John Hobe, Ed.D.
John Hobe, Ed.D., professor and chair of the Department of Elementary and Special Education, presented at the 2018 National Youth-at-Risk Conference held in Savannah. Hobe’s presentation, “Why Use Norm-Referenced Standardized Tests to Answer: Did I Teach? Did they Learn?,” questioned school practices versus state and federal laws protecting students in public schools. He focused on two possibilities: (1) Norm-referenced standardized tests (NRSTs) may fail to explain accurately student competence and (2) the Instructional Alignment construct, which explains if we align instruction and assessment conditions, our assessment will accurately explain if we taught and if the students learned.
Fayth Parks, Ph.D.
Fayth Parks, Ph.D., associate professor in the Department of Leadership, Technology, and Human Development, has published an invited article entitled “Ways culturally relevant and responsive healing and coping strategies support the success of African American children” in Being Black is Not a Risk Factor: Statistics and Strength-Based Solutions in the State of Georgia published by the National Black Child Development Institute (NBCDI).
NBCDI engages leaders, policymakers, professionals and parents around critical and timely issues that directly impact black children and their families.
Peggy Shannon-Baker, Ph.D.
Peggy Shannon-Baker, Ph.D. assistant professor in the Department of Curriculum, Foundations, and Reading, hosted a webinar on June 5, co-sponsored by the International Institute for Qualitative Methods and the Mixed Methods International Research Association. The webinar, “Introducing Mixed Methods in Courses on Research Design,” demonstrated how to incorporate mixed methods research (MMR) into research design courses in the social and behavioral sciences.
Betsy Barrow, Ed.D.
Elizabeth Barrow, Ed.D., assistant professor in the Department of Middle Grades and Secondary Education, co-wrote an article that appeared in the latest edition of The History Teacher. The article, titled “Developing Perspective Consciousness via Middle Grades Trade Books that Feature the Global South(s): A Case for Using Thanhha Lai’s Inside Out and Back Again,” aims to help middle grades social studies teachers consider how trade books that feature the global South can be paired with primary historical texts in order to help students develop perspective consciousness.
Lesley Roessing, director of the Coastal Savannah Writing Project and senior lecturer for the Department of Elementary and Special Education, contributed a chapter to the recently published “Young Adult Literature and the Digital World: Textual Engagement Through Visual Literacy.”
Roessing’s chapter is titled “Book Clubs to Book Trailers: Remixing Reader Response with Digital, Mobile, and Multimodal Literacies.”