Education Faculty
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Dr. Chessica Cave
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Dr. Shannon Collins
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Dr. Barbara Flanagan
Personal Bio
Dr. Barbara Flanagan, an Assistant Professor in Graduate Education, received her doctorate from Virginia Tech. Barbara has 36 years of experience in K-12 teaching, special education supervision, state department of education technical assistance provision, national educational consulting, and higher education teaching. Barbara has conducted numerous workshops on Universal Design Learning (UDL) and has co-authored a white paper on the topic.
Flanagan, B. (2019, March). Creating community, enhancing engagement, and fostering verbal expression through a video discussion platform. Paper presented at the UDL-IRN (Universal Design for Learning—Implementation and Research Network) 6th International Summit, Orlando, FL
Abstract
UDL principles and related guidelines (CAST, 2011) support curriculum, instruction and assessment that are flexible and embed options for multiple means of representation, action and expression, and engagement. This session detailed how Dr. Flanagan piloted Flipgrid, a video discussion platform, and provided participants recommendations for its use in higher education courses.
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Dr. Karen Foster
Personal Bio
Dr. Karen Foster, LMU’s edTPA Coordinator, is a life-long educator with classroom and higher-education teaching experiences in 7 different states. Dr. Foster is a “qualified” National Higher Education Scorer for edTPA. She is a founding member of the National Professional Development School Organization (NAPDS): she serves as section editor for the PDS Partners Magazine, and as a reviewer for the School-University Partnership research journal. She is a CAEP accreditation site visitor.
2020 National Professional Development Schools (NAPDS) National Conference, “What resources and reflective practices are effective in developing mutually beneficial partnerships in rural areas, such as Appalachia?”, February 13-15, 2020, Atlantic City, New Jersey.
Abstract
The session focused on identifying the challenges and resources encountered in supplying the teacher pipeline in rural areas. The challenge to supply the demand for effective, skilled teachers is a problem nationwide. The efforts to recruit a diverse workforce is even more challenging when one or both of the partners are located in rural areas (communities), such as Appalachia.
Foster, K., Tiller, D., & Stewart, T. (2019, March). Candidate support and success: Alleviating stress and building a strong sense of self-efficacy. Information presented at the Educative Teacher Performance Assessment (edTPA) Southeast Regional Conference, Franklin, TN.
Abstract
The session focused on candidate support through an examination and engagement of EPP-based and candidate-intrinsic supports. Both types of supports can be utilized to ensure that candidates are successful in submitting passing edTPA portfolios and that the anxiety often associated with testing is reduced and replaced with determination and confidence.
Foster, K., Jones, S., Lynch, S., & Bicknell, T. (2019, February). Building mutually beneficial partnerships in rural communities. Information presented at the American Association of Colleges for Teacher Education (AACTE) 71st annual meeting, Louisville, KY.
Abstract
The session described the steps involved in developing mutually beneficial partnerships. The session looked at the various aspects of partnership development, tools, and strategies available to support the development of the partnerships (e.g., conducting needs assessments, developing recruitment strategies, reviewing data , braining-storming, creative problem solving, and utilizing templates).
Foster, K. (2019, February). Clinical Practice Fellow Recognition, Association of Teacher Educators (ATE), Atlanta, GA.
Abstract
The Clinical Practice Fellows are a group of educators who have a strong research interest in clinical practice. Selected through a competitive process, the Clinical Practice Fellows network with one another, share research interests, and engage in a national dialogue about putting clinical practice at the center of teacher education.
Foster, K. & McCook, J. (2018, October). Building mutually beneficial partnerships in rural communities: Supporting the implementation of edTPA. Invited presentation at the TPA National Conference, San Jose, CA.
Co-Presenter - Dr. John E. McCook Abstract
This presentation focused on establishing mutually beneficial partnerships that could be adapted to meet the specific needs of the various EPPs and P-12 partners (e.g., those supporting the implementation of edTPA or those serving rural communities). Drs. Foster and McCook shared the steps, mechanisms, and tools involved in establishing the mutually beneficial partnerships.
Support for Candidates who Student Teach in Rural Settings
Southeastern Regional Conference edTPA Conference, April 5-7, 2018, Birmingham, Alabama
April 7, 2018
Co-Presenter - Dr. John E. McCook Abstract
The Educative Assessment and Meaningful Support, 2016 edTPA Administrative Report, released November, 2017, denoted small differences in performance of candidates by demographic subgroups. Candidates who completed student teaching in rural locales had the lowest average scores. The interactive session elicited audience participation in examining factors that might contribute to the lower scores received by candidates who taught in rural settings and identified effective candidate supports.
How Does the Implementation of edTPA Impact Collaborative Partnerships?
2018 National Association of Professional Development Schools National Conference, Jacksonville, Florida
March 17, 2018
Co-Presenter - Dr. John E. McCook Abstract
This presentation encouraged participants to think critically and collaboratively identify structural supports and collaborative changes that impact collaborative school partnerships. Foster and McCook presented what strong EPP/P-12 partnerships look like in states where the successful completion of an edTPA portfolio is required before teachers can become licensed. They also explained the various structural supports necessary to sustain all the participants in the partnerships.
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Dr. Cherie Gaines
Personal Bio
Cherie Barnett Gaines began her career in 2001 as a middle school teacher of science, reading, and English. Cherie earned her PhD from The University of Tennessee, Knoxville, with a concentration in Educational Administration and Supervision, and she currently works as an Associate Professor of Education in the doctoral program at Lincoln Memorial University. Dr. Gaines’s research includes rural schools, teacher leadership, school climate, social justice, middle school education, and leadership preparation.
Gaines, C. B., Courtner, A. S., & Collins, S. D. (2019, September). Dissertation Homeroom in a doctoral program. Lecture presented at the meeting of the Appalachian College Association Summit, Pigeon Forge, TN.
Co-Presenters - Dr. Shannon Collins & Dr. Andrew Courtner Abstract
At the 2018 ACA Summit, LMU EdD faculty discussed a new sequential core curriculum, offered across concentrations (Instructional Leadership, Curriculum and Instruction, and Higher Education) to better prepare students for completion of dissertation work. In this presentation, the EdD faculty discussed an innovative Dissertation Homeroom, where students across curricula concentrations are provided collaborative instruction from all faculty, which is then supported in core research courses and individual concentration courses by faculty. This collaboration effort has supported faculty cohesiveness in teaching writing for the dissertation, provided students the opportunity to learn about research and assignments in a large group with other faculty, and supported in-class assignments and the sequential core for individual concentration work.
Gaines, C. B., & Courtner, A. S. (2019, September). Trends of college admission from one Tennessee rural school district after Tennessee Promise. Lecture presented at the meeting of the Appalachian College Association Summit, Pigeon Forge, TN.
Co-Presenter - Dr. Andrew Courtner Abstract
As educators, it is imperative that we understand the change in the trends of college enrollment prior to and subsequent to the Tennessee Promise scholarship program. Understanding these trends will help public school educators focus their attention on the students' needs and will help re-focus based on academic match rather than solely program suggestions. Identifying these trends will benefit higher education staff as they consider new applicants; higher education professors as we guide public school educators; and public school administrators, counselors, and teachers as they provide guidance to their own students.
Murphree, P. G., & Gaines, C. B. (2019, September). Metamorphosis from traditional pedagogy to synchronous and asynchronous learning. Lecture presented at the meeting of the Appalachian College Association Summit, Pigeon Forge, TN.
Co-Presenter - Dr. Patricia Murphree Abstract
This presentation explored the roles of new technology and how it is impacting the traditional classroom by advancing a system called “e-learning”. E-learning can be divided into two categories. Synchronous includes incorporating online learning though video conferencing, webcasts, interactive learning models and chat rooms by supporting learning and teaching through multiple ways of interacting, sharing, collaborating and asking questions in “real-time”. Asynchronous can be offline because it involves coursework delivered through web activities, email, on-line forums, electronic portfolios, and message boards. How may e-learning be incorporated into effective pedagogy? Can e-learning be designed to share pedagogical and/or co-curricular innovations without compromising content rigor? The presentation benefited anyone teaching Generation “Z” students.
Gaines, C. B. (Ed.). (2019). Leadership for school improvement: Reflection and renewal. Charlotte, NC: Information Age Publishers.
Gaines, C. B. (2019). An historical evolution of school improvement. In C. B. Gaines (Ed.), Leadership for school improvement: Reflection and renewal (pp. 1-18). Charlotte, NC: Information Age Publishers.
Gaines, C. B. (2019). Introduction: Evolution of school improvement: Reflection and renewal. In C. B. Gaines (Ed.), Leadership for school improvement: Reflection and renewal (pp. ix-xiii). Charlotte, NC: Information Age Publishers.
Gaines, C. B. (2019). School leadership renewal. In C. B. Gaines (Ed.), Leadership for school improvement: Reflection and renewal (pp. 117-126). Charlotte, NC: Information Age Publishers.
Abstract
As the inaugural entry in the Leadership for School Improvement (LSI) Special Interest Group (SIG) Book Series, this volume serves as a reflection on the foundations of the field of school improvement. Contents include connections between school improvement and the agency of principals, districts, universities, and policy. This volume will be placed in the school improvement literature with examinations of evolution, trends, policies, and future foci in the field of school improvement. This book is rich in research and literature about school improvement, school effectiveness, and school reform policy and implementation and thus holds significance for educational practitioners, scholars, and policy makers at all levels.
Gaines, C. B. (2019, April). Teacher leadership in rural middle schools. Lecture presented at the Lincoln Memorial University Third Annual Research Day, Harrogate, TN.
Abstract
Due to unique characteristics and specialized needs, rural schools served as sites for investigation of the four factor model of teacher leadership: sharing leadership, principal selection, sharing experiences, and supra-practitioner. Teachers in rural schools wear many hats, specifically identifying with the supra-practitioner.
Gaines, C. B. & Courtner, A. (2019, April). Sequential core curriculum to improve dissertation skills in a doctoral program. Lecture presented at the Lincoln Memorial University Third Annual Research Day, Harrogate, TN.
Co-Presenter - Dr. Andrew Courtner Abstract
Completing a dissertation is an intellectual challenge and often a problem for doctoral students. The LMU doctoral faculty developed a sequential core curriculum to increase doctoral candidates’ readiness for the dissertation phase.
Gaines, C. B. (2019, March). Teacher leadership in rural middle schools. Presented at the Critical Questions in Education Conference, Savannah, GA.
Abstract
Due to unique characteristics and specialized needs, rural schools served as sites for investigation of the four factor model of teacher leadership: sharing leadership, principal selection, sharing experiences, and supra-practitioner. Teachers in rural schools wear many hats, specifically identifying with the supra-practitioner.
Courtner, A., & Gaines, C. B. (2019, March). Sequential core curriculum to improve dissertation skills in a doctoral program. Presented at the Critical Questions in Education Conference, Savannah, GA.
Co-Presenter - Dr. Andrew Courtner Abstract
Completing a dissertation is an intellectual challenge and often a problem for doctoral students. The LMU doctoral faculty developed a sequential core curriculum to increase doctoral candidates’ readiness for the dissertation phase.
Models of Teacher Leadership: Perspectives from Four Countries
British Educational Leadership, Management & Administration Society, Windsor, UK
July 8, 2018
Abstract
This study examined teachers’ perceptions of teacher leadership in US rural school districts. Teachers filled multiple roles within the school, including both formal and informal leadership roles, as a result of the unique needs of this demographic. Findings indicated teachers identified characteristics of being a supra-practitioner (Angelle & Dehart, 2016) as being integral to the success of their schools.
Sequential Core Curriculum to Improve Dissertation Skills in a Doctoral Program
Appalachian College Association, 2018 Summit Meeting, Kingsport, TN.
September 28, 2018
Co-Presenter - Dr. Andrew Courtner Abstract
The presentation discussed the sequential core, the purpose, assignments, rubrics, and benefits the program faculty have experienced already in the EdD program.
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Dr. John McCook
Personal Bio
Dr. McCook is the Director of the Master of Education Initial Licensure Program and Assistant Professor at Lincoln Memorial University where he teaches research and statistics, educational foundations, special education law, and using data to inform instruction courses. He has authored two books on RTI and serves as a national consultant.
Theriot, C. T., & McCook, J. E. (2019, February). A cautionary tale: Gatekeeping-ethical and legal concerns for counselor supervisors. In T. Remley (Chair), Law and ethics in counseling conference 2019. Symposium conducted at Law and ethics in counseling conference 2019, New Orleans, LA.
Co-Presenter - Dr. Connie Theriot Abstract
A roundtable discussion of the legal and ethical requirements of supervisory personnel in addressing the candidate’s ADA/Section 504 issues and their 14th amendment rights. Establishing written expectations and standards that must be met at each transition point with written appeal rights for the candidates.
McCook, J. E. (2019, February). Independent educational evaluations under the individuals with disabilities education improvement act (IDEIA): A right misunderstood by school districts and private evaluators. In T. Remley (Chair), Law and ethics in counseling conference 2019. Symposium conducted at Bourbon Orleans Hotel, New Orleans, LA.
Abstract
A presentation to school and private counselors and attorneys addressing the legal right to an independent educational evaluation as part of the procedural safeguards under IDEIA. An exploration of the criteria for an educational evaluation for eligibility as opposed to a billable evaluation under DSM V-TR.
McCook, J. E. (2018, December). Special education law: The ultimate guide. In Special education law: The ultimate guide. Symposium conducted at Holiday Inn on the Bay, Portland, ME.
Abstract
A workshop to present updates for educators and attorneys on both Section 504 issues and special education interpretations of recent legal opinions. CEU and CLE credits were provided to participants. Special emphasis was centered on the unanimous Endrew F. and Fry v. Napoleon decisions of the U.S. Supreme Court. Discussion also was held on the 6th Circuit Court of Appeals decision in L.H. v Hamilton County.
Bennett, D. S., Billingsley, J. L., Denzel, S., McCook, J. E., Miller, C. N., Sacks, J., & Wilds, S. A. (2018, December). School law expert panel: How to handle your biggest challenges. In School law expert panel: How to handle your biggest challenges. Symposium conducted at Radisson Airport, Nashville, TN.
Abstract
A symposium with panel discussions presented by attorneys and me to familiarize the participants on legal issues in education. The panel discussed issues and responded to participant questions on a wide range of legal issues affecting education. The manual developed as a report for participants is listed below. Bennett, D. S., Billingsley, J. L., Denzel, S., McCook, J. E., Miller, C. N., Sacks, J., & Wilds, S. A. (2018). School law expert panel: How to handle your biggest challenges (Publication No. 81236). Eau Claire, WI: NBI.
McCook, J. E. (2018, November). IEPs and 504 plans: A legal compliance guide. In IEPs and 504 plans: A legal compliance guide. Symposium conducted at Hampton Inn Downtown, Salt Lake City, UT.
Abstract
A two-day workshop detailing the changes in special education law as well as the updates for the ADA Amendments as they impact Section 504 in educational settings. The audience was composed of attorneys, educators, psychologists and counselors who wished to obtain CEU and CLE credits. Discussion included recent U.S. Supreme Court cases and their impact on providing educational services to students.
McCook, J. E. (2018, November). Special education law from a to z. In Special education law from A to Z. Symposium conducted at Cobb Galleria, Atlanta, GA.
Abstract
A two-day workshop training attorney from private practice as well as governmental entities on the updates to both Section 504 and the ADA Amendments. The session also provided training on special education law. The audience was composed of educators, attorneys, counselors and speech language therapists. CLE and CEU credits were awarded.
Douglass, M. E., & McCook, J. E. (2018, November). Special education law: The ultimate guide. In Special education law: The ultimate guide. Symposium conducted at Courtyard by Marriott Manchester-Boston Regional Airport, Manchester, NH.
Abstract
A presentation that provided CEU and CLE credit for educators and attorneys on special education practices, legal updates and Section 504. The presentation was interactive as it focused on an overview of changes in the law as well as discussion of applying the law in educational settings. The material was published by National Business Institute. (Douglass, M. E., Grimes, K., & McCook, J. E. (2018). Special Education Law: Special education law: The ultimate guide (Publication No. 80668). Eau Claire, WI: NBI.)
Foster, K. & McCook, J. (2018, October). Building mutually beneficial partnerships in rural communities: Supporting the implementation of edTPA. Invited presentation at the TPA National Conference, San Jose, CA.
Co-Presenter - Dr. Karen Foster Abstract
This presentation focused on establishing mutually beneficial partnerships that could be adapted to meet the specific needs of the various EPPs and P-12 partners (e.g., those supporting the implementation of edTPA or those serving rural communities). Drs. Foster and McCook shared the steps, mechanisms, and tools involved in establishing the mutually beneficial partnerships.
Support for Candidates who Student Teach in Rural Settings
Southeastern Regional Conference edTPA Conference, April 5-7, 2018, Birmingham, Alabama
April 7, 2018
Co-Presenter - Dr. Karen Foster Abstract
The Educative Assessment and Meaningful Support, 2016 edTPA Administrative Report, released November, 2017, denoted small differences in performance of candidates by demographic subgroups. Candidates who completed student teaching in rural locales had the lowest average scores. The interactive session elicited audience participation in examining factors that might contribute to the lower scores received by candidates who taught in rural settings and identified effective candidate supports.
How Does the Implementation of edTPA Impact Collaborative Partnerships?
2018 National Association of Professional Development Schools National Conference, Jacksonville, Florida
March 17, 2018
Co-Presenter - Dr. Karen Foster Abstract
This presentation encouraged participants to think critically and collaboratively identify structural supports and collaborative changes that impact collaborative school partnerships. Foster and McCook presented what strong EPP/P-12 partnerships look like in states where the successful completion of an edTPA portfolio is required before teachers can become licensed. They also explained the various structural supports necessary to sustain all the participants in the partnerships.
“I Am a K-12 Guidance Counselor and I Have Been Assigned Section 504 Duties. Help!”
Law and Ethics in Counseling Conference, 3rd Annual, New Orleans, LA
January 31, 2018
Co-Presenter - Dr. Connie Theriot Abstract
In many school districts, the responsibility for implementing Section 504 is given to guidance counselors who may have received little if any training regarding the legalities of Section 504. Drs. Theriot and McCook’s session explored the “new” law and its implementation responsibilities.
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Dr. Alexander Parks
Personal Bio
Dr. Alexander Parks is Assistant Professor and Chair of the Undergraduate Initial Teacher Licensure program in the Carter & Moyers School of Education at Lincoln Memorial University. A former middle school literacy teacher in the Washington, DC public school system, Dr. Parks is originally from Columbia, Tennessee and received his undergraduate and master's degrees from the University of Tennessee and his doctorate at the University of Alabama in Curriculum & Instruction and qualitative inquiry.
Parks, A. F. (2019, July). Diverse literary text considerations in K-12 classrooms: Reasons, recommendations and resources. Lecture presented at the 2nd annual meeting of the Smoky Mountain Literacy Council Summer Conference, Knoxville, TN.
Abstract
All students in K-12 schools deserve access to high quality, diverse texts that represent a spectrum of genres, formats, and identities. Schools are resistant, however, to move beyond the traditional canon in their text considerations used for instruction and many teachers lack a classroom library for students to checkout books. This session offered participants an overview of the rationale for providing access and using diverse texts with students, as well as provided resources and recommendations.
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Dr. Shelley Salter
Personal Bio
Dr. Shelley Salter is Assistant Professor and Practicum and Internship Coordinator in the Counseling Program in the Carter & Moyers School of Education at Lincoln Memorial University. Dr. Salter is a licensed school counselor and has worked in both school and mental health counseling. Dr. Salter received her doctorate degree from the University of Tennessee in Counselor Education and Supervision.
Salter, S. E., & Canfield, T. (2019, November). School counselor's role in recognizing ACE's and creating trauma informed schools. Lecture presented at the meeting of the Tennessee Counseling Association, Nashville, TN.
Abstract
School counselors play an integral role in identifying students who have high ACE scores and have experienced trauma. Trauma increases student risk of poor school performance, behavior problems, and development of mental health issues. Attendees will learn to identify ACEs, characteristics of trauma informed schools, and how to take the lead in implementing these practices in their school.
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Dr. Ashley Stanley
Personal Bio
Dr. Ashley Stanley, an Assistant Professor in the MEdITL program, received her EdD in School Leadership from East Tennessee State University. Ashley has 16 years of varied experiences in education. She has served as a teacher in various K-6 classroom settings, a curriculum coach for the Tennessee State Department, a curriculum mapping consultant, and a professor in higher education.
Stanley, A. M. (2019, September). Library learning stations. Workshop presented at the Tennessee Association of School Librarians (TASL) Conference, Murfreesboro, TN.
Abstract
In this session, librarians learned how to implement standards-based learning stations into their K-5 library. The librarians received materials and ideas designed to help them with the implementation of learning stations, and they participated in hands-on library learning stations.
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Dr. Theresa Stevenson-Parsons
Personal Bio
Dr. Theresa Stevenson-Parsons received her doctorate in Curriculum and Instruction from the University of Sarasota in 2001. Her career in Walker County, Georgia as a teacher, curriculum specialist and principal prepared her for her current role as Assistant Professor of Graduate Education. Dr. Stevenson-Parsons is especially interested in literacy, the growth mindset, and student motivation. She loves to read for work/pleasure and wants to inspire teachers to supercharge their personal reading lives.
Stevenson-Parsons, T. (2019, July). Good books and potato chips: Why teachers should be readers. Lecture presented at the 2nd annual meeting of the Smoky Mountain Literacy Council Summer Conference, Knoxville, TN.
Abstract
The best teachers are also practitioners. Teachers of reading (or any subject) should also be readers. This presentation encouraged teachers to read for pleasure in a variety of genres, with a wide array of literary conventions and techniques. As teachers wrestle with complex text structures, they will gain an awareness of the challenges faced by young readers. This presentation was full of “good book” recommendations to energize the reading lives of anyone!
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Dr. Mark Tichon
Personal Bio
Mark Tichon, PhD, is an associate professor at LMU as well as a licensed clinical psychologist. In addition to his teaching responsibilities and research agendas, Dr. Tichon currently directs LMU’s Graduate Education Counseling Program.
“Know thyself: Examining Personal Responses to Controversial Issues”
Law and Ethics in Counseling Conference 2017
New Orleans, LA
Co-Presenter - Dr. Connie Theriot Abstract
Through use of anonymous audience response software, participants responded to a series of thought-provoking, potentially contentious issues, to uncover and discuss personal biases. Drs. Tichon and Theriot discussed how to minimize possible dissonance or counter-transference caused by the intersectionality of professional practice, personal identity, and client worldview divergent from one’s own
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Dr. Connie Theriot
Personal Bio
Connie T. Theriot, PhD, attained full professor status in Fall 2009. She was Counseling Chair from Fall 1997 to Fall 2006. She was instrumental in both the 1998 and 2004 Tennessee State accrediting process for the School Counseling Program at LMU. Dr. Theriot has received national recognition as a Distinguished Reviewer for the Mental Measurement Yearbook. She continues to present at regional, state and national conferences
England, C. T. (2019). Review of the SCERTS Model (The): A Comprehensive Educational Approach for Children with Autism Spectrum Disorders. In J. F. Carlson, K. F. Geisinger, & J. L. Jonson (Eds.), The twenty- first Mental Measurements Yearbook. Retrieved from the Mental Measurements Yearbook and Tests in Print database.
Abstract
Provides a framework to directly address social communication and emotional regulation, the core challenges of Autism Spectrum Disorders (ASD). SCERTS focuses on building a child's capacity to communicate with a conventional, symbolic system from preverbal to conversational levels of communication.
England, C. T. (2019). [Test review of the Receptive, Expressive & Social Communication Assessment-Elementary (RESCA-E)]. In J. F. Carlson, K. F. Geisinger, & J. L. Jonson (Eds.), The twenty-first mental measurements yearbook. Retrieved from the Mental Measurements Yearbook and Tests in Print database.
Abstract
Practicing speech–language pathologists developed the Receptive, Expressive & Social Communication Assessment-Elementary (RESCA-E) assessment to provide information about a child's receptive, expressive, and social language development in addition to social communication behaviors. Features and benefits of the RESCA-E are as follows:
-Assesses the functional features of language (receptive, expressive, social communication core, and social communication inventory) in one instrument.
-Targets critical areas of language development often included in IEPs and treatment plans but difficult or impossible to objectively measure in elementary-age children.
-Combines standardized tests and informal observation to give a more complete picture of a child's communication skills.
-Features colorful drawings and user-friendly administration.
-Appropriate for children who present with possible language or social–pragmatic deficits.
Theriot, C. T., & McCook, J. E. (2019, February). A cautionary tale: Gatekeeping-ethical and legal concerns for counselor supervisors. In T. Remley (Chair), Law and ethics in counseling conference 2019. Symposium conducted at Law and ethics in counseling conference 2019, New Orleans, LA.
Co-Presenter - Dr. John McCook Abstract
A roundtable discussion of the legal and ethical requirements of supervisory personnel in addressing the candidate’s ADA/Section 504 issues and their 14th amendment rights. Establishing written expectations and standards that must be met at each transition point with written appeal rights for the candidates.
Carroll, D. & Theriot, C. (2019, February). FERPA and HIPAA: How they apply to counselor supervision. Lecture presented at the annual Law and Ethics in Counseling Conference, New Orleans, LA.
Abstract
The purpose of this program was to help counselor education faculty recognize the importance of educating students on the complexities surrounding the legal obligations of these two federal regulations, HIPAA and FERPA. Misapplication of the proper federal mandate could adversely affect student therapists’ and their supervisors’ legal obligations.
Intersectionality of Title IX, Clery, and FERPA: Implications for Counseling Faculty
American Counseling Association Conference & Expo, 66th Annual, Atlanta, GA
April 28, 2018
Co-Presenter - Dr. Doris Carroll (Kansas State University) Abstract
Title IX prohibits colleges from discriminating on the basis of sex. The Clery Act promotes campus safety by ensuring that community members are well informed about public safety and crime prevention matters. Both involve Family Educational Rights and privacy (FERPA) obligations. This roundtable session discussed Title IX, Cleary, and FERPA Intersectionality. Suggestions were presented that promoted compliance and informed best counseling practices.
“Helping Counselor Education Faculty to Recognize the Intersectionality of Title IX, Clery and FERPA: Enhancing Supervision and Promoting Best Practices”
Law and Ethics in Counseling Conference, 3rd Annual, New Orleans, LA
January 31, 2018
Abstract
The purpose of this presentation was to help counselor education faculty recognize how the intersectionality of Title IX, Clery, and FERPA applied to counseling supervision and research activities. Dr. Theriot also highlighted best practice strategies for counseling faculty in applying these federal guidelines to supervising research and clinical work.
“I Am a K-12 Guidance Counselor and I Have Been Assigned Section 504 Duties. Help!”
Law and Ethics in Counseling Conference, 3rd Annual, New Orleans, LA
January 31, 2018
Co-Presenter - Dr. John E. McCook Abstract
In many school districts, the responsibility for implementing Section 504 is given to guidance counselors who may have received little if any training regarding the legalities of Section 504. Drs. Theriot and McCook’s session explored the “new” law and its implementation responsibilities.
“The Role of the Tennessee School Counselor”
Appalachian College Association, Summit XX, Kingsport, TN
September 2017
Abstract
Tennessee school counselors follow the American School Counseling Association’s Model (ASCA). Dr. Theriot shared with attendees the duties that are and are not part of the ASCA model.
“Know thyself: Examining Personal Responses to Controversial Issues”
Law and Ethics in Counseling Conference 2017
New Orleans, LA
Co-Presenter - Dr. Mark Tichon Abstract
Through use of anonymous audience response software, participants responded to a series of thought-provoking, potentially contentious issues, to uncover and discuss personal biases. Drs. Tichon and Theriot discussed how to minimize possible dissonance or counter-transference caused by the intersectionality of professional practice, personal identity, and client worldview divergent from one’s own
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Dr. Joshua Tipton
Personal Bio
Dr. Joshua Tipton is an Assistant Professor in LMU’s EdD program where he teaches and directs doctoral candidates in the Instructional Leadership concentration. Having received his EdD from East Tennessee State University, Dr. Tipton’s scholarly interests and expertise include Indigenous studies, educational policy, educational leadership, and social justice education. As an educator, Dr. Tipton has taught middle and high school social studies, served as a high school administrator, and a district supervisor.
Tipton, J.C., Hover, A., & True, C. (October, 2019). Take back the power: Educator empowerment and advocacy for educational equity. Lecture presented at the 53rd annual Kappa Delta Pi Convocation, Norfolk, VA.
Abstract
Creating a more equitable future requires a commitment to change. Though teachers may not always perceive themselves to be change agents, advocating for change is a critical means of ensuring that every student experiences educational excellence and access to opportunity beyond the classroom. Presenters addressed various topics, from advocating for individual students, schools, and communities to harnessing the power of collective voices to transform educational policy and the future of education.
Tipton, J. C. (October, 2019). Beyond hand-turkeys and headdresses: Teacher perceptions and indigenous representation in the classroom. Lecture presented at the 53rd annual Kappa Delta Pi Convocation, Norfolk, VA.
Abstract
Indigenous representation in the classroom is often nonexistent or relegated to the distant past. Examinations of current curricula and classroom practices reveal that a lack of Indigenous perspectives perpetuates historical misconceptions and racial stereotypes. Moreover, teacher perceptions of Indigenous representation influence student comprehension of the historical significance of Indigenous peoples and inhibits understanding of Native communities today. This presentation challenged educators to reflect upon the impact and implications of their perceptions toward Indigenous representation.
Hover, A., Carter, L., Tipton, J. C., Goodin, T, & Dillard, H. (2019). edTPA and problem-based learning: A pathway for teacher candidate success. In Lisa Barron (Ed.), A Practical Guide for edTPA Implementation and Success. Charlotte, NC: Information Age Publishing.
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Dr. Susan Wagner
Personal Bio
Dr. Susan R. Wagner, Associate Professor of Education at Lincoln Memorial University in East Tennessee, completed her PhD at the University of Tennessee at Knoxville in Literacy Studies with a cognate in Adult Education. Dr. Wagner’s career encompasses experience as an elementary teacher, curriculum director, teaching coach, and educational consultant. She has presented at the state, national, and international levels on, self-directed learning; best literacy practices for student achievement; and pedagogical instructional models and strategies for student engagement.
Wagner, S. R., & Cave, C. (2019, October). Together in the flow: Introducing teacher candidates to reading strategies through face-to-face and online literature circle discussion groups. Lecture presented at the International Literacy Association annual conference, New Orleans, LA.
Co-Presenters - Dr. Chessica Cave Abstract
As professors of undergraduate and graduate students, we have witnessed students who are disconnected from reading. The Literature Circle model (Daniels, 1994, 2002) follows the parameters of formal cooperative learning models defined by Johnson and Johnson (1989, 2009) where students meet in small groups in order to reach specific learning goals. In our literacy courses, students' groups are formed around selected texts, and discussions are framed through different reading roles. This hands-on workshop demonstrated two methods of incorporating the Literature Circle cooperative learning model into an educator preparation course through face-to-face class meetings or in online learning environments.
Wagner, S. R. (2019, September). Beyond the lesson plan: How collaborative partnerships with educational learning sites builds teacher candidate experience. Lecture presented at the meeting of the Appalachian College Association Summit, Pigeon Forge, TN.
Abstract
This presentation detailed a partnership between LMU M.Ed. ITL and two local educational sites for teacher candidates’ real-world preparation in the social studies and science content areas. Partnerships allow candidates to learn about local history and natural science resources through hands-on experiences. Through collaboration with educational sites, graduates can continue these partnerships and establish additional collaborations from their future schools and classrooms.
Wagner, S. R. (2019, July) Reading response letters: Seeing connections and building relationships. Lecture presented at the 2nd annual meeting of the Smoky Mountain Literacy Chapter Summer Conference, Knoxville, TN.
Abstract
Atwell (2007, 1987) extended Rosenblatt’s (1978) transactional theory to teaching reading and writing modeled after authentic workshops. Students in Atwell’s classes used dialog journals to describe their reactions and responses to books they read in class. She responded back in turn, asking questions, and providing formative feedback. Recently, the Tennessee Department of Education issued Teaching Literacy in Tennessee and the Tennessee Literacy Framework and the reemphasis on knowledge-based competencies. This reading response letter-writing strategy, when incorporated as a weekly assignment for students, documents and reveals student’s knowledge and connections while allowing the teacher to provide feedback, praise, and future goals, supporting the move to more conceptual learning in the ELA classroom.
Wagner, S. R. (2019, June) Geocaching: Teaching social studies with technology. Paper presented at the EdMedia and Innovative Learning 2019 Conference, (Virtual Session) Amsterdam, Netherlands.
Abstract
Teacher education instructors and classroom teachers can use the Geocaching.com website and mobile app to engage students in learning history and geography. The United States’ emphasis on STEM subjects: Science, Technology, Engineering, and Mathematics often leaves the traditional social studies classes overlooked and underfunded. History and Geography teachers can leverage geocaching technology to motivate their students to learn through engaging online and real-world learning experiences across place and time.
Wagner, S. R. & McCook J. (2019, April). Self-Directed learning of pre-service teacher candidates and correlation to edTPA, Praxis, and teaching performance. Lecture presented at the meeting of Lincoln Memorial University Research Day, Harrogate, TN.
Abstract
This project will examine the Self-Directed Learning Readiness Scale [SDLRS/LPA] (1977) scores of preservice teachers enrolling into the LMU MEdITL program who must complete required tests to obtain a teaching license in the state of Tennessee. This project proposes using the Self- SDLRS/LPA to find correlations to candidate test scores.
Wagner S. R. (2019, April). Working together: Designing cooperative learning instruction for student engagement and discussion. Lecture presented at the Innovative Teaching and Learning Conference, The University of Tennessee at Knoxville, TN.
Abstract
Designing instruction for meaningful engagement with content and peers will increase academic achievement. By transitioning lecture methodology to facilitation of cooperative learning, professors can increase engagement and student achievement. This session introduced research and instructional models supporting cooperative learning in higher education.
Wagner, S. R. & McCook J. (2019-2020). LMU Mini-Grant: Self-Directed Learning of Pre-Service Teacher Candidates and Correlation to edTPA, Praxis, and Teaching Performance. Lincoln Memorial University. $3,000.
Abstract
This project will examine the Self-Directed Learning Readiness Scale [SDLRS/LPA] (1977) scores of preservice teachers enrolling into the LMU MEdITL program who must complete required tests to obtain a teaching license in the state of Tennessee. This project proposes using the Self- SDLRS/LPA to find correlations to candidate test scores.
Wagner, S. R. (2019). Reading Improvement Grant: Funding purchase of elementary reading materials for MEdITL teacher candidates’ use in clinical assignments. Literacy Association of Tennessee. $400.
Abstract
The Reading Improvement Grant funded the purchase of materials for LMU’s MEd ITL literacy program. These items will be used in support of meeting our instructional goals as part of our Teaching Literacy in Tennessee literacy initiative with Tennessee Department of Education.
Wagner, S. R. (2019, February). Using cooperative models to enhance student learning. Lecture presented at the 10th Annual Transforming Teaching and Learning Environment (Virtual Conference), Moscow, ID.
Abstract
This session examined four cooperative learning models to facilitate student engagement and increase achievement. Recognizing differences between cooperative learning models and collaborative assignments which allows instructors to move beyond traditional lecture delivery to more student-centered learning opportunities.
Tennessee Through Time: A Gibbs Smith Education Textbook
Abstract
This media-rich textbook is based on Tennessee’s Social Studies Learning Standards. The program includes research-based literary strategies, engaging primary source activities and skill pages, exciting connections between Tennessee’s past and present. The teachers’ edition provides teachers with standards-based lessons and instruction to support the content in the Student Edition.
Wagner, S. R. (2019). Governing Tennessee. In C. Kerwin. & B. Brown (Eds.), Tennessee through time teacher’s guide (pp. 62-76). Layton, UT: Gibbs Smith Education.
Wagner, S. R. (2019). Tennessee’s economy. In C. Kerwin. & B. Brown (Eds.), Tennessee through time teacher’s guide (pp. 49-61). Layton, UT: Gibbs Smith Education.
Wagner, S. R. (2019). Hard times. In C. Kerwin. & B. Brown (Eds.), Tennessee through time teacher’s guide (pp. 33-44). Layton, UT: Gibbs Smith Education.
Wagner, S. R. (2019). A Changing Society. In C. Kerwin. & B. Brown (Eds.), Tennessee through time teacher’s guide (pp. 22-32). Layton, UT: Gibbs Smith Education.
Wagner, S. R. (2019). A new conflict. In C. Kerwin. & B. Brown (Eds.), Tennessee through time teacher’s guide (pp. 17-21). Layton, UT: Gibbs Smith Education.
Wagner, S. R. (2019). Governing Tennessee. In C. Kerwin. & B. Brown (Eds.), Tennessee through time resources and assessments (pp. 62-76). Layton, UT: Gibbs Smith Education.
Wagner, S. R. (2019). Tennessee’s economy. In C. Kerwin. & B. Brown (Eds.), Tennessee through time resources and assessments (pp. 49-61). Layton, UT: Gibbs Smith Education.
Wagner, S. R. (2019). Hard times. In C. Kerwin. & B. Brown (Eds.), Tennessee through time resources and assessments (pp. 33-44). Layton, UT: Gibbs Smith Education.
Wagner, S. R. (2019). A changing society. In C. Kerwin. & B. Brown (Eds.), Tennessee through time resources and assessments (pp. 22-32). Layton, UT: Gibbs Smith Education.
Wagner, S. R. (2019). A new conflict. In C. Kerwin. & B. Brown (Eds.), Tennessee through time resources and assessments (pp. 17-21). Layton, UT: Gibbs Smith Education.
Wagner, S. R. (2018, December). Making thinking visible with reading response letters: Seeing connections and building relationships. Lecture presented at the Literacy Association of Tennessee Annual Conference. Murfreesboro, TN.
Abstract
Incorporating examples from student letters, literacy teachers examined how the Reading Response Letter strategy reveals student understandings about the texts they read. This literacy strategy provides evidence for knowledge-based competencies and allows the teacher to provide formative feedback while building relationships to motivate reading.
Wagner, S. R., Jenkins, B., Morris, R., Pardue, B, & Turner, W. R. (2018, December). Reading strategies: A Pecha Kucha experience. Lecture presented at the Literacy Association of Tennessee Annual Conference. Murfreesboro, TN.
Abstract
Using the Pecha Kucha 20 slides/20 seconds each slide format, LMU literacy professor and graduate students present five reading strategies to inform literacy instruction, support comprehension and guide assessment. Graduate students present on strategies they have researched and implemented in clinical settings.
Wagner, S. R. (2018). The self-directed learning practices of elementary teachers. International Journal of Self-Directed Learning, 15(2), 18-33.
Abstract
A two phase, mixed methods design examined teacher self-directed learning using the Self-Directed Learning Readiness Scale [SDLRS/LPA] (1977). Teacher self-directed learning included characteristics that research has found to be essential for successfully implemented professional development that results in improved student achievement.
Wagner, S. R. (2018, June). Using cooperative learning models to enhance student group assignments. Lecture presented at The Teaching Professor Conference, Atlanta, GA.
Abstract
Cooperative learning models facilitate student engagement, increase student achievement, and provide a framework for carefully designed in-class collaborative learning. Recognizing differences in cooperative learning models and assigned group work, or out-of-class projects, is essential to creating effective collaborative learning, which allows instructors to move from traditional lecture models. This session presented four cooperative learning models for implementing cooperative learning.
Wagner, S. R. (2018, February). Cooperative learning models: Moving beyond group work in higher education. Lecture presented at the Conference on Higher Education Pedagogy [CIDER] at Virginia Tech, VA.
Abstract
The cooperative learning model targets higher order thinking, student engagement with content, and academic achievement; however, in college courses, where lecture is the default instructional method, cooperative learning can be problematic. Dr. Wagner’s research examined elements of four true cooperative models used at the university level—models designed to be used during class meetings in order to engage students and increase student achievement.
Wagner, S. R. (2018, February). Self-directed learning of elementary teachers. Paper presented at the Symposium for the International Self-Directed Learning Symposium conducted at Cocoa Beach, FL.
Abstract
Prescribed professional development often falls short of teachers’ needs. Research suggests that teacher self-directed learning may simultaneously meet teachers’ PD needs and improve student achievement. Dr. Wagner’s research identified elementary teachers who were above average in self-directed learning and engaged in learning activities that maximized their professional/creative selves. Dr. Wagner presented her model for self-directed learning and discussed implications of teacher-directed professional development.