Department of Teacher Education
Oral Sessions
Putting the Multiracial Experience into Multicultural Education
nJennifer M. Alexandere
Professor Deborah Harmon
This literature review begins to connect mixed-race history and theory to educational theory and practice. The purpose of this connection is to examine the mixed-race experience in multicultural education and why it is underreported in current research. Bridging the gap between multiracial experiences and multicultural education might possibly make education more inclusive, not just for mixed-race students but for all students, because it brings to the forefront similarities and difference that students, parents and teachers should understand.
Session C – Room 301 – Number 154
Civil Rights Unit
Anne Elizabeth Briggs
Professor Mary Margaret Sweeten
This unit on the Civil Rights Movement is designed for a 10th grade history class. It focuses primarily on the lives of leaders from the Civil Rights Movement, as well as on living conditions for African Americans during the 1950s and 1960s. It aims to increase student insight and knowledge of events that occurred in the lives of civil rights leaders that helped shape their philosophy toward the Civil Rights Movement. As a culminating activity, students select a rights related issue that they feel passionately about, then organize and carry-out a protest of their own.
Session C – Room 301 – Number 152
Human Systems: Individuality and Diversity
Kelsea J. Chaplin
Professor Mary Margaret Sweeten
To realize the power and value of oneself fuels the ability to make a difference in the world. This presentation focuses on a curriculum unit designed for a 6th grade social studies class that engages students to better understand difficult-to-define concepts such as individuality and diversity. Through the thoughtfully created lessons that frame this unit, students look into the value of their own heritage, the benefit of living in a diverse society, investigate world issues, and begin to implement change through the development of a culminating project that explore these issues and invite the community to take action.
Session C – Room 301 – Number 151
One Crazy Mind: Learning and Applying the Theories of Psychology in the High School Setting
Saad Nadeem Chaudhry
Professor Patricia Williams-Boyd
This unit is geared toward teaching the concepts of psychology to a diverse, upper level high school class. Students uncover the commonalities and differences between the founding fathers of psychology through a close examination of their theories, experiments and research. Each lesson is taught with the idea that students are able to apply what they learn to their own world. After learning about each psychologist, students are given an opportunity to apply a theory to create their own experiments in an innovative manner. Upon completion of this course, students are encouraged to share their experiments with members of their own community.
Session A – Room 320 – Number 36
Reasons to Take Car Keys Away from Elderly Drivers
Kerriann Rose Chmielewski and Amber N.
Professor Caroline Gould
On the issue of taking car keys away from elderly drivers, it was found that drivers at the age of 60 and above experience more fatal vehicle accidents. Most of these fatal car accidents are due to degenerative cognitive changes and changes in motor skills critical to the operation of a motor vehicle, such as reaction speed, changes in vision, etc. Undoubtedly, it is a very difficult thing to ask an elderly driver to relinquish control of their own mobility and sense of independence. The findings, however, clearly suggest that doing so helps preserve the lives of such drivers as well as the lives of others. Recommendations for future regulations are suggested.
Session A – Room 104 – Number 5
The Dangerous Intersection of Zero Tolerance Policies and Disproportionality in Special Education
Elijah Lee Church
Professor Chris Robbins
This is an examination of the intersection of the educational policies of zero tolerance and issues of disproportionality in special education, with an emphasis on students with emotional impairments. These often neglected concerns overlap in manners that are dangerous to students and contradict many of the goals of public education. A brief, though important, investigation of how the cultivation of student and teacher voice can help to mitigate the ramifications are explored.
Session C – Kiva – Number 192
Abuse and Neglect of the Elderly
Tashauna L. Culberson and Brittney Johnson
Professor Caroline Gould
The focus of our research was on abuse and neglect of people who are classified as elderly in our society. We explored the definitions and causes of abuse as well as the types of abuse faced by some elderly. Although typically elder abuse is under-reported, many signs and symptoms of abuse are either overlooked or difficult to classify. Self-neglect, rarely addressed, is among the types of abuse that is both difficult to identify and to treat. Given the difficulty in diagnosing elder abuse, education as well as opportunities for respite should be addressed.
Session A – Room 104 – Number 4
Do People Become More Religious with Age?
Cara A. Cutaia
Professor Caroline Gould
There has been interest in the research community on the question of whether or not people develop religion or become more religious as they age. Some suggest that there is lesser empathy and increasing despair among people today that makes them critical and withdrawn from collective human action. Sometimes elders seek the company of religion in order to find like-minded individuals with whom to share the pain of feeling left out and unwanted. This research project focuses on defining the major reasons that make some people seek solace through refuge and prayer, while others do not.
Session C – Room 304 – Number 163
Interpreting Scribbles: Portfolio and Work Sample Assessment in Early Childhood Education
Shelby Deel
Professor Martha Baiyee
On paper a child’s drawing may appear to be scribbles but more complex information can be gained from examining it. A child’s work should be critically analyzed to gather information about different areas of his or her development. When analyzed properly the work is interpreted then used to create recommendations for the child’s growth. Samples of a child’s work can be gathered and placed into a portfolio to evaluate development, for planning or to showcase work over time. During this presentation I share an example of an analyzed work sample and explain its uses in a classroom.
Session B – Room 204 – Number 82
The Growth of the Sandwich Generation
Freddie D. Edwards and Renee R. Walton
Professor Caroline Gould
One of the issues that middle-aged people are more likely to deal with than those of any other age group is that of caring for their own children while also caring for aging parents. That is the essence of the sandwich generation. Incorporating the needs of the extended family, the term “sandwich generation” now includes children (even if adult children), the middle-aged caretakers, and an elderly relative, not necessarily an elderly parent. In addressing this research topic, the range of issues and inherent problems related to its growth are explored. Recommendations on preparing for this family transition are also defined.
Session A – Room 104 – Number 3
How Language Parameter Deficits in Autism Spectrum Disorders Minimize Social Interaction
Carmen Nicole Grange
Professor Sylvia Jones
Language is a key component in human interactions. We communicate with each other both verbally and non-verbally. Through multiple processes of acquiring linguistic schema, we reach understanding. Although we are born with the ability to acquire language, we develop linguistic skills through interactions. Children with autism acquire language the same way as typically developing children, however, this disorder poses unique communication problems. This paper describes the difficulties in language usage in social situations faced by children with autism. It illustrates multiple factors that may contribute to these deficiencies and what is being done to address those issues.
Session A – Room 352 – Number 58
The Reality of Ageism in North America
Rudy A. Hodits, Carrie E. Kench, Devin J. Poling and Nicole R. Doner
Professor Caroline Gould
The purpose of this group project was to examine and define ageism as it exists and affects the elderly in our society. We examined ageism through the lens of age discrimination and its impact on healthcare concerns, workplace issues and generalized myths. We found an extensive awareness of ageism in this society and a miniscule amount of evidence that awareness produces increased sensitivity to the issues or changes in prejudiced behavior.
Session B – Room 350 – Number 118
People Got to Be Free: The American Revolution
Kellen C. Holowicki
Professor Mary Margaret Sweeten
The study of the American Revolution at the secondary level too often trumpets the ideals of freedom, equality, liberty and justice for all, while effectively glossing over the experiences of those without access or agency to pursue any of those founding ideals. This comprehensive unit of study is designed to challenge and capture the ingenuity and traditional perspectives of students exploring the American Revolution, allowing them to examine the substantial roles African Americans, Native Americans, women and other groups played in the Revolution, while drawing upon their own thoughts and experiences related to idealism, violence and patriotism relevant to today.
Session B – Room 320 – Number 104
Creative Writing as Social Action: Curriculum Unit for a Juvenile Detention Center Classroom
Kyla Marie Hurst
Professor Patricia Williams-Boyd
This curriculum unit is designed with a focus, not just on creative writing, but how this aspect of writing can be implemented toward social change. Designed for use in a juvenile detention center classroom, this unit can also be used as part of a high school curriculum in English. The purpose of the unit is to teach students creative writing skills while also giving them the tools to utilize these skills in working to enact social change within broader society. Unit outcomes, statement of purpose and lesson frameworks are presented along with lesson specifics and unit projects.
Session B – Student Art Gallery – Number 77
The High Costs of Diabetes
Aziz R. Issa and Rabih M. Darwich
Professor Caroline Gould
An estimated one out of every $10 spent on healthcare in the United States is spent on diabetes. Complications from diabetes make it one the top 10 causes of death. This presentation quickly outlines the types, causes and consequences of the disease. In evaluating its high costs, these issues are explored: the rapidly increasing number of people newly diagnosed, the increased number of patients with a growing reliance on multiple medications, the billions of dollars spent on direct and indirect costs, and the billions that will be needed as more people are diagnosed with the disease.
Session C – Room 304 – Number 161
Ethical Issues and Controversy Surrounding Organ Donation Practices
Sharnelle D. Jones
Professor Caroline Gould
This research explores the world of organ transplants and organ donations. Beliefs and ethical arguments have been used in debates about organ donation and transplantation. Policies and standardized practices have made it easier for some to get needed organs, while making it impossible for others. A range of ethical issues including myths about the process and controversies surrounding the business of organ sales are defined. Recommendations for improving the process and its fairness are made based on findings from the research.
Session C – Room 304 – Number 162
The Elements: A Beginning Unit for a Chemistry Classroom
Eric Wellman Kiturkes
Professor Mary Margaret Sweeten
The beginning unit of a class is where students get their first taste of what the semester will be like. Presented is a first unit for a high school chemistry class that works to develop a positive experience from the start through the use of interest surveys, expansion opportunities, real life applications, and a variety of presentation methods and styles. The unit contains nine different lesson plans, covering topics such as the definition of elements, the structure of atoms, general reactivity and periodic trends. The unit concludes with an engaging culminating activity where the community and families are invited into the classroom to help students create models of specific atoms.
Session A – Room 304 – Number 31
Exploring Ageism via the Young-Old and the Old-Old
Austin H. Kovar
Professor Caroline Gould
This presentation focuses on the fact that many people’s perceptions of aging are inaccurate and reflect ageist stereotypes of biosocial development in late adulthood. These stereotypes stem from our preoccupation with physical decline that is more the result of disease than it is of aging. Bernice Neugarten’s descriptions of the young-old and the old-old are used to illustrate how that definition fits two people who would be classified in this way. Finally, in comparing and contrasting the definitions and the individuals, some speculation is made about why each individual developed as they did.
Session B – Room 350 – Number 119
Preservation and Conservation in the United States
Brian David Murphy
Professor Mary Margaret Sweeten
Preservation and conservation will become increasingly important as time passes. Considerable work must be done to educate our future students on the need to both preserve and conserve in order to protect and maintain our beloved Mother Earth. With an emphasis on the National Park Service (NPS), the health benefits of nature, the men and women who helped bring conservation to the forefront of American culture, and the acts and legislation responsible for bringing important change to the way our country interacts with nature, this unit brings the importance of our environment and its history to the forefront of American culture.
Session A – Room 304 – Number 32
Ice Age: Zero Tolerance in a Colorblind Era
Toluwa Olorunda
Professor Chris Robbins
Young people of color have been stranded by a society under the delusions of colorblind discourse and strong claims of equality of opportunity. For marginalized youth, the consequences have been devastating. As colorblind and equal opportunity discourses help the public and state shed social responsibility, youth must contest and negotiate public problems with individualized solutions. This presentation argues against zero tolerance as a derivative of colorblind discourse, noting how zero tolerance operates along the same individualized and “colorblind” lines of colorblind discourse, while producing racially disproportionate outcomes in punishment and exclusion.
Session C – Kiva – Number 193
Differentiate Learning
Michele Portelli
Professor Patricia Williams-Boyd
Students come to class with their own learning styles and, some preconceived notions about the process of school learning. Often students feel there is a disconnection between their new learning tasks and their prior knowledge skill set. Through differentiated lesson planning, students’ diversity, gender and social class are reflected thus providing the scaffolding that is not only familiar but it can also stretch the students’ current frames of thinking in new ways. Using peer groups and tiered assignments, students use each other as resources and, select assignments that fit the pace of their individual learning process. Becoming educated is now an active rather than passive process for the student.
Session B - Room 204
Get Your Education: Family Support for African-American College Students
Lanita Rose Sledge
Professor Regina George
On predominately Caucasian campuses, studies have shown that African American students are marginalized by experiences of racism and discrimination (Herndon & Hirt, 2004). Academic persistence for African American students is deeply influenced by the students’ family relationships. A close examination of family socioeconomic status, kinship structures, and their emotional, social and academic support suggests that familial involvement throughout students’ experiences in higher education increases persistence in academic studies, improves psychological health and independence while intensifying student interest in the well-being of their community.
Session C – Room 301 – Number 153
The Failure of the Colorblind Approach: A Personal Narrative
Sarah Angley Smith
Professor Chris Robbins
Teachers utilize their past experiences while creating and defining their pedagogy — their teaching philosophy. The outlook an educator holds toward diversity may greatly affect the lives of their students by granting them acceptance and subjectivity or denying their most unique qualities. While submitting myself to the process of discovering my beliefs about diversity, I recalled past experiences of colorblind policies and open discussion in public school classrooms as a way to recognize the significance of acknowledging the distinctive characteristics of all students.
Session C – Kiva – Number 194
The Building Blocks of Geometry: A 10th Grade Unit of Curriculum
Connor Smith
Professor Patricia Williams-Boyd
This presentation centers on a unit of curriculum for a 10th grade high school geometry class that introduces students to Euclidean geometry as an axiomatic system. This unit details nine lessons and a culminating activity that are all accompanied by appropriate student scaffolding. It demonstrates educational concepts such as differentiation of lessons according to readiness through the use of learning centers and task cards. The unit is designed with student-centered education concepts and is intended to challenge each student to achieve to the best of their ability. This unit introduces students to proofs as an essential foundational concept of mathematics.
Session A – Room 320 – Number 37
Is There any Such Thing as Middle-Ageism?
Renee R. Walton
Professor Caroline Gould
We can accept the definition of ageism as discrimination based on a person’s age. What then is the concept of middle-ageism and what does it mean to the people who are experiencing it? While middle-ageism represents a form of ageism, it has different characteristics and stigmas. In many ways, it is “practice” for what people will undoubtedly experience as they reach “old age” in this society. Reasons why ageism exists in American culture are explored as well as issues suggesting a double standard of aging. Finally, recommendations for further research on this topic are suggested.
Session B – Room 350 – Number 120
Exploring the Use of a Narrative Report in Early Childhood Education
Michelle Marie Wright
Professor Martha Baiyee
Early childhood educators believe in focusing on children as individuals. Young children develop at rapid rates and their development is somewhat unpredictable. It is important to report specific information about children when communicating their developmental status. Narrative reports are more effective than standard report cards at providing specific information about children’s development. This presentation provides an example of the process teachers use for writing narrative reports.
Session B – Room 204 – Number 81
More Than Meets the Eye: The Value of Observational Assessment in Early Childhood Education
Marie L. Yeomans
Professor Martha Baiyee
As many people know, it is nearly impossible to have a three-year-old child complete a scantron examination. Therefore, many educators of young children assess by means of observation. Through observational assessment, teachers are able to gather detailed information about a child that is not available from other forms of testing. This enables teachers to learn about the child’s growth and development. This presentation showcases the variety and importance of observational assessment in early childhood education.
Session B – Room 204 – Number 83
