TEP SIG Leadership 2012-2013

TEP SIG Leadership 2012-2013

Chair

Stacy DeZutter Millsaps College dezuts@millsaps.edu

Stacy DeZutter is an Assistant Professor of Education at Millsaps College, where she teaches courses in human development, creativity, and methods of instruction. She received her Ph.D. from Washington University in St. Louis, where she specialized in sociocultural perspectives on teaching and learning. DeZutter’s recent research examines the social formation of teacher cognition and identity. She has also published on the sociocultural processes of literacy development in early childhood and on distributed creativity, a theory of group collaborative creation.

Program Chair (Chair- elect)

Cynthia Bolton-Gary

Armstrong Atlantic State University cynthiabolton@alumni.unc.edu

Dr. Cynthia Bolton-Gary is Assistant Dean of the College of Education at Armstrong Atlantic State University. Currently, Dr. Bolton-Gary is the Program Chair for TEP-SIG. Her research interests include: educational psychology, innovative pedagogical strategies, motivation, and assessment.

Secretary/Treasurer Martha Strickland Pennsylvania State University mjs51@psu.edu

Dr. Martha Strickland is Assistant Professor of Education in the School of Behavioral Sciences and Education at Penn State University. She is currently teaching educational psychology and learning theory at both undergraduate and graduate levels, and she has been a regular contributor

to the AERA Annual Meeting. Dr. Strickland's research interest focuses on enhancing connections between teachers and immigrant/refugee students.

Newsletter Editor

Gina Mariano Troy University gjmariano@troy.edu

Dr. Gina Mariano is an Assistant Professor of Psychology at Troy University, where she teaches courses in educational psychology, basic statistics and research methods. She is also serving at chair- elect for the Institutional Review Board (IRB) at Troy University. Dr. Mariano’s current research interests include knowledge transfer in traditional and online environments and faculty development in the area of online teaching improvement.

TEP Online Journal

M Cecil Smith

Northern Illinois University

mcsmith@niu.edu

M Cecil Smith is a Professor of Educational Psychology at Northern Illinois University where he has taught educational psychology, research methods, and human development courses since 1988. He has been a member of AERA since 1984, and has served as a proposal reviewer for various Divisions and SIG’s for many years. He was co-chair of Division C (1999) and is currently webmaster and newsletter editor for the Adult Literacy and Adult Education SIG.

Webmaster Zsuzsanna Szabo Marist College

zsuzsanna25@gmail.com

Dr. Zsuzsanna Szabo is Associate Professor of Educational Psychology at Marist College. She teaches courses in educational psychology, psycho-educational assessment, educational research, and educational theories. Her research interests include human cognition and learning, student learning assessment, integrating technology in instruction, and gender issues in education.

Graduate Student

Coordinator

Gina Park

University of Michigan ginapark@umich.edu

Gina Park is a Ph.D. candidate in the Combined Program in Education and Psychology at the University of Michigan, Ann Arbor. Her past and current research focuses on understanding how professional development opportunities for teachers impact changes in teachers’ knowledge and beliefs, classroom practices, and student learning. She has also served as a graduate student instructor for undergraduate courses in educational psychology, both for psychology majors and pre-service teachers. Her teaching experience has led to her recent interest in examining teachers’ beliefs about the value of educational psychology for their learning and instruction.

Past-Chairs

Sandra Deemer and Laurie B. Hanich

(2011-2012)

Greg Goodman (2010-2011) David Holloway (2009-2010) Kelvin Seifert (2008-2009) Virginia Navarro (2007-2008)

Mick Verdi (2006-2007) Marguerite Lodico and Kathy Voegtle (2005-2006)

Kelvin Seifert (2004-2005) Nancy Knapp (2003-2004)

Summer 2012 -- Message from new President of TEP SIG

When I talk about the Teaching Educational Psychology SIG to other members of AERA, the

most frequent response that I get is “There’s a whole SIG about that?” People are surprised to learn that there is a cohesive research community engaged in something that seems so

specialized as the teaching of one college course.

My response is generally that not only is there a whole SIG about that, but we make a vital contribution to AERA’s larger endeavor to promote research that will improve education.

The scholars in Division C investigate the teaching-learning process, and those of us in Division G are working to understand how that process interacts with the social context in which it occurs. The researchers in Division K investigate how most effectively to prepare

teachers to engage in the teaching-learning process. But the TEP SIG is where all this comes together – our work offers insights about how to teach teachers to understand the teaching- learning process, given its context.

Many readers may recall the now-classic research by Spillane and Zeuli (1999) that found that unless teachers understood constructivist learning theory deeply and accurately, even the most well-trained and dedicated among them were unsuccessful in implementing constructiv- ist-based instructional reform. In fact, there have been innumerable studies that reveal that teachers’ conceptions of the teaching-learning process shape their instruction in subtle but powerful ways (e.g., Bryan, 2003; Warfield, Wood , & Lehman, 2005; Webb, Nemer, and Ing,

2006; Yerrick, Parke, and Nugent, 1997). It’s not enough just to teach teachers how to teach;

they must have robust and deeply-held understandings of the teaching-learning process to undergird their moment-to-moment decision making. But research has also established that conceptions of teaching and learning are difficult to change (Wideen, Mayer-Smith, and Moon,

1998). Educational psychology instruction must therefore be potent and transformative, and

it must infuse teacher preparation programs from start to finish.

In the TEP SIG we investigate how educational psychology instruction can effectively allow teachers to develop deep, robust understandings of how people learn and how learning and teaching interact with context. Far more than “a SIG about teaching one little college course,” the TEP SIG is a site for the discussion, development, and dissemination of research

that provides a crucial ingredient in the educational endeavor.

We invite you to submit your research, on any aspect of teaching educational psychology, to the SIG for presentation at the next annual meeting. This year, with our annual meeting theme, “Education and Poverty: Theory, Research, Policy and Praxis,” we are especially inter- ested in work that examines how best to help our students understand the ways poverty shapes the teaching-learning process. At the same time, we welcome submissions on any topic

that has implications for the teaching of educational psychology.

Stacy DeZutter

TEP SIG Chair 2012-2013

AERA 2012 TEP SIG program

Paper Session:  Self-Knowledge, Metacognition, and Motivation in Pre-Service Teacher Education Sat. Apr 14, 12:25pm - 1:55pm   Place: Convention Center, Floor Second Level - East Room 12
Paper session:  Educative Experience in Teacher Education  Sat, Apr 14, 2:15pm - 3:45pm   Place: Convention Center, Floor Second Level - East Room 13
Poster Session: Representations as Pedagogical Tools in Pre-Service Teacher Education   Sun, Apr 15 , 2:15pm - 3:45pm   Place: Convention Center, Floor First Level - East Ballroom B

Join us for our business meeting and reception.

Sunday April 15, 6:15-7:45.

Convention Center, Floor Second Level - East Room 12

Thanks to Peter Lang Publishing for their sponsorship of our reception!

DETAILED PROGRAM

Self-Knowledge, Metacognition, and Motivation in Pre-Service Teacher Education

Time: Sat, Apr 14 - 12:25pm - 1:55pm

Place: Vancouver Convention Center, Floor Second Level - East Room 12

Community-Based Field Experiences in an Educational Psychology Course: Recognizing Theory in Action

Jayne A. Downey (Montana State University), Sarah Schmitt-Wilson (Montana State University)

Fostering Preservice Teachers’ Motivation for Interdisciplinary Education in an Educational Psychology Course

Gina Park (University of Michigan - Ann Arbor), Kara A. Makara (University of Michigan)

Reflections on the Self and Others: The Use of Case Study and Self Narrative Analyses in Child and Adolescent Development Courses

Richard S. Brody (College of Saint Rose), Katherine H. Voegtle (College of Saint Rose), Marguerite G. Lodico (College of Saint Rose)

Teachers’ Perspectives, Epistemological Understanding and Critical Thinking Related to Case Studies: Transfer From an Educational Psychology Course Into the Classroom

Diana Akhmedjanova (The College of Saint Rose), James D. Allen (College of Saint Rose)

Teaching Metacognition to Preservice Teachers: Learning Through the Item Review Process

Agni Stylianou-Georgiou (University of Nicosia), Elena C. Papanastasiou (University of Nicosia)

Discussant: Laura Reynolds-Keefer (University of Michigan - Dearborn) Chair: Gloria C. Berdugo Oviedo (Universidad Tecnológica de Bolívar)

Educative Experience in Teacher Education

Time: Sat, Apr 14 - 2:15pm - 3:45pm

Place: Vancouver Convention Center, Floor Second Level - East Room 13

A Pragmatic System for Reconceptualizing, and Teaching, Behaviorist, Cognitive, and Situative Perspectives on Learning

Steven K. Wojcikiewicz (Western Oregon University), Alicia Wenzel (Western Oregon University)

Experiencing Flow and Optimal Learning Environments in Undergraduate Educational Psychology Instruction

David J. Shernoff (Northern Illinois University), Brett Anderson (Northern Illinois University)

Living Theory: Dramatization in Educational Psychology

Cynthia Bolton (University of South Carolina - Beaufort)

Preservice Teachers Use Their “I”s (iPads, iPods and iPhones): Creating Individual

Behavior Interventions With Video Modeling

Alandra S. Weller-Clarke (Benedictine University)

Using Visual Tools to Enhance Teachers' Metacognition

Diane E. Salmon (National-Louis University), Melissa Kelly (National Louis University)

Discussant: Greg S. Goodman (Clarion University)  

Chair: Theeraphab Phetmalaikul (Srinakharinwirot University)

Representations as Pedagogical Tools in Pre-Service Teacher Education

Time: Sun, Apr 15 - 2:15pm - 3:45pm

Place: Vancouver Convention Center, Floor First Level - East Ballroom B

Teaching Educational Psychology Through Student-Made Representations: How Material Tools Can Support the Development of Student Understanding

Kendall Becherer (University of Washington)

The aDROIT Functions of Pictures in PowerPoint Presentations: Illustrations for the Educational Psychology Classroom

Russell N. Carney (Missouri State University)

Teaching Educational Psychology SIG Business Meeting and Reception

Time: Sun, Apr 15 - 6:15pm - 7:45pm

Place: Vancouver Convention Center, Floor Second Level - East Room 12

AERA 2012 TEP SIG Business meeting

Sunday, April 15^th

6:15-7:45pm

Convention Center, Floor Second Level - East Room 12

Special thanks to Peter Lang Publishing for their sponsorship of our reception!

Benefits of TEP SIG Membership

·       Access to a journal focused on issues surrounding the teaching of educational psychology

·       Opportunity to be involved in the listserv discussion

·       Opportunity to represent your scholarship at AERA annual meeting

·       Opportunity to link to recommended teaching resources on a website focused on the teaching of educational psychology

Science Education FT faculty position

Faculty Position Opening in the School of Social & Behavioral Sciences

Marist College, located in New York’s historic Hudson River Valley, invites applications for:

ASSISTANT/ASSOCIATE PROFESSOR OF TEACHER EDUCATION (Science focus)

The teacher education program at Marist College seeks a Science Educator for a tenure-track faculty position.  Teacher education at Marist College offers high quality programs at the undergraduate and graduate levels.  Programs lead to initial certification and professional certification in a range of K – 12 grade levels and assignments, including special education.   Marist’s Teacher Education Department has 13 full-time faculty that work in a collegial environment emphasizing quality teaching, research and scholarship, and service to the college and community.

Duties & Responsibilities

The successful candidate may teach courses at both the undergraduate and graduate levels. Course content will include theory, assessment application, research, and innovative practices.  Service to students, the department, college and community is expected for tenure as is an active agenda of research and publications. There is potential for involvement with clinical experiences in local schools and districts.

Qualifications

The candidate will have earned a doctorate degree or may be an ABD nearing completion of a program.  Candidates should have one of their degrees in a science-related area.  Advanced study might be in science education, assessment, curriculum, or other area directly related to K- 12 education. Candidates should have experience working in schools.  Candidates should demonstrate a potential to contribute to the intellectual vitality of the teacher education program as well as the skills to work collegially with college faculty and educators from the region. Experience working with diverse populations and in a high needs school is highly desirable. 

Candidates for the position should have an understanding of contemporary theories, models, best practices, and current accountability systems associated with the teaching of science.  Teaching experience at the undergraduate and graduate levels is preferred.  It is important that the candidate have experience with formative and summative assessment methods at various levels of K-12 education, and the integration of science within the STEM paradigm.  Knowledge of state and national standards is essential.  The successful candidate will also be considered for her/his demonstrated passion for education, familiarity with the use of technology to enhance achievement, and an understanding of the importance of science in the lives of students.  The selected candidate will complement the work of faculty and add to its significance as a recognized source of quality educators.

The Campus

Marist College is an independent and comprehensive liberal arts institution located in New York's historic Hudson River Valley.  Situated on 240 acres overlooking the Hudson River, it enrolls 4,200 full-time and 530 part-time undergraduates, 950 graduate and 530 continuing education students. Marist has been recognized for excellence by U.S. News & World Report, TIME Magazine, The Princeton Review's The Best 376 Colleges, and Barron's Best Buys in College Education and is noted for being a pioneer in the area of online degree programs. In 2010, Marist received a $75 million gift to establish the Raymond A. Rich Institute for Leadership Development in one the most architecturally significant homes in the Hudson River Valley, a 42,000-square-foot mansion. In recent years, the College has pursued major building initiatives, including construction of a 54,000 square foot, state-of-the-art Hancock Technology Center.

Marist is dedicated to helping students develop the intellect and character required for enlightened, ethical, and productive lives in the global community of the 21st Century. The College fulfills its mission by pursuing three ideals: excellence in education, the importance of community, and the principle of service.

Applications

To learn more or to apply, please visit http://jobs.marist.edu. Only online applications are accepted.

Marist College is strongly committed to the principle of diversity and is especially interested in receiving applications from members of ethnic and racial minority groups, women, persons with disabilities, and persons from other under-represented groups.

AN EQUAL OPPORTUNITY/AFFIRMATIVE ACTION EMPLOYER