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.
Room LWH 3018
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
United States
Nature of Science
Professional Development
Self Efficacy of Preservice Teachers and College Students
Ph.D.
2009 Science Education
Indiana University, Bloomington
M.Ed.
2002 Science Education
University of Missouri, Columbia
B.S.
1998 Physics
Ankara University, Turkey
Oliveira, A., Akerson, V., Colak, H., Pongsanon, K., & Genel, A. (2012) The implicit communication of nature of science and epistemology during inquiry discussion.Science Education,1-32.
Akerson, V. L., White, O., Colak, H., & Pongsanon, K. (2011, April). Relationships between elementary teachers’ conceptions of scientific modeling and the nature of science. In M. S. Khine and I. M. Saleh (Eds) Models and modeling: Cognitive tool for scientific inquiry. Netherlands: Springer.
Colak, H. (2009).Exploring the development of nature of science views and personal epistemologies of upper elementary and middle school students. Germany: Lap Lambert Academic Publishing.
Kazempour, M., Amirshokoohi, A., & Colak, H. (2009). Turkish preservice and in-service teachers’ beliefs about inquiry. The International Journal of Learning, 16, 7, 435-444.
Dr. Colak is a native of Turkey where he received a B.S. in physics and gained experience as an elementary school teacher in grades 3-8. In 2002, Colak earned an M.Ed. in science education from the University of Missouri-Columbia, and in 2008 he earned a Ph.D. in science education from Indiana University Bloomington. At Northeastern, he will be teaching both elementary and secondary science education courses at the undergraduate and graduate levels.
His philosophy of education is based on his belief that students learn science by investigation and by constructing their own knowledge base in conjunction with their daily life experiences. He hopes that he can instill in his students a strong feeling for teaching and learning about science, and that he can help them understand the nature of science so they can embed those concepts in their science teaching.
In addition to his teaching, Dr. Colak plans to pursue research in which he will investigate both students’ and teachers’ nature of science views and personal epistemologies.
Recent Presentations:
Colak, H.& Carstensen, A. (2014). Working towards a better qualitative measure of nature of science conceptions. The proposal was accepted to the American Educational Research Association (AERA) Annual National Conference in April 2014 in Philadelphia, PA.
Colak, H. & Carstensen, A. (2014). Examining a new teacher preparation program's effect on preservice teachers' views of nature of science. The proposal was accepted to the National Association for Research in Science Teaching (NARST) International Conference in April 2014 in Pittsburgh, PA.
Carstensen, A. & Colak, H. (2014). A nature of science instrument: looking at ways to illicit and capture interrelated NOS aspects. The proposal was accepted to the National Association for Research in Science Teaching (NARST) Annual National Conference in April 2014 in Pittsburgh, PA.
Colak, H. & Carstensen, A. (April, 2013). The impact on integrated science and math instruction on preservice elementary teachers' nature of science views. The paper was presented at the National Association for Research in Science Teaching (NARST) Annual International Conference in Rio Grande / Puerto Rico.
Dolan, P., Colak, H., Williams, T. W., Anderson K. &, Mangelsdorf M. J. (2012). Integrating inquiry-based math and science for preservice middle school teachers. The workshop was presented to the National Science Teachers Association (NSTA) National Conference, Indianapolis, IN.
Grants
In 2014, awarded $5,000 faculty research stipend from the Provost’s office to conduct a research study entitled The College Students’ Nature of Science Views Along With Their Self-Efficacies, Motivational Orientations to teach Science, and Personal Epistemologies.
In 2012, awarded $5,000 from the Provost to buy vernier calculators and probes to conduct a study about incorporating technology and math in teaching science and exploring the candidates’ development of nature of science understanding.
In 2010, awarded $3,000 from the Dean of School of Education to conduct a study entitled “How does the math competency of pre-service elementary and middle school teachers affect their NOS views.” 91Porn.
Room LWH 3002
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
United States
Educators' Professional Preparation, Practice and Development
School Reform
University of Colorado Boulder
Curriculum and Instruction, Ph.D.
Northwestern University
Mathematics, M.S.
University of Illinois at Chicago
Mathematics and Psychology Majors; Education Minor, B.S.
Illinois Teaching Certificate in Mathematics, Grades 6-12
Dr. Brelias is an educator with teaching experience in mathematics pedagogy, mathematics, and computer programming in high school, college and corporate settings. Her research examines the use of socially relevant mathematics applications in secondary mathematics classrooms.
Room LWH 3008
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
United States
Tuesday: 5:45-6:45 p.m.
Wednesday: 3:30-5:30 p.m.
Thursday: 3:00-4:00 p.m.
Additional office hours by appointment .
Ed.D. Curriculum and Instruction, 2003
The University of South Dakota
Dissertation: Uses of Music in the High School English/Language Arts Class in South Dakota: Teacher Perceptions and Practices
M.A. English, 1990
University of Nebraska-Lincoln
Thesis: The Last Days of Justice Thierry
Secondary Certification, Graduate Single-Subject Teaching Program, 1984
University of California-Santa Barbara
K-12 English
B.A. English, 1983
University of California-Santa Barbara
Undergraduate Studies
University of Nebraska-Lincoln 1978-1980
Books:
Duggan, T. J. (2013). Advanced Placement classroom: Lord of the Flies. Waco, TX: Prufrock Press.
Duggan, T. J. (2012). Advanced Placement classroom: Julius Caesar. Waco, TX: Prufrock Press.
Duggan, T. J. (2008). Advanced Placement classroom: Hamlet. Waco, TX: Prufrock Press.
Book Chapters:
Duggan, T. J. & Smith, J. (under review). Finding a light in the Night: An opportunity for the arts to illuminate the way. In Pamela Hartman and Jeff Spanke (eds.). Cultivating democratic literacy through the arts: Guiding preservice teachers towards innovative learning spaces in ELA classrooms.
Duggan, T. J. & Valentín-Espiet, N. (2022). “These are the forgeries of jealousy”: Nature out of balance. In Rebecca Young (ed.). Literature for change: How educators can prepare the next generation for a climate-challenged world. Lanham, MD: Lexington Books (Rowman and Littlefield).
Duggan, T. J. (2019). Musical adaptations and explorations in the English classroom. In Katherine J. Macro & Michelle Zoss (eds.). A symphony of possibilities: A handbook for arts integration in secondary English language arts. Urbana, IL: NCTE.
Duggan, T. J. (2017). Welcome to Illyria, all. In Shakespeare 400 Chicago: Reflections on a city’s celebration of Shakespeare. Chicago, IL: Chicago Shakespeare Theater, 101-104.
Duggan, T. J. (2017). Achieving greatness. In Shakespeare 400 Chicago: Reflections on a city’s celebration of Shakespeare. Chicago, IL: Chicago Shakespeare Theater, 150-154.
Duggan, T. J. (2017). Battle of The Bard: Teenagers, Shakespeare, community, and the power of narrative. In Shakespeare 400 Chicago: Reflections on a city’s celebration of Shakespeare. Chicago, IL: Chicago Shakespeare Theater, 280-284.
Duggan, T. J. (2017). Cabaret, consciousness, and the pursuit of excellence. In Shakespeare 400 Chicago: Reflections on a city’s celebration of Shakespeare. Chicago, IL: Chicago Shakespeare Theater, 303-306.
Duggan, T. J. (2016). M.A.S.T.E.Ring the art of music integration. In L. L. Johnson & C. Z. Goering (eds.). Recontextualized: Teaching English with music. Rotterdam, Netherlands: Sense Publishers, 51-64.
Peer Reviewed Journal Articles:
Duggan, T. J. & Goering, C. Z. (Mar. 2021). Song: What about the kids? English Journal 110(4), 77-78.
Duggan, T. J. (Nov. 2018). Making school work that students value. English Journal 108(2), 31-38.
Dover, A. G., Schultz, B. D., Smith, K., & Duggan, T. J. (2015). Embracing the controversy: edTPA, corporate Influence, and the cooptation of teacher education. Teacher’s College Record.
Dover, A. G., Schultz, B. D., Smith, K., & Duggan, T. J. (2015). Who’s preparing our candidates? edTPA, localized knowledge, and the outsourcing of teacher evaluation. Teacher’s College Record.
Fayer, L., Zalud, G., Baron, M., Anderson, C. M. & Duggan, T. J. (2011). Student perceptions of the use of inquiry practices in a biology survey laboratory course. Journal of College Science Teaching 41(2), 20-26.
Duggan, T. J. (2009). Conferences 101: Take a classic and make it current. Illinois English Bulletin 96(2), 11-27.
Duggan, T. J. (2008). Ethics and teaching English language arts: An exploration. English Journal 97(6), 18-19.
Duggan, T. J. (2007). Ways of knowing: Exploring artistic representations of concepts. Gifted Child Today 30(4), 56-63.
Knipper, K. J., & Duggan, T. J. (2006). Writing to learn across the curriculum: Tools for comprehension in content area classes. The Reading Teacher 59, 462-470.
Duggan, T. J. (2006). Deepening the experience: Adding individual and group projects to gifted summer camp. Curriculum Division Newsletter, National Association for Gifted Children.
Duggan, T. J. (2005). Curriculum, testing, and standards. Educated Answers. South Dakota Public Broadcasting website, April 5, 2005.
Duggan, T. J. (2005). Handling gifted students. Educated Answers. South Dakota Public Broadcasting website, January 4, 2005.
Schweinle, A., Pietrzak, D., & Duggan, T.J. (2004). TV’s impact on children. Educated Answers. South Dakota Public Broadcasting website, September 9, 2004.
Duggan, T. J. (2003). Drama workshop in the English classroom: Studying Shakespeare through the eyes of actors and directors. Shakespeare 10(3), 10-12.
Book Reviews:
Duggan, T. J. & Schultz, B. S. (2018). Turning minefields into fields of opportunity: A review of Can I teach that? Negotiating taboo language and controversial topics in the English language arts classroom. Midwest Educational Research. AERA.
Music:
Obscurity. Tim Duggan Music, 2014
A collection of original folk music.
Language Arts 201. Tim Duggan Music, 2008
A collection of songs and sonnets from Shakespeare and other famous poets.
Watching Time Walk. Toadsong Music, 2005. With Kevin Doyle and Scott Liebers.
Full-length CD recording of original music.
Language Arts 101. Tim Duggan Music, 2003.
A collection of songs and sonnets from Shakespeare and other famous poets.
Natural Progression. Toadsong Music, 1996. With Kevin Doyle.
Full-length CD recording of original music.
Something Out There. Toadsong Music, 1994. With Kevin Doyle.
Full-length CD recording of original music.
Earl. “Shed.” Written by Dan Wirth. Directed by Adam Goldstein. Co-leading role in one-act play chosen for Nuevas Voces, the inaugural 10-minute play festival at 91Porn. Stage Center Theatre, January 26-27, 2018.
Joe Keller. All My Sons. Written by Arthur Miller. Directed by Rodney Higginbotham. Lead role in 91Porn production. Stage Center Theatre, February 20-March 1, 2014.
Music Director. Twelfth Night. Written by William Shakespeare. Directed by Anna Antaramian. 91Porn production. Stage Center Theatre, Fall, 2011.
Music Director. As You Like It. Written by William Shakespeare. Directed by Anna Antaramian. 91Porn production. Stage Center Theatre, June 9-25, 2011.
Amiens. As You Like It. Written by William Shakespeare. Directed by Anna Antaramian. Supporting role in 91Porn production. Stage Center Theatre, June 9-25, 2011.
Duncan. Macbeth. Written by William Shakespeare. Directed by Ronald Moyer. Supporting role in University of South Dakota production. Wayne S. Knutson Theatre, October 11-15, 2006.
Robert. Proof. Written by David Auburn. Directed by Matthew Nesbitt. Supporting role in University of South Dakota production. Arena Theatre, March 18-22, 2005.
Balthazar. Much Ado About Nothing. Written by William Shakespeare. Directed by Art Moss. Sioux City Shakespeare in the Park, July, 2001.
Director and Ensemble Member. Shakespeare Unbound. Touring production and educational theatre program of the Nebraska Shakespeare Festival. 1997-1999. Performances of Shakespeare scenes, music, and poetry in over 20 communities in Nebraska and Iowa.
Room LWH 2057
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
United States
Majors, Minors, Graduate Programs & Certificates
Majors, Minors, Graduate Programs & Certificates
Teacher Education Degrees Offered:
Loyola University Instructional Leadership (Curriculum & Instruction/Supervisor), M.Ed.
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.
Lech Walesa Hall (LWH) 3034
5500 North St. Louis Avenue
Chicago, IL 60625
United States
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.
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.
Room LWH 3092
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625-4699
United States
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.
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"
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."
Room LWH 3023
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
United States
