, in particular. Curry students are
10.1080/00273170902794230.
48 |
University of Virginia Curry School of Education
Faculty Notes
Faculty and Staff Professional Achievements Randy Bell, associate professor of sci-
quality research contributing to the
employee who has exhibited leadership
ence education, was elected president
field of Out-of-School Time learning.
qualities that serve as an inspiring ex-
of the Association for Science Teach-
ample to his or her colleagues and who
er Education. He will serve in 2010 as
Sara Dexter, assistant professor in ad-
has rendered this service with distinc-
president-elect, and will begin his term
ministration and supervision, received
tion while being in direct and frequent
as president in 2011.
the 2009 Jack A. Culbertson Award
contact with U.Va. students, faculty,
from the University Council for Educa-
and alumni.
Professor Sandi Cohen, director of
tional Administration. The Culbertson
teacher education, was named chair-
Award is bestowed on an outstanding
Margo Figgins, associate professor of
person of the Teacher Education
junior professor of educational admin-
English education, was appointed by
Accreditation Council executive board.
istration in recognition of contributions
President Casteen to serve on the ad-
to the field. Dexter was recognized for
visory board of the Virginia Quarterly
Nancy Deutsch, assistant professor
her work’s innovativeness, originality,
Review.
in the research, statistics, and evalua-
generalizability, and impact.
tion program, received the first annual
Harriet Glosoff, associate professor of
Out-of-School Time Emerging Scholar
Dave Drucker, senior technology spe-
counselor education, was presented
Award at AERA. Deutsch was recog-
cialist, was awarded the 2009 University
with the Southern Association for
nized for demonstrating excellence,
of Virginia Alumni Association Distin-
Counselor Education and Supervision
creativity, and initiative in her research
guished Service Award. The association
Individual Achievement Award for
and for conducting innovative, high-
gives the award annually to a classified
Tenured Counselor Educators. The
Curry Magazine · Spring 2010
| 49
Faculty Notes
organization grants this award each year
tervention in School-Age Children with
of WELV: to promote women in all areas
to a counselor educator from within
Language Impairment: A Randomized
of education and to further the par-
the 14 SACES states who demonstrates
Controlled Trial.”
ticipation of women in higher levels of
consistent service to the counseling profession (scholarly
through works),
administration
publications
leadership
(service),
and
educational administration. The Virginia Sandy Lopez-Baez was selected as the
State Superintendent of Public Instruc-
and
2009 recipient of the Patricia B. El-
tion also recognized Tucker for her
an
more AACE/MECD Research Award
exceptional work in coordinating the ini-
ongoing research agenda.
for her article with Andy Anderson,
tiative “Advancing Virginia’s Leadership
“Measuring Growth with the Posttrau-
Agenda Guidance Document: Standards
Jay Hertel, associate professor of ath-
matic Growth Inventory.” The award
and Indicators for School Leaders and
letic training and sports medicine,
is given to the authors of the manu-
Documentation for the Principal of Dis-
has been named an associate editor
script representing the highest quality
tinction (Level II) Administration and
for BMC Musculoskeletal Disorders, an
of those published in Measurement and
Supervision Endorsement.”
open-access journal publishing original
Evaluation in Counseling and Development
peer-reviewed research articles in all as-
during the preceding year.
Robert Tai, associate professor of ele-
pects of the prevention, diagnosis, and
mentary science education, was invited
management of musculoskeletal and
Andy
scientist,
to join the research review board that
associated disorders. Hertel, along with
served as a member of the Virginia
advises the STEM Model Management
Patrick McKeon (Ph.D. ’07, Kinesiolo-
School Readiness Task Force, which
Partners regarding research on a new
gy) received the Kenneth Knight Award
recently released the Virginia School
U.S. STEM (science, technology, engi-
from the National Athletic Trainers’
Readiness Report.
neering, and mathematics) Education
Mashburn,
senior
Association for the Outstanding Re-
Model. The project is led by the Busi-
search Manuscript in the 2008 volume
Margaret A. (Peg) Miller, professor
of the Journal of Athletic Training. Their
of higher education, is serving on the
winning article was titled “Systematic
board of the newly created Nation-
Stephanie Van Hover, associate profes-
Review of Postural Control and Later-
al Institute for Learning Outcomes
sor of social studies education, received
al Ankle Instability, Part II: Is Balance
Assessment.
a 2009 All-University Teaching Award.
Training Clinically Effective?”
Van Hover was one of nine U.Va. facAt the annual convention of the Vir-
ulty members recognized by the U.Va.
profes-
ginia Psychological Association, Peter
Teaching Resource Center for excel-
sor in the communication disorders
Sheras received the Joan Smallwood
lence in teaching.
program, was selected as one of the
Virginia Psychological Association Ser-
2009–10 University of Virginia Teach-
vice Award, in acknowledgment of a
Art
ing Fellows by the Teaching Resource
distinguished career of service to psy-
rector
Center. She and eight coauthors won
chology in Virginia.
program, and his colleagues won the
Journal of Speech, Language, and Hearing
Pamela Tucker, associate professor of
cellence at a Clinical Poster Session
Research for findings on a groundbreak-
administration and supervision, was
for their poster on the meal challeng-
ing study of school-age children who
awarded the 2009 WELV Spirit Award by
es in the pediatric population. They
have Specific Language Impairment.
the Women Education Leaders in Vir-
presented the poster at the 2009 an-
Their award-winning article was titled
ginia. The award is presented annually
nual meeting of the American Dietetic
“Efficacy of Fast ForWord Language In-
to a leader who exemplifies the mission
Association.
LaVae
Hoffman,
assistant
a 2008 Editor’s Award granted by the
ness-Higher Education Forum.
50 |
University of Virginia Curry School of Education
Weltman, of
the
professor exercise
and
di-
physiology
Margaret Dullea Simko Award for Ex-
Faculty Notes
Faculty Members Receiving Grants Senior research scientist Jason Downer, senior scientist Bridget Hamre, and research scientist Megan Stuhlman of the Center for Advanced Study of Teaching and Learning received a three-year grant worth nearly $500,000 from the William T. Grant and Spencer foundations to develop low-cost tools to measure effective teaching in classrooms. These researchers will develop new tools that use student, principal, and supervisor surveys to assess teacher-student interactions. Principal research scientist David W. Grissmer and senior scientist Thomas G. White of the Center for Advanced
Marcia A. Invernizzi, professor in read-
by the Center for Advanced Study of
Study
Learning
ing education, and research scientist
Teaching and Learning.
received a $4.9 million grant to eval-
Karen Ford have received a four-year,
uate the effectiveness of the Core
$1.6 million grant from the Nation-
Sarah Turner, professor in the high-
Knowledge curriculum in 18 charter
al Center for Education Research to
er education program, was awarded a
elementary schools in Colorado. The
create a Spanish version of their
nearly $400,000 grant to study the ef-
Colorado Department of Education
successful Phonological Awareness Lit-
fect of the federal stimulus on science
is also participating. The Institute for
eracy Screening assessment.
and engineering jobs.
Department of Education, is funding
Dean Bob Pianta, associate professor
Heather Wathington, assistant professor
the five-year grant.
Sara E. Rimm-Kaufman, and professor
in higher education, is a researcher with
of
Teaching
and
Educational Science, part of the U.S.
James Wyckoff were awarded nearly
the National Center on Postsecond-
David
$1 million from the U.S. Department
ary Research, which recently received
scientist
of Education for an interdisciplinary
a $900,000 grant from the Houston
Andrew Mashburn of the Center for Ad-
doctoral training program in educa-
Endowment to support the work of col-
vanced Study of Teaching and Learning
tion sciences.
leges in Texas that are participating in
Principal W.
research
Grissmer
and
scientist senior
will study the connection between fine
a rigorous evaluation of developmental
motor skills and mathematical skills
Dean Bob Pianta was also awarded
summer bridge programs. These in-
with funding from a $1 million federal
more than $276,000 from Teachscape
tensive programs are designed to help
stimulus grant distributed by the Na-
for work to be conducted for the Bill
recent high school graduates enter col-
tional Institutes of Health.
and Melinda Gates Foundation’s Mea-
lege ready to undertake college-level
sures of Teacher Effectiveness Study
coursework.
Curry Magazine · Spring 2010
| 51
Faculty Notes
Curry School Foundation Outstanding Staff Award Phyllis Palmore
“As the Curry School and the University moved toward a
Admissions Office Administrative and Program Specialist III
much more intensive online environment over the past four years … Phyllis led the way and was instrumental in helping with the design of the process that Admissions follows … to
At the Curry School since: July 25, 1997
pull in new information from a variety of online sources. I enjoy working with someone who can make you feel good about
Her primary responsibility: New students may never know
something so daunting as technology and change.”
Phyllis, but she is the person behind the scenes who makes sure their applications make it through all the steps from application
Family stats: Phyllis and her husband, Ricky, have two children
to acceptance. She processes applications, requests missing
and six grandchildren, ages two to ten years old. They all live
documents, coordinates with appropriate staff and faculty
in central Virginia.
members, sends decision letters, and much more.
After hours: Phyllis helps her husband with his hobby, farming What she likes most about her job: “I most definitely love to
cattle and hay. “In the summer I go home after work and rake
work with people. I enjoy working with the students as a liaison
and bale hay. I don’t expect most people can imagine me
for students in the admissions process. I love the challenge
driving a tractor, but I do.”
of working with faculty, staff, and students on the new online application process and Student System Project (SIS) system. Whenever I can, I advocate for people who are interested in education to come to Curry.”
What her nominators said: “Phyllis is a lovely, friendly person. She is a team player and a problem solver. A frequent question she raises is ‘How can I help?’” “Phyllis works closely with faculty, students, and staff in her role in Curry’s admissions office. She answers all questions with a smile and willing attitude and endless patience. She is quick to grasp new concepts and is a patient teacher and mentor to her colleagues. Her knowledge and professional demeanor present the perfect face for Curry to outside visitors.”
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University of Virginia Curry School of Education
Curry Foundation chair Daniel M. Myers and Dean Bob Pianta congratulate Phyllis on her well-deserved award.
Faculty Notes
Curry 2009–10 Faculty Members Department of Curriculum, Instruction, and Special Education Mary P. Abouzeid Randy L. Bell Daniel B. Berch Robert Q. Berry III Glen L. Bull John B. Bunch Sandra B. Cohen David F. Feldon Ruth Ferree Margo A. Figgins
Joe Garofalo Patrice Grimes Daniel Hallahan Jane Hansen Tisha Hayes Marcia Invernizzi Mable B. Kinzie Rebecca D. Kneedler John Wills Lloyd Michael McKenna Joanne McNergney
Susan Mintz Stephen P. Plaskon Paige C. Pullen Laura B. Smolkin, Chair Martha E. Snell Tina Stanton-Chapman Robert H. Tai Stanley C. Trent Stephanie van Hover Eleanor V. Wilson
Department of Human Services Martin E. Block B. Ann Boyce Barbara Braddock Dewey G. Cornell Harriet L. Glosoff Jay Hertel Jane Hilton LaVae Hoffman
Luke E. Kelly Edith “Winx” Lawrence Lisa Maria Locke-Downer Filip Loncke Ann B. Loper Sandra Lopez-Baez Robert C. Pianta Ronald E. Reeve
Randall R. Robey Susan Foreman Saliba Peter L. Sheras, Chair Marie F. Shoffner Antoinette Thomas Patrick H. Tolan Arthur J. Weltman Derick Williams
Department of Leadership, Foundations, and Policy Daphna Bassok Daniel B. Berch Eric R. Bredo David W. Breneman Catherine Brighton Alfred R. Butler Carolyn M. Callahan Robert W. Covert Nancy Deutsch Sara Dexter Daniel L. Duke James P. Esposito
Xitao Fan Walter F. Heinecke Holly Hertberg Diane Hoffman Timothy R. Konold Joanna Lee Patrick Meyer Robert F. McNergney Margaret “Peg” Miller Tonya Moon Natalia A. Palacios James Peugh
Brian Pusser Herbert C. Richards Sara Rimm-Kaufman Jerry G. Short Carol Anne Spreen Carol Tomlinson, Chair Pamela D. Tucker Sarah E. Turner Heather Wathington Diane Whaley James Wyckoff
Curry SVEA Chapter Recognized At the statewide convention of the
Student Virginia Education Association held in March 2009, the University of Virginia Curry Chapter won the Outstanding Award, the highest award given for chapters with forty or fewer members. This award reflected the chapter’s hard work in providing quality workshops, community service, fundraising, and social activities throughout the past year. This is the twelfth year in a row that the Curry chapter has won this award.
Curry Magazine · Spring 2010
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Faculty Notes
Selected 2009 Publications by Curry School Faculty and Staff S. Bandyopadhyay, Dewey G. Cornell, & Timothy R. Konold. Validity of three school climate scales to assess bullying, aggressive attitudes, and help seeking. School Psychology Review, 38, 338–355. Robert Q. Berry III & Oren L. McClain Voices, power, and multiple identities: African American boys and mathematics success. New England Mathematics Journal, 41, 17–26. Leslie M. Booren & D. J. Handy Students’ perceptions of the importance of school safety strategies: An introduction to the IPSS Survey. Journal of School Violence, 8(3), 233–250. Barbara Ann Boyce, L. A. Gano-Overway, & A.L. Campbell Perceived motivational climate’s influence on goal orientations, perceived competence, and practice strategies across the athletic season. The Journal of Applied Sport Psychology, 21, 381–394. D. Boyd, P. Grossman, H. Lankford, S. Loeb, & James Wyckoff Teacher preparation and student achievement. Educational Evaluation and Policy Analysis, 31(4) Eric Bredo Getting over the methodology wars. Educational Researcher, 38(6), 441–448. Sonia Q. Cabell, L. M. Justice, T. A. Zucker, & C.R. Kilday, C. R. Validity of teacher report for assessing the emergent literacy skills of at-risk preschoolers. Language, Speech, and Hearing Services in Schools, 40, 161-173. S. D. Calkins & Amanda P. Williford Taming the terrible twos: Self-regulation and school readiness. In O. A. Barbarin & B. Wasik (Eds.), Handbook of developmental science and early education: Translating basic research into practice: Vol. 1. Early childhood education: Cognitive, social and emotional foundations. New York: Guilford Press. Dewey Cornell, Peter Sheras, Anne Gregory, & Xitao Fan A retrospective study of school safety conditions in high schools using the Virginia Threat Assessment Guidelines versus alternative approaches. School Psychology Quarterly, 24, 119–129.
54 |
University of Virginia Curry School of Education
M. Dennis, Daniel B. Berch, & M. M. M. Mazzocco Mathematical learning disabilities in special populations: Phenotypic variation and cross-disorder comparisons. Developmental Disabilities Research Reviews, 15, 80–89. Nancy L. Deutsch, & R. Spencer Assessing the quality of youth mentoring relationships. In N. Yohalem, R.C. Granger, K. Pittman & G. Noam (Eds.) Defining and Measuring quality in youth programs and classrooms: New directions for youth development (No. 121, pp. 47–70). San Francisco: Jossey Bass. Sarah Dexter & Pamela D. Tucker Development of situated decision-making skills with the Educational Theory Into Practice Software (ETIPS) leadership cases. UCEA Review, 50(3), 14–20. Jason T. Downer & S. S. Myers Application of a developmental/ecological model to family-school partnerships. In S. L. Christenson & A. L. Reschly (Eds.), The handbook on school-family partnerships for promoting student competence. Philadelphia, PA: Routledge/Taylor and Francis Group. David F. Feldon & K. Stowe A case study of instruction from experts: Why does cognitive task analysis make a difference? Technology, Instruction, Cognition, and Learning, 7(2), 103–120. Daniel P. Hallahan & K. L. Sayeski Special education. In E. M. Anderman & L. Anderman (Eds.), Psychology of classroom learning: An encyclopedia (Vol. II; pp. 863–872). Detroit, MI: Macmillan Reference USA. Bridget K. Hamre, Robert C. Pianta, & L. Choomat-Mooney Conducting classroom observations in school based research. In L. Dinella (Ed), Conducting psychology research in school-based settings: A practical guide for researchers conducting high quality science within school environments. Washington DC: APA Press. Jane Hansen Multiple literacies in the content classroom: High school students’ connections to U.S. history. Journal of Adolescent and Adult Literacy, 52(7), 597–606.
Holly Hertberg-Davis Is differentiation in the regular classroom a sufficient substitute for gifted programs? Gifted Child Quarterly, 53(4), 251–253. Diane M. Hoffman Reflecting on social emotional learning: A critical perspective on trends in the United States. Review of Educational Research, 79(2), 533–556. LaVae M. Hoffman Narrative language intervention intensity and dosage: Telling the whole story. Topics in Language Disorders 29(4), 329–343. Francis Huang & Tonya Moon Is experience the best teacher? A multilevel analysis of teacher characteristics and second grade student reading achievement in low performing schools. Educational Assessment, Evaluation, and Accountability, 21, 209–234. Marcia Invernizzi Virginia’s Early Intervention Reading Initiative (EIRI) and Response to Intervention (RtI). Reading in Virginia. B.A. Irving, J.Y. Weltman, J.T. Patrie, C.K. Davis, D.W. Brock, D. Swift, E.J. Barrett, G.A. Gaesser, & Arthur Weltman. Effects of exercise training intensity on nocturnal growth hormone secretion in obese adults with the metabolic syndrome. Journal of Clinical Endocrinology and Metabolism, 94, 1976–1986. N. Juersivich, Joe Garofalo, & Ginny Fraser Student teachers’ use of technologically generated representations: Exemplars and rationales. Journal of Technology and Teacher Education, 17(2), 149–173. Sara E. Rimm-Kaufman, T. Curby, K. Grimm, L. Nathanson, & L. Brock The contribution of children’s selfregulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom. Developmental Psychology, 45(4), 958–972. Carolyn R. Kilday & Mable B. Kinzie An analysis of instruments that measure the quality of mathematics teaching in early childhood. Early Childhood Education Journal, 36, 365–372. Edith C. Lawrence & A. F. Sovik-Johnston A competence approach to therapy with
Faculty Notes
families with multiple problems. In D. A. Crenshaw (Ed.), Reverence in healing: Honoring strengths without trivializing suffering (pp. 137–143). Lanham, MD: Jason Aronson. Ann B. Loper, W. Carlson, Lacey Levitt, & Kathryn Scheffel Parenting stress, alliance, child contact and adjustment of imprisoned mothers and fathers. Journal of Offender Rehabilitation, 48, 483–503. Sandra I. López-Báez & M. Paylo Social justice advocacy: Community collaboration and systems advocacy. Journal of Counseling and Development, 87, 276–283. P.O. McKeon, G. Paolini, C.D. Ingersoll, D.C. Kerrigan, Ethan N. Saliba, B.C. Bennett, & Jay Hertel Effects of balance training on gait parameters in patients with chronic ankle instability: A randomized controlled trial. Clinical Rehabilitation, 23, 609–21. H. Newby, T. Weko, David Breneman, T. Johanneson, & P. Maasen OECD Reviews of Tertiary Education: Japan. Paris, France: Organization for Economic Cooperation and Development.
Tonya R. Moon Myth: High-stakes tests are synonymous with rigor and difficulty. Gifted Child Quarterly, 53, 277–279. Robert C. Pianta & Bridget Hamre Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational Researcher, 38(2), 109–119. Susan A. Saliba, Ethan N. Saliba, K.F. Pugh, A. Chhabra, D. Diduch Rehabilitation considerations of a brachial plexus injury with complete avulsion of C5 and C6 nerve roots in a college football player: A case study. Sports Health: A Multidisciplinary Approach, 1(5) 370–375. C. G. Schnittka & Randy L. Bell Preservice biology teachers’ use of interactive display systems to support reforms-based science instruction. Contemporary Issues in Technology and Teacher Education, 9(2), 131–159. M. W. Stuhlman & Robert C. Pianta Profiles of educational quality in first grade. The Elementary School Journal, 109(4), 323–342
M. Schwartz, P.M. Sadler, G. Sonnert, & Robert H. Tai Depth versus breadth: How content coverage in high school science courses relates to later success in college science coursework. Science Education, 93(5), 798–826. Patrick H. Tolan, D. Gorman-Smith, D. B. Henry, & M. Schoeny The effects of a booster prevention program on child behavior and family functioning: The SAFEChildren program. Prevention Science, 10, 287–297. Pamela D. Tucker & D. G. Pounder Supervision and personnel administration. In B. McGraw, P. L. Peterson, & E. Baker (Eds.), The international encyclopedia of education (3rd ed.). Oxford: Elsevier. S. Walpole & Michael C. McKenna Everything you’ve always wanted to know about literacy coaching but were afraid to ask: A review of policy and research. In K. M. Leander, D. W. Rowe, D. K. Dickinson, R. T. Jimenez, M. K. Hundley, & V. J. Risko (Eds.), Fifty-ninth yearbook of the National Reading Conference (pp. 23–33). Milwaukee: NRC.
In Print: Recent Books by Curry School Faculty and Staff
Daniel Duke Differentiating school leadership: Facing the challenges of practice. Thousand Oaks, CA: Corwin J. Gess-Newsome, J. Luft, & Randy L. Bell (Eds.) Reforming secondary science instruction. Washington, DC: National Science Teachers Association.
Daniel P. Hallahan, J. M Kauffman, & Paige C. Pullen Exceptional learners: Introduction to special education (11th ed.). Boston: Allyn & Bacon. F. Johnston, Marcia Invernizzi, C. Juel, & D. Lewis-Wagner Book buddies: A tutoring framework for struggling readers (2nd ed.). New York: The Guilford Press.
Michael C. McKenna & K. A. D. Stahl Assessment for reading instruction (2nd ed). New York: Guilford. Robert C. Pianta & C. Howes (Eds.) The promise of pre-K. Baltimore, MD: Paul H. Brookes Publishing C. Denegar, Ethan Saliba, & Susan Saliba Therapeutic modalities (3rd ed.). Champaign, IL: Human Kinetics.
Curry Magazine · Spring 2010
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An Opportunity to
Serve
A “Young Washingtonian to Watch” Reconnects with Curry
and colleagues, which later turned into twice-monthly newsletters. In 2004 he helped pioneer education blogging with Eduwonk.com, an award-winning site now considered to be the go-to source for education policy news. An Education Week study cited Rotherham’s blog as among the most influential information sources
T
in education today. Rotherham had finished his Curry
he Curry Foundation’s newest board
degree soon after leaving the Clinton administration and had
member earned a master’s degree in social
returned to work at PPI. In 2005 he cofounded Education
foundations of education from the Curry School
Sector with journalist Thomas Toch. A self-described “serial
in 2000. Yet, as a former White House advisor
nonprofit entrepreneur,” Rotherham envisioned Education
who is considered to be one of Washington’s
Sector as an “independent think tank that challenges conven-
leading commentators on education policy,
tional thinking in education policy.”
Andrew J. Rotherham may just be in a class by himself among Curry alumni.
Rotherham’s impressive resumé also includes an appointment to the Virginia Board of Education by Gov. Mark
Rotherham began his coursework at the Curry School
Warner (2005–09). He writes regularly for U.S. News & World
before founding the 21st Century Schools Project at the
Report and has authored a mountain of policy reports, books,
Progressive Policy Institute and continued while he was serv-
and articles for consumer, trade, and academic publications.
ing as its director. Both were interrupted by a stint as special
In 2007 Washingtonian magazine declared him one of the “40
assistant to the president for domestic policy during the
under Forty” young Washingtonians to watch.
Clinton administration (1999–00). Just shy of thirty years old,
Recently, Rotherham spoke with Curry magazine about
he managed education policy activities at the White House
his experience with the school and his interest in serving on
and advised President Clinton on a wide range of education
the Curry Foundation board:
issues, including the reauthorization of the Elementary and Secondary Education Act, charter schools and public school choice, and increasing accountability in federal policy. During this period he also began sending out mass e-mails of news, analysis, and commentary on education issues to friends
What brought you to the Curry School for your degree work? It’s the best program in Virginia, where I needed to be located, and the program overlapped with what I wanted to learn in a master’s program.
Curry Magazine · Spring 2010
| 57
Foundation Report
“The most important thing Curry is doing right is trying to become better.”
What do you think the Curry School is doing right? Curry is obviously the flagship program in Virginia and enjoys a good national reputation. And there are plenty of examples of interesting and important things happening within the school, but it’s a credit to the leadership at Curry
What did you find most valuable about your Curry experience?
that no one is satisfied with where the school is. So rather
The diversity of coursework. I took courses from several
than any particulars, the most important thing Curry is do-
disciplines, like school law and education finance, but also
ing right is trying to become better, to ensure that the work
courses on substance abuse, history, and character educa-
at the school is relevant to the direction education is moving
tion. In my work now I still use both the various texts and
nationally, and that the experience for students is as power-
also the knowledge base, for instance, around finance or the
ful as it can be.
philosophic tradition underlying many of the norms in our education system.
How did your Curry experience influence you?
You are working on a Ph.D. in political science at U.Va. What are you focusing on and why? Yes. I’m studying in the Department of Politics. but un-
What I learned. The work that I do professionally is geared
fortunately that’s been on a slow track since my state board
toward ambitious reform of the public education system to
appointment, the birth of my twin girls (at U.Va.’s fantastic
address the systemic inequities that we allow to persist today.
hospital) and my professional responsibilities. So I’m done
What happens to low-income students and students of color
with my coursework but still need to finish up. I wanted to
in our public school system is catastrophic for this country.
pursue that degree to get deeper on some of the behavioral
But developing ideas that can truly address those problems
issues that undergird much of the professional work I do.
requires a firm grounding in where we’ve been, where we are, and how things work. I got that at Curry.
You recently resigned from Education Sector. What’s next? Education Sector’s been a great experience and I’ve
What attracted you to the Curry Foundation board of directors?
learned a great deal. But I was ready for something different. So along with several very accomplished colleagues
Professionally, I was aware of and respected Bob Pianta’s
I’ve launched a new organization to support leadership
work, so when he asked if I’d serve, it would have been hard
and capacity building among entities trying to dramatically
to say no. And, of course, it’s an opportunity to serve.
change outcomes for low-income kids. We provide a variety of professional services, and I lead the organization’s work
What influence do you hope to have?
egy. We’re calling it Bellwether Education Partners and are
from the University in different ways, and this is an opportu-
excited about the impact we know it can have. I’m also co-
nity to give back. In my work I’m privileged to be able to work
publishing a subscription-based service on education policy
all over the country with a variety of incredible socially entre-
forecasting through Whiteboard Education Advisors, and I
preneurial ventures, leading reformers in the public sector,
continue to write and publish the blog. I am going to be a se-
and amazing educators in different kinds of schools. If some
nior fellow at the Center for Reinventing Public Education at
of the learning I’ve accumulated in that work can help Curry
the University of Washington too. It’s an exciting time in the
get even better or can connect Curry with leading-edge work
education policy space right now.—Lynn Bell
and individuals, then I want to do that.
around thought leadership, idea generation, and policy strat-
It’s not really about influence at all. Rather, I’ve benefited
58 |
University of Virginia Curry School of Education
Foundation Report
Celebrate!
W
ith two years still left in the Campaign for the Curry School, our generous alumni, faculty, staff, friends, and parents have achieved a remarkable milestone. As of December 31, 2009, the Curry School Foundation has met its fundraising goal of $55 million!
We are proud to be the second school in the University of Virginia to meet its campaign goal, and we
give all the credit to our generous donors. The campaign kicked off with a $22 million capital campaign gift from Daniel M. Meyers—the largest gift ever to an American education school—and the gifts both large and small from our supporters have continued at an unprecedented rate for the Curry School. “This level of support received throughout the campaign is a reaffirmation that the Curry School has both the vision and capacity to deliver on its potential and promise to make a difference in public education in the United States,” said Dean Bob Pianta.
What’s Next? espite the extraordinary level of support
D
The Campaign for the Curry School is clearly not over. We
the Curry School has received over the past six years of the
still need $1.7 million toward our capital campaign to com-
campaign, Dean Pianta believes there is “so much more to
plete finishing work on Bavaro Hall and to avoid financing
do.” A first-rate faculty needs resources to take innovative and
costs. Additional fundraising efforts will focus on new in-
effective programs to many, many more children, teachers, and
vestments in faculty endowments, student financial aid, and
schools, he said. “And we must increase support for students
research and program support—all of which will ultimately
so we can continue to attract the best and most diverse student
affect the academic and physical wellbeing of children and
body possible. Make no mistake,” Pianta added, “America’s
families across the state and nation.
students need us to do even more and do it better.”
How to Give to the Curry School of Education
Campaign Progress as of 12/31/09:
100% achievement! $55 million … and counting
To make your donation by mail, send a check payable to the Curry School Foundation to 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/ supportcurry. You may reach the Curry Foundation office by phone at (434) 924-0854.
Foundation Report
60 |
University of Virginia Curry School of Education
Foundation Report
New Digs Almost Ready for
Occupancy B
avaro Hall will be ready for occupancy
more interdisciplinary model of research and teaching. This
this summer—on schedule and on budget. Faculty, staff,
philosophy can be seen in the school’s most recent faculty
and students are all eagerly looking forward to the many
hires, and it will also be demonstrated in the physical layout
ways this beautiful new facility will help advance the Curry
of Bavaro Hall. Faculty offices will be strategically arranged
School’s mission to discover, create, and change.
to encourage collaboration across fields of expertise, rather
A first-class facility for a first-class education school.
than arranging them within departmental silos.
Bavaro Hall’s architectural style presents an attractive face
Much-needed facilities for welcoming our guests. Bavaro
for the Curry School that is more consistent with the rest of
Hall will enjoy a large, two-story atrium just inside its main
Mr. Jefferson’s University. As the Curry School continues to
entrance with an adjacent multipurpose room. These expan-
expand its reputation for evidence-based solutions to educa-
sive, inviting spaces will allow the Curry School to welcome
tion challenges, the building is emblematic of the school’s
professional colleagues, partners, students, and the public
increasing value and status within the University community.
for meetings and professional development, bringing them
Double the space for carrying out our mission. The Curry
on location where some of the most critical work in the
School is a world-class education school, currently scattered
country is taking place to improve the lives of children and
across the city of Charlottesville. Bavaro Hall will nearly dou-
families.
ble the Curry School’s facilities and will make room to gather
Expanded clinical outreach opportunities. Bavaro Hall
in many faculty members, education research scientists, and
will bring together four of the school’s renowned evalua-
students now conducting their groundbreaking work in off-
tion and treatment clinics for the first time in the Sheila C.
Grounds offices.
Johnson Center for Human Services, with a shared recep-
Better space for student interactions. Bavaro Hall will
tion area and waiting room. Those clinics will include the
provide the multiple open conversational areas, comfortable
Personal and Career Development Center, the Center for
seating, and an appealing environment that Ruffner Hall has
Clinical Psychology, the McGuffey Reading Center, and the
always lacked. Bavaro Hall is designed to attract students and
Speech-Language-Hearing Center. This center will become
encourage interactions among each other and with faculty in
the premier psychoeducational treatment center in Virginia,
ways that will increase opportunities for collaborative learn-
allowing parents to bring their children to one location for
ing and innovative problem solving.
an array of assessments and services.
Cost savings. Bringing in off-Grounds Curry units, like
Ruffner Hall renovation. Once Bavaro Hall is completed,
the communications disorders program and the Center for
Ruffner Hall will undergo renovation to open up corridors
Advanced Study of Teaching and Learning, will save thou-
that once stretched down the center of the building and
sands of dollars each year in expensive rental costs—money
were closed years ago to provide desperately needed space.
that can be put to better use in supporting our topnotch stu-
State-of-the-art classrooms will be created, along with im-
dents and faculty.
proved faculty and graduate student offices and educational
More conducive to interdisciplinary work. Because the na-
research centers. Once the renovation is complete, the archi-
ture of our nation’s education challenges requires expertise
tect’s design will allow Ruffner and Bavaro to flow together in
from multiple fields, the Curry School has been shifting to a
a seamless way.
Curry Magazine · Spring 2010
| 61
Foundation Report
Sample Bavaro Hall Naming Opportunities The Commons
$3,000,000
Communication Disorders Suite
$1,000,000
Center for Leadership/Foundation/Policy
$500,000
Teacher Education Department
$250,000
Open Meeting Area
$150,000
Meeting Room
$50,000
Contact Jay Jackson, Director of Development at the Curry School Foundation, for more information (434) 924-3010.
Robert H. Pate Human Services Suite
The JanIe Gammon Crutchfield Suite
At his retirement party in 2007, Robert Pate, professor
Jane Iris Crutchfield (M.Ed. ’52) was retired as a
emeritus in counselor education, received a fitting gift from
librarian—an educator students remembered fondly well
his two children and their spouses: The Human Services
into adulthood, one who cared deeply about her students
Suite in Bavaro Hall will be named in his honor. “My father devoted his career to the Curry School,” says Bob’s son
Robert and Ellen Pate
and who loved getting them interested in books. Miss Crutchfield passed way in December 2006. Because she believed in the importance of education, she had directed one-half of her estate to the Curry School of Education.
Hew Pate, “especially the Human
Miss Crutchfield left her bequest to the Curry School in
Services Department. My sister and
memory of her mother, Janie Gammon Crutchfield, who had
I thought helping support Curry’s
supported her daughter’s pursuit of education even through
important mission was the best way
the Depression years. Miss Crutchfield possessed the foresight to
we could honor the example he set
make her gift without restrictions, so it could be directed to the
for us of love, integrity, and dedication to serving others.”
area of greatest need. The Curry School and the trustees of her
Pate served as the first chair of the Curry School’s Human
estate agreed that naming a faculty suite in Bavaro Hall would
Services Department from 1984 to 1994. In 1995 he was ap-
address a top funding priority for the school and honor her
pointed dean for administrative services, a position he held
mother while also recognizing Miss Crutchfield’s generosity.
until 2007. In the latter years of that role, Bob devoted a significant amount of his time to the planning, preparation, and
The Janie Gammon Crutchfield Suite will be located on the third floor of Bavaro Hall.
funding of Bavaro Hall. “My father has dedicated his life to selflessly serving others while never wanting any recognition along the way,” says Mary
A number of opportunities remain for permanently
Ellen Pate Barton. “This was our way of recognizing him and
associating your name—or the name of someone you wish to
his forty outstanding years of service to the Curry School.”
honor—with the Curry School of Education in both Bavaro Hall
The 1,000-square-foot Robert H. Pate, Jr., Human Services Suite
and Ruffner Hall. Additional capital gifts free up school funds
will house the chair of the Department of Human Services and sup-
committed to the project and allow money to be diverted to
port staff.
areas of the school’s budget that have been most stressed by
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University of Virginia Curry School of Education
state budget cuts.
Foundation Report
Foundation News
leadership, counseling, communications disorders, kinesiology, and more.
The Curry School Foundation welcomes new ex-
Helping children and families is the
ecutive director, Margaret Ann Bollmeier. As executive direc-
primary objective for the faculty and
tor, Bollmeier leads the Curry School’s efforts in attracting
students.”
philanthropic support from alumni, friends, corporations,
Bollmeier says there is much work
and foundations.
still to be done, and her top objectives
Bollmeier and her husband Kyle spent two years in
include the following:
Charlottesville in the mid-nineties while she was director of de-
Increasing annual support. Annual unrestricted support
velopment for the Virginia Foundation for the Humanities and
provides much-needed discretionary funding for the school
Public Policy. Now they have returned with their two daugh-
that can be applied to areas of greatest need. It also funds the
ters after spending the past 15 years in Seattle, Washington.
operation of the foundation, so it can focus on raising long-
While in the Pacific Northwest, Margaret Ann worked
term, permanent support for school and its initiatives.
as president and chief executive officer of Humanities
Raising support for targeted initiatives. She will be work-
Washington for ten years, then joined the University of
ing with the dean, his leadership team, and the foundation
Washington for four years as the assistant dean for advance-
board of directors to seek funding for initiatives that will fur-
ment in the College of Education.
ther improve education in the state and nation. The Curry
She arrived at the Curry Foundation in January, just after it achieved its $55 million campaign goal.
School is the center of some of the most critical work to improve K–12 education in the country. Expanding exist-
It’s an interesting time to arrive on the scene, she says, but
ing research centers, creating new centers, and supporting
she is excited about the challenges ahead, as the school con-
individual faculty projects will all help keep Curry on the
tinues to seek philanthropic support well beyond $55 million
forefront of educational innovation.
in the remaining years of the campaign.
Establishing additional endowed professorships. The
“Before coming here, I knew about the Curry School’s
school’s ability to make a lasting impact on learning is di-
reputation for high quality teacher preparation and its
rectly dependent on our ability to attract and retain a highly
groundbreaking educational research,” she says. “I am hon-
respected faculty and to support their teaching and research.
ored to be working with a school that is positioned to be a
The school needs both eminent scholars, who can use their
leader in addressing the nation’s education challenges.”
experience to attract grant support for high-profile, high-
As she learns more about the work taking place at Curry,
impact research projects, and emerging scholars, who can
she says she is continually impressed with the single-minded
launch their careers at Curry conducting significant research
focus on improving student academic and physical health and
in our new and expanded centers.
wellbeing. “It runs through the every facet of the school’s pro-
Bollmeier holds a J.D. from the Washington and Lee
grams,” she says, “teacher preparation, educational research,
University School of Law and a B.A. degree from the University
assessment, policy studies, curriculum and instruction, school
of Texas at Austin.
Many of Curry’s beloved emeriti faculty members continue to generously support the school, and we were able to round up a few of them for a photo at the Foundation’s most recent Dean’s Circle of Friends celebration. Pictured are (l to r) Robert H. Pate; Jay L. Chronister; Jennings L. Wagoner, Jr.; Richard R. Abidin; Joseph H. Gieck; and Harold J. Burbach.
Curry Magazine · Spring 2010
| 63
Foundation Report
The Richard Abidin Scholarship Challenge The Richard Abidin Scholarship was established in 2000 in honor of Richard R. Abidin, Jr., retired Curry School faculty member and former director of the program in clinical and school psychology. Each year one or more students studying clinical and school psychology receives scholarship funds in recognition of their outstanding contributions to the program. To increase the impact of the Abidin Scholarship fund, Dick Abidin has offered a challenge for alumni. He will match all new donations to the fund up to $100,000. The response from alumni has already produced several thousand dollars. The challenge will continue through June 30. To support this effort or to learn more about financing endowed funds for Curry School students, contact Jay Jackson, director of development at the Curry School Foundation, by phone (434-924-0854) or e-mail (jayjackson@virginia.edu).
Richard and Mary Abidin at the 2009 Curry School Foundation Honors and Awards Luncheon.
Curry Foundation 2009 Board of Directors Officers
Board Members
Daniel M. Meyers Chair
Carol Hawkins Armstrong ’76
Stewart D. Roberson ’77, ’87
Beth J. Baptist ’89
Andrew J. Rotherham
Sandra F. Stern ’85 Vice Chair
Robert A. Barnhardt ’74
Paul H. Sartori
Christine Bavaro
Marvin N. Schoenhals
Paulette Goerig Katzenbach Vice Chair
Mary-Scott B. Birdsall ’66
Elizabeth G. Staunton ’85
David W. Breneman
W. McIlwaine Thompson, Jr.
Peter McE. Buchanan Secretary
Carolyn M. Callahan
Coro Wilbur Student Representative
Mark C. Hampton Treasurer
Irving S. Driscoll, Jr. ’77, ’79 Margaret Kemp Frischkorn ’98 Sandra R. Galef ’65
Ex-Officio Members
William D. Hansen
Robert C. Pianta Dean
Kevin J. Hessberg Student Representative Gary F. Holloway Sheila C. Johnson Rebecca Kneedler Richard E. Lawson ’72 Alana M. Levinson-LaBrosse ’08
Note: Curry alumni are designated with their graduation year(s).
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University of Virginia Curry School of Education
Jane R. Buck Director of Foundation Operations
Lewis F. Payne, Jr. Board of Visitors Representative
news and announcements!
64 |
Jay Jackson Director of Development
Jason M. Palmer
Keep up with the latest Curry School of Education
Margaret Ann Bollmeier Executive Director
Erin Lowery celebrates her dual BA/MT degrees in May 2009.
Curry School of Education Foundation, Inc. 405 Emmet Street South PO Box 400268 Charlottesville, VA 22904-4276