2014 Poster Presenters

2013 POSTER PRESENTERS

The 2015 Chicago ICE Poster Presenters will be announced March of 2015

Lucia De MarchiLucia De Marchi
Ph.D Student
Ca’ Foscari University
Venice, ITALY
Poster Title: Multistakeholder Barging Table for Unaccompanied Minors
Lucia De Marchi (author), Prof Umberto Margiotta (tutor)

The reality of unaccompanied minors in clearly present throughout the Italian territory. The national statistics show that 80% of the provincial capitals have welcomed these minors in the last two years. According to Italian law, when an unaccompanied minor  becomes on age, he should go away from the reception center. He should find a job and a residence to be able to stay in Italy with a regular permit. Moreover, a lot of minors should drop the school because they should work. With my Ph.D Research,  I focused on this educational gap. According to my data analysis,  it is important to create a network between different  actors for promote a better social inclusion of minors.  So I have suggested  the creation of a Multistakeholder Barging Table based on Kolb Cycle.  Schools, social cooperatives and the labor market together with civil society, formulate  a new training on active citizenship. The social actors share their different experiences and formulate a theorical model of educational training. After with an active experimentation, they apply this new educational project. The core of the new school on active citizenship is composed by three components: literacy, laboratories and a special training on democracy. The main outcomes of this school are: creation of a network between the social actors; improvement of the autonomy and responsibility of minors; to allow to take a qualification to young people; stage and vocational training in commercial activities with mixed management; sustainability of international cooperation projects. At the same time,  the  Barging Table could improve the condition on the society to endorse  a new welfare based on the Capability Approach. After  the qualification, young people have more opportunities to spend their capabilities and they could contribute to support the creation of multicultural democracies together with the other social stakeholders.

 

Marla Mastin, Ph.D.
Mathematics methodology professor emeritus
Minnesota State University, Mankato and AAUW Mankato President
marla.mastin@mnsu.edu

Co-author: Mary Mastin
Accounting Supervisor for a large retailer
AAUW Mankato Vice President of Programs and Educational Projects.
mgbessler@aol.com

Celsey TiryCo-author: Celsey Tiry
Genetics Student
Minnesota State University
Mankato and AAUW Mankato Executive Board Student Representative.
celsey.tiry@mnsu.edu

 

Poster Title: Storigami STEM Math – 2011 – 2014
In an effort to improve the mathematics instruction component of (STEM) education, a research study was conducted to determine if Storigami had value as an instructional technique to enhance mathematical learning with today’s diverse students. This poster presentation describes the study. Attendees will dialogue about Storigami mathematics and other educational advantages using Storigami such as: interdisciplinary capabilities, memory skills, fine motor skills, group dynamics, and communication skills improvement.
Oral Storytelling and Teaching Mathematics: Pedagogical and Multicultural, textbook states storytelling is a natural way for students to acquire mathematical language and skills. Researchers suggested origami use to teach mathematics in Origamics 2012. Japanese Lesson Study in Mathematics: Its Impact, Diversity, and Potential for Educational Improvement (2012) highlights paper folding as an excellent mathematics instructional strategy for any audience. NCTM article Teaching Children Mathematics (2007), educational researcher Mastin reported data that documented storytelling combined with origami (Storigami) was a viable teaching strategy to use with students.
This study involved college students, teachers, administrators, and PreK – Elementary students. 12 workshops were presented. All participants were surveyed. Sixty teachers volunteered to use Storigami mathematics. 30% of these classrooms were observed and 120 students were interviewed. The volunteers reported enhancement, motivation, and fun comments, except one. She felt – “too time-consuming.” Three negative student comments from 4 year olds – “too hard to make things,” “boring,” and “long story.”
Overall, it was found there was high value in using Storigami to teach, enhance, and assess student mathematics learning. It was overwhelmingly noted that Storigami had allowed for creativity. Everyone is encouraged to consider incorporating this instructional method (research-proven) into his or her best practices for increasing student learning and to promote dialogue reflective of global diversity across the curriculum. There was tremendous agreement that Storigami should be woven into the “teaching bag of tricks.”

 

Aseel Kanakri
Ph.D. Student / Graduate Assistant
College of Education
Kent State University

Co-author: Jihan Alkhudair
Master’s Student
The University of Akron
Poster Title: 3S Understanding Education

Abstract As life changes rapidly and becomes challenging, the new generation needs to be well-prepared to cope with these challenges effectively. They should be well-educated and ready to deal with life independently and critically. In fact, teachers play a key role in preparing students socially, academically, and professionally for a better life. However, teachers themselves need to be prepared and professionally developed before they teach students to do so. Thus, teacher training is a contemporary essential issue. It is necessary to improve the quality of teaching, and it could be either pre-service or in-service. Recognizing the importance of teacher training programs, we intend, in our project, to present the theory of the 3S understanding education, created by James G. Henderson. We will shed light on this theory in terms of designing, planning, teaching for the 3S understanding, and evaluating it. In other words, we will link the theory with practice through providing teachers with varied methods to help them implement the 3S understanding education in their classroom settings effectively. Teachers are going to be urged to make a valuable shift in their educational paradigm to improve students` achievement. Furthermore, educators should invest in training and developing teachers to increase the quality of education.  We believe that helping teachers in becoming transformative educators and leading them to teach for democratic education would contribute highly not only to the new generation`s future, but to the whole world.

 

Authors:
Hamzeh M. DodeenHamzeh Dodeen, PhD
United Arab Emirates University (UAEU)
Department of Psychology and Counselling
College of Humanities and Social Sciences
Al Ain, P. O. Box 15551
Mobile: +971507931665, Email: hdodeen@uaeu.ac.ae
UAE

Faisal Abdelfattah, PhD
Psychology Department, College of Education
King Saud University
KSA

Mohammed Darabie, PhD
Literacy Coordinator, The Teaching & Learning Center (TLC)
Email: mdarabi@bgsu.edu, Cell Phone: (740) 590-9161
Bowling Green State University
USA
Poster Title: An Investigation of the Relationship between Test-taking Skills and Motivation, Attitudes, Anxiety, and Attitudes towards Tests of Secondary Students
Test-taking skills are cognitive skills that enable students to undergo any test-taking situation in an appropriate manner. This study is aimed at assessing the relationship between students’ test-taking skills and each of the following variables: motivation to learn mathematics; mathematics anxiety; attitudes towards mathematics; and attitudes towards tests. The study was conducted on a random sample of 626 (372 males and 254 females) secondary school students. A positive and significant relationship was reported between students’ test-taking skills and each student’s motivation to learn mathematics, attitudes towards mathematics, and attitudes towards tests; while mathematics anxiety was shown to have a significant negative relationship with test-taking skills. Test-taking skills account for more than 30% of the variation in motivation to learn mathematics, 25% in attitudes towards mathematics, 17% in mathematics anxiety, and more than 40% in attitude toward tests. The study concluded the improvement of secondary students’ testing skills to be significantly correlated with variables that play a substantial role in a student’s level of achievement in mathematics.

 

Mickie Wong-LoMickie Wong-Lo, Ph.D.
Assistant Professor
Undergraduate LBS I Program Director
Department of Special Education
Northeastern Illinois University
Poster Title: Cyberbullying: Collaborative Strategies to Address Digital Aggression

The digitalization of aggressive behaviors affects the lives of students internationally. Cases of cyberbullying behaviors continue to increase within and outside of schoolyards, which generates its significance for practitioners to identify approaches to prevent and
intervene effectively. Distinctly, the manifestation of digital aggression and its targeted victims impact students of all backgrounds. In addition, the adoptions of technological methodologies permit its instinctive and global effects, which consequently generate a
heightened exposure of vulnerability for the students. The presentation examines the transformation of bullying among our digital generation and strategies towards becoming upstanders for all students affected by cyberbullying. Specifically, practitioners will be
able to (a) acquire the etiological knowledge of digital aggressive behaviors, (b) identify the characteristics and symptomatic effects of cyberbullying, and (c) recognize preventive and intervention strategies of digital aggression among at-risk population.

 

Allen SchaidleAllen Schaidle

University of Kansas
Poster Title: Utilizing Cultural Intelligence: The Best Tool for Global Educators

Today’s global society requires leaders who can effectively navigate multicultural diverse environments. The focus of the presentation will center on the concept of cultural intelligence. As scholar and writer David Livermore states, “Cultural intelligence is often defined as the capability to function effectively in a variety of cultural contexts.” As interactions between individuals of diverse backgrounds increase, leaders within the field of education require cooperative skills for diverse situations. This presentation will provide real life examples and exercises focused on helping leaders in education development their cultural intelligence.  When individuals encounter multicultural environments they often become anxious as they address issues of culture. Furthermore, without the proper knowledge or training, leaders frequently minimize cultural differences and become paralyzed by the fear of producing culturally/politically incorrect responses.  Thus, in today’s global leaders need to become educated in the complexities of a global society in order for success. In the presentation, I will give examples of how individuals can become more globally sensitive in order to better their function in diverse environments. Increasing one’s cultural intelligences provides a “road map” for navigating multicultural encounters by not simply providing individuals with superficial facts on cultures, but by creating knowledge through teaching individuals to interpret and evaluate cultures. Attendees will walk away with a better understanding of how to approach diverse cultural situations with confidence in their leadership positions.

 

Charles DanoffCharles Danoff
Owner, Mr. Danoff’s Teaching Laboratory
Academic Director, The College of Chicago
Poster Title: Collaborative Lesson Planning Offline; via GitHub and via Google Drive
Collaborative Lesson Planning (CLP) is a methodology and philosophy for teachers looking to capitalize on the work of other teachers and to improve those works by sharing their own remixes. The goal is making better lessons in less time, and the way being teachers stop re-inventing the wheel by collaborating together. Building a system of collaboration allowing teachers would allow a new teacher to fire up the internet and find an abundance of resources online, all of which have been tested, reviewed and tweaked by colleagues in a fashion that corresponds to class size, level and class eccentricities. All of these resources should be free and available to share with common, easily understood licenses. The idea is for this to be incorporated into a daily teacher’s lesson planning routine, making it no less painful than their typical daily work. Imagine the future possibilities: eventually a group of teachers might work together over an entire year continually uploading, sharing, and commenting on eachother’s lessons. By the end that textbook would have a place on Wikiversity a new teacher could access and have a wonderful guide they themselves could then use in their classes and continue to build upon. Of course all of these lessons, notes, activities and more would need to be free for others to see and then re-mix with an appropriate license. At the beginning this process would require a select group to invest more personal time in re-inveting the wheel. Once it was complete, new teachers would need less time to do an individual lesson and focus on making a wheelbarrow.

 

Stacy ShipmanStacy Shipman
Grant Project Manager
Department of Special Education
College of Education and Human Development
University of Louisville

Poster Title: Local and International Internships as a Means of Exploration and Developing Global Competence in Teachers and Professionals.

In 2010 the National Education Association declared global competence to be essential for the 21st century.  However, the research on how to develop global competence in the classroom is still emerging (Hunter, 2004; Boix Mansilla & Jackson, 2011). Kim’s (2008, 2001, 1996, 1988) Intercultural Personhood Theory offers a perspective on identity development well suited for constructing global competence. The theory supports exploration as  one of the primary roles in moving global competence development forward.  Local and international internships provide a well-established structure systematizing this critical exploration in an interdisciplinary manner.  In this presentation we will present the primary components of global competence as both personhood and a skill set, discuss the facets of exploration as explained in development theory, and propose a path for utilizing local and international internships for helping teachers and professionals develop this skill set in the 21st century.

 

Kristen DechertKristen Dechert
Research and Curriculum Unit
Mississippi State University

Poster Title: Using a Needs Assessment to Affect Public Perception of CTE in Mississippi

Abstract: An important element of parental and community involvement in education is knowing the perception and beliefs of these unique stakeholder groups. Following restructure of the career and technical education (CTE) framework and purpose at the national level and the adoption of 16 career clusters for statewide secondary education in Mississippi, the Mississippi State University Research and Curriculum Unit conducted a statewide survey of the public’s perception of CTE. The purpose of this survey was to determine if perception and the current state of CTE were aligned. The findings indicated that the public had a narrow view of CTE. Although respondents largely said they valued CTE, they considered the programs most appropriate for students who were not college bound or were from poor families, a view that is no longer true but is not completely unfounded, as vocational education was originally aimed at quickly preparing young people who would not pursue academic work for the industrialized workplace. As the field has evolved to bridge the gap between academic courses and the workplace as well as included high-skill fields, such as engineering, polymer science, and entrepreneurship, CTE is often quite advanced in both knowledge- and skills-building areas. This presentation will cover the qualitative research and results as well as give recommendations for how to use a needs assessment to determine and influence perception at the local and state levels.

 

Andrew BrewerDr. Andrew Brewer
Associate Director for Academic and Assessment Support, for the Department of Teaching and Learning (DTL)
College of Education (COE)
Florida Atlantic University (FAU)

 

Co-authors:

Valerie Bristor Chicago ICE Advisory Board MemberValerie J. Bristor, PhD
Dean, College of Education
Florida Atlantic University
Abstract Title: High Impact Teacher Training Transforming Geometry Knowledge and Instruction

 

Barbara Ridener - Chicago ICE 2014

Barbara Ridener, PhD
Chair, Department of Teaching and Learning
College of Education, Florida Atlantic University, USA
Paper Title: High Impact Teacher Training Transforming Geometry Knowledge and Instruction

 

Alma W. Asuncion

Ms. Alma W. Asuncion
iTeach U.S. History Project Coordinator
Secondary Curriculum – FHESC Suite C-216

 

 

and

Dr. Penelope Fritzer

Poster Title: Timelines over Time: The Progression of Teacher and Student Created Timelines

In 2012, university professors and 11th grade American history teachers worked together on a grant to improve 11th grade students’ content knowledge and interest in American history in response to a state required end of the year exam.  One history professor provided the content and two social studies education professors provided the pedagogy to connect with the content.   As part of the grant, 11th grade teachers were to make and present timelines identifying important dates and events of the select time period being addressed.  By 2013, the timelines had evolved from traditional poster board timelines to electronic timelines.  The timelines also progressed from teacher made to student generated.  This paper will detail the experiences of the university professors and the 11th grade teachers within the grant setting.  The paper will also explore how the changing role of the timeline affected the 11th grade teachers’ students.  Anecdotes from participants will be shared as well as the exploration of the progression of the participants’ timelines.

 

Shawn Boone

Shawn Christopher Boone, EdD
Lead Faculty Area Chair for K-12 Doctoral Education and
Associate Faculty for Dissertation and Research for the
School of Advanced Studies and Associate Faculty for the
College of Education
Full-time Public School Teacher
Global Studies and Technology Academy, Los Angeles
Poster Title: Title: Using Organizational Learning to Increase Operational and Conceptual Mental Models within Professional Learning Communities: A Mixed Methods Case Study

Abstract: Professional learning communities (PLCs) have become a ubiquitous leadership and learning model within modern school reform. PLCs, which developed out of business models of learning communities, neglect to incorporate organizational learning within the PLC culture. This case study research investigated the PLC structure at a large urban middle school in the United States. Major themes were identified and coalesced into five strategies that integrate operational and conceptual learning mental models to assist school leaders in restructuring implementation of PLCs to increase the culture of collaboration and leadership between schools and districts and to enhance professional learning behaviors district-wide. To effectuate successful PLC cultures, districts should engage in professional behaviors focused on five critical practices: ownership in decision-making; re-culturing the organization and professional staff; establishing organizational learning theory protocols; evaluating organizational learning theory practices; and creating a sustainability plan. Implications of these practical strategies were used in a modern teacher-led school reform model and are discussed at length in a chapter book on teacher leadership due to release in August of 2014. Adherence to these five practices would institute operational and conceptual learning consistent with organizational learning theory and create professional learning district-wide. Transference of this model is plausible for all organizational leaders who seek to build cultures of success.

 

Sanders Chicago ICE 2015Dr. Teresa Sanders
Adjunct Faculty, University of Phoenix
Teacher, Public School in Dallas, Texas

Poster Topic: A Qualitative Exploration of Barriers to Parental Involvement in School Activities Among Economically Disadvantaged African American Families
Economically disadvantaged, African American students demonstrate a poorer academic performance than all other racial demographics (Abdul-Adil & Farmer, 2006; United States Department of Education, 2004). Parental involvement in education is an effective way to raise student achievement (Brown & Beckett, 2007), however; economically disadvantaged, African American parents are least involved in their children’s schooling than other demographics (Cotton & Wikelund, 2001). This qualitative, phenomenological study examined the general problem of persistently poor academic performance of economically disadvantaged, African American students and the specific problem of significant lack of parental involvement in education among economically disadvantaged, African American parents. The research consisted of an exploration of the experiences of 20 economically disadvantaged, African American parents related to their own education background and their involvement in their children’s education. Through reflective, face-to-face interviews, a stratified sample of participants provided insight related to their experiences that influence their willingness or ability to participate in their children’s schooling. Results revealed most participants had a positive perception of their children’s school faculty and wanted to be involved, but their socioeconomic circumstances hindered their ability to participate in their children’s schooling. An unexpected discovery was half of the study participants had difficulty understanding one or more of the study questions, though none of the participants acknowledged that difficulty. The discoveries made in this study could help leaders in education understand the life circumstances and communication issues that may be hindering active parental involvement among this at-risk demographic, and help leaders develop effective parent involvement programs that considers the needs of the population it serves.
References

Abdul-Adil, J., & Farmer, A. D. (2006). Inner-city African American parental involvement in elementary schools: Getting beyond urban legends of apathy. School Psychology Quarterly, 21(1), 1-12. doi:10.1521/scpq.2006.21.1.1
Brown, L., & Beckett, K. (2007). Parental involvement in an alternative school for students at risk of education failure. Education and Urban Society, 39(4), 498-523. doi:10.1177/0013124507301579
Cotton, K., & Weiklund, K. (1989). Parent involvement in education. Retrieved from School Improvement Series website: http://www.nwrel.org/scpd/sirs/3/cu6.html

Pi-Chi HanDr. Pi-Chi Han
Poster Presentation Title: Social Constructivism as a Theoretical Foundation to Develop Global Educational Leaders with Intercultural Competencies
The shortage of global leaders in the public, private, and non-profit sectors has become a significant constraint for many organizations in the global arena. The need of developing global leaders with adequate intercultural competencies has become obvious (Conner, 2000; Morrison, 2000; Suutari, 2002). Many studies provide the cross-cultural competency taxonomies, rather a theory to conceptualize intercultural competencies for developing global leaders. The problem remains unsolved and becomes more complex. This paper proposes the theory of social constructivism to conceptualize intercultural competencies for developing global leaders. The attempt of providing a theoretical foundation to develop intercultural competencies for teachers’ cross-cultural learning and training programs is granted.

TOP