The Center for Teaching Excellence has named Paige Ware, chair of the Dept. of Teaching and Learning, a recipient of the 2014 Altshuler Distinguished Teaching Professor Award. This yearly award recognizes four SMU faculty members for their notable commitment to and achievements in fostering student learning. Recipients receive $10,000 and membership in SMU’s Academy of Distinguished Teachers.
Dr. Ware will be involved in supporting exceptional teaching across campus for the next two years. She is the first Simmons faculty member to be recognized with this award.
Professor Jill Allor and research colleagues in Simmons release findings of a four-year, pioneering study of reading interventions with students who have intellectual disabilities or low IQ. With persistent, specialized instruction, these students learned how to read at a first grade level.
Students identified with intellectual disability account for nearly one in every 100 public school students, according to the study, which cites the U.S. Department of Education. Of those identified with intellectual disability who do graduate, most don’t receive a diploma, only a certificate of completion, said the study’s authors, who include Patricia Mathes, TI Endowed Chair in Evidence-Based Education and a professor in the Simmons School; J. Kyle Roberts; Jennifer P. Cheatham, research associate; and Stephanie Al Otaiba, Simmons professor.
To read more about the study, click here.
Building on their donations and work with the Dallas Faith Communities Coalition and SMU Simmons’ Center on Communities in Education, Russell and Dorothy Budd ’06 are endowing the University with a $2.5 million gift to transform collaborative work in West Dallas to combat poverty by improving education.
The Budd Center for Involving Communities in Education will help families succeed by recognizing, assisting with and tracking success in overcoming myriad issues that afflict struggling communities such as healthcare, education, legal services, safety and nutrition. This effort, originally spearheaded by Simmons’ Center on Communities and Education, will strengthen work done by the School Zone, a coalition of 29 nonprofits and 16 schools in West Dallas. Read more.
Candace Walkington, assistant professor in Simmons, conducts research on connecting students to algebra.
The National Academy of Education has selected Simmons Assistant Professor Candace Walkington for the distinguished 2014 Spencer Postdoctoral Fellowship. Funded by the Spencer Foundation, Walkington will receive a $55,000 award to support her research.
Her project consists of a classroom intervention in which students generate personalized connections between concepts they are learning in algebra and their out-of-school interests in topics like sports, video games, and social networking. Students will create their own “algebra stories” where they describe how linear relationships can approximate things they encounter in their everyday lives. She will look at the impact of the intervention on students’ classroom discussions and on learning of and interest in algebra.
The Academy created the fellowship program to encourage high-caliber researchers at the postdoctoral level to pursue research projects that may improve education in the U.S. and around the world.
Scott Baker, executive director of Simmons’ Center on Research and Evaluation, chaired an Institute of Education Sciences panel to create a new practice guide for teaching and supporting English learners. The result of the panel’s work will be discussed in a free webinar, May, 1 from 3:00-4:15 p.m. ET.
The panel will review the recommendations, evidence and implementation. Baker also says panel members will outline what barriers might be encountered and what the desirable remedies are. To download the guide, click here. The first guide was developed in 2007.
Marilyn “Birdie” Barr, senior lecturer and associate director of Wellness, was awarded SMU’s “M” Award, the highest recognition that can be bestowed upon students, faculty, staff and administrators. The recipients are recognized for their continuous efforts of service at the University.
The “M” Award honorees are characterized by being an inspiration to others, giving unselfishly of their time and talents in order to make the University and the world a better place.
Barr was recognized at the 2014 Awards Extravaganza Monday, April 21. Read more here.
Associate Professor Michael Harris, who teaches in Education Policy and Leadership, took to the TEDxSMU stage during Founder’s Day activities at the University. His topic was “Why Businesses Should Work like a University.”
See slide show here
Megan Murphy, clinical assistant professor in Applied Physiology, is featured in SMU’s Browsing Forward, a central libraries publication. In it, she explains how Fondren Library’s Touch Learning Center assists her students through technological methods to learn anatomy. Read story here.
Professor Akihito Kamata, faculty member of the Department of Education Policy and Leadership and the Center on Research and Evaluation, is recognized by the editorial board of Assessment for Effective Intervention for top scholarship. His article, Modeling Nonlinear Growth With Three Data Points: Illustration with Benchmarking Data, has been selected as article of the year.
He and co-authors, J.F.T. Nese, C. Patarapichayatham, and C.F. Lai, will be recognized at the Council For Exceptional Children’s annual convention, April 10.
In the recent issue of Teachers College Record, Assistant Professor Dan Berebitsky contributed the lead article, “An Examination of Teachers’ Perceptions of Principal Support for Change and Teachers’ Collaboration and Communication around Literacy Instruction in Reading First Schools.”
His study focuses on the link between teacher perceptions of principals’ leadership and teachers’ collaborative efforts around literacy in Michigan’s 165 Reading First Schools. “If policymakers expect teachers to collaborate around issues of instruction, then they need to consider the principal’s role in supporting change in the school by encouraging teachers to improve their instruction and take risks associated with innovation,” he says.
Read the abstract for the article here.