faculty collaboration

Grants and Research

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 Grants (since 2010)
2013 Dick & Tunky Riley WhatWorksSC Award for Excellence - Chester Park School of Inquiry Partnership (contact: Sue Spencer)

2013 Richard W. Clark Award for Exemplary Partner School Work (National Network for Educational Renewal) - Winthrop University-School Partnership Network (contact: Lisa Johnson)

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)

2010 Winthrop Initiative for STEM Educators (WISE) - Robert C. Noyce Grant, National Science Foundation (contact: Beth Costner)

2010 Network of Leaders for Equity, Achievement, and Development (NetLEAD) - School Leadership Grant, US Department of Education Office of Innovation and Improvement (contact: Mark Mitchell)

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.

Field Action Research Project Guidelines