Joan DeJaeghere, associate professor in the Department of Organizational Leadership, Policy, and Development (OLPD), gave an invited presentation at the Feminisms, Gender and Sexuality seminar series at the Institute of Education, University of London on November 22nd. Her presentation was titled "Negotiating Desire: Material Needs and Sexuality in a Girls' School in Tanzania" and is based on a research project she is conducting with Laura Willemsen (CIDE Ph.D. student) and Anna Kwayu, (University of Dar es Salaam).
Several students, staff and faculty from the Department of Organizational Leadership, Policy, and Development (OLPD) recently conducted project evaluation and learning workshops in Tanzania with NGO partners for The Mastercard Foundation grant. The project is evaluating the long-term impact of entrepreneurship training programs on youth livelihoods and well being in Kenya, Tanzania and Uganda.
Dr. Zan Gao, assistant professor in the School of Kinesiology and director of the Physical Activity Epidemiology Lab (PAEL), recently had two chapters published in Current Issues in Contemporary Comparative Physical Education and Sport, edited by Martin Holzweg and John Saunders.
Gao is the first author in a chapter titled, "Relations of children's hierarchical ability beliefs to their cardiovascular fitness, physical activity levels and persistence/effort." This chapter examined the predictive strengths of children's situational-specific ability beliefs (self-efficacy), contextual ability beliefs (competence beliefs), and global ability beliefs (perceived physical ability) on their cardiovascular fitness, in-class physical activity levels and persistence/effort. The findings suggest that self-efficacy was the best predictor of children's cardiovascular fitness and physical activity levels. However, competence beliefs made more contribution to the prediction of children's persistence/effort.
Shirley Grace Moore, aged 91, one of the seminal leaders in the education of young children and long-time professor in the Institute of Child Development (ICD), passed away over the weekend. Her legacy of excellence will be maintained in ICD and has already made its mark in the Shirley G. Moore Lab School, which was named to honor her upon retirement in 1987.
Moore was known for her wit, wisdom, and scholarship, according ICD director Megan Gunnar.
"Harold Stevenson hired Shirley in the early 1960s to revitalize the preschool program," said Gunnar. "He wanted a director of the nursery school who 'knew advanced statistics'... in other words, someone who was not only a gifted educator but an outstanding researcher. That was Shirley, and she made the preschool program a living laboratory showcasing translation of science to practice and the development of new knowledge about children and their development."
Over the years, Moore contributed to many of the most important science-to-practice endeavors at ICD and abroad. She played a role in training teachers for Project Head Start when it first began and, along with Rich Weinberg, formed the Center for Early Education and Development.
Moore began her career in teaching in the children's program of the McDowell Settlement House in Chicago during World War II. She attended the University of Chicago and held several positions in addition to the one at the settlement house. From there she moved to the University of Iowa in the early 1950s to become a lead teacher in its laboratory preschool. At the same time she began her graduate training under the guidance of one of the luminaries in the field of early childhood, Ruth Updegraff.
It wasn't long before Moore moved from a lead teacher to the principal of the Iowa Preschool Laboratories. It was from this position that Harold Stevenson recruited her to the University of Minnesota.
As we mourn her passing, we celebrate all that she contributed to children and families, the Institute of Child Development, the Center for Early Education and Development, the college, and the University.
A memorial service is scheduled for Dec. 19, 2 p.m., at Gearty-Delmore Plymouth Chapel, 15800 37th Avenue North, Minneapolis.
"If you haven't experienced it, you can't fully understand it," said Department of Family Social Science graduate student Damir Utržan, on seeking asylum. While pursuing his M.S. in Marriage and Family Therapy at Northwestern University, Utržan became involved in the University's Mental Health Human Rights Clinic, helping families to gain asylum in the United States.
Read more about Utržan's connection with those he assisted, as well as more about the program in The Family Institute's newsletter, page 3.
Dr. Donald Dengel, professor of kinesiology and director of the Laboratory of Integrative Human Physiology (LIHP), is a co-principal investigator on a $60,000 grant awarded from the National MPS Society. This two-year grant, "Manifestations of Cardiovascular Disease in Morquio A: Evaluation, Assessment, and Therapy", will determine if carotid artery structure and function in human patients with Morquio A syndrome is abnormal compared to healthy patients (the control group). This study is being done in conjunction with Saint Louis University and Children's Hospital of Orange County.
Doctoral student Joshua Lupinek recently gave two guest lectures at the University of Northern Colorado. The titles of his talks were "Intentional torts: Assault & battery" and "Marketing to the community: Does outreach really matter," which he delivered to Sport & Exercise Science students in Administration & Law (SES461) and Fitness Management (SES300) courses, respectively.
Lupinek is working towards his Ph.D., with an emphasis in sport management. He is advised by Dr. Stephen Ross, assistant professor in the School of Kinesiology.
Curriculum and Instruction Ph.D. student Kathryn Allen received a grant for research presented at The International Society for the Scholarship of Teaching & Learning (ISSOTL) conference in October. ISSOTL serves faculty members, staff, and students who care about teaching and learning as serious intellectual work. The goal of the Society is to foster inquiry and disseminate findings about what improves and articulates post-secondary learning and teaching. ISSOTL is unique in its efforts to form a global community in the interest of post-secondary teaching and learning.
In the poster presentation on Cultural-Historical Activity Theory, Allen explored professional development from a perspective that supports educators beyond traditional modes. During her master's program at UT, Allen, along with 2 other students and a faculty member were each involved in independent projects beyond the scope of the program and decided to support each other through bi-weekly meetings. This model of professional development is the subject of the study. She hopes to continue using this theory to explore professional development for teachers in the specific area of technology integration. Effective use of technology for teaching and learning is a common professional development theme crossing national borders and demands an international forum.
Of the conference, Allen said, "This year's conference title, 'Critical Transitions in Teaching and Learning' particularly resonated with me during my work with pre-service teachers. In what ways does teacher preparation need to transform in order to fit them for the classrooms they will enter? What transitions can I make in my teaching that will serve my students? How does my research support the preparation of teachers in a world that is transforming with mind-boggling speed? This year's ISSOTL conference explored all of these questions through scholarly work and conversation."
To learn more about the Department of Curriculum and Instruction's Literacy Education track, please visit the Literacy Education Ph.D. page on our website.
David Chapman, professor in the Department of Organizational Leadership, Policy, and Development (OLPD), was the guest of the Malaysian Ministry of Education to serve as a panelist and session Chair at the Global Higher Education Forum, an international conference held in Kuala Lumpur from December 4-6. While the conference attracted participants from 18 countries, Chapman was the only participant from the U.S.
The Daily Circuit program on Minnesota Public Radio News is addressing first-generation college students and the difficulties that may lie ahead for those being the first in their families to attend a four-year institution. Lack of familial support, money, and guidance are examples of the hurdles these students need to overcome.
Associate Professor of Postsecondary Teaching and Learning, Rashne Jehangir will be on the program discussing her book, "Higher Education and First Generation Students: Cultivating Community, Voice and Place for the New Majority." Jehangir's research is primarily focused on retention and graduation of low-income, first-generation students and the transformation of teaching and learning to address intellectual, social, emotional, and student development.
When the First in a Family Goes to College will air December 5, 2013 on MPR News 91.1 at 11:06 AM.