Cynthia K. Wilson Hail, Ph.D. Professor

Childhood Education and Family Studies 10-Page Research Vita Since Promotion to Full Professor

Hail p. 1

SCHOLARSHIP: Faculty members applying for promotion to full professor must provide documentation of a minimum of seven of the items noted from the scholarly research categories A, B, and C listed in the document, since the last promotion, with at least three from [Af;-Ji;_Qi]'!~.

'AI. Nationailiniernaiional i>l!er-lfeviewedAI'iiCiesin Professional Journals since Prmotiott

Hail, C., Hurst, B., Wallace, R., & Camp, D. (in press). Introducing study skills in early literacy instruction. Journal of Early Literacy Instruction and Research.

Hail, C., Hurst, B., Wallace, R., & Camp, D. & (2012). Study skill strategies that help students learn independently from text. The Reading Professor, 34(1 ), 15-21.

Hail, C., Hail, J., & George, S. (2012). Moving beyondjournaling to dialogues in writing. Critical Questions in Education, 4(1 ), 42-51.

Hail, C.; Hurst, B., & Camp, D. (2011). Peer debriefing: Teachers' reflective practices for professional growth. Critical Questions in Education, 2(2), 74-83.

Cited in Bu Jawdeh, H.M. (2013). Improving the integration of building design and facilities management. Doctoral Dissertation, University of Salford, Salford, Greater Manchester, England.

Cited in Frels, R., & Onwuegbuzie, A.J. (2012). Interviewing the interpretive researcher: An impressionist tale. The Qualitative Report, 17(60), 1-27.

I Hail, C. (2011, Winter/Spring). Teacher Reflection. Affective Reading Educ~tion Journal, XXVI,

6-14.

Hurst, B., Camp, D., & Hail, C. (2009). Logging in for stronger connections with students: Insights about graduate online teaching. Journal of Reading Education, 34(2), 34-37.

Wallace, R., Pearman, C., Wilson, C., & Hurst, B. (2007). Writing for comprehension. Reading Horizons,48(1),41-56.

This article is in the top four on the Reading Horizons website as one of the top articles read based on the average number offull-text downloads per day since the paper was posted. Updated as of 11/5/13.

Cited in Marshall, M. (2013). The role of the educational therapist: Academic interventions for reading and writing. In J. Broitrnan, & J.M. Davis (Eds.), Treating NVLD in children: Profossional collaborations for positive outcomes (pp. 147-172). New York, NY: Springer Publishing.

Cited in Chien, C-W. (2012). Use of graphic organizers in a language teachers' professional development. English Language Teaching, 5(1 0), 49-57.

Hail p. 2

Cited in Hepner, T. (2012). Integrating math and language arts in the classroom: a study on the effectiveness of math journals on language skills needed to solve word problems for third graders learning English as a second language. Master's Thesis, Wichita State University, Wichita, Kansas.

Cited in Lester, K. (2010). The effects ofwritingon reading comprehension among first graders. Masters Thesis, California State University, Sacramento.

Cited in McFall, L., & Fitzpatrick, M. (2010). Mainstream literature for full, inclusive secondary classrooms. Intervention in School and Clinic, 45(4), 263-270. doi: 10.1177/1053451209353448 .

Cited in Egmon, B. (2008). ·The effict of fluency on reading comprehension. Doctoral Dissertation, University of Houston, Houston, Texas.

Hurst, B., Fisk, C., Wilson, C. (2006, Winter). Beyond reading logs: Read, respond, revisit, discuss. The Journal of Reading Education, 31 (2), 37-41.

Cited in Lee, H-C. (2012). The reading response e-journal: An alternative way to engage low-achieving EFL students. Language Teaching Research. doi:l0.1177/1362168812457539

Cited in Flores, G.I. (2010). Motivational reading strategies for second grade students. Master's Thesis, Sierra Nevada College, Lake Tahoe, Nevada.

Cited in McFall, L., & Fitzpatrick, M. (2010). Mainstream literature for full, inclusive secondary classrooms. Intervention in School and Clinic, 45( 4), 263-270. doi: 10.1177/1053451209353448

Cited in Micek, J.A. (2009). Reading journals for advanced ESL studel\\ts. TNTESOL Journal, 2, 61-65. \

I

Cited in Gilchrist· Ward, K. (2007). The effict of a reading remediation unit on ninth grade students' reading comprehension skills. Doctoral Dissertation, Nova Southeastern University, Orlando, Florida . •

Cited in Wallace, R., Pearman, C., Wilson, C., & Hurst, B. (2007). Writing for comprehension. Reading Horizons, 48(1), 41-56.

AS. NCATE Folio Author

Hail, C. (2009-2010). Program review folio for MSED-Elementary Education. Internal review by MSU and PEC. Single author of the advanced program folio for both.

Hail p. 3

Hail, C. (201 0-2011 ). NCATE folio for MSED-Elementary Education. Single author of the advanced program folio for both NCATE and DESE. Received state approval. (National recognition not available to advanced programs).

BJ. State/Regional Blind Peer-Reviewed Articles in Professional Journals

Mejia, R.M., Hail, C., & Hurst, B. (2013). Impact offoreign language learning on student performance. The Missouri Reader, 37(2), 36-47.

Howard, A.K., Camp, D., Hail, C., & Hurst, B. (2013). Why we can't stop reading aloud. The Missouri Reader, 37(1), 25-30.

Kear, D., Camp, D., Hurst, B., Nixon, S., Pearman, C., Wallace, R., & Wilson, C. (2009). Motivating students to write through literature. The Missouri Reader, 33(1 ), 220-29.

B5. National or Regional Conference Presentations

Hail, C. (2013). Moving beyondjournaling to dialogs in writing. 58th Annual IRA Convention, Professor of Reading Teacher Educator, San Antonio, TX, April19-22.

Craig, C., Hail, C., & Arthaud, T. (2013). To buy or to develop? A Symposium examining the pros and cons of commercially produced and in-house-developed educator preparation assessment systems used for accountability, quality assurance, and program improvement. AACTE 65th Annual Meeting, Orlando, FL, Februrary 28-March 2, 2013.

Hail, C., & Hail, J. (2008). Using RAM to make teaching come alive: Effictive uses of Blackboard.ACEI Annuallnternation Conference & Exhibition, Atlanta, GA, March, 2008.

Hail, C, Hail, J., Lefever-Davis, S., & Pearman, C. (2006). Dialogue journaling: Can written conversations between students extend and strengthen their literacy motivation and achievement? 4th Annual Hawaii International Conference on Education, Honolulu, HI, January, 2006. /

Hail, C., Hail, J., Lefever-Davis, S., & Pearman, C. (2006). Literacy centers: Gateways to reading and writing. 4th Annual Hawaii International Conference on Edl!lcation, Honolulu, HI, January, 2006.

CJ. Local/University/College Grants

Camp, D., & Hail, C. (2013). Outdoors+ Students= Enhanced Learning. COE Research Grant, $950.00 funded.

Hail, C. (2013). Graduate College Recruitment Grant. $2000 funded.

Hailp. 4

Hail, C. (2012). MSED-ELE statewide recruitment efforts at MSTA Convention. COE Program Support Grants, $975.00 funded.

Wilson-Hail, C., & George, S. (2008). ELE and ECE graduate recruitment inititaltive. Office of the Provost, MSU, $2,197.31

Hurst, B., Hail, C., & Camp, D. (2007). A descriptive study of the role of peer debriefing on teachers' instructional practices. COE Research Grant.

C2. State Conference. Peer-Reviewed Presentation

Kear, D., Camp, D., Hurst, B., Nixon, S., Pearman, C., Wallace, R., & Wilson, C. (October, 2008). Motivating students to write through literature. Missouri State Council of the International Reading Association Annual Conference. Springfield, MO.

Hurst, B., Wallace, R., Wilson, C., & Camp, D. (November, 2007). Study skill strategies that help students/earn independently from text. Missouri State Council of the International Reading Association, Lake Ozark, MO.

Wallace, R., Pearman, C., Wilson, C., & Hurst, B. (November, 2006). Strategies/or incorporating writing to strengthen comprehension. Missouri State Council of the. International Reading Association, Lake Ozark, MO.

C3. Scholarly Presentations (Invited) \

Hail, C., Smith, J., & Norris, J. (2013, January). QIP as a Part of HLC Accredia'titaion. Showcase on Assessment, MSU, Springfield, MO.

Hail, C. (2013). Difftrentiating instruction for the science classroom. Invited to present for a full day for the Early Elementary Environmental Education: A Field-Based Approach grant funded by the Missouri Department of Higher Education, Dr. Jill Black, PI, in West Plains, MO, July 22, 2013.

Hail, C., & Arthaud, T. (2006). Hidalgo University faculty development. Invited to conduct a 3-day workshop on student learning. Hidalgo, Mexico.

C4. Scholarly Manuscripts Submitted and Not Accepted (vet)

Hail, C. (In submission). Debbie's spaghetti. Watertown, MA: Harcourt Children's Literature Division. [Children's book].

C7. Student Collaborative Research

Thesis Committee for Students since promotion: 2013-2014: Amber Howard 2011-2012: Jenna Laughlin

2009-2010: Brandon Salsman 2008-2009: David Brown, Abby Lowe, Elly Range 2007-2008: James Shuls (Chair)

Hailp. 5

2006-2013 Student Research Seminar Studies (over 192 completed with IRB approval- I served as the PI for these student research studies)

ClO. Peer Reviewer (orJournal

20 11-present 2005-present 2005-present 2008

Field Test Scorer: Pearson (TPA) Reviewer: Pearson Division Reviewer: Pearson-Merrill-Prentice Hall Reviewer: IRA book proposal Reviewer: IRA book proposal 2006

Cll. Research Consultant

Hail, C. (2013). Planning for the Future: 2014-18. Research consultant- developed new survey for membership; will administer in Spring 2014. Final data analysis and report to the Executive Board ofFHCC during late spring 2014.

Hail, C. (2008). Planning for the Future: 2009-2013. Research consultant- developed survey of membership; administered survey; analyzed data, and presented the findings to the Executive Board ofFHCC.

Hail, C. (2007, 2009, 2011). Data analysis and Reports for the Athletic Department Survey of Athletes. Completed all the analyses and created for all the MSU athletic programs for the University Athletic Committee.

C 12. Publications be(ore Promotion to Full that have been Cited since Promotion

Hurst, B., Wilson, C., Camp, D., & Cramer, G. (2002). Creating independent readers: Developing word recognition skills in K-12 classrooms. Scottsdale, AZ: Holcomb Hathaway, Publishers. ISBN: 1-890871-36-2 (

Cited in Pierce, D. (2011). Reading recovery practices in special ellucation classrooms. The Missouri Reader, 36(1 ), 62-65.

Hurst, B., Wilson, C., & Cramer, G. (1998). Professional teaching portfolios: Tools for reflection, growth, and advancement. Phi Delta Kappan, 79(8), 578-582.

Cited in Thomas, S., Chie, Q.T., Abraham, M., Raj, S.J., & Beh, 1-S. (2013). A qualitative review of literature on peer review of teaching in higher education: An application of the SWOT framework. Review of Educational Research, 83(3). doi: 10.3102/0034654313499617

Hail p. 6

Cited in Widya, C. (2013). Reflective practice in stimulating professional growth of English department lecturers of Universitas Brawijaya, Indonesia. Language in India, 13(9), 481-488.

Cited in Chye, S., Zhou, M.M., Liu, W.C., Koh, C., & Chew, E. (2012, July 9-11). Eportfolios in initial teacher education in Singapore: Methodological issues. Paper presented at the lOth international ePortfolio and Identity Conference, London, UK.

Cited in McKenzie, J.D. (2012). Redefining appraisal: Giving teachers ownership of their practice. Doctoral Dissertation. Massey University, Palmerston North, New Zealand.

Cited in Souza, R., & Ponte, J.P. (2012). Formac;iio Pniticas continuous teaching and mathematical em: Urn necessario dialogue. In A. P. Canavarro, L. Santos, A.M. Boavida, H. Oliveira, L. Menezes & S. Carreira (Eds.), gives ensino Pniticas of Mathematics: Atas do Investigac;ao Encontro em Educac;iio Mathematics (pp. 467-478). Lisbon: SPIEM.

Cited in Kariman, N., & Moafi, F. (2011). Effect of portfolio assessment on student learning in prenatal training for midwives. Journal of Educational Evaluation Health Professions, 8(1 ), 2.

Cited in Brent, W.B. (2010). Use of technology to support reflective teaching practices. Doctoral Dissertation, University of Arizona, Tucson, AZ.

Cited in Hudson, M. (2010). Supervision to mentoring: Practical considerations. Perspectives on Administration and Supervision, 20, 48-81.

Cited in Kariman, N., & Heidari, T. (2010). The effect of portfolio's evaluation on learning and satisfaction of midwifery students. Arak Medical University Journal, 12(4 Supp. 1), 81-88.

Cited in Ledford, S. (2010). Creating and Assessing an E-Portfolio in a Mathematics Methods Course. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 126-131). Chesapeake, VA: AACE.

Cited in Lu, L., Shen, C., & Gong, F. (2010). The experience and insights on the enhancement of teaching quality in university: Based on the case study of the Newcastle University in Australia. Tsinghua Journal of Education, 31(5).

Cited in Jolmson, R. S., Mims-Cbx, J. S., & Doyle-Nichols, A. (2009). Developing portfolios in education: A guide to reflection, inquiry, an~ assessment (2"d ed.). Thousand Oaks, CA: Sage Publications. ~.

Hail p. 7

Cited in Marsh, C.J. (2009). Key concepts for understanding curriculum (4th ed.). New York: Routledge.

Cited in Chaing, M. (2008). Effects of fieldwork experience on empowering prospective foreign language teachers. Teaching and Teacher Education, 24(5), 1270-1287.

Cited in Gossman, P. (2008). Teaching development-Experience and philosophy (Using the three Rs). Teacher Education Quarterly, 35(2), 155-169.

Cited in Kocoglu, Z., Akyel, A., & Ercetin, G. (2008). Pen/paper electronic portfolios: An effective tool for developing reflective thinking of Turkish EFL teachers. Mediterranean Journal of Educational Studies, 13(1 ), 1-24.

Cited in Bataineh, R.F., Al-Karasheh, S.M., Al-Barakat, A.A., & Bataineh, R.F. (2007). Jordanian pre-service teachers' perceptions of the portfolio as a reflective learning tool. Asia-Pacific Journal of Teacher Education, 35( 4), 435-454.

Cited in Canavarro, A.P, Martins, C., & Rock, I. (2007). Evaluation of the formation of some professors points of argument. EIEM, SEM/SPC, University of Evora.

Cited in Naumann, L. (2007). The evolution of self: A qualitative inquiry into forming professional identity. Doctoral Dissertation, St. Francis Xavier University, Antigonish, Nova Scotia, Canada.

Cited in Samson, S., & McLure, M. (2007). Library instruction assessment through 360. Public Services Quarterly, 3(112), 9-28.

Cited in Weshah, H. (2007). Training pre-service teacher education on reflective practice in Jordanian universities. European Journal of Scientific Research, 18(2), 306-331.

Cited in Johnson, R.S.; Mims-Cox, J.S., & Doyle-Nichols, A. (2006). Developing portfolios in education: A guide to reflection, inquiry, and assessment. Thousand Oaks, CA: Sage.

Cited in De Rijdt, C., Tiquet, E., & Dochy, F. (2006). Teaching portfolios in higher education and their effects: An explorative study. Teaching and Teacher Education, 22(8), 1084-1093.

Reprinted in the Michigan Principal.

Reprinted in the Association of Teachers of English in Quebec.

Cramer, G., Hurst, B., & Wilson, C. (1996). Teacher study groups for professional development. Phi Delta Kappan Fastback. Bloomington, Indiana: Phi Delta Kappa Educational Foundation. ISBN: 0-87367-606-8.

Hail p. 8

Cited in Shaw, D.M. (2011). Promoting professional student learning through study groups: A case study College Teaching, 9(2), 85-92.

Cited in Huang, H. (2010). Professional dialogue of music teachers growth group through 2008 curriculum guidelines of the second stage music materials content. Unpublished master's thesis. 140.133.6.46/ETD-db/ETD

Cited in Dum, J.L. (2010). No teacher left behind: Effectiveness of new teacher groups to facilitate induction. Unpublished doctoral dissertation, Indiana University of Pennsylvania.

Cited in Roberts, S.M., & Pruitt, E.Z. (2009). Schools as professional learning communities: Collaborative activities and strategies for professional development (2nd ed.). Thousand Oaks, CA: Corwin Press.

Cited in Cahoon, B.L. (2007). Literacy across the curriculum: Teachers teaching teachers about content area reading strategies and their perceptions of these strategies. Master's Thesis, University of Manitoba, Winnipeg, Manitoba.

Cited in Fisher, D., Lapp, D., Frey, N., Flood, J., & Moore, K. (2007). Putting the CIA system to work: Linking curriculum, instruction, and assessment to improve students achievement. In J.R. Paratore & R.L. McCormack, Classroom literacy assessment: Making sense of what students know (pp. 155-279). New York, NY: Guilford.

Cited in Huang, Y.C. (2007). How teachers develop their professional knowledge in English study groups in Taiwan. Educational Research and Review, 2(3), 6-45.

Cited in Pendergraft, E.M. (2007). Teacher inquiry in a professional development school environment. Unpublished doctoral dissertation, Georgia State University.

Cited in Ariogul, S. (2006). Exploring of teacher knowledge base: A qualitative study of English as a foreign language (EFL) teachers' practical knowledge in Turkey. Doctoral Dissertation, Indiana University.

2008-2009: Of the 19 CEFS faculty members evaluated, I received a 4.8 composite rating.

2007-2008: Of the 20 CEFS faculty members evaluated, I received a 5 composite rating.

2005-2006: Of the 25 STE faculty members evaluated, I received a 5 composite rating. (This was when the department was the School of Teacher Education.)

CHILDHOOD EDUCATION AND FAMILY STUDIES DEPARTMENT GUIDELINES FOR RESEARCH

(Guidelines in place for CEFS)

FOR PROMOTION TO FULL PROFESSOR (since last promotion). Note: Items listed are those I have met, other categories are available (not listed) for scholarly activity but I did not contribute in those.

Must have a minimum of seven from Categories A-C. At least three must be from Category A1, A2, or B2. A least four must be from Categories A-B-C.

2006 2007 2008 2009 2010

Category A 1. National peer- 1 I I reviewed scholarly/research articles 5. NCATE Folio author CategoryB !.Regional or I state Peer-Reviewed scholarly/research articles 5.National or 2 I regional conference presentations Category C I. I I Local/university grants .

2. State 1 I I conference peer-reviewed presentation .

3.Scholarly I presentations (Invited)

2011 2012 2013 TOTAL since

promotion to Full

2 I 2 8 (3 are

required)

1 I 2

2 3

2 5

I 2 5

3

2 3

I

4. Scholarly I I manuscripts submitted and not accepted 7. Student 31 23 34 25 34 16 34 192 collaborative research projects* 10. Peer reviewer 3 2 3 2 2 3 3 3 21 for Journal 11. Research 1 1 1 1 1 5 consultant

Reprints #each year 2 Works Cited # times cited each 3 11 4 4 11 3 7 4 47 year**

* ELE 672/772 is the Research Seminar in Elementary Education. Students are required to conduct a study with me in their respective schools. Students submit a Human Subjects Board application and together we collect data related to a specific research study/question.' Studies range from qualitative case studies and survey studies to causal comparative, correlation, and experimental designs. I am listed as the PI for these collaborative class research studies and the student is the co-PI. Once completed, students complete a five (5) chapter professional paper and present the study to peers and CEFS faculty either in a department research forum event or the University Interdisciplinary Forum in the spring. These final papers resemble a thesis but students work exclusively with me rather than a committee. Since our students do not take a prerequisite statistics course, I run the data analysis with the students and together we determine the findings to be presented. We have not been able to offer the thesis option to these students because we have not had the ranked facu1ty to fill the required committees. Consequently, I assumed all the responsibility for the research projects in our graduate program alone (see pp. 4-5 in Documentation).

** Guidelines state: "evidence of citation ofthe candidate's work by other scholars"

Established Program of Research/Impact on the Field:

My work is focused on literacy and English Language Arts for the early childhood and elementary classroom. As evident in the publications as well as the other scholarly activities I have participated in since my promotion to full promotion, I believe I am making a vital contribution to my profession. Literacy is the foundation for learning and of primary concern in the preK-6'h grade classroom. I plan my research activities with the classroom in mind and always use students and practicing teachers to inform my inquiries. Additionally, teaching research (especially action research in the classroom) has become an integral part of my research and stands out in my collaboration with my students in developing their research skills. Recently, I have had the role of Chairperson for the Unit Assessment Committee and was the primary

writing of the 3 new accreditation assessment tools, responsible for data analysis for the Unit, compiling the data reports for the NCATE focused visit, and disseminating both aggregate and disaggregate data to the Unit and individual program. This effort has now been delegated to the new Office of Ac.creditation and Assessment in COE under a new Associate Dean. Finally, I developed the graduate program in Elementary Education online coursework and 3 new certificate programs, including the addition of the statewide cooperative Elementary Mathematics Specialist certificate with 5 other Missouri institutions.

Related Awards: During my tenure with Missouri State University, I have received University and/or College awards in all three areas Research (2003), Service (2002, 1999), and Teaching (2005, 2000). I was also awarded the IRA Missouri State Council Research in Reading Award (2002). Finally, I was deeply honored to receive the MSU Outstanding Graduate Mentor Award (2007).

3

Allen, Lisa

Allmon, Patrice

Banovich, Karen

Carrell, Andrea

Duke, Robin

Duncan, Cynthia

Erdman, Melissa

Freeman, Michelle

Gott, Tammy

Harden, Deb Holt, Tammy Kiser, Nanelle

Lee, Jennifer

Lynch, Sabrina

Maize, Shanna McKimmey, Karl

Mclain, Kerri

Roy, Sandra

Stephan, Erin

Tefft, Loreen

Hammer, Debbie

Martin, Kristi

Brashers, Tammy

Student Research Studies Collaborative Projects

A Sampling of Studies from ELE 772 and EEM 799

'

How is An Effective and Successful College Level Teacher Education Program Developed and Maintained? Accelerated Reader as an Effective Motivator for Students to Read The Effect on Reading Proficiency of Using Personal Goal-Setting and Self-Monitoring During Independent Reading Parental Perceptions of the Nutritional, Oral, Physical, And Mental well being of their First Grader What Are Parents' Attitudes Towards Inclusion? A descriptive Study of Parents with Disabled and Non-Disabled Students and Their Perceptions on Inclusion Benefits of Looping Academically and Emotionally in an Elementary Classroom Benefits of Preschool: Elementary Literacy Achievement of Preschool Children Harmony in Motion: An Exploratory Study of How Music and or Movement Activities Impact Student Academic Performance Do MAP Test Scores Increase for Third Graders Who Have Been Academically Redshirted? The Importance of Play in the Classroom The Impact of Summer Vacation on Reading Achievement A Qualitative Study of the Individual Assessments that Make-U_p a Functional Vision Assessment A Comparative Study of the Traditional and Alternative Methods of Teaching the Alphabet A Descriptive Study of Preschool and Kindergartener' s Perception of Play Effectiveness of the Accelerated Math Program Accelerated Reader as an Effective Motivator for Students to Read The Impact of Character Education on Seventh Grade Students' Attitudes, Perceptions and Awareness A Correlation Study of the Effect of the Reading First Program on Students DIBELS Assessments A Descriptive Study of Children's' Health on School Achievement in First Grade The Role of the Evocation, Realization of Meaning, and Reflection (ERR) Framework on the Reading Comprehension of High school English Students A Comparative Study of the Effects oflntegrating Curricula in the Elementary Classroom A Study of Teachers' Perceptions Regarding Retention in the Elementary Grades The Increasing Need for Character Education: Which Method is the Most Effective Way to Teach Character Education

Bryan, Traci Student Perceptions and Achievement in the Area of Science Collins, Ruby A causal comparative study of the effects of the accelerated reading

program on students' reading comprehension Cosby, Elizabeth A descriptive study identifying teachers' perceptions regarding the

influence of art on students' learning Degreve, Cynthia The Influence of Mentoring in Retaining New Teachers Dowell, Janet A comparative Study of Saxon and Math in my world programs in the

study of math Dye, Carey The Value of Play in Early Childhood Classrooms

Emmerton, Sara A Descriptive Study of Teachers' Perceptions of Their Use of Technology to Aid Instruction

Griffith, Brenda A Comparative Study of the Student Achievement Between Traditional and eMINTS Classrooms

Harper, Lea Ann The effect of parents as teachers program involvement on kindergarten entrance exam scores

High, Debra Integrating Phonics and Whole Language: A Casual Comparative Study in Exploring the Issues of Integrating Both Methods in an Elementary Classroom.

Hill, Brandi The effects of summer vacation on developmental reading assessment scores

Jackson, Ashlee A Causal Comparative Study of Preschool Education on Third Grade Reading Levels

·Johns, Ashlee A descriptive study of year round schools McCaffree, Julie A comparative study of the reading achievement in looping and

traditional classrooms McGinnis, A Casual Comparative Study of the Benefits of Attending Preschool and Melinda its Effects on Third Grade Reading Achievement Oden, Heather Relationship between the amount of time parents read to their children

and the amount of reading older children do Ostermann, Julie A study of the difference between mixed ability reading groups and same

ability reading groups in first graders Palmer, Tara A Comparative Study of the Teaching Methods used in Math .

Achievement for Third Grade Students Pruitt, Valerie Accelerated reader's impact on reading achievement Pruitt, Melody The Effects of Story Presentation Mode on Vocabulary Knowledge, Story

Retelling, and Story Comprehension Abilities of Low-Income Urban Preschoolers

Rogers, Kimberly A Comparative Study of Class Size on 3rd Grade Reading Missouri Assessment Program (MAP) scores

Weinberg , Julie A study of attitudes of third grade students regarding the character trait of self-discipline

West, Michele A quasi-experimental study to determine the effect reading styles have on a preschoolers' attention span

Wiggs, Teresa The Effects of Character Education on Student Achievement

STUDENT ACCOMPLISHMENTS (2006-2013/

• Seminar Research Papers Students are required to conduct a research study in this course and write a five-chapter seminar paper (thesis equivalent without the committee). I am the supervising professor/mentor for this entire process for all of our elementary students. I collaborate with student in data collection and analysis and am listed as the PI for the Human Subjects Review Board permissions. These typically range from 50-75 pages. 2006 - 24 students 2007-31 2008-23 2009-34 2010-25 2011-34 2012-16 2013-34

• Interdisciplinary Forum participants I have sponsored and mentored. These students presented either a poster or oral session. I assisted students in their data preparation/analysis, display development, and final presentation. I also served as a judge/reviewer for the event. A program requirement is for each student to make a scholarly presentation to the faculty and peers. With the move to more online students, fewer students have been able to participate in the IDF. However, since this is a program requirement, online students must develop an oral/power point presentation for the Discussion Board in the ELE 772 course. These are then peer reviewed by classmates and open to the CEFS faculty. It has been well received as a scholarly activity. Comparing the seminar study completers above to the IDF presentations, it is easily identified that our numbers continue to grow in the online option.

2006 - 5 students 2007-9 2008-13 2009- 13 2010-9 2011-8 2012-3

• Statistics Advisor For a number of years, I taught the Introduction to Educational Research (SFR 680/790) and developed the online version of the course. This course introduces graduate students to qualitative and quantitative methodology and basic descriptive and inferential statistics. Students write a three chapter proposal (Introduction, Review of Related Literature, and Methodology) as a culminating project. This proposal is then carried out as a research student in their subsequent Research Seminar or Thesis course. Students from across COE and other departments in the University take this course. For these students, I also act as their "stats advisor" during the Research Seminar or Thesis course and run the data analysis with them (one-on-one); help them interpret the data; assist in the development of tables, graphs, or

graphic organizers; and edit their final text. I do this for any student who I have taught in the Introduction to Educational Research (SFR 680/790). Naturally, the MSED-ELE students are a part of this group but the majority of students routinely come from outside my program area. This "service" to students is part of my commitment to student research and is not compensated. With changes in departments in Coe, I am no longer teaching the Intra course; however, at least I 0 students each semester are referred to me for assistance in data analysis. To highlight the impact of my volunteering to collaborate with students in this critical step in their scholarly activities, I am including the enrollment by year for SFR 780 totaling over 284 students since 2007 (earlier dates I did not keep track of students assisted). *These do not include my own ELE 772 students, reported above.

2007- 110 2008-71 2009-67 2010-17 2011- 19 2012 - 20 (although I did not teach the course) 20 13 - 15 (although I did not teach the course)

1