Unit: Curry School of Education
Department: Curry School of Education
Office location and address
Bavaro Hall 312E
417 Emmet St SCharlottesville, Virginia 22903
Ph.D., University of Florida, 2001
M.Ed., University of Florida, 1996
B.A., University of Florida, 1995
M.Ed., University of Florida, 1996
B.A., University of Florida, 1995
Seas of Knowledge: Digitization & Retrospective Analysis of Historical Logbooks of the US Navy
Source: National Archives Foundation
June 01, 2019 – September 16, 2019
CU- Innovative Approaches to Literacy/UDelaware: Research to Practice
Source: University Of Delaware
September 15, 2015 – September 14, 2017
CU-Curry Partnership with Yancey School
Source: County of Albemarle
December 01, 2015 – September 30, 2016
CU-EAGER Proposal to Examine Potential Threshold Concepts Specific to the Biological Sciences
Source: U.S. NSF - Directorate For Ed. & Human Resources
September 15, 2012 – August 31, 2014
CU-CVWP SEED 2013
Source: National Writing Project Corp.
July 01, 2012 – August 31, 2013
COLA courses are 1-credit seminars capped at 18 first-year students, all of whom are assigned to the instructor as advisees. They are topically focused on an area identified by the faculty member; they also include a significant advising component centered on undergraduate issues (e.g., choosing a major, study abroad opportunities, undergraduate research, etc.). For detailed descriptions see http://college.as.virginia.edu/COLA
Extensive experience in observing classrooms and in practice teaching using various instructional strategies. Classroom placements are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to Teacher Education Program.
The purpose of this course is to identify, explore, and discuss some of education's defining issues. The first part of the course examines the foundation and history of American education in order to provide context for current issues in education. In the second part of the course, we will collaboratively explore a variety of current educational issues that directly impact K-12 classroom teachers.
A comprehensive overview of planning, implementing, and assessing social studies learning experiences in grades 6-12. This first course in the social studies methods sequence examines the following areas of social studies education through the lens of historical content: standards and accountability, curriculum/unit/lesson planning, engaging approaches for the teaching of history, assessment in the social studies and multiculturalism. Approaches to the infusion of technology into the social studies curriculum are also explored. Prerequisite: Instructor permission.
A comprehensive overview of planning, implementing, and assessing social studies learning experiences in grades 6-12. Emphasis is placed on the relationship between educational theory and practical teaching techniques for the seccondary social studies classroom. This second course in the social studies methods sequence examines the following areas of socal studies education: assessment and grading; teaching government and civics; psychology; sociology; and economics. Prerequisite: EDIS 5600.
Emphasizes the use of maps, map interpretation, and the study of climactic systems and physical forces on human activity.
This course explores African American history and the teaching of African American history from Ancestral Africa through the present day with a focus on critical perspectives and historiography. Teaching methods will focus on culturally competent teaching practices, critical inquiry and facilitating classroom discussions about race and history.
This course provides an introduction to the foundations of education and the teaching profession. Course topics include the historical, philosophical, and sociological foundations underlying public education in the U.S; the legal status of teachers; contemporary issues in education; professionalism and ethical standards; and Virginia's guidelines for teacher evaluation.
This course is designed for future secondary teachers enrolled in the one-year Master of Teaching Secondary Program who are seeking initial certification in the state of Virginia. This course aims to equip future teachers with an understanding of theories related to language learning and practical methods of teaching that promote the development of students' English language proficiency in the context of content-area learning.
This seminar is designed for further secondary teachers enrolled in the one-year Master of Teaching Secondary Program who are seeking initial certification in the state of Virginia. Designed to accompany the 5866 Clinical Experience, this seminar provides opportunities to discuss, process, and reflect on experiences in the clinical placement.
Designed for future secondary teachers enrolled in the one-year Master of Teaching Secondary Program who are seeking initial certification in the State of VA. A semester long intensive clinical experience designed to develop skills in fostering positive professional relationships with adolescent students, colleagues, & peers; observing & reflecting on instruction; & designing & implementing individual, small group, & whole class instruction.
Designed to accompany the teaching internship (i.e., student teaching). Focuses on special issues and concerns that grow out of that experience, including classroom management, parent-teacher conferences, and school-community relations. Seminar sections are aligned with specific program/endorsement areas and meet the guidelines for approved licensure programs in the Commonwealth of Virginia.
A required student teaching internship for pre-service teachers, this full-semester experience is supervised by clinical instructors from the public schools and university supervisors. Course sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to the Teacher Education Program
The purpose of this course is to identify, explore, and discuss some of education's defining issues. The course examines the foundation and history of American education and explores a variety of current educational and policy issues tha tdirectly impact k-12 classroom teachers. Prerequisite: Admission to the Master of Teaching Program.
Discussion of the major curriculum and instructional problems and issues in social studies education. Prerequisite: Instructor permission.
Practicum: Curriculum & Instruction
Explores and analyzes significant studies in social studies education. Consideration is also given to implications for needed research in this area.
Opportunities for experienced doctoral students to teach courses or partial courses at the University, or to supervise student teachers under the guidance of a faculty member.
Ed.D. Research conducted under the guidance of dissertation/capstone committee. 12 hours required for graduation. Permission of Instructor required.
Under close guidance of a faculty member, students work on an area of particular interest that cannot be met by a regularly scheduled course. A plan of study should be signed by the faculty sponsor and filed in the student's permanent file in the Office of Student Affairs. Prerequisite: Instructor permission.
Designed to give doctoral students experience conducting research in professional settings appropriate to their disciplines. Prerequisites: Advisor Permission Required
Doctoral Dissertation Research completed under the guidance of dissertation committee. 12 hours is required for graduation. Permission of instructor required.