Melissa Boston, Ed.D., Assistant Professor Program Director Graduate Secondary Education Program G14 Canevin 412.396.6109 firstname.lastname@example.org
Designing professional learning experiences for mathematics teachers.
Studying: 1) what teachers learn from participating in the experiences 2) how this learning impacts their instructional practice.
This research extends in two directions: to teaching candidates: designing learning experiences for methods courses and studying what they learn that impacts their future classroom teaching; to instructional leaders: designing leadership seminars that impact their ability to support high-quality mathematics instruction, and to support teachers involved in standards-based reform.
Creation, validation, and use of standardized classroom observation instruments that provide quantitative and qualitative data to assess instructional quality and provide feedback for instructional improvements.
David Carbonara, Ed.D., Assistant Professor Program Director Instructional Technology 327A Fisher Hall 412.396.4039 email@example.com
Define the instructional technology knowledge, skills and dispositions acquired by undergraduate candidates in a teacher preparation program as measured by, the ISTE NETS-T standards.
Identify the non-instructional technology characteristics of candidates entering the Program in Instructional Technology.
Identify the instructional technology characteristics of candidates entering the Program in Instructional Technology.
Create and implement a program to monitor instructional technology use after exiting the program.
Monitor instructional technology literacy changes in PK-12 schools, private and public sector, and SCDE’s.
Add action research into courses in the master’s, doctoral, and undergraduate programs.
Define the instructional technology knowledge, skills and dispositions acquired by graduate candidates, as measured by, the ISTE NETS-TF standards.
Define the instructional technology knowledge, skills and dispositions acquired by doctoral students, as measured by, the ISTE NETS-TL standards.
Using qualitative methods, identify the characteristics of candidates entering the Program in Instructional Technology.
Review the literature of problem-solving activities with and without the use of technology.
Develop a cognitive learning model that uses instructional technology.
Develop a portfolio model to demonstrate learning through the use of instructional technology.
Misook Heo, Ph.D., Assistant Professor 327B Fisher Hall 412.396.1662 firstname.lastname@example.org
My main research interest resides in visualization and online education, including computer augmented online learning support, collaborative online learning, and social awareness in the online environment. I will be happy to assist students in these areas of research or closely related areas.
One of my recent projects, Interactive Online Learning, involved the development of the computer augmented collaborative learning environment in online settings, and the value added asynchronous discussion with various visual aids for optimal student learning in online venues. The project examined the effectiveness of these visually enhanced interactive methods on students’ learning.
One of my current projects, Social Awareness in Online Learning, is an effort to provide systematic support of social awareness to online learners, thereby improving the collaborative learning experience. Naturally, the main goal of this project is to facilitate learners in online courses with becoming more engaged in the learning process and gaining a more meaningful learning experience.
Another project, Social Awareness and Privacy, is to investigate various student information that increases social awareness in online education, and examines their sensitivities when they are exposed to different audiences. This project is still in the planning stage.
Joseph C. Kush, Ph.D. , Professor 327C Fisher Hall 412.396.1151 email@example.com
Issues related to test bias and test fairness in minority and special needs population.
The use of technology to assess intelligence.
Podcasting. The incorporation of sound to enhance learning.
Dispositions of teacher candidates. Using these dispositions to forecast success in teaching
Issues related to social justice of children, disadvantaged, and disenfranchised populations.
Karen Levitt, Ed.D., Associate Professor 412B Canevin 412.396.6103 firstname.lastname@example.org
Elementary Science Teaching and Learning
Rosemary Mautino, Ph.D. , Assistant Professor 110C Canevin 412.396.6089 email@example.com
Imagery and comprehension
Reading Specialists as Coaches
Middle school readers
Reading difficulties at all levels
Nihat Polat, Ph.D., Assistant Professor 319 Fisher Hall 412.396.4464 firstname.lastname@example.org
Second language acquisition
Identity, socialization, and motivation in L2 acquisition
Gender differences L2 acquisition
L2 teacher education
Teacher and learner beliefs
Julia Williams, Ed.D. , Assistant Professor 409B Canevin 412.396.6098 email@example.com
Pennsylvania Pathways Professional Development for Child Caregivers trainer- Keystone Stars trainer ChildSpirit Conferences presenter-Noetic Sciences Mercyhurst College