Peabody College

Permanent URI for this community

https://ir.vanderbilt.edu/handle/1803/5548

Our well-rounded community includes five unique departments, a top-ranked graduate school, national research centers, and the largest undergraduate major at Vanderbilt. Peabody professors are well-known scholars and practitioners who actively mentor students. Our undergraduate, master’s, Ed.D., Ph.D., and professional development programs all attract people who share a deep concern for the human condition and education.

Address:	Peabody College Vanderbilt University 230 Appleton Place Peabody #329 Nashville, TN 37203-5721
Phone:	615-322-8410
Email:	peabody.admission@vanderbilt.edu
Website:	Peabody College

Browse

Now showing 1 - 20 of 1008

Final Performance Report for OERI Grant # R305T010673: The Social Context of Parental Involvement: A Path to Enhanced Achievement
(2005-03-22) Hoover-Dempsey, Kathleen V.; Sandler, Howard M.
The Final Report contains a comprehensive overview of the completed three-year (2001-2004) project, including an executive summary, scale development information, model revisions, a sample of findings from individual studies, and the reference list. The Final Report includes all figures and appendices, including specific information on all scales used during the project as well as copies of the Parent (available in English and Spanish) and Student Questionnaires.
Science for Young Learners: Teacher Inservice Day
(Vanderbilt University. Peabody College, 2007-05-08T21:19:41Z) Jones, Rachel
These documents set up a teacher inservice day providing information about teaching science to early childhood students. Activities, teaching methods and assessments are included in addition to a review of literature about science in the early childhood classroom.
Using Various Forms of Media to Teach Shakespeare's Romeo and Juliet
(Vanderbilt University. Peabody College, 2007-08-24T19:10:10Z) Clayton, Alicia
This project includes research about teaching Shakespearean texts and the implementation of that research in the form of a unit plan for Romeo and Juliet. Several key issues discovered in research and considered in the unit plan are common approaches to teaching Shakespeare, the study of Shakespearean language, the use of performance activities, the value of writing from the Shakespearean text, and the use of various forms of media throughout the unit. The main objective in the unit plans is to engage students in a variety of ways with the Shakespearean text and to motivate them to interact with the play using different modalities. Ten individual lessons are presented in detail to reveal the researcher's knowledge and consideration of the learners and how they learn, the learning environment, the variety of curriculum and instructional strategies, and the different forms of assessment. By incorporating research to highlight these different areas in various lessons, readers can learn how to engage and motivate students while teaching a Shakespearean text.
Guided Reading with English Language Learners: An Emphasis in Vocabulary Instruction
(Vanderbilt University. Peabody College, 2007-09-15) Norman, Mindie
This project centers on guided reading instruction with English Language Learners (ELLs). The focus of the lessons is vocabulary, since it is important in the development of ELLs. There is a review of the available literature on the topic. The weeklong unit of the project centers on using the If You Give...Books by Laura Numeroff to enhance the vocabulary of ELLs. The premise is to introduce a new book each day, but also a predictable patterned book, which will allow ELLs to acquire new vocabulary yet increase their oral reading fluency. The closing book of the unit is Amy Krouse Rosenthal's Cookies: Bite-Size Life Lessons, which offers life lessons in the form of cookie vocabulary words. There is a paper, which introduces the author's rationale for the project while making connections to the literature and demonstrating professional knowledge. The author also reflects upon her coursework taken at Peabody College and experience with English Language Learners. Lastly, the author discusses implications for future reading specialists, teachers of English language learners and the field of education.
Reading Comprehension: Start it early and teach it often
(Vanderbilt University. Peabody College, 2007-10-24T16:41:17Z) Green, Hillary
Comprehension is the ultimate purpose for reading and is the key to reading success. Research has shown that children as young as five years old can be taught comprehension strategies and implement these strategies when they read. There are many different programs that provide instructional methods for teaching reading. One such methodology/curriculum, called the Comprehension Process Approach (CPA), is the focus of this paper and the basis for the lesson plans included as part of this Capstone Project. The rational for selecting CPA is that it is specifically for use in kindergarten through the third grade. This is an age range most other comprehension programs do not mention despite the evidence that early comprehension teaching can optimize a student's potential for lifelong reading success.
The Possibility of Public Montessori Schools: Examining the Montessori philosophy and its prospect in American public schools
(Vanderbilt University. Peabody College, 2007-10-29T23:11:52Z) Sanden, Brooke
In an effort to explore the ways in which Montessori curriculum and public schools are cooperative or mutually exclusive, I will examine the principles of the Montessori philosophy as set forth by Dr. Maria Montessori in the areas of learners and learning, the learning environment, the curriculum and instructional strategies, and student assessment. After examining these sectors of the Montessori method, I will discuss theoretical possibilities in adapting the Montessori method to the American public school system in the early 21st century. For the purpose of this paper, I will refer to the author of the Montessori method, as "Dr. Montessori" and call the general method or portions thereof as "Montessori."
Multiple Intelligences in Third Grade Mathematics
(Vanderbilt University. Peabody College, 2008) Waters, Monica; LeCompte, Karon
Today's American schools are in a constant battle. In the context of standardization and accountability, educators must attempt to produce measurable results on State-mandated tests, while at the same time educating the whole child. Standardized tests often focus on the skills needed for Language, Literacy, and Mathematics achievement. In 1983, Howard Gardner introduced the Theory of Multiple Intelligences in his book, Frames of Mind. Gardner (1983) purposed that human beings possess eight different capacities for processing information--eight different ways of being "smart". Gardner defined each "intelligence" as the capacity to solve problems or create products. While Gardner never intended for his theory to be a curriculum model, the idea of students being smart in different ways provides many implications for classroom practice. This paper investigates the implications of Howard Gardner's Theory of Multiple Intelligences in a third grade Mathematics classroom. An overview of the theory provides a brief definition and background information about each of the eight intelligences. Then, the paper applies the Theory of Multiple Intelligences to the teaching and learning of third grade Mathematics as prescribed by the National Council of Teachers of Mathematics (NCTM). The paper analyzes practical applications of the theory to learners and learning, learning environments, curriculum and instructional strategies, and assessment. Through a glance at schools actively using the Multiple Intelligences Theory, the paper analyzes the ways in which schools can individualize instruction and allow students to use their many intelligences in order to prepare students for their futures, both in and out of school. The research finds that educators can apply the Theory of Multiple Intelligences to the area of Assessment by allowing students to show evidence of learning in multiple ways, but that further research needs to occur in order to show the true effectiveness of the theory on classroom practice.
Logistics and Legitimization for Implementing Reading and Writing Workshops in the Middle Grades
(Vanderbilt University. Peabody College, 2008) Wilczynski, Lindsey
In the search for best practices in literacy instruction, Reading and Writing Workshops emerge as effective, engaging methods. Reading and Writing Workshops are an alternative to text-based, teacher-led question-answer sessions in which students may be minimally engaged in the text or the discussion. Workshop environments foster a sense of community as readers and writers come together to help one another explore and achieve. Addressing learners and learning, the learning environment, curriculum and instructional strategies, and assessment, research defends this conceptual theory, and there are many examples of workshops in practice today that exemplify why Reading and Writing Workshops should be more widespread in our schools, specifically in the middle grades.
Providing an Equitable Education Through Curriculum Transformation
(Vanderbilt University. Peabody College, 2008) Cook, Shereen; Harris, Alene
The purpose of this essay is to identify criteria within curricula that contribute to providing equitable education and to analyze and evaluate one curriculum based on these criteria. I first describe school-based factors that contribute to the achievement gap, in order to demonstrate the need for curricular change. Then I describe the criteria used to create the curriculum evaluation tool, which addresses four categories: learners and learning, the learning environment, curriculum materials and instructional strategies, and assessment. Finally, I use the evaluation tool to analyze and evaluate a sixth grade language arts curriculum to determine the degree to which the curriculum provides an equitable education.
Beyond Names and Dates: Teaching Students to Employ Historical Reasoning
(Vanderbilt University. Peabody College, 2008) Kelley, Matthew
This essay explores several obstacles that a student brings into a high school history classroom. Since the main goal of history is to develop abstract reasoning, it is troublesome that a student's cognitive development could impede this end. In addition to barely having developed what Piaget refers to as formal operation, the student's previous history training, as well as other classes, have led to a complacency with reading texts at face-value. As an adolescent, the learner will be, to a certain degree, egocentric, and will judge historical figures and events from his or her own perspective. Several researched methods are explored to alleviate these issues, including such tasks as developing specific historical skills within Vygotsky's zone of proximal development, creating representations that guide students toward the teacher's level of reasoning, and discussing paths of reasoning as a class during the lesson. These ideas are applied to a European History class, in a hypothetical attempt to demonstrate their applications.
Poetry in the Elementary Classroom: Promoting Integration and Social Education through the use of a Thematic Element
(Vanderbilt University. Peabody College, 2008) Martin, Christopher
Poetry is an often overlooked cornerstone of the language arts curriculum. Its exclusion from a great many elementary classrooms is most unfortunate because the genre has great potential for learning across the curriculum--and even in social areas--if implemented in a well-devised program of study. Poetry can, in fact, be used as a central thematic element in the classroom to reinforce student learning in virtually every subject and to create a positive learning environment in which students work together cooperatively and are able to share their thoughts and feelings in expressive and creative ways. It seems likely that one of the main reasons many professional educators eschew the study of poetry in the classroom is that there is increasing pressure to meet standards in other subjects: math, science, social studies, and even physical education. Yet, it is entirely possible to use poetry in daily instruction while taking little time away from other subjects, and even plausible to emphasize certain aspects of other curricular areas that have previously gone unearthed. For these reasons, poetry has every reason to find a central position within the elementary learning experience and even to become nestled within the curricular design of the entire school year. This essay will evidence theoretical grounds for inclusion of poetry in the elementary classroom and suggest methods for accomplishing this end. Discussion of theories about learners and the learning environment will be augmented with ideas for curricular decisions and instructional strategies, along with the classroom implications of these elements.
The History Classroom for English Language Learners
(Vanderbilt University. Peabody College, 2008-02-20T16:33:47Z) Summerlin, Scott
This essay seeks to contribute to the body of knowledge of how to successfully engage language minority students in the study of history. It is separated into four distinct sections, each containing findings from research-based publications, as well as discussions of how these findings can be reflected in history classrooms. The first, - learners and learning, - deals with three points. First, it will identify the ideal goal of successful teachers: formulating exercises that give diverse students from differing backgrounds an opportunity to comprehend historical content. Next, it will discuss the four phases of language acquisition. Lastly, it will briefly describe the idea of incorporating students' native languages into classroom activities. The second section, - learning environment, - covers two main topics. First, it will describe skills that history teachers should attempt to cultivate in their students: critical thinking, cultural appreciation, and sophisticated communication techniques. Then it will discuss how teachers can go about emphasizing these skills, mainly by modifying traditional classroom practices and adjusting communication practices. The third section is - curriculum and instructional strategies, - will outline four strategies. First, it will discuss the K-W-L method and explain its benefits. It will also state the benefits of source work for English language learners. Third, this section states that the aim of effective curriculum is to relate historical content to students' current circumstances. Lastly, it will devote time to explaining why and how reading should be emphasized for English language learners in history classes. The forth major sub-topic of this essay, - assessment, - states the goal of meaningful assessments. It goes on to explain how assessments can vary in form, as well as how grading policies can be adjusted in favor of English language learners. It will also discuss informal and formal assessments. The final section, - implications, - which serves as a brief recap of the essay, centers on three concepts: education, collaboration, and innovation.
Answering the Call: Lessons Learned from Montgomery County Middle School Magnet Consortium
(Vanderbilt University. Peabody College, 2008-02-22T19:30:41Z) Hollenberg, Eugene; Henrick, Erin; Hamilton, Melissa
In the fall of 2005, Montgomery County Public Schools (MCPS) opened three magnet middle schools in a portion of the school district with a high minority population and percentage of students receiving free and reduced meals. The district grouped the schools, Argyle Magnet School for Information Technology, A. Mario Loiederman Magnet School for the Creative and Performing Arts, and Parkland Magnet School for Aerospace Technology, into the Middle School Magnet Consortium (MSMC). MCPS used their current strategic plan, "Our Call to Action: Pursuit of Excellence", completed in 2004, to develop the blueprint for implementation at the schools. A Peabody College team was asked to look at the planning and 1st year of implementation of the consortium. In order to observe, document, and report on the progress of the consortium schools, the team asked the following guiding questions: 1. How does the MCPS MSMC fit within the strategic plan, Our Call to Action: Pursuit of Excellence? 2. In what ways does the MSMC demonstrate research-based best practices of middle school reform? 3. What lessons have been learned in the first year of implementation? In order to better understand the planning and implementation of the consortium, several different information sources were used. Research from "Turning Points 2000" and "Breaking Ranks in the Middle" was used to determine best practices. These practices then were applied to the common elements of the consortium schools in answering the guiding questions. The study determined that early trend data for achievement, demographic shifts, and school climate is positive in meeting the goals of the MSAP grant and the district strategic plan. Common themes discovered through the case study include: - High levels of teacher and administrator professionalism - Quality leadership - An emerging model for professional development - Strong academic content - Concerns about physical plant and appropriate equipment The study makes several recommendations. Recommendations directed at the MSMC include: - Planning for magnet school student transition to high school - Developing plans for the end of the magnet grant - Further study for evaluation o MSA data review o NWEA MAP expected growth comparisons o Qualitative review benchmarked by this report Recommendations for all MCPS middle schools include: - Developing principal cohorts among all schools - Embedded professional development focused on learning and instruction - Ensuring resource availability prior to change implementation - Exploring heterogeneous grouping in all classes After a year of implementation, it appears that MSMC schools have been successful in attracting students to unique programs reflecting best practice and achieving the goals of the MSAP grant and the MCPS strategic plan. With continued care and monitoring from administrators and teachers, the probability of long-term success is high.
Using The Geometer's Sketchpad in the Math Classroom to Improve Engagement, Transform the Learning Environment, and Enhance Understanding
(Vanderbilt University. Peabody College, 2008-03-04T17:25:36Z) Gray, Dawson
The Geometer's Sketchpad (GSP) takes the traditional pencil-and-paper geometry class and transforms it into a dynamic learning environment. By using the tool's dragging features, students can observe countless examples of different figures quickly and easily. With GSP, the classroom becomes a student-centered rather than teacher-centered environment. Students in this environment feel a sense of control over their learning, even when the teacher is the person designing the sketches. While teachers must devote some time at the beginning of the year to training students to use GSP, the class will earn this time back in the long run because the dynamic aspects of the tool prevent teachers and students from having to draw a new figure by hand each time. The dynamic nature of The Geometer's Sketchpad may lead students to improve their engagement with the material. The research shows, however, that this improved engagement wanes over time; therefore, teachers must be cautious not to overuse GSP. GSP also provides teachers with opportunities to have students participate in partner work. Teachers should ensure that each pair moves at a pace that allows both students to comprehend the material. Because student interest waned when classes used The Geometer's Sketchpad every day for an extended period of time, I recommend using GSP as a tool to supplement more traditional lessons and hands-on activities rather than as the primary instrument of instruction. In this way, students continue to receive the benefits of GSP throughout the year without becoming bored by its constant use. More research is necessary to determine how teachers can use The Geometer's Sketchpad most effectively in the classroom. Instead of using teacher and student interviews as evidence of GSP's effectiveness, researchers should seek quantitative data that shows how specific uses of dynamic geometry software lead to greater performance on standardized tests. The Geometer's Sketchpad holds great promise as a technology that can energize the geometry curriculum; however, teachers must carefully design its implementation so that students reap the greatest possible benefit from its use.
A Critical Analysis of the Little Kids Rock Curriculum
(Vanderbilt University. Peabody College, 2008-03-04T21:53:21Z) Elfrank, Michelle
Little Kids Rock serves two functions. First they are a philanthropic organization that donate instruments and support to schools with high free or reduced lunch populations. Next, they also have created a curriculum for their students in which they learn to play guitar, keyboard, and drums through the use of popular rock and hip-hop tunes. This paper takes a critical look at the curriculum under the lens of learners and learning, learning environment, curriculum and instructional strategies, and assessment strategies to see if Little Kids Rock students' needs are met in the classroom.
The Use of Service Learning Projects in Civic Education to Reduce Student Political Apathy
(Vanderbilt University. Peabody College, 2008-03-05T19:35:34Z) Sizer, Brittany
According to the Center for Information and Research on Civic Learning and Engagement, since 1972 when 18-21 year old U.S. citizens were given the right to vote, political participation has declined (Youth, 2007, p. 1). Many researchers have found different reasons for this current apathetic state of affairs, but I would argue that although the current state of political engagement looks dreary when studying the 18-24 year olds, simple educational reform could solve many of the problems plaguing the political scene today. Research has shown consistently that although the youth of America are reluctant to get involved in politics, they still are extremely enthusiastic about volunteering and making a difference in their community. With that in mind, it is clear that the most effective means of teaching civic education to adolescents is by combining traditional civic education with service learning. By designing a program that concentrates on service learning and focuses on proven modern education best practices and concepts, I feel that students will be able to see real world application more clearly. Understanding how different types of people learn, and how to appeal to an individual's strengths in order to build upon their weaknesses, is vital for student success. However, understanding learners and learning is not enough for students to be achieve, rather educators must also accompany this with a strong curriculum. The idea that "one teaching style fits all," tends to reflect a teacher-centered instructional approach that does not work for all students due to their diverse needs and learning styles. A strong curriculum centered on real world application, discussion, higher order thinking skills, and preparation for college, reduces the conflicts between teaching styles and learning styles. A relaxed and supportive learning environment where students feel comfortable discussing their thoughts, feelings, ideas, and attitudes about public life and politics is also essential. When students feel comfortable to share, they take greater pride in the learning process and feel more invested in their learning. It is also essential to remember that these three components are most successful when teachers administer various authentic assessments that indicate students' abilities to apply skills and knowledge to projects and activities. By providing a wide range of assessments, all students have the opportunity to showcase their strengths and build upon weaknesses. In short, combining these four areas of interest with current trends of student interest in volunteerism will serve not only to educate students about the importance of political participation, but also begin to reverse the trends of political apathy in our nations young people.
Internationalization of Austin Peay State University: A Strategic Plan for the 21st Century
(Vanderbilt University. Peabody College, 2008-03-24T20:53:55Z) Pennywell, Judith; Chang, Yating
Gear Up Tennessee: Examining the Roles of Site Coordinators and School Counselors in the Development and Implementation of Program Initiatives
(Vanderbilt University. Peabody College, 2008-04) Chapman, Carter Sean; Donnelly, Kathryn Lee; McGraner, Kristin Lynne
This report examines the role of GEAR UP site coordinators and school counselors in the development and implementation of GEAR UP Tennessee. The GEAR UP Tennessee program is an ambitious effort that offers a myriad of interventions to support academic preparation and college access in rural communities across the state. Though supported by a network of local and state partners, the program gives the nine participating districts discretion in the design and implementation of initiatives at the local level. Site coordinators are the primary agents charged with the responsibility of district-level implementation. Within the school context, school counselors are the individuals with the organizational proximity necessary for meaningful interactions with students concerning educational advancement. While GEAR UP Tennessee has collected data relative to the program's effects on schools, teachers, and parents, the work of site coordinators and school counselors has been largely overlooked. Therefore, in response to a request for assistance from the Tennessee Higher Education Commission (THEC), we developed the following research questions: How does the program structure and district context shape site 1) coordinators' implementation of GEAR UP? 2)What factors affect school counselors' implementation of GEAR UP initiatives? We conducted 63 semi-structured interviews with GEAR UP site coordinators, district leaders, school principals, school counselors and THEC officials. Interviews were designed to gather information on the district's performance in preparing students for post-secondary education; the respondent's knowledge of and role within GEAR UP; district and school supports and barriers affecting implementation, which include issues around individual and institutional capacity and will; the coherence of program messages and the sense-making in which respondents engaged to make decisions about their participation in the program and its implementation; and respondents' perceptions of program effects. Our data reveal that: Participating school districts were pressured by, and as a result largely focused on, No Child Left Behind (NCLB) compliance. The presence of NCLB largely detracted from the district's ability to fully embrace GEAR UP and integrate it into their district improvement plan. District and school leaders possessed little knowledge about GEAR UP, its intended implementation, and the appropriate role structure of site coordinators, district personnel, and school personnel. Most site coordinators did not perceive GEAR UP as a potential lever for systemic change. Site coordinators and school counselors received little substantive support from state and local leadership relative to implementation of GEAR UP college access interventions. The content of site coordinators' work focused predominantly on activity planning, resource distribution, and grant compliance. The community culture, specifically the "welfare state of mind," was perceived by all respondents as a barrier to advancing students' educational attainment. Training and professional development activities have been provided for site coordinators with a primary focus on grant compliance and reporting mechanisms. Site coordinators reported few opportunities to deepen their knowledge of how to increase students' academic preparation and college access, which has significant effects on implementation outcomes, program sustainability, and systemic change. Training for district and school personnel has been lacking and, in many cases, nonexistent. The work of school counselors is influenced by the lack of a coherent counseling curriculum, time constraints, and role ambiguity. Consequently, counselors provide sporadic support and leadership in GEAR UP implementation. As a result of these findings, we offer the following recommendations to ensure full program implementation and the attainment of program goals: 1) Improve the visibility and effectiveness of site coordinators by developing communication networks among coordinators and school and district personnel; creating comprehensive training manuals for coordinators; and implementing a series of trainings which address the factors influencing students' academic preparation and college access, as well as program implementation strategies supportive of GEAR UP goals. 2) Educate and involve district and school leadership by developing a GEAR UP TN Leaders Guide in tandem with GEAR UP TN leadership trainings. Trainings will create the forum to collaboratively plan with site coordinators in order to align GEAR UP TN interventions to both the district and school improvement plans. 3) Educate and involve the school counselor by developing a GEAR UP TN School Counselors Guide in tandem with GEAR UP TN counseling trainings. Trainings will help counselors implement college preparation curricula, improve collaborative planning with site coordinators, and develop communication networks among counselors. 4) Collectively develop a comprehensive sustainability plan which determines how to effectively disseminate data; galvanize support of the school counselor as well as district and school leadership within GEAR UP TN; and effect state-level policy change to enhance the core goals of GEAR UP TN.
Linking Learning, Accountability and Performance
(Vanderbilt University. Peabody College, 2008-04-03T18:25:31Z) Baxter, Susanna; Brant, Emmert; Forster, Jerry
Metro Nashville Public Schools Student Assessment Staff Development Model
(Vanderbilt University. Peabody College, 2008-04-07T16:40:30Z) Hill, David; Lewis, Jessica; Pearson, Jason
Executive Summary In the current K-12 educational landscape, data-driven decision-making (DDDM) is believed to hold great potential for improving the quality of classroom instruction. This analysis of the capacity of principals and teachers in Metropolitan Nashville Public Schools (MNPS) for DDDM was initiated by a district belief that DDDM among educators is unsatisfactory. An evaluation of this perceived problem reveals a generally positive picture of DDDM capacity reported by district educators. However, closer analyses reveal evidences that principals and teachers may be less fluent in DDDM than they report. Key findings include: - In contrast to district officials' concerns about principals' and teachers' variable knowledge of DDDM, most principals and teachers report feeling adept at DDDM. - Teachers and principals have similar perceptions of DDDM norms among schools' teaching staffs, both believing that teachers practice DDDM frequently. - There is a disconnect between principals' expectations that teachers use data to inform instruction and their leadership role as one that guides teachers' ability to interpret data. - Despite the inconsistency of formal training experiences focused on DDDM, most teachers believe that they have adequate support from their principals for DDDM. - MNPS provides a number of resources - including frequent meetings, data reporting, and technological software - related to DDDM; however, most emphasize data interpretation over data application. - In addition to concerns about untimely data, principals and teachers - as well as district officials themselves - agree that the district has an underdeveloped and insufficient process for learning about educators' needs for DDDM. These findings point to several key areas for improvement leading to a set of recommendations for improving district training in DDDM, along with plans for effective, data-based evaluations of these suggested action steps. Key recommendations include: - Invest in teacher leadership. - Establish expectations of participation in current leadership development opportunities. - Create a district-wide induction program for principals and teachers. - Increase principal time to focus on leadership for learning. - Access funding resources for high quality leadership development.

Browse

Browsing Peabody College by Issue Date

Results Per Page

Sort Options