As a graduate of the Colgate teacher education program,
...I have a solid understanding of the relevance of educational research to teaching.
As a pre-teacher certification student at Colgate University, I came to appreciate the importance of educational research, especially as it applies to teaching. Through a number of classes, workshops and outside research opportunities, I have been able to both apply existing scholarly research and conduct my own in a number of settings.
In February 2008, I had the incredible opportunity of attending a workshop with famed artist and educator, Tim Rollins. For a little more than two hours, he shared his pedagogy and teaching techniques with us, emphasizing the power of understanding through creation. This teaching philosophy, as exemplified by his work with Kids of Survival (KOS) has had a huge impact on many students labeled "at-risk" or "learning disabled." Today, many Tim Rollins + KOS pieces can be found in the collections of prominent museums and art galleries across the world, while his students have gone on to earn doctorates, become teachers, and enter the business world. I adopted Rollin's pedagogy for an elective Sociology lesson, as we learned about Australian aboriginal policy and the Carrolup School of art. Students drew for an entire hour, depicting something of great importance to them, whether a scene out their bedroom window or symbols of their personality. Click on the artwork below to see the products of this Tim Rollins-inspired art session.
In my senior year at Colgate, I interned in the Picker Art Gallery under the direction of the Education Coordinator, Melissa Davies. After I was trained in Visual Thinking Strategies (VTS) with other teachers at Hamilton Central School, Melissa and I conducted research on the impact of VTS in kindergarten and first-grade classrooms at HCS as part of an Empire State Partnership grant between the school and Colgate. From these experiences, I then wrote a paper for my Core Distinction class about the integration of VTS into a high school social studies classroom, applying existing research and theory to the New York State social studies curriculum and standards. Finally, I curated an exhibit on William Hogarth under the direction of the Picker's curator, Joachim Homann; in writing my wall text, I referred to research conducted by VTS-developers Abigail Housen and Phillip Yenawine on how to make writing in museums most accessible to the public.
Additionally, as a teacher certification student, I took a number of courses within the education department. Much of our work centered upon understanding the importance of research within the field of education. Below you will find my coursework in education, as well some examples of papers I wrote in these courses.
This work was essential in shaping how I consider my practice. For example, though I am a secondary Social Studies teacher, reading Vivian Paley's Wally's Stories encouraged me to consider how to incorporate student creation into my own teaching; I have become very passionate about this practice, especially through student artwork. On the other hand, What Really Matters for Struggling Readers: Designing Research-Based Programs by Richard L. Allington urged me to consider how to best help my students within the context of the classroom, making sure that even my weakest academic students still were able to find success and learn. I have incorporated a number of teaching strategies designed to promote literacy into my teaching; in addition to supporting struggling readers, I have found that these techniques can be useful study skills for all students. Even an effective reader, for example, can benefit from creating a K-W-L chart which asks them to list information they know, want to know, and, subsequently, what they learned.
Relevant Coursework in Education:
EDUC 201 The American School
An introductory analysis of American education. Readings from varied texts provide exposure to historical and philosophical foundations of schooling, contemporary problems, and the possible future of American education.
EDUC 202 The Teaching of Reading
This course is an introduction to the process of reading, and to reading
in elementary and secondary schools. It is designed primarily for
students in the student teaching program. Students study theories of
language acquisition and the development of reading skills. Students
explore a variety of approaches to the teaching of reading as practiced
in the elementary school and strategies of reading necessary to read in
content areas.
Click here to read my paper based on articles from the International Reading Association or here to view my Caps for Sale Literacy Bag.
EDUC 204 Child and Adolescent Development
An introduction to theory and research in physical, psychosocial,
cognitive, and moral development during the childhood and adolescent
years. The focus is on the application of developmental processes to
educational practice in a variety of institutions and on the nature of
interaction between the individual and his or her social, physical, and
cultural environments. This course encourages students to connect
theories about child and adolescent development to ideas about how
schools should educate.
EDUC
307
Special Education
This foundational course in the field of special education traces the
historical development of special education through pioneers in the
field and through landmark legislation and litigation, parent advocacy,
and national economic and social needs. The course investigates all
major categories of disabilities that are served through special
education programs: mobility, sensory, speech, chronic illness, learning
and developmental, emotional, and chemical dependence. Historical and
current teaching approaches for the education of students with
disabilities are examined, as well as issues such as identification,
placement, and evaluation. Special attention is given to issues of
diversity and education in the "least restrictive environment."
Click here to read my paper about ADHD Treatment in Minority Youth or here to read my field experience paper about my observations in a 12:1:1 classroom.
EDUC 310 Politics
in Education
This course examines the political nature of schools and schooling. The
primary focus changes from year to year; however, the basic question of
the course is, who controls American education — and how?
Click here to watch the movie I made for this course.
EDUC
321 Educational
Psychology
A study of the application of psychological theories and principles of
development, learning, and motivation to contemporary education
processes, with special emphasis on the teaching and learning process.
The course examines research and theory of effective teaching, which
includes understanding of such topics as learner differences and
exceptionalities, social/emotional learning, motivation, behavior, and
assessment.
EDUC 403 Student
Teaching
This course requires classroom teaching in a nearby elementary or
secondary school under supervision.
EDUC 419 Diagnosis
and Remediation of Reading Problems
This course builds upon EDUC 202, The Teaching of Reading,
and is an introduction to the diagnosis and remediation of reading
problems. Students study theories of reading instruction, both
developmental and remedial. Emphasis is on the student’s acquiring the
skills needed for diagnosing reading weaknesses.
EDUC 451 Seminar on
Curriculum and Instruction in English/Social Studies
A seminar dealing with general issues in curriculum planning and
instruction with special emphasis on the relationship between curriculum
goals and instructional techniques. Consideration is given to general
topics: teacher effectiveness, interpersonal relations in the classroom,
teacher professionalism, authority, discipline, and the influence of
administrative organization on school practice. This course is required
of all students enrolled in student teaching in English and social
studies and all students enrolled in elementary student teaching.
Course descriptions are from the Colgate Catalogue, which is available online.