2004 UGA COE EDUCATION magazine by University of Georgia College of Education

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LEARNING FOR LIFE At Every Stage For the Real World For You

ALSO INSIDE: Tradition of Excellence Guides Rising Young Faculty

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Research Provides the Foundation for Progress

Louis A. Castenell, Jr. Dean

Jeri Benson Interim Associate Dean for Administration & Finance

eorgia, as the rest of the nation, is in a period of economic pressures that have not been felt in perhaps over 60 years. In these times of fiscal severity, we must respond by paring back where we can and refocusing on those core programs and values that have made us a leading College of Education. With six of our graduate programs ranking among the Top 10 in the nation, we are a leading unit of one of the country’s top research universities. We must keep our eye on the goal of greatness in education whatever the passing economic conditions. We have the capability and responsibility to our students and to the state of Georgia to continue our quest for excellence. To keep us moving ahead,our faculty generated more than $17.9 million in ext ernal support for research and program development during the past year. This external funding underwrites significant educational research,strengthens connections to Georgia communities,and provides learning and development opportunities for our future educators. Among our many important research projects, let me mention three. The first is a five-year partnership among Clarke County Schools, the Athens-Clarke County community and UGA (www.clarke.k12.ga.us/ccsduga/). We are applying the best of our knowledge, practice and resources to develop a world-class learning environment, strengthen family support and increase community involvement with the aim of ensuring that all children succeed. The two elementary schools in the partnership have transformed themselves into community learning centers, adopted an extended-year calendar, and created family resource centers to provide access and referral to social, educational and medical services. UGA faculty and students work with teachers to develop curriculum initiatives and enrichment programs in conjunction with Georgia's Quality Core Curriculum requirements and to provide after-school and intersession activities. In the second initiative, the Georgia Systemic Teacher Education Program (GSTEP) is working in collaboration with teams from UGA, Valdosta State and Albany State universities and our P-12 partners to change the way teachers are educated in Georgia (www.coe.uga.edu/gstep). The results are innovative programs that are working to put more teachers in the classroom and to keep them there. Funded by a $6.49 million federal grant over five years, GSTEP concentrates in four areas vital to teacher preparation – recruitment, curriculum,induction,and early community and classroom experiences. The project aims to attract high-achieving students by offering new dual degree routes from the Colleges of Education and Arts & Sciences. The program provides deeper experiences in diverse communities through new curricula that better connect subject knowledge and methods of teaching. The third initiative, Contextual Teaching and Learning in Preservice Teacher Education (CTL), is a study of implementation by novice teachers of contextual learning practices to enrich subject matter, engage students in learning, and increase student mastery of their subject matter (www.coe.uga.edu/ctl/). The focus of CTL is to emphasize the interrelation between classroom subject matter and its use in “real-world”life at home, work and the community. One desired outcome is to help students transfer knowledge and problem-solving skills learned in school to other life contexts – preparing for future careers,citizenship or continued learning. We are in the business of preparing professionals for leadership roles at all levels and across all facets of education. Pioneering research, development of innovative academic programs, and outreach that makes a difference in the enterprise of teaching and learning will continue to distinguish the College of Education in the years ahead. We invite you to learn more about the efforts under way here at the UGA College of Education in the following pages and on the Web.

Cheri Hoy Interim Associate Dean for Academic Affairs Karen Watkins Interim Associate Dean for Research & External Affairs EDUCATION is published annually by The University of Georgia College of Education and is produced by the Office of Communications and Publications, under the auspices of the Associate Dean for Research & External Affairs. MAGAZINE STAFF Editor Michael Childs Design A.W. Blalock Contributing editor Charles Connor Contributing design Troy Bassett Copy editor Julie Sartor Editorial assistant Angela Shih Contributing writers Janet Jones Kendall, Alex Crevar, Lee Pilgrim Contributing photographers Paul Efland, Peter Frey, Rick O’Quinn,Wingate Downs CONTACT Michael Childs Director of Public Information College of Education G-9 Aderhold Hall The University of Georgia Athens, GA 30602 706/542-5889, mchilds@coe.uga.edu College Website: www.coe.uga.edu COE Online: www.coe.uga.edu/coenews CASE REGIONAL AWARDS 2003 Award of Excellence, Electronic Newsletter 2003 Special Merit Award, Magazine Improvement 2002 Award of Excellence, Magazine Improvement ABOUT THE COVER The joy of learning is reflected in the faces of these third-grade students at Oglethorpe County Elementary School in a photo taken by fellow third-grader Amanda Waldrop. Cover design by A.W. Blalock Front cover photograph by Amanda Waldrop Back cover photograph by Rick O'Quinn

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FEATURES

4 National Certified Teachers

Three UGA education researchers are studying a group of national board certified teachers to determine why they do it,how it affects their careers and if it results in higher achievement by their students. By Michael Childs

7 Help Wanted, Por Favor

To help meet the need of teaching the rising number of non-English speaking students in Georgia public schools, a UGA language education professor has created a program that recruits and prepares bilingual paraprofessionals to become certified bilingual teachers. By Michael Childs

8 ‘The Father of Creativity’

He was recognized around the world as the ‘Father of Creativity’ for his research, which became the framework for the field of gifted and creative education. We honor the late UGA Professor Emeritus E. Paul Torrance with an adapted version of a feature story first published in 2001. By Alex Crevar

12 Future No Problem for These Kids

Created in 1974 as an extracurricular academic program by the late UGA Professor Emeritus E. Paul Torrance, the Future Problem Solving Program now challenges students in 42 states and around the world to be creative and innovative. By Lee Pilgrim

22 Scholars of Influence

Guided by a tradition of excellence established by the College of Education’s senior scholars, rising young faculty forge their own paths in academe. Nowhere is this transition to the next generation of scholars more clearly reflected than in mathematics education. First, a Q&A with internationally recognized UGA Regents Professor Jeremy Kilpatrick and then a look at the work of dynamic associate professor Denise Mewborn. By Michael Childs and Janet Jones Kendall

DEPARTMENTS 2 Campus News 3 National Rankings, Facts & Figures

16 Honor Roll of Donors 30 Faculty, Staff Recognition 32 Student Honors 33 Alumni in the News

C A M P U S

COE Expands Bachelor’s Programs at Gwinnett

n response to demand from the community, the University of Georgia will expand its offerings this fall at the Gwinnett University Center in Lawrenceville with two new under-graduate teacher certification programs in special education and science education. There is also a new, interdisciplinary studies degree program with an emphasis on social science offered through UGA’s Franklin College of Arts and Sciences. It’s a degree in social sciences, with a concentration in either sociology or psychology. In fall 2002,UGA initiated bachelor’s degree programs in business,science and education at the Gwinnett University Center, in addition to the master’s degree programs and continuing education courses the university has been offering in Gwinnett since the mid-1980s. UGA’s undergraduate programs in Gwinnett are open to transfer students, as well as students who already hold a bachelor’s degree and are seeking a second degree. Transfer students must have completed at least 60 hours of transferable course work at other institutions and earned at least a 2.50 GPA. More information is available online at www.uga.edu/gwinnett

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COE PAWS to Offer Wireless Access This Fall

ollege of Education students,faculty and staff will soon be able to access the Internet – anytime,anyplace and anywhere. At least those who have wireless-enabled laptop computers or PDAs (personal digital assistants) will be able to do so. The College is launching a wireless network this fall as part of UGA PAWS (Personal Access Wireless/Walkup System) – a wireless gateway allowing authorized users to check email, use their Web browsers and other Internet-related applications. The new wireless connectivity on South Campus – called COE PAWS – includes Aderhold Hall,the Ramsey Student Center and River’s Crossing. It will expand a network which was pioneered a year ago with an access point at Herty Field on North Campus. “It’s important that we are among the leaders in wireless technology,” said Louis Castnell, dean of the College of Education. “Wireless technology is really expanding in schools across the country – more than $800 million will be spent on putting wireless in schools this year. We want our faculty and students to be prepared to use the very latest technology in support of their good teaching.” Approximately 30-40 users will be able to get on the network through one access point, depending on what they are doing at the time, said Kristi Leonard, manager of Applications and Special Projects in the College’s Office of Information Technology (OIT). “There are eight access points on each floor in Aderhold Hall. This will provide access to virtually all of Aderhold. Ramsey and River’s Crossing will each have their own set of access points installed,” she said. COE PAWS also offers the opportunity for education faculty and students to research how this connectivity changes classroom management, access to information, and collaboration among students, teachers and community resources. In addition, new technology resources will help the COE continue to recruit outstanding undergraduate and graduate students, faculty and administrators,said Sandi Glass, OIT director. Wireless clouds now hang over the Science and Main libraries, the Law Library and school, the Tate Student Center, Denmark, Caldwell and Memorial halls, Graduate Studies, the School of Environmental Design and part of downtown Athens near the New Media Institute. The Terry College of Business is expected to join the PAWS network this fall as well. The projects have all been sponsored by PAWS – which is funded by the Student Technology Fee and managed by UGA’s Enterprise Information Technology Services (EITS). For more information: http://www.coe.uga.edu/coepaws/

UGA’s School Counseling Lauded as Pioneer in Reform

he University of Georgia was one of six universities in the nation recently honored by the Education Trust for its work transforming school counseling programs both in higher education and in K-12 schools. UGA, along with California State-Northridge, Indiana State,Ohio State, West Georgia,and North Florida,has been part of the six-year Transforming School Counseling Initiative with the Education Trust, a Washington, D.C.-based nonprofit educational organization. The ultimate goal of the project, funded by a $425,000 g rant to each school from the DeWitt Wallace-Reader’s Digest Fund, is to improve the educational experiences and outcomes for all children, especially poor and minority children, by influencing the actions of school counselors, said Pam Paisley, professor of counseling and co-director of the project at UGA. For the past three years, UGA faculty have built partnerships with local schools, communities and state agencies to make substantial revisions in UGA’s preservice curriculum for the master’s program in counseling. They also provided new, innovative professional development activities for practicing counselors and counselor educators. The newly transformed preparation programs are now producing counselors who are knowledgeable about schools and schooling; equipped to assist students in meeting their educational and personal goals and proactive advocates for system change; and working to remove barriers that impede the academic success of poor and minority students.

FACTS & FIGURES (2002) Enrollment: 4,945 (49.6% graduate students) Faculty: 225 full-time, 334 graduate assistants Degrees & Programs: 90 graduate, 18 undergraduate Diplomas (2002): 598 graduate, 642 undergraduate Living Alumni: Over 40,000 External Funds (2002-2003): • Research: $6,578,692 • Instruction: $4,910,142 • Outreach: $6,425,072 • Total: $17,913,906

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UGA’s GRADUATE PROGRAMS IN EDUCATION RANK AMONG THE NATION’S BEST Six Programs Rated in Top 10 in Their Field

The number of COE programs ranked in the Top 10 in the nation grew to six in U.S. News & World Report’s 2004 edition of “America’s Best Graduate Schools.” The magazine uses a combination of factors, including reputation, student selectivity, placement success, faculty resources and research activity to rank graduate schools. Overall UGA Education Rankings: • 3rd among education colleges in the South • 17th among public schools in the nation • 27th overall nationally Individual UGA Program Rankings: • Vocational/Technical 3rd • Counseling/Personnel Services 4th • Elementary Education 5th • Curriculum/Instruction 6th • Secondary Education 7th • Educational Psychology 10th • Special Education 17th • Administration/Supervision 18th For full details on the U.S. News and World Report “Best Graduate Schools” ranking index,go to: www.usnews.com/usnews/edu/ grad/rankings/about/index.htm Complete program specialty and department rankings at: www.usnews.com/usnews/edu/ grad/rankings/edu/eduindex.htm

POINTS OF PRIDE • UGA is 6th nationally in Fulbright Scholars • College is nation’s 2nd most prolific in education research published • College is 14th nationally in doctorates awarded to African-American graduates

Student Quality • Median GPA 3.69 • Median SAT 1175 • COE teacher education graduates have a pass rate on the national PRAXIS II teacher exam of 98.6%

R A N K I N G S

UGA TOP 10 RANKINGS Vocational/Technical 1. Ohio State University 2. University of Minnesota 3. University of Georgia Penn State University Virginia Tech 6. University of Illinois 7. Oklahoma State University of Missouri 9. Colorado State University 10. University of Wisconsin

Counseling/Personnel Services 1. 2. 3. 4. 5. 6.

University of Maryland Ohio State University University of Florida University of Georgia University of North Carolina University of Minnesota University of Wisconsin 8. Indiana University 9. University of Missouri 10. Penn State University

Elementary Education 1. 2. 3. 4. 5. 6.

Michigan State University University of Wisconsin Ohio State University Teachers College, Columbia University University of Georgia University of Illinois Vanderbilt University 8. Indiana University University of Virginia 10. University of Michigan

Curriculum/Instruction 1. 2. 3. 4.

University of Wisconsin Michigan State University Teachers College, Columbia University Ohio State University University of Illinois 6. University of Georgia 7. Stanford University University of Michigan 9. Indiana University Vanderbilt University

Secondary Education 1. 2. 3. 4. 5.

Michigan State University University of Wisconsin Ohio State University Stanford University Teachers College, Columbia University University of Illinois 7. University of Georgia 8. University of Virginia 9. Indiana University University of Washington Educational 1. Psychology 1. Stanford University University of Wisconsin 3. University of Michigan 4. University of Illinois 5. Michigan State University 6. University of Minnesota 7. University of California–Berkeley 8. Teachers College, Columbia University 9. University of California–Los Angeles 10. University of Georgia Harvard University University of Maryland

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UGA RESEARCHERS WANT TO KNOW...

Are National Board Certified Teachers Helping Students Achieve? BY MICHAEL CHILDS

ome educators say attaining it represents the highest level of accomplished teaching, and those who do attain it are often referred to as “master teachers.” Policymakers across the country are increasingly supportive of National Board Certification (NBC) for teachers in hopes of improving student performance. Many states provide financial incentives to National Board Certified Teachers (NBCTs), such as salary bonuses and reimbursement of candidates’ fees. While one study has shown NBCTs score higher on measures of teaching expertise and another found that they are more confident and better equipped as classroom teachers, there has been little research done on the connection between national certification and student achievement. That is about to change. Three University of Georgia education researchers are helping lead a national effort to take an objective and wide-ranging look at national certification of teachers. The UGA project, one of 22 funded to study different aspects of national certification, was chosen from 109 proposals sub4 ■ EDUCATION 2004

mitted to the National Board by researchers ranging from large national research firms to individual teachers and schools. It is funded by a $394,000 grant. The project titled, An Interdisciplinary Study of Teacher Change and Its Impact on Students’ Learning, is led by associate professors Peg Graham, language education; Steve Oliver, science education; and Nicholas Oppong, mathematics education. Its three-year research agenda focuses on candidates’ perceptions of Board Certification as a reward or learning process; Board Certification as impacting teachers before, during and after completion of the process; and evidence of teacher change through student work. Established 15 years ago by the National Board for Professional Teaching Standards (NBPTS),national certification is achieved through a rigorous performance-based assessment that takes about a year to complete. Teachers document their deep knowledge of the subject matter they teach, provide evidence that they know how to teach their subjects to students effectively, and demonstrate their ability to manage and measure student learning.

UGA National Board Certification Researchers (L-R): Nicholas Oppong, Peg Graham and Steve Oliver PHOTO BY MICHAEL CHILDS

About 10 years ago, Georgia had no NBCTs, but Gov. Roy Barnes’ education reform measure included incentives for teachers to achieve national certification and the numbers steadily rose. In 2002, Georgia had the sixth highest number of new national certified teachers in the nation with 380 and stood seventh in overall number of certified teachers with 802. Those numbers seem almost insignificant when compared to Georgia’s 95,000member public school teaching force. Nevertheless, policymakers hope the expertise of master teachers will be utilized outside the classroom by stepping into training and leadership roles that will indirectly affect student achievement in Georgia. Across the country, more than 7,800 teachers achieved national certification last year. The states with the highest number of new NBCTs included North Carolina Please see RESEARCHERS, Page 11

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NATIONAL BOARD TEACHER:

We Seek Evidence That Students Are

‘GETTING IT’ D

orann Mansberger has been an English teacher in Georgia high schools for nearly two decades – the last 16 years at Oconee County High School. She has earned three degrees at UGA: a BSEd in English education, an MEd in language education, an NL-5 and an EdS in curriculum supervision and administration. During the past 10 years, she has served as a mentor to several UGA student teachers through her involvement in UGANETS (University of Georgia Network of English Teachers and Students), a collaborative inquiry group created by College of Education faculty members Peg Graham and Sally Hudson Ross. Comprised of local teachers and UGA students,UGANETS has won top state teaching awards and national recognition through several professional journal articles and a groupwritten book, Teacher/Mentor: A dialogue for collaborative learning, published by Teachers College Press and the National Council of Teachers of English (NCTE). In 1999, Mansberger became the first teacher in Oconee County and among the first 100 in Georgia to earn national board certification. Since then, a dozen more Oconee teachers have earned national certification. She credits her work with Graham and Ross for opening up an entirely new world in education for her. “Peg is truly turning out educators who

are prepared for the ups and downs of a classroom experience,” she said. “This model has changed the direction of language education in the state of Georgia. It has had a direct impact on thousands of students in our state.” Does she think national board certification makes a teacher better? “National Board teachers tend to be much more reflective and ask ‘WHY?’ more often. They tend to look at their practice daily and reflect on what students are really learning. They look for clear and concise evidence to prove that students are ‘getting it.’

National Board Certified Teacher Dorann Mansberger leads an Oconee County english class PHOTOS BY PAUL EFLAND

“NB teachers are more research literate, incorporating what works into their ideas and are more apt to question research. They are much more versatile in the classroom and understand the ins and outs of summative and formative assessment with students. “NB teachers tend to know their students better. Wouldn’t you want someone like that to teach your child?” ■ EDUCATION 2004 ■ 5

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BRIDGING THE CULTURAL GAP Prof Develops Program to Recruit, Prepare New Bilingual Teachers BY MICHAEL CHILDS

hen Betsy Rymes began teaching English to Speakers of Other Languages (ESOL) in a Los Angeles junior high school 10 years ago, she did not know a word of Spanish and, as an “emergency-credentialed”English major, was not trained as a teacher. “Fortunately, I had Ms. Ruiz – an infinitely competent bilingual paraprofessional who ensured that my classes ran smoothly,” she said. “At times it seemed odd that she was considered the one ‘without training,’ even though she had 10 year s more experience teaching and was a nat ive Spanish speaker.” Many years later, having moved to Georgia where bilingual teachers are even scarcer than they were in Los Angeles, Rymes began to realize that Ruiz was an underutilized, but invaluable human resource. Because of Georgia’s rapidly rising Latino population – more than 300 percent over the last decade and third fastest-growing in the nation – the state has a dire need to recruit and train teachers for the rising numbers of children who are English Language Learners (ELLs). In the Clarke County School Distri ct , the population of ELLs has nearly doubled in the last two years. In nei gh boring Hall County and the city of Gainesville, the ELL population is over 50 percent in some sch oo l s . “I wondered if there were bilingual paraprofessionals like Ms. Ruiz in Georgia providing the kind of crucial support the growing Spanish-speaking population needs here,” she said. Through a series of focus groups she

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Betsy Rymes, assistant professor of language education, has developed a program to prepare more bilingual teachers PHOTO BY MICHAEL CHILDS

organized in Clarke and adjoining counties, Rymes found dozens of bilingual paraprofessionals overflowing with stories about the children they have helped to educate. “They told me stories of crying, silent, f ru s trated or struggling children whose teachers, unable to speak their language, would have felt helpless – were it not for the bilingual parapros,” said Rym e s .“ But did they want to become classroom teachers full-time? Yes. They were more enthusiastic than I could have predicted. They wanted to know what they could do right away to begin on the path to teacher certification. Unfortunately, I had nothing to offer them. I realized I had to find a way to fund a program of support for these potential teachers.” Rymes returned to Los Angeles to study two programs that have transformed Southern California’s teaching field by providing opportunities for paraprofessionals – the Latino and Language Minority Teacher Project at the University of Southern California and the Career Ladder Office of

the Los Angeles Unified School District. Rymes proposed her own program called Teachers for English Language Learners (TELL) and received a $796,000 grant from the U.S. Department of Education earlier this year to implement it. “Bilingual paraprofessionals and parent liaisons are talented,highly skilled individuals who have the potential to be exemplary teachers,” said Rymes. “They are fluent in the language and culture of the students in the communities they serve,have years of experience in the classroom and are well prepared to meet the challenges that contribute to the high rates of attrition among many novice teachers.” While this group will potentially make excellent teachers,there are financial, academic and social barriers to their success, she said. TELL offers non-certified professionals and paraprofessionals – who are bilingual – scholarships and other support services to earn professional certi f i c a ti on . In retu rn , they must commit to teaching three years in the public schools of Clarke

Please see TELL, Page 11

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LEARNING FROM OUR

DIFFERENCES BY MICHAEL CHILDS

ily Erp never wanted to be a teacher. That is, until now. The Venezuelan native, who came to the United States eight years ago to stud y English and obtain her master’s of business administration,had been so successful in the banking business in Caracas that it literally paid her way to come to America. But a funny thing happened on her way to an MBA. She met her future husband, got married and had two children. She put her graduate studies on hold to be a fulltime mom. A couple of years ago, Erp went back to work, but not in banking. She is now a bilingual parent liaison at Chase Street Elementary School in Athens where she helps more than 100 Spanish-speaking students and their parents overcome the language barrier. She also has a new goal. She wants to become a certified teacher, and a new UGA

College of Education program is helping her reach that goal. Erp is one of several non-certified professionals enrolled in a new UGA program designed to recruit and prepare more bilingual certified teachers called Teachers for English Language Learners (TELL). “After my children entered school, I planned to work on a master’s degree at UGA, but I heard the school dist rict was looking for a bilingual person willing to help with the Spanish- speaking families,” she said.“Because education was not my field,I had doubts at first, but the idea of helping parents with their children at school really interested me.” When Erp began work at the school,30 percent of its students were Spanish speaking. This past year that figure had risen to 41 percent or about 320 students. It’s expected to hit 50 percent next year. She says her concern over the kind of education her children will receive is what initially led her to enter the field.

LILY ERP ALREADY HAD A DEGREE AND A SUCCESSFUL CAREER IN BANKING, BUT NOW SHE’S GOING BACK TO SCHOOL TO BECOME A RARE ASSET IN EDUCATION TODAY – A BILINGUAL TEACHER

“Every day we are reminded of the teacher shortage and how future students and this country will be negatively affected,” she said. “I want to help by filling this void. I hope not only to help my own children’s future, but the futures of as many children as I can reach. I want to teach them and open their minds to the world in which we live.” And she has a special niche to fill – that of a bilingual teacher. Erp’s decision to begin a new career path has more to do with her desire to make a social impact than s ec u ring a financially rewarding futu re . “The rising Latino population brings many unprepared children into our school systems. Many of these students don’t read, wri te ,s peak or understand English; however, it is their right to be educated,” she said. “Their need and desire to learn along with their parents’ need of interpreters requires

Please see ERP, Page 11

Bilingual liaison Lily Erp helps non-English speaking Esly “Annette” Olascoaga learn numbers in English PHOTO BY PAUL EFLAND

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FATHER OF E. Paul Torrance thought IQ tests were an inappropriate way to to gauge gauge true intelligence, so he devised methods of testing creativity that are now employed the world over

TORRANCE, SHOWN HERE IN THE MID-1980S, SPENT MOST OF HIS CAREER STUDYINGAND ENCOURAGING STUDENTSâ&#x20AC;&#x2122; CREATIVITY

BY ALEX CREVAR

n Evelyn Bain’s classroom at Barrow Elementary in Athens, Ga.,several first-graders sit at small tables and work on exercises inspired by the research of UGA’s Distinguished Professor Emeritus E. Paul Torrance. The purpose of the activities is not to push as many facts into their brains as possible, but to expand their ability to think originally. Thinking originally has been the crux of nearly 60 years of work for Torrance. In that time, he invented the benchmark method for quantifying creativity and arguably created the platform for all research on the subject since. The “Torrance Tests of Creative Thinking” helped shatter the theory that IQ tests alone were sufficient to gauge real intelligence; they solidified what heretofore was only conceptual – namely that creative levels can be scaled and then increased through practice. Torrance’s most recent book, Manifesto: A Guide to Developing a Creative Career, includes the results of his 40-year longitudinal study of creativity – the only one of its kind. “I suppose creativity is a part of intellect, but there are many abilities involved in intellect,” says Torrance.“For the full development of creativity in children and adults, I am convinced they have a better chance in life if their best abilities are identified and encouraged. “Originally, people thought a test could not be created. One issue was creating a test anyone could respond to – regardless of previous experiences. We did that, and now the test has been translated into over 50 languages.” “He is the father of creativity,” says Joan Franklin-Smutney, director for the gifted at National-Louis University in Evanston, Ill., and creative editor at AblexGreenwood, which published Torrance’s last boo k .“ His research has become the f ra m ework for the field.” Heightened awareness of the importance

of creativity led to the development of gifted programs all over the world. In Georgia, a student’s success on the Torrance Tests is key to admission into gifted programs – which exist, according to Sally Krisel, because every school system is charged with targeting students’ learning levels. When students excel,they deserve to be challenged – and gifted programs are a great way to accomplish that. “Georgia was one of the first two states to mandate gifted programs in all state systems for kindergarten through 12th grade,” says Krisel (MEd ‘82, PhD ‘00), who is the state’s director of gifted programs.“I have no doubt Georgia has excelled because of the influences of people like Torrance.” In Bain’s gifted classroom at Barrow Elementary, students are at work on their first activity. Encouraged to come up with

EDITOR’S NOTE: In honor of the late distinguished professor emeritus E. Paul Torrance, who died July 12,2003, we have adapted the following article which originally appeared in Georgia Magazine in March 2001. Memorial contributions can be made to the Torrance Discretionary Fund or the Torrance Professorship, UGA Foundation,824 S. Milledge Ave., Athens,GA 30602-5582. Read messages from friends, colleagues, former students and others from around the world whose lives were touched by Torrance and his work or submit you own thoughts on the Obituary Guest Book at COE Online News at www.coe.uga.edu/coenews.

Torrance, at age 85, still maintained regular office hours and published a landmark book on his 40-year longitudinal study PHOTO BY PETER FREY

as many ideas as possible – a concept that is central to Torrance’s creative problem-solving research – they brainstorm possible uses for an empty cream cheese container each has in front of them. “And children,” says Bain (BSEd ‘74, MEd ‘75), “there’s no such thing as . . . ?” “Wrong ideas!”they say in unison. Next,the students work as a team to transform a random shape Bain has drawn on the board into something recognizable. “These Torrance activities are similar to ones found on the Torrance Tests,” Bain says after dismissing her class.“It’s amazing how much teachers learn about the talents of children through this process. We learn that different kids have different ways they need to be challenged.” The Torrance Tests take two forms: verbal and figural. The verbal consists of the student inventing uses for common things, such as a stuffed animal. First, the proctor asks, “How would you make this a better toy?”Students’ responses are then evaluated for originality (based on past responses),fluency (number of ideas),flexibility (number of different cateEDUCATION 2004 ■ 9

gories), and elaboration of the ideas. The figural is more objective. The student starts with a simple shape like a circle and tries to incorporate it in a more complicated picture. The results are judged on the same criteria as the verbal. Props and shapes are scrutinized constantly for effectiveness. “They don’t feel like tests,” says Bonnie Cramond (PhD ‘82), a professor in the University’s educational psychology department and a research fellow at UGA’s Torrance Center. “As opposed to written intelligence exams, the Torrance Tests don’t ask questions that inherently exclude some students. They are blind to culture; they can be given to a kindergartner or a grad student.” Asked how he has managed to be so prolific – he’s written dozens of books and more than 2,000 published ar ticles on creativity – Torrance is characteristically modest:“I’ve had a lot of time.” But the truth is,his curiosity burns as brightly today as it did more than six decades ago, even before he earned his undergraduate degree from Mercer, his master’s from Minnesota,and his doctorate from Michigan. Before Torrance demonstrated how creativity could be tested and accounted for as a legitimate aspect of intellect, IQ was the test of merit – to the exclusion of all else. If you had Cezanne’s vision or Einstein’s imagination, but you had trouble with math (Einstein flunked it in high school), you would miss out on all the learning opportunities gifted children have and, t hu s ,h ave a tougher time reaching your intellectual potential. Such scenarios puzzled Torrance, who began teaching high school in his home town of Milledgeville in the late 1930s. He remembers encountering two rowdy Georgia Military College students, whom he knew had potential. “It became my ambition to channel their energy,” Torrance recalls. “And then I read Square Pegs in Square Holes by Margaret Broadley. It described how the boys were just ‘too full of ideas’ and ‘like wild colts.’ Their energy just needed to be harnessed.” Torrance laughs when he thinks back to how he helped them eventually corral their creativity: “One became a school superintendent,and the other was Secretary of Labor in Ford’s cabinet.” Manifesto, the book, describes how over time his test subjects “struggle to maintain their creativity and use their strengths to 10 ■ EDUCATION 2004

create their careers.” The exhaustive research – which correlates test scores of 1950s elementary school students with what they achieved later in life – shows that factors such as war and raising families can be obstacles to a creative career. “We found that after 30 or 40 years other things became more important than achievement,intelligence, and creativity,” says Torrance.“I call these ‘Beyonder’ characteristics, such as persistence, courage, willingness to take a risk, and loving and doing what you can do well.” The study led to the publication of the Torrance Tests – and his return to his home state as chair of UGA’s educational psychology department. The Torrance tests, although refined over the years, have been the tests of choice ever since. “Dr. Torrance’s work gives us breakthrough information we mortals can pick and choose from according to need,” says Krisel.“Parents learn how to support their children, teachers find ways to tap into the students’ learning processes, and counselors discover ways to increase students’ opportunities.” But as much as anything, the study confirms creativity as an aspect of intelligence. Based upon Torrance’s vast platform of work,creativity is not just an extravagance or embellishment of personality; it’s a critical life skill that all sectors of society – from hospitals to the military – teach in order to create better problem-solvers. As director of the Air Force Advanced Training Survival School in 1951, Torrance learned that,under extreme conditions,the best pilots always demonstrated creativity. “Whenever a person is faced with a problem for which he has no known or practiced solution,some degree of creativity is required.” It was obvious to him,then as now, “that people who employed creativity were the best at what they did. The best pilots were creative in their performance.” Fifty years later, the world has caught up to Torrance’s thinking. “The focus no l on ger needs to be wh et h er or not it can be tested – we see now that it can

– but on its app l i c a ti on ,” says Freddie Reisman, director of the Drexel/Torrance Center for Creative Studies at Drexel University in Philadelphia. Reisman, a former chair of the department of elem en t a ry edu c a ti on at UGA, founded the center in 1999 and says she doesn’t believe there is another person who holds the distinction of having two centers named after them and focused on the essential tenets of their research. Reisman is now director of Drexel’s School of E du c a ti on . “We are now learning to combine creativity with everything.” It is with considerable humor that Torrance recalls how he wound up in educational psychology. Born on a Milledgeville farm in 1915,he walked and talked at a very young age. But he also had learning disabilities – mainly problems judging depth perception. Ironically, those disabilities were a turning point in his life. “I couldn’t plow a straight line,” he recalls. “So, when I was about 13, my father said to me at the dinner table,‘It’s plain to see that you could never earn your living on a farm. You have to get educated. And it’s time you ate your peas with a fork.’” Torrance’s self-effacing nature contributed to his ability to communicate with and influence several generations of educators. Indeed, when you talk to anyone about Torrance – regardless of the task in front of them – they drop everything and say: “Absolutely, I’ll be glad to talk to you about Dr. Torrance – anything you need to know.” There is an undeniable sense that those who have been taught by him, either directly or indirectly, are indebted to him. “He continually proved himself a genius – and not just in theory but in application, which affected thousands of teachers and millions of students,” says FranklinSmutney.

“His work will not perish because he genuinely wanted to see humankind progress.” ■

RESEARCHERS from page 4 (1,475), Florida (1,243), South Carolina (1,070), California (651) and Ohio (463). Overall, there are 23,937 national certified teachers in the United States. “Research tells us that teachers do make a difference,” said Graham, who has mentored local teachers in their pursuit of national certification since 1994. “But we haven’t had the tracking system in place to provide convincing evidence of the link between board certified teachers’ instruction and the depth of their students’ learning.” Researchers say determining if one board certified teacher can make a difference on students’ standardized test scores is difficult. “We’re trying to determine if there are other ways that student achievement can be valued and validated,” she said. “We’re trying to find out what changes or innovation national certification has on teachers’ practice. How that expresses itself in assessment practices. How that ultimately leads to students changing what they know and how they know it.” The researchers are tracking 15 Georgia high school teachers – 5 in math, 5 in science and 5 in language arts – who are currently going through the 12-16 month national certification process. They are also tracking the same number of teachers who have completed the process and another 15 who are thinking about going through the process. Next year, they will recruit a new group of 15 who are considering it. The research questions focus specifically on the following: ■ What is the nature of teacher motivation to prepare for and complete National Board Certification? ■ What is the nature of change in teaching practices implemented by the NBPTS participant before, during and after experiencing the certification process? ■ How is teacher change reflected in student work over time,and how is the nature of this change related to the depth of student understanding? “We needed to put together a large team of people because we’re collecting data over a large geographic area here in the middle of Georgia, and we want to carry it on for three years or more,” said Oliver. Oppong came up with the idea of funding three doctoral fellows to assist the researchers. “Perhaps, the fellows are going to do their

dissertations about this research,” said Oliver. “It’s a great opportunity. They’ll not only get a really good assistantship, but they’re also going to work with a team of people that works really seriously on research.” Oppong believes the solid research design of the project is responsible for the UGA researchers winning the grant, but he sees a bigger purpose than its stated goals. “Two years from now, I think we’ll be seeking continued funding because the evidence has begun to demonstrate that this is something worth doing,” he said.“If you look at our proposal, you can clearly see – this is not a linear project. This is a project that goes on indefinitely.” In educational research there have been relatively few longitudinal studies, but Oliver believes this study is worth it. “I think we could really make a big contribution to our field if we are able to maintain a 10-year study,” he said. “Anything we can do to show the complexity and difficulties of teaching and the real accomplishments being made by teachers for which they are seldom credited.” ■

TELL from page 6 or Hall counties or Gainesvi ll e . Participants enroll in one of UGA’s graduate certification programs – Teaching Additional Languages (TAL) or Early Childhood Certificate Option (ECCO) – or one of UGA’s undergraduate TALs depending on their educational background. The programs require 30-40 semester hours of work and may be completed in anywhere from three to six semesters. TELL provides 100 percent of the tuition, up to $5,000 per participant, and the cost of expenses such as books,parking and fees, up to $1,000. Other support includes: preadmissions counseling, college readiness workshops, opportunities to attend colloquia and workshops with scholars of bilingualism and TESOL, English language classes, tutoring, and formal mentoring relationships. Schools will allow flexible work scheduling so that scholars may attend UGA classes and events. Focusing on high-need schools in Clarke and Hall counties, Rymes hopes the fiveyear project will result in at least 55 new bilingual certified teachers. ■ For more information on TELL: www.coe.uga.edu/dev/tell/index.htm

ERP from page 7 more bilingual personnel in our schools.” As soon as she began helping with translation at the school,Erp realized the Latino students needed more help in overcoming the language barrier. But with a limited budget and few bilingual personnel,the question remained: How? Then she came up with a great idea. If she could recruit UGA students studying Spanish and get them involved at Chase Street Elementary, she would have the volunteers she needed – not only to help Latino parents talk to teachers, but to help their struggling children keep up with their peers. In the process, the UGA s tu dents would get real-world experience as translators. After several failed attempts, Erp finally connected with UGA Spanish professor Betina Kaplan, who loved the idea and designed a course that gave credit to her students for participating in the community effort. In its first year, a bo ut 40 UGA students assisted with paren t - te acher conferen ce s , and the project was expanded to all four Clarke County elementary s ch oo l s . In the next year, Erp developed “Survival Spanish” classes for teachers who have Latino students, extra tutoring for Spanish-speaking students who have trouble keeping up in class, and bilingual reading programs for students and translators. This year, Erp has added a weekly English class at the school for about 15 Spanish-speaking parents and run by volunteer UGA professors and students. Erp pauses as she reflects on how she got here. She spent much of her childhood in France while her father attended graduate school at La Sorbonne,a prestigious university in Paris. “The five years I spent in Europe created many great experiences, traveling and visiting museums and historic places in countries such as Spain, Russia, Belgium, Italy, Poland and Austria,” she said. “My parents always stressed that we should appreciate the differences in local cultures and people. ‘Let’s learn from our differences.’ That was our message g rowing up,” she said. It’s hardly surprising that Erp is now using her knowledge of another language to help bridge the cultural gap for others. ■ EDUCATION 2004 ■ 11

FUTURE for these kids Extracurricular Academic Program Challenges Students in Georgia, 41 Other States to think creatively BY LEE PILGRIM Theon Walls, a high school sophomore from Springfield in Effingham County, near Savannah, explores the future challenges of virtual corporations.

“To dream and to plan, to be curious about the future and to wonder how much it can be influenced by our efforts are important aspects of being human...” E. PAUL TORRANCE, 1983 TORRANCE CENTER FOR CREATIVE STUDIES, UGA COLLEGE OF EDUCATION

12 ■ EDUCATION 2004

Christina Pierce-Tomlin, a ninth grader from Athens, writes about how a “new school” of the future addresses the challenge of providing public education in the year 2030 – the “Age of the Family Dynasty.” Jenny Zhang, another Clarke County teenager, crafts an exquisitely humanistic scenario of possible future scientific and ethical issues over organ donations. Students at Gatewood School in Eatonton study possible alternative energy sources of the future and decide they must tackle the challenge of energy conservation in their school environment. The group discovers an important premise in the process – the need to change their own attitudes and behaviors.They create and conduct a campaign to do just that in their school, community and beyond.

hese students – from different grades, different schools and different parts of the state – have one thing in common. They are all participating in an extraordinary education program designed to teach young people to envision possible futures and to develop the knowledge, confidence and skills to address complex social and scientific challenges. And Georgia students have been doing it for nearly 30 years now. Each year, dozens of teams of students from schools throughout Georgia spend hours upon hours after school and on weekends researching and discussing the latest trends, issues and data on a wide variety of topics in preparation for the Georgia Future Problem

Solving Bowl held each April. The Georgia Future Problem Solving Program, supported by the Torrance Center for Creative Studies in UGA’s College of Education, is a year-long academic program for students in grades K-12. The program consists of four major components: Team Problem Solving, Scenario Writing, Community Problem Solving, and Action-Based Problem Solving. Participating students practice creative and critical thinking skills and learn to apply the six-step Creative Problem-Solving Process. The Future Problem-Solving Program (FPSP) was created in 1974 by the late E. Paul Torrance, UGA distinguished professor emeritus of educational psychology. Torrance is known around the world for his research on creativity and the development of creativity. His ideas have impacted educators,students, governments and organizations for more than four decades. His writings have been translated into more than 50 languages. From its humble beginnings 28 years ago at Clarke Central High School in Athens,Ga.,the FPSP now involves more than 200,000 students with affiliate programs in 41 states and several countries around the world. International interest in the program is growing. Educators from Egypt, Mexico, Switzerland and South Korea participated in FPSP training this year. In fact, South Korea sent 30 high school teachers to the College last summer for training in gifted and creative education in response to their new laws allowing regular high schools to be converted to high schools for the gifted. FPSP materials were translated, and a South Korean affiliate program is now in place to support their teachers. The Team Problem Solving component is probably the best known activity of the program.Each year, students explore four topics of global importance. The topics are selected

by a vote of international participants and difference in the world.” their teachers. “It’s fun!” Last year’s topics were sports medicine,E“It brings out the best in me and the commerce,nanotechnology and DNA identififriends I have made through your brainchild cation – not standard curricular fare for most (FPSP).” schools. “It helps me think in new ways.” Students begin with research. They investi“Thank you for giving me a chance to use gate science, technology, data,issues and my talents for something that is actually a trends related to a topic. Next,students use the challenge.” six-step Creative Problem Solving Process to: “It could even help us actually solve real 1) identify the challenges in a “Future problems in the future.” Scene” – a situation set in the future in a cho“If kids are the future,then you helped to sen topic area; better prepare the future.” 2) select an underlying challenge for creResearch on the creative and cognitive outative attack; comes of the program continues. 3) generate solution ideas; Gwynn Powell, an assistant professor in 4) develop criteria to evaluate the solution recreation and leisure studies in the college ,i s ideas.Students use generating strategies such seeking a grant to research FPSP as a recreas brainstorming and focusing tools such as ational (afterschool) activity and to study its “AloU”(Advantages/Limitations to impact on cognitive processes. Overcome/Unique Potential); Powell’s own participation in FPSP as a 5) select a best solution idea and; teenager led to her interest in exploring the 6) elaborate a best solution idea. program’s impact. She remembers the exhilaStudents who participate in Community ration and active nature of the program and Problem Solving use the same process to idenwants to explore its effect on the development tify and address a challenge in the community, of higher level thinking skills. which can be as small as the classroom or as Coaches who have worked with the prolarge as the global village. gram often comment on the physical, “elecScenario writers study the topics and use tric” nature of teams who are engaged in the the process and writing skills to create images creative problem-solving process. of possible future outcomes. The Scenario Education students in the honors program Writing component strives to enlarge, enrich at the University of Connecticut who particiand make the students’ perspective of the pated in a six-week FPSP training course earlifuture more accurate. er this year reported a higher sense of self- effiThe Action-Based Component (AbPS) is cacy. Surely, this could be a galvanizing characdesigned specifically for use in regular classteristic for novice teachers! rooms. AbPS engages students in learning, Jerry Rogers, a retired Clarke County constructing meaning, and applying the creschoolteacher, FPSP coach and curriculum ative problem-solving process to real life situacoordinator, has continued to remain active in tions. It introduces teachers and students to FPSP mentoring, training and sharing of his creative problem solving and highFPSP experience with teachers er-level thinking in a hands-on around the state. manner. It is designed to guide stuRogers is currently co-president dents into community action. of the Northeast Georgia district of Why do students participate in the Georgia Reading Council. He Future Problem Solving? Why do recently wrote an article in the they stay after school to research Georgia Journal of Reading touting and discuss topics and issues that the use of FPSP student-written scereach far beyond the regular curnarios as a tool in the classroom. riculum and oftentimes is far Rogers is not alone. Many who Members of Alps removed from their regular experihave retired from teaching remain Road Elementary ence? Why do they practice creative active in their FPSP coaching School’s Future and critical thinking skills that are careers, effectively contributing to Problem Solving not required for school? their former schools and communiteam in Clarke Consider these comments County debate issue ties through their involvement. In Torrance recently received from a speaking with an FPSP student, PHOTOS BY WINGATE DOWNS group of children: coach or former participant, one “It helps us think better and more quickly.” gets the sense that there may be no better way “It has helped me to develop my deeper to prepare young people for a positive and thinking skills and to realize that I can make a productive future.

Bill Chittick, professor of political science at UGA, uses the structure and process skills of FPSP each year to prepare honors practicum students for participation in the Model UN Team Competition. He first recognized the benefits of the systematic teaching of the Creative Problem-Solving Process when his daughter participated in FPSP as a student. Laura Adang, a first-year student in the MD/PhD program at the University of Virginia, reflects on her experience with the FPSP as a young Georgia schoolchild. “It was one of the most important programs of my pre-college education. It shaped the way I examine and analyze situations everyday. Through the thought processes encouraged by the program,many problems of a global scale can be transformed into a personally attainable goal,” she says. “It taught me to focus my attention on fixing the smaller, more manageable issues that are part of the overall problem. Future Problem Solving, more than anything else in my life,honed my creativity and ability to concretely state my abstract ideas. It was not just a recreational club; it was my outlet for creativity that honestly helped to shape the way I view the world.” Creative Problem-Solving is a required part of Georgia’s gifted curriculum. For this reason, or perhaps because gifted program coordinators often have more freedom to design and to implement innovative curriculum, FPSP is often perceived as a program only for “gifted students.” However, the content,skills and process offered by FPSP are appropriate and important for all students! Yearly topics and process skills integrate well into science,social studies, and language arts. In Georgia, the program takes many formats from small, competitive teams to whole content-area classroom study and even afterschool enrichment programs. It is flexible and inexpensive to implement – but not easy. Teachers who choose to implement FPSP in order to explore unusual ideas, challenges and possibilities with students are not ordinary. They are energetic,creative and dedicated. They offer students the critical and creative tools to construct positive futures. If you are lucky enough to have one of them in your school system, give them a hand and a hug. You will be supporting the possibility of many bright futures for Georgia’s young people. ■ Lee Pilgrim is co-coordinator for the Georgia Future Problem Solving Program and can be contacted at lpilgrim@coe.uga.edu. For more about Georgia’s Future Problem Solving Program visit: www.coe.uga.edu/fpsp/ EDUCATION 2004 ■ 13

D E V E L O P M E N T U P D AT E

Growing Our Endowment Private support can and does make a difference between giving our students a good education or an excellent one. UGA is ready to reach the next level of excellence, but private support is essential for that to happen.

COE Development Director Lauren Barrett (left) with Dean’s Development Council Chair Sylvia McCoy Hutchinson

Goals and Objectives

PHOTO BY MICHAEL CHILDS

he University of Georgia is poised to become one of the top public universities in the country, in a class with flagship universities in California, Michigan, North Carolina and Virginia. At the core of this quest in our g reatest resource: our students. The College of Education is preparing our best and brightest to become the teachers and education professionals of tomorrow – here in Georgia and beyond. The future of Georgia is the UGA College of Education. With only a third of our budget coming from the state, the University of Georgia can no longer rely on tax dollars and tuition alone for support. Universities,like UGA, that aspire to the highest levels of excellence must have the solid financial foundation of a generous endowment. The following table illustrates how UGA’s endowment compares to those of other top tier public universities.

INSTITUTION

ENDOWMENT

ENROLLMENT

AMOUNT PER STUDENT

University of Michigan

$3,614,100,000

45,365

$79,667

University of Virginia

$1,708,199,000

18,346

$93,110

University of North Carolina at Chapel Hill and Foundations

$1,045,750,000

23,000

$45,467

Georgia Institute of Technology

$ 770,168,000

13,479

$57,138

University of Georgia

$ 396,765,000

28,210

$14,065

Note: 2002 NACUBO Endowment Study. Endowment total as of 6/30/2002

The Enduring Importance of an Endowment An endowment is a permanent financial resource that provides perpetual income for a use specified by the contributor. Endowed funds may be unrestricted, which means they can be used wherever the need is greatest, or specified for a particular department or program. The University of Georgia has given the College of Education a vital and worthy goal of raising our endowment by growing the number of endowed scholarships, professorships,and chairs that we offer. Our goal is a lofty one but absolutely critical to our long-term success, especially in the face of declining state funding.

College of Education development fundraising goals for the next five years are: ■ $2.8 million in endowed scholarships and fellowships – to attract and reward the best and the brightest students to fields in education. ■ $2 million in endowed professorships and chairs – to bring in more distinguished faculty with f i rs t - ra te academic and research expertise. Alex Teh, ■ $1 million in endowed unrestricted funds – these resources are Cecile Cohen required for needs and improvements that arise throughout the Waronker year that are outside the bounds of budgetary forecasts. (BSEd ‘57), No matter the size of your contribution, your generosity helps Lauren Barrett strengthen the College of Education’s resources so that we have the and Renie ability to respond to budgetary challenges and support dynamic Hallford (BSEd opportunities for our students and faculty. If you would like to make ‘59, MEd ‘65, a contribution to the College of Education Endowment Fund you can EdS ‘76) at the use the attached envelope. For more information about making a gift UGA Alumni please contact Lauren Barrett at (706)542-2267 or email her at Center in lbarrett@coe.uga.edu. We thank our alumni,faculty and other supAtlanta. porters for enhancing one of the state’s and nation’s most valuable SPECIAL PHOTO resources – education.

For more information on g iving to the College of Education visit www.coe.uga.edu/research/ 14 ■ EDUCATION 2004

Making It Happen The Ira E. Aaron International Scholarship Fund

The Carol J. Fisher Language Education Scholarship Fund

The Mary Frances Early Professorship in Teacher Education

The Rose Sanders Stanley ’32 Scholarship Fund

rguably one of the longest standing professors in College of Education history, Ira Aaron was the head of the Department of Reading Education for 421⁄2 years. With this length of service under his bel t ,D r. Aaron touched the lives of many in his career but no one more profoundly than Sylvia McCoy Hutchinson. As a PhD student in the Department of Reading Education in the mid70s, Hutchinson cherished learning from and working with Professor Aaron. In the fall of 1978, she joined the UGA faculty and the two made a profound academic partnership at the College of Education. They enjoy reading, researching, and writing about children’s literature and have traveled the world critiquing children’s literature. To honor Aaron and the outstanding mentoring he gave so many students, Hutchinson began the Ira E. Aaron International Scholarship Fund to aid those students who wish to experience learning ande living abroad.

arol Fisher served the Co ll ege of Education for over 24 years as a professor and a department head of language education. During her tenu re , she was awarded the Kappa Delta Pi Teacher Education Award and coauthored several textbooks adopted by the nation’s leading colleges of education. Seven years into her retirement, Fisher remains dedicated to the strength and vitality of her department and the University of Georgia Co ll ege of Education. Fisher recently pledged $25,000 to endow a scholarship in language education. The first of its kind in the department, the award will be given annually to one or two distinguished graduate students for their outstanding academics in language arts and children's literature.

ary Frances Early holds a significant place in Georgia history – she is the first African-American graduate of the University of Georgia. It was the Atlanta native’s profound desire to be a teacher and her belief in racial equality that motivated her to leave the safety of the University of Michigan in 1961 to return to Georgia, enroll and help with the UGA desegregation effort. During that time, she frequently experienced actions of hate brought on by racial discrimination. Yet, she persevered and received her degree in 1962. Early has spent her entire career teaching – from elementary school to her current position as associate professor and department chair of music education at Clark-Atlanta University. Early’s love of teaching and milestone determination will be commemorated through the creation of the Mary Frances Early Teacher Education Professorship. It is the desire of the University of Georgia College of Education to honor Early with the establishment of this professorship to celebrate an outstanding professor that will attract and mentor diverse students. Early has made the initial contribution to open the fund. The UGA College of Education is currently seeking private funding of $250,000 to endow this perpetual account.

ose Roberta Sanders Stanley was an elementary and secondary mathematics teacher in Atlanta for 14 years. She and her husband met as fellow teachers seven years after she graduated in mathematics education from the University of Georgia. Both were native Atlantans and had attended different high schools in the area at different times. Rose graduated from Fulton High in 1928 and was chosen by the faculty as the "best all-around student" in her graduating class. The handsome chemistry teacher she married in 1946 had been chosen the "best all-around boy" in his class. Rose was an outstanding athlete at Georgia, being the women's tennis and hiking champion. She went on to earn a master's degree in child and developmental psychology at George Peabody Co ll ege for Teachers four years after their only child, Suzy (now a drama teacher and director of plays in Tacoma, WA), was born. This charming alumna died in 1978. In her memory and because of their shared love of philanthropy, her husband, Julian Stanley, a retired professor of psychology at Johns Hopkins University, recently created the Rose Sanders Stanley '32 Scholarship to help outstanding students at UGA prepare to become high school mathematics teachers.

Bob Bowen (left) and Ira Aaron chat at the COE’s retired faculty luncheon in May 2003 PHOTO BY MICHAEL CHILDS

EDUCATION 2004 ■ 15

C O N T R I B U T I O N S

A N D

G I F T S

The College of Education

HONOR ROLL OF DONORS he UGA College of Education proudly recognizes and thanks the many alumni, friends and organizations who contribute their support to the college and its strategic initiatives. Donors to the college are making an investment in our students as the future educators of our children, leaders of our schools and top professionals in a wide array of other education- and health-related fields. These gifts serve to support the talented faculty and quality programs that characterize the college’s commitment to excellence and accountability. Please see more information on how you can make a gift to the College of Education inside this magazine. The Honor Roll of Donors recognizes gifts made to the College of Education through the University of Georgia Foundation from July 1, 2002 through June 30, 2003. For a complete list of donors, visit the COE’s Development Office at www.coe.uga.edu/alumni.

Corporate – recognizing gifts from these entities at all levels. Abbott Laboratories Fund Altria Group, Inc. Athens Sertoma Club Bank of America Matching Gifts Program BellSouth Telecommunications, Inc. Cedar Creek Garden Club ChevronTexaco Coca-Cola Company Delta Air Lines Foundation Ernst & Young Foundation Faw Financial Services Georgia-Pacific Corporation Georgia Power Company Georgia Sports Medicine Institute The Goizueta Foundation The Home Depot IBM Corporation KPMG Foundation Learning in Retirement Marathon Ashland Petroleum,LLC MBS Direct The McGraw-Hill Fdtn., Inc. Monroe Primary School NSSLHA Siemens Building Technologies, Inc. St. Mary's Health Care System, Inc. The UPS Foundation Deferred – recognizing donors who have included the College in their estate plans through life insurance policies, bequests or pooled-income gifts. Neal and Nancy Alford Martha Nell Allman Dr. Joan D. Berryman Charles R. Brown Julianne F. and C. Saxby Chambliss Cam D. Dorsey, Jr. Sara O. Glickman and Dr. Carl D. Glickman Dr. Sylvia McCoy Hutchinson Dr. Virginia M. Macagnoni Dr. Mary Louise McBee * Morley G. McCartney Ms. Mary Ann Morgareidge David John Mullen,Jr. and Cynthia Shields Mullen Joan Burkes Land Neal Drs. Jenny and Steven Oliver Dr. Donald O. Schneider Prof. Julian C.Stanley, Jr. * Dr. E. Paul Torrance Dr. R. Curtis Ulmer, Sr. and Irene S. Ulmer Aubrey Sego Whelchel Gene Wyatt Dean’s Club – recognizing donors who have given a minimum of $1,000 during the year. Gifts at this level also qualify for the University of Georgia Annual President’s Club. Dr. Ira E. Aaron Janice Puder Agron

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Martha Nell Allman Bennett Leland Arp Renee M. Babineau and Anthony J. Mitchell Brian Christopher Bruce Bob and Maxine Burton Louis and Mae Castenell Sara Lucas Cooney and Dr. Thomas J. Cooney Dr. Bernice Louise Cooper Dr. Carolyn Carson Dahl Mary Frances Early Dr. Carol J. Fisher Dr. Sylvia McCoy Hutchinson Scott W. Kelly and Renee Armstrong Kelly James T. and Gleith J. Mann Randall and Rita Manning Dr. Mary Louise McBee Dr. Denise Spangler Mewborn Dr. Theodore K. Miller Dr. Robert Wayne Motl David John Mullen,Jr. and Cynthia Shields Mullen Mark Edwin Prock Eileen Russell Estate Morris I.Stein Linda L.and David H. Turner Dr. R. Curtis Ulmer, Sr. and Irene S. Ulmer Dr. Yancey and Jean Watkins Drs. John T. and Patricia S. Wilson Lois Cason Wooten and Frank L. Wooten,Jr. Dr. Russell H. Yeany, Jr. and Brenda Yeany College Club – recognizing donors who have given a minimum of $500 during the year. Dr. Sally Marie Boyett-Whatley Barbara Cox Cade Dr. Bradley C. Courtenay and Nancy Talton Courtenay Steve and Diane Horton Mark Allan and Joanie Kenny Hoyt Joanna Massar Brenda Breedlove Moseley Dr. Whitney Lee Myers Boyd R. Parker Anne Howard and Robert H.Stolz Dr. William Walter Swan Dr. Otto Paul Wielan Century Club – recognizing donors who have given a minimum of $100 during the year. Livy Beck Abele Regan Acosta Robert Ernest Ade Angela Sue Giddens Akins Naomi Shearouse Alderman Gary Franklin Allen Drs. Lewis Ray and JoBeth Allen Teresa Ann Allen Dr. Jacqueline Andrews Allison William C. Amacher Peter Richard Anderson

Patricia Humphrey Arnold Pauletta Youngblood Atwood Larry Dean Aull Dianne Lee Baker Jo Ellen Baker Nancy V. & Scott Baker Daniel Lee and Kimberly Y. Ball Olen D. & Trish G. Ball Dr. Frances Faust Barger Karen Hamilton Barineau Dr. Harold Thomas Barnett Dr. Ian Courtney Barrett Dr. Dorothy Ann Battle Russell C. Benedict June and Jereal Bennett,Jr. Donald Alva Bennett Sherry Connell Bennett Betty J. Benson Deborah Yater and Carl W. Betsill Audrey M.and Ronald J. Bichsel Rebecca Nye Bickerstaff Susan Whitman Bicksler Dr. Laura Lee Bierema and Mark Ebell Cathleen Jane Blair Martha Sue Blythe Dr. John Metcalf Bowen and Jean Schmidt Bowen Stewart V. Bowers,Jr. and Jane Probert Bowers Jane Hodge Bradford Jack Duncan Brannon Lavada E. Brodnax Brannon Dr. Martha Clarkson Braswell and James A. Braswell Dr. Barney Cambon Brewton,Jr. Evelyn Jean Bridges Anita Divine Brittain Evelyn Patten Brooks Lawrence Mandon Burke Dr. Lenette Owens Burrell Hunter Joyce Burt Dr. Ronald E. Butchart and Amy F. Rolleri Mary Ann Buxton Dr. Robert Lawrence Byalick Carol Hendon and John Rance Cain Cheryl Phillips Calhoun and Dayton Calhoun III Dr. Frank John Carbo Ruby L. Carson Barbara Seagraves Carter Lorene Manning Carter Dr. John Michael Casey Dr. Janice Louise Sapp Castles Drs. Kevin L.& Sue Chapman Marion Lynne Chapman Dr. Mark Phillip Cheek Beverly Rollins Chitwood Dr. Larry Donald Clanton Donna Hunnicutt Clark Dr. Sandra Pryor Clarkson Edsel Lamar Cleveland,Jr. Clifford Lanier and Verlene P. Cobb Carol Hatcher Cochran Daniel Frank Cochran Dr. Mary Jim Combs and Curtis E. Tate,Jr. Vicki Ann Connell and Hoyt Keith Kay * Patricia Sullivan Conner

Dr. Charles Carter Connor, Jr. and Beverly H. Connor Mary Alice Myles Conway and Robert E. Conway Dr. and Mrs. James H. Cook Diane L. Cooper Dr. Mary Kay Corbitt Connie Hughes Corley Isabel L. Couch Dr. Carolyn A. Cox Phyllis Causey Craft and Ken Craft,Jr. Angela Kay Crews Elaine H. Crosby Helen Lewis Crosland Martha Moody Crosland John S. Culpepper III and Wanda Bell Culpepper Dr. Dominic A.D'Alesandro, Jr. J. David Dantzler, Jr. Dr. and Mrs. John P. Dattilo Dr. Margaret Cauble Davis Vicki Lowe Davis Harold Charles Days Melvin Preston Dees Irene Mary Diamond and George M.A.Stanic Charlotte Leavy Dickson Dr. Ernest K. Dishner Terry Rountree and Jimmy W. Donaldson Dr. Beverly Joan Dryden Susan G. Duensing Dr. Debra L. Dukes Samuel C. Dyess,Jr. Fawzy Ebrahim William Belton Edmonds Vernon Gaines Edwards Charlotte Hitchcock Efurd Dr. Carolyn Kathryn Ehr Mary Moore and Samuel W. Elliott Don F. Enis Dr. Mary Arnold Erlanger Cynthia Meyer and Guy Vincent Evans,Jr. Nancy Wilhoit Fargason Lindsey Durham Few, Jr. and Johnnie Sanders Few Harriett Susan Finney Jennifer Jones Fisk Dr. William P. and June N.Flatt Jeanette Justice and John I.Fleming Dr. Mary Kathryn Floyd Dr. Sherrie Lynn Ford Tyler M.& Marcia L. Forman James Michael and Mary Covin Fowler Dr. Mary M. Frasier Erin Murphy Frazier Lewis Samuel Freedman Marilee Hanna and Philip Freshley Anita George Friday Melvin C. Fussell Ann Underwood Gary Meghan Keally and Don G.Gaskill,Jr. Johnnie Poarch Gazaway Dr. George M.Gazda Lucy Holt George Patricia Walker and Robert E.Giles,Jr. Calva Ann Gill Michael Lee Gilstrap Rozelle Glanton

Brian A Glaser Jill Puckett and R.Garry Glenn Edward W. Godfrey Dr. Lynda Thomas Goodfellow Dr. Robert Wayne Gorden Mary Hill Gould Dr. Imogene Linette Gouveia Anita Graham Dennis E. Gravitt Dr. June Wehrt Gray Dr. Velon Hassell Gray Dr. Charles H.and Barbara Black Green Dr. Martha Judith Greer Kenneth Edward Griner Dr. Sherry Lynn Guice Nelda Hicklin and John C. Hadaway John Thomas Haggerty Dr. David Hayne Haigler Charles Nelson Hall Diane Lindsay Hall Lindsey Hallman Dr. Michael J. Hannafin Kay Skelton Harris Romaine Andrew Neil Harrison Catherine Brown Hartley Carrie Hickey Hartshorne and Steven Joseph Hartshorne Julia Debele Harvey Kimberly Wells Hatton and Dr. Robert M. Hatton Dr. Harold Lee Hayes Dr. Jishen He and Dr. Peihua Sheng Ellen Baldwin Heilig Jack Wilson Hemingway Ann Jackson Herman Dr. Joseph P. Hester Kimberly Elliott Hill Patrick Morse Hill Dolly Bentley Hogan George Maner Holliman Dr. Charles Thomas Holmes and Roselle Massey Holmes Susan Snow Hope Dr. Arthur M. Horne Richard Gray Houston and Dorothy Middleton Houston Dr. Sally Ann Hudson-Ross Dr. Joan Davis Humphries Anne Kelley Huppertz Betty Dill and R obert Wayne Hurst June Thomas Hyder Dr. George W. Hynd Celeste Coley and Willard Calhoun Johns,Jr. Dr. George W. Johnson Dr. and Mrs. Charles A. Jones Cheryl Ann Jones Sheila Wofford and C. Mark Jones Rebecca Duggan and Ezra B. Jones III Harold Len Jones Dr. Larry Gale Jones Martha Britt Jones and Harold Hudson Jones,Jr. Sherrill C. Jones Dr. Joan Alice Jordan Martha Sue Jordan Denise Ann Companik Juliana Douglas C.& Mary S. Justice Dr. Randy William Kamphaus and Norma Lea Kamphaus Claire Brackman Keane and Jerome Keane Harry H. Keller III Sarah Mote Killgore Dr. Soo Yeon Kim Donna McCourry and Davis Wayne King, Sr. Dr. and Mrs. William B. King Ann H. Kingston Cindy McGinnis and John Christopher Kirksey Dr. Cheryl Pope Kish Drs. Pamela Bradley and Douglas A. Kleiber Larry Kelley Kohn Drs. James F. and Judith Winters Lanfrey Kara Roberts and James Robert Lawrence Dr. Gene RolfLayser Barbara Meek Leach Dr. Chester William Leathers Dr. Elizabeth Kenimer Leibach Barbara Leonard

Dr. and Mrs. Ralph Lightsey Lee Harnsberger Limbocker Dr. and Mrs. Almont E.Lindsey, Jr. Dr. Jimmy Doyle Lindsey Dr. and Mrs. Marvin L. Long, Jr. Mary Frazier and William Dean Long, Sr. Dr. Donella Whitaker Lowery Corneille Rylander Lucado Matilda Kroell Lynch and Dr. Donald Richard Lynch Dr. Richard L. Lynch and Genevieve A. Lynch Dr. Paul H. Madden Mrs. Samille Mitchell Malloy and David C. Malloy Drs. Janet Stillman and Roy P. Martin Dr. Peter Charles Mather Elizabeth Ann Maynard Carol Starnes and Stuart D. McCanless Dr. Patricia McQuaig McCarthy Mabel Davis McCullough Dr. Thomas Fredrick McDonald and Barbara Terrell McDonald Dr. M.Lane McFarland Dr. Amelia Jane McFerrin Earl P. and Marguerite Reynolds McInteer Joe Miller McKelvey, Jr. Charles Allen McKinney David Lawrence McLeod Joan Hawkins McMullan Patricia Jones and William Hamill McNair Miss Diane Elizabeth Miles Jeannette Mary Milone Dr. Sam Marshall Mitchell Martha Williams Moore Dr. Rebecca Marlene Moore John Albert Moreland III Janice King Morrison Jane Vickery and Marion Alden Morrison David Clark Mosely, Jr. and June Cox Mosely Jimmie Lee Mountain Glenda Smith Neely Frances Rowland Neely and Dr. Walter P. Neely Gale Bartlett Nemec Nora Dale Lanier and Ryan Anson Nesbit Kay T. Nichols Jane Duskin Norman and Lewis G. Norman III Julie Kay Oberlies Dr. Bruce Alan Ott and Dr. Clare Marie Connell Josephine Padgett Emory Hugh and Harriett W. Palmer Debra Williams Palmer and Dr. George Alban Palmer Patricia Rocker and Charles E. Parker, Sr. Dr. Neil Arthur Pateman Fern Byrd Patterson Peter James Paul Dr. Judith Douglass Pearson Dr. Elizabeth Connell Pee Milly Perry Dr. Louis Edwin Phillips and Dr. Mary Darden Phillips Dr. David Arthur Pierfy Margery Washburn Pinet Dr. and Mrs. Ralph E. Poss Patricia Padgett Price Dr. Irene M. Prue Dr. Amy Meltzer Rady Gayle Brown Ragsdale and B. Dan Ragsdale Kenneth Earl Ray Shirley Dunn Reisman Dr. Cecil Randy Reynolds Emily Camille Reynolds Dr. Mikel Freeman Richardson Dr. James Robert Richburg and Victoria Twichell Richburg Ted James Rikard Elizabeth Peeler Rogers John Campbell Rogers Jane Canipe Rooks Debra Hensley Rowell Dorothy G. Leverette Royal Jennifer Reich Rudeseal James Wells and Doris Hunt Rudisill

Dr. Thomas Edwin Rudolph Mary Patterson Saunders Michael D. & Deborah R.Schneider Helene M.Schwartz Dr. and Mrs. William O. Scott Lou Ann Sears David W. Seckinger Dr. Kimberly Sessions Dr. Edward Lewis Shaw, Jr. Jane Eckard and Joseph M.Sheridan Cecile Berret Shetler Jeanette Sheppard and John Merritt Shiver Sandra Elliott Shute and Trent A.Shute Dr. and Mrs. Ronald D. Simpson Dr. Walter W. Skinner, Sr. and Sara Trammell Skinner Judy Camp and E. Bruce Sloman Daniel W. Smith James Randolph Smith,Jr. and Jean Evans Hill Smith Mary Jo Smith Susan Poling Smith Thomas Wayne Smith and Betsy Cheves Smith Mae Whitehead Snelling Charles Raymond Sniffin Helena Stern Solodar Nancy L. Sonenshine Rise Anne Spearman Dr. David Craig Spinks Dr. Rosemarie Stallworth-Clark Dr. Martha Stephens Staples Irene Jewell Staub Lela Wright Stone Dr. and Mrs. Paul M. Sullivan Kathryn Beall Sweat Carol Duncan Sweny Dr. Julie I. Tallman Julie Martin Taylor Peggy Burroughs and Stanley P. Terrell Dr. Frances McBroom Thompson George Fred Thomson,Jr. Roy A. Thornton,Jr. Tamara Linette Thornton Dr. Cathryn Lee Thrasher Ann Braziel Titshaw Dr. Vasti Torres Charlotte Cromley and Norman Clay Trammell Marian Elsie Travis Jeanie Maxwell Trotochaud and Terry Edward Trotochaud Dr. Janet Elizabeth Truluck Jane Nagle and W. Hubert Tucker, Jr. Elizabeth Hood and Michael Todd Tucker Judith Gibson and William Leonard Tucker Gilbert Hanson and Norma Junkins Underwood Agnes J. and Douglas J. Van Ryn Nancy Evelyn Wallace Cecile Cohen and William L. Waronker Nell Reed Warren Dr. Karen E. Watkins Betsy Shevlin and Stephen C. Watson Dr. Cynthia Bright Webster Gene Guthrie and Julien D. Weeks Jewel Grant Wheeler Herbert Thomas White Catherine M. Williams Jan Holbrook Williams and John Quincey Williams Judy Elaine Winn Jimmie Walraven Witherow Leslie Pitts and Bryan G. Wood Marie Trapnell Woodward Elaine Shellhouse Wright and Elmo C. Wright Rod R. Wright and Barbara A. Johnson Wright Barbara Bowen Wyle Dr. Raymond Anthony Zetts * â&#x20AC;&#x201C; Deceased

Thanks to Every Donor!

COE 2003-04

Scholarship Recipients The UGA College of Education awarded a total of $65,000 to 26 students for a variety of scholarships,most of which are funded by private donations to the College. Del Jones Memorial Scholarship Donna Brooks Jennifer DeVoe Laura Dinsmore Katharine Fishburn Shelley Oaks Amy Teng Brent Allison Lisa Alpert Daniel Byrd James Calhoun Loren Rosado Stephanie Williams Mary Murphy Robinson Scholarship Lindsey Morgan Theresa Rutter Rachel Sibley Sutton Scholarship Mandy Bales Erin Shealy State Normal School Memorial Scholarship Mary Hunt Tamiya Shepherd Student Teaching Scholarship Heidi Beamon Melinda Bennett Melanie Brock Amanda Burke Jennifer David Lisa Nall Tonya Ross Christen Sightler

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CLASE Selects Two for Graduate Assistantships

he University of Geor gi a’s Center for Latino Achievement and Success in Education (CLASE) has selected the first two graduate students to receive The Goizueta Foundation Graduate Scholars Fund Assistantships for 2003-04. These new assistantships support outstanding graduate students at UGA who are dedicated to Latino education. The recipients will provide professional development for K-12 educators in Georgia, conduct research on CLASE activities and create resources for K-12 schools working with Latino students across the state. The assistantships are for $10,000 for one academic year. Students may reapply to continue the assistantships. The Goizueta Foundation Graduate Scholars for this year are: Darlene Xiomara Rodriguez de Bello. A doctoral student in public administration in UGA’s School of Public and International Affairs, Rodriguez is also pursuing a concurrent master’s of social work .O ri gi n a lly from the Miami area, she is a bilingual Spanish/English native speaker. Rodriguez has extensive teaching and administrative experience in Georgia, Florida, New Jersey, and Spain. She has earned degrees from Florida International University, Rutgers, and the University of MiamiCoral Gables. Her research interests include organizational Rodriguez de Bello culture and diversity as well as the impact of English-only policies on organizations. Beda Roberts. A master’s student in the School of Social Work at UGA, Roberts is a native of Puerto Rico. She has expertise in Latino social work and Roberts health issues and plans to be a school social worker. Roberts holds a degree in psychology from the University of Florida and has social work experience in Cobb County schools. She also facilitates school-based programs for increasing Latino parent participation.

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110 Georgia Educators Participating in New Center for Latino Achievement Program

ore than 110 teachers, administrators and staff from several Atlanta metro area and north Georgia schools are participating in a year-long professional development program offered by a new University of Georgia center that aims to improve Latino student achievement. Educators from Atlanta City Schools and Cherokee, Clarke, Cobb, DeKalb, Forsyth, Fulton,Gwinnett, Habersham and Hall County school systems are taking part in the series of activities developed and led by faculty at UGA’s Center for Latino Achievement and Success in Education (CLASE). The training, which kicked off with a summer institute at Amicalola Falls State Park,is being provided at no cost to the educators and will include follow-up site visits and workshops throughout the year. UGA faculty, graduate students and outside experts will help educators learn how to resolve locally identified barriers to Latino student achievement. The center will also help participants create and implement specific school-based plans for enhancing Latino student success. Participating teachers and staff voiced excitement about the new initiative. “We think developing action plans will have a positive impact on improving education for our Latino/Hispanic students as well as provide the by-product of helping all students meet their potential,” said Maria Montalvo-Balbed,ESOL coordinator for Fulton County Schools. “We are very excited about the prospects of having a school participate in such an important endeavor – specific, well-designed, purposeful efforts to identify and resolve local challenges for our Latino population can and will make a difference,” said Barbara Duke, Director of Clarke County School District’s Instruction Support Programs. In addition, through two federal Title II Improving Teacher Quality grants,the center will help 16 Hall County elementary school teachers learn how to foster successful reading for English language learners and 12 Fulton County high school teachers learn how to teach challenging content-area coursework to English language learners more effectively. The Hall County system had 5,247 Latinos as of the official count in March, or nearly one-quarter of the total population of 21,702 students. Sugar Hill Elementary has the largest percentage of Latinos among Hall schools participating in the program with 326 of its overall 592 students, or 55 percent, being Latino. Of Ha ll ’s 16 participating educators, only one is an English for Speakers of Other Languages teacher. The rest are regular classroom teachers spanning kinder ga rten through fifth grade. One of the staff m em bers attending is a speech therapist. “Georgia’s teachers realize the importance of learning how to work more effectively with the growing population of students who are learning English,” said Michael Padilla, director of educator partnership grants and CLASE. The center, funded by a $3.5 million grant from The Goizueta Foundation and based in UGA’s College of Education,is in its first year of work to improve education for Latino students. For more information on the Center for Latino Achievement and Success in Education visit its website at: www.coe.uga.edu/clase

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ADDING IT UP UGA Helping Lead National Effort to Revitalize Mathematics Teaching Middle school teachers work on a geometry problem on laptop computers as teacher educators look on and help PHOTO BY MICHAEL CHILDS

BY MICHAEL CHILDS

bout two dozen middle school mathematics teachers went back to school for a week this summer at UGA’s College of Education to learn – of all things – more math. Twelve teacher educators from UGA and other state universities joined the group to observe how the teachers handled the mathematics being taught and to help ment or their progress. UGA education professors say the summer institute on geometry and other initiatives they’re planning over the next few years will help these teachers and many more become better teachers. And,as research shows,higher quality teaching produces higher student achievement. Taught by one of UGA’s nationally recognized scholars in mathematics education, James Wilson, the classes were the first in a series of institutes planned by the College’s

new Center for Proficiency in Teaching Mathematics (CPTM). The center is part of a nationwide effort that the UGA College of Education is helping lead that aims to revitalize the teaching of mathematics from pre-kindergarten through college. In late 2002,the National Science Foundation (NSF) awarded a $10.3 million grant to UGA’s department of mathematics education for a five-year project that focuses on improving the mathematical proficiency of both new teachers and those already in the field. Research in the project will help determine how to improve proficiency in teaching mathematics. The grant is part of a $100 million initiative the NSF is financing across the country to improve teaching and leadership in mathematics,science and technology. It funded two centers last year and three centers this year, including the one at UGA. The NSF and others are concerned that 33 percent of mathematics teachers in grades 7-12 have neither a major nor a minor in their teaching field, yet teach more than 26 percent of all mathematics students. In addition, UGA researchers say that mathematics teachers need a special kind of math knowledge to teach more effectively – one that differs from the type of mathematics that is taught architects, engineers, computer scientists and research mathematicians. “We want teachers to have a profound

understanding of mathematics. They have to be able to unpack the mathematics so students can learn it. They need to be able to connect it to other ideas both in and outside of mathematics,” said Pat Wilson, professor and department head of mathematics education and principal investigator for the project. To achieve this goal, UGA created the national Center for Proficiency for Teaching Mathematics, which aims to enhance teachers’ effectiveness in the classroom through changes in their mathematics preparation and by making practice the primary site and resource for their professional learning. “We’ll be grounding our teaching in practice,” said Wilson. “We’ll use videotapes of teachers teaching. We’ll use student work. We’ll use teacher-identified problems in the schools to develop ways to better prepare teachers. This will make the practice more relevant to the education. Pat Wilson, That’s what we mean by UGA professor making practice central.” of mathematics The center is using a model of proficiency from education PHOTO BY MICHAEL CHILDS a 2001 National Research Council report of a committee chaired by UGA Regents Professor Jeremy Kilpatrick, which said an overhaul of school mathematics is necessary for students to boost achievement. Kilpatrick and his UGA colleague Brad Findell co-edited the report titled, “Adding It Up: Helping Children Learn Mathematics.” Paramount in the report’s recommendations is the finding that the nation can and should groom all students to be “mathematiEDUCATION 2004 ■ 19

T E A C H I N G cally proficient,” mastering much more than disconnected facts and procedures. Further, their teachers can and should be proficient in teaching mathematics. “In a lot of ways we have been teaching mathematics proficiency, but I think we’ve focused more on concepts and skills,” said Wilson. “This center is working on incorporating strategies, reasoning and disposition as well as understanding and procedures.” The project also addresses a bigger challenge – the nation’s need to prepare a new generation of teacher educators. Alarmingly, human resources for training new mathematics teachers are dwindling. More than half the faculty in universities that grant doctoral degrees in mathematics education will be eligible for retirement in two years, and nearly 80 percent will be eligible in 10 years, according to the NSF. “Last year half of the mathematics education positions (in the nation) went unfilled,” said Wilson. “So we not only have a shortage of teachers, but now we’re seeing a shortage of people preparing the teachers – mathematics educators.” Participants in the June summer institute – the first in a series of such events – included middle school teachers from the city of Social Circle, Barrow, Cobb, Gwinnett, Hall, Morgan and Rockdale counties. Teachers who are taking the course as a UGA three-hour credit course are paying their own tuition, according to Wilson. Some teachers are taking it for staff development credit that is offered by their school district. Others are taking it for personal

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enrichment with no credit from school or university. All participants (teachers and professors) receive reimbursements for expenses and a stipend for their time. Teacher educators came from Georgia Southwestern State University, State University of West Georgia, Fort Valley State University, North Georgia College & State University, Abraham Baldwin Agricultural College,Floyd College,UGA, Georgia State and Auburn universities. The institutes are planned and directed by UGA faculty members Clint McCory and Elliot Gootman of mathematics, and James Wilson, Jeremy Kilpatrick, Heide Wiegel ,a n d Pat Wilson of mathematics education. Tonya Cofer, a mathematician who is doing postdoctoral work in mathematics education, assisted in planning teacher educator sessions. About a dozen doctoral students from UGA assisted the instructors, videotaping the

Jim Wilson,UGA professor of mathematics education, leads first institute on geometry PHOTO BY MICHAEL CHILDS

activities and taking field notes for research on what the teachers and teacher educators learn from the institute. Curriculum for the classes was based on materials developed through another NSF-funded project, InterMath, a collaboration between UGA and the Georgia Institute of Technology. UGA’s partners in the national center include the University of Michigan and several Michigan colleges and school districts. Georgia partners are the Board of Regents and school systems in the city of Social Circle, Morgan and Gwinnett counties. Kilpatrick and James Wilson, professors of mathematics education,are co-principal investigators, but the center’s work will involve all faculty members in the department as well as faculty in UGA’s mathematics department. The center is working through the Board of Regents with mathematicians and math educators at teacher preparation institutions throughout the state. The local advisory board includes William Schofield, superintendent of Social Circle City Schools; Stan DeJarnett, associate superintendent of Morgan County Schools; Lynda Luckie,mathematics supervisor of Gwinnett County Schools; and Sheila Jones, executive director of P-16 Programs from the Board of Regents. ■ Clint McCory, UGA professor of mathematics, goes over a problem with teacher educators that was given to teachers earlier in the day PHOTO BY MICHAEL CHILDS

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Teaching Math More Effectively UGA Researchers Study Teaching, Learning of Algebra in a Georgia Middle School BY MICHAEL CHILDS

ith national education reform proposals calling for students to begin studying algebra in earlier grades,UGA College of Education researchers are undertaking a three-year project in one northeast Georgia middle school to study how mathematics teaching and learning interact and – more importantly – how that process might be made more effective. Faculty members in mathematics education and the Learning Performance Support Laboratory (LPSL) began the project called “Coordinating Students’ and Teachers’ Algebraic Reasoning” (CoSTAR) this past spring in Morgan County Middle School (MCMS). The project is funded by a $1.1 million grant from the National Science Foundation (NSF). “When people hear the word algebra, they usually think of high school courses that focus on skills like solving equations,” said Andrew Izsak, an assistant professor in mathematics education and lead investigator for the project. “The National Council of Teachers of Mathematics and other organizations concerned with mathematics education have recently articulated a vision of algebra focused on reasoning and problem solving that is appropriate for students in earlier grades and that can better prepare students for symbolic aspects of high school algebra courses.” The CoSTAR project began by videotaping classroom mathematics lessons and using those videos in interviews to investigate how the teacher and students understood those lessons. MCMS has 10 mathematics teachers and 685 students from diverse racial and socioeconomic backgrounds, but the project will focus on three teachers and three cohorts of six students – one each in the 6th, 7th and 8th grades.

Research in education and psychology has shown that adults and children often understand shared experiences in different ways, but much less is known about how teachers and their students understand shared lessons or how classroom learning occurs over sequences of lessons. “In fact, research on teachers and teaching and on students and learning has rarely been conducted in the same classrooms,” said Izsak. “The CoSTAR project will focus on the interplay between teachers’ and students’ understandings of shared classroom interactions and on the ways they work together to shape the teaching and learning of middle-school algebra.” Researchers are examining the sense that students make of their opportunities to learn and teachers’ sensitivity to the core learning issues for their students. The project also involves a team of researchers who will collaborate on data collection and analysis. The project is working at MCMS because the district has recently adopted the Connected Mathematics Progra m ,n ew instructional materials that are aligned with the broader vision of algebra and whose development was also supported by the NSF. The CoSTAR project will use the results of the classroom studies to guide professional development for mathematics teachers at MCMS. Research findings will help the teachers gain insight into how students understand mathematics lessons conducted with the new materials and to develop new teaching strategies in response. “We are very interested in what this project will contribute to teachers’ knowledge of students’ understanding, particularly regarding algebra,” said Morgan County Middle School principal Ralph Bennett. Other Morgan County teachers and administrators are also eager partners in the CoSTAR project. “We’ve always been successful with our top students, but to reach more students we

could see that we ne eded to make some changes,” said associate superintendent Stan DeJarnett. “We see the CoSTAR project as supporting our long-term school improvement process. With the Connected Mathematics Program, we’ve already begun to see some improvements in teaching and learning. We expect this project will support continued improvement.”

Andrew Izsak is directing project that focuses on the teaching and learning of algebra in middle school PHOTO BYMICHAELCHILDS

Other UGA investigators in the project include Brad Findell and John Olive, also faculty members in mathematics education, and Chandra Orrill,a research scientist in the LPSL. Additional project staff include graduate students in mathematics education and instructional technology. The broader impact of the CoSTAR project includes deeper insights into the connections between classroom teaching and learning that could apply to other subject areas as well. ■ Andrew Izsak can be reached at izsak@coe.uga.edu EDUCATION 2004 ■ 21

SCHOLARS OF INFLUENCE Tradition of Excellence Guides Rising Young Faculty BY MICHAEL CHILDS

A Lifetime Devoted to Teaching Others to Teach Jeremy Kilpatrick, Regents Professor of Mathematics Education, is a scholar recognized around the world PHOTO BY PETER FREY

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hroughout his 46-year career as a teacher and researcher, Jeremy Kilpatrick has been a leader in national and international education. He chaired a National Research Council committee whose study of how to improve children’s learning of mathematics gained national attention in 2001. The report, Adding It Up: Helping Children Learn Mathematics, was edited by Kilpatrick and UGA colleague Brad Findell. It recommended a major overhaul of mathematics instruction, curricula and assessment in the nation’s schools. A brief version of the report, Helping Children Learn Mathematics, was published in 2002. Kilpatrick is a National Associate of the National Academy of Sciences and was reco gn i zed with a Lifetime Achievement Award by the National Council of Teachers of

Mathematics in 2003. He has taught mathematics education courses at several European and Latin American universities and has received Fulbright awards to support his work in New Zealand, Spain, Colombia and Sweden. Born in Iowa and raised in Southern California, Kilpatrick began his teaching career in 1957 at Garfield Junior High School in Berkeley, Calif. After earning a doctorate at Stanford University, he worked his way through the ranks at Teachers College at Columbia University before joining the UGA faculty in 1975.

Q: One of the basic premises of the National Research Council report, Adding It Up, is that all students can and should be mathematically proficient. Where did that idea originate? JK: It’s been around for some time, but it recently became prominent as part of the movement to raise standards in education, and particularly through the efforts of the National Council of Teachers of Mathematics to change mathematics curricula and the way mathematics is taught. There is a tension between educators who believe that mathematics should be taught in a direct way – just explain the mathematics children need to learn and give them lots of practice doing it – and those who believe that rather than just emphasizing procedures and skill, teachers should pay attention to children’s ideas and understanding. Both of these positions, in my opinion, have some merit, but they are not enough. That’s basically our message in the book: It’s not really a question of either/or but of both and more if we want all children to be proficient.

Q: Aren’t the grades from pre-kindergarten to eighth – the ones discussed in your book – the most important in building a foundation for any learning?

Young Researcher Strives to Make a Difference BY JANET JONES KENDALL enise Mewborn’s vitae re ad s like that of a senior professor who has spent decades teaching and conducting research in mathematics edu c a ti on . The University of Georgia associate professor’s research has been published in dozens of academic journals, and she has received numerous awards for her excellence in teaching. Last spring, she was inducted into the Illinois State University College of Education’s Hall of Fame – an honor that recognizes extraordinary contributions to education in leadership, service, practice, scholarship, productivity and innovation. Notably, Mewborn has accomplished all of this before even celebrating her 40th bi rt h d ay. After receiving her bachelor’s degree in elementary education and her master’s in mathematics from Illinois State in the late 1980s, Mewborn stayed at Illinois State until 1991 as a temporary instructor before coming to UGA to begin her doctoral work in mathematics education. After receiving her PhD from Georgia in 1995, Mewborn was offered an assistant professor position at UGA’s College of Education – a dream job for a young scholar. “I think the University of Georgia Department of Mathematics Education has a premier reputation around the country for doctoral education and K-12 teacher education. There are some outstanding nationally and internationally recognized faculty members here with

JK: Well, every mathematics teacher would say that his or her grade was important. I think grades pre-K to 8 certainly are a critical time for foundational learning to take place,and yet that’s often when students turn away from mathematics. Children start school for the most part with good attitudes about mathematics. While they’re in middle school,many decide that it’s conPlease see KILPATRICK, page 24

Denise Mewborn has been recognized for her extraordinary contributions to education in leadership, service, practice, scholarship, productivity and innovation. PHOTO BY PAUL EFLAND

whom I’m thrilled to be working,” she said. And work she does. In addition to teaching, Mewborn is the principal investigator for a five-year project, Learning to Teach Elementary Mathematics – a study funded by a $250,000 grant from the Chicago-based Spencer Foundation. “My whole goal in research is to understand how pre-service teachers learn to teach math so that we can do a better job of that at the college level,” she said. Mewborn and her two doctoral student assistants began studying 30 juniors and seniors in mathematics education at UGA and then following them into their first couple of years of teaching. The researchers looked at how the students viewed their own mathematics education from kindergarten through college, what they thought teaching math would be like and how they interpreted their experiences in the teacher education program. With the study now in its fourth year, Mewborn has narrowed it and is following two cohorts of six students in their first and second years in full-time teaching positions. She and her assistants review videotapes of the 12 teachers in the classroom, observe them teaching in person and interview them. These findings and observations are then cross-referenced with their written work during their two years in UGA’s mathematics education department (providing evidence of their mathematical understanding) and with recorded examples of their explanations of their own math education experiences. Please see MEWBORN, page 24

KILPATRICK from page 23 fusing and not as much fun as they had thought. By the time they reach high school, they have often developed very negative attitudes. Part of our view of proficiency is not just being able to do mathematics, but having a positive disposition toward it.

Q: Where does the country stand in mathematics learning? JK: I don’t think people realize how much mathematics our students are learning. They read reports of international comparisons showing that students in other countries do better, on the average,than students in the United States, but there are many places in the U.S. where students do just as well as students in high-scoring countries. I also don’t think people realize how much better prepared our mathematics teachers are today than in the past. Unfortunately, because schools can’t hire

enough of those teachers, they often have teachers teaching mathematics who were prepared in some other subject. I think here in Georgia we’ve made terrific progress in raising the mathematical competence of the teachers in the state and consequently in raising the competence of the children. That’s true across the country. People tend to think that the schools are not doing a good job today, but they really ought to take a closer look at what’s going on because there are a lot of students learning a lot of mathematics. And they’re learning mathematics that students weren’t learning 30 years ago.

ics that was taught, yet we have this view that back in our grandparents’ day all kids were doing great in mathematics and now they’re not. Students are learning a great deal of mathematics today, and I don’t think we give teachers enough credit for what students are learning. Now obviously, we could do better, and that’s what we try to do here at UGA – prepare teachers to do a better job of teaching mathematics. I think the teacher is the key to the whole thing.

Q: Why is there such a negative percep-

JK: There’s been a shortage of well-prepared math teachers ever since I started teaching 46 years ago. When I was in college in the late ‘50s, only about 40 percent of the math teachers were certified in mathematics. That number is not much different today. The number of people preparing to become math teachers is down nationwide

tion of how we’re doing in teaching and learning mathematics?

JK: It isn’t just mathematics, but school mathematics does get bad press partly because of these intern a ti onal compari s on s . There never was a time when U.S. s tu dents were learning all the mathemat-

Q: Why is there such a shortage of math teachers?

MEWBORN from page 23 From the latter findings, the students were grouped into three categories: those who really like math, admit they’re good at it and look forward to teaching it; those who have had bad experiences with math as learners ,a re frustrated by it and are not really looking forward to teaching it; and those who consider math simply on par with anything else – not exciting but not frightening either. “The biggest thing we’ve found so far is that there seems to be a connection between the teachers: content knowledge of mathematics, their level of comfort with it and how they view themselves as teachers. I talk about it in my research as authority,” Mewborn explained. “Whether they see authority to make instructional decisions as external to them – as residing in their principal, in another teacher, in a textbook or in parental expectations – or whether it’s internal to them and they need to do what they think is right based on the particular group of children they’re teaching. “It’s when you cross-reference all of these components that you see some interesting Mewborn teaching graduate students in mathematics education PHOTO BY PAUL EFLAND

24 ■ EDUCATION 2004

for two major reasons. First, there are now a lot of other majors in college that pull people away from mathematics. In the last 30 years or so, in particular, computer science has probably pulled more people away from mathematics than any other major, mainly because there are better-paying jobs in that field. The job market in math education is good.Our graduates can easily get jobs as teachers. They may not be able to teach in the school they want to in Atlanta and its suburbs, but if they are willing to go to rural Georgia,they’ll find lots of openings. So there are jobs, but they’re not necessarily where people want to be. And they don’t pay as well as they should. The other reason there is less attraction to teaching mathematics today is that people are complaining that sch oo l s are failing, and teaching is seen as less rewarding than it used to be, so the career doesn’t seem so attractive. Nevertheless, we do get people coming back to us who have been in business and

characterizations of teachers,” Mewborn said. “For example, if you get somebody who has low content knowledge but thinks that authority is internal to them, they’ll deviate from the textbook and find a fun, cute and interesting activity for their students. But because their mathematical knowledge is shallow, sometimes that activity is really cute, but it fails to bring out the mathematical emphasis in the activity,” she said. “The group that is mathematically confident,though, is my biggest challenge as a teacher. That typically surprises people. They think that the ones who have had a bad mathematical experience would be my biggest challenge. But those students come in saying, ‘I had a miserable experience in mathematics as an elementary school studen t ,a n d I don’t want my students to go through that.’ The students who are mathematically confident and who see authority as external tend to have learned math by plugging and chugging formulas. While they were good at math, they tend to assume that their students will all learn as quickly as they do, and when they don’t, those future teachers think that in order to make their students understand,they will simply follow the textbook and repeat the procedure again. “The ideal teachers,” Mewborn explained, “seem to be the ones who are mathematically confident but who also see

made some money but haven’t enjoyed the job because it doesn’t provide the satisfaction of working with kids.

Q: What do we need to do to improve our teaching and learning of mathematics?

JK: The single most useful step would be to elevate the profession by offering better preparation, better working conditions and better wages. A lot of politicians are attracted to accountability, which, to them, means “give a test.” That’s probably the cheapest - and least helpful – way to improve teaching and learning. A much more effective way would be to attract and prepare better teachers, giving them better working conditions and higher salaries – but that would cost money. I don’t want to say that I’m against accountability, but I don’t think it makes sense to push for accountability without doing a lot of other things first. We should first try to improve the qual-

authority as internal. “They’ve got the meaningful activity with a substantial mathematical content objective, they’ve got the students engaged,they can answer questions posed to them and they can make connections to yesterday’s lesson or to a science lesson that their children are learning,” Mewborn said. “It’s just a really rich lesson.” So how do college professors help create that ideal teacher? “I really think that we have to look at teachers as learners just like we look at children as learners,” Mewborn said. “We’ve got to look at what they bring to us when they get to college and determine how we can build on that to get them to where we want them to be.”

ABOVE AND BEYOND Despite the fact that Mewborn stays busy with teaching and research, she makes it a point to be involved with campus organizations and has served on the University Council,the Educational Affairs Committee and the Deans’ Forum. “I think it makes you a better faculty member to understand the university as a whole and how it functions,” Mewborn said. But Mewborn’s service activities don’t end when she leaves campus. She conducts staff development work with six elementar y schools in the Clarke County School

ity of teachers and then trust them more. There is no one in a better position to say what a child knows about mathematics than that child’s teacher. A test that you have that child take in an hour is not going to tell me as much as a good teacher could about the mathematics that child knows and can do. Other countries rely more on their teachers and less on tests to give evaluations of s tu dents. They trust their teachers’ ju d gm ent more than we do. The accountability issue is not so much how well the teacher performs as it is how much inform a ti on we can get from teachers as to what the students are learning. That inform a ti on is much more va lu a bl e to society than any test score. I think the test-score method of trying to improve edu c a ti on ignores the fact that it’s really what happens between teacher and students that counts. ■ See the complete interview on COE Online at www.coe.uga.edu/coenews

District to help teachers think about new ways to teach mathematics so that children will learn it more effectively. In addition, Mewborn ran for and won the District 1 seat on the Clarke County Board of Education. “I could see different things that were happening in the district,(and) I thought I had a perspective to bring to the board of education that could perhaps help move the district forward,” she said. Although there are usually 50 or more university-level jobs in mathematics education open every year, Mewborn has no intention of leaving Athens. “I would love to spend my en ti re career at the University of Georgia. I’m fortunate to be in a department where most of our faculty have spent their en ti re careers. This department has that history and that rep ut a ti on of people staying together for 25 or 30 years. I would love to be able to do that.” ■ Janet Jones Kendall is director of The Georgia Scholastic Press Association and Georgia Journalism Academy, based in UGA’s Grady College of Journalism and Mass Communication.

EDUCATION 2004 ■ 25

SENIOR

SCHOLARS Here’s a brief glance at just a few of the College of Education’s senior scholars whose work has influenced their profession, state and nation.

ROD DISHMAN professor, exercise science

ishman is co-director of the Exercise Psychology Laboratory in the College of Education where he advises graduate students studying behavioral and biopsycho-

logical aspects of exercise and physical activity. His research and writing focus on neurobiological aspects of the mental health outcomes associated with physical activity and on behavioral determinants of habitual exercise. He has been invited to speak on his research around the world. Dishman has authored or co-authored six books: Essentials of Fitness, Exercise Adherence: Its Impact on Public Health, Advances in Exercise Adherence, Physical Activity for Fitness and Health, Exercise Psychology, and Physical Activity Epidemiology. He has also authored more than three dozen book chapters and written or co-written more than 170 articles in journals dealing with psychology of exercise and sport and has served on the editorial boards for numerous journals in behavioral medicine,psychology, and exercise science. Since joining the UGA faculty in 1985, Dishman has received more than $2.3 million in external research grants. He is a fellow of the American College of Sports Medicine, the American Psychological Association, and the American Academy of Kinesiology and Physical Education. He has served as a consultant on exercise behavior to more than two dozen institutes and various health groups including: the National Institute of Mental Health, the National Heart, Lung, and Blood Institute, the Study Section on Chronic Disease and Epidemiology of the National Institutes of Health, the Sports Medicine Council for the United States Olympic Committee, and the Olympic Prize sub-committee of the Medical Commission of the International Olympic Committee (IOC). He also is one of 22 founding members of the IOC’s Olympic Academy of Sport Sciences. He received his PhD from the University of Wisconsin-Madison.

For more information: www.coe.uga.edu/exs/fsd/dishman_vita.html 26 ■ EDUCATION 2004

RICHARD L. HAYES

WILLIAM WRAGA

professor, counseling and human development services

associate professor and interim head, educational administration and policy

a Fulbright Senior Research Scholar at the University of Tokyo in

students in foundations and history, curriculum development and

Japan for two years (2001-2002).

evaluation,curriculum theory and policy.

ayes received an Eminent Career Award in 2002 from the Association for Specialists in Group Work (ASGW) and was

He was a Foreign Research Fellow and a Visiting Professor at the

raga, who is the founding interim head of the department of educational administration and policy, teaches graduate

Since joining the UGA faculty in 1995, Wraga’s research has

University of Tokyo, Japan,from 2000-2002. He was also a Visiting

focused on curriculum theory, developm en t , history, and policy.

Professor at the University of Jyvaskyla,Finland in 2002. He has

He has authored a book, Democracy’s high school: The compre-

been a member of the European Institute of Psychotherapy since

h en s ive high school and educational reform in the United St a te s

1998 and has received more than a dozen national and internation-

(1994, University Press of America), and co-authored two oth-

al awards for his research over his 20-year career. He is a licensed

ers. He has written six book chapters and more than two dozen

psychologist in Georgia and a registered psychologist in Illinois. He

articles in journals such as Educational Re se a rcher, Journal of

is also a nationally certified counselor. He teaches graduate courses

S ch ool Leadership, Hi s to ry of Education Quarterly, and The

in individual, group, school, grief and cross-cultural counseling.

Classical Jou rn a l . He also co - ed i ted the book, Re se a rch Review

Since joining the UGA faculty in 1988, Hayes’ research has sought to answer questions related to the empowerment of

for School Leaders. He served as a consultant, through the University of Iowa, on

teachers, the development of democratic practices in schools as

developing a national civics curriculum for the Republics of

social organizations, student development, the relationship

Georgia and Moldova. He has also served as a member of the

between multicultural factors, group and individual develop-

Board of Directors of the John Dewey Society, a member of the

ment, and enhancing the developmental trajectories of profes-

Executive Board of the Society of Professors of Education,and

sional counselors as part of a concerted effort to transform the

president of the Society for the Study of Curriculum History. He

preparation of school counselors. Currently, this work is being

received his EdD from Rutgers University.

expanded to address professional development and educational interventions from multiple cultural perspectives internationally. He received his EdD from Boston University.

For more information:

www.coe.uga.edu/echd/Tenure/testrichardh.htm

www.coe.uga.edu/adminpolicy/faculty/wraga/index.html EDUCATION 2004 ■ 27

RIS ING YOU N G

SCHOLARS Here’s a brief glance at some of the rising young scholars whose work is helping keep UGA’s College of Education ranked among the nation’s best.

DERYL F. BAILEY assistant professor, counseling and human development services

ailey has gained national recogn i ti on for his empowerment interven ti ons for adolescents which include Project: Gen t l em en on the Move, The Young Women

S ch ol a rs Program, The Young Fu tu re Leaders Program and the Parents of Empowered Youth or ga n i z a ti on . Project: Gentlemen on the Move, a Saturday program for African-American middle and high school students, received a $10,000 grant in 2003 from the University System of Georgia Board of Regents as part of a statewide effort to increase the number of AfricanAmerican males admitted to the state’s 34 colleges and universities.Students enrolled in the program spend their Saturdays in a classroom at UGA being tutored by volunteers from UGA and Clarke County schools. Positive results from the program: 71 percent of the fall 2002 participants scored above the class average on final exams at their schools. Bailey’s other research interests include school counseling, group work, multicultural and diversity issues, mentoring, and counseling professional development. He was named to the International Research Fellows Program at UGA in 2002 and received the Group Practice Award from the Association for Specialists in Group Work (ASGW) in 2001. Bailey joined the UGA faculty in 1999. He received his PhD from the University of Virginia.

For more information: www.coe.uga.edu/echd/Tenure/testbailey.htm 28 ■ EDUCATION 2004

SU-I HOU

WENDY RUONA

assistant professor, health promotion and behavior

assistant professor, occupational studies

ou’s research focuses on cancer screening edu c a ti on and prom o ti on , HIV preven ti on , and eva lu a ti on of health

u on a’s research interests include performance and interven ti on effectiveness systems, foundations of human

programs. She was involved in the EncorePlus Eva lu a ti on (of a

resources development (philosophical, theoretical, and histori-

national breast and cervical cancer edu c a ti on program) funded

cal), and strategic HRD – all areas in which she has published

by the Centers for Disease Control and Preven ti on , HIV filter

articles and/or papers. Her research has explored the core

paper home screening for high-risk people in Ta iw a n , and an

beliefs underlying the field of HRD. Her work currently focuses

HIV-positive cases fo ll ow-up project funded by the Departm en t

on the critical link between theory and practice. Ru on a’s publi-

of Health, Republic of China.

c a ti ons have appeared in scholarly journals such as Human

Recently, Hou has focused on projects relating to community

Resource Development Quarterly, Perfo rm a n ce Improvem en t

strategies to promote screening for early detection of selected can-

Quarterly, Human Resource Development Intern a ti o n a l , Adva n ce s

cers. Most of the studies involved developing and validating the

in Developing Human Resources, International Journal of

study instrument,assessing psychosocial factors that influence

Training and Developm en t, and Fu tu res Re se a rch Quarterly.

screening behavior, developing and implementing a theory-based

Ruona has been awarded the Outstanding Assistant

screening program,and evaluating the effectiveness of program

Professor Award by the University Council for Workforce and

interventions. She is also currently developing an HIV test educa-

Human Resource Education and the Ri ch a rd A. Swanson

tional program for college students. Hou has strong professional

Research Excellence Aw a rd . She is currently the Associate

ties with her birth country of Taiwan and returns each summer to

Editor-in-Chief of Advances in Developing Human Resources and

teach and collect data.

serves on the Board of Directors for the Academy of Human

Prior to coming to UGA, Hou established and directed a community health department at one of the major teaching hospitals in

Resource Developm en t . She received her PhD from the University of Minnesota.

Taiwan where she developed health education training courses for the neighborhood community, supervising and coordinating the home care services and discharge plans. She has co-authored several articles in such journals as the Journal of Evidence-Based Health Care, Health Promotion Practice, Health Care for Women International, Journal of Sports Sciences, and Journal of Community Health. She joined the UGA faculty in 2002. She received her PhD from the University of Texas-Houston.

For more information:

www.coe.uga.edu/health/faculty/hou.html

www.coe.uga.edu/occstudies/faculty.html EDUCATION 2004 ■ 29

F A C U LT Y

•

S TA F F

Excellence

FACULTY EARN RECOGNITION National/Regional/State

most contributes to educators’ thinking about English teacher education and most informs their research. Three COE faculty members – Karen Watkins, Ronald Cervero and Sharan Merriam – were inducted into the International Adult and Continuing Education Hall of Fame at the University of Oklahoma at Norman. Cynthia O. Vail, an associate professor in special education, was reappointed to Georgia’s State Interagency Coordinating Council for Early Intervention (ICC). The ICC advises the Department of Human Resources (DHR), the Division of Public Health and other agencies responsible for serving children ,f rom birth to age three, with developmental delays and disabilities,and their families in providing a family-centered, comprehensive service delivery system which promotes child development and family functioning. Roger B. Winston,Jr., professor emeritus of counseling and human development services, received the Outstanding Contribution to Literature and Research from the National Association of Student Affairs Administrators in Higher Education (NASPA).Winston retired last fall after 24 years as a UGA faculty member.

egents Professor of mathematics education Jeremy Kilpatrick was designated a National Associate by the National Academy of Sciences. The National Associate designation is a lifetime achievement recognition of scholars who have contributed pro bono service on committees of the National Academies, a group comprising the National Academy of Sciences, the National Academy of Engineering, National Research Council, and the Institute of Medicine. He is the first UGA faculty member to be named a National Associate. Kilpatrick also received the Lifetime Achievement Award for Distinguished Service to Mathematics Education from the National Council of Teachers of Mathematics (NCTM). Sharan B. Merriam, professor of adult edu c a ti on , received the Career Achievement Award from the Commission of Professors of Adult Education (CPAE). The distinctive honor, which recognizes significant contributions to the field through a lifetime of research and scholarship, is bestowed only once every three ye a rs . Michael J. Padilla, director of educator partnership grants, received the 2003 Distinguished Service to Science Education Award from the National Science Teachers Association (NSTA). Peter Smagorinsky, professor of language education, and doctoral student Tara Johnson received the Janet Emig Award for 2003 from the National Council of Teachers of English (NCTE). Andrea Lakly, a former UGA student and now a teacher at Chattahoochee High School in Alpharetta,Ga., also contributed to the article. The award is given annually for the article published in English Education that Winston 30 ■ EDUCATION 2004

Johnson-Bailey

University Awards and Honors

ouis Castenell, dean of UGA’s College of Education, received the Pedro Zamora Horizon Award from a student committee representing residents of university housing for his efforts toward increasing diversity awareness in the university and Athens community. Denise Mewborn, associate professor in mathematics education,was inducted into the Illinois State University College of Education’s Hall of Fame last fall.She received her bachelor’s in elementary education and master’s in mathematics from Illinois State University in Normal, Il. She received her PhD from UGA.

College Awards and Honors

andy Kamphaus, professor and head of educational psychology, received the 2003 Russell H. Yeany, Jr., Research Award. Kamphaus co-developed a testing and assessment instrument now used around the world to help educators address effective child learning and behavior. Juanita Johnson-Bailey, associate professor of adult education, received the 2003 Glickman Faculty Fellow Award. Joe Wisenbaker, associate professor in educational psychology and director of the Academic Computing Center, received the College’s Award for Teaching Excellence. Nancy Knapp, an associate professor in educational psychology, received the College’s Outstanding Teaching Award for the University’s Honors Day. Rose Chepyator-Thomson, associate professor of physical education and sport studies, received the Faculty Senate D. Keith Osborn Award for Teaching Excellence.

F A C U LT Y

•

S TA F F

Character Receives Top 2003 Staff Award for Excellence K

ate Character, certification official in student services, has received the College of Education’s 2003 Staff Award for Excellence. Character, a resident of Winder, was presented a plaque and a $1,200 cash award in ceremonies May 2 at River’s Crossing. The first runner-up, Elizabeth Platt, office manager in mathematics education,was awarded $750,and second runner-up, Freida Thornton, partnership liaison in elementary education, received $300. The three finalists were selected from a list of 12 nominees that included Betty Blum, Brenda Arnold, Donna Bodiford, Barbara Boggs, René Hammond, Etta Roberts, Carolyn Taylor, Margaret Turner and Dave Wynne. Faculty and staff members describe Character as hard working, compassionate, organized,and professional. “Her diligent work assures that a student’s hard work is actually rewarded by graduation,” said one faculty member. “She maintains the DARS (degree audit report) entries for the students, she helps students deal with transfer courses that do not automatically place in a core area, and she corrects mistakes whenever she can – she does everything in her power to help a student through the administrative web.”

COE 2003 Staff Award winners: (L-R) Elizabeth Platt, Kate Character and Freida Thornton

Character was said to be indispensable during the transition from quarters to semesters a few years ago, often spending time researching PHOTO BY JANICE CIESLAK mistakes in records and working with DARS programmers to get the s tu dents in the Co ll ege back on track. “If Kate doesn’t know the answer, she’ll find it for you,” said one staff member. First runner-up Platt,a resident of Athens,has kept the mathematics education department organized and informed for the past 28 years. Since coming to UGA in 1974, Platt has become one of the most respected and knowledgeable staff members in the College. Second runner-up Thornton, also of Athens, has worked in the elementary education department since 1990 and has become a trusted and loyal friend to all with whom she has worked. Several staff members were also recognized for years of service to the Co ll ege: Martha Williams, 30 years; Shirley Anders on , 15 years; Jennifer Guyton and DeAnna Palmer, five years. EDUCATION 2004 ■ 31

S T U D E N T

UGA Chapter of KDE Receives National Award

he Alpha Epsilon chapter of Kappa Delta Epsilon, based in UGA’s College of Education, won several national awards at the education honor society’s 2002 national convention held in San Antonio. The chapter won first place in Collegiate Chapter activities, second place in the Chapter Scrapbook competition, and first place in writing awards for articles submitted to the national newsletter. The Collegiate Chapter activities award is comparable to winning chapter of the year. The UGA chapter was selected from about 35 others and included such activities as the interview and resumé contest, meeting speakers, banquet and student recognition. The UGA chapter, which has about 389 members, was led last year by Katherine Zrolka, president; Anna Jacobs, 1st vice president; Meredith Griswold, 2nd vice president; Jennifer Davis, recording secretary; Jennifer Kesler, corresponding secretary; Kasie Jackson, treasurer; Tiffany Thompson, historian; Sarah Hester, parliamentarian; Jada Johnson, Webmaster; Chrisey Spears and Audrey Brooky, council members.

32 ■ EDUCATION 2004

H O N O R S

Lisa Hammett, a doctoral student in communication sciences and disorders, was one of only four students recently chosen from around the world as Bamford-Lahey Scholars for 2002. The honor includes scholarship funding of up to $10,000 a year for doctoral students who intend to specialize in children’s language disorders. Funding for the scholarship comes from the Los Angeles-based Bamford-Lahey Children’s Foundation, which supports programs enhancing the linguistic, cognitive, social, and emotional development of children. Hammett is currently pursuing research, with professor and department head Anne van Kleeck, on abstract language development and intervention for children with lanHammett guage disorders, and the role of parent in early literacy development. Hammett earned her undergraduate and master’s degrees in speech-language pathology from James Madison University in Virginia. She spent nine years in clinical practice in public and international sch oo l s , collaborating with teachers to meet the varied needs of young children with language and literacy disorders. John Petrocelli, a doctoral student in counseling psychology, received a national scholarship from the American Psychological Foundation (APF) in cooperation with the Council of Graduate Departments of Psychology (COGDOP). The Ruth G. and Joseph D. Matarazzo Scholarship provides an award of $3,000. The dissertation of Sigrid Kennebrew, a doctoral student in counseling psychology, received an honorable mention for the prestigious Association of Psychology Postdoctoral and Predoctoral Internship Centers (APPIC) Student Research Award. Six graduate students in educational leadership received scholarship awards: El ea n or Sikes, of Byron, and Kathy Kelley, of Gainesville, received the David J. Mullen, Sr., Memorial Scholarship Award, given to doctoral candidates in the educational leadership program preparing for a public school position. The $1,000 scholarship is awarded during the year of writing the doctoral dissertation. Joy Tolbert, of Pendergrass,and Rex Wallace, of Jefferson, received the Carroll Wade McGuffey Scholarship Award, given to doctoral students whose studies include research into the impact of the school’s physical environment on teacher behavior, pupil behavior and/or learning. Kim Halstead, of Perry, and Marcus Beaver, of Snellville, were presented the Ray E. Bruce Scholarship Award, $500 in academic support of students studying for graduate degrees in educational leadership. Tiffany Thompson, a senior from Macon, received the 47th Paul Tappan Harwell Scholarship from the department of elementary education. She used the $750 award during her student teaching semester in spring 2003. Thomas VanSoelen, a third-year doctoral student in elementary education, received the Harold D. Drummond Scholarship from Kappa Delta Pi, an international honor society in education. VanSoelen,a native of Iowa,has taught all grade levels from K-12 in four different states as well as college-level courses. At UGA, he teaches undergraduate courses in elementary education and coordinates field placements in four counties within the Early Childhood Education Partnership Program. Ten College of Education students received Student Teaching Scholarships for spring semester 2003: Amy Albritton, John Will Dean, Marilyn Lainie Gatch, Louise Taylor Grady, Melinda Hollis and Rebecca Moon, all of language education; Heather C. Green, early childhood education; Lakesha Holt, health and physical education; Rachel Jones, science education; and Michael Youngblood, social science education. Elementary education students Heather Green and Janneke Counts received D. Keith Osborn Scholarships for fall semester of 2002. Green, of Marietta,was awarded the scholarship as the department’s Outstanding Senior of 2002-03. Counts, of Savannah,was named the Outstanding Graduate Student. The $500 scholarships honor the late pioneer in early childhood education. Osborn was a professor of education and child development for 26 years at UGA’s College of Education. He was graduate coordinator for elementary education from 1980-93. He was a faculty me mber and division chair at the Merrill Palmer Institute at Wayne State University from 1952-68.

A L U M N I

hareef Bacchus, a mathematics teacher at Hilsman Middle School in Clarke County, was named to the Teacher Advisory Council of the National Academies of Science,Engineering and Medicine. The council serves as a vehicle for integrating the experiences of classroom teachers into the National Academies’ deliberations on educational issues. It allows teachers to provide their practical perspective on current issues to study committees, standing boards consisting of National Academies members. In 2001, Bacchus was named the secondary-level winner of the Presidential Award for Excellence in Mathematics and Science. The award, sponsored by the National Science Foundation and created by former President Jimmy Carter in 1983, is the nation’s highest honor for K-12 math and science teachers. Bacchus received his MEd in mathematics education from UGA. Charles H. Green, of Clarkesville, former president of Tallulah Falls School, received the Excellence in Education Award from the Piedmont College Alumni Association. Green, who graduated from Piedmont in 1957,taught English in Habersham County and Thomasville, where he also served as an

I N

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N E W S

elementary and high school principal. During the late ‘60s and early ‘70s, he was principal of Valdosta High School. Green was superintendent of Ware County Schools from 1973-79 and GriffinSpalding County Schools from 1979-89. He became president of Tallulah Falls School in 1989, overseeing great improvements in the school’s programs and facilities until his retirement in 2001. He earned a doctorate from UGA in 1973. Christine Register, a gifted education instructor at Barnett Shoals Elementar y School,was named the Clarke County School District’s 2002 Teacher of the Year. Register, who was also awarded the Ponsoldt Chair for Elementary Education, a two-year honor bestowed by the Foundation for Excellence in Public Education in Clarke County, teaches advanced math and in the Spectrum gifted program and oversees the school's student-operated closed-circuit television station. Register earned her doctorate in elementary education from UGA.

Bassett Named National Principal

Wally Bassett, principal of Centerville Elementary School, was selected Georgia’s 2003 National Distinguished Principal PHOTO BY ANDREA BASSETT

We would like to hear from you! See the new COE Class Notes Online and update your career news on the Alumni Office web page at: www.coe.uga.edu/research

Ann Barge Clegg’s bridal gown (inset) that recently won national attention on NBC’s Today Show PHOTO BY LAUREN BARRETT

ne of Anne Barge Clegg’s 2003 bridal gown designs received national recognition when it was chosen for the bride-to-be on the NBC Today Show’s “Today Throws a Wedding.” Clegg’s line is sold exclusively at Neiman Marcus department stores and select bridal shops nationally. Her studio and headquarters are in the Atlanta Four Season’s Hotel. Clegg, who has a BA in art education from UGA, said she had wanted to be a bridal gown designer since childhood. Yet, coming from a family of teachers ,h er father encouraged her to go into a field that would guarantee her a rewarding career. She came to the UGA College of Education in 1966 with intentions of becoming an art teacher. However, while doing her student teaching assignment in Atlanta in 1969, she got a chance to show her bridal gown sketches to a representative from the Priscilla of Boston Bridal trunk show that happened to be visiting town. She was hired on the spot,and, as they say, the rest is history.

ally Bassett, principal at Centerville Elementary School in Warner Robins, was selected Georgia’s 2003 National Distinguished Principal. He is one of just 50 principals from across the country recognized for inspiring teachers and students to achieve. Nominees for the distinguished award were selected by peers in their home states. The committee that chose Bassett was impressed by the technology at the school, the school climate and the Georgia School of Excellence and National Ribbon School awards Centerville Elementary received under Bassett’s leadership in 1998-99. The school also received a School Bell Award from the Georgia Association of Exemplary School Principals in 1998. Bassett, who has been principal at Centerville since 1976, will receive the award in formal ceremonies in Washington, D.C.,in November. The award program is sponsored by the U.S. Department of Education and the National Association of Elementary School Principals. Bassett received his master’s of education degree from UGA. EDUCATION 2004 ■ 33

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