(Words in italics are published in the
Definition of Scholarship
The Education Department is committed to advancing
knowledge of teaching and learning through participation in traditional forms
of scholarship (using both quantitative and qualitative paradigms) as well as
in newer forms of inquiry (action research and teacher research). The overarching intent of our scholarly
endeavors is to contribute to school improvement and the wider educational
community. Because of our emphasis
on teaming, the Department encourages collaborative projects involving faculty
or student in Education, faculty in other disciplines, and practitioners in
area schools.
The education department’s statement of scholarship
aligns well with my belief systems and my research agenda. I believe that every teacher should be a
researcher and the most powerful research is that which looks at ones’
own practice and how it cane b improved.
I believe in research that is descriptive and not prescriptive.
Therefore, I embrace a qualitative paradigm that is collaborative and uses the
voices of the participants as supportive data. I believe in research that is
educative and catalytic for other teacher educators and teachers. I work to tell my story from many lenses
and perspectives so that teachers can see themselves reflected in the research
and can feel moved to action. I
also feel that my work is to help those who feel voiceless in the research be
heard. It am committed to working
with teachers and students to help a medium and support for them to tell their
own stories.
At
1.
The scholarship
complements the mission of the department and the institution
The
mission of our department, as a collaborative
learning and critical reflection as a way to develop a community of life-long
learners is evident in my collaboration with other faculty in my
presentations and my inclusion of my students in conference participation and
presentation.
2.
The scholarship
requires a high level of discipline-related or interdisciplinary expertise
Teaching,
by nature is interdisciplinary in its field. Yet, I believe that my research in the
field of middle childhood education is a unique perspective that I bring to my
research. Understanding the social,
emotional, intellectual, and physical characteristics of young adolescents and
being able to apply best practice in our educational settings to reach these
students is a large part of my work, especially in my book project, This We Believe with an Urban Focus.
3.
The scholarship
breaks new ground, is innovative.
One of
the reasons that I am working on the book This
We Believe with an Urban Focus is because many teachers felt there was a
missing link in the work of the
4.
The scholarship
can be replicated or elaborated.
I believe
that the most important part of scholarship is to provide a model not only of
the research results but the process of the research. My work with action research and
heuristic research is indicative of my intent at providing strong models of
scholarship that can be replicated and elaborated by teachers in the
field. An example of that would be
the Preparing Tomorrow’s Teachers to use Technology (PT3) Grant and
research.
5.
The scholarship
can be documented.
6.
The scholarship
can be peer-reviewed.
I believe
that I have shown, by my list of publications and presentations, my commitment
to documenting my scholarship and looking for outside response to that
scholarship. I believe that I can
be a better teacher and learner by not only my research and writing but by
continuing to put my research out for collegial review.
7.
The scholarship
has significance or impact.
I believe
that the significance of my research is indicative in my presentations
state-wide, nationally, and internationally. I also believe that the acceptance of a
book proposal is a strong indication of the belief that my scholarship is
significant and can make an impact on middle childhood teachers and teacher
candidates.
I would
like to present my research and my research agenda through the following list
and the attached artifacts. My
research agenda includes research in the field of technology and its
application in teaching and learning, social justice and equity in education, middle
childhood education in an urban setting,
“Scholarship” is an outcome of professional
development. To me this statement is a part of my
belief for myself and my students.
It is what I believe the life of a teacher should be. Action research, teacher research, and
reflective practice are all an integral part of my life as a teacher. I also
strongly believe in the statement, teaching
and learning. My paradigm of teaching is that I am learning every day that
I teach and that all students in my class will take the role of teacher and
learner. I believe that we are a
professional community of learners in my classroom, and though we may be at
different points on that path, we are all on the same path. Professional development to me is
essential to my teaching and scholarship.
To
promote my professional development in my field of middle childhood education,
I have attended the
·
Association
for Supervision and Curriculum Development
To enhance my
professional development, I have worked to find as many onsite and direct ways
to learn about teaching and learning through research and visitation of
facilities in the
Because
of this professional development, I have been encouraged and supported in my
scholarship. I believe that my
scholarship presently can be categorized into three areas of interest;
technology, social justice and equity, and middle childhood teaching in an
urban setting. The following list
of publications and presentations are presented in part to share my research
endeavors. I also have selected a
small sampling as documentation.