Charlie

Project
I want to do my own project in this course. What I want to focus on is the way in which the research community that I can access on the internet //characterize and conduct research on different levels of poverty//. Schools generally use [|Free and Reduced Lunch Count] as a proxy for "poverty." But what does that really mean? All poverty is not the same and the behavioral manifestations of poverty vary as well. This has implications for those who want to design school policy, school curriculum, school organization to help children in poverty but all poor people the same are not. So, how do we figure out what to do. It is a kind of [|ATI], right?

Here's my first research article, an [|article] that begins to unpack the ways in which time in poverty and density of poverty in a given school manifest themselves as variables in a child's actual learning.

born 1942 - a Leo, 8/7 born city (Bronx), grew up "country" one brother - we were both only children, as the smothers brothers used to say graduated from moved to VT in 1970 two marriages, four children
 * 1) Hamilton High School, 1960
 * 2) University of Rochester (Psychology, Am. History), 1964
 * 3) Syracuse University, MEd. Urban Education, 1965
 * 4) Syracuse University, PhD. Teacher Education, 1970
 * m, an alternative doctor in NYC
 * j, an insurance broker; married to b - two grandkids, j and j - live in West Roxbury, MA
 * 1) their mom, b, lives on the cape with her husband R
 * j, a senior at Springfield College (9th semester :0 ), and
 * k, a "rising senior" at UVM; her daughter C, a totally awesome pre-schooler
 * a, my wife and partner in crime, a fourth grade teacher and eleventh generation Vermonter

To be helpful, here's some areas that I think I've got some expertise in.
 * 1) I have expertise in the analysis of teaching, especially the analysis of teacher verbal behavior. I know Flanders System of interaction analysis. I've done several large research projects in grounded qualitative analysis of teaching and learning environments: a. the analysis of teacher mood shifts during reading and mathematics instruction, and b. the analysis of successful multiage teaching environments
 * 2) I published one of the first books on what successful multiage practice looks like. The book was co-authored with four multiage teachers: ann bingham, peggy dorta, molly mcclaskey, and justine o'keefe.
 * 3) I directed a teacher education program for undergrads who wished to teach in the primary grades. The program was designed to teach people how to work with vertical groupings of mixed aged youngsters in open, developmentally sensitive classrooms. We won the top teacher education award in the US in 1976 and the top international teacher education award in 1977.
 * 4) I know the develpmentally appropriate practice terrain quite well. Am grounded in the writings of piaget, bruner, and more recently vygotsky.
 * 5) Currently all my effort is directed at helping teachers create classroom environments where talking and working together is encouraged and promoted. T + W = achievement. My theoretical base is grounded in expectation states theory and I work intensively with teachers on social skill building, the design of strength based group work activities, and the utilization of status treatments, all necessary if you wish to maximize classroom coversation among all children. This is all included in an approach to cooperative learning known as complex instruction, a theory shaped and refined by Rachel Lotan and the late Elizabeth Cohen of Stanford University.
 * 6) My doctoral research was directed at investigating what happens to student learning when teachers and children are matched or mismatched according to cognitive style, defined as conceptual level. This was an early study that looked at the interactive effects of teaching style and learning style and fell clearly within aptitude x treatment interaction (ATI) research.
 * 7) Currently, besides working with complex instruction, I have studied and attempted to be transparent about the effects of my own white privilege on how I've led my professional life. My mentor in this has been a professor at Denver University by the name of Frank Tuitt, although I don't think he knows it. Tuitt's research on doctoral students showed how African-American doctoral students were able to be more transparent about the real issues in their professional lives if their teachers modelled transparency in their own teaching. Otherwise, the students felt invisible, or as Ralph Ellison puts it so poignantly in //The Invisible Man//, "figmants of someone else's imagination."
 * 8) I was a junior high school social studies teacher before I entered my doctoral work at Syracuse University. I have also taught mathematics and reading at the junior high level and worked as the academic instructor for a group of adjudicated male youth for a full school year.
 * 9) Finally, I believe the less I say, the more my students learn, especially if I can engineer a classroom setting that requires high levels of dialogue and interaction among students. The best classroom environment has high rates of student and teacher input - and that's an empirical conclusion.
 * 10) On-line technologies. I've used them increasingly because I believe that talking and working together is the way we learn. I really do think that knowledge is learned in the spaces between us and knowledge is developed through subsequent reflection and socially based interaction. The most work I've done using online technologies is in my [|website], especially the coursework I've done in my Senior level class, [|Seminar in Classroom Management and Organization].

Test on Uploaded C-Map. Can it be loaded as an image file? [This is an concept map on bias that was developed for ed24.]