Faculty Scholarly Activity
Low, B., Brushwood Rose, C. & Salvio P. (2017) Community-Based Media Pedagogies: Relational Practices of Listening in the Commons. New York: Routledge.
Evans, C., Caines Lee, J., & Thompson, W. (2016). First Do No Harm"?: A Framework for Ethical Decision-Making in Teacher Evaluation. In K. Kapplan Hewit & A. Amrein-Beardsley (Eds.) Student Growth Measures in Policy and Practice: Intended and Unintended Consequences of High-Stakes Teacher Evaluations. New York: Palgrave Macmillan
Sharkey, J. (2016). Addressing the relational gap through community connections: Examples of language teacher learning in Colombia and the United States. In M.A. Celani [Ed.].Tendências e desafios na formação de professores de línguas no século 2 (pp. 29-47). Campinas, Sao Paolo, Brasil: Pontes Editores. ISBN 9788 57113 702-8.
DeMitchell, T.A. & Evans, C.M. Book Review of Building a Better Teacher: Understanding Value-Added Models in the Law of Teacher Evaluations by Mark A. Paige. Education Law Reporter (Nov. 3, 2016).
Peer Reviewed Articles
Evans, C. M., & Lee, J. C. (2016). Value-added assessment of teacher preparation programs in the United States: a critical evaluation. Assessment in Education: Principles, Policy & Practice, 1–21. http://doi.org/10.1080/0969594X.2016.1255180
DeMitchell, T.A., Eckes, S., & Fossey, R. Caveat Emptor? The University Syllabus and the Market Place of Ideas. Education Law Reporter (in press for December 2016).
McHugh, M.C., Margolis, Lewis H., Rosenberg, Dr. PH, Humphreys, B.P. (2016) Advancing MCH Interdisciplinary/Interprofessional Leadership Training and Practice through a Learning Collaborative. Maternal and Child Health Journal, 1-7.
Evans, C. M., & Lee, J. C. (Accepted). Value-added assessment in teacher preparation programs in the United States: A critical evaluation. Assessment in Education: Principles, Policy & Practice.
Bondy, E. & Hambacher, E. (2016). Let Care Shine Through. Educational Leadership, 74(1), 50-54.
Schuh, M., Hagner, D., Diller, A., Dixon, B.(2016). Policy change through parent and consumer leadership education. Disability Policy Studies, 1-9. jdps.sagepub.com DOI: 10.1177/1044207316667733
Thompson, W.C. “Theorizing Justice in Educational Research: Formative Justice, Educational Liberalism, and Beyond", Teachers College Record, 118 (10), 2016 ): “Special Issue: McClintock On Formative Justice”, Teachers College Record, 118 (10), 2016
Salvio, Paula M. (2017). Community-based Media Pedagogies: Relational Practices of Listening in the Commons.
Hambacher, E., & Bondy, E. (2016). Creating Communities of Culturally Relevant Critical Teacher Care. Action in Teacher Education, 38(4), 327-343.
Thompson, W.C. with James Stillwaggon (Eds.) (2016) “Special Issue: McClintock On Formative Justice”, Teachers College Record, 118 (10), 2016.
Culturally Responsive and Effective STEM Teaching (CREST): Building a Foundation for success in high-needs schools. $1,434,453. National Science Foundation Noyce Program. June, 2017 – May 2022. This project will fund STEM majors who are interested in entering the masters in teaching program at UNH. These candidates will be pursuing careers in STEM teaching specifically in high needs schools. Principal Investigator: Dawn Meredith, Department of Physics, UNH. Other Co-Principal Investigators: Orly Buchbinder, Department of Mathematics; Margaret Greensdale, Department of Chemistry; Carrie Hall, Department of Biology; Diane Silva Pimentel, Department of Education; Leslie Barber (Department of Biology, Great Bay Community College); Julia Brye, Department of Earth Sciences; Sharon McCrone, Department of Mathematics.
Understanding the Barriers and Opportunities in STEM for Community College Students: A Longitudinal Study. $49,605. Spencer Foundation Small Research Grant. June 2017 – August 2020. This research study will therefore explore two main questions: (1) What barriers do community college STEM majors experience that impact their persistence and successful degree attainment? (2) What supports do community college STEM majors identify as aiding in their persistence and successful degree attainment? Principal Investigator: Diane Silva Pimentel
Diane Silva Pimentel (Principal Investigator). New Hampshire Early and Elementary Mathematics Collaborative. $200,000. Early Childhood STEM Learning Challenge Grant, 100K in10. July 2017 – July 2019. This project will establish a support network for preK-3rd grade teachers specifically in reform-based mathematics instruction. This initiative includes a multifaceted approach to professional development for all early elementary teachers in both private and public settings. The three main components are (1) online coursework and professional learning community participation focused on both pedagogy and content, (2) on-site coaching and (3) a yearly summit that includes professional development and time for teachers across grade levels (preschool – elementary)and school sites to collaborate. Other Co-Principal Investigators: Karen Graham, Department of Mathematics, Sheree Sharpe, Department of Mathematics, Brandie Bolduc, Department of Education, UNH.
Honwad, S. & Coppens, A. (2016). Weaving Strands of Knowledge: Connecting Culture and Science to Climate Change. U.S. Department of State. $96,000.00
This grant facilitates a collaboration between UNH, Montshire Museum of Science, scientists and educators from Bhutan. The collaboration will: 1.) Engage rural communities in Bhutan and Northern New England (VT, NH) currently impacted by climate change. 2.) Create mobile, hands‐on, outreach activities that include scientific data about climate change impact on communities in New England and Bhutan. 3.) Recruit undergraduate students from UNH and Bhutan and prepare students to lead and facilitate community-based activities. 4.) Train recruited students to collect stories/narratives from local people about the impact of climate change to their communities. 5.) Facilitate dialogs/online meetings between students from the US and Bhutan to share experiences and data. 6.) Use both museums as community gathering spaces; bring together communities in VT/NH at the Montshire Museum and communities in Thimpu, Bhutan at the Folk Heritage Museum to listen and share local and global community stories about climate change.
Couse. L. J., Reagan, E., & Schram, T. (with Coppens, A., Pimentel, D., Connelly, V.). (2016) UNH Teacher Residency for Rural Education. Teacher Quality Partnership Grant, US Department of Education $ 4,370,763.00
UNH-TRRE will prepare and support 60 highly qualified elementary and secondary math and science teachers for rural, high-need New Hampshire schools beginning this summer. This 15-month graduate level program will support “residents” in learning, teaching, and living in rural NH communities. During their first summer, residents will take graduate coursework, observe in schools, and complete a community-based internship to learn about the resources of the communities in which they will teach. During the academic year, residents will complete a yearlong “residency” alongside an experienced master teacher in an elementary, middle, or high school classroom. Residents will receive a living wage stipend and substantial scholarship during the program and will commit to teaching in a rural New Hampshire school for at least three years after graduation. Upon completion of the program, UNH-TRRE will continue to support its graduates during their first two years of teaching. The features that distinguish UNH-TRRE include an integrated curriculum centered on STEM content and pedagogy, clinical strength through a full-year residency, and a focus on knowing families and communities. The program will use high leverage practices that promote student achievement, provide opportunities to learn how to work with all students, and community-based internships that connect teaching to the resources of rural communities.
Conferences Presentations & Meetings
Sharkey, J. (2017). Teaching outside the box(es): Community as curriculum. Individual presentation within the joint invited (AAAL & TESOL) colloquia, Creativity in language teaching and learning. Presented at the Annual Convention of the American Association of Applied Linguistics (AAAL). Portland, OR. March 20, 2017.
Wyman-Colombo, M., Whitlow, J., & Sharkey, J. (2017). Lessons Learned from Designing and Implementing Large Professional Development Projects. Colloquium presented at the 51st Annual TESOL Convention, Seattle, WA. March 2017.
Burns, A., Perron, W., Proulx, T., Sharkey, J., & Starfield, S. (2017). What kinds of research for what kinds of practice? Colloquium organized on behalf of the Professional Research Council presented at the 51st Annual TESOL Convention, Seattle, WA. March 2017.
American Educational Research Association Conference (4/27-5/1 San Antonio, TX):
Do Self-Efficacy and Achievement Goals (3 × 2 Model) Predict Pride and Shame in Mathematics? Hadley J. Solomon, Suzanne E. Graham, University of New Hampshire; Carla M Evans, Te-Hsin Chang
Teacher Boredom: Examining the Antecedents and Correlates of an Underexplored Emotion Beth S Fornauf, Hadley J. Solomon, Joy Dangora Erickson, University of New Hampshire
Chair: Sara Clarke-Vivier and Sameer Honwad,
Teaching with Traumatic Images: War in the Art Museum - Sara Clarke-Vivier, University of New Hampshire; Megan McIntyre, Currier Museum of Art Touch Tank as a Learning Tool for Understanding Complex Ecosystem Processes - Sameer Honwad, University of New Hampshire; Kate Leavitt, Seacoast Science Center
Teacher self-efficacy, burnout, and control/value appraisals: A closer look at specific relationships Hadley J. Solomon, Shay Cassily, Mary Dindorf, Joy Dangora Erickson, Beth S Fornauf, Minori Haga Stefon, University of New Hampshire
Culturally Relevant Critical Teacher Care in Elementary Classrooms - Elyse L. Hambacher, University of New Hampshire; Elizabeth Bondy, University of Florida
Revolutionary, Evolutionary, or Purposeful: Reimagining Social Justice–Oriented Teacher Preparation - Rachel Roegman, Purdue University; Emilie Mitescu Reagan, University of New Hampshire; A. Lin Goodwin, Teachers College, Columbia University; Crystal Chen, Teachers College, Columbia University; Laura Vernikoff, Teachers College, Columbia University
Examining Cultural Bias in Standardized Science Test Items - Juliann Dupuis, Notre Dame of Maryland University; Eleanor D. Abrams, University of New Hampshire
"Forcing Me to Reflect": Preservice and Novice Teachers' Reflective Thinking in Varied School Contexts - Dianna L. Gahlsdorf-Terrell, Saint Anselm College; Kathryn McCurdy, University of New Hampshire; Megan L. Birch, Plymouth State University; Thomas H. Schram, University of New Hampshire; Page Tompkins, Upper Valley Educators Institute
"The role of cultural task value in engaging rural and indigenous science learners - Erica Jablonski, University of New Hampshire; Michael J. Middleton, Hunter College; Eleanor D. Abrams, University of New Hampshire; Marlena Koper, University of New Hampshire; Catalina C. Kirsch, University of New Hampshire"
Thompson, W.C. "Towards a Distinctively Educational Theory of Justice", The Civic and Moral Education Initiative’s Colloquium Series, Harvard University, February 22nd, 2017
Thompson, W.C. "On Varieties of Educational Justice", Edmond J. Safra Center for Ethics' Fellows-in-Residence Seminar Series, Harvard University, February 28th, 2017
Baril, E. and Humphreys, B.P., An evaluation of the evidence on the Early Start Denver Model for Young Children with Autism. Poster session. Division of Early Childhood International Conference, Louisville, KY. October 2016.
Bondy, E., Beck, B., Hambacher E. & Worlds, M. (2016, November). Theory and practice of justice pedagogy in teacher education. Presented at the National Association of Multicultural Education. Cleveland, OH.
Hambacher, E. & Bondy, E. (2016, November). Creating communities of culturally relevant critical teacher care. Presented at the National Association of Multicultural Education. Cleveland, OH.
Humphreys, B.P., Portrie, C., Antal, P., Sonnenmeier, R.S., Russell, S., Kurtz, A. NH-ME LEND Program Analyses of the Maternal and Child Health Leadership Competencies Self-Assessment over Five Cohort Years. Association of University Centers on Disabilities Annual Conference. December 2016.
Kerns, G.M., & Watkins, C.R.A. Beyond the Disability of the Week: Semester Long Case Studies. Interactive Paper Session, 39th Annual Conference of the Teacher Education Division of the Council for Exceptional Children, Lexington, KY. November 11, 2016.
Russell, S.R., Kurtz, A., Humphreys, B.P. , Sonnenmeier, R.S. Distance and Technology: Successfully Engaging LEND Trainees from New Hampshire and Maine in a Synchronous Online Team-Based Learning Environment. Association of University Centers on Disabilities Annual Conference . December 2016.
Sonnenmeier, R.S., Humphreys, B.P., Russell, S.R., Kurtz, A. Improving Effective Interdisciplinary Teamwork Using Team-based Learning within the NH-ME LEND Curriculum: Evaluation from Year 2. Association of University Centers on Disabilities Annual Conference. December 2016.
Thompson, W.C., Authors-Meet-Critics Session: Dilemmas of Educational Ethics, Association of Moral Educators Annual Conference, Cambridge MA (December 8th)
Thompson, W.C., "On the Pedagogical Dimensions of Morally Acceptable Political Protests", Association of Moral Educators Annual Conference, Cambridge MA (December 9th)
Thompson, W.C., "The Potential Unity of Epistemic and Civic Virtues", Association of Moral Educators Annual Conference, Cambridge MA (December 9th)
Thompson, W.C., "Ethical Considerations in the Pedagogy, Process, and Product of Forming a Racial Identity", Association of Moral Educators Annual Conference, Cambridge MA (December 9th)
Baril, E., Couse, L. J., Cho, E.K. (2016). Working With Families in Early Intervention: The Influence of Educator Professional Preparation in Early Childhood Special Education. Annual Conference of the Division for Early Childhood Council for Exceptional Children, Louisville, KY. October 18, 2016.
Coppens, A. D. (accepted for 2017, March). Invited workshop: Graphic Analysis and Representation of Observational Data. 46th Annual Meeting of the Society for Cross-Cultural Research. New Orleans, LA, USA.
Fornauf, B., Solomon, H.J., & Erickson, J. (2017). Teacher boredom: An examination of relations. Paper accepted to the annual meeting of the American Educational Research Association, Division C2a, San Antonio, TX.
Garland, V. E. (2016 October). The Message and the Medium: Gender, Class and Distance Learning. Presentation at the Annual Conference of the Collaborative Educational Programs for the Americas/Colaboración Educativa Para Las Américas (CEPA). San Antonio, TX.
Salvio, P., Boylan, A., & Garofalo, P. (2016). UNH Center for the Humanities Award for Spring Conference, "Challenging Corruption and Educating for Human Rights: New Directions in Mafia/Antimafia Studies "
Sharkey, J. (2016). The Valuable Contributions of Self-Study to Second Language Teacher Education. Paper within the Symposium: Self-study/Estudo de si: um caminho de pesquisa (im)pertinente para a formação de formadores, accepted for presentation at VI CLAFPL –Latin-American Congress on Language Teacher Education t University of Londrina (UEL), Londrina, Brazil October, 2016.
Solomon, H.J., Graham, S., Evans, C., & Chang, T. (2017). Math Goals: Do self-efficacy and achievement goals (3 x 2 model) predict pride and shame in mathematics? Paper accepted to the annual meeting of the American Educational Research Association, Division C2a, San Antonio, TX.
Solomon, H.J., Cassily, S., Dindorf, M., Erickson, J., Fornauf, B., & Stefon, M. (2017). Teacher self-efficacy, burnout, and control/value appraisals: A closer look at specific relationships. Paper accepted to the annual meeting of the American Educational Research Association, Division C2a, San Antonio, TX.
Schuh, M. (2016, August). Invited breakout session: SWIFT social media and marketing strategies to support inclusive schools. Washington DC, OSEP Annual Meeting,
Schuh, M. (2016, August). Invited breakout session: Including Students with the Most Extensive Needs: Supports for Success. SWIFT Professional Learning Institute, Washington DC.
Thompson, W. “On Our Educational Obligations Towards Adults: Lessons From the University”, European Conference on Educational Research, European Educational Research Association, University College Dublin, Dublin, Ireland, August 2016.
Thompson, W. (October 2016). Invited Discussant: Conference on “Changing Access to Higher Education,” Sponsored by Stanford University and the Spencer Foundation. Stanford, California.
Thompson, W. (2016) “What Politics Can Learn from Education”, New England Philosophy of Education Annual Conference, University of New Hampshire, October 22nd, 2016
Thompson, W. New England Philosophy of Education Annual Conference, University of New Hampshire, October 22nd, 2016
Couse, L. J. & Recchia, S. L., Cho, E.K., La Paro, K., Park, S.O. (2016). Preparing Early Childhood Educators for a Complex World: Embracing Challenges to Transform Research and Practice. National Association for Early Childhood Teacher Educators Annual Conference, Los Angeles, CA. November 2, 2016.
Salvio, P. “The Duty to Report: Political Judgment, Public Pedagogy and the Photographic Archive of Italian Photojournalist Franco Zecchin." Society for Educating Women Presidential Address at the American Educational Studies Association, Seattle, Washington, November, 2016.
Scholarly Outreach and Engagement
Couse, L.J. & Portrie, C. L. (March, 2016). Documenting Infant and Toddler Learning Using a Tablet. University of New Hampshire. Developed in part under a grant from the US Department of Education H325K120176. https://drive.google.com/file/d/0B-mCzNr9Z-dkZEMyTlRuQWZ0V0U/view
Couse, L.J. & Portrie, C. L. (March, 2016). Make It Yourself, Find it Used! Assistive Technology & Adaptations for Young Children. University of New Hampshire. Developed in part under a grant from the US Department of Education H325K120176. https://drive.google.com/file/d/0B-mCzNr9Z-dkdmdJZ0ZBR01kRHc/view