The UMBC Department of Education, in cooperation with the Reginald F. Lewis Museum of Maryland African American History and Culture and the UMBC Department of American Studies, will host its 9th Annual Arts Integration Conference on February 28, 2015.
The day will begin with Of Ebony Embers: Vignettes of the Harlem Renaissance, a musical narrative by the Core Ensemble, and wrap up with a performance by slam poet, Gayle Danley. Most workshops will focus on using the visual and performing arts of the Harlem Renaissance as a theme for arts integration in K-12 classrooms. Others will provide historical overviews of the Harlem Renaissance. The conference is free to the UMBC community but registration is required. Visit umbc.edu/aiconference or contact UMBCElemEd@gmail.com for further information.
Joan Shin, Education Professor of Practice, has received additional recognition for her book series Our World with National Geographic Learning. The series is designed to give learners the skills and knowledge they need to learn English and understand the world around them.
Our World: Level 4, has been chosen as the Best Entry for Learners in the HRH Duke of Edinburgh English Language Book Awards, part of the English-Speaking Union (ESU). The award series was founded in the 1970s to acknowledge innovation and achievement in the field of English language teaching. Winners are selected for originality and substance by a panel of widely respected judges.
Our World uses images, text, and video and provides National Geographic content to young learners of English. The series also provides support and professional development resources for English language teachers. For more information, click here.
Last year, Shin’s book Teaching Young Learners English (National Geographic Learning/Cengage Learning, 2013) received the 2013 Ben Warren International House Trust Prize, which is a prestigious award given annually to the author or authors of the most outstanding work in the field of language teacher education. Shin coauthored the book with JoAnn Crandall, Professor Emerita and former Director of the Language, Literacy and Culture Ph.D. program.
For the official ESU award announcement, click here. To read more about Shin’s work in UMBC Magazine, click here.
Zane Berge, professor of education, has won two prestigious Association for Educational Communications and Technology (AECT) awards. Berge was named the winner of the Distance Education Book Award, which is given for the outstanding book published within the last three years that describes important aspects of distance education, theory, or examples that can help others involved in distance education or research on an important aspect of distance education. The award-winning book Handbook of Mobile Learning (Routledge 2013) was co-edited by Berge and his colleague at St. Mary’s College of Maryland, Lin Muilenburg. For more information, click here.
Berge also received the Distance Learning Division Journal Article Award for his publication “Barriers to Communication in Distance Education,” published in the Turkish Online Journal of Distance Education (January 2013). The article describes how improvements in distance education technology have lead to opportunities to overcome barriers to ineffective communication and the complexity of those barriers faced by participants.
The awards were announced earlier this month during the Distance Learning Division luncheon at the AECT annual conference.
Baltimore County Public Schools TV recently profiled UMBC’s partnership with Arbutus Middle School (AMS), featuring student teaching interns from UMBC and tutors in the Arbutus Achievers program. AMS is a professional development school (PDS) in the UMBC PDS Network, which allows student teachers to complete yearlong Education Internships at the school.
Shriver Peaceworker Fellow Mark Zachar ’17 M.A., teaching, and Elizabeth Forney ’14, English, were highlighted in the video for their student teaching experiences at AMS. Forney is now a first-year teacher at AMS and credits her internship with preparing her for a career. “The transition from being an intern to a teacher here at the same school… definitely made it easier,” she said. Michael Guarraia ’07 M.A., teaching, was also included in the video in his position as the AMS science department chair.
Ciara Saunders ’17, social work and health administration and public policy, spoke about the Arbutus Achievers program and the impact one on one tutoring has on the students at AMS. The Arbutus Achievers Program is coordinated by Maryland-DC Campus Compact Americorps VISTA member Nick Ramundo through the Shriver Center.
Michelle Feeney, principal of AMS, applauded the relationship between UMBC and AMS, saying, “As we provide opportunities for collaboration, our teachers have a partnership with UMBC and they model that collaboration for our students.”
UMBC is featured 11:40-14:46.
BCPS News 2014-15 SHOW#4 10-24-14 from Baltimore County Public Schools on Vimeo
An article published March 4 in Capital News Service examines the Common Core State Standards and how college students studying education and soon entering the world of teaching are preparing for it.
Education Professor and Chair Eugene Schaffer is quoted in the article describing UMBC’s curriculum and the department’s understanding of the need to prepare students for the Common Core: “We know that the people that graduate this coming spring will be entering the classrooms and will be teaching Common Core,” Schaffer said. “This is a great concern of ours.”
Schaffer also commented on internships that are completed in the classroom by students who work closely with mentors: “When they’re [interning] for a full semester, they’re teaching the skills they have developed, and a lot of that is related to Common Core,” he added.
Associate Professor of Education Jonathan Singer is also quoted in the article when describing education courses at UMBC: “Methods courses have specific lessons geared toward explaining what Common Core is,” Singer said. “They have three or four lesson plans they have to develop in connection to Common Core.”
You can read the full article in Capital News Service by clicking here.
Education Professor of Practice Joan Shin has received the 2013 Ben Warren International House Trust Prize for her book Teaching Young Learners English (National Geographic Learning/Cengage Learning, 2013). Shin coauthored the book with JoAnn Crandall, Professor Emerita and former Director of the Language, Literacy and Culture Ph.D. program.
The prestigious award is given annually to the author or authors of the most outstanding work in the field of language teacher education. The Ben Warren International House Trust was created as a memorial to the work and life of Ben Warren, who was a leader in developing the world’s leading language teaching organization.
Shin’s book was published last year. It teaches English as a foreign language to young children and presents practical suggestions and best practices for teachers to engage young learners.
The award was announced in Barcelona, Spain on Saturday, February 8. You can read more about the announcement here. You can also find more information on Shin’s book series with National Geographic Learning here.
An article co-authored by Christopher Rakes, assistant professor of education, has been selected as an honorable mention for the Journal of School Psychology ‘s (JSP) 2012 Article of the Year.
The article was entitled “A Longitudinal Study of School Connectedness and Academic Outcomes across Sixth Grade,” and co-authored by Kate Niehaus, assistant professor of Educational Psychology and Research at the University of South Carolina, and Kathleen Rudasill, Associate Professor of Educational Psychology at the University of Nebraska-Lincoln. The study examines the extent to which school connectedness (i.e., students’ perceptions of school support and the number of adults with whom they have a positive relationship) is associated with academic outcomes across sixth grade for students from high poverty neighborhoods.
This selection was based on nominations from JSP editorial board members and members of the Society for the Study of School Psychology and voting by an independent selection committee composed of Society for the Study of School Psychology members.
An abstract of the article can be read here.