Largest project to date estimates autism spectrum disorder in Minneapolis Somali and non-Somali children

December 16, 2013

About 1 in 32 Somali children, ages 7-9 in 2010, was identified as having autism spectrum disorder (ASD) in Minneapolis, according to new data released today by the University of Minnesota’s College of Education and Human Development (CEHD). Somali and White children were about equally likely to be identified with ASD in Minneapolis. There is no statistically meaningful difference between the two estimates. Somali and White children were more likely to be identified with ASD than non-Somali Black and Hispanic children.

The Somali and White estimates from Minneapolis were higher than most other communities where the Centers for Disease Control and Prevention (CDC) tracks autism spectrum disorder. The project estimates that 1 in 48 children reviewed in Minneapolis was identified as having ASD.

“We do not know why more Somali and White children were identified as having ASD than Black and Hispanic children in Minneapolis,” said Amy Hewitt, director of the U of M Research and Training Center on Community Living in the Institute on Community Integration and primary investigator on the project. “This project was not designed to answer these questions, and future research is warranted.”

Somali children with ASD were more likely to also have an intellectual disability (e.g., IQ lower than 70) than children with ASD in all other racial and ethnic groups in Minneapolis, according to the project findings.

“Future research can and should build upon these findings to better understand how ASD affects Somali and non-Somali children,” said Hewitt. “This project was not designed to tell us why these differences exist, but its findings support the need for more research on why and how ASD affects Somali and non-Somali children and families differently.”

This project also found that the age at first ASD diagnosis was around five years for Somali, White, Black, and Hispanic children.

“Children with ASD can be reliably diagnosed around 2 years of age,” said Hewitt. “Further research must be done to understand why Minneapolis children with ASD, especially those who also have intellectual disability, are not getting diagnosed earlier.”

To date, this is the largest project to look at the number and characteristics of Somali children with autism spectrum disorder in any U.S. community. However, these findings are limited to Minneapolis, and there are challenges in identifying ASD in small, ethnically diverse groups.

Continue reading “Largest project to date estimates autism spectrum disorder in Minneapolis Somali and non-Somali children”

TERI Partner Network Day: Induction Partnerships

December 15, 2013

At the December 13 event, there was a breakout session on Induction: Mentoring and Support for new teachers. The session focused on the important role of liaisons to support the induction continuum from pre-service through in-service. Currently, there are six liaisons in partner district schools; Highland Park Middle and Senior High, Southwest High, Earle Brown Elementary, Dowling Elementary, Hall Elementary and Lucy Laney Elementary.

InductionBreakoutSessionDec13

Breakout session participants discuss TERI partnerships.

The liaisons’ role is to supervise, mentor and support the teacher candidates and coach the cooperating teachers as mentors. They observe practice, support co-teaching, and hold new teacher support sessions. All of the liaisons are assigned to work at one site and focus on supporting teacher development by working with the leadership teams, supporting PLC’s and offering PD sessions.
The liaisons were able to share stories of success and challenges during the session. A highlight was when one liaison shared that she had co-observed a teacher candidate teaching a lesson with the cooperating teacher. During the post-conference, she shared with the teacher candidate that she could continue to grow in the area of differentiation. The cooperating teacher said that he could also work on differentiation strategies, so they could do it together. This story shows the impact that coaching from liaisons can have on both pre-service and in-service teachers.
Current liaisons: Tiffany Moore (MPS/UMN-TC Induction Coordinator); Marjorie Nadler (Lucy Laney Liaison), Mary Mandel (Earle Brown Liaison), Shaun Flandrick (Southwest Liaison), Danaya Franke (Highland Park Jr/Sr. Liaison).

TERI Partner Network Day: IPad Integration

December 15, 2013

Terry Wyberg (CEHD faculty) and Jim McComas-Bussa (RHS teacher) shared how the iPad integration in Math at RHS has expanded to peer-coaching using technology. Jim is pictured on the right co-facilitating the discussion with TERI Partner School and CEHD representatives.

TERI Partner Network Day: Progress Report

December 15, 2013

Deborah Dillon, TERI’s co-PI and Associate Dean of Graduate, Professional, and International Programs in CEHD, presented an overview of our progress on areas of focus as a network these past 3-4 years.2013TERI_PartnerNetworkEventDec13.pdf

TERI Partner Network Day: Collaborative Conversations

December 15, 2013

103 individuals registered to attend the TERI Partner Network Day on Friday, December 13th. Nearly half of the attendees were district and school level teams from our six partner districts (Brooklyn Center, Columbia Heights, Forest Lake, Minneapolis, St. Paul, and White Bear Lake). One of our charter partner sites, Laura Jeffrey Academy, was also represented. Download agenda for details: December13_2013FinalAgendaShortVersion.pdf
CEHD dean Jean Quam started the day by welcoming all participants and identifying what each has contributed to the TERI Partner Network in the last 3-4 years. She expressed gratitude to each in an overview. Read below or download here: DeanQuamGratitude4TERIDecember13_2013.pdf

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Lawrenz wins national research in science teaching award

December 13, 2013

Frances P. Lawrenz, U of M associate vice president for research and educational psychology professor, has received the 2014 National Association for Research in Science Teaching Distinguished Contributions to Science Education through Research Award. The award is given to recognize an individual who, through research over an extended period of time, has made outstanding and continuing contributions, provided notable leadership, and made a substantial impact in the area of science education.
“I truly appreciate my colleagues’ faith in my accomplishments and persistence in helping me receive this,” said Lawrenz, who is an affiliated faculty member in the STEM Education Center. Her research focuses on science and mathematics program evaluation, which uses a variety of techniques to best fit the needs of a given situation and usually involves mixing methods in a variety of ways. Along with her teaching duties, she is currently involved in the evaluation of several national science and mathematics programs.
The award will be presented to Lawrenz at the NARST conference on April 1, 2014, in Pittsburgh, PA.
Read more about her research, teaching, and service.

Ed Psych’s Lawrenz receives prestigious NARST award in science learning

December 11, 2013

Frances Lawrenz U of M associate vice president for research and professor in the Department of Educational Psychology Frances P. Lawrenz, Ph.D., received word this week that she was selected as the recipient of the 2014 National Association for Research in Science Teaching (NARST) Distinguished Contributions to Science Education through Research Award. The award is given to ‘recognize an individual who, through research over an extended period of time, has made outstanding and continuing contributions, provided notable leadership, and made a substantial impact in the area of science education’.
When word of the award came to Professor Lawrenz, she stated, “I truly appreciate (my colleagues) faith in my accomplishments and persistence in helping me receive this.”
Professor Lawrenz’s research focuses on science and mathematics program evaluation. Her evaluations utilize a variety of techniques to best fit the needs of a given situation and usually involve mixing methods in a variety of ways. Along with her teaching duties, she is currently involved in the evaluation of several national science and mathematics programs.
The award will be presented to Professor Lawrenz at the NARST Awards Luncheon on April 1, 2014 during the NARST Conference in Pittsburgh, PA.
To learn more about NARST, please visit their website at https://www.narst.org/

Frances Lawrenz receives NARST Distinguished Contributions to Science Education through Research Award!

December 11, 2013

Dr. Frances Lawrenz, affiliated faculty member to the STEM Educaton Center, has been awarded the 2014 NARST Distinguished Contributions to Science Education through Research Award. This award is presented to recognize an individual who, through research over an extended period of time, has made outstanding and continuing contributions, provided notable leadership, and made a substantial impact in the area of science education. Dr. Lawrenz will be presented with a plaque at the NARST Awards Luncheon on April 1st, 2014 at the NARST Conference in Pittsburgh, PA.

C&I at LRA Annual Conference

December 10, 2013

Last week, the Department of Curriculum and Instruction faculty and graduate students visited Dallas, TX to attend and participate in the Literacy Research Association’s (LRA) 2013 Annual Conference. The theme of the 2013 Conference, “Transformative Literacy: Theory Research, and Reform” considered how researchers are examining and critiquing the ways in which culture, knowledge, language, and power intersect literacy access, equity, and social justice in an age of reform.
Richard Beach, C&I professor emeritus, serves as the current president of the LRA, and Professor Cynthia Lewis is on the LRA Board of Directors. Associate Professor Mark Vagle and Professor Lori Helman are Area Chairs for the research conference paper selection process.
C&I faculty and graduate students gave a combined 23 presentations and served as proposal reviewers and discussants for many other presentations and round table sessions.
Presentations covered a range of topics including:

Are Two Heads Better Than One? A Case Study of First Grade Team’s Collaborative Planning for English Learners in Literacy Instruction
Preparing Preservice Teachers in the Use of Technology to Support the Teaching of Literacy
Transformation in the Literacy Transaction: Relationships between “Trauma Texts and Traumatic Histories”
Animating Critical Literacy with the Body: Creating Countertexts through Scene-Making and Dramatic Play
Reading the World through Story: An Argument for the Inclusion of Culturally Diverse Literature in Critical Literacy Curricula

For a full list of presentations, please see the Literacy Program page on the C&I website.

Jensen works to develop an inexpensive class 3 lever for anatomy and physiology laboratories

December 10, 2013

Murray Jensen, associate professor in the department of Postsecondary Teaching & Learning, his College in the Schools teachers, and two mechanical engineering students are working together on an on-going project to develop a workable and inexpensive arm model for use in anatomy and physiology laboratories. The model will assist students in figuring out the physics of a Class 3 lever – which is how your knee and elbow joints operate. The key to this project is constructing a durable model at a reasonable price. Similar models are available for $500 which is too much for most high schools. This model is anticipated to cost under $50.

In memoriam: Shirley Grace Moore

December 7, 2013

Shirley Grace Moore, aged 91, one of the seminal leaders in the education of young children and long-time professor in the Institute of Child Development (ICD), passed away over the weekend. Her legacy of excellence will be maintained in ICD and has already made its mark in the Shirley G. Moore Lab School, which was named to honor her upon retirement in 1987.
Moore was known for her wit, wisdom, and scholarship, according ICD director Megan Gunnar.
“Harold Stevenson hired Shirley in the early 1960s to revitalize the preschool program,” said Gunnar. “He wanted a director of the nursery school who ‘knew advanced statistics’… in other words, someone who was not only a gifted educator but an outstanding researcher. That was Shirley, and she made the preschool program a living laboratory showcasing translation of science to practice and the development of new knowledge about children and their development.”
Over the years, Moore contributed to many of the most important science-to-practice endeavors at ICD and abroad. She played a role in training teachers for Project Head Start when it first began and, along with Rich Weinberg, formed the Center for Early Education and Development.
Moore began her career in teaching in the children’s program of the McDowell Settlement House in Chicago during World War II. She attended the University of Chicago and held several positions in addition to the one at the settlement house. From there she moved to the University of Iowa in the early 1950s to become a lead teacher in its laboratory preschool. At the same time she began her graduate training under the guidance of one of the luminaries in the field of early childhood, Ruth Updegraff.
It wasn’t long before Moore moved from a lead teacher to the principal of the Iowa Preschool Laboratories. It was from this position that Harold Stevenson recruited her to the University of Minnesota.
As we mourn her passing, we celebrate all that she contributed to children and families, the Institute of Child Development, the Center for Early Education and Development, the college, and the University.
A memorial service is scheduled for Dec. 19, 2 p.m., at Gearty-Delmore Plymouth Chapel, 15800 37th Avenue North, Minneapolis, with visitation at 1 p.m.
Also see a featured obituary on Moore in the Star Tribune.

C&I Ph.D. Student Kathryn Allen receives grant for new research

December 5, 2013

Curriculum and Instruction Ph.D. student Kathryn Allen received a grant for research presented at The International Society for the Scholarship of Teaching & Learning (ISSOTL) conference in October. ISSOTL serves faculty members, staff, and students who care about teaching and learning as serious intellectual work. The goal of the Society is to foster inquiry and disseminate findings about what improves and articulates post-secondary learning and teaching. ISSOTL is unique in its efforts to form a global community in the interest of post-secondary teaching and learning.
In the poster presentation on Cultural-Historical Activity Theory, Allen explored professional development from a perspective that supports educators beyond traditional modes. During her master’s program at UT, Allen, along with 2 other students and a faculty member were each involved in independent projects beyond the scope of the program and decided to support each other through bi-weekly meetings. This model of professional development is the subject of the study. She hopes to continue using this theory to explore professional development for teachers in the specific area of technology integration. Effective use of technology for teaching and learning is a common professional development theme crossing national borders and demands an international forum.
Of the conference, Allen said, “This year’s conference title, ‘Critical Transitions in Teaching and Learning’ particularly resonated with me during my work with pre-service teachers. In what ways does teacher preparation need to transform in order to fit them for the classrooms they will enter? What transitions can I make in my teaching that will serve my students? How does my research support the preparation of teachers in a world that is transforming with mind-boggling speed? This year’s ISSOTL conference explored all of these questions through scholarly work and conversation.”
To learn more about the Department of Curriculum and Instruction’s Literacy Education track, please visit the Literacy Education Ph.D. page on our website.

CSPP Students Lead Anti-Bullying Campaign at Richfield Middle School

December 3, 2013

Three students from the Counseling and Student Personnel Psychology (CSPP) program within the Department of Educational Psychology led the anti-bullying charge at Richfield Middle School in Richfield, Minnesota. The students, Nicole Byrnes, Jessica Jacobson, and Amy Kubat, worked closely with staff and students to promote the anti-bullying month.
As part of movement, t-shirts were made reading “The Power of 1” on the front and a Robert Frost poem on the back. “The Power of 1” derives from the idea that it takes one person to stand up to a bully. The more of us that put forth our “power,” the less bullying that will occur.
To give this a little more creativity, staff members, including these creative interns, dressed up in superhero gear and took pictures to be posted throughout the school for students to see.
Read more about the initiative here.

Jensen heading to Australia to present on the ‘Flipped Classroom’

December 2, 2013

As part of his National Science Foundation POGIL (Process Oriented Guided Inquiry Learning) project, Murray Jensen, associate professor in Postsecondary Teaching & Learning, has been invited to Melbourne, Victoria to present next week at the Australian Physiological Society International conference on the topic of the “flipped classroom,” a pedagogical model where the lecture and homework portions of a course are reversed.

While there, Jensen will lead workshops and discuss examples of POGIL activities in physiology and share his expertise in the area of teaching entry-level university science projects at Deakin, LaTrobe, Monash, Flinders, and Adelaide Universities.

Jensen is currently working on how to teach anatomy and physiology in an active learning classroom. He has 51 publications in the area of teaching and learning, with a particular emphasis on biology education and the first-year college transition. Learn more about Murray’s work at his website: http://msjensen.cehd.umn.edu/POGIL/background.asp

Update: See a video of Jensen’s presentation in Australia.

CEHD Alumni Society recognizes outstanding alums

December 2, 2013

L-R: Brenda Hartman, alumni society president (B.S. ’81, M.S.W. ’89), Marvin Davis (M.S.W. ’97), Halil Dundar (M.A. ’90, Ph.D. ’93), Peg Lonnquist (Ph.D. ’95), Jon Ruzek, director of alumni relations
On November 21, 2013, the CEHD Alumni Society honored three exceptional alumni as part of the college’s annual Distinguished Alumni Awards ceremony.
Halil Dundar received the CEHD Distinguished International Alumni Award. Since 1997, this award has recognized outstanding achievements of international CEHD alumni, from master’s and doctoral programs, who have contributed to outstanding educational progress in their countries. Dr. Dundar grew up in a small town in Turkey, graduating from Ankara University on national scholarship. He was then awarded a full scholarship by the Turkish Ministry of Education to study in the United States. He chose the University of Minnesota and completed his master’s and doctoral degrees from the college’s former Department of Educational Policy and Administration, focusing on the economics of higher education. Bringing both diligence and integrity to his work as lead education specialist for The World Bank, Halil has made outstanding contributions to educational progress in Turkey and developing countries in the former Soviet Union, Asian republics, Eastern Europe, and Africa.

Marvin Davis received the CEHD Alumni Society Award of Excellence. Throughout his social work career, Marvin has demonstrated exceptional leadership, holding several important positions at the Minnesota Department of Human Services. He currently coordinates the development and delivery of child welfare training systems designed for county and tribal supervisors, social workers, and resource families. A master of social work graduate from the college’s School of Social Work, Marvin has taken on challenging issues in the field of child welfare, such as engaging with fathers and addressing racial disparities in the system. He’s also worked with the college’s Center for Advanced Studies in Child Welfare to advocate for a common set of child welfare worker competencies to be adopted for use in educating entry-level practitioners.
Peg Lonnquist was the other recipient of the CEHD Alumni Society Award of Excellence.
Dr. Lonnquist has had, and continues to have, a distinguished career as a social justice educator. A doctoral graduate in educational policy and administration, she has held both faculty and administrative roles at Hamline University, Iowa State University, and currently the University of Minnesota. Peg is director of the University of Minnesota’s Women’s Center, which increases connections for women’s success, cultivates socially responsible leaders, and advocates for organizational culture change. Through her work in education she has diligently advanced the mission of equity for all, while bringing a spirit of collegiality, enthusiasm, and a commitment to growth. Peg has been a formal and informal mentor to countless staff, students, and emerging leaders.
The CEHD Alumni Society’s slate of awards were recently restructured to more broadly recognize the diverse career experiences and professional achievements of our vast alumni body. The Award of Excellence is presented annually to two CEHD alumni, who have at least 15 years of work experience, have demonstrated outstanding achievement and leadership in their profession, served as mentors to others in their field, and shown exceptional volunteer service. In carrying on the Alumni Society’s 45-year old tradition of honoring alumni both in and outside of education, one recipient of the Award of Excellence represents a career in pre-K through 20 educational institutions, and the other recipient represents a career outside of such institutions.
Founded in 1956, the volunteers of the the CEHD Alumni Society have a long record of service to the college and proudly represent over 70,000 living alumni. The Alumni Society has recognized outstanding alumni achievements since 1968.

Twin Cities educators and youth gather for ‘Is School Enough?’ event

November 27, 2013

On Nov. 21, the Learning Technologies Media Lab (LTML) and Twin Cities Public Television (tpt) co-hosted a discussion around tpt’s program Is School Enough?, which is the second in a series of programs about youth, digital media, and education. Is School Enough? focuses on how project-based learning and digital tools can help inform and transform education.
Over 100 educators attended the event, including young people representing community-based organizations from across the Twin Cities. Stephen Brown, the producer of Is School Enough?, hosted and moderated the national panel, and Cassie Scharber, LTML co-director, moderated the local panel.
Community conversations with attendees followed the panel discussions, with LT and Literacy graduate students and staff from the Department of Curriculum and Instruction assisting in backchannel conversations as well as table talk about technology-infused engaged learning.
The event was filmed for inclusion in an event toolkit that will be shared online as a complement to the program. The toolkit can be used by other PBS stations, community groups, schools, etc., to host similar conversations around the county. Educational and additional resources will also be included in the toolkit.
The full episode of Is School Enough?: Engaged Learning in the 21st Century Classroom and Beyond can be viewed online at TPT’s website. Supplemental video clips and resources are available through Edutopia .
Please visit the Learning Technologies Media Lab and or the Learning Technologies Ph.D. program page to learn more.

Ed Psych’s Davenport receives Best Paper award for research on achievement gaps in mathematics

November 22, 2013

Professor and Director of Graduate Studies in the Department of Educational Psychology Ernest C. Davenport received the Best Paper award for his paper entitled “Number of Courses, Content of Coursework, and Prior Achievement as Related to Ethnic Achievement Gaps in Mathematics’ at the International Conference on Education (ICE) in Chicago last June. The paper was a result of combined research between Davenport, fellow Ed Psych colleague Mark Davison, research associates Yi-Chen Wu and Alicia Ayodele from the University of Minnesota, along with Se-Kang Kim – Fordham University, Haijiang Kuang – NCS Pearson, Inc., Nohoon Kwak – California State University and Chi-Keung Chan – Hong Kong Shue Yan University. The paper was subsequently accepted for publication in the Linwood University’s Journal of Educational Leadership in Action.

CEHD News Jeff Webb

CEHD News Jeff Webb