Mr. DeShazor, Early Learning Program teacher with students

HOWARD UNIVERSITY SCHOOL OF EDUCATIONNEWSMAGAZINE VOLUME 1

MAY 2010

THE SOE REVIEW

Bridging the Opportunity Gap

with Integrity-Based Teaching

Letter from the Dean

Dear Alumni and Friends:

Welcome to the inaugural issue of the

newsmagazine for the Howard University

School of Education (HUSOE). This biannual

publication is designed to inform you about the advocacy,

policy and research activities of HUSOE faculty, students and

alumni. This edition highlights our work from 2007-2010.

Howard University’s commitment to preparing educational

leaders dates back to 1890. We are not a newcomer to the

enterprise of preparing educators and human service

professionals. Rather, for nearly a century and a half, the

School has been actualizing its mission to improve and

expand educational opportunity and access, particularly for

African Americans and other underserved communities.

Advocacy is the core of HUSOE preparation programs

which equip graduates to be leaders of change, reflective

practitioners, and engaged researchers. Graduates are

steeped in a knowledge base that is designed to eradicate the

effects of racism in education and human service delivery.

The School is home to the Journal of Negro Education, which

recently celebrated its 75th year of continuous publication

as a refereed scholarly journal; a NAEYC-accredited Early

Learning Program that serves children ages 3-5 years old;

an Upward Bound Program; the DC Area Writing Project;

a Family Life Center; and, the Capstone Institute for School

Reform. To learn more about the HUSOE visit www.howard.

edu/schooleducation.

Enjoy reading this and future volumes. Let us hear from you!

Sincerely,

Leslie T. Fenwick, PhDDeanSchool of Educationlfenwick@howard.edu

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Howard University School of Education

Spring 2010

The SOE Review is published by the School of

Education. The opinions expressed here do not

necessarily reflect those of the University or its

administration.

Executive Editor: Leslie T. Fenwick, Ph.D.

Editorial Director: Grace Virtue, Ph.D.

Contributing Editor: Constance Ellison, Ph.D.

Layout and Design: International Graphics

Copy Editors: Wilona Sloan and LaWanza Spears

Photography: Kerry-Ann Hamilton

Executive Assistant: Marie Palin

Please send address changes and alumni information to:

SOE Review

Howard University School of Education

2565 Georgia Avenue, NW

Washington, D.C. 20059

Phone: 202 806 7340

E-Mail: jelbedour@howard.edu

Table of Contents

4 RESEaRch PERSPEctivES• Understanding African American Adolescent Males Who Succeed• African American Students and the Opportunity Gap

8 PoLicy aDvocacy• HUSOE and Congressional Black Caucus Foundation Host Capitol Hill Policy Forum• White House Initiative on HBCUs Forum on Teachers and Teaching

9 LEaDERShiP FoR thE NatioN • National Press Club Forum on MetLife Survey of Teacher Opinions• Students Making A Real Difference• Doctoral Student Named to APA Board• Principal of the Year: From Courtroom to Classroom• Alumna Named Regional Teacher of the Year

11 FacULty PUBLicatioNS12 NEWS• Education Returns to Miner Building • Alumna and National Academy of Education Member Named Visiting Scholar• HUSOE Selected as WW-RBF Designated Institution • Charles H. Thompson Lecture-Colloquium• Secretary of Education Duncan and Mr. Tom Joyner Visit• Faculty Member Receives AASA Humanitarian Award • Dean Appointed to Accreditation and Foundation Boards• Faculty Member Appointed to AEA Board• HUSOE Senior Named Allstate Give Back Hero

20 aDvocacy• Howard University Family Life Center: A Haven for Area Teens

22 GRaNt aWaRDS• $2.1 Million Award Supports Ready to Teach Program• $1.1 Million NSF Award to Study HBCU Teacher Preparation Model• U.S. Department of the Interior Awards $800,000

24 PRoGRaMS• A Writing Revolution

25 thE WoRLD• HUSOE Faculty Member Collaborates with Australian Fulbright Scholar• From the Beltway to the Great Wall: A Journey toward Understanding• Posttraumatic Stress Disorder among Adolescents in the Gaza Strip

UnderstandingAfrican-AmericanAdolescent MalesWho SucceedBy Ivory A. Toldson, Ph.D.

This study, Understanding African-American Adolescent Males Who Achieve,

explored the protective and risk factors that are associated with academic

achievement among the selected demographic. Currently, only half of black

male students who start high school graduate within four years, compared to

75 percent of white students (Edney, 2004; Valentine, 2005). When assessing

the achievement “gap” among African Americans, researchers also note

disparities in standardized test scores, grade point averages and college

enrollment.

Dismal statistics presented with little social or historical context have resulted

in educational policies and practices that perpetually use a deficit model

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for black males. The deficit model focuses on problems instead of

evaluating strengths. Whitney Young High School1 in Chicago, IL,

and Davidson Magnet School in Augusta, Georgia, are prominent

examples of schools that defy existing educational gaps. Likewise,

every black community, regardless of economic resources, contains

shining examples of young men who achieve in school, regardless of

immeasurable social disadvantages.

In addition to the specific objectives of this study, the author

challenges the tone and spirit in which research is traditionally

conducted about black male achievement and asserts that failure

by some, should not be the guiding force behind policies aiming to

remediate education. Rather, policies should seek to re-create on a

macro level, the experiences of those who achieve.

Method: The study explored factors that improved educational

outcomes for African- American adolescents, by analyzing data on

those who achieved academically. Participants of this study were

1,208 adolescent (age 12-17) males who completed the Youth

Experiences Survey on the most recent National Survey on Drug Use

and Health. Protective factors explored included school experiences,

relationship with parents, exposure to prevention programs, and

religious involvement. Risk factors covered drug involvement,

aggressive behaviors and antisocial behaviors. Academic achievement

was presented as a continuous variable, which was based on the

respondents self-report to the question, “What were your grades for

the last semester or reporting period?” Responses included: “mostly

A’s,” “mostly B’s,” “mostly C’s,” “mostly D’s,” and mostly F’s.”

Results: Using principle component

analysis with varimax rotation, the 49

variables from the Youth Experiences

subsection was reduced to 12 factors

accounting for 69% of the variance.

Criterion measures included: 1)

parent’s perception of drugs; 2-4)

youth perceptions and knowledge of

drug use; 5) positive communication

with parents; 6) perceptions of school;

7) religious faith; 8) pro-social skills

training; 9) aggressive behavior;

10) anti-drug education; 11) antisocial

behavior; and 12) parental discipline.

After principal components analysis, stepwise multiple regression

analysis was used to determine which of the 12 factors best predicted

academic achievement. Stepwise multiple regression analysis revealed

that among the 12 statistically derived factors, four significantly (p <

.001) contributed to African American youth academic achievement:

(a) aggressive Behavior (t = -9.3); (b) positive perceptions of school

(t = 7.3); (c) positive communication with parents (t = 6.1); and (d)

religious faith (t = 5.2).

Discussion: This study provides insight into factors that may contribute

to scholastic achievement among young African American males.

According to the data, African American adolescent males who

achieve in school have good modulation of aggressive behavior,

a positive attitude toward school, positive communication with

parents, and some involvement with a religious faith. Delinquent

behaviors in general (selling drugs, stealing, etc.) did not correlate

with underachievement.

Parental discipline, as evidenced by limiting TV, limiting time spent

with friends, and managing household chores, did not statistically

contribute to greater academic achievement. Positive communication

with parents, including parents expressing praise, helping with

homework, and talking about the dangers of drugs and alcohol,

predicted high achievement among African American male youth.

Education programs and policies might enhance black male

student effectiveness if they stress the importance of school and

emphasize the supportive role of teachers. The data suggest that

merely hearing a teacher say “Good job” can statistically improve

academic achievement among Black male students. Parent training

should stress positive communication and cooperative learning. The

findings clearly suggest that a “pat on the back” beats a “kick in the

rear” when fostering achievement among black males. Educational

policies should also appreciate Black males’ spiritual faith by building

alliances and coalitions with religious institutions. Ultimately, this

research represents a step toward supporting research and programs

that improve life skills of young African American males, and

reform obstructive policies that focus more on punitive and less on

preventative measures.

1. Predominately black high school that earned recognition as one of the top

schools in the country by U.S. News and World Report.

5

Ivory Toldson, PhD is an associate professor of counseling psychology in the Department of Human Development and Psychoeducational Studies at the Howard University School of Education.

The educational plight of young African-American males is a matter of urgent national importance. Certainly, it is no secret that far too many black boys do not reach the educational attainments that we hope for them, indeed that we need from them. Until this challenge is successfully met, we will simply not be able to benefit from an important reservoir of human talent that our communities and our nation desperately need now and will do even more in the years ahead.

So what are the particular challenges facing young African-American males? Research shows that from very early in the formal schooling experience through the elementary school years, black boys are singled out for disproportionately displaying behaviors that are viewed as problematic by school educators. These include lack of concentration and non-compliance.

Whether these claims are accurate or not, to the extent that perceptions are reality, it stands to reason that these observations of young black males could lead to lower educational expectations for them, which in turn could lead to lower academic performance. In fact, recent research reveals that teachers often engage in classroom practices that convey lowered academic expectations for African-American boys. In racially integrated middle school classrooms, it was shown that African-American boys received the least amount of praise, had the fewest number of process questions directed at them, and were offered the lowest level of guided clues when they gave partially correct answers compared to black girls, and white boys and girls.

Given these kinds of differential educational experiences, it should not be surprising that many black boys come to approach and conceive of their schooling experiences in negative terms. It is likely that many (but certainly not all) become disengaged, alienated, feel unsupported, and come to distance themselves from striving for academic excellence.

The work of Sandra Graham at UCLA shows that in middle school, perceptions of black males as stereotypically low achievers and troublemakers are held not only by black girls, white boys and girls, but also by black boys themselves. Moreover, in this same investigation, Graham found that black girls, as well as white boys and girls, reported that they most admire their high achieving same race and same gender classmates. Black boys least admire their high achieving black male peers.

A Complex StoryBy now, we should be aware that there is a striking, rather persistent achievement gap between the performance

of black students, both boys and girls, and their white counterparts. This gap shows up in grade point averages, in the taking of rigorous courses in high school. and in performance on district, state and national achievement tests.

But there is another story. American school children, broadly speaking, across kindergarten to the 12th grade, do not fare as well as expected when compared to international standards. Consider data from the recent Trends in International Mathematics and Science Study (TIMMS). The study used a common achievement test yardstick for discerning math and science performance among eight grade cohorts in 38 nations, primarily from North America, Europe and Asia. American students ranked in the middle in both math and science. They scored significantly lower than their counterparts from South Korea, Japan, Hungary, England, Canada, Belgium, and Singapore, among others. Similar results were recently obtained from an international reading study. Clearly, therefore, there is considerable room for improvement for all of our nation’s children.

The findings of a persistent achievement gap strongly suggests that as educators endeavor to address this issue, we cannot approach our task merely in terms of helping certain minority group students to catch up to the levels of their white peers. Rather, whatever programs and interventions we enact to address the achievement gap must lead to raising levels for all of our children while simultaneously raising these levels more steeply for minority students.

African American Students and the Opportunity GapMultiple Stories | By A. Wade Boykin

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African American Students and the Opportunity GapStrategiesFortunately, some strategies have already shown promise in closing the achievement gap through a process that raises the achievement levels of majority and minority students alike, but where the improvement slope is greater for example, for African- American students. The Capstone Institute for School Reform at the Howard University School of Education has been at the forefront of researching and implementing such strategies. The Institute refers to such gap-closing schooling strategies as integrity-based because they are designed to acknowledge, build upon, or draw out the potential that students bring with them to school settings; and to eliminate hindrances in order to allow assets to manifest, or as the case may be, to help create assets in school settings for all students. These strategies fall roughly into five interrelated yet distinct

categories. They are: (1) promoting meaningful learning that builds proactively on students’ experiences, prior knowledge, existing or emerging competencies, and that makes connections among and between school subjects and the significant events in students’ lives; (2) directly teaching learning strategies, while fostering critical and higher order thinking processes, toward deeper understanding of subject and transfer of knowledge across contexts; (3) building a learning community among students through devices that foster collaborative intellectual exchanges among them, and foster classroom learning as an inclusive process; (4) utilizing cultural resources of students, families, and their communities to include links to traditions and rituals, core cultural values, and popular culture; and (5) providing a supportive yet demanding learning environment where effort and improvement are emphasized along with sustained excellence. Evidence typically links the effectiveness of such strategies to the enhancement of critical thinking, strategic learning, motivation, sustained, active task engagement, self-efficacy, and positive academic identity in students, especially for African and Latino students from low income backgrounds.

However, we also have learned that we can’t just plop these strategies into existing business as usual ways of schooling. We submit that we must change the schooling paradigm, change the purposes schools serve, and change the organizational culture and routines. This is because historically our nation’s schools have served a talent-sorting function. They have been excessively preoccupied

with classifying, and labeling children, and arranging them along a vertical pecking order from the best to the worst. They have worked to identify the relatively small number of allegedly talented students, who in turn will be given access to the best quality education. Those sorted out will be the “also-rans,” who will benefit less from their educational experiences. A major reason why this paradigm must be replaced is that the weeding out all too often is done along race, class, cultural and gender lines. By abandoning talent sorting, we will particularly address the one social group most victimized by the sorting process, namely African-American males. The sorting mechanism institutionally seeks the easiest, most obvious “prey” to weed out, and most certainly in our social order these have been African-American males.

In place of a sorting paradigm, the Capstone Institute promotes a talent development approach to schooling. This is the notion that all students can learn to high standards, if all relevant stakeholders are suitably supportive and fulfill their various roles and responsibilities. Certain key principles guide this approach to school reform. The first is to take an integrity-based approach to schooling. A second principle is over determination. This means putting in place, multiple evidence-based activities, programs, practices and structures that become various pathways to success. This redundancy reduces substantially the possibility that children fall through the cracks of failure.

In our work with schools in the greater Washington, D.C. area, and elsewhere, our results to date have been very promising. Where we have been able to adequately implement components of our approach, we have seen increases in student engagement and achievement test scores, for both black male and female students. Teachers report that they have benefited from our activities, and we have witnessed positive changes in their instructional practices. We have also seen increases in constructive parent and community engagement in schools.

In all, we believe we are on our way to helping many African American students, both boys and girls, better realize their academic potential, as we strive to put them on track for academic success.

A. Wade Boykin, PhD is professor of psychology in the Howard University College of Arts and Sciences and director of the Capstone Institute for School Reform in the Howard University School of Education.

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hUSoE and congressional Black caucus Foundation host capitol hill Policy ForumWASHINGTON (April 24, 2009) – More than 200 Congressional representatives and educators from across the nation met Friday on Canapitol Hill in the Russell Senate Building under the leadership of the Howard University School of Education, the Congressional Black Caucus Foundation, and the Open Society Institute to find ways to bolster education and social outcomes for African American males.

“The School of Education must have a leading voice in the nation’s discourse about education. It is critically important that our faculty’s research informs and influences education funding and policy decision making, particularly as each affects Black, brown and poor children,” said Dean Leslie T. Fenwick.

The conference, “Breaking Barriers: A Brain Trust for Educational Policy Reform for School-age African American Males” highlighted the groundbreaking research of Dr. Ivory Toldson, associate professor in the School of Education. During the three-hour forum, experts provided revisions to the No Child Left Behind Act and offered recommendations to the education funding provisions outlined in President Obama’s American Recovery and Reinvestment Act of 2009.

Mr. Shawn Dove, who manages the Open Society Institute’s

Campaign for Black Male Achievement, said the ultimate goal of the conference was “to develop workable solutions to the challenges that confront Black men and boys.”

Derek Black, a professor at Howard University School of Law, said there needs to be a better distribution of funds for public education. “We must revise the No Child Left Behind Act,” Black said. “Congress should not give any money to any state or school district before doing the necessary background research. The spending quotients are unfair.” Black also insisted that the government invest more money into early childhood education.“It’s harder to catch up,” he said. “A student in high school would have a harder time adjusting to new teaching methods and programs, as opposed to a child who has been receiving the proper education tools since kindergarten.”

To learn more about the 2010 Capitol Hill Policy Forum go to www.howard.edu/schooleducation.

White house initiative on hBcUs Forum onteachers and teaching

Dr. Jacqueline Jordan

Irvine, a member of

the National Academy

of Education and

Visiting Scholar in

Urban Education

at the Howard University School of Education, and Dean

Leslie Fenwick were invited to write and present the framing

paper for a conversation about teaching and teacher

education in the new millennium to an audience convened

by the White House Initiative on Historically Black Colleges

and Universities (HBCUs) and The National Policy Board

for Professional Teaching Standards (NBTS). The convening

opened with remarks from Secretary of Education Arne

Duncan, and was attended by HBCU presidents and deans

of Schools/Colleges of Education, as well as the presidents

of the American Association of Colleges for Teacher Education

(AACTE), the National Council for Accreditation of Teacher

Education (NCATE), and the Teacher Education Accreditation

Council (TEAC). To read an abstract of the framing paper go to

http://www.ed.gov/about/inits/list/whhbcu/hbcu-role.doc

POLICY ADVOCACY

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Each year since 1984, The MetLife Survey of the American Teacher explores teachers’ opinions and brings them to the attention of the American public and policymakers. The 2009 release of the survey results was held at the National Press Club. The press release featured Mr. Kheaton Scott as one of the panelists who responded to the survey findings. Mr. Scott is a senior human development major in the School of Education who aspires to be a school counselor. According to Dean Fenwick, “It is important for Howard University School of Education faculty and students to be ‘front and center’ at these and other national policy convenings. The perspectives that we provide about policy and practice can illuminate analysis and yield innovative and workable solutions to the nation’s education challenges.” Mr. Scott appeared on the panel with Dr. Mary Brabeck, Dean of New York University’s Steinhardt School of Culture, Education and

Human Development and Mr. Sean Bulson, principal of Bethesda-Chevy Chase High School.

LEADERSHIP FOR THE NATION

National Press club Forum on MetLife Survey of teacher opinions

Students Making a Real Difference

The School of Education has partnered with The Heart of America Foundation to redesign libraries in urban schools and communities. Project READesign is the foundation’s signature work and has been featured on the Oprah Winfrey Show. Recently, School of Education students traveled to cities around the U.S. (including Los Angeles, Riverside, Santa Ana, Bronx, St. Louis, Milwaukee, and Minneapolis) to donate books and transform school and community spaces into functional libraries and reading corners for elementary school kids. According to Marquis Smith, President of the HUSOE student council, “The experiences we have on these READesigns are priceless! The joy and smiles on the faces of the children and administrators is something that will never get old. HUSOE students are making a real difference by encouraging reading and literacy in the nation’s urban schools and communities.”

Ms. Nichole Manns was elected to the American Psychological Association’s (APA) 2009 Commission on Accreditation Representing Graduate Student Consumers of Education and Training. Ms. Mann, who earned her MEd in counseling psychology, is a doctoral student in the program. In discussing the value of her appointment, Ms. Mann stated:

Graduate students have to look beyond just getting accepted into a graduate program because earning a doctorate usually means devoting four to seven years to a program and taking on significant financial debt. When making a decision to attend graduate school in counseling, school or clinical psychology, students need to become well informed consumers of their educational investment. The opportunity to have a voting

seat on the American Psychological Association’s Commission on Accreditation as a graduate student is truly an honor. The driving force behind this board is to protect graduate student consumers of education and training in professional psychology programs. My hope is that I can serve as a role model for other graduate students, so that they can see that it’s possible to have a voice in their respective professional fields while pursuing their academic degrees.”

Doctoral Student Named to aPa Board

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LEADERSHIP FOR THE NATION

HUSOE alumna and super teacher Angela Sims named Teacher of the Year by the Washington Post

Principal of the year:From courtroom to classroom

Nearly 20 years ago, a young attorney from Brooklyn, New York named Wayne Ryan decided he was tired of seeing young people, mostly uneducated, and mostly black boys, trapped in the justice system. He was frustrated that he couldn’t turn their lives around. He was tired of providing too little, too late. So he made a decision to leave his first passion behind.

Today, Wayne Ryan is one of the most lauded principals in the District of Columbia Public School System for his leadership at the Crosby S. Noyes Education Campus (formerly Noyes Elementary School). Since his installation as principal, the school met NCLB targets in his second and third years as principal, and made gains each year thereafter.

Ryan’s change of heart came in 1991. As he saw more juvenile cases, the words of his law school mentor (Dr. Henry Jones of Howard University Law School) began to take on new meaning.

“He taught me that the greatest contribution to law may just be keeping somebody from becoming a part of it,” Ryan remembered. “I often think of that in my work today – having high expectations and working hard to keep my students out of the criminal justice system.”

Since then, Ryan has used his law school know-how and natural sense of determination to reinvent himself as an urban educator.

“I’ve always been fascinated by teaching,” he explained. Ryan taught a “street law” class years ago, so he knew teaching was something he enjoyed. “I started to realize that as an attorney by the time I got to these kids it was often too late. I wanted to get involved at a level where I still thought I had a fighting chance.”

After teaching three years, Ryan become a dean of students. By 1998, he had been assistant principal at two schools. Later that year, he was recruited and appointed to the principalship at Bruce-Monroe Elementary School in Washington, DC. Finally, in 2001, then-Superintendent Paul Vance designated Noyes Elementary School and eight other schools to become Transformation Schools. Vance appointed Ryan principal. He has happily been at the school ever since.

Ryan is the 2009 recipient of the U.S. Department of Education’s Terrel Bell Award for Outstanding School Leadership. One of nine recipients, Ryan was also selected the 2008 National Distinguished Principal and 2005-2006 Washington DC Public Schools (DCPS) Principal of the Year. He is the current president of the DC chapter of the National Association of Elementary Principals (NAESP). There’s even a “Wayne Ryan Day” as resolved by the DC City Council. Somehow, Ryan transfers the benefits of his stellar reputation and attention it brings back to his students.

Howard University School of Education alumna, Angela Sims, was the 2007 recipient of the prestigious Agnes Meyer Outstanding Teacher Award, annually awarded to 20 MD-DC-VA region teachers by the Washington Post Educational Foundation.

A 1998 master’s graduate of the School of Education’s early childhood program, Sims is a teacher at the Marie H. Reed Community Learning Center in Adams Morgan where she teaches reading, math, science and social studies in the school’s dual English-Spanish Language Program.

Over the course of her 10-year plus career at Marie Reed, Sims has worked as a special education teacher, and served as a member of the school’s restructuring team and as a summer school principal.

Named in honor of Agnes Meyer, a strong supporter of public education and the wife of Eugene Meyer, publisher of the Washington Post from 1933 to 1946, the Agnes Meyer Outstanding Teacher Award is in its 25th year. Sims received, $3,000 cash award and a Tiffany Crystal apple at a ceremony in May 2007.

Of her dedication to her students’ education, Sims says simply: “I think a child should be able to read.” To this end, she said, she is focused on the basics. “Determine to get it right by second grade!” she charges.

A consistently high achiever, Sims is currently preparing for National Board Certification, the highest credential in teaching.Continued on page 15

alumna Named Regional teacher of the year

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FACULTY PUBLICATIONS

The Last Word: Controversy and Commentary in American Education

The essay, “Looking for Leaders in a Time of Change” co-authored by Dean Fenwick and Dr. Mildred Pierce appears in The Last Word: Controversy and Commentary in American Education alongside articles by former President Bill Clinton, noted historian John Hope Franklin and education experts Linda Darling-Hammond and Howard Gardner. The piece examines the changing nature of the school principalship and the underrepresentation of educators of color in the ranks of school leadership. The Last Word features Education Week’s best commentary essays which were selected for timelessness and tone on the occasion of Education Week’s 25th anniversary.

Breaking Barriers: Plotting the Path to School Success for School-age African American Males

Written by Dr. Ivory Toldson, associate professor in the Department of Human Development and Psychoeducational Studies, the monograph provides statistical analysis of success patterns of 5800 African American PK-12 male students and presents policy recommendations for improving public schools and social services. The report, which was funded by the Annie E. Casey Foundation and written for the Congressional Black Caucus Foundation (CBCF), has been presented at Capitol Hill policy convenings and to PK-12 practitioner audiences across the nation.

Teaching the Holocaust in the Urban Classroom:The Need to Know

Written by Dr. Helen Bond, assistant professor in the Department of Curriculum and Instruction, the chapter, “Paths to Teaching the Holocaust” appears in the text, Teaching the Holocaust in the Urban Classroom: The Need to Know. In her chapter, Bond argues that Holocaust education presents valuable content and learning opportunities that can empower students to learn how to protect their rights and the rights of others. She asserts that Holocaust education has the potential to “capture the imagination and address the promise of underserved youth as they learn to become ethical and responsible citizens.”

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SOE NEWS

Education Returns to Miner Building

Historic Miner Building, once the premier institution

for training African-American teachers in the District of

Columbia is reclaiming its place as the preferred venue

for training teachers of color in the United States. After

decades in which it was used for varying purposes, the

Miner Building, located at 2565 Georgia Avenue, NW,

is the new site for the Howard University School of

Education.

University officials say moving the School of Education

from the old location where it has been since 1975 and

into the renovated Miner Building fulfills a commitment

made by then-President H. Patrick Swygert in Strategic

Framework for Action II to situate the school in an updated

facility. The move signals as well the University’s renewed

commitment to expand and deepen the role of the

School of Education in addressing education as a priority

to the nation and the African American community.

Originally located in the block bounded by 19th, 20th,

N, and O streets, NW, Miner Hall, named for its founder

Myrtilla Miner, was known as both the Miner School and

the School for Colored Girls.

In 1863 Congress granted a charter to re-open the school

as the Institution for the Education of Colored Youth, and

the first classes were held after the Civil War ended in

1865. In 1879, as Miner Normal School, it became part of

the District of Columbia public school system.

Howard University graduate Lucy Ellen Moten (class of

1870) served as principal of the school from 1883 until

1920. Moten oversaw the construction of the Georgia

Avenue building from 1913-1914.

In 1929 Miner Normal School was renamed Miner

Teachers College and expanded into a four-year

curriculum, graduating its first four-year class in 1933.

Miner Teachers College became known as one of the

nation’s premier teacher education college graduating

generations of stellar teachers, principals, and university

professors.

Historic Miner Teachers College at 2565 Georgia Avenue is the new home of the Howard University School of Education

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alumna and National academy of Education Member Named visiting Scholar

Dr. Jaqueline Jordan Irvine, a member of the National Academy of Education and the Charles Howard

Candler Professor Emerita at Emory University, was named Visiting Scholar in Urban Education

at the Howard University School of Education in January 2009. A nationally recognized scholar

who earned her undergraduate and master’s degrees from the School of Education, Dr. Irvine’s

research examines urban education, the teacher pipeline, and culturally responsive pedagogy. Her

books include Black Students and School Failure, In Search of Wholeness: African American Teachers

and Their Culturally Specific Pedagogy and Culturally Responsive Lesson Planning for Elementary and

Middle Grades.

Dr. Irvine is recipient of research, teaching and distinguished career awards from numerous prominent education organizations

including the American Educational Research Association (AERA) and the American Association of Colleges for Teacher Education

(AACTE). In establishing the Visiting Scholar in Urban Education position, Dean Fenwick remarked, “This post and Dr. Irvine’s

appointment signals to the educational policy and research communities that the Howard University School of Education is

repositioning itself to assume a more nationally prominent role as it responds to the nation’s education challenges.” Dr. Irvine was

also named a 2010 Charter Day honoree for her accomplishments in education and research.

SOE NEWS

Dr. Jaqueline Jordan Irvine

hUSoE Selected as WW-RBF Designated institutionThe School of Education was invited to apply to participate in The Woodrow Wilson-Rockefeller Brothers Fund Fellowship (WW-RBF) program as an institution designated to receive WW-RBF Aspiring Teacher Fellows. After extensive review of 159 university applicants, the review team selected the HUSOE as one of the 29 Schools/College of Education in the nation eligible to receive WW-RBF fellows beginning in the 2011-2012 academic year. In his letter announcing the selection, James Fraser, Senior Vice President of Programs at The Woodrow Wilson Foundation, acknowledged that “receiving this designation is, indeed, a high honor and a mark of national recognition indicating the quality of your teacher preparation programs.”

Selected WW-RBF Fellows will only be able to use their $30,000 fellowship award to enroll in master’s degree programs (leading to teacher licensure) at one of the 29 designated universities. According to Fraser, “In the current and past years, Fellows have been able to use their

fellowship at any teacher education program in the United State, so this is a significant change aimed at increasing the quality of preparation offered to the Fellows.”

In discussing the selection as a WW-RBF institution, Dean Fenwick states that “This designation affirms the faculty’s work to innovate, to strengthen the rigor and relevance of our teacher preparation programs and to garner national recognition.”

Since the inception of the Fellowship program, the School of Education has had approximately 16 graduates selected as Aspiring Teacher Fellows. This year two human development majors, Nailah Jones and Shawdae Thorpe, were selected as members of the 2010 Fellows cohort which boasts graduates from Spelman College, Wellesley College, Duke University, University of Pennsylvania, Swarthmore College, Dartmouth College, Yale University and Brown University among others.

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Secretary of Education Duncan and Mr. tom Joyner visitArne Duncan, Secretary of the U.S. Department of Education, underscored the need for a solid education for all Americans, particularly those in urban public schools and Historically Black Colleges and Universities (HBCUs) during his visit to Howard University on February 26, 2009. Mr. Tom Joyner inspired the Secretary’s visit by inviting him to tour HBCUs.

The visit showcased the Tom Joyner Teacher Certification Scholarship Program made possible by a $100,000 award to the School of Education from the Tom Joyner Foundation. The teacher certification scholarships are awarded to teachers in the Howard University Middle School of Mathematics and Science (MS)² who are completing teacher licensure requirements through an accelerated certification program delivered by the School of Education faculty. According to Ms. Sue White, Head of (MS)², “We were delighted to showcase the Joyner Teacher-Scholars and the Middle School of Math and Science during the Secretary’s and Mr. Joyner’s visit to the University.”

“I think what Howard is doing is phenomenal,” Duncan said. “I think all HBCUs have a critical and unique role to play as they have done an excellent job at nurturing students and ensuring that they succeed.”

The Secretary, Mr. Joyner, and Thomas Joyner, Jr, Foundation President and CEO, met with Howard University President Sidney A. Ribeau, Dean Leslie T. Fenwick, and Dr. Alvin Thornton, Interim Provost and Chief Academic Officer before visiting the Howard University Middle School of Mathematics and Science (MS)² .

“We are thrilled that one of Secretary Duncan’s first campus visits is to Howard and our Middle School of Math and Science,” President Ribeau said. “We engaged Secretary Duncan about our research and model programs, and we certainly look forward to more dialogue as the University continues to address the tough challenges facing the nation and the world.”

charles h. thompson Lecture-colloquiumFor 30 years, the Journal of Negro Education and the School of Education have co-sponsored the Charles H. Thompson Lecture-Colloquium. According to Dr. Aaron Stills, chair of the Charles H. Thompson Lecture Committee, “This seminal lecture features leading education and social policy scholars and constitutes the School of Education’s effort to lead scholarly engagement about the education of Black people throughout the diaspora.” This year’s lecture was presented by Dr. Margaret Beale Spencer, the Marshall Field IV Professor of Urban Education at the University of Chicago. Dr. Carol Lee, professor of Learning Sciences and African American Studies at Northwestern University and president of the American Education Research Association (AERA) delivered the 2008 lecture, From Du Bois to Obama: The Education of African Americans in a Changing World. In 2007, Dr. Pedro Noguera, professor in the Steinhart School of Culture, Education, and Human Development at New York University and executive director of the Metropolitan Center for Urban Education, delivered the address, The Significance of Race in the Racial Achievement Gap.

SOE NEWS

The SOE Review 15

Dean appointed to aactE Board and GLEF National advisory Board

Dean Leslie T. Fenwick was elected to the Board of Directors for the American Association of Colleges for Teacher Education

(AACTE). AACTE is an 800 affiliate member organization representing a national alliance of educator preparation programs

at colleges/ universities. The organization maintains a strong Capitol Hill presence in order to expand its congressional

network and provides members with up-to-the-minute analysis of education policy. Dr. Fenwick joins board members from

Columbia University, University of Wisconsin-Madison, Stanford University, Tennessee State University and Schools/Colleges

of Education at other public and private colleges/universities.

Fenwick was also appointed to the National Advisory Board of the George Lucas Education Foundation. The founder and chair

Continued from page 10Faculty Member Receives aaSa’s humanitarian award Dr. Lois Harrison-Jones, professor and interim

chair of the Department of Educational

Administration and Policy, is the 2009

recipient of the Dr. Effie H. Jones Humanitarian

Award. The award, presented by the American

Association of School Administrators (AASA),

recognizes superintendents for lifetime

achievement in the field of education and

honors the professional qualities of advocacy,

support, mentorship, and encouragement

of diversity in educational leadership. Dr.

Harrison-Jones, a former superintendent of

Richmond, VA and Boston, MA public school

systems, was acknowledged by AASA’s

membership for her exceptional commitment

to advancing the status of women and

minorities in education leadership.

SOE NEWS

“It has given me a unique forum to share some of the wonderful things the students and staff are doing at Noyes, and to promote this school as a high-poverty, high-achieving school,” Ryan said.

By all accounts, the school and surrounding community have been invigorated with a sense of family and teamwork in the past few years. Colleagues and staff attest to Ryan’s impeccable leadership and genuine concern for his students and his school.

Dr. Gloria Grantham formerly the Divisional Superintendent for DCPS Transformation School (Ryan’s immediate supervisor), is one such person.

“Mr. Ryan takes his work very seriously; his actions clearly show that he puts the children first,” she declared. “He has truly developed a climate of belonging at Noyes. “The children, teachers and staff feel as though they are family.”

Ryan hopes that by focusing on three areas: recruiting and retaining highly qualified and effective teachers, ensuring standards, and cultivating excellence, Noyes will continue to improve and become the best public school in the city.

As for him? “It is important for me to continue to build capacity and groom leaders for the future of Noyes. It will soon be time for some ‘young urban warrior’ to take over the helm,” he stated. “I always want to be involved in some aspect of education. Perhaps higher education is next.”

Principal Ryan is currently pursuing the doctoral degree in educational administration and policy in the HUSOE.

Continued on page 16

The SOE Review16

SOE NEWS

Faculty Member appointed to aEa BoardDr. veronica thomas, Professor in the Department of Human Development and Psychoeducational Studies, was recently

appointed to the executive board of the American Evaluation Association (AEA). AEA is an international professional association

of evaluators devoted to the application and exploration of program evaluation, personnel evaluation, technology, and many

other forms of evaluation. Evaluation involves assessing the strengths and weaknesses of programs, policies, personnel,

products, and organizations to improve their effectiveness. AEA has approximately 5000 members representing all 50 states

in the US as well as over 60 foreign countries.

hUSoE Senior Named allstate Give Back hero

Marquis Smith, Howard University School of Education (HUSOE) senior human development and teacher education major,

was selected as one of four Give Back Heroes by Allstate Insurance Company. As part of the company’s recognition of Dr.

Martin Luther King, Jr.’s vision and its own commitment to volunteerism, Allstate honored four volunteers who generously

serve their communities through extensive volunteer efforts and continuously make a positive impact in their neighborhoods.

According to Anise Wiley-Little, assistant vice president and chief diversity officer for Allstate, “Allstate Give Back Day reinforces

the importance of giving back to your community and this year we’re excited to recognize four special individuals who

demonstrate a commitment to volunteerism and giving back just as Martin Luther King, Jr. did. We hope their stories inspire

people to put their ‘good hands’ to good work in their own neighborhoods, not just on Give Back Day but throughout the

year.”

All his life, Marquis Smith has embraced the need for people to give back to their communities, and he took his mission of

service one step further when he joined the Army. Upon his return from a three-year tour of duty, Smith compiled more than

600 hours of volunteerism as an AmeriCorps Jumpstart corps member. Today, he continues his community outreach as a

student and president of the School of Education’s student council at Howard University. A human development and teacher

education major, Smith is involved with Project READesign, a Heart of America Foundation project that helps renovate and

build libraries in urban schools and communities. Smith also interns at the Heart of America Foundation promoting literacy

and volunteerism. In his free time, Smith lends a hand to Washington, D.C.’s Sunday Suppers program where he helps prepare

and serve more than 200 meals for the homeless on a bi-weekly basis. In 2006, shortly after Hurricane Katrina, Smith organized

a clothing drive for the homeless in his former hometown of Baton Rouge, La., and collected over 3,500 items in just one

month. Smith later organized a toy drive for low-income families in the city, donating more than 1,300 new toys to Toys 4 Tots,

local churches and families. To view Allstate’s video about Marquis’ leadership go to www.youtube.com.

of the foundation, movie producer George Lucas, established the organization to support innovation in PK-12 schools. The

foundation publishes EduTopia a widely recognized magazine for promoting positive change in education. Dean Fenwick

joins council members from Harvard University, the Panasonic Foundation, Vanderbilt University, distinguished public school

leaders, and nonprofit executive directors. In speaking about each of these appointments, Dean Fenwick noted, “This marks

an opportunity for the Howard University School of Education to contribute to national conversations about innovation in

P-12 teaching and learning as well as policy formulation related to educator preparation and quality.”

Continued from page 15

It Starts HereEarly Learning Program Prepares Children for Life

Tabitha Ishmael, Director of the Early Learning Program, believes that every child is capable of high performance. As a teacher, she guides studenets toward discovering their innate abilities.

Early childhood development specialists say it is more than that: it is a short, blessed window of opportunity to train young

minds in the direction that will ensure lifelong learning. Studies, they say, have consistently shown that a person’s neurons

are formed between ages zero and eight, a physiological fact that correlates with healthy cognitive and psychological

development. Children who are properly cared for and stimulated during this stage, stand a very good chance of developing

normally and realizing their full potential. Conscious of the special challenges facing African-American children, Howard

University operates an innovative Early Learning Program (ELP) to provide a nurturing and enriching environment for young

children.

Childhood is a world of miracles and magic brighter than light or even the purest sky, according to Romanian playwright, Eugene Ionesco. For author Elizabeth Lawrence, in every childhood there is a garden, an enchanted place where colors are brighter, the air softer and mornings more fragrant than they will ever be again.

By Grace Virtue, Ph.D.

The SOE Review 17

PhilosophyDirector Tabitha Ishmael says the program is guided precisely by the

philosophy that young children need a nurturing environment to

guide them toward discovering their latent interest and capabilities.

This, she says, has to be the focus of any program aimed at reducing

the disparities in learning outcomes between African-American

children and their white counterparts.

“We teach children—not subjects,” Ishmael says. “We focus on

the child’s needs and where they are, then move them along the

continuum to where they can and should be.”

Ishmael says, unlike others of its kind, the program is not overly

focused on testing since it is rooted in a belief that all children are

gifted-- all are capable of high performance in intellectual, creative,

artistic, or leadership pursuits. “Our responsibility is to look for that

giftedness to see what sparks it, whether its music, art, or science,” says

the veteran teacher.

Her views, which fly in the face of the mainstream’s obsession with

testing, finds support in the work of Howard University professor Dr. A.

Wade Boykin who argues that the education system’s preoccupation

with testing serves to rank-order the classroom in ways that do not

favor African American males in particular.

“A major reason why this paradigm must be replaced is that the

weeding out all too often is done along race, class, cultural and gender

lines,” Boykin says. By abandoning talent sorting, we will particularly

address the one social group most victimized by the sorting process,

namely African-American males.”

Meanwhile, John Harris III, in his article “Identifying and Nurturing the

Promise of Gifted Black American Children,” in the Journal of Negro

Education laments not only the system of separating children based

on intellectual superiority but the dearth of research focusing on

African-American children. He pointed out further that an examination

of the literature since 1924 reveals that of approximately 4, 000 articles

on giftedness, less than two percent were written about minority

students.

According to Harris, “Educators find this proportion discouraging

because less information means less understanding and less

understanding means inadequate identification procedures,

definitions, theories, and programs –all of which results in an

underrepresentation of Black Americans in program for the gifted.”

Verilyn Lee, the lone male teacher in Howard University’s Early Learning

Program is pleased that the program takes a different approach to

intellectual giftedness. As an African American male, Lee says he is

profoundly aware of the challenges facing children and particularly

little boys. Like Ishmael, he embraces the notion that giftedness is not

the exclusive preserve of a handful of students rather it is a quality that

is much more complex.

“Our responsibility as teachers is to assess the children and ensure

that we are tuned in to their different needs. We must cater to the

total child and we must cater to every child, ” he argues.

Teachers say the Early Learning Program is built on the premise that

all students can succeed with a comprehensive school curriculum

and a high expectation approach. This is reflected in four underlying

principles, consistent with the conceptual framework of the School

Play and laughter are essential ingredients to healthy cognitive and social development.

The SOE Review18

of Education: (1) all students are capable of learning and there are no

limits to their capacity, (2) each student learns in his/her way and at

an individual pace; (3) the dignity of the student and respect for his /

her personal circumstances and cultural diversity should always be

affirmed and (4) the school community and family community must

act together to support the student’s learning.

Curriculum and StructureA campus-based facility, Ishmael says the ELP’s three classrooms are

designed to reflect the program’s philosophy within a community of

learners comprised of children of various ages, interests and abilities.

Children are separated into one pre-school group of two years and

nine months through three years and six months, and two Pre-K -

Kindergarten groups. The curriculum, meanwhile, evolves from the

contributions of children, parents and teachers in an atmosphere of

exchange and interaction and emphasizes basic readiness skills such

as the ability to follow directions, know basic sight words and have

basic numeric skills. Ultimately, Ishmael says, all the children leave the

program reading at above grade level.

“Our school incorporates and demonstrates current and appropriate

practices to the teaching of young children. We take pride in

preparing a flexible learning environment with a wide variety of

materials that motivate children to explore with confidence and

comfort. In this atmosphere, children have the opportunity to enhance

their self-concept, identity, confidence and independence.”

Established originally as a nursery school in 1944, the program

was staffed by and functioned as a living laboratory for students in

the University’s Department of Home Economics. Between 1987

and 1993, the program was configured as the Howard University

Laboratory Preschool under the aegis of the School of Human

Ecology. In 1993, it was expanded to include the Adele B. McQueen

preschool, the Howard University kindergarten and Howard University

Summer Day Camp, licensed to serve 80 children. In 2005, President H.

Patrick Swygert relocated the ELP to a newly renovated facility with a

playground, licensed to serve 60 children.

Now in its 63rd year, the program is accredited by the National

Association for the Education of Young Children (NAEYC), and is also

a member of the National Coalition for Campus Children’s Centers

(NCCCC). ¢The SOE Review 19

Though surrounded by the wealth and grandeur of

the United States Capitol, many African-American and

Hispanic children live in conditions that negatively impact

their academic performance and limit their chances of

leading productive and meaningful lives. Data from the

U.S. Census Bureau (2004) show that nearly 60 percent

of African Americans and nine percent of Hispanics in

the District of 518,074 residents live in the most

disadvantaged neighborhoods in the city. Inadequate

housing, homelessness, low performing or failing schools,

limited employment opportunities, low career expectations,

and high levels of violent crimes are among the problems

in these communities.

In Ward 1, the areas served by the School of Education’s

Howard University Family Life Center Youth Empowerment

Program (HUFLCYEP), 36 percent of the children live in

poverty, which is three percent higher than the city’s

average (http://www.dcpca.org). These children are at risk

of becoming victims or perpetrators of crime, more likely to

be malnourished, have health or dental problems, and get

less than adequate sleep--conditions that seriously inhibit

the development of their cognitive and social skills. The risk

factors are much greater for children living in single parent

households. According to 2004 statistics, six out of 10

children in the District of Columbia fall into this category,

with single women being the head of the household in the

vast majority of cases.

Participants in the HUFLCYEP program are among those

exposed to high-risk behaviors. In fact, some have lost

family members, friends, or even classmates to violence. The

effect of the constant exposure to criminal activities, as well

as the less than desirable socio-economic environment,

has resulted in some of children expressing the desire to

relocate to a safer neighborhood. Some have repeatedly

expressed reluctance to leave the sanctuary of the Center’s

after-school program at the end of the day’s activities.

The Center conducts a number of intervention

activities with the children it serves. Through its Youth

Empowerment Program, funded by the Office of Minority

Health, the Center designs culturally appropriate programs

to address unhealthy behaviors in at-risk minority youth,

provides them with opportunities to learn about more

positive lifestyles, and enhances their capacity to make

informed and healthy choices and decisions. Among the

major program components are: academic enrichment,

personal development and wellness, cultural enrichment,

recreational enhancement, career development, and

school and family bonding. Continuous dialogues are

held with parents about various aspects of parenting,

conflict management, and family strengthening. Students

who need special services (like dental, vision, or other

individualized care) are recommended to the appropriate

social service agency.

Howard University

Family Life Center

A Haven for Area Tweens

By Valrie Brown, Ed.D.

The SOE Review20

To accomplish the program’s objectives, the Center works

with its partners--Allied Health Sciences, the Department

of Nutrition, Howard University Student Health Center,

University of the District of Columbia DC Reads,

Partners4Education, and SODEXHO-- to provide innovative

results-oriented programming designed to educate and

empower young people to reject violent activities, drugs

and unhealthy lifestyles. Student mentors from Howard,

the University of the District of Columbia and professionals

in the areas of violence prevention, personal development,

health, nutrition, career development, and culture

and recreation frequently share their knowledge with

participants and family members. Students, meanwhile,

demonstrate their commitment to the program through

regular attendance and dedication to their work.

Overall, teachers, mentors and family members have

reported positive change in the behaviors of participants.

This includes greater cooperation, completing assignments,

taking responsibility for their actions and assuming

leadership roles. Further, data collected during the

2005-2006 academic year showed significant differences in

pre-test and post-test scores for the participants in spelling,

reading and mathematics. Most important, interviews

and focus groups with the students showed that they

believe they benefited considerably from the program.

Certainly, the program’s successes so far demonstrate that

individuals and institutions can make a difference in the

lives of children by promoting positive lifestyles; helping

them develop a sense of purpose, and ensuring that they

commit to education and learning.

Valrie Brown, director of the Howard University Family Life Center, shares with FLCYEP Students

• Valrie Brown, Ed.D. is director of the Howard University School of Education Family Life Center Youth Empowerment Program.

The SOE Review 21

The SOE Review22

$2.1 Million award Supports Ready to teach Program

Howard University School of Education Receives $2.1 Million

Grant from the U.S. Department of Education to Train Teachers

In July 2007, the U.S. Department of Education awarded $22.1 million for 41 grants through the Transition to Teaching program. The program was designed to increase the pool of qualified teachers in high-need schools in high-need districts by recruiting nontraditional teacher candidates, preparing them through alternative routes to certification, and retaining them through strong mentoring programs. In writing the grant and serving as principal investigator, Dr. Marilyn Irving, professor and Chair of the Department of Curriculum and Instruction, was seeking to use district partnerships to build a stronger teacher pipeline for urban districts nationwide.

According to Dean Leslie Fenwick, “The $2.1 million award funds the HUSOE’s Ready to Teach Program, which is designed to diversify the nation’s teaching force which is only about 8% African American, 4% Hispanic, and less than 1% Asian. Ready to Teach and has focused on recruiting and preparing a diverse population of nontraditional teacher candidates, particularer African-American male teachers.” The HUSOE has partnered with five urban schools and districts ( in Chicago, Clayton County Schools in Georgia,

Houston, Prince Georges County Schools in Maryland, and Washington, DC) to recruit and place candidates. Mr. Andre Evans, a member of the first graduating cohort, was named Teacher-of-the-Year at his school, Northwest Preparatory Academy, in Houston, Texas.

HUSOE was one of three awardees in the DC area. American University and the American Board for Certification of Teacher Excellence were also awardees.

Dr. Kimberley Freeman, assistant professor of educational psychology

in the Department of Human Development and Psychoeducational

Studies, was awarded $1 million for a three-year education research

grant from the National Science Foundation. The aim of What Works

in Producing African American Science and Math Teachers at HBCUs is to

GRANT AWARDS

$1 Million NSF award to Study hBcU teacher Preparation Model

The SOE Review 23

GRANT AWARDS

discover those factors influencing HBCU’s production of African-American PK-12 science and math teachers. The

multi-method investigation includes case studies of science and math teacher education programs at HBCUs;

interviews with current African-American science and math teachers who are recent graduates of HBCUs; and,

a longitudinal survey of a freshman cohort of science and math majors at an HBCU. Dr. Freeman expects the

investigation to yield data that can be used to strengthen science and math teacher preparation programs at

HBCU’s; improve recruitment of prospective science and math teachers; and inform higher education policy.

Without replenishing the supply of highly-qualified African-American science and math teachers, the continuation

of future cohorts of African-American scientists and mathematicians is in jeopardy. Dr. Freeman believes that

“equipped with reliable scientific data, HBUCs can expand their role as the nation’s leading producers of African

American math and science educators.”

U.S. Department of the interior awards $800,000for Miner Building Renovation

At the beginning of the 2009-2010 academic year, Secretary of the Interior Ken Salazar announced the 20

Historically Black Colleges and Universities (HBCUs) that are the beneficiaries of $14.25 million for historic

preservation grants aimed at providing assistance to repair historic buildings on their campuses. Howard

University received an $800,000 award to renovate the Miner Building. Built in 1913, the building formerly housed

the historic and prestigious Miner Teachers College and was recently designated as the new home of the School

of Education (see page 12).

In a press conference at Howard University with President Sidney A. Ribeau and Dean Leslie T. Fenwick, Secretary

Salazar noted that the Department made these funds available under the American Recovery and Reinvestment

Act (ARRA) for projects that will repair and preserve campus buildings listed on the National Register of Historic

Places.

“The recovery funds not only will restore historic buildings on these campuses but also will provide a boost to

individuals and companies performing the repairs, college communities and related local economies,” Secretary

Salazar said.

The National Park Service invited all HBCUs to submit grant applications for grants to repair and preserve historic

buildings on their campuses. The buildings selected for this apportionment of grant funds were assessed as

being the most architecturally and historically significant buildings on these HBCU campuses, and as needing

essential repairs to preserve them and make them useable.

The SOE Review24

a Writing RevolutionBy Judith Moore Kelly

Founded in 1974 at the University of California, Berkeley, the National Writing Project (NWP) was first authorized by Congress to receive federal funding in 1991. When the 2003 report, “The Neglected ‘R’: The Need for a Writing Revolution,” was published the question of why Johnny can’t read developed into why Johnny can’t write. The response was predictable: teachers were put

on a fast track of scripted training on how to teach writing. In the midst of so many urgent calls for the improvement of student writing, NWP, an authorized program within the Elementary and Secondary Education Act, received renewed attention.

As the only professional development network devoted to the teaching and learning of writing, NWP’s success may be accounted for by an approach that is distinctly different from other professional development organizations. First, the NWP model is a university-school partnership that acknowledges and makes use of the connectivity between K-12 and university education. Second, the NWP model honors the professionalism of all of its participants and invites a dual commitment from teachers to share what they know and to learn from what their colleagues know. The NWP approach, characterized by its social practices, is not a one-shot or one-size-fits-all model; it is an on-going collaborative, research-based model that consistently proves its value in the nation’s classrooms.

Established at the Howard University School of Education in 1995 by 22 teachers, the District of Columbia Area Writing Project (DCAWP) now boasts more than 175 educators. With a mission to improve the teaching and learning of writing in area schools, DCAWP annually provides more than 1000 hours of professional development to area schools, reaches more than 500 educators and sponsors six student-writing events. It is one of the most successful and long-running professional development organizations in the Washington, D.C. metropolitan area. Consistently cited for its high-quality offerings, DCAWP is a sought after professional development provider.

With more than 200 sites in 50 states, the District of Columbia, Puerto Rico and the U.S. Virgin Islands, the NWP relies heavily on federal funds, matching university funds and support from school district partners to fulfill its mission of improving the teaching and learning of writing across the nation. Federal funding supports both the expansion of the capacity of existing sites and the expansion of the NWP network, while university matching funds support existing sites. The NWP goal is to bring a writing project site within the reach of every teacher and student in the country.

The success of DCAWP and other sites across the country can be directly attributed to social practices that are part of the national model. For instance, the bond that develops during the Summer Institute continues during the school year when teachers participate in study groups, facilitate workshops, make presentations at national and international literacy conferences and conventions, write professionally and creatively, and sponsor student writing events. Most recently, DCAWP hosted the NWP Annual Urban Network Conference that attracted more than 250 Urban Writing Project teachers. The DCAWP also hosts NWP’s Annual Spring Legislative Conference, a day on Capitol Hill for project leaders from across the nation to share success stories and lobby congressional leaders for project support.

So far, successful projects of DCAWP include: (1) Teacher on Call - a new initiative that provides quick and accessible answers to classroom dilemmas, especially incorporating writing into an already crowded curriculum with district mandates; (2) Promising Young Writers – a partnership with the Martin Luther King, Jr. Public Library that provides an avenue for area students to publish and share their writing; (3) Net Pals – an electronic support network for teachers to dialogue about writing and the teaching of writing; and (4) Writing Rights – a partnership with the United States Holocaust Memorial Museum that uses writing to connect Holocaust study with other significant historical events, such as slavery and the Japanese Internment.

The notion that writing skills are required in all academic areas is not a novel idea. Rather, it is a realization that good writing is as important to student success as reading and mathematics. With a goal of improving student achievement through writing, DCAWP teachers share commitment, professionalism and expertise. Their passion about their own writing and that of their students makes them sought after consultants as area schools strive to improve the overall quality of education for urban students.

Judith Moore Kelly is director of the DC Area Writing Project at the Howard University School of Education.

PROGRAMS

The SOE Review 25

WORLD

australian Fulbright Scholar Studies at hUSoE

Christopher Lawrence, recipient of the 2008 Fulbright Indigenous Scholarship, was one 24 Australians recognized as a

Fulbright Scholar in 2008. Mr. Lawrence is completing a PhD in epidemiology at the University of Sydney Australia and holds an

appointment as a Study Manager at The George Institute for International Health. He originally came to the U.S. to conduct his

research at the Brigham Women’s Hospital in Boston, a teaching facility for Harvard University’s College of Medicine and School

of Public Health. As an indigenous person himself, Mr. Lawrence explains his research interest this way, “Diabetes is Australia’s

fastest-growing chronic disease and the seventh highest cause of death in Australia. Australia’s indigenous population suffers

the fourth highest rate of type 2 diabetes in the world, with Aboriginal and Torres Strait Islander people over 35 years among

those at highest risk.”

In December 2008, Mr. Lawrence came to Howard University to collaborate with Dr. Angela Ferguson, associate professor

of counseling psychology in the HUSOE’s Department of Human Development and Psychological Studies. Mr. Lawrence’s

research is the design of interventions to reduce the incidence of obesity and the onset of type 2 diabetes among indigenous

Australian populations. He undertook the opportunity to study with Dr. Ferguson to learn more about the social, emotional

and socio-cultural aspects of risk factors associated with health-promoting lifestyles and social well-being among minority

groups affected by obesity and diabetes.

the influence of islam and Muslims on theScience of human Development

Dr. Hakim Rashid, associate professor of human development in the Department of Human Development and

Psychoeducational Studies, presented his research paper, “The Influence of Islam and Muslims on the Science of

Human Development,” at the First International Conference on Arabs’ and Muslims’ History of Sciences at the University

of Sharjah in the United Arab Emirates. Dr. Rashid’s research focuses on the historical influence of Muslims on the fields

of psychology, sociology, and anthropology -- the fields that have most influenced the more recent discipline of human

development.

The SOE Review26

A section of the Great Wall of China. Built over 2,000 years ago, by Qin Shi Huangdi, the first emperor of China during the Qin (Ch’in) Dynasty (221 B.C- 206 B.C.)., the Great Wall is one of the seven wonders of the world. - Photo by Cristina Coleman

WORLD

By Fang Wu, Ph.D.

In the summer of 2007, 12 public school teachers traveled with me to China on a Fulbright-Hays Group Project Abroad program. Entitled,

“From the Beltway to the Great Wall: Experiencing Authentic Chinese Culture to Enhance Multicultural Curricula in the Washington D.C.

Public Schools,” the project was sponsored by the School of Education and funded by the Office of International Education Program

Service, U.S. Department of Education. The goal was to obtain first-hand experiences and information about Chinese people and culture

and ultimately to design unit lesson plans to be used to teach in the Washington, D.C.

public schools.

During the month-long trip, the group visited the ancient city of Xi’an in Shaanxi Province;

Tai’an, Qufu (Confucius’ hometown), Jinan in Shandong Province; and Beijing, the capital

city of China. From June 20 to July 20, we attended 22 half-day seminars on a wide range

of topics including the Yellow River Civilization, the impact of Confucian philosophy

on the everyday lives of Chinese people, the amazing art of paper cutting, the music

and costume of the Peking Opera and the moral values imbedded in the classic stories

for young children. Additionally, site visits were made to schools, villages, museums,

historical sites, parks and special streets.

Ultimately, the heartwarming kindness of the Chinese people, which was always on

display, provided the most memorable feature of our trip. I will forever remember the

visually impaired boy who dedicated his bamboo flute music entitled “Eternal Peace for

Good People,” to us. And, I will forever be grateful to the villagers who invited us into their

homes and treated us to vegetables grown in their gardens.

A Magnificent JourneyToward Understanding

From the Beltwayto the Great Wall

The SOE Review 27

see62705_GY_SOE_1-19

WORLD

The value of the experience is most appropriately

summed up perhaps with a trip we took before

dawn on the Fourth of July to the peak of the

majestic Taishan (Peaceful Mountain)--after

which the popular panda baby in the National

Zoo in D.C. was named. As the sun emerged

from the Eastern Sea, its golden rays caressed

indiscriminately each of the thousands of

people gathered on the mountaintop. The joy

and tranquility shared by all during that sacred

moment was a grand exhibition of what our

world could become if only we could know,

understand and respect each other more. Facing

the rising sun I made a silent wish--for harmony

on earth and peace for all.

Fang Wu, PhD. is an associate professor in the Department of Curriculum and Instruction.

Dr. Wu (stooping left) and teachers converge at the graveside of Confucius, the ancient Chinese thinker and philosopher. - Photo by Ma Ming

A Howard University banner flies in Tiananmen Square, placed their by Dr. Fang Wu and teachers. - Photo by Rachel Perla

The SOE Review28

WORLD

Posttraumatic Stress Disorder among adolescents inthe Gaza StripBy Salman Elbedour, Ph.D.

The Israeli-Palestinian land has been recognized as a fear and

anxiety provoking region. Specifically, this region has witnessed

a dramatic increase in the number of deaths and injuries

reported since the outbreak of the second “Al-Aqsa” Intifada or

uprising (2000–present). Many studies have documented the

adverse consequences of the first Intifada on the well-being of

Palestinian children and adolescents. A study by Elbedour (1998)

of traumatic reactions to the first Uprising from 1987 to 1993

indicated a Posttraumatic Stress Disorder (PTSD) rate ranging

from 12% to 18%. Garbarino and Kostelny (1996) reported a

similar rate of PTSD on the same population. In a more recent

investigation of the long-term effects of the first Intifada, Thabet

and Vostanis (2000) reported an even higher prevalence of PTSD:

41% of the sample showed moderate or severe symptoms. Most

of the data pertaining to the effect of the Israel-Palestine conflict

on the well-being of Palestinian children and adolescents have

come primarily from empirical studies conducted during the first

Intifada. Logically, much work also is needed to capture how the

political trauma associated with the second Intifada affected the

social and psychological adjustment of youth. In sharp contrast

to the first, the Al-Aqsa Intifada (2000-present) is markedly

distinguished for its severe, prolonged distress and extraordinary

increase in the number of injuries and deaths of children and

adolescents.

Because of the ongoing political turmoil and the legacy of

occupation, the Gaza Strip is considered a socially, economically,

and psychologically high-risk community (Fields, Elbedour, & Abu

Hein, 2002). According to Elbedour and Fields (2002), relative to

other places in the West Bank, the community of refugee camps

in the Gaza Strip and the West Bank are often “invisible,” both

within the Palestinian community and outside their cultural

groups (Yahya, 1991). The present study was guided by the

following three research questions: (1) What is the mental health

status of adolescents from these two camps in Gaza? (2) How

have these adolescents coped with the traumatic events of the

second Intifada? and (3) What factors best predict their mental

status? In the present study, we hypothesized that a significant

proportion of the adolescents in these camps experience high

levels of PTSD and other forms of psychological distress.

Method

Participants: Data were collected in 2002. A slight majority of

the 229 adolescents studied was male (52.8%). Ages of the

participants ranged from 15 to 19 years (M = 17.13, SD = 1.51).

These adolescents belonged to families with an average of

4.1 members (SD = 2.15). Instruments and Procedure: The

Posttraumatic Stress Disorder Interview (PTSD-I; Watson, Juba,

Manifold, Kucala, & Anderson, 1991), the Beck Depression

Inventory—II (BDI-II; Beck, Steer, & Brown, 1996), the Beck Anxiety

Inventory (BAI; Beck & Steer, 1990) and the Coping Responses

Inventory (CRI-Youth Form; Moos, 1993).

Results

PTSD: With respect to scores on the PTSD-I, 68.9% of the sample

were classified as having developed PTSD. Depression: The BDI

scores revealed that 13.5% of the sample was classified as having

serious depression, 26.5% as having moderate depression,

22.8% as having mild depression, and 37.2% as having minimal

The SOE Review 29

WORLD

depression. Anxiety: The BAI scores revealed that 94.9% of the

sample was classified as having severe anxiety levels, and 5.1%

as having moderate anxiety levels. Coping: Moos’ (1993) criteria

were used to determine coping responses that were below and

above average. T-scores above 54 were classified as representing

above average scores (desirable response) for the four approach

coping scales, and T-scores below 46 were categorized as

representing below average scores (undesirable response) for

the four avoidance coping scales.

Discussion

In this study, 69% of the adolescents were classified as having

developed PTSD. The present prevalence rate (i.e., 69%) is

extremely disturbing, especially bearing in mind the fact that

PTSD has been found to lead to negative outcomes, including

depression and suicidal behavior (Grunebaum, Malone, & Mann,

2003). Nearly one-half of the Palestinian participants (40.0%) were

classified has reporting moderate or severe levels of depression.

The results of the anxiety scale demonstrate that Palestinian

adolescents are predominantly occupied with an intense

experience of uncertainty and anxiety. Further, between 29%

(Cognitive Avoidance) and 70% (Logical Analysis) of the sample

reported undesirable coping responses.

The canonical discriminant analysis revealed that adolescents

diagnosed with PTSD tended to be those who reported the

highest levels of depression, anxiety, and positive reappraisal

coping and the lowest levels of seeking guidance and support

coping. Seeking alternative rewards served as a suppressor

variable. Consequently, the inclusion of seeking alternative

rewards in the canonical correlation model strengthened the

multivariate relationship between coping responses, anxiety, and

depression as independent variables and the occurrence of PTSD.

Comparing the present results to those examining the rate of

PTSD among Palestinian children and adolescents in Gaza during

the first Intifada (1987–1993) (e.g., Elbedour, 1998), the current Al-

Aqsa Intifada is notable for the number of deaths of children and

adolescents (Amnesty International Press Release, 2003).

The current findings must be interpreted with some caution. In

particular, this study utilized a cross-sectional design and, thus, it

is difficult to determine whether the psychological disturbances

reported by the participants were the direct result of the

increasingly violent nature of the occupation, and/or whether

they were exacerbated by the absence of social services and the

poor fabric of community and governmental institutions in Gaza.

As stated by Summerfield (1995), trauma is more a by-product

of the collapse in social justice than it is a medical problem. In

Gaza, which has a population density of 2,150 people per km2

(Thabet & Vostanis, 2000), 78% of the 825,000 inhabitants are still

labeled refugees (Thabet & Vostanis, 2000), and because of the

unresolved conflict between the Israeli and Palestinians, more

than 50% still live in “permanently temporary” shanty-towns

(Yahya, 1991), which are “places where people exist rather than

live” (McDowall, 1989, p. 20).

It should be noted that no Palestinian control group was available

for comparison because the whole Palestinian population is

affected by the ongoing Al-Aqsa Intifada. The present findings

also are limited by the fact that these data were collected using

instruments that have been developed outside the cultural and

linguistic context of the Palestinian sample. Thus, it is possible

that this limitation may have skewed the reported prevalence

of PTSD, depression, and/or anxiety among the participants.

However, it should be noted that every effort was made by the

researchers to minimize error in translation, for example, by using

the translation-back translation method (Herrera et al., 1993).

Regardless of the outcome of the Israeli and Palestinian peace

talks, the international community must assist the Palestinian

children growing up in enclaves known as refugee camps.

Indeed, unresolved trauma, absence of humane and therapeutic

treatment, coupled with the aversive impoverished socio-

economic conditions, are potent risk factors that continue to

damage the lives of adolescents and their families.

Salman Elbedour, PhD is a professor in the Department of Human

Development and Psychoeducational Studies. He is widely published

on the topics of war, violence and trauma.

This year, the Helen Matthews Rand

Endowed Scholarship Fund celebrates a

decade of helping to transform exceptional

students into exceptional teachers. In

1999, Addison Barry Rand established the

scholarship in recognition of his mother.

Mrs. Rand, a graduate of Miner Teachers

College and New York University, served

for 34 years in the District of Columbia

Public Schools as a counselor, assistant

principal and principal at Neville Thomas

Elementary School. Helen Matthews Rand’s

distinguished career and dedication to

urban education and community service

was the impetus for her son’s generous gift

and his abiding commitment to support the

Howard University School of Education’s

(HUSOE) legacy of preparing teachers for

urban schools and communities.

The $500,000 gift was announced during

Howard University’s 1999 Charter Day Dinner

for which Mr. Rand served as corporate

committee chairperson. At the time of the

announcement, Mr. Rand was executive vice

president of customer operations for the

Xerox Corporation, which made a corporate

matching gift of $500,000 to the fund.

Currently Chairman of the Howard University

Board of Trustees and CEO of the American

Association of Retired Persons (AARP), Mr.

Rand’s contribution continues to help the

HUSOE attract students who have a record

of academic excellence and a commitment

to become urban school teachers.

the helen Matthew Rand Endowed Scholarship Fund

The scholarship provides a $15,000

scholarship for two years and a laptop

computer to exceptional students pursuing

a master’s degree in a HUSOE teacher

preparation program. Scholars are required

to make a 2-year commitment to teach in

an urban school upon completing their

degree.

In thanking Mr. Rand for the scholarship,

Ms. Miya Thomas, a 2005 Rand Scholar who

now teaches in DC Public Schools, exclaims:

“As a teacher at Highland Park Elementary, I

have been able to fulfill my desire to have a

positive impact on our youth. In addition to

being a classroom teacher, I have assumed

many leadership roles at my school. I am

a mentor for the Lady Eagles – a group

designed to build self-esteem and academic

success among young girls. I serve as a tutor

in our after-school enrichment program

and as the elementary science coordinator.

I have the same love for education that your

mother had. I will continue to be the best

educator that I can be!”

Since its inception, 30 students have

been awarded the Helen Matthews Rand

Scholarship. They serve in urban school

districts through the nation as elementary

and secondary school teachers. These Rand

Scholars represent the next generation

of urban school teachers who like Helen

Matthews Rand exemplify academic

excellence, professional commitment and

love for their communities.

The SOE Review30

The child is entitled to receive education, which shall be free and compulsory, at least in the

elementary stages. He shall be given an education which will promote his general culture and

enable him, on a basis of equal opportunity, to develop his abilities, his individual judgement,

and his sense of moral and social responsibility, and to become a useful member of society.

The best interests of the child shall be the guiding principle of those responsible for his education

and guidance; that responsibility lies in the first place with his parents.

The child shall have full opportunity for play and recreation, which should be directed to the

same purposes as education; society and the public authorities, shall endeavour to promote the

enjoyment of this right.

Principle 7Declaration of the Rights of the ChildProclaimed by United Nations General Assembly resolution 1386(XIV) of 20 November 1959

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