Faculty, school and community partners, and Winthrop students continuously engage in scholarly activity as they consider the impact of innovation and change on specific outcomes. The result of their work is highlighted in multiple publications, highlights, and awards as listed below. To explore current and potential projects, see Faculty Research.
Winthrop students and teacher candidates engaged in action research projects can find information, templates, and contact information by clicking on the link or scrolling to the section below.
Partnership and Innovation Awards and Major
2013 Dick & Tunky Riley WhatWorksSC Award for Excellence - Chester Park School of Inquiry Partnership (contact: Sue Spencer)
2013 NAPDS Award for Exemplary Professional Development School Achievement - Winthrop University-School Partnership Network (contact: Lisa Johnson)
2011, 2012, 2013, 2014 Teaching Excellence and Achievement Grant - Bureau of Educaitonal and Cultural Affairs, U.S. State Department (contact: AJ Angulo)
Faculty Research - Winthrop teacher education
faculty are active in scholarly activity related to
partnerships, curriculum innovation, and school-based
initiatives. Below is a sample of their work since 2013 along with email
links to access additional information.
Leach, D. , Johnson, L. E., Blumhardt, F., & Bush, C. (2014). Utilizing a university-school partnership to improve the academic achievement of middle school students (including those with special needs) by instituting school-wide co-teaching. In J. Ferrara, J. L. Nath, & I. N. Guadarrama (Eds.). Creating Visions for University-School Partnerships. Charlotte, NC: Information Age Publishing, Inc.
Shields, C., Harris, L., Hedgpath, E., & Cate, C. (2014). Implementing Universal Design for Learning principals using mobile technology. MathMate, 36(2), 42-46.
Pickett, L., Johnson, L. E., Hays, F. (2014). From co-teaching to co-supervision: Collaboration for teacher candidate success. Education in a Democracy: A Journal of the NNER, 6, 69-84.
Britt, J., Ferguson, C., & Vare, J. (2013). Tracing a journey of curriculum redesign in education: Are we there yet? Educational Renaissance, 2(1), 7-15.
Vawter, D. H. & Coster, K. M. (2013, November). Differentiating instruction for ELL's. AMLE Magazine, 1(4).
Ferguson, C., Green, S., & Marchel, C. (2013). Using teacher-made classroom assessments to show students growth in early childhood. Young Children, 68(3), 28-37.
Johnson, L. E., Vare, J., & Evers, R. (2013). Let the theory be your guide: Assessing the moral work of teaching. In M. Sanger & R. Osguthorpe (Eds.). The Moral Work of Teaching and Teacher Education: Preparing and Supporting Practitioners. New York: Teachers College Press.
Johnson, L. E., Allan, A., Rakestraw, J., & Hays, F. (2013). Building partnerships, building success: A network of democracy. Education in a Democracy: A Journal of the NNER, 4, 119-133.
Student and Teacher Candidate Research - Teaching by nature should be a scholarly activity. Teacher candidates are encouraged beginning in their freshman year to study the impact of classroom instruction, teacher behavior, and innovative practice on student learning and development. Below are specific resources that can help guide teacher candidate research as well as highlight current projects.
Looking for the perfect venue to disseminate your scholarly activity? Cabell's: The Source for Academic Publishing is accessible through Dacus Library Database system (first listing under "C").