ALABAMA

Ruby Simon, Tuscaloosa
6th Grade Teacher
Westlawn Middle School
Partners: Joy Jones, Sharon Nichols, Robin Stevenson, Dina Thigpen
Ms. Simon leads a study group, which includes middle school teachers and university professors, on culturally relevant pedagogy. Participants develop action-research that explores how cultural situations influence student learning in and outside of the classroom. Focusing on language arts and science, group members conduct classroom observations and share their findings by creating a school website, hosting workshops, and writing a journal article.

Misty Wilbourne, Cullman
4th Grade Teacher
East Elementary School
To enhance text book study of Alabama history, Ms. Wilbourne travels to museums and universities to research the state’s early history. She uses this research to create an interactive supplemental text that includes biographies, photographs, and activities that help students experience Alabama’s history. Ms. Wilbourne shares this text with her colleagues at conferences and workshops.

CALIFORNIA

Randy Yerrick, San Diego
Professor of Education
San Diego State University
Partner: Elaine Page, Miguel Carrillo
Dr. Yerrick, Ms. Page, and Dr. Carrillo form a study group, which includes elementary school teachers, to identify pedagogies that engage students in science. The team collaboratively plans and implements science lessons and collects data to measure the outcomes on student learning. After identifying best practices, the team videotapes effective instruction and publishes an article on their research.

FLORIDA

Irma Roberts, Parkland
8th Grade Language Arts Teacher
Westglades Middle School
Partners: Veronica Jarocki, Jennifer Stratos
Partnering with faculty at Florida Atlantic University, Ms. Roberts leads an action-research study of how drama helps emergent literacy among low-performing students. Participants use dramatic techniques, such as storytellers, to teach writing and collect and analyze student literacy data. The group shares the results with colleagues through an international database, symposia, and publications.

Elizabeth Scanlon, Orlando
9th to 12th Grade Teacher
Timber Creek High School
Partners: Lynette Elliott, Gail Sherman
Ms. Scanlon, Ms. Elliott, and Ms. Sherman study content area reading strategies to enhance the reading skills of their high school students. Each month, participants observe each other’s classroom and analyze reading instruction. The group creates a resource book to share their findings and hosts several workshops and meetings to model best practices for reading instruction.

NEBRASKA

Rich Furman, Omaha
Assistant Professor of Social Work
University of Nebraska at Omaha
Dr. Furman travels to Nicaragua to identify key variables for facilitating the development of students’ professional identity. As students participate in social work activities, Dr. Furman conducts interviews with them to ascertain what they learned about their identity. In addition, he analyzes available literature on models for facilitating student growth in international educational experiences and consults colleagues about teaching methods and resources for helping students develop their identity. Based on his research, Dr. Furman creates a resource manual of teaching exercises and shares his findings through colloquia and journal articles.

NEW HAMPSHIRE

Judith Lindsey, Candia
K to 8th Grade Different Talents Instructor
Henry W. Moore School
To provide authentic learning experiences for her students, Ms. Lindsey studies the migration patterns of sea turtles. Ms. Lindsey travels to Costa Rica to observe and discover the turtles’ habits. Upon her return, Ms. Lindsey develops interactive lesson plans on sea turtles and shares her project with her colleagues and the local community.

NEW YORK

Pharra DeWindt, Buffalo
12th Grade English Teacher
McKinley High School
Dr. DeWindt observes and documents instruction to assess how teachers promote character education within their lesson plans and curricula. To provide examples of best practices, Dr. DeWindt videotapes lessons and creates a website to showcase effective instructional strategies.

OREGON

Marcy Jerome, Pilot Rock
6th Grade Teacher
Pilot Rock Elementary School
Partner: Seth Johnson
To increase students' literacy skills, Ms. Jerome leads a study group that researches best practices in literacy instruction. Participants implement instructional strategies and analyze student data to determine effective approaches. After the assessment is completed, the team models literacy strategies and works with the district to integrate literacy instruction across disciplines.

D. Kelly Powell, Sisters
3rd Grade Teacher
Sisters Elementary School
Partners: Candy Bigelow, Toni Coleman, Julie Kemper, Merry Ann Moore
Ms. Powell and her partners form a lesson study group to explore differentiated instruction for gifted and talented students. After reviewing literature, participants implement strategies and use student data to modify instruction.

UTAH

Susan Madsen, Orem
Assistant Professor of Management
Utah Valley State College
Dr. Madsen interviews female university presidents, state governors, and chief executive officers to explore how women learned to become effective leaders. After analyzing the data for trends, she uses her findings to prepare her women students for leadership positions. She also shares her research with high schools and universities to help them design and implement leadership development initiatives and courses.

VIRGINIA

Amanda Voelker, Chesterfield
5th Grade Teacher
J. A. Chalkley Elementary School
Partners: Caroline McCormack, Julie Sabiston, Matthew Tobin, Elizabeth Tuck
Ms. Voelker and her partners form a lesson study group to help colleagues incorporate interactive materials and activities using the school’s outdoor learning classroom. Focusing on science and mathematics curricula, the participants develop lesson plan materials and instructional strategies, and model effective pedagogical techniques for their colleagues. The team analyzes student data to enhance their lessons and instruction.

WASHINGTON

Joy Brooke, Kirkland
2nd Grade Teacher
Benjamin Franklin Elementary School
Ms. Brooke attends the Columbia University Teachers’ College Summer Institute to learn best practices for reading and writing instruction. After the institute, Ms. Brooke forms a study group on literacy and writing pedagogy for her colleagues throughout the district.

James Everett, Nooksack
9th to 12th Grade Teacher
Nooksack Valley High School
Partner: Sue Robinson
Mr. Everett and Ms. Robinson investigate how real-time assessment and handheld technology can assist reading instruction. Teachers use handheld computers to record, track, and evaluate students to align curriculum and instruction.