Study Abroad Drop-in Application & Scholarship Writing Workshop @ CEHD room 509
Oct 3 @ 11:30 am – 1:00 pm

Join Laura Meyers from the Department of Early Childhood and Elementary Education and Stephen Murray from Study Abroad Programs at two drop-in application and scholarship writing workshops scheduled for October 3rd and October 5th from 11:30 a.m. to 1 p.m. in CEHD room 509. Learn about study abroad options and apply for programs and scholarships!

For more information, contact Laura Meyers at lemeyers@gsu.edu.

Gilman Scholarship Study Abroad Application Deadline (Spring & Early Summer)
Oct 4 all-day

OT-GilmanThe Gilman Scholarship Program aims to diversify the kinds of students who study and intern abroad and the countries and regions where they go by offering awards to U.S. undergraduates who might otherwise not participate due to financial constraints. The program is open to U.S. citizen undergraduate students who are receiving Federal Pell Grant funding at a two-year or four-year college or university to participate in study and intern abroad programs worldwide.

For more information, visit http://www.iie.org/programs/gilman-scholarship-program.

Spring and Early Summer deadline: October 4, 2017

How to Afford Study Abroad Workshop @ International Center
Oct 4 all-day
Dissertation Prospectus Presentation — Jacqueline Ann Hennings @ College of Education and Human Development, Room 608
Oct 4 @ 10:00 am – 12:00 pm

“How do Curriculum Mandates Influence the Practices of High School Mathematics Teachers?”

by: Jacqueline Ann Hennings

The purpose of this qualitalive. narrative inquiry study was lo investigate the influence of lhe above curricular mandalas on lhe teaching practices of high school mathemaUcs leachors. Narra1i11e Inquiry, philosophically based on John Dewey’s lheory of experience (Dewey, 1938), provides the intimate study of an individual’s experience over lime and in conle:xt(s) (Clandinin & Connelly, 2000). This study focused on the experiences of lhree high school mathematics leachers’ slolies of educational change with dala collecl.ed through inlerviews and personal documents. Socio-cultural narralive analysis was used lo Interpret the participants’ stories of adaptalion. The data, presented as an ethnodrama, is composed of scenes taken from the interviews and Interweaves the participanls” stories of evolution as they ladded the slruggles of change on multiple levels: curriculum. studen1 assessmenl, and teacher evaluation. Results indicated teachers adopl bolh lraditional and reform strategies when deciding on appropriate leaching practices. CoUaboralion and professional development were two importanl aspects used by the participants to enlarge their toolbox of leaching practices when forced lo challenge their existing beliefs. This study contributes lo the scarce research on the impact of curricular mandates on teaching practices. II also highlights the experiences of high school mathemalics teachers as lhey embrace the paradigm shift associaled with the mandalas and implement changes lo their practices lo promole a more sludenl-cenlered, collaborative environment.

INDEX WORDS: High school malhematlcs lcachers, Dewey’s lheory of experience, Narrative Inquiry, Curricular mandates, Ethnodrama, Teacher change





Dissertation Prospectus Presentation — Justin Juan Spurley @ College of Education And Human Development, Room 650
Oct 4 @ 2:00 pm – 4:00 pm

“Urban Secondary Science Teachers’ Understandings of Nature of Science and Culturally Relevant Pedagogy”

by: Justin Juan Spurley

The underperformance of minoritized students in public school science as measured by standardized exams and the underrepresentation of minoritized students in science-related careers is well documented (Kendricks, Nedunuri & Arment. 2013; Owens, Shelton, Bloom & Cavil, 2012; Palmer. Maramba & Dancy, 2011; NCES, 2011, 2012). Currently, most of the nation’s children, under five years of age, are members of minoritized groups and for the first time in U. S. public school history, the majority of students in public schools is largely composed of black students, Hispanic students, and Asian students (Badger, 2014; Morello & Mellnick, 2012). In an effort to improve the performance of minoritized students, Ladson-Billings ( 1995) argues that teachers need an understanding of the cultures of their students and how these cultures play a role in teaching and learning. Furthermore, Settlage and Southerland (2012) argue that science teachers are responsible for helping their students understanding scientific ways of thinking which can be accomplished by reconsidering science as a culture, making this culture an explicit part of science teaching including Nature of Science.
This qualitative research study uses a Phenomenographic approach to explore Nature of Science and Culturally Relevant Pedagogy understandings held by urban, secondary science teachers. This study will take place in large, urban public school districts in the southeastern United States using specifically at least ten secondary science teachers in grades 6-12. The data will be drawn from analysis of transcripts of semi-structured interviews as well as the Views of Nature of Science questionnaire which has been used in several studies to ascertain Nature of Science understandings. Research that explores urban teachers’ understanding of Nature of Science and Culturally Relevant Pedagogy may provide knowledge that helps articulate a potential relationship with the ultimate goal of improving science teaching and learning.


Dissertation Defense — Don Keith Brown @ CEHD, Room 608
Oct 4 @ 3:00 pm – 5:00 pm

“Impact of Student Teaching on the Mathematics Teaching Efficacy Beliefs of Preservice Elementary Teachers”

by: Don Keith Brown Much attention, both nationally and internationally, has been given to mathematics teaching and student mathematical performance (e.g. No Child Left Behind Act (2001), National Council ofTeachers or Mathematics (1991, 2000) standards. Common Core State Standards. Trend in International Mathematics and Science Study (2013), and Program of International Student Assessment PISA (2013)). Teachers or mathematics have come under greater scrutiny and demands for student success have been placed upon them. Research has shown that teacher efficacy and mathematics teaching efficacy, forms or self-efficacy beliefs (Bandura, 1977, 1997), can have a positive impact on teaching and learning. Yet, there has been limited research on the malhematics teaching efficacy beliefs of preservice elementary teachers (Swars, 2005).
This study examined the impact of the student leaching experience on the mathematics teaching efficacy beliefs of preservice elementary teachers. What happens to the level of mathematics leaclllng efficacy beliefs of prescrvice teachers during the student leaching experience? What are the characteristics of preservicc teachers with low and high levels of efficacy beliefs? What factors from the student teaching experience influenced efficacy beliefs? A qualltalive case study (Merriam, 2009) with an embedded survey was used lo address the previous questions.
An analysis of the survey data revealed I.hat the overall mathematics teaching efficacy beliefs of preservice teachers rose significantly during student teaching. Specifically, Personal Mathematics Teaching Efficacy {PMTE) increased significantly, while Mathematics Teaching Outcome Expectancy (MTOE) was nol a significant increase. The qualitative research revealed four characters: attitude toward mathematics, use or manipulatives, motivation lo teach mathematics, and persistence. Furthermore. four factors seemed to influence efficacy beliefs of preservice teachers: prior experience with mathematics. student teaching experience, relationship with cooperating teachers, and students.
INDEX WORDS: Mathematic,; teaching efficacy, preservice teachers, student leaching

Study Abroad Drop-in Application & Scholarship Writing Workshop @ CEHD room 509
Oct 5 @ 11:30 am – 1:00 pm

Join Laura Meyers from the Department of Early Childhood and Elementary Education and Stephen Murray from Study Abroad Programs at two drop-in application and scholarship writing workshops scheduled for October 3rd and October 5th from 11:30 a.m. to 1 p.m. in CEHD room 509. Learn about study abroad options and apply for programs and scholarships!

For more information, contact Laura Meyers at lemeyers@gsu.edu.

Distinguished Speaker Series – Kyle Peck @ CEHD room 1030
Oct 5 @ 12:00 pm – 1:00 pm

Distinguished Speaker Series: Kyle Peck, Penn State University

Kyle Peck, co-director of the Center for Online Innovation in Learning at Penn State University, will speak to CEHD students, faculty and staff Oct. 5 as part of the Distinguished Speaker Series.

Peck studies and applies innovations in education, and his current interests include learning online, Massive Open Online Courses (MOOCs) and digital badges in education. He is director of the DIY STEM program, an emerging national opportunity to enhance learning in science, technology, engineering and math through hands-on projects, online learning opportunities and “digital badges.” He is also co-founder of the innovative Centre Learning Community Charter School and completed two terms on the board of directors of the International Society for Technology in Education. Before arriving at Penn State, he taught middle school for seven years and was involved in corporate training for five years. Peck co-authored two books, more than 40 book chapters and journal articles, and four education-related software programs. He is a popular speaker and has made more than 285 presentations at professional conferences in 12 countries.

In his presentation, Peck will make the case that recent increased investment in the educational technology marketplace are driving personalized, adaptive approaches to learning, and that, when viewed in the context of economic and social trends, it seems inevitable that higher education will experience significant change and increased external competition.

The Distinguished Speaker Series brings cutting-edge researchers at the state and national levels to the college on the first Wednesday of each month. Presentations are held at 12 noon (unless otherwise noted) in the College of Education and Human Development Forum, room 1030.

For more information, click here.

Stress Management Workshop @ CEHD room 1030
Oct 6 @ 11:30 am – 1:00 pm

Stress Management Workshop for Graduate Students
Thursday, Oct. 6
11:30 a.m. – 1 p.m.
CEHD room 1030

Stress affects physical, mental and occupational functioning, and can have adverse effects on health and health-related outcomes. During this workshop, led by Clinical Assistant Professor Jonathan Orr, we will explore those stressors and how to manage them in order to achieve balance.

For more information about this workshop, contact Leslie Currah at lcurrah@gsu.edu.

World Languages and Cultures Lunch And Learn with Vanessa Ibarra @ International Center
Oct 6 @ 12:00 pm – 1:00 pm

Vanessa Ibarra is a 2013 graduate of Georgia State University with a Master of International Business. Originally from Venezuela, Vanessa has worked all over the world with international companies on their market entry strategies from international trade organizations. She is fluent in French, Spanish, English, and basic German.
Join us for this exciting conversation on the benefits of learning new languages, its advantages in the workplace, and how biliteracy can help form networks and advance careers.
Lunch will be provided. See you there!

Spring Exchange Program Pre-Departure Orientation @ Study Abroad Library
Oct 6 @ 1:00 pm – 2:00 pm
Dissertation Prospectus Presentation — Sharhonda T. Davies @ CEHD, Room 608
Oct 6 @ 4:30 pm – 6:30 pm

“Understanding African American In-service Teachers’ Perception of Homeless Students of Color”

by: Sharhonda T. Davies

The purpose of this qualitative study is to understand the perceptions of African American women in-service teachers and their beliefs about the academic, social and emotional needs of first and second grade homeless students of color. While research supports the importance of teacher perceptions in building the teacher-student relationship at school (Powers-_Costello and Swick, 2008), this research has been limited primarily to White female pre-service elementary teachers. There has been little research into the area of African American women in­ service elementary teachers’ perceptions of homeless students who are impacted by homelessness due to significant systematic causes of racial disparity and poverty. This study includes four teacher participants at one elementary school located in the Southeastern United States. Open-ended questionnaires, one-on-one interviews, and audio recorded reflective journals serve as the primary sources of data. Thematic analysis is used in the examination of the data collected. The following questions guided this study: (1) How do African American female in-service teachers in a public elementary school perceive the academic, social and emotional needs of students of color who are homeless? (2) What factors influence teacher perceptions of these students? The findings from this study may help to support schools in their efforts to educate their current teaching staff about homeless students. It will also offer a voice and a fresh perspective from a population of teachers that are not often represented in the research.

Alumni Network Meetings @ College of Education & Human Development, Room 1030, The Forum, on the 10th floor
Oct 6 @ 6:00 pm – 9:00 pm

Meetings are held on Thursday evenings in the Forum, 10th floor of the College of Education & Human Development Building Suite 1030 beginning at 6:00 p.m. with dinner followed by the business meeting. An RSVP is required for dinner.

Please confirm attendance to Elisa Tate at etate2@gsu.edu.

Our Spring-Fall 2016 Meeting Dates:

  • January 21
  • February 18
  • March 3
  • April 71
  • May 5 — Board meeting
  • June 2
  • July 7
  • August 4 — Board meeting
  • September 1
  • October 6
  • November 3 — Board meeting
  • December 1