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Letter from the Dean
Table of Contents
1906, 6 2006
COLLEGE OF EDUCATION
UNIVERSITY OF FLORIDA
., A. .
S UNIVERSITY of
College of Education
COMMUNITY ScuoOLS FAMILY DIVERSITY
Hilton Bayfront Hotel
November 2-4, 2006
St. Petersburg, Florida
I THROUGH PARTNERSHIPS
Successful efforts for Closing the Achievement Gap require the collaboration of
policy makers, educators, health care providers, families and community groups.
Schools cannot close this gap alone. As we focus on the cognitive skills of literacy
and numeracy, so too should we focus on non-cognitive issues surrounding the
growth and education of children, such as
health, housing, family and early-childhood O I
preparation. In commemoration of its l
research, teaching and community
outreach focused on children's achievement, .
the College of Education announces this ,.
conference as the culminating event of ...
its year-long centennial celebration.
Educational policy makers and
administrators, teacher educators,
educational researchers, economists,
mental health care and social science
professionals, educators, school
counselors and psychologists.
B-- ~- --
-~_3 ~ i
For more information visit www.doce-conferences.ufl.edu/gap
COLLEGE OF EDUCATION
UNIVERSITY OF FLORIDA
Centennial edition celebrates rich heritage,
prompts pondering of future challenges
The long awaited Centennial edition of Education Times is finally out, and I
think most readers will find it well worth waiting for. The inclusion of the
"College of Education: Our First Century" insert is a wonderful guide to the
rich array of accomplishments, achievements and highlights this college has
experienced over the last 100 years.
Even after serving as dean for four years now, I am still amazed to see the
wealth of talent evident in all the faculty and student research projects and
grants currently underway, the number of awards given, and significant honors
received during the past year. Equally impressive is the generous support we
have received from our alumni and former faculty, especially when this support
is linked to advancing one key mission of the college to engage in scholarship
that benefits the public good. The magnificent gift pledged by William and
Robbie Hedges (see page 6) to support research on "slow learners" is an excel-
lent example of the creative synergy that can be developed between a donor and
the college, with mutual benefit to both. As a guest columnist, Dr. Hedges talks
about his commitment to learning and how he hopes gifts like theirs can make a
difference in the lives of students whose abilities are often overlooked.
As we wind down this centennial year, the culminating event will be a
national conference Nov. 2-4 in St. Petersburg. The theme of the conference
is "Closing the Achievement Gap through Partnerships," and it highlights the
broad array of scholarship in our college, across campus, and by faculty and stu-
dents at other state and national universities intended to address one of the most
critical challenges facing this nation -ensuring that all children have an equal
opportunity to learn and achieve their best. This topic takes on added urgency
given recent national data that show the income gap between those well-off and
our poorest citizens is widening at an alarming rate, especially among our most
diverse learners. In both urban and rural areas, parents and teachers struggle
to find the resources to ensure these students have what they need to become
successful learners. The College of Education is deeply committed to working
closely with concerned citizens, families, schools, communities, business leaders
and state legislators to create successful outcomes for these children, who will
in turn emerge as the next generation of leaders. As the College begins its next
century, this may be the most important legacy we leave behind.
UFT W UNIVERSITY of
College of Education
Couple commits nearly $2 million
to help marginal learners
William and Robbie Hedges, both former teachers,
have made the second largest gift in college history to
support research to help slow learning students get the
extra attention they need.
Science for Life
The College of Education will play a leading role
in UF's $4 million science education initiative.
Women at the College of Education
At least 16 College of Education alumnae and women
faculty are recognized for their accomplishments in
"Women at the University of Florida," which chronicles
the history of women at UF.
Why are boys falling behind girls in school? 9 1
A UF-led international study is yielding insights that may
explain why girls are now the high performers in school.
A BOOST for early child education
UF has created a$1.5 million endowed professorship
in early childhood education, named after former
Miami Herald publisher and early-child development
advocate David Lawrence.
on the covers
FRONT Archive photos depict the college's early years... Top left,
the PK. Yonge laboratory school library; top right, Summer School
education students in 1911; bottom, Dedication Day in 1934 for the
building later named Norman Hall, home of the College of Education.
BACK: Top left, Peabody Hall, home of the UF Teachers College,
in 1916; bottom, three students from the UF Normal School the
predecessor of the College of Education were among the 14
members of the modem university's first graduation class in 1906,
nine of whom are pictured here.
2 I Fall-Winter 2006
The mission of the -- of Education is to prepare
exemplary practitioners and scholars; to generate, use
and disseminate knowledge about teaching, learning and
human development; and to collaborate with others to
solve critical educational and human problems in a diverse
Editor/Director of News & Publications
Larry O. Lansford, APR
Chan Tran, student intern
Desiree Pena, student intern
Anwen Norman, student intern
Design & Production
kno limit designs
Associate Director of Development
and Alumni Affairs
Coordinator of Alumni Affairs
Education Alumni Council
Board of Directors
Jim Bradenburg (BAE'71, MEd '72, EdS '91),
Joanne Roberts (MEd '74), Gainesville
Amalia Alvarez (BAE '68), Gainesville
Marjorie Augenblick-Soffer (BAE '94, MEd *'
Gerald Bacoats (MEd '78), Melrose
John Carvelli(MEd i. Port St. Lucie
Marci Klein (BAE '93, MEd I Ft. Lauderdale
Aimee Pricher (BAE Gainesville
Lydia Maria Sorli (BAE '85), Gainesville
David Shelnutt (MEd '98, EdS I. Gainesville
Jack Taylor (MEd '65, DED '78), Clearwater
EducationTimes is published by the University
of Florida College of Education for its alumni,
friends and stakeholders. Please send all
correspondence to Editor, EducationTimes,
PO Box 117044, UF College of Education,
Gainesville, FL 32611-7044; or to firstname.lastname@example.org.
www. education, ufl. edu
New dean's staff aims high as college reaches century mark
As the UF College of Education celebrates
its 100th year of preparing teachers, counselors,
school administrators and other educators for their
life's work, several new academic leaders and top
administrators are on hand to help Dean Catherine
Emihovich guide the college's efforts to reach the
top tier of American education schools.
The college, which held its first classes in 1906,
currently ranks 35th in the US. News and World
Report rankings of the nation's top graduate educa-
tion schools- 22nd among public education schools
of the elite Association of American Universities.
Emihovich, UF's education dean since 2002,
has been assembling a staff she thinks can help
the college develop nationally reputed academic
programs and attract eminent faculty and top
students worldwide. Her new "cabinet" includes a
new associate dean for research, two new academic
department chairs, and new directors for programs
in graduate studies and a novel university-schools
Here are brief profiles of five new College of
Education leaders appointed during 2005-06:
P.K. Yonge chorus performs in Carnegie Hall
An invitation to perform in prestigious Carnegie Hall would thrill just about
any well-known musician. Imagine the excitement to be asked to sing on the world-
renowned stage as a high school student from Gainesville, Fla.
This spring, members of instructor Sherwin Mackintosh's vocal ensemble at
PK. Yonge Developmental Research Schooljoined other choruses from through-
out North America in the world premier of Paul Basler's Missa brevis at New York's
Carnegie Hall. PK. Yonge is the laboratory school of the UF College of Education.
The students traveled to New York City in early May to spend five days and four
nights rehearsing for the performance, which was conducted by Russell Robinson,
UF professor of music, and accompanied by the New England Symphonic Ensem-
ble. The chorus worked on several fund-raising activities to help cover trip expenses.
PK. Yonge chorus members rehearsed long and hard
for their triumphant gig last spring at Carnegie Hall.
New Associate Dean
New Academic Directors
Professor and Associate
Dean for Research
Sindelar assumes the new post of as-
sociate dean for research after five years
as co-director of the Center on Personnel
Studies in Special Education (COPSSE).
He and his new Office of Education
Research staff support college faculty in
their efforts to obtain external funding for
research and training initiatives. Sindelar
previously headed the college's Center
for School Improvement for five years
and was chair of special education from
1988-1996. In his 17-year UF career, he
has brought into the College of Education
more than $11 million in external funding.
"Improving the research culture is a
high priority," Sindelar said, "and every-
one here understands the importance
of bringing in external funding for the
research. Myjob is to put the infrastruc-
ture in place to move the college forward
on both fronts."
Linda Serra Hagedorn
Professor and Chair Dept. of
Educational Administration and Policy
Hagedorn is the former associate direc-
tor of the Center for Higher Education
Policy Analysis at the Rossier School of
Education at the University of South-
ern California, and also co-directed the
Higher Education/Community College
Leadership concentration of the Ed.D.
program. She has written numerous
articles on community college student
success, equity issues and college retention
of underrepresented student groups, and
is the vice president of the postsecondary
education division of the American Edu-
cational Research Association (AERA).
"Our department has changed its
name to Educational Administration
and Policy, so the new name and the
new chair will usher in many changes,"
Associate Professor and Chair
Dept. of Educational Psychology
Mark Shermis, professor in educational
and psychological studies and associate
dean of research at Florida Interna-
tional University, is the newest appointee,
becoming chair of UF's Department of
Educational Psychology thisJuly. He is
a licensed psychologist in several states,
His research interests are in the
intersection of measurement and technol-
ogy. He has been involved in studies on
automated essay scoring for the past eight
years and co-edited a book on that topic
in 2003. Shermis is currently working on
a textbook entitled Classroom and School
Assessment: Instruction, Curriculum, and Policy.
He has a Ph.D. in educational psychology
from the University of Michigan.
Associate Professor and Director,
Office of Graduate Studies
Adams, associate professor and former
graduate coordinator in teaching and
learning, is the founding director of the
new Office of Graduate Studies in educa-
tion. She works closely with the associate
dean for research, department chairs,
graduate coordinators, faculty and staff to
enhance the quality of graduate teaching
and research in the college. She also assists
in recruiting and mentoring strong gradu-
ate students as the college heightens its
emphasis on graduate education.
"One of my primary goals is to
promote graduate education so we grow
with the overall university goal to increase
graduate enrollment," Adams said. "We
are looking to improve every facet of
graduate education in the college."
Professor and Director UFAlliance
Oliver, a veteran university and public
schools administrator and a scholar in
urban and multicultural education, is the
new head of the UF Alliance, a school-im-
provement partnership involving UF and
six under-resourced urban high schools
across Florida. He most recently was as-
sistant superintendent for high school edu-
cation in the Virginia Beach City Public
Schools. Oliver also has held faculty and
administrative posts at several universities,
including the Ewing Kauffman endowed
chair at the University of Missouri-Kansas
City, and dean and professor at Washing-
ton State University.
Even the sky is
no limit for PKY
Third- through fifth-grade
science classes at P.K. Yonge
School, UF's nearby labora-
tory school, have a hotline to
the national space agency that's
opening a new frontier of space
study for the students.
The students are participat-
ing in a NASA-sponsored "Sky
Calls" education program in
which, once their parents sign
a permission form, they receive
a telephone reminder to go
outside and look up whenever
something interesting in the
solar system is happening. Stu-
dents conceivably could observe
anything from a meteor shower
or highly visible constellation to
an earth-buzzing asteroid or a
4 I Fall-Winter 2006
Educationlimes 1 5
Couple donates nearly $2 million to help marginal learners in school
By Larry Lansford
Throughout their teaching careers that began after
World War II, William and Robbie Hedges noticed how
little help was available for normal but slightly slower-
learning students at their schools. Now, the Hedges are
committing nearly $2 million to the UF College of Edu-
cation to help marginal students in modern-day schools
get the extra attention they need.
Their $1.93 million contribution is the second largest
ever made to the college.
The gift from the retired Gainesville couple was
made in the form of a charitable remainder trust that
establishes The William D. and Robbie E Hedges
Research Fund. The Hedgeses funded the trust through
the sale of family-owned real estate. The trust will sup-
port sorely needed studies to develop better teaching
methods and curriculum materials for students who fall
behind, become discouraged and tend to drop out of
school before graduation.
"We've seen a lot of federal dollars come down the
pike for mentally challenged and gifted student pro-
S grams, and the average students tend to get alongjust
fine. However, about one in seven are nice, normal kids,
but they are marginal learners. I call them invisible kids
r because they've fallen through the cracks and don't get
Sthe attention they need to learn," said William (Bill)
Hedges, who spent the final 20 years of his half-century
teaching career on the UF education faculty until retir-
ing as professor emeritus in 1991. "We hope in some
small way to generate more attention and research that
yields a more pleasant and productive experience for
this frequently overlooked and neglected segment of
our school population."
For the Hedgeses, the trust guarantees them an im-
mediate estate tax deduction and lifelong security with
an annual income for them and their two grown sons.
After their deaths, the remainder of the trust will pass
to the UF education college.
'At each school we taught, Bill and I had some really
fine young people in our classes who had fallen just a
little behind the learning curve," said Robbie Hedges,
who gave up teaching to raise their two sons and work
as a volunteer for the Shands at UF medical center
auxiliary after they moved to Gainesville in 1971 for her
husband's new UF faculty appointment. "In the smaller
schools we could do a great deal of individual work
with the students and help them. But our schools have
kept getting larger and those marginal learners tend to
Bill and Robbie Hedges are former high school
teachers. Bill, a World War II veteran, taught math and
science while Robbie taught history and business educa-
tion. They met and started dating in 1948 while both
were teaching in North Arkansas. "We had nine dates
over two months and got married. We knew right away
it was meant to be," Bill said.
Donation by William and Robbie Hedges, above, was the second largest gift ever made
to the College of Education.
UF President Bernie Machen, left, and Education Dean
Catherine Emihovich, right, pose with Robbie and
He soon complemented his bachelor's degree
in electrical engineering from the University of
Oklahoma with master's and doctorate degrees in
education from Peabody College of Vanderbilt Uni-
versity. He served as principal of three high schools
and was a teacher-education adviser to South Korea
after the Korean War. He was a member of the
education faculties at the universities of Virginia and
Missouri before serving as chairman of childhood
education at UF from 1971-75. Except for a year as
a Fulbright Lecturer at Chungnam National Uni-
versity in Taejon, South Korea in 1986-87, his final
15 years at UF were in the college's department of
education leadership. He authored more than 150
articles and three books.
Robbie Hedges received her bachelor's in his-
tory in 1946 from Northeastern State College in
Tahlequah, Okla., and did graduate studies in edu-
cation at Missouri and Virginia. She taught at high
schools in Arkansas and Kansas and was a cultural
enrichment teacher for the St. Louis City Schools
before moving to Florida.
"This gift is a wonderful testament to the Hedges'
belief that all children need specialized attention to
their learning needs if they are to succeed in school
and society," said Catherine Emihovich, dean of the
College of Education. "Their contribution will fund
research that can make a significant difference in
these children's lives. I also appreciate the Hedges'
strong commitment to helping the College of Edu-
cation become nationally known for addressing the
needs of at-risk learners."
Please see our Viewpoint column on page 16, where guest
columnist William Hedges shares his views on how the 'Wo
Child Left Behind" legislation is marginal learners.
New master's program stresses
special-ed reading instruction
By Chan Tran
With $800,000 in new funding from the Florida Department of Education,
the UF College of Education is launching a program to help middle and high
school teachers earn a master's degree in special education and boost expertise in
literacy instruction, especially for students with reading and learning disabilities.
Project PRESS, Preparing Reading Endorsed Secondary Special Educa-
tors, will provide practicing middle and high school teachers the opportunity to
pursue a master's degree in special education with coursework that could lead
to a reading endorsement by the state. Professor Mary Brownell and Assistant
Scholar Anne Bishop, both from the Department of Special Education, and
Associate Professor Zhihui Fang, of the college's School of Teaching and Learn-
!!.. are the principal investigators.
The project will recruit secondary teachers mainly from the 13 school dis-
tricts in Northeast Florida. Two groups of 20 teachers from culturally and lin-
guistically diverse backgrounds will participate on a two-year cycle. The teachers
will complete 36 hours of course credits and related on-the-job experiences that
lead to a master's degree in special education with an emphasis in reading.
"There has been a huge shortage of special education teachers for more than
30 years, especially those with reading expertise," Brownell said.
Project PRESS features evidence-based teaching methods in both special
education and reading education. It will help contribute to the supply of highly
qualified middle and high school special education teachers and ensure that
teachers have the skills and knowledge to meet the academic literacy needs of
students with learning disabilities and those from culturally diverse backgrounds.
"Many special education teachers are prepared broadly, and we found that
they were not sufficiently prepared to meet the literacy needs of their students,"
Brownell said. "We are tightening up the type of preparation teachers typically
receive to create a heavier focus on literacy for adolescents."
Teachers who complete UF's new master's program in special-ed reading
instruction will have the skills and knowledge to meet the academic literacy
needs of all schoolchildren. EducationTimes 7
Education 1Tmes | 7
6 I Fall-Winter 2006
SC? NC- fOR L?-FC
College will play a leading role in UF's
$4 million science education initiative
By Larry Lansford
Bolstered by a $1.5 million grant from the Howard
Hughes Medical Institute (HHMI), the College of
Education will team with nearly 50 UF academic
departments in 10 colleges in an ambitious effort to close
the critical gap in science education, starting with UF's
own student body.
With the university and other sources contributing more
than $2 million in matching funds, the total investment in the
Science For Life initiative will approach nearly $4 million.
Plans call for creating a new interdisciplinary science teach-
ing laboratory, undergraduate opportunities for authentic
research experiences and several innovative new courses.
"The HHMI award will bring together early under-
graduates, graduate students, postdoctoral fellows and
faculty members campuswide to teach and learn from
each other in a way no other facility in the state does ..! ,"
said Randy Duran, the grant's lead researcher and an as-
sociate professor of chemistry in UF's College of Liberal
Arts and Sciences. "UF has a very talented freshman class,
and we want to make stimulating opportunities available to
Education Dean Catherine Emihovich, who will lead
a teaching mentorship program for postdoctoral research
fellows funded by the Hughes award, said the overarching
theme of Science For Life is to recruit and support future
scientists, but it's not the only objective.
"Science For Life will strengthen the science base for
society and the next generation of voters who will be
determining pressing societal issues requiring a sound
background in science and math, such as cloning and stem
cell research," Emihovich said. "More and more, biologi-
cal discoveries are emerging from interactions with other
disciplines such as chemistry, mathematics and computer
science, but undergraduate biology education is having a
hard time keeping up."
The university will use the grant money to create the
HHMI Undergraduate Core Laboratory at UF's Health
Science Center. The 2,000-square-foot facility will be devot-
ed to cross-disciplinary teaching and laboratory work. Fu-
ture plans call for building another core lab in the College
of Education's Norman Hall for the teaching component.
UF hopes to fund 70 to 100 freshman research awards
annually. An extramural program will send more expe-
rienced undergraduates to Scripps Florida biomedical
research institute in Jupiter and some of the outstanding
life science labs in Europe to further their education.
Education faculty will be among some 150 faculty
Science-education Assistant Professor Troy Sadler right, teaching in his class on integrating math and science,
will help promote science teaching as an exciting profession to some of UF's most talented students.
from 49 UF academic departments involved in Science For
Life. COE faculty also will be able to compete for at least
25 HHMI term professorships (committed to mentoring
undergraduate students in research and science), each worth
$10,000 over a two-year period.
Tom Dana, chair of the college's School of Teaching and
L. ... !;_ i. sits on the program's campuswide faculty advisory
Troy Sadler, assistant professor in teaching and 1 ...1 '!;_.
will lead some of the science education initiatives and help
develop the curriculum aimed at effecting a fundamental
change in the teaching of the life sciences to undergradu-
ates at UF He also will develop a new graduate level course
in College Science Teaching and Mentoring, specifically
designed for students pursuing graduate degrees in the sci-
ences. The course will be taught by COE faculty from the
science education program and cross-listed in life sciences
A new science education minor program also will be
developed to help resolve the critical shortage of qualified
"The science-ed minor program represents a new model
for science teacher preparation at UE We hope to promote
science teaching as a viable and exciting profession to some
of UF's most talented students," Sadler said. "Even students
who choose not to become classroom teachers will become
better prepared to assume their de facto roles as science
Linda Behar-Horenstein and Luis Ponjuan, both COE
faculty members in educational administration and policy,
will evaluate the effectiveness of each HHMI program
component and disseminate their findings at national and
international conferences and in professional journals and
An outreach component, called Science For Life Alli-
ance, reaches out into the high schools and middle schools to
engage and prepare future science majors and to strengthen
science teaching through professional development activities
with their teachers. The program builds on the College of
Education's existing partnerships- through its UF Alli-
ance program- with underserved inner-city high schools
inJacksonville, Orlando and Miami and will include annual,
weeklong summer institutes for participating teachers.
UF Science For Life faculty are working with the biotech
industry to update UF Alliance school science laboratories,
and curricular materials developed by the partnering UF
Alliance teachers will be disseminated through the Florida
Association of Science Teachers and other meetings.
The Howard Hughes Medical Institute- the nation's
largest private supporter of science education- awarded
grants to 50 universities totaling $86.4 million. UF is one of
six universities to receive the grant for the first time out of
Gov. Bush enlists UF Lastinger
Center for family literacy study
The team of literacy experts that Gov.Jeb Bush has as-
sembled for his initiative to help Florida children and their
parents improve their reading skills has a new player- the
UF Lastinger Center for Learning.
The Governor's Family Literacy Initiative has enlisted the
Lastinger Center, part of the UF
College of Education, to evalu-
ate two of the program's most
effective family-literacy pro-
grams. Holly Lane, UF associate
professor in special education,
and her doctoral student Tyran
Wright, have been visiting the
sites regularly over the past year,
making first-hand observations
to pinpoint exactly what they
are doing that makes them so
effective. The knowledge they
gain will help them develop a
model for family literacy pro-
grams across the state based on
those best teaching practices.
The two 1., I -practice" pilot The Family Literacy Initiative is one of
several UF literacy education programs.
sites for the study are in
Above, a UF teaching student intern
Apopka, near Orlando, and reads with a first-grader at the PK. Yonge
Immokalee in Collier County in K 12 laboratory school.
south Florida, considered two of
the most successful family literacy programs in the state.
'A key part of our involvement in Gov. Bush's literacy
initiative is our traditional focus on involving the family in the
child's learning experience," said Don Pemberton, director of
the Lastinger Center. "We all want to make literacy a family
value in their communities."
Bush and a cadre of Florida literacy experts launched the
Governor's Family Literacy Initiative in 1999 to help parents
become better qualified to succeed in the workforce, while
helping their children become better prepared for school.
More than half of the participants in the statewide program
speak a language other than English as their primary lan-
guage, and only one in every four participating parents speak
English in their homes.
"The Lastinger Center brings credible experience to the
literacy initiative in the special development of teachers," said
Liza McFadden, president of the Tallahassee-based Volunteer
Florida Foundation, which manages the Governor's Family
Literacy Initiative. "We not only need to look at the best teach-
ing practices between teachers and children, but we need to
get our teachers talking to each other to improve the literacy
of entire families."
EducationTimes I 9
8 | Fall-Wintle
Congratulations to Class of 2006!
Centennial year graduates
are in class all their own
Every graduating class forges its own
legacy, but the College of Education
Class of 2006 holds a special place in
the history of both the university and
With the spring 2006 graduation cer-
emonies, UF marked 100 years of com-
mencements. This year, the College of
Education also celebrates 100 years of
preparing teachers, counselors, admin-
istrators, college professors and school
psychologists for roles in education.
It was May 30, 1906, when members
of UF's first graduating class received
their diplomas. Three students from the
UF Normal School the predecessor of
the College of Education- were among the 14 gradu-
ates at that inaugural graduation ceremony.
Nearly a century later, on May 7, 2006, some 328
education students joined those first 14 as UF alumni.
About 200 donned cap and gown and "-. .... the walk"
across stage at UF's Stephen C. O'Connell Center to
receive their diplomas. The college's Centennial Class
of 2006 included 139 bachelor's degree recipients and
189 advanced-degree graduates, from all five College
of Education academic units.
The graduates- plus some 1,000 family mem-
bers, friends, faculty members and dignitaries- were
treated to remarks by Cynthia Tucker, nationally syn-
dicated op-ed columnist and the editorial page editor
of TheAtlantaJournal-Constitution. Tucker acknowledged
the key role many educators played in her family life,
and emphasized the need to have high-quality teachers
in our most challenged schools.
New 2006 education graduates had plenty to smile about as members of the
centennial year class.
Education Dean Catherine Emihovich presented
the education student and faculty awards, along with
Distinguished Educator Awards to five public-school
teachers and administrators from around the state.
Local community leader Portia Taylor, vice presi-
dent for student affairs at Santa Fe Community Col-
lege, received the College of Education alumni achieve-
ment award for her leadership, service and accomplish-
ments both professionally and in her community.
Among the outstanding student award winners was
Jessica Klahr, a senior in elementary education, who
was inducted into the University of Florida Hall of
Fame for her many contributions and services to the
university and community.
As Dean Emihovich reminded the new graduates
in closing the ceremony, "There will always be just one
centennial class. Congratulations to members of the
College of Education Centennial Class of 2006."
University recognizes state's
Five teachers, principals and administrators from public
school districts throughout the state were honored by the
University of Florida as Distinguished Educators at the
College of Education's spring 2006 commencement.
The five honorees were each chosen by their districts
to represent their counties for this twice-yearly award to
recognize outstanding building-level educators for their
commitment to the profession.
The 2006 Distinguished Educators are:
Julia Burnett, Highlands County, is a literacy cur-
riculum resource teacher at Lake Placid Middle School. She
was the 2005 Highlands County Teacher of the Year and
was the first National Board Certified teacher at Lake Placid.
Lynn Carrier, Miami-Dade County Public Schools
Teacher of the Year for 2007, teaches in a third-grade inclu-
sion classroom at Gulfstream Elementary School. She also is
National Board Certified.
Marilyn Lentine, Escambia County, is a third-
grade teacher at Hellen Caro Elementary School. She is her
district's 2007 Teacher of the Year. She recently took part
in a U.S. Department of Education roundtable discussion
on Hurricane Katrina, which had a dramatic impact on
hundreds of Escambia County schoolchildren.
Sherry McIlwain, Lake County, has been a teacher,
dean, assistant principal and, for the past nine years, prin-
cipal of Seminole Springs Elementary School. Hers is the
only school in Lake County to earn a state grade of 'A' for
the past six years.
LuAnne E Williams, Baker County, is principal
of Macclenny Elementary School. After completing her
undergraduate studies in early childhood education at UF,
she taught kindergarten at Macclenny for 12 years before
promotions to assistant principal and her current post as
Receiving the honor at UF's fall 2005 commencement
Mindy Marie Myers, Collier County, a first-grade
teacher at Avalon Elementary School;
Kelly Tyler, Citrus County, principal of Lecanto High
Rosemarie Shaeffer, Hernando County, a pro-
gram staffing specialist for the Hernando County School
Jacquelyn H. Cornelius, Duval County, principal
of Douglas Anderson School of the Arts;
Sarah Mott White, Indian River County, the
Project CHILD intermediate writing teacher at Glendale
Elementary School in Indian River County. She holds
bachelor's and master's degrees in elementary education
The 2006 UF E :'i ... :.'-..: Educators are, from left: LuAnne Williams, Lynn Carrier Sherry Mcllwain, Julia Burnett and Marilyn Lentine.
EducationTimes I 11
Happy 100th to us!
Times columnist David Brooks
helps COE kick off 100th anniversary
New York Times op-ed columnist and best-sell-
ing author David Brooks, a regular analyst and
commentator on National Public Radio and PBS
television's NewsHour withJim Lehrer, helped the Col-
lege of Education launch its yearlong Centennial
Celebration, serving as featured speaker for a lec-
ture and panel discussionJan. 24 at UF's Emerson
Brooks mixed humor and social commentary
in his half-hour talk on "Education, Class and the
Future of America." More than 300 people packed
the room to hear Brooks expound on some of his
recent Times columns in which he cited a growing
education gap linked to race, poverty and gender
differences. Following his talk, Brooks and a panel
of educators from the College of Education and
local public schools discussed possible solutions to
some of education's most intractable problems.
The panel included: Victor Lopez, principal of
Miami High School; Leanetta McNealy, principal
of Duval Elementary School in Gainesville; Ber-
nard Oliver, professor of educational administration
Women at the College of Education
Women of distinction make their mark in College history
By Desiree Pena
An appearance by NY Times columnist David Brooks
kicked off the college's yearlong Centennial Celebration.
and director of the UF Alliance school-improve-
ment program; Donald Pemberton, director of the
UF Lastinger Center for Learning; Fran Vandiver,
director of PK. Yonge Developmental Research
School (UF's lab school); and Barbara W\ .... II.. .1 .
who occupies the UF David H. Levin Chair in
Family Law and directs the Center on Children
and Families at UF's Levin College of Law.
Brooks has written two books: BoBos in Paradise:
The New Upper Class and How They Got There (pub-
lished in 2000) was a New York Times best-seller; his
most recent book, On Paradise Drive (2004), depicts
suburban life in America.
Brooks' appearance kicked off a yearlong cel-
ebration commemorating the College of Edu-
cation's 100th anniversary of its founding. Other
college Centennial events this year have included
a three-part Fien Lecture Series, Back-to-College
Weekend events, a Gator basketball game half-time
event and the Scholarship of Engagement Ban-
quet in April. Also planned later this year is a time
capsule burial, a national conference Nov. 2-4 in
St. Petersburg on "Closing the Achievement Gap
Through Partnerships," and other festivities.
During the yearlong celebration of UF's 150th birth-
day in 2003-04, seven authors came together to write
about the history of women at UF in the 284-page
book, "Women at the University of Florida." At least
16 College of Education alumnae and women faculty
are among those recognized for their accomplishments
since UF officially opened its doors to women in 1947.
The college's list of lady luminaries includes a con-
gresswoman, administrators, teachers and published
authors in specialties ranging from nursing to educa-
The book's seven authors- Mary Ann Burg, Kevin
McCarthy, Phyllis Meek, Constance Shehan, Anita
Spring, Nina -N'.. ..i-R.. i.i 1 ._ and Betty Taylor
-had more than 190 years, combined, at UF.
Catherine Emihovich, who in 2002 became the Col-
lege of Education's first woman dean, acknowledged
the importance in recognizing the achievements of
these women and the inspiration they provide.
"Because women were denied admission for so long
to the state's flagship school, it's important to hear their
stories. They help complete the picture
of what it means to create a more equi-
table society," Emihovich said.
The following women of the College
of Education are cited in the book:
In 1966,Johnnie Ruth Clarke
became the first African American to
earn her doctorate in educational ad-
ministration. She later became assistant
dean of academic affairs at St. Peters-
Ann Stuart received a bachelor's degree in educa-
tion from UF in 1958. She eventually was appointed
provost and vice president for academic affairs at Alma
College in Michigan in 1990, becoming the highest-
ranking woman at the college since it opened in 1887.
Margretta Madden Styles graduated in 1958
with a doctorate in education and in 1993 was elected
president of the International Council of Nurses. She
also served as professor and dean at several nursing
Hannelore Wass became a professor at the Col-
lege of Education in 1968. She is the founding editor of
Death Studies and published 10 books before retiring in
Sue Legg completed her doctorate in educational
research, measurement and evaluation in 1978. This
same year she was asked by the Florida Department
of Education to establish specifications for the State
Student Assessment Test II, which became the state's
standardized high school graduation test.
Hattie Bessent, a professor of
education, was one of the first UF Af-
Because women were
denied admission for
so long to the state's
flagship school, it's
important to hear
- Catherine Emihovich
In 1958, Rawlings Hall opened as
a woman's dormitory and sections of
the hall were named after significant
women in Florida's history. Education Professor Kate
Vixon Wofford's name graces third floor north. Wof-
ford was an expert in both elementary and rural educa-
Daphne Duval was a graduate of Florida A&M
University in the 1920s who became a teacher at
Lincoln High School in Gainesville. She enrolled in the
College of Education inJanuary 1959, becoming the
university's first black female student.
Alice McCartha earned a doctorate in education
in 1948 the first doctorate ever awarded to a woman
rican American faculty members hired,
in the early 1970s.
Therese "Terry" Dozier, of
Fairfax, Va., graduated in 1974 as UF's
Outstanding Scholar with a 4.0 grade
point average in social studies and sec-
ondary education at UF She went on
to complete her master's degree while
teaching at Lincoln Middle School and
in 1985 was selected as a Fulbright
scholar to work in China. She was
named the U.S. 1985 National Teacher
of the Year and in 1986 was named Distinguished
Alumna of the University of Florida. She served as
special adviser to the U.S. Secretary of Education from
1993-2001 and currently directs the Center for Teacher
Leadership at Virginia Commonwealth University.
Six College of Education graduates were selected as
UF Alumnae of Distinction in 1997:
Fran Stuart Carlton, who received her Associate
of Arts degree in 1956, was a member of the Florida
House of Representatives from 1976-88. She chaired the
Governor's Task Force on Physical Fitness in 1975 and was
the first female president of the UF Alumni Association.
12 I Fall-Winter 2006
Education~imes 1 13
Gail C. Culverhouse of New York, is a 1969
graduate and is the former president of the Tampa Bay
Buccaneers and owner of C&W Cattle Company.
Catherine Cornelius of Avon Park, Fla., is a
1978 graduate and is currently the president of South
Florida Community College in Avon Park.
Martha McCarthy graduated in 1975, and is
chancellor and professor of education at Indiana
Karen Loveland Thurman, a 1973 graduate,
served as a U.S. congresswoman for Florida District 5
from 1993 to 2002.
Julie Underwood-Young of Miami, Ohio, is a
1984 graduate and served as dean at Miami Univer-
sity's school of education. She is nationally known for
her work as a children's advocate.
UF celebrated 50 years of coed education in 1997 by
honoring 47 UF women of distinction, including seven
COE alumnae. A plaque located near the University
Auditorium commemorates their achievements. The
education graduates recognized were: Catherine P
Cornelius, Gay Culverhouse, Therese Dozier, Marta M.
McCarthy, Margaretta Madden Styles, Karen Thurman
and Julie Underwood-Young.
Present day leaders such as Dean Emihovich recognize
the affinity they share with these women. As she said, "I
owe them a debt of gratitude because it's much easier to
forge a path when you are following in the footsteps of
giants who walked before you."
UF College of Education
5 Centennial Education Career Night, 7 p.m., UF Reitz Union Ballroom
6 UF Homecoming Parade
13 COE Alumni Gainesville Reception
27 COE Alumni Jacksonville Princess Dinner Cruise
29 Norman Hall Halloween Haunted House, 7-11 p.m., Norman Hall
November 2-4 COE Centennial Conference
Closing the Achievement Gap Through Partnerships
St. Petersburg, Fla., 7-9 p.m., Register now! www.doce-conference.ufl.edu/gap
2 EduGator Gathering for alumni conference attendees
14 Retired Faculty Reception
17 Grand Guard, UF 50-year Reunion
COE Grand Guard Luncheon
UF Digital Worlds Institute at Norman Hall
January 2007 8
College hosts Florida Distinguished Educators
10 a.m., Stephen C. O'Connell Center
Spring classes begin
For additional information please contact: Jodi Mount, Coordinator of Alumni Affairs and Events, College of
Education, email@example.com or 352-392-0728, ext. 250; or visit the COE Alumni Affairs Web site at:
www.education. ufl. edu/alumni
From Vietnamese orphan to top U.S. educator,
Therese Dozier finds life's purpose in teaching
By Desiree Pena
Few can fathom the tragic circumstances surrounding
Therese Knecht Dozier's (MEd, 1977) early childhood
and how she overcame them to become a nationally
Dozier was born in Saigon in 1952 to a Vietnamese
woman and German soldier who had once served Hitler
during World War II. He escaped the German army and
fled to French Indochina under a false identity, where he
married Therese's mother. Before Dozier's second birth-
day, her mother died and her father sold Therese and
her brother to a Chinese businessman. When authorities
found the children, they were placed in a French orphan-
age where U.S. Army advisor Lawrence Knecht and his
wife, Anne, adopted them in 1954. She describes this as
the point at which her life "- -.. I. a wonderful turn."
"I am very conscious that my life would be totally dif-
ferent, in fact that I might not even be alive today, had I
not been adopted. So I believe I am here for a purpose,
and that I am fulfilling that purpose through my work in
education," Dozier said.
She and her brother were the first Vietnamese children
adopted by U.S. citizens. Dozier's turbulent past, though,
has given her a chance to improve others' lives rather
than cloud her own.
The Knechts brought the children to Florida, where
the young girl grew up as Therese "Terry" Knecht and
graduated first in her class at Charlotte High School in
In 1974, she received UF's Outstanding Scholar
Award with a 4.0 grade point average. Three years later,
she completed her master's degree in education at UF
and in 1985 she was named the U.S. National Teacher
of the Year. She also served as special advisor to U.S.
Education Secretary Richard Riley from 1993 to 2001.
Dozier is currently the director of the Center for Teacher
Leadership at Virginia Commonwealth University.
I) two most significant achievements were to be
named Teacher of the Year and my service as the first
classroom teacher to advise a U.S. Secretary of Educa-
tion. In that role I led the Clinton Administration's efforts
to elevate the importance of teachers and I. ... 1!1!_.
including passage of Title II of the 1998 Higher Educa-
tion Act, which resulted in the largest federal investment
in teacher education in almost 30 years," she said.
Knecht has traveled extensively around the globe and
taught in Singapore where she worked with students from
45 different countries. Her lifelong achievements were
acknowledged by UF in 1986 when she received the
Distinguished Alumni of the University of Florida
Award. In 1997 she was named as one of UF's 47 Wom-
en of Distinction, which recognizes successful alumnae.
"Much of my outlook on life is an outgrowth of my
education. So in a very real sense, becoming a teacher
was my way of repaying a debt to the society that has
given me so much. And of all the wonderful things I
have enjoyed as an American, it is my education that
I prize the most," said Dozier.
Born in Saigon and sold by her father as a toddler Theresa Dozier (MEd '77),
below, survived a tragic early childhood to earn her education master's at UF
and eventually be named the U.S. National Teacher of the Year
14 | Fall-Winter 2006
By William Hedges
"No Child Left Behind" is a great slogan cleverly
designed to garner support and votes. However, laying
on battery after battery of standardized tests- and the
wrong kind, at that- won't improve student learning. In
fact, a recent study by the Northwest Evaluation Associa-
tion suggests that accountability tests actually increase the
learning gap between white and nonwhite students.
Where is the money for essential research and remedial
programs to help the youngsters who fail these tests?
A tragic irony of this slogan is that more children than
ever are being left behind and drop out. In Florida, more
than two out of five students don't finish high school, ac-
cording to a 2005 report by the Manhattan Institute for
When the major emphasis in a school is on ever higher
test scores, what happens? First, the lower achieving stu-
dents immediately become less desirable. Many schools
and teachers vie for the brighter students because that's
where the prestige is- ironic, since it's the slow learners
who are the greatest test of a teacher's patience and skills.
Subtle hints and pressures arise to cause the "dumb" kids
Under such conditions, not only do students drop out,
so do teachers. The most capable teachers tend to be
creative and tailor their lessons to the individual needs of
their students. When they must adhere to a canned, one-
size-fits-all curriculum geared to the FCAT exam, they
head for private schools where they have more freedom
or they leave the teaching profession altogether.
Since World War II, we have seen great strides in
research to help the mentally and physically handicapped.
Great strides also have been made in developing magnet
schools to work with various types of gifted students. But
there is a segment of our schools that tends to be over-
looked: the more-or-less normal youngsters at the lower
end of the learning curve,just above the handicapped
and just below the average. They are often termed "mar-
ginal learners." I call them the "invisible" children be-
cause they tend to fall between the cracks; they constitute
a generous chunk of this 41 percent that drops out.
What can we do about it?
First, change how we use tests. The medical profes-
sion uses tests as a basis for identifying a problem and
ascertaining what can be done to improve the situation.
It really doesn't help to label a student as a D or a school
as an F, but that is what we do with this overemphasis on
testing. That may be acceptable in college where what
makes the difference is drive and perseverance because
the students are, relatively speaking, homogenous in IQ
Universities work with students in the top third of the
intellectual spectrum. Our public schools work with the
continuum. To expect such diverse students to learn at the
same rate and under the same conditions is absurd.
Second, we must induce many of our best teachers to
work with the students who are at risk. We do it with small
classes, adequate resources and, above all, with recogni-
tion, prestige and money- all powerful motivators.
Third, we must lengthen the school day and the
school year. The short school day and year are carryovers
from agricultural times and no longer fit. Increasingly, we
turn these kids out on the street at 2 to 3 p.m. and for 10
weeks every summer and then wonder why they don't do
as well as kids in other nations such asJapan or Korea.
School also needs thorough restructuring to enable su-
pervised tutoring of at-risk students, coupled with enrich-
ment activities for the more advanced students.
Homework is most effective when it is done at school
under direct teacher supervision. An eight-hour school
day for 11 months of the year could yield a giant leap
in achievement. Parents would rejoice as their children
receive professional supervision with their assignments
rather than relying on the parents' help. Evenings
should be a joyous time for parents to be with their
If teachers understand the longer school day would
include time to complete their lesson plans and test
grading, they should also support the longer school days.
Just look around to see what the rest of the world is
doing as our own youth in the United States fall further
behind. In Japan and Korea, over 90 percent of the stu-
dents finish high school. When I served in South Korea
as an education adviser, they even attended school a
half-day on Saturdays. We can no longer afford such a
waste of our youth with a graduation rate of less than
Fourth, universities must work more closely with
their colleges of education to develop more appropriate
curricula for future teachers. All too often, teacher train-
ing gets short shrift. Until university authorities recog-
nize that public schools are their feeder systems, we shall
all continue to suffer.
Fifth, our government leaders must realize that the
greatest threat to freedom in this country derives not
from terrorists, but from a poorly educated populace.
As Thomas Jefferson said, "A nation that expects to be
both ignorant and free, expects what never was and
never will be."
It has been my experience that teachers, and those
engaged in preparing future teachers, have always
believed in leaving no child behind. Rather than testing,
testing, testing, I believe we can do better in providing
an appropriate school environment for all our children,
not just a select few.
If you, the alumni and friends of the College of Edu-
cation, agree with any of these suggestions, I encourage
you to push for them.
William Hedges is a retiredprofessor of education at UF He and
his wife, Robbie, recently pledged $1.93 .. to the UF i .'
of Education to develop programs geared to help marginal learners.
(See story, page 6.)
Disclaimer: The views and opinions expressed in this column are strictly
those of the author and are not intended to represent the views and opin-
ions of the University of Florida and the College of Education.
Study examines how parenting
practices affect academic
success among black students
By Chan Tran
Cirecie West-Olatunji, assistant profes- F
sor of counselor education, has received
the Tutt-Jones Memorial Research Grant
from the African American Success Foun-
dation to investigate effective parenting
practices among African American parents
of "at -risk" students.
Aided by the ., 1 "" 1 grant, West-
Olatunji will survey approximately 400 West-Olatunji
parents of children who have demonstrat-
ed academic success. She will examine the strategies
these parents use to provide emotional and psychological
support to their children in ways that result in academic
engagement, self-motivation and knowledge achievement
in schools. Following the survey portion, focus groups and
interviews will be conducted.
West-Olatunji hopes the research generates greater
awareness of culture-centered parenting skills available
as a resource within the African American community.
Participants in the survey will be randomly selected from
a database made available from the School Board of
Clark is B.O. Smith
Mary Ann Clark, associate professor in counselor
education, is this year's recipient of the B.O. Smith
Research Professorship. Her research will focus on the
topic, "Male achievement in public education: Examin-
ing data and developing systemic interventions." The
research professorship, which focuses on associates seek-
ing full professorships, has the potential for three years
of funding, renewed year to year. Clarkjoins Maureen
Conroy and Kristin Kemple, last year's selections for the
16 I Fall-Winter 2006
Why 'No Child Left Behind' isn't working
"I call them the
because they tend
to fall between
- William Hedges
Education~imes 1 17
Researcher hopes to smooth road to higher education for blacks
By Joy Rodgers
As a black teen, Michelle Thompson (PhD '05)
attended a mostly white high school, where she says
she learned little about racial identity. When it came
time to choose a college, school guidance counselors
extended only modest help.
That early educational experience planted the seed
for Thompson's later work in education, eventually
bearing fruit in her doctoral dissertation on racial
identity development and the college choice process.
"I noticed that in high school, the guidance coun-
selors did not assume that I would go to a four-year
institution and never once was a historically black col-
lege or university mentioned," says Thompson, who
graduated last August with a Ph.D. from the Depart-
ment of Educational Administration and Policy at the
UF College of Education.
Now continuing her research and teaching at
Bethune-Cookman College, a small, historically black
college in Daytona Beach, Thompson relates to her
students because her study findings are fairly consis-
tent with her own experiences.
Thompson's interest in black identity grew through
her undergraduate years, heightening even more in
graduate school, where she recalls feeling invisible.
"Not once did I have a class with an instructor who
looked like me," says Thompson, recently promoted to
dean of freshmen at BCC.
aspire to a college
often happens once they
arrive on campus. They
don't persist," she says.
Thompson hopes her
research into racial iden-
tity development and
its influence on black
students' college choice
decisions will help
better understand the b -
needs of black students
and that not all black
students regard being
black in the same way. .
Current studiesMichelle Thompson (PhD '05
have focused on the at Bethune Cookman College
experiences of black students at predominately white
institutions, noting their difficulties adjusting socially
and academically. Studies also have been done on
the experiences of black students at historically black
colleges, especially those who were first-generation
college students or from disadvantaged backgrounds.
And, there have been limited studies on why some
black students choose college while others don't.
'All of the studies have regarded black students as a
monolithic group," Thompson says.
But black students are not a monolithic group.
They are at varying degrees of racial identity develop-
ment, says Thompson, who used a mixed-methods
approach in her data gathering.
For her statistical research, she asked 50 freshman
students from a historically black college and 50 fresh-
man students from a predominately white institution
to take the Racial Identity Attitude Scale for Black
Populations (RIAS). Before administering the RIAS,
she asked the freshmen to complete a background
inventory to obtain demographic information. For her
qualitative research, she randomly selected 12 students
for interviews on what influenced their decisions to at-
tend historically black colleges or predominately white
"I found the two most common reasons that black
students chose to attend a mostly white institution
discusses a college literature assignment with her students
Students who attended an all-black
high school most wanted to attend
a predominately white institution,
and those who attended a culturally
diverse high school wanted to
attend a historically black college.
were for perceived quality of education and financial
assistance," Thompson says.
Thompson also learned that students who chose to
attend a historically black college did so at the recom-
mendations of friends and family members who told
them about the institution. Most of them had gone to
culturally diverse high schools and wanted to attend a
college that would allow them to study the contribu-
tions blacks have made and to be in an environment
with other blacks.
"I found it interesting that students who attended
an all-black high school most wanted to attend a pre-
dominately white institution, and those who attended
a culturally diverse high school wanted to attend a
historically black college," Thompson says.
This finding is significant for college recruitment
officers, many of whom ignore their target audiences,
Thompson says. Traditionally, recruiters from histori-
cally black colleges seek out students from all-black
high schools. And recruiters from predominately white
institutions interview students from large majority-
"Those aren't the students who want to attend their
schools," says Thompson, explaining that college and
university recruitment officers should make better use
of high school guidance counselors. "(Guidance coun-
selors) serve as gatekeepers for black students, allowing
or preventing them from considering certain types of
Based on her research, the strongest recommenda-
tion Thompson says she has for university administra-
tors is to examine the college choice process for black
students of all socioeconomic backgrounds.
"Unfortunately, a model does not exist for black
students," Thompson says. "The discussion to date
has been limited and has not gone beyond why black
students chose to attend college in the first place."
ADHD Study: black kids, girls
are less likely than white boys
to receive proper treatment
By Chan Tran
Research has shown that African American children
and girls of any race with attention deficit/hyperactivity
disorder (ADHD) are less likely than white boys to get
proper medical attention for their problem, but the rea-
sons why are poorly understood. UF researchers, though,
are finding answers in a _' I million federal study.
Mirka Koro-Ljungberg, assistant professor of educa-
tion psychology at the College of Education, and Regina
Bussing, professor of psychiatry at the College of Medi-
cine, are in the second year of a five-year grant funded
by the National Institute of Mental Health (NIMH).
After researchers screened a community sample of
over 1,600 families, parents of 266 students at high risk
for ADHD subsequently participated in diagnostic inter-
views and focus groups and provided detailed accounts
of help-seeking activities since they first became con-
cerned about their children. Data collection will continue
for three additional waves and include a community
survey of treatment-intervention responses.
The researchers so far have focused on the parents
with elementary school children at high risk for ADHD.
They discovered that parents' perceptions of their child's
ADHD-related behavior may be influenced by their
child's gender and race. For example, black girls were of-
ten perceived as "', I !.. ih ." so they were disciplined,
rather than given professional help, according to Koro-
Ljungberg. Black boys, on the other hand, were consid-
ered "endangered" and parents took measures to protect
them by using restrictions and behavioral modifications.
The researchers also found that many children, espe-
cially girls, stop taking their medication treatments soon
after starting therapy.
The researchers are continuing data collection and
ultimately will assess various professional guidelines and
options for improving treatments for girls and African
American youth with ADHD.
18 I Fall-Winter 2006
Education~imes 1 19
Community colleges: Where have all the leaders gone?
Gender study tackles pressing concern:
Why are boys falling behind girls in school?
By Larry Lansford
Community colleges could face a critical leadership
gap as administrators born during the early baby boom
era retire over the next five years, according to Univer-
sity of Florida education researchers.
Dale E Campbell, director of the community college
leadership consortium at the UF College of Education,
said a recent survey of community college presidents
predicts that, between now and 2010, there will be a
shortage of staff members available for work in depart-
ments of academic, student and business affairs.
"Community colleges could be highly vulnerable and
experience major fiscal impact if we do not act now to
develop programs to meet this need," said Campbell,
a UF professor in educational administration and policy.
More than a third of the nation's
965 public community college
presidents listed in the 2005 Higher
Education Directory participated in
('. .!i... II', survey. Eleven com-
munity college leaders from seven
states then met with Campbell at
a forum inJacksonville, Fla., to
explore new strategies to resolve the
looming leadership gap. The college
registrar, identified in the survey as
one of the positions most critical to
the future of their institutions, was
singled out for special study.
Campbell's survey findings and
conclusions reached at the leaders'
forum are the basis of his recent
research report published in the
Community ( .. .'Journal. The Chronicle of IVt '. Education
also has covered his findings.
Campbell said opportunities and programs for career
exploration and training for those interested in pursuing
administrative and professional positions at the commu-
nity college level are lacking.
'Applicant pools for community college registrar
positions, for example, tend to be limited to experienced
classified support staff without academic credentials or
younger professionals without the specialized experi-
ence required in the field," he said.
In his report, titled "The New Leadership Gap,"
Campbell advises college presidents to identify and
train current staff members who have the potential
to move into these positions.
He also recommended that
university leadership pro-
grams develop partnerships
with colleges and professional
organizations to provide ac-
5 cessible graduate master's and
certificate programs in critical
"Top college administra-
tors must be made aware of
the new leadership gap of
administrative and professional
positions, and colleges should
begin exploring new strate-
gies for effectively managing
job recruitment and the hiring
process," Campbell said.
UF honors 2 education faculty as Research Foundation Professors
Two College of Education faculty members have
received the prestigious UF Research Foundation
(UFRF) Professorship over the past year.
Associate Professor Zhihui Fang from the School
of Teaching and Learning received the campuswide
honor for 2005-2007 and Professor Craig Wood from
Educational Administration and Policy is the 2006-
The three-year professorships are awarded to rec-
ognize recent contributions in research. The appoint-
ment carries a $5,000 annual salary supplement and a
one-time $3,000 research grant.
Wood's research centers on public policy issues
of funding education. He currently is analyzing the
equity and adequacy of state financial aid distribution
Fang's studies focus on three fronts: children's lan-
guage development during the transition from emer-
gent to conventional literacy; the language demands of
content area reading/writing; and preparation of read-
ing teachers as knowledgeable, reflective professionals.
and training for those
interested in pursuing
at the community
college level are lacking."
V 1 I
1 !!_~~. 1 I .Ii~ Ii~ ii. I. I
I hil. d-i
By Joy Rodgers
Thirty years ago, boys, not girls, were the high per-
formers in schools. Today, test scores, grades and dropout
rates show boys are achieving at levels far below girls, and
a UF-led international study is yielding insights that may
In the United States, girls capture more academic
honors, outscore boys in reading and writing, and score
about as well on math at the fourth- eighth- and 12t-
grade levels as tested by the National Assessment for
Educational Progress exam. Internationally, fourth-grade
girls significantly outperformed boys in the eight leading
industrialized nations that took part in the 2001 Progress
in International Literacy Study. And 15-year-old boys
have been surpassed by 15-year-old girls among the 28
countries involved in the 2000 Program for International
According to a UF College of Education researcher
engaged in ajoint project examining male underachieve-
ment in public education across cultures, there are many
factors involved in why boys are falling behind.
"Brain research has shown differences in male and
female brains that can affect preferred learning styles
and communication," said Mary Ann Clark, associate
professor of counselor education. "It has been suggested
that public school curriculum may not be teaching 'to the
boys' and that teaching styles are more suitable for girls."
To examine the factors that lead to male under-
achievement and the measures needed to raise the
achievement of boys, Clark and two doctoral students
from the College of Education at UF have teamed with
other teacher education and school counselor faculty
and students from universities in England and Australia
on an "Internationalizing the Curriculum" project. The
research is supported by the International Center at UE
The study entails focus groups, interviews and da-
tabase analyses. Undergraduate and graduate students
in the colleges of education at Nottingham University
in England and Wollongong University in Australia are
comparing findings across their schools and discovering
themes or factors
that may contribute to the gender achievement gap.
"It is our hope that preservice educators will use
their findings to develop some interventions to use with
their students in schools that will help in their work as
teachers and counselors," Clark said of the university
Oakley says that through her clinical work at the
Gainesville Wilderness Institute, a Florida Department of
Juvenile Justice program for young offenders, she has seen
firsthand that teaching and counseling styles that work
with girls don't necessarily work for boys.
"We need approaches that address boys' special needs
and that meet them where they are, rather than expect-
ing them to fit some predetermined mold of what 'good'
students should be," Oakley said.
Clark said one major issue has become clear: the need
for awareness of the special needs of students with regard
to gender. Many ..... success skills" such as compli-
ance and organization seem to be more easily applied
to girls, said Clark, adding that teachers, administrators,
school counselors and even parents should be trained in
strategies for providing a positive view of learning and
studying that targets all students.
"Curricular materials, particularly reading, may need
to be more inclusive with regard to male interests. The
use of physical space and need for movement should be
taken into consideration," Clark said. "We also need to
recognize that developmental stages differ between males
and females, with females maturing earlier, cognitively as
well as physically."
20 I Fall-Winter 2006
Education~imes 1 21
Teacher scgs Anderwear, stiAdents satg JIChr
UF study: Effective teacher collaboration
requires different strokes for different folks
By Larry Lansford
By uttering that single evocative word, Jacksonville
elementary school teacher Sarah Edmonds hooks every
student in her third-grade class and reels them into her
lesson on cause-and-effect, a key principle of reading
The young students respond in unison,just as Ed-
monds predicted they would, letting her demonstrate
how her one-word monologue was a cause and the
students' "yucky" response was an effect. Because the
students also find her example humorous, they give the
veteran teacher their full attention.
Edmonds (not her real name) then switches off the
lights in the classroom, and the students buzz, "ohhh."
Another cause-and-effect example, and her lesson
continues on, the enthralled students hanging on every
UF College of Education researchers view Edmonds'
lesson strategy- making a potentially boring and
complex topic relevant and interesting to children- as
characteristic of a knowledgeable teacher who is willing
to adopt better teaching strategies and incorporate them
into her instruction.
Edmonds' real name isn't divulged, nor is the name
of her school, because she was one of eight teachers at
two high-poverty Jacksonville elementary schools partici-
pating anonymously in a federally funded study so their
experiences could be freely and openly reported. UF spe-
cial-education researchers were examining how teachers
who readily adopt instructional innovations acquired in
teacher study groups, professional development schools
and other collaborative arrangements differ from those
"In special education, professional collaboration is
viewed as a powerful tool for helping teachers serve
students with disabilities. Teachers learning and work-
ing together to improve their instructional practices is
considered a central element of major school reform
efforts," said Mary Brownell, professor in special
education and the lead investigator in the UF study.
"But there is little in-depth information about why
some teachers readily adapt and adopt new, research-
based innovations that can change their instructional
practices in important ways, while others teachers are
less inclined to do so."
Brownell's co-investigators in the
study were UF education research-
ers Alyson Adams, Paul Sindelar
and Nancy Waldron, and Stephanie
vanHover from the University of
Virginia. The team included spe-
cialists in both special and general
education and school psychology.
Their research report appeared
in a recent edition (Winter 2006,
Vol. 72, Issue 2) of Exceptional
Children, the quarterly special-
education journal of the Council
for Exceptional Children.
In special educ
is viewed as a
tool for helping
Their investigation is part of a larger, federally
funded study designed to use collaborative teacher
learning- in a school-based group called Teacher
Learning Cohort- to promote better teaching of
struggling learners and students with disabilities.
"We wanted to know what personal qualities en-
able some teachers to benefit more than others from
professional collaboration," Brownell said. "This
could influence how professional development pro-
grams and teacher collaboration arrangements should
be structured and tailored so everyone benefits."
Over the past three school years, UF researchers
observed the eight teachers instructing in their class-
rooms and regularly met with them to provide
feedback, examine their personal teaching practices
and beliefs and discuss research-proven practices
they might want to incorporate into their classroom
teaching for helping disabled students and high-
"We didn't expect that teachers would differ so
strongly in their ability to use classroom strategies
acquired in their collaborative learning groups,"
The researchers identified five personal characteris-
tics that influenced teachers' willingness to adopt new
Most knowledgeable. Sarah Edmonds and the
two other teachers classified as "high adopters" of new
methods were consistently the most knowledgeable
teachers. They quickly grasped how new ideas present-
ed could fit within their curriculum and demonstrated
the most effective instructional technique. (Three of
the eight teachers were judged "moderate adopters"
who used certain classroom practices and ignored
others. The two "low adopters," while supportive of
the learning-cohort group, were less
inclined to try new strategies or did so
:ation, only after realizing the methods in use
)Ilaboration weren't working well.)
Teach positive behavior. Well-
powerful designed instruction goes a long way
teachers towards eliminating behavior prob-
lems in the classroom, or so the high
with adopters believe. They also considered
teaching positive behavior to be as im-
portant as teaching academics, while
ary Brownell other teachers often failed to recognize
-- ) the importance of actively teaching
students more appropriate behavior.
Student-focused. Teachers most likely to adopt
new teaching innovations had the strongest student-
centered views of instruction, considering both the aca-
demic and behavioral needs of the class and individual
students. Low adopters were more teacher-focused,
shunning opportunities for children to work together in
order to maintain behavioral control in the classroom.
Reflect on students' learning. High adopters
were the most reflective about their instructional prac-
tices and classroom management. They were more
likely to consider the needs of the entire class as well as
More adaptive. Researchers said high adopt-
ers were "sponges" for information, reading or using
information independently to adjust their teaching
practices in order to meet their students' needs.
"Our findings demonstrate how teaching knowledge,
beliefs, skills and reflective ability work together to
influence a teacher's benefit from collaborative profes-
sional development efforts," Brownell said. V:\ ..1 -
ness of these personal teacher qualities can be useful
in structuring or tailoring professional development
activities so all participants benefit."
EducationTimes 1 23
Grants boost distance-learning
UF education technology instructor Richard Ferdig be-
lieves earning an education degree shouldn't be confined
to the College of Education's classrooms at Norman Hall.
Associate Professor Ferdig and the college are working to
provide more online education courses at the high school,
undergraduate and graduate levels.
Ferdig, a faculty member in the college's School of
Teaching and L. .., !i;Ii_. has received two technology-
related grants totaling nearly $100,000 that the college
will use to increase its development and use of virtual
With a grant worth more than $76,000 from the
North Central Regional Educational Library, Ferdig will
evaluate the effectiveness of virtual high school lessons
"We want to be able to provide educational oppor-
tunities to people who might otherwise not have access
to these courses, whether it's a ninth grader in need of a
remedial class, advanced chemistry students in rural areas
or home-schooled students. The point is not to replace
traditional 1! ...1; i.. but provide a reliable online curricu-
lum for students with those needs," he said.
UF education technology researchers are partnering
in the study with two Wisconsin high schools to gauge
whether students learn as effectively online as they do in a
live classroom setting.
Ferdig also received a $21,000 grant from the U.S.
Department of Education to expand distance-learning
opportunities in pre-service (internship) teacher education.
Ferdig is developing programs to prepare teachers in lead-
ing classes online using existing virtual high school models.
The College of Education has ambitious plans to ex-
pand its evolving virtual school nationwide and to other
countries, according to Ferdig.
The college launched its first online master's degree
program for teachers in 2004 in instruction and curricu-
lum, with an emphasis on "i' .. l!!, _. learning and facili-
tating educational change with technology." Additional
online graduate-degree programs are now available in
teacher leadership for school improvement, and in media
Some education professionals and parents of school-
aged children believe virtual schooling is not so virtuous,
but Ferdig says online courses offer advantages for certain
students both at the high school and university levels.
"These classes meet a need for some students with
particular needs, so there's a definite niche for online
education," Ferdig said. "Whether the student is a full-
time employee or a high school student, it's our job to
provide these diverse learning opportunities and research
Study aims to help teachers master math instruction
By Chan Tran
A UF education researcher is exploring ways to help
elementary school teachers lead their mathematics
classes as effectively as they do the other subjects they
teach their young children.
Thomasenia Adams, an associate professor who
heads the mathematics education program at the UF
College of Education, says mastering mathematics can
be a challenge considering the limited preparation that
elementary school teachers-in-training typically receive
Adams is principal investigator of a new $160,000
grant awarded to the College of Education to develop
professional development experiences that help practic-
ing teachers increase their mathematical knowledge
and ultimately, help students improve their mathemat-
The UF study is part of the Multi-University
Reading, Math and Science Initiative 1 IURMSI), a
$1.5 million research program funded by the federal
Department of Education and coordinated through
Florida State University.
Adams' co-researchers include UF education gradu-
ate students Emily Perterik, Kristin Spencer, Fatma
Aslan-Tutak andJoanne LaFramenta.
CL i I LXZ
COE technology researcher joins NIH-funded autism study
A UF education technology researcher is involved in
a four-year, $1.1 million study designed to help fathers
communicate more effectively with their autistic children.
Richard Ferdig, associate professor in the School of
Teaching and L ...1! i,_. is developing a Web site that
will be used to broadcast training sessions to a group of
fathers participating in the study, which is being funded
by the National Institute of Nursing Research, a part
of the National Institutes of Health, and headed by
Jennifer Elder of the UF College of Nursing.
Ferdig is exploring ways to combine educational
theory with new technology. "I don't believe the field of
educational technology spends enough time researching
learning in informal learning environments," he says. "I
thought this would be a great way to examine how we
could get parents involved through the use of t l..l...!
24 | Fall-Winter 2006
Autism is a developmental disability that typically ap-
pears during the first three years of life and is character-
ized by problems interacting and communicating with
others. A previous study by Elder found that teaching fa-
thers how to talk to and play with their autistic children
in a home setting improved communication, increased
the number of intelligible words the youngsters spoke
by more than 50 percent and helped fathers get more
involved in their care.
Ferdig's Web site will feature training "I ..... ,. "
sessions that fathers can view and then hear comments
on how they can improve upon their play sessions with
their children. Ferdig will get nearly $45,600 over the
next four years to develop the site, which will include an
investigator feedback system.
Thomasenia Adams, above, seeks to help teachers become better prepared mathematically.
"With mathematics content instruction decreasing in
teacher preparation programs, students' math achieve-
ment levels are bound to be affected," said Adams, who is
also the director of graduate studies for the college. "I saw
a need to help teachers, especially at the elementary level,
to become better prepared mathematically and to think
about teaching mathematics in non-traditional ways."
The researchers are assessing not only professional
development for teachers, but also its impact on student
achievement a step Adams said is often lacking in typical
professional development programs.
She said more innovative professional development
opportunities can help teachers improve their mathemat-
ics knowledge. Professional development programs should
include exploring different teaching methods and ways to
represent mathematical ideas for students with different
learning styles and strengths, she said.
The project was being conducted this school year at
two Gainesville schools- WA. Metcalf Elementary and
Prairie View Academy (K-5)- each with a high percent-
age of students at risk of low mathematics achievement.
It received initial support from the Lastinger Center for
L. 1 i._;. a College of Education school-improvement
program for high-poverty elementary schools in Florida,
and from the School Board of Alachua County.
Adams said she hopes this new approach to profes-
sional development will
help teachers truly know
Sthe mathematics content
they are teaching children
,and understand that math
can be understood by all
children at some level.
I "Mathematics is the
primary language of
communication in today's
technological and global
Y'Cr I society, from the creation
of computer passwords
and business program
languages to programs for
lifting the space shuttle off
the ground," Adams said.
". i !.1, "we should think
of it as the fourth element
because it affects how we
interact with the world
we live in earth, wind,
EducationTimes 1 25
levels are bound
to be affected."
College honors educators, students
for scholarly outreach activities
The UF College of Education recently honored educa-
tors and students from UF and the local Alachua County
school district whose scholarly outreach
activities contribute to improved schools
and student learning or address important
Social and community issues.
The honors are based on the "publicly
engaged I...I Iii,.' philosophy, or en-
gaged scholarship done for the public good.
q The research-intensive concept is a bur-
o t geoning movement in higher education that
UF education Dean Catherine Emihovich
Faculty SOE Award recipient Diane
Faculty S Award recipient Diane is infusing as a core principle of a faculty-
YendolHoppey shares a happy led transformation of the college's research,
moment with husband David Hoppey teh an p s e pr ea
a 2005 SOEAward recipient, teaching and public service programs.
The Scholarship of Engagement Ban-
quet, held at UF's Emerson Alumni Hall, also was a forum
for recognizing this year's College of Education student
scholarship recipients and the donors who funded their en-
dowed scholarships. It's a rare occasion where scholarship
donors get to meet the students who benefit from their phi-
lanthropy. UF ProvostJanie Fouke was the keynote speaker.
The College of Education recognized several local teach-
ers, principals, school district administrators, university
faculty and UF education students whose scholarly activi-
ties are yielding an immediate positive impact on teaching
and learning in the classroom or on the community.
Those receiving Scholarship of Engagement Awards
Jim Brandenburg, principal of Alachua
School District Scholarship of EngagementAwtard
Brandenburg led his school's effort to forge a partnership
with the College of Education that fosters school-based
teacher education for UF teaching students and in-school
professional development opportunities for his own teachers.
Jill Cox, Margie Donnelly andJulieJohnson,
the kindergarten teaching team at PK. Yonge
Developmental Research School
P.K J., .- School Faculy Scholarship of Engagement Award
Since 2004, this teaching trio has transformed PK.
Yonge's kindergarten program into a model demonstration
site for a statewide, voluntary pre-kindergarten reform ef-
fort, with an emphasis on early literacy instruction.
David LawrenceJr., president of the
Early Childhood Initiative Foundation in Miami
Communim Scholarship of Engageement Award
Since retiring in 1999 as Miami Herald publisher, David
LawrenceJr. has worked to strengthen the nation's com-
mitment to early childhood development so all children will
arrive at school prepared for success.
JenJacobs, UF doctoral student in teaching and
Graduate Student Scholarship of Engagement Award
Jacobs developed a ". .... I!!,-! ..r-equity" model with a set
of tools that encourage prospective and practicing teachers
to reflect on and demonstrate equitable teaching practices.
SCarolyn Tucker, UF psychology professor
University Scholarship of Engagement Award
Tucker has developed a partnership model that takes the
best scholarship a research university like UF can offer and
connects it with the needs of those who aspire to achieve
to their highest potential, particularly black children and
adolescents in high-poverty schools.
Diane Yendol-Hoppey, associate professor,
UF School of Teaching and Learning
(. ... of Education Faculty Scholarship of Engagement Award
Yendol-Hoppey forged the college's current partnership
with 10- soon to be 12- local elementary schools, creat-
ing a network of "professional development community"
(PDC) schools committed to preparing the next generation
of educators to teach diverse learners and pursue ongoing
"Many people talk about taking action for change,
but very few can document how they made a difference
as these outstanding recipients have done. This commit-
ment illustrates professional education at its best," Dean
Gator mascots Albert and Alberta, in bronze statue form, mug
for the camera with school psychology doctoral student Eric
Rossen, left, and Hannelore Wass and Harry Sisler outside UF's
Emerson Alumni Hall, scene of the Scholarship of Engagement
Banquet. Wass and Sisler who are married, established the Dr
Hannelore Wass Endowed Scholarship awarded to Rossner.
WIL ABOUT WRITING
UF student-teachers help schoolchildren
develop, improve their writing skills
By Chan Tran
When Rodney, now 9, was in second grade at
Newberry Elementary, he hated school. He was a year
behind his classmates and reading below his grade level.
Writing proved particularly frustrating. Instead of work-
ing at it, he misbehaved or cried. When he had to write,
he just scribbled.
But UF education student-intern Tiffany Molynue,
whose academic focus is in literacy instruction, never
gave up on Rodney and continually worked with him to
improve his reading. He started a self-monitoring check-
sheet and she encouraged him to write on topics that
interested him, such as friends and basketball.
"He became one of the best students, a real leader in
the classroom," Molynue said. "I was so proud of him,
and it was great to see that he was proud of himself."
College of Education professors and 13 prospective
teachers, including Molynue, teamed up with the New-
berry school faculty over the past year to implement a
school-wide writing program for nearly 550 students in
kindergarten through fifth grade. The initiative helps
students develop better writing skills
and strategies. At the same time, the UF
student-teachers get to work alongside
their mentor teachers and gain the real-
life classroom experience they can't get
from their college textbooks and classes.
Professor Danling Fu of the educa-
tion college's School of Teaching and
Learning was invited by Principal Lacy
Redd to work with the teachers to apply
the program, called "Wild about Writ-
in ." in the hopes that it would help
raise the school's FCAT writing scores
and improve the development of the
students' writing competency and skills.
Fu works with a group of Newberry
Elementary teachers on a writing com-
mittee to discuss and explore ideas in
"Writing develops and demonstrates
all the language skills: reading, writing,
speaking, listening and 1;! i.;! _."
Although Newberry Elementary has been graded
as an "A" school, it continues to work on improving its
academic programs, especially in the writing area.
Teachers and student interns set different goals
each month, such as having students write every day,
write longer and with greater focus, and learn how to
edit their copy and improve on quality of writing. The
first strategy they have successfully applied is the daily
practice of writing.
"Writing is like playing instruments or sports," Fu
said. "We need to practice every day from early age
on in order to write well, and there is no end to its
practice and development."
Newberry is among 10 Alachua County elemen-
tary schools involved with the College of Education's
professional development communities (PDC) pro-
gram. UF partners with the PDC schools to form
a network of school- and university-based teacher
educators committed to "inclusive" education-pre-
paring the next generation of elementary teachers to
teach diverse learners-while pursuing ongoing school
Other PDC schools are PK. Yonge Developmental
Research School (UF's lab school), Alachua Elemen-
tary, High Springs Community School and, in Gaines-
ville: Williams Elementary, Littlewood Elementary,
Stephen Foster Elementary, Norton Elementary, One
Room School House and Terwilliger Elementary.
teacher Ting Tseng, right, works with Newberry Elementary fifth-graders on a "Wild About
gnment as Professor Danling Fu, left, observes.
26 1 Fall-Winter 2006
Education~imes 1 27
Funding boost helps UF expand support network for new teachers
By Joy Rodgers and Larry Lansford
A University of Florida project launched to reverse
the critical teacher shortage and attrition rates of three
inner-city Florida high schools is showing signs of
success and moving into a new phase that will involve
Supported by a $90,000 grant from BellSouth Tele-
communications, BellSouth Foundation and BellSouth
Pioneers, UF's urban teacher induction and retention
project provides a support network of novice and expe-
rienced mentor teachers within and across the inner-
city schools inJacksonville, Orlando and Miami to help
raise the schools' retention rates of those teachers.
"The teacher shortage is especially critical in urban
high schools in Florida. Annual teacher turnover at
1, _1;ii._ ;,i,'. .-city schools can exceed 40 percent,
and about 15 percent of beginning teachers leave the
profession after their first year," says Wanda Lastrapes,
a UF education lecturer and UF Alliance project coor-
dinator. "Under-resourced urban schools typically have
difficulty supporting new teachers. We are creating a
professional development model that encourages and
prepares classroom teachers to remain in challenging
The participating schools Jean Ribault High in
Jacksonville, Maynard Evans High in Orlando and Mi-
ami Carol City High- are members of the UF Alli-
ance partnership program, which links the university's
College of Education with six under-resourced urban
high schools. There currently are 57 novice teachers,
or those with three or fewer years of teaching experi-
ence, and 15 mentor teachers taking part in the project
at the three participating schools. Last year, 65 percent
of novice teachers and 95 percent of mentor teach-
ers involved in the project returned to their respective
schools to teach in the 2005-06 academic year.
Building on a successful pilot project during the
2003-04 academic year at Ribault High, Lastrapes
and school leaders have developed a support network
of novice and experienced mentor teachers within
and across the three inner-city schools. In 2005-06,
project leaders expanded the network of "professional
learning communities" to the other three UF Alliance
member schools Jones High School in Orlando,
William M. Raines High School inJacksonville and
Miami High School.
Lastrapes directs the effort with the aid of an expe-
rienced teacher-facilitator at each school. Teachers in
their first three years of urban-school teaching receive
support and advice on effective teaching strategies
from trained mentor teachers at regular meetings at
each school and at UF Alliance-sponsored retreats,
where they can share their experiences with others
teaching under similar circumstances.
Grant monies are used in part for professional
development retreats for participating teachers at all
schools. Alliance faculty are collaborating with the
school districts of the network schools in helping teach-
ers begin the process of attaining certification as men-
tor teachers from the National Board for Professional
Teaching Standards. New initiatives this year entail
expansion of a Web site to include a forum for online
discussions for all novice teachers at the six Alliance
The BellSouth grant also covers the cost of sub-
stitute teachers so novice and mentor teachers can
regularly observe each other during the school day.
BellSouth's Florida company-employee volunteer
organization, the BellSouth Pioneers, is providing sup-
port to the novice and mentor teachers in the network
schools and exploring ways to become more engaged
in classroom activities.
The UF Alliance sponsors field trips to campus and
several recruitment activities for students interested
in teaching careers, as well as a Summer Leader-
UF researchers are developing a professional development
model that prepares classroom teachers to remain in
challenging urban schools.
ship Institute for teachers and administrators from its
six member schools. The University of Florida also
awards five $12,500 scholarships each year to top stu-
dents from Alliance schools who choose to attend UF
"By raising student achievement through effective
$600,000 grant funds study
to strengthen online learning
The BellSouth Foundation has awarded a 1.1 .1 11
grant to the UF College of Education to develop a com-
prehensive strategy for measuring and assessing the out-
comes of the BellSouth 20/20 Vision for Education initiative,
which focuses on strengthening state-led virtual schools
and supporting e-learning in the communities BellSouth
The $20 million initiative commemorates the founda-
tion's 20th anniversary and is designed to bring engag-
! .. rigorous, online instruction to students throughout
the Southeast- particularly low-income and minority
students- to address the growing achievement gap and
improve graduation rates.
Under the five-year grant, UF researchers headed by
associate professor Richard Ferdig will develop standard-
ized methods for evaluating the effectiveness of online
education for students. In collaboration with BellSouth's
virtual high school partners in nine southeastern states,
the researchers will then use the new evaluation tools
to determine the best teaching practices and strategies
for online instruction, particularly to students of diverse
"Studies have already proven that learning through
online schooling is effective," said Ferdig. "Our study
will move beyond the question of whether virtual school-
ing works, focusing instead on when and how online
instruction works most effectively. Our aim is to provide
a comprehensive set of tools for regional virtual schools
to improve the quality of online instruction and student
Ferdig's co-researchers at UF are Tom Dana, profes-
sor of education and director of the college's School
of Teaching and L ..! ;1 i_ and education technology doc-
teaching strategies at challenging urban high schools,
we can improve the educational opportunities for
at-risk students and help them become leaders in their
schools, communities and their chosen professions,"
Under the BellSouth grant, UF education technology researchers will develop new
evaluation tools to determine the best teaching practices and strategies for online
instruction, particularly to students of diverse backgrounds.
toral students Erik Black and Meredith DiPietro.
The centerpiece of the evaluation plan for BellSouth
20/20 Visionfor Education will include drawing on existing
research and current virtual school practice to create a
database of metrics useful for school improvement. The
online database will provide multiple reporting mecha-
nisms with implications for funding, policy, and practice.
It will also be used by the virtual schools to provide timely,
continuous feedback for data-driven decision making and
evaluation of existing policies and practice.
UF researchers also will test evaluation instruments to
improve student performance and increase the quality of
"The University of Florida has a national reputation
for innovative education research and this grant recognizes
their expertise in virtual 1. .! ih_." said Marshall Criser III,
state president of Florida-BellSouth.
28 I Fall-Winter 2006
Education~imes 1 29
More high-poverty schools join Florida network
to keep good teachers, boost student learning
By Larry Lansford
A $750,000 grant from the Wachovia Foundation to
the University of Florida has allowed a statewide school-
improvement partnership between UF and high-poverty
elementary schools to add five more schools from south
The Florida Flagship Schools network already worked
with 14 at-risk schools inJacksonville, Gainesville, and
Miami-Dade County to improve student learning and
The five new Florida Flagship schools, located in
the rural town of Immokalee in Collier County, are
Pinecrest, Lake Trafford, Village Oaks, and Highlands
elementary schools, and The Learning Center for pre-
kindergarten children. Immokalee has a sizable number
of low-income, migrant farm workers whose children
attend those schools.
Expansion of the partnership was made possible
through a three-year grant awarded by the Wachovia
Foundation to the Lastinger Center for Learning at the
UF College of Education. UF education faculty coordi-
nate the professional development and networking activi-
ties for teachers and principals at participating schools.
The latest grant makes the Wachovia Foundation a
million-dollar supporter of the Florida Flagship Schools
network. A ." I grant last year enabled the Last-
inger Center to add six schools from the Miami-Dade
school district to the original eight-member network. The
foundation is the philanthropic arm of the Wachovia
Lastinger Center gets $100,000
grant to aid Jacksonville schools
The Lastinger Center for Learning has
received a $100,000 grant from theJim Moran
Foundation to support the design and implemen-
tation of a research-based professional develop-
ment model to improve student achievement and
educator practice at two elementary schools in
Jacksonville. The schools are part of the Lastinger
Center's Florida Flagship Schools Network- a
partnership of under-resourced schools that are
working collaboratively to enhance child develop-
ment and school performance.
30 I Fall-Winter 2006
Corporation, one of the nation's largest financial services
The Lastinger Center was one of 23 grant recipients
in 11 states and one of only nine to receive the maxi-
mum amount of $750,000, awarded recently as part of
the Wachovia Teachers and Teaching Initiative.
A team of 11 UF education professors is leading the
Florida Flagship Schools venture in collaboration with 19
principals and 400 teachers from participating schools.
The professors embed themselves in the classrooms at
participating schools for first-hand observation and dem-
onstration of experimental teaching methods. Nearly
11,500 students attend the network's 19 schools, with
more than 93 percent enrolled in the free and reduced-
lunch program for children in low-income families.
Other Flagship School participants include adminis-
trators from the involved school districts, state and na-
tional government agencies, and faculty from other UF
units, including the College of Business Administration.
Teachers and principals from Flagship schools each have
their own networking groups- the Florida Teacher Fel-
lowship and the Florida Academy of Principals- that
meet regularly throughout the year.
The Lastinger Center sponsors summer institutes
for network educators, coordinates joint research projects
and serves as a central clearinghouse for sharing the
most effective, research-driven teaching strategies and
"Professor-in-residence" Buffy Bondy, pictured (middle back) observing
a fifth-grade class at Duval Elementary School in Gainesville, and other
UF Lastinger Center faculty professors work with teachers and school
administrators to study and improve teaching and learning at high-
poverty elementary schools throughout Florida.
Teachers Teaching Teachers Lastinger Center receives
School-improvement showcase schools-partnership award
draws 300 Florida educators
More than 300 teachers and administrators from
14 school districts in North Central Florida converged
upon PK. Yonge Developmental Research School in
Gainesville in late April for the second annual Teach-
-!!_. Inquiry and Innovation Showcase, staged by the
Center for School Improvement at the UF College of
The program theme was "Ii.i,.. iii, Schools from
Within." Co-sponsors were PK. Yonge (UF's labora-
tory school) and the North East Florida Educational
Instead of traditional professional development
relying on outside "experts," this pioneering showcase
features an emerging "inquiry- ,.. !i .. I" approach in
which practicing educators and UF education students
collaboratively assess their own teaching practices
and share new knowledge with each other. Education
research suggests this collective networking approach
generates more meaningful change and improvement
in teaching and learning in classrooms- and allows
schools to improve from within.
The Inquiry Showcase featured more than 70
breakout discussions and student poster presentations
scheduled over five half-hour sessions, plus a closing
presentation by UF Center for School Improvement
Director Nancy Dana, the showcase organizer.
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Your Class Note may be edited for
length, format and clarity.
The UF Lastinger Center for Learning at the
College of Education recently received the Florida
Education Foundation and the Florida Department
of Education Commissioner's 2006 Business Recogni-
The UF center was --
recognized for helping the
Education Foundation of
Collier County develop a
new master's degree pro-
gram in the high-needs
community of Immokalee
in South Florida.
The award cites organi-
zation-school district part-
nerships that demonstrate
creativity and innovation in
producing positive change .
in local education.
The Lastinger Center
also received a plaque from
the Collier County School ". '
Board for outstanding com-
Lastinger Center Professor Dorene Ross
helps a student with her assignment.
Degree(s) / Class Year / Major
O Check here if address change
E-mail Address (optional)
Employment (company and title or position)
Your Class Note:
STORY IDEAS: What education or UF topics would you like to read about in Ed Times?
Another Hall of Famer
Jessica Klahr, a May bachelor's graduate in elemen-
tary education, was recently inducted into the Uni-
versity of Florida Hall of Fame- the second straight
year that a COE student has entered the Hall.
Klahr received the college's Outstanding Under-
graduate Leadership Award at spring graduation. She
was named UF's Most Involved First-Year Student in
2002 and UF's Outstanding Undergraduate Student
in 2005. She served as president of the Hispanic Stu-
dent Association, one of UF's largest student groups,
and was programming director for Hispanic Heritage
Month. She also found time to maintain a 3.91 GPA.
Katie Fredericks, a 2005 M.A.E. ProTeach gradu-
ate in elementary education, was inducted last year.
COE student council is No. 1
UF's Education College Council won the Best
Council of the Year Award for 2005-06 from the UF
Student Government Board of College Councils.
The ECC is the umbrella organization for all
College of Education student organizations. ECC
president for the award-winning group was Megan
Connaughton. Theresa Vernetson, assistant dean for
student affairs, is the council's faculty adviser.
New ECC officers for 2006-07 are: Sarah Ryals,
president and technology chair; Meredith Serneels,
vice president; Stephanie Heart, treasurer; Dannielle
Smith, secretary; Teala May, historian; and Kelly
Anne Hage, professional development.
Assistant Dean Theresa Vernetson, third from right, meets with officers of UF's
Education College Council, voted UF's Best Council of the Year.
Counselor Ed student receives
Holmes Scholarship for minorities
32 teacher ed students
win minority scholarships
The following 32 College of
Education students will receive 2.1 100
Minority Teacher Education Scholar-
ships for the spring 2006 semester from
the Florida Fund for Minority Teachers:
Melissa Anderson; Denisa Avila;
Melody Budgett;Judith Calixtro;
Verlinda Colding; Sheri Cox;
Nicole Drewery; Mary Dukes;
Myra Garcia;Jacqueline Gonzalez;
Carlos Gutierrez; Tanya Heard;
Jennifer Hipp; Rebecca Hooks;
Brandy Hughes; DerrickJohnson;
Jessica Klahr; Karla Lacayo;
Danielle Lafontant;Juary Lopez;
Adriane McGnee; Patti Milikin;
Jolande Morgan; Felicia Naidu;
Diana Petit-Fond; Ivette Podetti;
Loubert Senatus; Marianne Spoto;
Andrew Stirling;Jameka Thomas;
Kutura Watson; and Stephanie Whitehurst
EAP doctoral students
A doctoral student in the Department of Educa-
tional Administration and Policy was awarded the an-
nual L.V Koos Scholarship, and two others received
The higher education administration students re-
cently received their awards at the Florida Association
of Community Colleges annual convention in Tampa.
Karen Bakuzonis won the scholarship based on
her dissertation proposal, which involves analyzing
the impact of the Florida community-college system's
performance-based budgeting initiatives on instruc-
tional and administrative efficiency and effectiveness.
Tom Robertson received honorable mention for
his dissertation proposal on the leadership gap among
student affairs professionals in community colleges.
Honorable mention winner Carole Luby proposed a
study of psychological empowerment among employ-
ees in a community college.
UF College of Education gradu-
ate student Sophie Maxis has been
reappointed as a Holmes Scholar, a
designation that recognizes advanced-
degree students of color in education
for their character, academic standing
and career goals in education.
To qualify for the award, students
must be working toward advanced
degrees for careers in the education
professorate and in professional devel-
Maxis, of Sarasota, Fla., is a doc-
toral student in counselor education.
She obtained her Ed.S. and M.Ed.
at UF in school counseling with an
emphasis in mental health. She com-
pleted her undergraduate studies at
Oakwood College in Alabama, where
she received a bachelor's degree in
The College of Education also ap-
pointed three other doctoral students
as Holmes Scholars who will receive
financial support to travel to the
National Holmes Partnership annual
conference. These scholars are Nicole
Fenty, Tyran Wright
The Holmes Schol-
ars are a select group
of graduate students
who are enrolled at one
of 96 universities in-
volved with the Holmes
Partnership, a program Maxis
that provides support for
underrepresented students in university
leadership programs. Full scholar-
ship recipients at UF each receive a
part-time assistantship in the College,
mentoring and opportunities to make
presentations at the National Holmes
Conference each year.
The scholars program directors and
the Holmes Partnership organization
help Holmes Scholar graduates obtain
positions as faculty members, K-12
administrators or with education policy
organizations. The Holmes Scholar
program is administered at UF by the
college's Center for School Improve-
ment, directed by Nancy Dana.
Who's Who? Reitz Scholar Rachel Manes, that's who
Rachel Manes, a recent bache-
lor's degree graduate in elementary
education, has been recognized by
S Who's Who Among Students in Ameri-
can (C,, .. and Universities for 2005.
Manes is one of the 20 UF students
selected for this long-standing na-
tional honors program.
She also is one of 31 UF students
awarded the prestigiousJ. Wayne
Reitz Scholarship for 2005-06 for
leadership, service and academic
excellence. The honor includes a
-. 100 scholarship, renewable an-
nually for up to three years.
Manes is a member of Florida
Cicerones, Florida Alternative
Breaks and Floridance. Her lead-
ership roles include serving as a
Preview staff member, group fitness
instructor, College of Education
ambassador and Unified Elemen-
tary ProTeach student representa-
tive. She is also a recipient of the
President's Honor Roll and Dean's
List at UF
She capped off her senior year
by receiving the College of Educa-
tion's Outstanding Undergraduate
Research Award at spring gradu-
ation. Manes, of Davie, Fla., is
working toward a master's degree in
elementary education, specializing
in children's literature.
32 I Fall-Winter 2006
writes "best essay"
on library history
Don Boyd, a doctoral
education student in social
foundations (School of Teaching
and L .. !...;_. won the 2005
Justin Winsor Prize for the
best essay on library history,
awarded by the American
Library Association. He
received the award for, "The
Book Women of Kentucky:
The WPA Pack Horse Library
Project, 1935-1943," an essay
he researched and wrote as
an independent study under
the supervision of Assistant
Professor Sevan Terzian.
Boyd's award is particularly
noteworthy since the
competition drew entries
from both graduate students
Education~imes 1 33
For science-educator Rose Pringle, it's all about the learning
Undergraduate Teacher of the Year
Ed Psych instructor Koro-Ljungberg urges students to think critically
Graduate Teacher of the Year
By Joy Rodgers
hen it comes to science education, the
College of Education's 2006 Undergradu-
ate Teacher of the Year says she strives to
model the ideals she hopes to instill in future teach-
ers. Rose Pringle, associate professor in the School of
Teaching and L .., !,h,_. encourages her students to
become involved in the teaching process, guiding them
past the preconceived barrier that science is difficult
and helping them build confidence in themselves as
well as in their teaching abilities.
"As a teacher-researcher, my interests in science
teacher education are promoted as I learn from and
about my students. My deliberations, therefore, in-
clude the modeling of a variety of teaching strategies
to build confidence, develop positive attitudes toward
science and provide images of science learning for
classrooms," Pringle says.
Pringle also received the undergraduate teaching
award for '" II I
When asked if she has developed a "Rose Pringle
model for t. ... 1!H_.." she laughs.
"I wonder what that would look like?" she says.
" N1; method is more philosophical and involves what
works at that point in time. I do not think I have ever
taught the same class in the same way twice."
Still, Pringle says she tries not to lose sight of the
needs of the prospective teachers and their lack of
confidence in their ability to teach science. As the
semester develops, she works to "gently" tear down
the scaffolds to help students become more indepen-
dent in their thinking.
Pringle joined the college faculty in the fall of 2000,
after earning her doctorate in science education from
Florida State University. But Pringle was not new to a
classroom. She had spent 18 years teaching high school
and college level students in Jamaica, where she received
several awards for her contribution to science education.
Pringle encourages her students to reflect on the
concepts and strategies she brings to her courses, and
to explore other models.
"I've had students complain that I 'spoil their GPA,'
and I understand they want a good grade. But I try to
focus their attention on what they have learned from
the class, to understand why we're here," Pringle says.
"It's all about the learning."
Mirka Koro-Ljungberg, associate professor in
Educational Psychology, views herself as more than a
teacher and mentor. The 2006 College of Education
Graduate Teacher of the Year also sees herself as a
facilitator, urging her students to think critically and to
learn from each other.
"I favor group work, as well as lively, critical discus-
sions that are as often student-led as teacher-led,"
Koro-Ljungbergjoined the UF College of Educa-
tion in 2001 after earning her Ph.D. in education from
the University of Helsinki. Her knowledge of theo-
retical frameworks and corresponding methodologies
quickly put her in great demand among novice quali-
tative researchers who seek her out for their doctoral
In this role, Koro-Ljungberg is known to be gener-
ous with her time and committed to excellence. She
provides detailed feedback and healthy doses of
encouragement to her students.
In her first semester in the college, Koro-Ljungberg
School psychology group
Thomas Oakland has a new distinction to add to
his long list of honors. The UF Research Foundation
Professor of Educational Psychology recently was pre-
sented with the Willard Nelson Lifetime Achievement
Award by the Florida Association of School Psycholo-
Named for a former Florida school psychologist
who was instrumental in establishing FASP, the award
acknowledges school psychologists who have made a
significant impact on school psychology practice across
the state and nation.
Oakland was chosen in part for recognition of his
numerous other awards, including the Distinguished
Service Award from the American Psychological
Association's division of school psychology and the
International School Psychology Association, and
the Legend Award from the National Association of
In 2004, Oakland received UF's Senior Faculty
Distinguished International Educator Award.
developed two new courses in
research methods that have at-
tracted a campuswide following,
with more than 200 students
enrolling. In 2002, Koro-Ljung-
berg organized a qualitative
support group for faculty to
discuss theoretical and method-
ological issues related to quali-
tative research. Recently, she
extended that support group to
students to help them identify
possibilities for presenting and
publishing their research.
Believing that students need
to find their voices and identi-
ties as researchers, Koro-Ljung-
berg challenges them to move
outside their comfort zones. Koro-Ljungberg, left, counsels a graduate student.
N I1; classroom is a place in
which a community of learners meets," she said.
Diane Yendol-Hoppey, associate professor in the
School of Teaching and Learning at the College of
Education, received the 2006 Kappa Delta Pi/AERA
Early Career Award recently at the American Educa-
tional Research Association's national meeting in
In her studies, Yendol-Hoppey challenges the belief
that teaching can be standardized and, instead, rec-
ognizes the complexity of teaching and the process of
learning how to teach.
Yendol-Hoppey's studies explored how different
learning contexts and the diverse needs of students
-along with such factors as demographic differences
in schools- can affect teacher learning and teacher
leadership related to instructional decision-making
and school improvement.
Yendol-Hoppey now is investigating how teachers
learn about the complexity of teaching and how to at-
tend to the needs of diverse students within alternative
pathways to teaching including alternative certifica-
tion, online programs and professional development
Pringle, center helps two of her science education students with their experiment.
34 1 Fall- Winter 2006
Education~imes 1 35
CSI director cited
for staff development
The Florida Association for Staff Development
(FASD) has honored Nancy Dana, professor and
director of the college's Center for School Improve-
ment, for her contributions to outstanding staff devel-
Dana directs the center's teacher-inquiry programs
and workshops, which involve a collective networking
approach to professional development for teachers.
Earlier this year, 26 teachers and 13 principals from
schools in the Northeast Florida Educational Con-
sortium (NEFEC) met regularly for four months to
exchange ideas, experiences and teaching strategies.
Participants focused on areas of teaching they
sought improvement in, such as curriculum devel-
opment, student achievement, content knowledge
or teaching techniques. UF education faculty and
graduate students served as mentors and coaches for
the teachers. In April, the teachers presented their
findings at the NEFEC- and CSI-sponsored Teach-
i!._. Inquiry and Innovation Showcase in Gainesville.
More than 300 teachers and school administrators
from 14 school districts in Northeast Florida attended
the showcase, which Dana coordinated and led.
Special education scholar
garners national award
UF special education researcher Anne G. Bishop
has received the Council for Exceptional Children's
Early Career Publication Award for her landmark
journal article outlining the most efficient and ac-
curate timeframe and measures for early identifica-
tion of kindergarten children who may struggle in
learning to read.
Bishop is an assistant scholar at the College of Ed-
ucation and the project coordinator for the college's
Center on Personnel Studies in Special Education,
which generates and disseminates research-based
information on special education workforce issues.
The award recognizes outstanding research in
special education conducted and published within
five years of completing the doctorate degree. Her
article, entitled "Prediction of First-grade Reading
Achievement: A Comparison of Fall and Winter
Kindergarten Screenings," appeared in the summer
2003 edition of Learning Disabilities Quarterly.
Distance education course cited
Associate Professor Colleen Swain, of the School
of Teaching and L. .., !!;h_. was part of an award-win-
ning distance education project titled Roadmap to
Effective Distance Education Instructional Design.
The online course won a 2005 American Distance
Education Consortium (ADEC) Excellence in College
and University Distance Education Award. Swain col-
laborated with UF faculty members from the College
of Agricultural and Life Sciences and from five other
universities. She created the curriculum dealing with
the teaching aspects of distance teaching and learning.
Funded by a U.S. Department of Agriculture higher
education grant, the online course develops effec-
tive materials and innovative approaches in distance
education at universities with agricultural academic
Science teaching journal
honors STL's Sadler
Troy Sadler, assistant professor in the School of
Teaching and L. ..1 i;!_. has been chosen by the Na-
tional Association for Research in Science Teaching
(NARST) to receive the 2006 Journal of Research in Sci-
ence Teaching JRST) Award for "Patterns of informal
reasoning in the context of socio-scientific decision
making," an article he wrote with Dana Zeidler. The
selection committee gave the article the highest rating
of all the articles published in volume 42.
Jones, Ferdig receive
UF international honors
Two education professors in the college's School
of Teaching and Learning have been recognized as
International Distinguished Educators for their work
in advancing the globalization of the University of
Florida campus and curriculum through t .. I'!i_.
research and service.
The college's senior faculty honor went to Associ-
ate Professor Linda Cronin-Jones for her contributions
to research on environmental education in Africa
and Latin America and to teaching both at UF and
abroad. Richard Ferdig, associate professor, received
the junior faculty award for his efforts in building
intercultural educational technology competence in
Middle schools league names award for Professor Paul George
The Florida League of Middle Schools has estab-
lished an annual lifetime achievement award in honor
of a UF education professor considered by many to be
the nation's leading expert on middle school education.
The 200-school league named the award for Dis-
tinguished Professor Paul S. George of the College of
Education's School of Teaching and Learning.
The yearly award will go to an educator selected for
"leadership and service for the advancement of middle
school education" in Florida. The first recipient of the
Paul S. George Award was Orange County middle
school educator Shirley Fox, who received her doctor-
ate in special education from UF in 1993.
George has published 10 textbooks on middle school
education and other topics that have been adopted for
use by dozens of universities and school districts. The
Middle SchoolJournal described three of his books in
one article as "classics in the field." The journal also
identified George as "the number one ranking scholar"
in middle school education, based on a survey of 241
American university professors and deans.
The American Association of School Administra-
tors has referred to George as "the foremost expert
on middle schools in the country," and he previously
received the National Middle School Association's
Lounsbury Award for lifetime achievement in middle
George has helped the UF College of Educa-
tion maintain its reputation as the nation's hub of
middle-school education research and leadership. UF
education professors were instrumental in advancing
the middle school concept in the mid- 1960s. They
first proposed middle schools in 1963 as a preferred,
transitional setting to the departmentalized junior-se-
nior high school system for handling a child's formative
years. The college hosted a year-long institute in 1966
to study the middle school concept, involving 36 school
teachers and administrators from around the South.
Two years later, three UF professors co-authored what
became the primary textbook on the emergent middle
school at many universities.
George arrived in 1972 as the first professor hired
for the college's new middle-school teacher education
program. By 1977, there were more than 5,000 middle
schools nationwide. He has continued to carry the
gauntlet for middle schools into the 21st century, serv-
ing as an international consultant and publishing more
than 150 books,journal reports, textbook chapters
and multimedia presentations, many on middle school
education issues. He recently has been investigating the
change from middle school (grades 6-8) to K-8 schools
in a dozen of America's largest school districts.
George also has other research interests, ranging
fromJapanese education to the social organization of
schools, and even the application of corporate organi-
zational strategies to improving public education. He
is one of the college's most popular instructors and
mentors for doctoral students in teacher preparation,
having supervised some 35 doctoral dissertations.
Leadership in middle school education, though, is
"This honor recognizes the important contribu-
tions Paul George has made to middle level education
through over 30 years of extensive, carefully crafted
scholarship," said Tom Dana, chairman of the School
of Teaching and Learning. "No one else in the world
has had the impact he has had on policy and practice
in quality middle schools."
Professor cited for
Linda Behar-Horenstein, professor in Educa-
tional Administration and Policy, is one of five
UF faculty members to receive the UF Graduate
School's 2005-2006 Doctoral Dissertation Advisor/
In nominating her, Behar-Horenstein's graduate
students cited her care of their v 11-1.. ;i_. extensive
feedback and her accessibility at both her office
"Dr. Behar-Horenstein assists her students in
the development of ideas for their dissertations and
other publications," said Linda Serra Hagedorn,
department chair and professor of Educational
Administration and Policy. "Several students said
they have learned more by working with Dr. Behar-
Horenstein in a one-on-one atmosphere than they've
learned in all of their coursework."
Her students also cited her passion and commit-
ment to helping them develop the habits of scholars
and demonstrate critical thinking while conducting
research on salient educational issues.
She has chaired or co-chaired 22 doctoral com-
mittees and served on 14 more in other UF colleges.
She also co-authored 10 articles with students.
36 I Fall-Winter 2006
Education~imes 1 37
Associate Professor Richard Ferdig is the new
associate editor of the Journal of 7 ..'. and
Teacher Education, the official journal of the Society
for Information Technology and Teacher Educa-
tion. Ferdig, an associate professor, has also been
elected into the International Digital Media and
Arts Association (iDMAa).
DOE advisory board
appoints ed-tech expert
Kara Dawson, a UF specialist in the uses of tech-
nology in teacher education, has been named to a
state advisory board on instructional technology to
the Florida Department of Education.
Dawson, an associate professor of education
technology at the College of Education's School of
Teaching and L. .., !i;!i_. is one of the first university-
level experts in education technology to join the
board, which advises the state's office of instruc-
tional technology on educational technology matters
relating to Florida school districts, schools and the
She joins newly appointed board members from
the universities of South Florida, North Florida
and Central Florida, and the Florida Center for
Kate Kemker, Florida's new director of instruc-
tional technology, was instrumental in adding univer-
sity educators to the panel and expanding its focus
from K-12 to K-20 grade levels.
"Collaboration between the public schools and
state university educators can improve the uses of
technology in Florida schools and in our teacher
preparation programs. The partnership ultimately
fosters a higher level of student 1 !iii;.."
At UF, Dawson heads the education technology
program and is co-coordinator of the advanced
Education Specialist (Ed.S.) and master's online
programs in education technology.
to revise standards
Harry Daniels, professor and chairman of coun-
selor education, was appointed to the board of direc-
tors of the national Committee for the Accreditation
of Counseling and Related Education Programs
(CACREP). He is one of six counselor educators who
will evaluate and update the existing accreditation
standards of the profession. The new standards will
apply from 2007 to 2012.
Cirecie A. West-Olatunji, assis-
tant professor in counselor educa-
tion, has been voted president-elect
of the Association for Multicul-
turalism Counseling and Develop-
ment, which is a division of the
American Counseling Association
(ACA). She began her term inJuly
and is in line to assume the one-
year presidency inJuly 2007.
Loesch named ACA fellow
Counselor Education Professor
Larry Loesch was named a fel-
low of the American Counseling
Association at its recent annual
convention in Atlanta. This honor
recognizes ACA professional
members for their significant con-
tributions in professional practice,
scientific achievement and gover-
nance, or teaching and training.
re-elected to state posts
Theresa Vernetson, assistant
dean for student affairs, was
re-elected as board member of
the Florida Association for Staff
Development and as treasurer of
the Florida Association of Colleges
for Teacher Education.
She will serve another three
years for FASD, which promotes
professional development, leader- Vernerson
ship and support for educational
professionals, and two years for FACTE, which strives
to improve the performance quality of Florida col-
leges and universities.
Dean takes leadership role
in Holmes research panel
Catherine Emihovich, dean of UF's College of
Education, has been appointed vice president of
research for the Holmes Partnership, a national
consortium of 96 universities that provides support
for underrepresented students in university leader-
Her role will be to collect and disseminate re-
search evidence on the impact of Holmes-affiliated
school-university partnerships on student achieve-
ment and school improvement, particularly in high-
The College of Education supports three full-
time Holmes Scholarships to recognize advanced-
degree students of color for their character, academ-
ic standing and career goals in university leadership.
Doud will help update national
standards for school leaders
A UF professor in educational administration and
policy has been named to a national panel of experts
that will help revise licensure and certification standards
for school leaders across the United States.
James Doud will represent the National Association
of Elementary School Principals (NAESP) on the steer-
ing committee formed by the National Policy Board for
Educational Administration to review interstate school
leaders licensure consortium standards. The newly
formed panel is expected to make recommendations for
the modification or elimination of current standards and
propose new standards.
Doud has 44 years of professional experience,
including 26 years as an elementary school principal.
He also was chairman of the Department of Education-
al Administration and Policy at UF from 1999 to 2005.
He is a past president of NAESP and was recognized
by the group in 2003 as an Honorary National Distin-
guished Principal- the only former principal to receive
Torres Rivera elected
Edil Torres Rivera, associate professor in counselor
education, was elected president-elect of the national
Counselors for SocialJustice organization. Torres Rive-
ra will hold the CSJ presidency in 2006 to 2007 and will
serve as a CSJ executive board member through 2008.
Torres Rivera, center is equally passionate about teaching, as pictured,
and advancing socialiustice.
38 I Fall-Winter 2006
THE EDUGATOR FAMILY suffered several notable losses in recent months,from beloved alumni and professors,
to some of the most influentialfaculty members of the mid-1900s. They are all greatly missed.
Longtime UF, P.K. Yonge educator and crusader for school desegregation
Donald D. Bishop (BSE'49, MEd'50) died
Sept. 21, 2004 at age 81. (Info received since last
Robert A. "Bob" Blume, professor emeritus
in curriculum and instruction, died May 31,
2005, at age 78. He lived in Ormond Beach. He
was a staunch humanist and advocated im-
provements in public education throughout his
life. He was a past president of the Humanists
of Florida and of the Association for Humanis-
tic Education. The American Humanist Associ-
ation awarded him the Humanist Fellow Award
in 1978. He worked at the National Teacher
Education Center in the Somali Republic,
Africa, during the 1960s. Author and co-author
of several articles and books, he finished his
most recent book, "The Continuing American
Revolution," in 2004. (Info received since last issue
Frances Pauline Hilliard, professor emeritus
in elementary education and curriculum and
former chair of elementary education (1960-
68), died Dec. 20, 2005, of natural causes. She
was 96. She also chaired the board of editors
for the journal ( .... 'Education and authored
two professional books and numerous articles.
She retired from UF in 1979.
James W. Longstreth, a retired faculty
member in educational administration and
policy, died of cancer April 23, 2006. During
four decades working in Florida education, he
perhaps was best known as the first appointed
superintendent of Alachua County's public
schools. He also was a 12-year School Board
member (1982-94). In 1975, "Dr.Jim" was
named School Administrator of the Year by the
American School Counselors Association. Later
as a UF professor, he mentored future school
administrators, many of whom hold posts in
Florida's school districts today. He was also an
advocate for early childhood education, one of
the priorities in today's education system.
'Father of Community College System'
James Wattenbarger, the COE alumnus and
former professor known as the "father of Florida's
community college system," died Aug. 14 at the age
Wattenbarger started his higher education career
at Palm BeachJunior College
one of only a handful of
public community colleges in
Florida at the time. He used
junior college as a springboard
to undergraduate and graduate
school at UF In his doctoral
dissertation at COE, Watten-
barger outlined his vision for a
modernized community college
system, in which higher education was open to ev-
eryone, regardless of age, social class, or location.
That document became the blueprint for a
complete overhaul of Florida's community colleges.
Wattenbarger oversaw much of that overhaul during
his 11-year tenure as head of the Division of Com-
"He created a community college system that has
become a model for the rest of the country," said
Linda Serra-Hagedorn, chair of COE's Department
of Educational Administration and Policy. "Florida
has one of the most successful systems in the U.S.,
and this is largely due to his influence."
Wattenbarger served as chair of COE's Depart-
ment of Educational Administration and founding
director of the Institute of Higher Education. The
Wattenbarger Building at Santa Fe Community Col-
lege in Gainesville is named in his honor.
In lieu of flowers, his family is asking for dona-
tions to the James L. Wattenbarger Fellowship Fund,
which is for graduate students in higher educa-
tion administration at UF's College of Education.
Contributions can be made online at www.educa-
tion.ufl.edu/wattenbarger. You can also donate by
check to: University of Florida Foundation, PO Box
14425, Gainesville, FL 32604. On the memo line,
write "Wattenbarger Endowed Fellowship (Fund
Hal G. Lewis Sr., a Distinguished Service
Professor Emeritus in the College of Education's
formative years and a crusader for desegregation of
Florida schools and college campuses, died Aug. 7,
2005. He was 97.
Lewis, who lived in Gainesville, also was the prin-
cipal of PK. Yonge Laboratory School from 1944-
48. He was a professor of educational foundations at
the college for 42 years, spanning 1936 through his
retirement in 1979.
There were only six College of Education faculty
when Lewis arrived- more than a decade before
UF became coeducational. His ties with PK. Yonge
lasted for more than 60 years- as a teacher, princi-
pal, parent and College of Education professor. For
several years starting in the late 1940s, he served as
chair and sole faculty member of UF's newly formed
Department of Foundations of Education.
During the tumultuous period of desegregation
in the 1950s and 1960s, Lewis focused his efforts
on preparing teachers to work with children of a
different race. He served two terms as president of
the Florida Council on Human Relations, one of the
first southern groups to work for
desegregation. He also founded
the Gainesville Council on Hu-
man Relations and served for 10
years on the Florida Advisory
Committee to the U.S. Civil
Rights Commission. Behind the
efforts of Lewis, J.B. White (dean
of education from 1949-64) and
others, UF enrolled its first black
student in 1958, into the College of Law. The Col-
lege of Education soon followed suit.
"Dr. Lewis's desegregation activism occurred at a
time in North Florida when such behavior entailed
serious risks," said Richard Renner, a College of Ed-
ucation faculty member from 1965-2003. "His long
life contributed much to improve race relations."
Professor Rod Webb, an education faculty mem-
ber since 1971, said of Lewis: "He dedicated the
college and the PK. Yonge school to innovation and
to anticipating the problems that schools would face
in the near future."
Outspoken critic of education and society
Robert Primack, who taught in the college's
Social Foundations of Education program for 30
years, died Aug. 12, 2006. He was 84.
Students knew Primack as a no-nonsense critic
of the educational system
who urged future teachers r
to approach their work as
"architects" rather than "car-
penters." Gainesville residents
knew him as outspoken critic
of current trends in politics
and the media.
Raised in Chicago and New
York, Primack moved to rural
NewJersey at age 19 to raise poultry. He prospered
as a farmer, but grew restless in the business so he
sold his farms and embarked on an academic career,
triple-majoring in English, education and history at
Monmouth College and going later to Rutgers for a
doctorate in history and philosophy of education.
Primack edited the book "Issues in Social Founda-
tions of Education" and for many years published a
monthly newsletter on issues in the field. After retire-
ment, he became a frequent contributor of editorial
letters to The Gainesville Sun and other newspapers,
including The Yew York Times.
His last letter to the Sun ran in the Aug. 18 edition
of the paper- six days after his death- alongside
an editorial-page memorial by Richard Scher, a
professor of political science at UF
"(Primack) was every bit the populist...willing
to rail publicly against anyone or anything which
smacked of discrimination, elitism, unfairness or
stupidity," Scher wrote.
A scholarship fund is being set up in Primack's
name. Contributions to the fund can be sent to the
UF Foundation at PO. Box 14425, Gainesville, FL
32604-2425, with "Primack Scholarship" in the
40 I Fall-Winter 2006
Education~imes 1 411
Thomas E. Smith (BAE '34/MAE '58) is retired. He is
a life member of the Acme Masonic Lodge and has been
president and lieutenant governor of the Kiwanis Club.
Willa (Foxworth) Land (BAE '48/MEd '59) is retired
since 1979 after teaching for 30 years in Santa Rosa
County public schools. She was a leader in the formation
of the SRC teacher's union in 1968. Charles H.
Hamblen (MAE '48) has been retired since 1981. His
recognition include the Basketball Hall of Fame and
the Basketball Team of the Century at Carson-Newman
College (Tenn.), regional representative of the U.S. Office
of Education in New York, vice president of Central
Florida Community College, and the Academy of Senior
Professionals at Eckerd College from 1991-98.
William A. Bell (BS '49/MEd '55) has retired after
teaching 36 years in high schools and junior colleges of
Florida. Henry (Hank) W. Bishop, Jr. (BSPE '49/
MEd '53) has retired after teaching 20 years at PK. Yonge
Laboratory School in Gainesville and 15 years in Naval
Intelligence at the Pentagon.
Janet S. (Steward) Craig (BA '50) is now retired.
Carey T. Southall (MAE '50/EdD '55) is a professor
emeritus of education at the University of Missouri-
Columbia. Mary Ellen
(O'Quinn) Johnson (BA
do '52), formerly a first-grade
teacher who became an
automobile dealer 28 years
ago, is now president of
Johnson Chrysler, Inc. in
Fort Pierce, Fla. Martin W.
Schoppmeyer (MEd '55/
EdD '62) is the University
Professor Emeritus of
Education Administration at
the University of Arkansas
Fayetteville. He and his wife
Dave DeRuzo (MEd '66/EdD '72) mugs with Margaret Marilyn (BSE '51/MEd '58)
Gaylord, then the college's development director at last are currently helping their
fall's Homecoming Parade alumni gathering.
son with the only secondary
42 I Fall-Winter 2006
charter school in Arkansas. I
Robert (Bob) Shaffer
(BAE '58/MEd '64/DEd
'66) is the principal at
Trinity Lutheran School in
Orlando. John R. Lamb co
(MEd '59) retired as a
school administrator and
was reflected to a second
term on the Hillsborough
County School Board. He recently was elected president
of the Florida School Board Association.
James M. Eikeland (MEd '62) recently retired from
Leon County Schools after 10 years as a guidance
counselor. He previously retired from the Florida
Department of Education after serving for 22 years as
a school psychology consultant. He has received several
state and national awards in his field and served on
NCATE from 1980-1990. William H. Stuart (MEd
'62) a minister in the United Church of Christ, is also
a professor emeritus at Oakland (Mich.) Community
College. David DeRuzzo (MEd '66/EdD '72) is a
retired school superintendent with 43 years in education,
most recently as school superintendent in St. Lucie
County, Fla. He has been recognized by the National
Association of Principals and serves on the UF College of
Education Alumni Council Board of Directors.
Christine R. L. (Levring) Bowman (BAE '71)
has retired. Glenda (Green) Kelley (BAE '71) is a
retired teacher after 20 years, most of them in Alachua
County schools. She is currently writing a screenplay
and children's books. Beckie D. (Reidling) Preston
(BAE '75/MAE '02) is working as the assistant university
registrar at the University of Florida. She received the
Davis Productivity Award in 2005.
Robert T. Bleck, (MEd'75/PhD'77)
is the founder and director of the
Source Completion Therapy Center in
Plainview, NY He wrote a book called
"Give Back the Pain" that addresses
the symptoms that Source Completion
Therapy identifies. Larry C. Kubiak
(EdS '76/PhD '87) is director of psychological services
at Tallahassee Memorial Behavioral Health Center.
His awards and recognition include: Distinguished
Psychologist 1.I the Florida Psychological Association)
-2002; FPAs Spellman Award for ethical contributions
to psychology- 2003; FPAs Psychologist of the Year
-2004; and FPA president- 2005. Randi M. (Premer)
Garlitz (BAE '79) has completed six years at Williams
Elementary School (Gainesville) as a primary reading
teacher, tutor and coach. She received her National
Board Certification in literacy (early/middle childhood
reading, language arts) in 2004. Barbara A. Henry
(BAE '79) is a behavior research specialist and assistant
principal at Charles W Duval Elementary School, a fine
arts magnet school in Gainesville. She earned her PhD in
educational leadership in 2004 from Florida A&M.
Lilya Wagner (EdD '80) recently became vice
president for philanthropy at Counterpart International
in Washington, D.C. She previously worked for 14
years at Indiana University's Center on
Philanthropy as associate director for
public service and director of the Women's W Eu,
Philanthropy Institute. She has published
numerous articles and book chapters on
philanthropy and fundraising, and her
book, "Careers in Fundraising (2001),"
was the winner of the 2002 Skystone Ryan Research
Prize. She also was vice president for institutional
advancement at Union College in Lincoln, Neb. She has
taught at the university, college and high school levels. She
also has master's degrees injournalism and music. Nancy
Vader-McCormick (PhD '85) is an associate professor
in speech communication at Delta College (Mich.). She
was awarded the Barstow-Frevel Award in April 2005
for scholarly achievement and for her contributions to
the fields of speech communication,
BfJetoM organizational development and the
fine arts. Mark W. Morgan (EdD '87)
is the director of institutional research
i at Seminole Community College in
Sanford, Fla. ASQPress recently
published Morgan's third book in
March entitled "The Path to Profitable
Measures: 10 Steps to Feedback that Fuels Performance."
Jamie L. (Resczenski) Poole (BAE '93) was named
UF Alumni Association Leader of the Year in 2003.
Carmelo J. Sigona (MEd '95) works as a library media
From left, Sandra Autore, Bonnie Jernigan (BAE '66/MEd '72), and Mary
(BAE '71/MEd '72) and Jim Brandenburg (BAE '75/MEd '81) party at the
Homecoming Parade alumni gathering.
specialist. Meribah A. (Harter) LaBranche (BAE
'96) teaches at Mills Elementary School in Manatee
County, Fla. and is National Board Certified. KellyJ.
Brennan (BAE '97/MEd '98) is an eighth-grade history
teacher and social studies department head at Burnett
Middle School. She was named Teacher of the Year and
Hillsborough County (Fla.) Social Studies Teacher of the
Year. AdamJ. Auerbach (BAE '98), currently a third-
grade teacher, served as assistant principal at Weddington
Hills Elementary in Concord, N.C., in 2005-06. He is
finishing his master's degree in school administration
at the University of North Carolina-Charlotte. Amy
E. (Turner) Bonds (BAE '99) a fifth-grade teacher at
Vass-Lakeview Elementary School in Vass, N.C., was
recently named Teacher of the Year at her school. She
has also submitted her National Board portfolio for
middle child generalist. Angelisa (Carter) Bromley
(BAE '99/MEd '01) is a documentation specialist
(educational technology consultant) at Anystream, Inc.,
in Ri. i.;.. Va.
Kathryn Golden (BAE '01/MEd '02) is a fourth
grade teacher at Pasadena Lakes Elementary School in
Broward County. Robert Smith (PhD '03) recently left
the medical faculty at the University of South Florida to
become a health scientist administrator at the National
Institutes of Health in Bethesda, Md. Theodore
Sofianos (PhD '05) is an account executive for the
Center for Business and Industry at Daytona Beach
Community College. He is responsible for attracting new
businesses to the center. He has been in education for
14 years. His doctorate is in administrative leadership in
EducationTimes 1 43
2 of America's best teachers
Alumni receive Presidential Award for
excellence in math, science teaching
Two College of Education alumni were among 100
middle and high school teachers honored this spring
with the 2005 Presidential Award for Excellence in
Mathematics and Science T .1. l!i_. the nation's high-
est honor for teaching in these fields.
Kristen Springfield (EdD '99), a UF doctoral gradu-
ate in educational leadership, and Luther Davis III
(MEd '99), a ProTeach master's graduate in science
education, recently represented the state as Florida's
top math and science teachers, respectively. President
Bush recognized all 100 awardees at the White House
in May for their outstanding work inside and outside
the classroom. One math and one science teacher
from every state were honored.
Award recipients each received a $10,000 stipend
from the National Science Foundation, the indepen-
dent federal agency that administers the Presidential
Awards program, which was established by Congress
Luther Davis III, science teacher,
Learning physics from the football announcer?
That is just one way that Lake Mary High School
physics teacher Luther Davis III educates not only his
students, but the parents and community members of
this small town near Orlando. During football season,
Davis brings "1 ....11 ..il Physics" to the stands, enlight-
ening the crowd on topics such as projectile motion,
conservation of momentum, the sound waves of band
instruments and the effects of gravity on cheerleading.
Davis said his students respect his passion for
physics and his desire to make the best of every given
"I believe physics is a wonderful science, giving
students the opportunity to understand basic concepts
of how our world operates," he said. "I offer thrilling
examples and have students conduct exciting activities
developing these concepts."
Davis wants his students to see physics in their lives.
"For example, students can explore notions of how
airplanes fly, why the sky is blue, how cameras work,
and how electricity is used in a television," he said. "If
students are encouraged to use math and science tools
in their everyday lives outside the classroom, lessons
become more than just meaningful. Students will look
forward to math and science."
Kristen Springfield, math teacher,
For Springfield, teaching math is more than just
teaching basic concepts.
"I recognize that if all I do is give my students the
information, they will not internalize their learn-
!!_." said Springfield, who teaches at Sanford Middle
School. "Instead, I help them discover the big ideas
in math rather than just memorizing the individual
She tries to guide her students to see the patterns
and relationships between the math topics they study.
She also builds on what her
students are learning and
"Eventually, my students
end up being able to interpret
real-time graphs or write their
own real-time stories when
given a graph," she contin-
ued. "I think this is a favorite
of my students because they Springfield
get to learn through discovery, use technology on a
regular basis, and learn in an active way."
Springfield earned her Ed.D. degree at UF in
the college's ECPD (East Coast Professional Devel-
opment) program, an off-campus doctoral cohort
program delivered in the Orlando area by UF Educa-
tional Administration and Policy faculty.
"A good day for me," she said, "is any day that
I hear my students in the hall or at lunch talking to
their friends about the really cool thing they got to do
in math that day."
New alumni affairs coordinator named
Jodi Mount has joined the college as alumni affairs coordinator,
providing support in event planning and development.
Mount is a 1998 UF graduate and holds accreditation in event
and meeting planning. She most recently was public relations coordi-
nator for Haven Hospice in Gainesville, where she managed external
fund-raising events. She previously was special events coordinator
and assistant director of recreation for the city of Hapeville, Ga.
Mount's office is in Norman Hall 148. She may be reached by
e-mail email@example.com and by phone at 352-392-0728, ext. 250.
She replaces Robin Frey, who left to become events coordinator for
UF President Bernie Machen.
Longtime alumni supporter tapped
as Hispanic Woman of the Year
UF education alumna Adrienne Garcia (MEd
'70, EdS '71, EdD '78) has been honored over the
past year as the Tampa community's Hispanic
Woman of the Year.
Garcia was chosen for the honor by Tampa His-
panic Heritage, a non-profit organization dedicat-
ed to advancing and celebrating the local Hispanic
culture. Her family comes from Spain and Mexico.
She is a charter member of the College of Edu- Dana
cation Development Board, formed in 2002, and
served as president of the UF Alumni Association in 1996.
She has been the executive director of the Hillsborough Com-
munity College Foundation since 2002. Garcia's experience, edu-
cation, leadership skills and continued service to the Tampa Bay
community have earned her many awards throughout her career.
Her doctorate degree is in foundations of education.
Alumnus is National
Patrick Galatowitsch (EdS 1995), a UF alum-
nus in the Department of Educational Admin-
istration and Policy, was recently selected as
Florida's National Distinguished Principal by the
Florida Association of Elementary and Middle
School Principals. The award, co-sponsored by
the U.S. Department of Education and the Na-
tional Association of Elementary School Princi-
pals (NAESP), recognizes principals' accomplish-
ments and reinforces their leadership in teaching
children. Galatowitsch has been principal of
Rolling Hills Elementary for the past nine years.
Seven years ago, Rolling Hills was a critically low
performing school, but today, it's an "A" school.
'03 Ed.S. grad in inaugural
class of UF Outstanding
David Shelnutt, a member of the college's
Education Alumni Council since 2001, is one of
40 charter members of the UF Alumni Associa-
tion's inaugural class of 2006 Outstanding Young
Alumni. The new Outstanding Young Alumni
Award recognizes UF graduates who have
graduated within the past 10 years and who have
distinguished themselves in their profession and
community. Shelnutt, an assistant principal for
curriculum at Gainesville Buchholz High School,
received his M.Ed. in social studies education
from the col-
lege in 1998
and an Ed.S.
ship in 2003.
He was the
chua County /
Teacher of I \ (
the Year. .
S f.Shelnutt. .l
44 | Fall-Winter 2006
EducationTimes 1 455
'02 ProTeach master's graduate is Broward County Teacher of Year
By Anwen Norman
"When I compare
those of other new
educators, I realize
how well prepared
I was, thanks to
Brian Dassler (MEd '02), a UF ProTeach alumnus,
is Broward County Public Schools Teacher of the
Year for 2007.
Since graduating from UF, Dassler, 27, has taught
English for the past three years at Fort Lauderdale's
Stranahan High School. He de-
scribes his teaching philosophy as
"an unequivocal focus on student
achievement, a sincere role for
families in the education process,
and classroom interaction and
dialogue as a way of developing
and refining communication and
critical thinking skills." Dassler
Dassler leads by example in
encouraging students to take on leadership responsi-
bilities and give back to others in the form of com-
At UF, Dassler earned a bachelor's degree in
English in 2001 and a master's in English education
in 2002. While attending the College of Education,
he was named the 2001 Florida College Student of
the Year by Florida Leader magazine.
"When I compare my first-year teaching with
those of other new educators, I realize how well pre-
pared I was, thanks to ProTeach," Dassler said. "From
classroom management to instructional design and
delivery, ProTeach prepared me in a way that I didn't
fully realize until I had a classroom all to myself my
His former education faculty adviser, Associate
Professor Emeritus Robert Wright, has Dassler pegged
as a future leader in public education, saying, I
guess is that Brian will probably move on into admin-
istration and will be a principal or even a superinten-
dent of schools somewhere, probably in the not too
'94 grad is Florida's top elementary school counselor
By Chan Tran
Karen Pearson (EdS '94) began her counseling ca-
reer as an intern at Stephen Foster Elementary School
in Gainesville, but now she's the school's guidance
counselor with a top state honor to her credit.
Pearson, a UF education alumna with a special-
ist degree in counselor education, has been named
Florida's elementary school counselor of the year by
the Florida School Counselors Association.
Pearson has worked at Stephen Foster since 1996,
providing guidance counseling for individual students
and faculty, small groups and classrooms. She works
with parents, teachers and the community to allow her
students to have off-campus experiences such as field
trips, which included scoring tickets for UF sporting
events and taking third-graders to see "A Christmas
Carol" at the Hippodrome State Theatre.
Pearson tries to do something different for her
students every day, such as providing a weekly puppet
presentation for kindergartners on needed social skills
or counseling students during all three lunch periods
on a wide range of issues including personal or family
crises, behavioral management, peer issues and self-
"Children and families are her focus," said Norton
Elementary School counselorJennifer Taylor.
A BOOST for early child education
UF creates $1.5 million endowed professorship in early childhood education,
named after former Miami Herald publisher David Lawrence Jr.
By Larry Lansford
Since retiring in 1999, former Miami Herald
publisher David Lawrence Jr. has worked to
strengthen the nation's commitment to early child-
hood development so all children will arrive at
school prepared for success.
Lawrence now has a lasting legacy for his efforts,
and it promises to further strengthen the I. .. I-
readiness" movement that is his passion and new
Lawrence's alma mater, the University of Flor-
ida, has received more than $1 million in private
gifts from more than 80 individuals and children's
advocacy groups to create a new endowed faculty
position in the College of Education. The post will
be called the David Lawrence Jr. Endowed Profes-
sorship in Early Childhood Studies.
The state will contribute $500,000 under Flori-
da's matching gifts program to create a $1.5 million
faculty post. Earnings from the endowment fund will
finance a world-class scholar's teaching and research
activities. The College of Education will conduct a
search for a nationally recognized practitioner and
scholar in early childhood education.
"Naming this professorship after David Lawrence
honors the contributions of one of the University
of Florida's most accomplished graduates and a
prominent national advocate for the early child-
hood school-readiness movement," UF President
Bernie Machen said. "The world-class scholar who
is chosen for this professorship will provide the lead-
ership to pursue cross-disciplinary projects aimed at
improving the services and policies affecting infants,
young children and their families."
Advancing early child development and educa-
tion is a state and nationwide concern. Recent
federal statistics show a growing number of chil-
dren face extreme obstacles to learning before they
enter school. Eighteen percent of children under
age 6 live in poverty. Children under 5 represent 85
percent of child abuse and neglect victims and more
than 30 percent of all children in foster care. Seven-
teen percent of young children have developmental
disabilities and 2.5 million children 5 or younger do
not have health insurance coverage.
'About a third of all children begin kindergarten
already behind," UF College of Education Dean
Catherine Emihovich said. "There is a growing
recognition of the need for collaborative, policy-
oriented approaches to fully address the complex
needs of children from before birth to age 5. This
professorship will help to bridge the existing re-
search gap in early child development."
Emihovich said tapping into the collective exper-
tise of university experts in numerous disciplines
-including education, law, medicine, psychology
and sociology- is vital to addressing the compre-
hensive needs of infants and young children.
Recent statistics show that Florida, the nation's
fourth largest state, still ranks in the bottom third
of states in a number of key indicators- in low-
birthweight babies, in the number of high school
dropouts and in child poverty.
Some of Lawrence's efforts have helped
Florida become a national leader in the movement
for school readiness and high-quality early develop-
ment, care and education. He is president of
the Early Childhood Initiative Foundation in
Miami, and in 2002 led the successful campaign
for The Children's Trust, which provides early
intervention and prevention funding for children
Named by Gov.Jeb Bush to the Florida
Partnership for School Readiness, he chaired that
From left, Dean Emihovich, Lawrence and President Machen.
EducationTimes 1 47
46 I Fall-Winter 2006
show that Florida,
the nation's fourth
largest state, still
ranks in the bot-
tom third of states
in a number of key
oversight board for two terms. Lawrence, a
1963 UFjournalism graduate, was a key fig-
ure in the passage of the statewide constitu-
tional amendment that provides high-quality,
pre-kindergarten availability for all 4-year-
olds beginning the current school year.
Lawrence joined the UF faculty in 2001
as the University Scholar for Early Child-
hood Development and Readiness, and he is
a board member of the Lastinger Center for
Learning at the UF College of Education.
"I am deeply grateful to those who con-
tributed to the chair because they believe in
the cause as well as in me," Lawrence said.
"The University of Florida can become one
of this country's principal higher education
resources for energizing the national move-
ment for school readiness, and this chair can
be an important part of that."
Emihovich said early childhood education
is one of the College of Education's core
priorities. The college's Lastinger Center is
involved with Lawrence's Early Childhood
Initiative Foundation and also works with a
WK. Kellogg Foundation-funded program
called SPARK -Supporting Partnerships
to Assure Ready Kids -in Miami-Dade
County to ensure children's healthy devel-
opment and early success in school. The
Lastinger Center recently received funding
to conduct a statewide evaluation of the
Governor's Family Literacy Initiative, a pro-
gram designed to encourage parents to read
to young children.
"We also plan to utilize Baby Gator, UF's
campuswide childcare center, as a pre-school
child development and research center and
collaborate with other units on campus such
as nursing, pediatrics, law, the UF McKnight
Brain Institute and our PK. Yonge K-12
laboratory school to promote the optimal
development of young children and their
families on a statewide and national level,"
Emihovich said. "The Lawrence endowed
professorship will draw national and inter-
national visibility to the university's current
initiatives and enable us to seek additional
support to help young children reach their
full potential in school and in their lives."
UF College of Education
U UNIVERSITY of FLORIDA
This is not your mother's
College of Education Anymore!
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PO Box 117044
Gainesville, FL 32611-7044