Teacher Education

Subsequent Endorsements

Ishaque Syed — Tue, 13 Dec 2022 18:50:29 +0000

Subsequent Endorsements

Ishaque Syed Tue, 12/13/2022 - 12:50

Undergraduates in the Goodwin College of Education have a variety of options for adding a second endorsement to their Professional Educator License (PEL) by the time they graduate from NEIU. Second endorsements in high-need areas are often very valuable for securing jobs in all fields of licensure, but especially elementary education. Some endorsements are tied to an academic minor; all of the endorsements align with Illinois State Board of Education (ISBE) requirements for subsequent endorsements. Please explore the links below to learn more about the options that are available and consult with your academic advisor if you would like more information or do not see the endorsement that you are interested in listed below.

SUBSEQUENT ENDORSEMENTS CONNECTED TO A MINOR

OTHER SUBSEQUENT ENDORSEMENTS

Early Childhood Education Birth-Grade 2

The Early Childhood endorsement is an excellent subsequent endorsement for teacher candidates who are earning an elementary endorsement. The endorsement may be added by passing the content exam and completing 18 semester hours of coursework in Child Growth and Development; Planning and Assessment; Methods and Content Pedagogy; Literacy Methods; and Collaborative Relationships with Family or Communities. For more information, contact Ulisa Blakely, u-blakely@neiu.edu, (773) 442-5389.

Special Education LBS I (PK-21)

This endorsement requires the completion of four courses: Teaching Learners with Moderate to Severe Disabilities- (SPED 376); Development & Characteristics of Children w/Exceptional Learning Needs - SPED 272 (372); Strategies for Differentiating Instruction for Students w/Exceptional Learning Needs - SPED 382; and Informal Assessment and Progress Monitoring - SPED 383. For more information, contact Jason Gallardo at j-gallardo2@neiu.edu or (773) 442-5933.

Middle Grades 5-8 in General Science, Language Arts, Mathematics or Social Sciences

The Middle Grades 5-8 endorsement is an excellent endorsement for teacher candidates who are also earning an elementary endorsement. The endorsement may be added by passing the content exam and completing 18 semester hours of coursework in one of the following content areas: General Science, Language Arts, Mathematics or Social Sciences. For more information, contact Sean Condon, s-condon@neiu.edu, (773) 442-5374.

Elementary Education, Physical Education, Reading and Other Teaching Fields

In general, 18 semester hours of coursework is required for a subsequent endorsement in these and all other teaching fields. A passing score on the appropriate content test also is required. More information about these and all other subsequent endorsements is available on the ISBE website. For more information, consult with a GCOE undergraduate academic advisor.

Deb Faermark

Ishaque Syed — Wed, 10 Aug 2022 21:27:01 +0000

Deb Faermark

Ishaque Syed Wed, 08/10/2022 - 16:27

Deb

Faermark

Instructor, TED Summer Graduate Advisor, ECACE Mentor

Courses Taught

ECED 327: Clinical Experiences In Early Childhood Education: Kindergarten To 2nd Grade

ECED 328F: Clinical Experiences In Early Childhood Education/ Special Education Emphasis

ECED 329: Student Teaching In Early Childhood

ELED 304: Inquiry-Based Social Studies In The Elementary Grades

ELED 428: Clinical Teaching

ELED 428C: Clinical Teaching: Content Areas

MLED 428A/B: Clinical Experience: Literacy In The Middle Grade/English Learners

MLED 428C: Clinical Experience Endorsement Areas In The Middle Grades

MLED 416: Social Studies As Inquiry In The Middle Grades

ELED 506: Research Methodologies For Classroom Teachers.

ELED 507: Action Research Design Seminar

Research Interests

Exploring the roles of administrators with regard to co-teaching, collaboration, and inclusion. Specifically, the impact that professional development trainings on co-teaching and collaboration for administrators have on their ability to provide feedback to co-teachers in order to support and improve their co-teaching practices.

Education

Ph.D., Special Education

C.A.S. Special Education

M.A.T Elementary Education

B.S. Communication Disorders and Sciences

Selected Exhibitions

Faermark, D.L. (2018, December). Disability Awareness and Successful Inclusion Supports.

Workshop Presentation at the Association of Illinois Middle-Grade Schools (AIMS) Conference.

Faermark, D.L. (2018, November). Successful Administrator Supports for Co-Teachers in the Inclusive Classroom. Paper presentation at the Teacher Education Division (TED) of the Council of Exceptional Children.

Faermark, D.L. (2018, March). Successful Supports for Co-Teachers. Paper presentation at the South by Southwest (SXSW) EDU Conference.

Faermark, D.L. & Zeitlin, J.M. (2017, November). Administrator Supports for Co-Teachers in the Inclusive Classroom. Paper presentation at the Teacher Education Division (TED) of the Council of Exceptional Children.

Faermark, D.L. (2008, November; 2010, November). Differentiated Curriculum in the Classroom for All Learners, Invited Presenter New Teacher Workshop, Governor’s State University.

Faermark, D.L. (2008, December). Disability Awareness Through Simulations, Workshop presentation at the Association of Illinois Middle-Grade Schools (AIMS) Conference.

Wakefield D.S. & Faermark, D.L. (2014, January). Google Drive: A Tool for Collaboration, Co-Teaching and Classroom Connections. Workshop presentation at the Assistive Technology Industry Association.

d-faermark@neiu.edu

Office Hours

Virtual, by appointment.

Room LWH 2067
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(312) 447-9841

Ph.D.

Teacher Education

College of Education

Main Campus

Lindsay Maldonado, Ph.D.

Ishaque Syed — Thu, 30 Jun 2022 17:33:03 +0000

Lindsay Maldonado, Ph.D.

Ishaque Syed Thu, 06/30/2022 - 12:33

Lindsay

Maldonado

Assistant Professor

Courses Taught

EDFN 303: Early Childhood Development

ECED 355: Methods of Teaching Mathematics, Science, and Social Studies in Early Childhood Education

Research Interests

My research examines how program and experience design support engagement and learning for children and families in informal learning settings. My research interests include informal education and STEM learning in museums.

Education

Ph.D., Child Development, Loyola University Chicago

M.S., Child Development, Erikson Institute

B.A. Psychology, 91Porn

Selected Publications

Mast, F., Zhao, L., & Maldonado, L. (2018). Instrument development and validation for conservation learning: A tool for more rigorous research and evaluation. Curator: The Museum Journal, 61(2), 637-383.

Nesbitt, K., & Maldonado, L. (2016). Language as process: Using words to shape exhibit design. Exhibition. The Journal of Exhibition Theory and Practice for Museum Professionals, 36(1) 64-69.

Professional Affiliations & Membership

Visitor Studies Association

L-maldonado2@neiu.edu

Office Hours

Vary by semester and teaching schedule.

Room LWH-3042
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
United States

773-442-5379

Ph.D.

Teacher Education

College of Education

Main Campus

Theresa A. DeCicco

Ishaque Syed — Tue, 21 Jun 2022 18:49:08 +0000

Theresa A. DeCicco

Ishaque Syed Tue, 06/21/2022 - 13:49

Theresa A.

DeCicco

Instructor

Courses Taught

BLBC 328A: Clinical Experiences

BLBC 328B: Clinical Experiences

BLBC 340: Teaching English Learners In Diverse Classrooms

BLBC 440: Methods For Teaching English Learners In Diverse Classrooms

BLBC 441: Methods For Teaching Content In Bilingual Classrooms

BLBC 339: Culturally Responsive Teaching in Diverse Classrooms

BLBC 439: Cultural Diversity In Our Schools

BLBC 438: Foundations Of Bilingual Education

ELED 303: Children's And Young Adult Literature

ELED 309: Content Area Literacy

Research Interests

Professional Learning, Supporting Teachers of Students in Multilingual Classrooms.

Education

M.S. Reading

M.Ed. Bilingual Bicultural Education

T-DeCicco@neiu.edu

Office Hours

Virtual, by appointment

Room LWH 3034
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
United States

Teacher Education

College of Education

Main Campus

Bilingual Education, Minor

Vesna Misoska — Mon, 13 Jul 2020 17:25:43 +0000

Bilingual Education, Minor

The minor in Bilingual Education, when combined with the following education major leading to a teaching license: Early Childhood (birth to 2nd grade), Middle Level (5th to 8th grade), Secondary (9th-12th grade), Physical Education (K-12th grade) or Special Education (K-age 21), prepares individuals to work with English learners in bilingual settings within the grade range of their initial endorsement.

In order to obtain a Bilingual Endorsement, students completing a minor in Bilingual Education must do one hundred hours of clinical experiences in a bilingual classroom and pass a state test of language proficiency.

ADMISSION REQUIREMENTS

Students must be admitted to the Goodwin College of Education and in one of the Education majors listed above.

Vesna Misoska Mon, 07/13/2020 - 12:25

Department

Affiliation

Type

Location

Take a closer look at the minor in Bilingual Education and the courses offered toward the program.

Bilingual Education, Minor

If you are interested in the program or have questions, please contact Teacher Education at (773) 442-5380.

Teacher Education

91Porn is home to students from all corners of the world and is one of the most ethnically diverse universities in the nation. Our small class sizes, flexible schedules and dedicated faculty can help you succeed in your studies.

We offer an education with value.

Apply to Northeastern

Bilingual Education, Minor

/academics/daniel-l-goodwin-college-of-education/departments/teacher-education/bilingual-education-minor

Prog Desc Marketing Text

The minor in Bilingual Education prepares individuals to work with English learners in bilingual settings within the grade range of their initial endorsement.

Amanda L.G. Montes Ph.D.

Cassandra Martinez — Tue, 10 Dec 2019 21:24:13 +0000

Amanda L.G. Montes Ph.D.

Cassandra Martinez Tue, 12/10/2019 - 15:24

Amanda

Montes

Associate Professor

Expertise

K-12 Bilingual/ESL, Applied Linguistics

Courses Taught

BLBC 340, BLBC 440, BLBC 439, BLBC 339

Research Interests

Bilingual Education
Sociolinguistics
World Englishes
Second Language Acquisition
Arts Integration for Language Teaching
Liberatory Pedagogy
Culturally Responsive Pedagogy

Education

Ph.D. Applied Linguistics, Arizona State University; 2014; The Use and Perception of English in Brazilian Magazine Advertisements.

M.A. Applied Linguistics, University of Massachusetts Boston; 2007, emphasis on English as a Second Language.

B. A. English, University of Massachusetts Amherst; 2003

Certificate in Latin American Studies. Colegio Hispano Continental, Salamanca (Spain); 2003; Spanish Language & Culture Summer Program.

Selected Publications

Fernández Álvarez, M. & Montes, A. L. G. (Eds.). (2023). Global perspectives on effective assessment in English language teaching. IGI Global. DOI: 10.4018/978-1-6684-8213-1

Montes, A. L. G., & Fernández Álvarez, M. (2023). Linguistic mediation strategies for promoting equity and social change in the bilingual education classroom. In A. Esmail (Ed.), English language learners: A social change perspective. National Association for Multicultural Education.

Montes, A. L. G., & Fernández Álvarez, M. (2022). Planting seeds: Pre-service teachers explore the legacies of Projeto Axé and Projeto Semear. In S. R. Barros & L. C. Oliveira (Eds.), Paulo Freire and multilingual education: Theoretical approaches, methodologies, and empirical analyses in language and literacy (1st ed.). Routledge.

Fernández Álvarez, M., Paz- Albo, J., Hervás-Escobar, A., & Montes, A. L. G. (2022). Bilingual education teachers’ perceptions of the educational climate and policies in the United States and Spain. Revista Complutense de Educación.

Fernández Álvarez, M. & Montes, A. (2021). Student engagement in the online classroom. In REDINE (Ed.). Conference proceedings EDUNOVATIC 2020 (p. 344). Adaya Press.

Montes, A., Valenciano, C. & Fernández, M. (2018). Training bilingual educators at a PBI. Multicultural Learning and Teaching, 13(1).

Montes, A. L. G. (2016). English in Brazil: A sociolinguistic profile. Journal of Pedagogy, Pluralism and Practice, 8(1).

a-montes@neiu.edu

Office Hours

Vary by semester

(773) 442-4557

Ph.D.

Teacher Education

College of Education

Main Campus

Vanessa J. King

Anonymous — Tue, 19 Feb 2019 19:37:46 +0000

Vanessa J. King

Anonymous (not verified) Tue, 02/19/2019 - 13:37

Vanessa

King

Student Support Specialist & Adjunct Instructor

Expertise

Visual Art and Art Education

Education

Master of Social Work; University of Illinois Chicago, 2018

Master of Education in Visual Art; DePaul University, 2004

Bachelor of Fine Arts in Painting; University of Illinois-Champaign/Urbana, 2001

Professional Affiliations & Membership

National Art Educator Association

National Academic Advising Association

Background

Professional Licensed Teacher since 2004; Grades preK-12

Experienced educator in Chicago Public Schools with master's degrees in Education and Social Work. Success in developing, advocating for, and implementing Learning Experiences that are creative, relevant and accessible to diverse audiences.

NEIU University supervisor and methods instructor for pre-service Art Educators.

v-king@neiu.edu

Office Hours

By appointment

Teacher Education

(773) 442-5387

Program Descriptions

mbrown68 — Tue, 22 Jan 2019 21:53:31 +0000

Program Descriptions

mbrown68 Tue, 01/22/2019 - 15:53

Bilingual Education, Minor

Early Childhood Education, B.A.

Elementary Education, B.A.

Elementary Education, M.A.T.

Focus Programs

Middle Level Education, B.A.

Middle Level Education, M.A.T.

Teaching and Inquiry, M.S.

Teaching Endorsements

Faculty and Staff Contacts

mbrown68 — Tue, 24 Jul 2018 20:16:30 +0000

Faculty and Staff Contacts

mbrown68 Tue, 07/24/2018 - 15:16

Teacher Education Department
Office Location: Room LWH 3039

(773) 442-5380

teacher-education@neiu.edu

Teacher Education

Rachel

Adeodu

Ph.D.

Department Chair, Associate Professor

Teacher Education

College of Education

(773) 442-5369

r-adeodu@neiu.edu

Expertise

Early Childhood Development and Education, Early Childhood Literacy and Assessment; Partnership with families of young children.

Courses Taught

ECED 301: Curriculum and Instruction in Early Childhood Education

ECED 302: Philosophical & Historical Foundations of Early Childhood Education

ECED 306: Methods of Teaching Reading in Early Childhood

ECED 316: Child, Family & Community

ECED 328M: Clinical Experiences in Early Childhood Education-Kindergarten & Primary Greades Multicultural Emphasis

ECED 329: Student Teaching in Early Childhood

ECED 407: Family, Child and Teacher Interaction

ECED 410: Curriculum Development in Early Childhood Education

READ 416: Reading in the Prmary Grades

Research Interests

Family involvement in early childhood literacy and education. The influence of immigrant families' "funds of knowledge" in the education of their children. Early childhood curriculum and instruction in the age of accountability.

Education

University of Alberta
Elementary Education: Early Childhood Education concentration and cross-cultural education, Ph.D.

University of Glasgow
Educational Administration, M.Ed.

Ahmadu Bello University
English Language Arts Education, B.A.

Professional Affiliations & Membership

National Association for the Education of Young Children

International Literacy Association

Association of Childhood Education International

r-adeodu@neiu.edu

Room LWH 3018
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-5369

Office Hours

Vary by semester and teaching schedule.

Main Campus

Sean

Condon

Program Advisor

Teacher Education

(773) 442-5374

s-condon@neiu.edu

Expertise

Advisor for Undergraduate Majors in:
Elementary Education (grades 1-6)
Middle Level Education (grades 5-8)

Post-baccalaureate Teacher Licensure Program (TLP) in:
Elementary Education
Middle Level Education

Education

English, B.A.

Background

Program Advisor since April, 2009.

s-condon@neiu.edu

Room LWH 4048
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625-4699
United States

(773) 442-5374

Office Hours

Email or call for appointment hours.

Amina

Chaudhri

Ph.D.

Professor; Elementary Education Program Coordinator

Teacher Education

College of Education

(773) 442-5368

a-chaudhri@neiu.edu

Expertise

Literacy, children's literature, and multicultural education.

Courses Taught

ELED 303: Children's Literature

ELED 304: Methods of Teaching Social Studies

ELED 309: Content Area Literacy

ELED 435: Children's and Young Adult Literature

Research Interests

Teacher preparation, literacy, children's literature, and multicultural education.

Education

University of Illinois at Chicago
Curriculum Studies, Ph.D.

Michigan State University
Curriculum and Instruction, M.A.

Oberlin College
English, B.A.

Selected Publications

Chaudhri. A. (2021), Cultural Dexterity Through Multiracial Nonfiction. Chapter in Reading and Teaching with Diverse Nonfiction Children’s Books: Representations and Possibilities. Thomas Crisp, Roberta Gardner and Suzanne Knezek (eds). NCTE Publications.

Chung, S. & Chaudhri, A. (2021). Biographies of Women in the Robert Sibert Award: A Critical Content Analysis. Journal of Children’s Literature. 47 1

Chaudhri, A. & Torres, L.M. (2021). Jugos There? Codeswitching Strategies in Bilingual Picturebooks. Children’s Literature in Education. 1-17.

Chaudhri, A. (2017). Multiracial Identity in Children’s Literature. Routledge. New York, NY.

Chaudhri, A. & Schau, N. (2016). Imaginary Indians: Representations of Native Americans in Scholastic Reading Club. Children’s Literature in Education. 47 (1), 20 – 37.

Professional Affiliations & Membership

American Educational Research Association

Children's Literature Association

American Library Association

International Literacy Association

National Council of Teachers of English

National Association for Multicultural Education

National Council for the Social Studies

a-chaudhri@neiu.edu

Room LWH 4019
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625-4699
United States

(773) 442-5368

Office Hours

Vary by semester and teaching schedule.

Main Campus

Hao

Ph.D.

Associate Professor of Early Childhood Education

Teacher Education

College of Education

(773) 442-5386

y-hao@neiu.edu

Expertise

Early Childhood Education and the arts.

Courses Taught

ECED 303: Early Childhood Development

ECED 301: Curriculum and Instruction in Early Childhood Education

ECED 328i: Clinical Experiences in Early Childhood Education: Infant/Toddler

ECED 316: Child, Famiiy, and Community

ECED 328T: Clinical Experience in Early Childhood Education, Preschool-KG and Primary-Technology Emphasis

ECED 312: Teaching Strategies with Multicultural Groups

ECED 325: Literature for Young Children

ECED 408: Language Acquisition and Intervention Strategies for Teachers of Young Children

ECED 352: Method of Teaching Language Arts, Music and Art in Early Childhood Education

ECED 325: Literature for Young Children

ECED 452: Curriculum and Methods of Teaching Language Arts, Music, and Art in Early Childhood

Research Interests

Infant/Toddler Reflective Teaching

Education

State University of New York at Buffalo Early Childhood Education, Ph.D.

Concordia University. Master in Early Childhood Education.

Nanjing Normal University, China. Bachelor in Early Childhood Education.

Selected Publications

Articles published

"Reaching potentials: Effective strategies for cultivating student teachers' creativity in teaching art"

"Lesson plan writing"

"Educating Early Childhood Teacher Education Students for the Global World"

"Portfolio assessment in early childhood"

Honors

Faculty Award of Excellence, Asian American Heritage Committee

Background

Dr. Hao has taught Early Childhood courses for over 14 years. She grew up in China and moved to Chicago in 1984. Dr. Hao specialized in teaching how to work with infants and toddlers. Her favorite saying is "Let children be children."

y-hao@neiu.edu

Room LWH 3023
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-5386

Office Hours

Vary by semester.

Main Campus

Hanna

Kim

Ph.D.

Associate Professor

Teacher Education

College of Education

(773) 442-5383

h-kim17@neiu.edu

Expertise

Science Education For Diverse Learners. Inquiry based Science Teaching. Science and Classroom Technology Integration.

Courses Taught

ELED 305: Methods of Teaching Science

MELD 335: Teaching Science at the Middle School/Elementary Levels with Problem Solving

ELED 329: Student Teaching Seminar

ELED 415: Interrelated Instructional Methods of Science and Mathematics in Elementary and Middle School (graduate level)

ELED 428: Clinical (Literacy-graduate level)

ELED 506: Research Methods for Teachers (graduate level)

Research Interests

Inquiry based science teaching and learning for diverse learners including ELLs. Science and technology integration. Integrating computational thinking (CT) into science classrooms.

Education

University of Texas at Austin Science Education, Ph.D.

Ewha Womans University. South Korea Science Education, B.A.

Selected Publications

Kim, H. & Adler, R. (manuscript in progress), Promoting Future Teachers' Computational Thinking in STEM (funded by the NSF grant).

Slate, J., Hibdon, J., Mayle, S., Kim, H., & Sudha, S. (2019). A Multidisciplinary Approach to Incorporating Computational Thinking in STEM Courses for Preservice Teachers. In M. Realdon (Ed.), Integrating Digital Technology in Education: School-University-Community Collaboration (pp.1-25). Charlotte, NC: Information Age.

Adler, R & Kim, H. (2017). Enhancing future K-8 teachers’ computational thinking skills through modeling and simulations, Education and Information Technologies. 1-14. doi; https://doi.org/10.1007/s10639-017-9675-1

Kim, H. (2016). Inquiry-Based Science and Technology Enrichment Program for Middle School-Aged Female Students, Journal of Science Education and Technology. 25(2), 174- 186. doi:10.1007/s10956-015-9584-2.

Kim, H. (2015). Effects of Science and Engineering Practices on Science Achievement and Attitudes of Diverse Students including ELLs, National Association for Bilingual Education (NABE), Journal of Research and Practice, 6, 1-23.

Kim, H. (2011). Inquiry based science and technology program: green earth enhanced with inquiry and technology. Journal of Science Education and Technology, 20, 803-814.

Selected Performances

Presentations

Erbacher, A., Chavez, J., León, M., and Kim, H., (2018, October). Integrating Computational Thinking in an Elementary and Middle School Pre-Service Science Curriculum through Robotics, Presented at the SACNAS. The National Diversity in STEM Conference, San Antonio, TX.

Kim, H. (2017, November). Enhancing Future Teachers’ Computational Skills through Coding and Simulations, Presented at the Worldwide Forum on Education and Culture, Rome, Italy.

Kim, H. & Adler, R. (2016, June), Future Teachers’ Computational Thinking and Conceptual Changes using Scratch Programming, Paper presented at the EdMedia (AACE) World Conference on Educational Media & Technology, Vancouver, BC.

Kim, H. & Adler, R. (2016, October), Promoting Future Teachers' Computational Thinking in STEM, Invited presentation at the NETT Day talk, Northeastern Illinois University, Chicago, IL.

Kim, H., Adler, R., and Konan, J. (2016, November), Integrating Computational Thinking in Preservice Science Classrooms, Paper presented at the Northern Illinois Science Education (NISE) Conference, Naperville, IL.

Kim, H. (2016, April), How Do We Save the Endangered Monarch Butterfly around the City? Promoting Students’ Problem-Solving & Argumentation Skills Using Polling Technology, Invited presentation at the National Science Teachers Association (NSTA-Middle School Level) Conference, Nashville, TN.

Kim, H. & Malovey, T. (2015, April), Effects of Science and Engineering Practices on Science Achievement and Attitudes of Diverse Students including ELLs, Paper presented at the American Education Research Association (AERA) Conference, Chicago, IL.

Kim, H. & Malovey, T. (2015, March), Science and Engineering Practices Among Diverse Students’ Learning about Environmental Science, Paper presented at the National Science Teachers Association (NSTA) Conference, Chicago, IL.

Kim, H. (2014, April), Effects of Science Inquiry Practices on Diverse Seventh Grade Students' Science Achievement and Attitudes, Paper presented for a presentation at the National Association of Research in Science Teaching (NARST), International Conference, Pittsburgh, PA.

Kim, H. & Malovey, T. (2014, November), Effects of Science Inquiry Practices on Diverse 7th Grade Students' Science Achievement and Attitudes, Paper presented at the Northern Illinois Science Education (NISE) Conference, Naperville, IL.

Kim, H. & Aguirre, S. (2013, October), Green Earth Enhanced with Science and Engineering Practices, Paper presented at the Illinois Science Education Conference (ISEC) in Tinely Park, IL.

Kim, H. (2013, April), Inquiry based Science and Technology Enrichment Program: Green Earth Enhanced with Inquiry and Technology, Paper presented at the National Association of Research in Science Teaching (NARST), International Conference, Puerto Rico.

Grants

2016-2019 National Science Foundation (STEM+Computing) Grant: CodEd STEM (Coding for Educators in STEM)

2014-2015 Chicago Community Trust Grant: Next Generation Educator for Middle School: Refining STEM with Pedagogical Content and Literacy-NGEMS

Professional Affiliations & Membership

American Educational Research Association

National Association of Research in Science Teaching

National Science Teachers' Association

Illinois Science Teachers' Association

h-kim17@neiu.edu

LWH 3041
5500 N. St. Louis Ave.
Chicago, IL 60625-4699
United States

(773) 442-5383

Office Hours

Varies by semester.

Main Campus

Amanda

Montes

Ph.D.

Associate Professor

Teacher Education

College of Education

(773) 442-4557

a-montes@neiu.edu

Expertise

K-12 Bilingual/ESL, Applied Linguistics

Courses Taught

BLBC 340, BLBC 440, BLBC 439, BLBC 339

Research Interests

Bilingual Education
Sociolinguistics
World Englishes
Second Language Acquisition
Arts Integration for Language Teaching
Liberatory Pedagogy
Culturally Responsive Pedagogy

Education

Ph.D. Applied Linguistics, Arizona State University; 2014; The Use and Perception of English in Brazilian Magazine Advertisements.

M.A. Applied Linguistics, University of Massachusetts Boston; 2007, emphasis on English as a Second Language.

B. A. English, University of Massachusetts Amherst; 2003

Certificate in Latin American Studies. Colegio Hispano Continental, Salamanca (Spain); 2003; Spanish Language & Culture Summer Program.

Selected Publications

Fernández Álvarez, M. & Montes, A. L. G. (Eds.). (2023). Global perspectives on effective assessment in English language teaching. IGI Global. DOI: 10.4018/978-1-6684-8213-1

Fernández Álvarez, M. & Montes, A. (2021). Student engagement in the online classroom. In REDINE (Ed.). Conference proceedings EDUNOVATIC 2020 (p. 344). Adaya Press.

Montes, A., Valenciano, C. & Fernández, M. (2018). Training bilingual educators at a PBI. Multicultural Learning and Teaching, 13(1).

Montes, A. L. G. (2016). English in Brazil: A sociolinguistic profile. Journal of Pedagogy, Pluralism and Practice, 8(1).

a-montes@neiu.edu

(773) 442-4557

Office Hours

Vary by semester

Main Campus

Hector

Morales Jr.

Associate Professor; MAT Program Facilitator

Teacher Education

College of Education

(773) 442-5376

h-morales3@neiu.edu

Expertise

Mathematics Education, Emerging Language learners, classroom discourse.

Courses Taught

ELED 310: Elementary and Middle School Mathematics Methods

ELED 403: Methods of Teaching Mathematics in Elementary and Middle Schools

ELED 328A: Clinical Experience

Research Interests

Teaching and learning of mathematics with English language learners, mathematical discourse, equity issues in mathematics education, and effective use of technology in mathematics education.

Education

University of Illinois at Chicago, Curriculum and Instruction with a concentration in Mathematics Education, Ph.D.

University of Illinois at Chicago, Teaching of Mathematics, M.S.T.

DePaul University, Mathematics, B.A.

Selected Publications

DiNapoli, J & Morales Jr., H. (2021). Translanguaging to Persevere is Key for Latinx Bilinguals’ Mathematics Success. Journal of Urban Mathematics Education, 14(2), 71-104. DOI: https://doi.org/10.21423/jume-v14i2a390

Willey, C. & Morales Jr., H. (2020). Translanguaging to Ensure Latinx Mathematics Learners Thrive. In Sacristán, A.I., Cortés-Zavala, J.C. & Ruiz-Arias, P.M. (Eds.). Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mexico. Cinvestav / AMIUTEM / PME-NA. https:/doi.org/10.51272/pmena.42.2020

DiNapoli, J. & Morales Jr., H. (2020). Translanguaging to Persevere: Supporting and Recognizing the Meaning-Making Process for Latinx Bilingual Students of Mathematics. Teaching for Excellence and Equity in Mathematics, 11(2), 26-34.

Translanguaging Study Group. (2020). Translanguaging and The Mathematics Classroom. Teaching for Excellence and Equity in Mathematics. 11(2), 8-15. (Contributors: Zandra de Araujo, Carlos Nicolas Gomez, Ji Yeong I, Elyssa Miller, Hector Morales Jr., Sarah Roberts, Erin Smith, Miwa Takeuchi, Mary Truxaw, and Craig Willey)

Willey, C. & Morales, H. (2019). Latinx Learners and Translanguaging in a Mathematics Club. In Otten, S., Candela, A. G., de Araujo, Z., Haines, C., & Munter, C. (2019). Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. St. Louis, MO: University of Missouri.

Morales, H. & DiNapoli J. (2019). Translanguaging to Persevere: Bridging Methodological Lenses to Examine Latinx Bilingual Students’ Problem-Solving. In Otten, S., Candela, A. G., de Araujo, Z., Haines, C., & Munter, C. (2019). Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. St. Louis, MO: University of Missouri

Morales, H., & DiNapoli, J. (2018). Latinx Bilingual Students' Perseverance on a Mathematical Task: A Rehumanizing Perspective. Journal of Research in Mathematics Education, 7(3), 226-250. doi:http://dx.doi.org/10.17583/redimat.2018.3274

Morales Jr., H. (2012). Cases of Practice: Teaching Mathematics to ELLs in Secondary School; Case 4: Twelfth-Grade English Language Learners and the Making of Mathematical Meanings. In S. Celedón-Pattichis & N. G. Ramirez (Eds.), Beyond Good Teaching: Advancing Mathematics Education for ELLs. Reston, VA: National Council of Teachers of Mathematics.

Morales Jr., H., Vomvoridi-Ivanović, E., Khisty, L.L.(2011). A Case Study of Multi-Generational Mathematics Participation in an After-School Setting: Capitalizing On Latinas/os Funds of Knowledge. In Téllez, K., Moschkovich, J.N., & Civil, M. (Eds.) Latinos/as and Mathematics Education: Research on Learning and Teaching in Classrooms and Communities. Charlotte, NC: Information Age Publishing.

Background

State of Illinois, Professional Educator License, 6-12 Mathematics

h-morales3@neiu.edu

Room LWH 3010
91Porn
5500 North St. Louis Avenue
chicago, IL 60625
United States

(773) 442-5376

Office Hours

TBA

Main Campus

Selina

L.P.

Mushi

Ph.D.

Professor; Early Childhood Education

Teacher Education

College of Education

(773) 442-5382

s-mushi@neiu.edu

Expertise

Measurement and evaluation in Curriculum & Instruction. Second language learning. Early Childhood Education.

Courses Taught

ECED 301: Curriculum and Instruction in Early Childhood Education

ECED 313: WIP: Language Development and Education Implications

ECED 338: Developmental Assessment of Preschool Children

ECED 412: Research Seminar in Early Childhood Education

EDFN 303: Early Childhood Development

ECED 402: Application of Learning Theories to Early Childhood Education

ECED 403: Early Childhood Assessment

ECED 408: Language Acquisition and Intervention Strategies for Teachers of Young Children

ECED 455: Methods of Teaching Math Science and Social Studies in Early Childhood Education

Research Interests

Multiple Languages and Learning: Assessment

Education

University of Toronto, Education. Ph.D.

University of Dar es Salaam, M.A. Education; B.Educ.

Teaching Certificate (Grade A), Marangu Teachers' College.

Selected Publications

Mushi, S. L. P. (2015). Global Analysis of Education in the 21st Century: What Kinds of Schools Do We Need Today? New York: Edwin Mellen Press (ISBN13:978-1495503573; 10:145503577) http://mellenpress.com/mellenpress.cfm?bookid=9177&pc=9

Mushi, Selina (2012). Multiple Languages and the School Curriculum: Experiences from Tanzania Online submission (ERIC) 2012 65 pp. (ED537709) http://files.eric.ed.gov/fulltext/ED537709.pdf

Mushi, Selina, (2011). Book Review: The SIOP® Model for Teaching Mathematics to English Language Learners' Intercultural Education, 22:1, 123 – 125. http://www.tandfonline.com/doi/abs/10.1080/14675986.2011.549653

Mushi, S. L P. (2008). “Information Technology and the Curriculum Process: Student Participation and the Changed Role of the Teacher” In S. Nombuso Dlamini (Ed.) New Directions in African Education: Challenges and Possibilities. Calgary: University of Calgary Press, pp 121-145. https://books.google.com/books?id=DdjELzqfx3sC&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false

Mushi, S. L. P. (2008). Supporting English Language Learners Across the College Curriculum. A Teaching Module developed as part of the Higher Education Cooperative Act (HECA) Grant (Illinois State University and 91Porn), June 2008.

Mushi, S. L. P. (2008). Collaborative Guided Games for Young ELLs. A Teaching Module developed as part of the Higher Education Cooperative Act (HECA) Grant (Illinois State University and 91Porn), June 2008.

Mushi, S. L. P. (2008). Strengthening Middle School ELLs’ Formal Conversation Skills: The Role of Guided Class Debates. A Teaching Module developed as part of the Higher Education Cooperative Act (HECA) Grant (Illinois State University and 91Porn), June 2008.

Mushi, S. L. P. (2003). Teaching and Learning Strategies That Promote Access, Equity and Excellence in University Education. In K. S. Brathwaite (Ed.) Access & Equity in the University: A Collection of Papers from the 30th Anniversary Conference of the Transitional Year Programme, Toronto: Canadian Scholars Press (pp 207-230). http://eric.ed.gov/?id=ED449760

Mushi, S. L. P. (2002). Simultaneous and Successive Second Language Learning: Integral Ingredients of the Human Development Process, Early Child Development and care, Vol. 172 No. 4 pp.349-358. https://www.tandfonline.com/doi/pdf/10.1080/03004430212717

Mushi, S. L. P. (2002). Acquisition of Multiple Languages among Children of Immigrant Families: Parents' role in the Home-School Pendulum" Early Child Development and Care, Vol. 172 no. 5 pp.517-530. http://eric.ed.gov/?id=ED459622

Selected Performances

Unleashing Natural Capital Through Nurturing Human Development - International presentation at the DICOTA Convention, Chicago Marriott O'Hare, August 30th to Sept 2nd, 2012.

Authentic Assessment of Learning Among English Language Learners. Presentation to college faculty and teachers in District 158 on October 30, 2013. Juried. Invitation by Lulia Sarmiento LSarmiento@distric158.org.

Authentic Assessment of Student Learning at the Course Level -presented at the 9th annual Texas A & M University Assessment Conference: Using Assessment to Drive Improvement, College Station, Texas, February 22-24, 2009. Juried.

Professional Affiliations & Membership

American Educational Research Association

National Association for the Education of Young Children

The Chicago Metro Assn for the Education of Young Children

Association for Childhood Education International

Background

Dr. Mushi has 15 years of teaching experience at 91Porn. In addition, she has taught and done research at Cameron University, Pace University, University of Toronto, University of Dar es Salaam.

Prior to her university experiences, Dr. Mushi spent nine years teaching in primary schools, grades 1-7, English, math, Kiswahili, geography and science.

s-mushi@neiu.edu

Room LWH 3011
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625-4699
United States

(773) 442-5382

Office Hours

Vary by semester.

Main Campus

Steven

Wolk

Ed.D.

Professor; MSTI Program Coordinator

Teacher Education

College of Education

(773) 442-5397

s-wolk@neiu.edu

Expertise

Teaching language arts (reading and writing). Children's and young adult literature. Writing workshop. Curriculum design and theory. Project-based teaching. Inquiry-based teaching. 21st century literacies. Critical literacy. Democratic and multicultural education.

Courses Taught

ELED 301: Curriculum of the Elementary School

ELED 304: Methods of Teaching Social Studies

ELED 329: Student Teaching

ELED 416: Social Studies as Inquiry

ELED 418: Theoretical Implications of Instruction

ELED 428: Clinical Teaching

ELED 429: Student Teaching

ELED 520: Curriculum and Inquiry

ELED 525: New Literacies for the 21st Century

ENG 390: Young adult fiction

LTCY 504: Literature for Reading Instruction in a diverse society

LTCY 506: Reading and Writing Relationships in Secondary Grades

Research Interests

Teaching language arts. Children's and young adult literature. Teaching social studies. Curriculum design and theory. Project-based teaching. Inquiry-based teaching. 21st century literacies (critical and creative thinking). Critical literacy. Democratic and multicultural education. School and curriculum reform.

Education

National-Louis University Instructional Leadership / Curriculum & Instruction, Ed.D.

National-Louis University Elementary Education, M.A.T.

University of Illinois at Chicago Communication Design, B.A.

University of Illinois at Chicago Photography/Film, B.A.

Selected Publications

Wolk, S. (2013). Caring hearts & critical minds: Literature, inquiry, and social responsibility. Portland, ME: Stenhouse.

Wolk, S. (2002). Being good: Rethinking classroom management and student discipline. Portsmouth, NH: Heinemann.

Wolk, S. (1998). A democratic classroom. Portsmouth, NH: Heinemann.

Wolk, S. (2013). Reading democracy: Exploring ideas that matter with middle grade and youngadult literature. English Journal 103 (2), 45-51.

Wolk, S. (2011). Reading for a better world: Teaching for social responsibility with young adult literature. Journal of Adoloescent and Adult Literacy 52(8), 664-673.

Wolk, S. (2010). What should students read? Phi Delta Kappan: 12 must-reads from Kappan 2009-2010: 53-61.

Wolk, S. (2010). What should students read? Phi Delta Kappan 91(7), 8-16.

Wolk, S. (2010). Reading social responsibility. Educational Leadership.

Wolk, S. (2009). Reading for a better world: Teaching for social responsibility with young adult literature. Journal for Adolescent and Adult Literacy.

Wolk, S. (2008). School as inquiry. Phi Delta Kappan 90, 115-122.

Wolk, S. (2008). Joy in school. Educational Leadership 66, 8-14.

Wolk, S. (2007). Why go to school? Phi Delta Kappan 88, 648-658.

Wolk, S. (2004). Using picture books to teach for democracy. Language Arts, 82, 26-35.

Wolk, S. (2003, Fall). Teaching for goodness. Rethinking Schools.

Wolk, S. (2003). Teaching for critical literacy in social studies. Social Studies 94(3): 101-105.

Wolk, S. (2003). Hearts and minds. Educational Leadership, 61(1), 14-18.

Honors

James N. Britton Award

National Council of Teachers of English

s-wolk@neiu.edu

Room LWH 3092
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625-4699
United States

(773) 442-5397

Office Hours

Vary by semester.

Main Campus

Linda

Zemtseff

M.Ed.

Teacher Education

College of Education

(773) 442-5392

l-zemtseff@neiu.edu

Expertise

Math Education

Courses Taught

ELED 310: Methods of Teaching Mathematics-Elementary School

ELED 328: Clinical Experience in Elementary Education

ELED 329: Student Teaching in Elementary Education

Research Interests

Math Instruction-Elementary & Middle School. Teacher Education. Curriculum Development. Staff Development. Supervision.

Education

Loyola University Instructional Leadership (Curriculum & Instruction/Supervisor), M.Ed.

Professional Affiliations & Membership

National Council of Teachers of Mathematics

Illinois Council of Teachers of Mathematics

Mathematics Assn. of America

Assn. for Supervision & Curriculum Development

Honors

NEIU Instructor Excellent Award (twice)

Cambridge Who's Who Among Executives and Professional Women

Background

Ms. Zemtseff has served as an Elementary and Middle School Teacher for nine years.

In addition she has held positions as: Instructor at Mallincrodt College; Instructor and Supervisor at both Loyola University and Illinois State University; currently, is an Instructor and Supervisor in the Elementary Education Program at 91Porn.

l-zemtseff@neiu.edu

Lech Walesa Hall (LWH) 3034
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-5392

Office Hours

Varies by semester:

Main Campus

J. Ruth Dawley-Carr

Anonymous — Thu, 22 Feb 2018 19:16:14 +0000

J. Ruth Dawley-Carr

Anonymous (not verified) Thu, 02/22/2018 - 13:16

J. Ruth

Dawley-Carr

Associate Professor

Courses Taught

SCED 415: Introduction to Curriculum

SCED 402H: Methods of Teaching Social Sciences

SCED 403H: New Directions in Teaching History

SCED 404H: Clinical Experience in Secondary School History

Research Interests

Citizenship and civic education, internationally; History of women and girls' education, particularly in Cuba; Teaching with and for discussion; Teacher preparation at the secondary level.

Education

Ph.D. in Curriculum and Instruction, University of Wisconsin-Madison, 2015.

Dissertation: Citizenship Education in Cuba: Ideals, Contradictions and Convivencia

M.S. Curriculum and Instruction, University of Wisconsin-Madison, 2006

B.S. in Secondary Education, University of Wisconsin-Madison, 1999

Selected Publications

Dawley-Carr, J.R. (2021). Cuba’s citizenship education model and its current challenges. Peabody Journal of Education, 96(3), 307-318. DOI: 10.1080/0161956X.2021.1942709

Blum, D., Dawley-Carr, J. R., & Bridges, J. (2019). Cuba. Teen lives around the world: A global encyclopedia, 1, 101-116. Santa Barbara, CA: ABC-CLIO.

Blum, D., & Dawley-Carr, J.R. (2018). If Cuban and US education leaders debated: Sacando la cuenta (Taking an inventory) on the teaching profession. Educational Studies, 54(5), 522-535. DOI: 10.1080/00131946.2018.1467321

Dawley-Carr, J. R. & Blum, D. (2017). If Betsy DeVos Met Ena Elsa Velázquez. Cuba Counterpoints.

Blum, D. & Dawley-Carr, J. R. (2016). Teachers Wanted. Cuba Counterpoints.

Blum, D., Smith, R. & Dawley-Carr, J. R. (2016). Being a “good Cuban”: Socialist citizenship education in a globalized context. In Choo, S., Vinz, R., Sawch, D., & Villanueva, A. (Eds.), Educating for 21st Century Global Capacities: International Perspectives and Capacities (pp. 281-296). New York City: Springer.

Grants

National Science Foundation Noyce Track 3 Grant, 2023-2028 ($1, 047, 523.00)

National Science Foundation Noyce Capacity Building Grant, 2021-2023 ($121,211)

Chicago Service Learning and Civic Education Consortium Fellowship, 2018-2019 ($1,500)

91Porn Summer Research Stipend, 2018 ($5,000)

Professional Affiliations & Membership

American Anthropological Association

American Educational Research Association

Latin American Studies Association (LASA)

National Council for the Social Studies

Background

Languages: Spanish (proficient), Portuguese (Brazilian, conversational), Kiswahili (Zanzibari, basic knowledge), Quichua (Ecuadorian, basic knowledge).

Teacher Licensure: 6-12, in History (1999), Spanish (1999), and English as a Second Language (2008)

Additional Information

Selected Presentations and Workshops

Dawley-Carr, J. R., Harrell, K., & Lam, S. (2023, May). Teaching about Elections. Paper to presented at the Annual Conference of the Athens Institute for Education and Research, Athens, Greece.

Dawley-Carr, J. R. (2021, April). Civics education in a divided nation. Interactive talk given at the Fourth Annual Civics Summit sponsored by the Service Learning and Civic Education Consortium, Loyola University, Chicago, IL.

Dawley-Carr & Chaudhri. (2019, April). Discussion and facilitation with pre-service teachers. Service Learning and Civic Education Consortium’s Civics Summit. Loyola University, Chicago, IL.

Chaudhri, A. & Dawley-Carr, J.R. (2019, June). Controversial discussion in the classroom. Workshop sponsored by Service Learning and Civic Education Consortium for pre-service teachers at Loyola University, Chicago, IL.

jrdawleycarr@neiu.edu

Office Hours

Email or phone for an appointment.

Room LWH 4005
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
United States

(773) 442-5522

Teacher Education

College of Education

Main Campus