Title: Office of Educational Research bulletin
Full Citation
Permanent Link: http://ufdc.ufl.edu/UF00088878/00063
 Material Information
Title: Office of Educational Research bulletin
Physical Description: Serial
Language: English
Creator: Office of Educational Research, University of Florida
Publisher: Office of Educational Research, University of Florida
Place of Publication: Gainesville, Fla.
Publication Date: January 2011
 Record Information
Bibliographic ID: UF00088878
Volume ID: VID00063
Source Institution: University of Florida
Holding Location: University of Florida
Rights Management: All rights reserved by the source institution and holding location.

Full Text

SCollege of Education

Office of Educational Research
January 2011

Office of Educational Research Bulletin (ORB)

News & Notes

January is full of OER-sponsored events!
Please mark your calendars...

Irving & Rose Fien Endowed
Professor Presentation

Dr. Mary Brownell
Dr Brownell is Professor of Special
Education as well as the Irving and Rose
Fien Endowed Professor and Director of
the National Comprehensive Center to
Improve Policy and Practice in Special
Education Professional Development.

Day: Wednesday, January 12
Time: 1:00-3:00pm
Location: Terrace Room
Title: Improving Teacher Quality for
Struggling Readers: Is Professional
Development a Viable Strategy?

Abstract: The role that teachers play in
improving student achievement is
undeniable. As such, many scholars and

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policymakers believe that professional
development is essential for improving
the quality of the teacher workforce. In
this presentation, Dr. Brownell
summarizes what she and her
colleagues have learned about effective
professional development for teachers
in Reading First Schools and for special
education teachers working in Florida,
California, and Colorado. Additionally,
she discusses findings from her research
in light of the larger research base on
professional development in reading.

Refreshments will be provided.

Please RSVP to Rosie Warner
(rwarner@coe.ufl.edu) by January 10

Lesson Study Research

Presenters: Dr. Cirecie West-
Olatunji and Dr. Linda Behar-

Day: Monday, January 24
Time: 11:30am-1:30pm
Location: Terrace Room

Drs. West-Olatunji and Behar-
Horenstein will introduce the audience
to lesson-study and discuss training
modules available through the FLDOE.

Lesson study is an approach to
reflective teaching that uses
collaborative dialogue to engage
teachers in a collective examination of
their classroom practices. Borrowing
from this Japanese traditional method of
practitioner-driven inquiry, educators in
the U.S. are increasingly interested in
lesson study because of its inherent
focus on teachers as researchers. In the
U.S., lesson is primarily used in
elementary and middle schools with a
focus on mathematics and science. Use
of lesson study by Japanese educators
can be traced back to the early 1900s.

To date, they have published two
articles on this topic:

West-Olatunji, C., Behar-Horenstein, L.,
Rant, J. A., & Cohen-Phillips, L. (2008).
Researcher/practitioner on-line collegial
learning circle: revision-ing early
childhood educator training. Journal of
Negro Education, 77, 27-38.

West-Olatunji, C., Behar-Horenstein, L.,
& Rant, J. A. (2008). Use of lesson study
for teacher inquiry to enhance
multicultural competence in early
childhood education. Journal of
Research in Childhood Education, 23,

The latter features research conducted at
Baby Gator.

For additional information about lesson-
study research, visit the following
Florida Department of Education


Lunch and refreshments will be provided.

Please RSVP to Rosie Warner
(rwarner@coe.ufl.edu) by January 21.

B.O. Smith Professor Presentation

Dr. Cynthia Griffin
Dr. Griffin is Professor of Special
Education and B.O. Smith Professor for

Day: Thursday, January 27
Time: 11:30am-1:00pm
Location: Terrace Room

Title: Beginning Teachers' Mathematics
Discourse in Inclusive Elementary

Abstract: Widespread support exists for
teaching mathematics through active
classroom discourse. Yet, research
conducted in these reform-based
mathematics classrooms indicates that
students with learning disabilities (LD)
assume passive roles and may not
receive the intended benefits of peer-
mediated mathematics activities. To
examine the nature of classroom
discourse with an emphasis on the
learning of students with LD, Walshaw
and Anthony's (2008) notion of
mathematics classroom discourse as
nested activity systems was used to
frame the study. We observed two
beginning teachers (one teaching third

ORB January 2011 2

grade and the other, fourth grade) over
four months, during twelve
mathematics lessons. Formative
assessment data were collected as well
as results from the state's accountability
measure for the lowest performing
students in these two classrooms. Exit
interviews with teachers were also
conducted to clarify and expand
findings from our observations. Results
suggest similarities and differences
between teachers in the amount of time
spent using various discourse activities,
as well as differences in student
performance favoring one class over the
other. Results of this descriptive study
have implications for the 1) design of
observation instruments used in
inclusive elementary mathematics
classrooms, 2) systematic analysis of
videotaped observation data, 3)
identification of appropriate student
outcome measures, and 4) professional
development of mathematics teachers
serving heterogeneous groups of
elementary students.

Lunch and refreshments will be provided.

Please RSVP to Rosie Warner
(rwarner@coe.ufl.edu) by January 25.

Please save the date for the following
February 2011 event:

David Lawrence Endowed
Professor Presentation

Dr. Patricia Snyder
Dr Snyder is Professor of Special
Education as well as the David
Lawrence Endowed Professor and
Founding Director of the Center for
Excellence in Early Childhood Studies.

Day: Thursday, February 10
Time: 2:00-4:00pm
Location: Terrace Room

Best wishes to Regina Bussing
(Psychiatry), Joseph Gagnon (School of
Special Education, School Psychology
and Early Childhood Studies) and
Mirka Koro-Ljungberg (School of
Human Development and
Organizational Studies in Education) for
their proposal to the National Institutes
of Health/NIMH; Paul Sindelar (School
of Special Education, School Psychology
and Early Childhood Studies) for his
submission to the US Department of
Education/OSEP/OSERS; Timothy
Jacobbe (School of Teaching and
Learning) for his proposal to the
National Science Foundation, and to
Catherine Emihovich (Dean's Area) and
Diane Archer-Banks (Dean's Area) for
their submission to the US Department
of Education/OPE.

For more details about these proposals
see the tables on the next page.

Ana & John

ORB January 2011 3

College of Education Submitted Projects December 2010

Principal Investigator: Regina Bussing Co-PI: Joseph Gagnon, Mirka Koro-Ljungberg
Funding Agency: National Institutes of Health/NIHM
Proposal Title: Enhancing treatment for incarcerated youth with ADHD and risk of
academic failure
Requested Amount: $229,877.00

Principal Investigator: Paul Sindelar Co-PI: N/A
Funding Agency: US Department of Education/OSEP/OSERS
Proposal Title: Special Education Policy Analysis Consortium
Requested Amount: $2,719,164.00

Principal Investigator: Timothy Jacobbe Co-PI: N/A
Funding Agency: National Science Foundation
Proposal Title: LOCUS: Levels of Conceptual Understanding in Statistics
Requested Amount: $2,843,760.00

Principal Investigator: Catherine Emihovich Co-PI: Diane Archer-Banks
Funding Agency: US Department of Education/OPE
Proposal Title: Alliance EXCEL: Promoting Low-Income Urban High School Students'
College Access and Success
Requested Amount: 229,851.00

ORB January 2011 4

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