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Published:

April 17, 2014
 
Tagged: Ruth S. Ammon School of Education, Adelphi University, Erudition

Faculty Highlights: Ruth S. Ammon School of Education

Publication, Faculty Highlights


Jane Ashdown and Corinne Donovan copresented “Will Institutional Performance Profiles Lead to Greater Accountability for Teacher Preparation Program Effectiveness?” at the International Study Association on Teachers and Teaching, University of Ghent, Ghent, Belgium, July 2013.

Department of Communication Sciences and Disorders

Dana Battaglia, with R.A. Domingo and G.M. Moravcik, published the article, “Autism Related Curriculum in New York State Graduate Speech Language Pathology Programs” in Excelsior Leadership in Teaching and Learning, 8, p. 53–64, 2013.

Renee Fabus and Lawrence Raphael, with B. Badke and S. Cron, posted a review of Complete Speech Smart Palate System on the company’s website. She gave the following presentations: with K. Dondorf, “Intervention Techniques for Adults Diagnosed with Dysphagia Secondary to Stroke” and, with Elaine Sands and K. Dondorf, “A Systematic Review of the Nurturance Characteristics of Carers of Patients with Aphasia” at the New York State Speech-Language- Hearing Association Convention, Saratoga, NY, April 2013; and “Stuttering Assessment and Intervention” at a New York City Department of Education Professional Development Workshop, Staten Island, NY, September 2013. Dr. Fabus and Lawrence Raphael copresented, with B. Badke and S. Cron, “EPG as an Intervention for Clients with Speech Sound Disorders” at the New York State Speech-Language- Hearing Association Convention, Saratoga, NY, April 2013.

Robert Goldfarb, with H. Halpern, published Language and Motor Speech Disorders in Adults, Third Edition (Burlington: Jones & Bartlett Learning, 2013). He gave the keynote address, “Time-Altered Word Association Tests: A Free Website” at Foro Fulbright Colombia, Universidad Pedagogica Nacional, Bogota, Colombia, April 2013. He presented the following: with L. Riquelme, M. Salgado, M. Lazarus, R. Zonenshayn and J. West, “Effects of Deep Brain Stimulation on Swallow Physiology with Parkinson Disease” at the Dysphagia Research Society, Seattle, WA , March 2013, and, with S. DeMetropolis and D. Friedman, “Preference of Orthographic Vs. Semantic Distinctions in Aphasia” at the American Speech-Language- Hearing Association Convention, Chicago, IL, November 2013.

Reem Khamis-Dakwar presented the following: “State of the Art in CAS Neuroimaging Research” at the Childhood Apraxia of Speech Association of North America 2013 Childhood Apraxia of Speech Research Symposium, Atlanta, GA, February 2013; with A. Benmamoun, “English Word Formation in Typically Developing Arabic Heritage Speakers” at the 2013 Arabic Linguistics Symposium, Indiana University, Bloomington, IN, February 2013; with F. Garcia and K. Froud, “Neural Correlates of African American English Syntax: An ERP Pilot Study” at the Cognitive Neuroscience Symposium, San Francisco, CA, April 2013; and “Language Testing for Palestinian Children, Native Speakers of Arabic: Psychometric, Cultural- Linguistic, Theoretical and EBP Guidelines” at the First Arabic Speech Pathologists Conference, Nazareth, Israel, August 2013.

Susan Lederer wrote the article, “Integrating Best Practices in Language Intervention and Curriculum Design to Facilitate First Words” in Young Exceptional Children, published online on August 14, 2013.

Department of Curriculum and Instruction

Dolapo Adeniji-Neill presented “A Qualitative Inquiry Into the Virtual Interaction of Student in Asynchronous Online Blended Courses” at the 15th Annual International Conference on Education, Athens, Greece, May 2013, and “When Elephants Fight, the Grass Gets Trampled: Internal Displacement of Women and Its Educational Implications” at the 14th International Conference on Diversity in Organizations, Communities, and Nations, Charles Darwin University, Darwin, Australia, June 2013. Also at the 14th International Conference on Diversity in Organizations, Communities, and Nations, she and Courtney Weida (College of Arts and Sciences, Department of Art and Art History), with T. Gibney, copresented “Weaving Threads of Narrative and Aesthetics: Interdisciplinary Education Through Story Telling Approaches.”

Pavan Antony published Segregation hurts: Voices of Youth with Disabilities and Their Families in India (Rotterham: Sense Publishers, 2013). He wrote “Special Education System in India History, Current Status and Future” in the Journal of International Special Needs Education, 16 (1), p. 5–16, 2013.

Srilata Bhattacharyya presented the following: “Diasporic Trajectories for the Asian American” at the 13th International Conference on Diversity in Organizations, Communities and Nations, Charles Darwin University, Darwin, Australia, May 2013; “Asian Indian Women in the Diaspora” at the Eighth International Conference on Interdisciplinary Social Sciences, Faculty of Social Sciences, Charles University, Prague, Czech Republic, June 2013; and “Female Literacy and Development: Future Aspirations” at the Sixth International Global Studies Conference, New Delhi, India, September 2013.

Robert Danielowich wrote “Shifting the Reflective Focus: Encouraging Student Teacher Learning in Video- Framed and Peer-Sharing Contexts” in Teachers and Teaching: Theory and Practice, published online on October 15, 2013, which he presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA, April 2013. Dr. Danielowich and Mary Jean McCarthy copublished “Teacher Educators as Learners: How Supervisors Shape Their Pedagogies by Creating and Using Classroom Videos with Their Student Teachers” in Action in Teacher Education, 35 (3), p. 147–174, 2013, which they also presented at the Annual Meeting of the American Association of Colleges for Teacher Education, Orlando, FL, February 2013.

Elizabeth De Freitas published three book chapters: “Mapping the Materiality of Classroom Discourse: Expression and Content in School Mathematics” in Cartographies of Becoming in Education: A Deleuzian-Guattari Perspective, p. 127–140 (Rotterham: Sense Publishers, 2013); “The Virtual Curriculum: New Ontologies for a Mobile Mathematics” in Mathematics Curriculum in School Education, p. 559–580 (New York: Springer, 2013); and “The Wrong Shoe” in Fiction as Research Practice: Short Stories, Novellas, and Novels, p. 195–210 (Walnut Creek: Left Coast Press, 2013). She wrote the following articles: “What Were You Thinking? A Deleuzian/Guattarian Analysis of Communication in the Mathematics Classroom” in Educational Philosophy and Theory, 45 (3), p. 287–300, 2013; “The Mathematical Event: Mapping the Axiomatic and the Problematic in School Mathematics” in Studies in Philosophy and Education, 32 (6), p. 581–599, 2013; with N. Sinclair, “New Materialist Ontologies in Mathematics Education: The Body in/of Mathematics” in Educational Studies in Mathematics, 83 (3), p. 453–470, 2013; and, with N. Sinclair and F. Ferrara, “Virtual Encounters: The Murky and Furtive World of Mathematical Inventiveness” in ZDM: The International Journal of Mathematics Education, 45 (2), p. 239¬–252, 2013.

Corinne Donovan, Jane Ashdown and Anne Mungai copresented “Findings from a State-Wide Career Path, Pilot Study Linking Teacher Education Data with School and Student Level Data” at the American Association of Colleges for Teacher Education’s 65th Annual Meeting, Orlando, FL, March 2013.

Barbrina Ertle, with H.P. Ginsburg, A. Lewis-Presser and P. Clements, wrote the book chapter, “Math Curriculum and Instruction for Young Children” in the Handbook of Response to Intervention (RTI ) in Early Childhood, p. 251–264 (Baltimore: Paul H. Brookes Publishing Co., 2013). She presented, with L. Minicozzi, “Pre-Service Teachers’ Perceptions of the Knowledge-Base Needed for Early Childhood Special Education” at the New York State Association for the Education of Young Children Annual Conference, Verona, NY, April 2013, and at the New York State Council for Exceptional Children Annual Conference, Melville, NY, October 2013.

Daryl Gordon and Diana Schwinge copresented “Learning to Teach Far from Home: Adapting to the Needs of Chinese MA TESOL Students” at the International Conference on Language Teacher Education, George Washington University, Washington, DC, May 2013.

Aaron Chia-Yuan Hung published two book chapters: “Situated Play: Instruction and Learning in Fighter Games” in A New Literacies Reader: Educational Perspectives, p. 321–352 (New York: Peter Lang, 2013), and, with H. Varenne, G. Andrews and S. Wessler, “Polities and Politics of Ongoing Assessments: Evidence from Video-Gaming and Blogging” in Discourse 2.0, p. 27–45 (Washington, DC: Georgetown University Press, 2013). He presented “Video and Conversational Analysis Classroom Ethnography” at On the Future of Anthropology in Schools of Education, New York, NY, October 2013.

Emily Kang, with J.A. Bianchini, wrote the book chapter, “Relationships Among Science Language, Concepts, and Processes: A Study of English Learners in Junior High School Science Classrooms” in Moving the Equity Agenda Forward: Equity Research, Practice, and Policy in Science Education, p. 261–282 (New York: Springer, 2013). She published “The Neuron Game” in Science Scope, 36 (5), p. 42–47, 2013, and, with J.A. Bianchini and G.J. Kelly, “Crossing the Border from Science Student to Science Teacher: Preservice Teachers’ Views and Experiences Learning to Teach Inquiry” in the Journal of Science Teacher Education, 24, p. 427–447, 2013.

Patricia Marcellino presented, with D.T. Burton, “Innovations in NYS: Voices of Administrators Regarding Implementation & Practice of Response to Intervention & Common Core Standards” at the National Council of Professors of Educational Administration, Rutherford, NJ, August 2013.

Carl Mirra published “Insurgents, Accidental Guerrillas and Valleyism: An Oral History of Oppositional US Soldiers’ Attitudes Toward the Enemy in Afghanistan” in the Cambridge Review of International Affairs, 26 (2), p. 453–468, 2013. He presented “A Popular War? Military Censorship and the Underreporting of Antiwar Resistance in the 1991 Persian Gulf War” at the Historians Against the War National Conference, Towson University, Baltimore, MD, April 2013, and “Historian as Protagonist: Howard Zinn, Staughton Lynd and the Entanglements of a Usable Past” at the Organization of American Historians Annual Conference, San Francisco, CA, April 2013.

Anne Mungai presented the following: “Achievements and Education of Girls in Kenya” at the 54th Annual Conference of the Comparative and International Education Society, New Orleans, LA, March 2013; “A Qualitative Inquiry into Virtual Interactions of Students in Asynchronous Online Blended Courses: A Look at Perceived Students’ Learning, Students’ Satisfaction and Active Participant and Clarity Course Design” at the 15th Annual International Conference on Education, Athens, Greece, May 2013; and “Dominant Factors in Understanding Multicultural Education: Do Our Students Really Get It?” at the 13th International Diversity in Organizations, Communities, and Nations Conference, Darwin, Australia, June 2013.

Evelyn O’Connor, with C. Briggs and R. Forbes, wrote “Response to Intervention: Following Three Reading Recovery Children on Their Individual Paths to Becoming Literate” in Early Education and Development, 24 (2), p. 79–97, 2013.

Michael O’Loughlin published: The Uses of Psychoanalysis in Working with Children’s Emotional Lives (Lanham: Jason Aronson, 2013), in which he wrote the “Introduction,” p. 1–26, and the book chapter, “The Uses of Psychoanalysis,” p. 27–46; Psychodynamic Perspectives on Working with Children, Families, and Schools (Lanham: Jason Aronson, 2013), in which he wrote the “Introduction,” p. 1–14; and, with C. Smith and G. Lobban, Psychodynamic Psychotherapy in Contemporary South Africa: Contexts, Theories and Applications (Johannesburg: Wits University Press, 2013), in which he wrote the “Afterword,” p. 273–276, and the book chapter, “Reclaiming Genealogy, Memory and History: The Psychodynamic Potential for Reparative Therapy in Contemporary South Africa,” p. 242–272. He presented the following: “On Spectrality and History: Is a Normative, Interpellated Childhood Inevitable?” at the Worlds of Wonder: The Queerness of Childhood, Williams College, Williamstown, MA, May 2013; “Intergenerational Trauma and Healing in Children and Families” at A Time for Healing: Gunawirra Seminar for Preschool Teachers and Workers, Sydney, Australia, August 2013; and “Troubling Change in the Knowledge Factory,” “A Model for the Application of Psychoanalysis to the Co-Creation of Museums of History and Culture,” “Trauma, History, Memory,” and “Working Obliquely with Children” at the Annual Meeting of the Association for the Psychoanalysis of Culture and Society, Rutgers University, New Brunswick, NJ, November 2013.

Shilpi Sinha published “Derrida, Friendship and Responsible Teaching in Contrast to Effective Teaching” in Educational Philosophy and Theory, 45 (3), p. 259–271, 2013.

Devin Thornburg wrote the book chapter, “Psychoanalytic Understandings of Classroom Life and Learning” in Schools as Sites for Emotional Work: Psychodynamic Perspectives on the Work of Schooling, p. 261–278 (Plymouth: Jason Aronson, 2013). He presented “Technology and Arts–Bridging New York and Western Sahara” at the Annual Conference on the Council for International Education Exchange, Hilton Inn, Minneapolis, MN, November 2013.

Department of Exercise Science, Health Studies, Physical Education and Sport Management

Kadi Bliss wrote “Developments in Health Care Reform: A Literature Review” in the American Journal of Health Studies, 28 (2), p. 41–49, 2013.

Anne Gibbone, with E. Bernstein and U. Lysniak, wrote the book chapter, “Competition and Considerations: The Use of Active Gaming in Physical Education Class” in Breaking the Mold of Classroom Organization and Management: Innovative and Successful Practices of Engagement, Motivation, and Student Empowerment for the 21st Century Schools (Lanham: R & L Publishers, 2013). She and Paul Rukavina, with E. Bernstein, copublished “Gender and Grade Level Analysis of Student Perceptions Regarding Competition During Dance-Related Active Gaming” in the Global Journal of Health and Physical Education Pedagogy, 2, p. 128–149, 2013. She also published, with E. Bernstein, “Connecting Active Gaming and Effective Teaching in Physical Education” in Physical Education Matters, 8, p. 46–48, 2013.

Kevin Mercier and Sarah Doolittle cowrote “Assessing Student Achievement in Physical Education for Teacher Evaluation” in the Journal of Physical Education, Recreation and Dance, 84 (3), p. 38–42, 2013.

Meredith Whitley wrote, with T. Forneris and B. Barker, “Enhance the Development of Underserved Youth: Challenges and Potential Strategies” in Quest, 65, p. 313–331, 2013. She presented the following: with D. Walsh, “Strategies and Ideas for Developing a Service-Learning Course” at the Teaching Personal and Social Responsibility Conference, Chicago, IL, June 2013; “Globalization of Sport Psychology: The Need for Service-Learning in Academic Curricula” at the Association for Applied Sport Psychology, New Orleans, LA, October 2013; and “A Comprehensive Conceptual Model of Service-Learning” at the International Association for Research on Service- Learning and Community Engagement, Omaha, NE, November 2013.

Emilia Zarco, with F. Vaughn-Shavuo, presented “Integrating Interactive Whiteboard Technology on Pre-Service Teacher Preparation: Process and Outcomes” at the 2013 Asian Conference on Technology in the Classroom Official Conference, Osaka, Japan, April 2013, and they published the presentation in the conference’s Proceedings, p. 300–312, 2013.

This piece appeared in the Erudition 2014 edition.

 

 
Tagged: Ruth S. Ammon School of Education, Adelphi University, Erudition