Global Educators Cohort Program - Teacher Education

**http://childparenting.about.com/od/behaviorproblems/a/goodbehavior.htm****http://childparenting.about.com/cs/behaviorproblems/a/childproblem.htm****http://www.ocfoundation.org/hoarding/about-hoarding.php**
Sources
Keith, K. (n.d.). My Child Has a Problem- What's a Parent to Do?. Retrieved from http://childparenting.about.com/cs/behaviorproblems/a/childproblem.htmKeith, K. (n.d.). 3 Steps to Improve Your Child's Behavior. Retrieved from http://childparenting.about.com/od/behaviorproblems/a/goodbehavior.htm

She could attach a note to the students' backpack handles using bright colored paper. We are hoping parents will see this note as soon as children arrive home from school.
Suggestion Three:
Get the children motivatedMotivate students to remind parents about school.school by sparking their interests (Davis, 1999). One way doing this, is if the access to a computercomputers and internet at home, is toLisa can help them set up needed to. (Davis, 1999).The internet and computer are relevant to today's students, incorporating both in their daily or weekly assignments may motivate them when they arrive home to inform parents of notices going home, homework, etc. Lisa can use technology to reach her 21st Century learners (Williams, 2009).
7. Impact of suggestions:
Lisa said that attaching notes to the backpack has been working well. The parents have been responding to the notes in a timely manner.
This FEP was worked on with Lisa Silva, one of the mentor teachers in Hawaii. She is a teacher of the deaf in an arts integrated mainstream school on Maui. She co-teaches with a teacher who is Deaf. Together they teach students aged three to 12 (grades preschool to fifth) with a variety of hearing losses, however; lower elementary is having the problem with communication. The Deaf Education program at this school serves as a resource classroom. Most of the students spend the majority of their day in the Deaf Education classroom, but are pulled out for classes such as, art, drama, music, physical education, and Hawaiian Studies. Lisa and her co-teacher are responsible to teach all core classes (language arts, math, science, social studies).
Resources:
Retrieved from http://www.aera.net/uploadedFiles/SIGs/Family_School_Community_Partnership_(43)_copy/Annual_Meeting/2008%20Dissertation%20Award%20Details.pdfhttp://www.aera.net /uploadedFiles/SIGs/Family_School_Community_Partnership_(43)_copy/Annual_Meeting/2008%20Dissertation%20Award%20Details.pdf
Davis, Barbara Gross. (1999). Motivating Students. Tools for teaching. Retrieved from http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/motiv.htm
Hughes, Patrick., MacNaughton, Glenda. (2007). Builing Equitable Staff-Parent Communication in Early Childhood Settings: An Australian Case Study. Early Childhood Research and practice, 3,2. Reterived from http://ecrp.uiuc.edu/v3n2/hughes.html
Williams, Carl B. (2009). No Limits: A Practical Guide for Teaching Deaf and Hard of Hearing Students. Hillsboro, OR: Butte Publications, Inc.
(2009). School-Parent Partnerships. Family and Parenting. Retreived from http://www.familyandparenting.org/school-parentpartnerships
(2001). What Research says about parent involvement in Children's education. Michigan department of education decision making yardstick. Retrieved from http://www.michigan.gov/documents/Final_Parent_Involvement_Fact_Sheet_14732_7.pdf
?
What(Unknown). What most parents
http://www.nextgenerationlearning.org.uk/AboutUs/Research/ohnothingmuch/Executive-Summary/

Urban Girls Science Practices
TEPAC2
Teaching**Teaching**
--TE955
--TE902

Cases for Teacher Learning
Cases of Learning & Engagement
1. Ginny's Bone Song: bone song.mov
In this case, a 6th grade student, Ginny, deviates from the assigned classroom activity to write “the bone song”, which is a song about the skeletal system written to the tune of Lou Bega’s Mambo #5. She also develops a dance to go with the song. Her teacher finds out about the song and uses it with all of his 6th grade sections, and revises his unit the following year to start the unit off with the bone song.
2. Healthiest Snack Competition
In this case, students in a 6th grade science class were given $2 per group (about 4 kids in a group) to go to 2 corner stores that students chose (because those are stores they frequent daily), to select the most nutritious snack they can buy for $2. The case explores what happens when students come back to class and construct an argument of why their snacks were healthy.
Written case materials: Healthiest_Snack_case 1.doc
Video: 602_healthiest_snack.mov
Video transcript:Transcript for Healthiest Snack Competition Case.doc
Appetizer discussion full transcript: Appetizer Transcript 1.doc
The healthiest snack case is discussed as part of larger study here: ACB and Tan.FOK.pdf
3. Pigeons
In this case, the teacher is using the context of exploring the quantity and kinds of pigeons in the neighborhood to teach about pigeon morphology and its role in classification of species. The unit begins and ends with a class KWL chart. The case explores how incorporation of student everyday experiences and funds of knowledge frame science learning because they shape not only what science students know but how and why they frame it as important.The KWL chart reveals that students learned quite a bit about pigeons and how they are classified, but post unit interviews reveals that students feelings about pigeons do not change and overshadow what they think they have learned and why its important.
Written case materials: Pigeon_ProjectREV.doc
ppt with case information: Culture cases.ppt
Videos for case
Pigeon morphs pigeon morphs copy.mov
Alpha males alpha-male copy.mov
Encephalitis encephalitis copy.mov
Can pigeons be racist? pigeons are racists.mov
Here are the links for the case we are developing about Jazzy:
Jazzy's case: Jazzy case
Assets for Jazzy case: Exploring Jazzy's Science Toolkit

TEPAC2
Teaching
TE955
TE902
TE401--TE955
--TE902
--TE401
Other links
Cases for teacher learning

Home
CV
Teaching for Social Justice
Research
GET City!
*Youth--Youth work
*Learning
--Learning & Participation
Urban Girls Science Practices
TEPAC2
Teaching
TE955
TE902
TE401
Other links
Exploring Jazzy's toolkit
Jazzy's case Cases for teacher learning

Honors
2009 AERA Division G Award for Research Leading to Transformations of Social Contexts
Program of the Year: Michigan Council. Green Energy Technologies in the City (a collaborative program with the Boys and Girls Club of Lansing). April 2008
2004 AERA Division K Award for Exemplary Research (Re/thinking Scientific Literacy, w/ W. M. Roth, NY, NY: Routledge.)

In Press
Calabrese Barton, A. & Tan, Ed. (accepted). We Be Burnin’: Agency, Identity and Science Learning. Journal of the Learning Sciences (accepted Sept 25, 2009).webeburning.FINAL.pdf
Sept, 2009)
2009
Basu, S.J., Calabrese Barton, A., Locke, D. & Clairmont, N. (2009). "Developing a framework for critical physics agency through case study." Cultural Studies in Science Education. 4(2), 345-371.Basu et al.pdf

Articles
In Press
Tan,Calabrese Barton, A. & Tan, Ed. (accepted). We Be Burnin’: Agency, Identity and Science Learning. Journal of the Learning Sciences (accepted Sept 25, 2009).webeburning.FINAL.pdf
Tan, E. & (accepted Sept, 2009).Calabrese Barton, A. & Tan, Ed. (accepted). We Be Burnin’: Agency, Identity and Science Learning. Journal of the Learning Sciences (accepted Sept 25, 2009).2009)
2009
Basu, S.J., Calabrese Barton, A., Locke, D. & Clairmont, N. (2009). "Developing a framework for critical physics agency through case study." Cultural Studies in Science Education. 4(2), 345-371.Basu et al.pdf

Books
York: Routledge. [won the AERA Division K Award for Exemplary Research]
Calabrese Barton, A. (2003). Teaching science for social justice. New York: Teachers College Press.
Calabrese Barton, A. & Osborne, M. D. (Eds.) (2001). Teaching science in diverse settings: Marginalized discourses and classroom practice. New York: Peter Lang.
Articles
In Press
Basu,Tan, E. & Calabrese Barton, A. (accepted). Transforming science learning and student participation in 6th grade science: A case study of an urban minority classroom. Equity & Excellence in Education. (accepted Sept, 2009).Calabrese Barton, A. & Tan, Ed. (accepted). We Be Burnin’: Agency, Identity and Science Learning. Journal of the Learning Sciences (accepted Sept 25, 2009).
2009
Basu, S.J., Calabrese Clairmont, N. (in press).(2009). "Developing a in Science Education BasuEducation. 4(2), 345-371.Basu et al.pdf
Roushias, C., & Calabrese Barton, A. (in press). The Design and Development of a Multimedia Case-Based Environment on Parental Engagement. Journal of Educational Media International.
2008

Research Team
Postdoctoral Associates: Edna Tan, PhD; Shari Rose, PhD
Doctoral Students: Summer Lindzey, Mark Kissling, McLaughlin, Amal IbourkIbourk, Juanita Bautista Guerra
Undergraduate Students: Kirsten Kumpar, Caitlin Brecklin
Current Research Threads
(1) Agency and Student Learning
GET City Urban Girls' Merging Science Practices Counterstory
(2) Teacher Learning
TEPAC2
Teacher Education
(2) Agency and Student Learning
GET City Urban Girls' Merging Science Practices Counterstory
(3) Linking Food and the Environment - LiFE
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References:
(2005). Self-Advocacy For Deaf and Hard of Hearing Students. Hands and voices. Retrieved from http://www.handsandvoices.org/articles/education/advocacy/V8-4_selfAdv.htm.
(2005). The Role of the Interpreter. MEJ Personal Business services, Inc. Global Language Solutions. Retrieved from http://www.mejpbs.com/interpRoll.php
(2000-2009). Key Instructional Principals to use with English-Language Learners. Teacher Vision. Retrieved from http://www.teachervision.fen.com/learning-disabilities/bilingual-education/10261.html?page=1&detoured=1

6. Assistance given to professional
Suggestion one:
support the problem.
Aldersley, Stephen;Least restrictive environment and the courts;National technical institute for the deaf, Rochester institute of technology.problem (Aldersley,N.D).
Suggestion Two:
Provide support to ehlp prepare students and parents for this transition, no matter how difficult it may be for them. Lisa should keep families informed on what is happening, and provide unbiased and honest information to the students and families. Although teacher may be biased, we have learned tat parents want unbiased information, and not be told what to do and how to do it (Seaver, 2009).
This FEP was worked on with Lisa Silva, one of the mentor teachers in Hawaii. She is a teacher of the deaf in an arts integrated mainstream school on Maui. She co-teaches with a teacher who is Deaf. Together they teach students aged three to 12 (grades preschool to fifth) with a variety of hearing losses. The Deaf Education program at this school serves as a resource classroom. Most of the students spend the majority of their day in the Deaf Education classroom, but are pulled out for classes such as, art, drama, music, physical education, and Hawaiian Studies. Lisa and her co-teacher are responsible to teach all core classes (language arts, math, science, social studies).
Resources:
Aldersley, Stephen.Least restrictive environment and the courts;National technical institute for the deaf, Rochester institute of technology.
Seaver, Leeanne. (2009). The Book Of Choice: Support for Parenting A Child Who is Deaf or Hard of Hearing. Hands and voices.

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Dr. Hong Shen, Huazhong University of Science & Technology.
Hong Shen is a Professor of Higher & Comparative Education and of Economic of Education, the Director of the Center for Study on Student Assistance, the Director of the Institute of Economics of Education and the Center for Study on Comparative Education, and Vice Dean of the Graduate School of Education in Huazhong University of Science & Technology (HUST) located in Wuhan, Hubei, China.
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Dr. Phil Altbach, Boston College.

Directions
Dr. Terezinha Nunes, Department of Education, University of Oxford**[i]**, is available from 11/23/09 until 12/13/09 to answer questions and share ideas concerning her research with Peter Bryant, Daniel Bell, Deborah Evans, Diana Burman, and Darcy Hallett and its implications for parents of children who are deaf/hard of hearing, their teachers and other professionals who work with them. In order to facilitate a discussion of their work, Dr. Nunes has written a brief summary (see below) of the longer article published in the Journal of Deaf Studies and Deaf Education. To discuss your questions, comments and suggestions with Dr. Nunes please:
of the page. Dr.pageDr. Nunes will
If you would like to receive a notification of new posts to this discussion board, please “click” on the “notify me” tab that is at the top of this page. (You must "Sign In" to see the "notify me" tab. If you do not have a username/password, please click on "Join" to establish them.) If you need assistance in using this wiki space, please “click” on the “Directions & Help” link that you will find at the top of the left hand menu bar. Once the designated time period for this research topic has been completed, the research summary and related discussion will be moved from the “Current” to the “Past” topical discussions, as noted on the left hand menu bar.
Abstract

Future Topical Discussions:
11/23/0912/14/09 through 12/13/2009:Nunes, T., Bryant, P., Burman, D., Bell, D., Evans, D., & Hallett, D. Deaf Children's Informal Knowledge of Multiplicative
Reasoning. Journal of Deaf Studies and Deaf Education, Spring 2009; 14(2), 260-277.Abstract:Multiplicative reasoning is required in different contexts in mathematics: it is necessary to understand the concept of multipart units, involved in learning place value and measurement, and also to solve multiplication and division problems. Measures of hearing children's multiplicative reasoning at school entry are reliable and specific predictors of their mathematics achievement in school. An analysis of deaf children's informal multiplicative reasoning showed that deaf children under-perform in comparison to the hearing cohorts in their first two years of school. However, a brief training study, which significantly improved their success on these problems, suggested that this may be a performance, rather than a competence difference. Thus, it is possible and desirable to promote deaf children's multiplicative reasoning when they start school so that they are provided with a more solid basis for learning mathematics.01/04/2010: