News & Events
December 2015, Executive Board Meeting Mintues
Call for Proposals
Deadline: May 30, 2015
The National Network for Educational Renewal (NNER) invites educators, researchers, and community members from around the world, working in the context of K-12, higher education, arts and sciences, and the broader community, to share their knowledge and expertise by submitting a proposal to present at the 2015 NNER Conference. NNER welcomes proposals on topics that span the breadth and depth of community concerns from cradle to career, and proposals particularly focused on the conference theme.
CONFERENCE THEME: DIVERSITY, EQUITY, and DEMOCRACY in EDUCATION
In addition to this major conference theme, there are six conference strands. During the submission process, please select the strand that is most fitting to your proposal. Conference strands are further detailed in the following descriptions:
Information on Session Types
The following session types will be offered at the annual conference. The description of each includes information about what is to be submitted as part of the proposal.
Roundtable Discussion
Roundtables are 75-minute sessions with 3 presenters on a similar topic assigned to a table, and discussion occurs with attendees seated around a table. Typically each table will have a chair/discussant to facilitate the session. Individual roundtable presentations typically include 15 minutes of presentation by each presenter, followed by 30 minutes of discussion and feedback but each table of presenters may agree on alternative structures within the time limit. Roundtable presenters should bring targeted questions to pose to others at the table in order to learn from and with those attending. Roundtables are an ideal format for networking and in-depth discussion on a particular topic. The abstract should detail the focus of the presentation and the way(s) in which it contributes to the body of knowledge in the field of evaluation. Please note that roundtable discussions are not an appropriate format for presenters that anticipate more than 10-15 people in attendance.
Poster/Laptop Session
This formal graphic presentation of your topic, displayed on poster board or laptop, offers an excellent opportunity for gathering detailed feedback on your work and reporting on evaluation results. Posters will be presented during the poster exhibition. Posters should NOT be used to advertise a product or service. Like a paper, a poster abstract should detail the focus of the presentation and the way(s) in which it contributes to the body of knowledge in community engagement for improved student outcomes. NNER will provide the backing boards and pins for posters or a table for a laptop, and presenters are responsible for providing all items to be attached. Posters must fit within 44” x 44” display, and we strongly recommend bringing copies of a one-page handout about your work to distribute to those interested. Please indicate in your description if you will display with poster or display on laptop.
Presentation (35 min. or 75 min.)
Presentations are formal sessions that allow an extended period of time to engage in a topic. This type of structure is well suited to interactive conversations and deeper discussions about the topics. The specific structure for the time period is decided by the presenter. The individual(s) may share their research or innovations through a talk or introduction followed by discussion and/or activities. The abstract should detail both the background(s) of the presenter(s) as well as the importance of the material that will be presented. Most presentations will include audio-visual aids that illustrate key points and a computer, LCD projector, and screen are provided in each room in which a presentation is held. Please briefly describe the format of your presentation in your proposal.
2015 Wright State University Network for Educational Renewal – April 25, 2015
written by NNER Partnerships
Wright State University Network for Educational Renewal Plans 3rd Annual Conference
The third annual Wright State University Network for Educational Renewal (WSUNER) Conference is scheduled for April 25, 2015. Wright Patterson Air Force Base commander Colonel John Devillier will open the conference with a keynote address focusing on the importance of partnership. Thirty-two proposals to present have been accepted. These examples of best practices will be presented during three forty-five minute sessions by teachers from WSU’s nine partnership school districts and the Dayton Regional STEM School. Community organization partners will also participate by highlighting the advantages of their programs to PK-12.
Once again this year the conference will include a two hour NNER training workshop for twenty to thirty partnership district administrators and WSU faculty. This session affords an opportunity to expose those in leadership positions to the mission of NNER encouraging continued commitment to the concepts of “simultaneous renewal” and “democratic engagement.” Ann Foster and Greg Bernhardt, Co-executive Directors of NNER, along with D. James Tomlin, WSU Chair of Teacher Education, will lead the session.
New the 2015 will be the addition of a Curriculum/Technology Forum. The forum will include a session on Microsoft 365 conducted by Microsoft and a panel discussion focusing on various educational learning platforms focusing on Google and Microsoft 365. Curriculum and technology administrators from approximately 25 local school districts will participate.
Up to 280 professionals are expected to attend the conference including teachers, administrators, community organization members, WSU faculty and student teachers. The event will be held in Allyn Hall, the home of the College of Education and Human Services, on the WSU campus. WSUNER is very appreciative of the $3000 Setting Renewal Grant awarded by the National Network for Educational Renewal in support of the 2015 conference.
UConn has now released the call for manuscripts, see link.
Please note that the due date for manuscripts for the 2015 edition has been moved back to April 30, 2015.
John Goodlad, 94, dies; education researcher and writer, had alternative vision of schools and teacher education
by annfoster
written by annfoster
John Goodlad, influential educational researcher and teacher whose work over the last sixty years has had a major impact on schools and the education of educators, died on November 29 at his home in Seattle. He was 94.
“John Goodlad offered an alternative vision of what schooling should be,” said David Imig,
“and inspired generations of teachers, principals, academics, politicians, and policy makers to find ways to make good on that vision.” Imig, for thirty years head of the American Association of Colleges for Teacher Education and a long-time-colleague, said that Goodlad “was passionate in his beliefs about the role of schools in a free democratic society.” But coupled with that passion was consideration for his readers and for those he worked with in person. “Goodlad could fill an auditorium with overflow crowds and challenge them to do better for all students. He had the perseverance to shake every congratulatory hand and to engage in conversation with an extraordinary range of adherents, critics, admirers, and detractors, all with civility and respect,” said Imig.
Dr. Goodlad was born in Canada and educated in that country to the level of the master’s degree. He completed his doctorate at the University of Chicago and held twenty honorary doctorates from colleges and universities in the United States and Canada. He taught at all grade levels and in a variety of institutions, including a one-room, eight-grade rural school in Canada. Following professorships and administrative positions at Agnes Scott and Emory University in Georgia, and the University of Chicago, Dr. Goodlad was professor at the University of California at Los Angeles, where he served as dean of the Graduate School of Education for sixteen years.
William Gerberding, former executive vice chancellor at UCLA, and former president of the University of Washington, recalls the impact Dr. Goodlad had at both institutions. With Goodlad’s coming to UCLA, Gerberding said, one could feel “the excitement attached to the arrival of this already well known, even glamorous, young star as dean. I was lucky enough to know and admire him as a colleague.” Under Goodlad’s direction, the UCLA Graduate School of Education became one of the top-ranked schools in the nation.
In 1984, five years after Gerberding became president of the University of Washington, Goodlad also came north. Gerberding recalls that Goodlad “decided to accept an offer from the UW to teach and do research. He had been for many years one of the big names in his field; he added luster to our College of Education and University.” At the UW, Dr. Goodlad created the Center for Educational Renewal to conduct research on teacher education and school renewal. He also created the independent Seattle-based Institute for Educational Inquiry in 1992 to apply research findings to school practice and to conduct educational leadership training programs.
Dr. Goodlad authored, co-authored, or edited over three dozen books. He wrote chapters in more than one hundred other books, and published more than two hundred articles in professional journals and encyclopedias. His work attracted international interest; some of his books have been translated into such languages as Japanese, Chinese, French, Italian, Spanish, and Hebrew.
Dr. Goodlad was perhaps best known for his four-year study of schools, considered by many observers to be “the most extensive on-site examination of U.S. schools ever undertaken.” The study resulted in his 1984 publication, A Place Called School, which received the Outstanding Book of the Year Award from the American Educational Research Association and Distinguished Book of the Year Award from Kappa Delta Pi.
Dr. Goodlad and colleagues subsequently conducted a major five-year study of teacher education, resulting in five books, including Goodlad’s summary volume, Teachers for Our Nation’s Schools, which won the Outstanding Writing Award from the American Association of Colleges for Teacher Education in 1990. Albert Shanker, President of the American Federation of Teachers, called Goodlad’s book “teacher education’s Flexner Report,” in reference to Abraham Flexner’s 1910 ground-breaking report on medical schools. In 1986, Goodlad subsequently created a national network of schools and universities focusing on the simultaneous improvement of schools and teacher education. The network today includes some 27 colleges and universities and 160 school districts.
A substantial portion of Dr. Goodlad’s work was supported by the ExxonMobil Foundation over a 16-year period. Ed Ahnert, retired president of the foundation, noted that Dr. Goodlad “was an intellectual giant, towering over the history, philosophy, and practice of both collegiate and elementary/secondary education for half a century. He had love for his students and colleagues, mastery of his field, the courage to speak truth to power, and integrity. He understood the noble link between education as politics as clearly as 4th Century BCE Greeks and the Enlightenment philosophers. At the same time, he was outraged by the sordid self-interested antics of most education policy makers and empire builders.”
In addition to academic administration, Dr. Goodlad held many leadership roles. He was president of the American Association of Colleges for Teacher Education, president of the American Educational Research Association, and charter member of the National Academy of Education.
Dr. Goodlad’s research and scholarship was recognized in 1993 with the American Educational Research Association Award for Distinguished Contributions to Educational Research. In 1999, he was a recipient of Conant Award for Outstanding Service to Education from the Education Commission of the States; in 2002, he received the first Brock International Prize in Education; in 2003, he received the New York Academy of Public Education Medal. In 2004, he received the American Education Award from the American Association of School Administrators; and in 2005, he received the Association of Teacher Educators Distinguished Educator Award. In 2009, he received the Outstanding Friend of Public Education from the Horace Mann League and the Outstanding Achievement Award from the John Dewey Society.
Dr. Goodlad’s research and teaching focused in part on curriculum and the “hows” of school teaching and management. But there was always a deeper issue. Teaching is an ethical act, Dr. Goodlad argued, and a critical part of being ethical is having a good sense of who you are. A colleague, James March at Stanford University, said that Goodlad had for many years been “trying to embrace not education as an instrument of individual or social well-being, but as a testament, temple, and calling. And as much as anyone, Goodlad has taught us to ask whether we know who we are.”
Dr. Goodlad is survived by a daughter, Paula; a son, Stephen, and five grandsons.
For more information: Roger Soder, President,
Institute for Educational Inquiry, Seattle
206.789.7515
rsoder@u.washington.edu
Wyoming School – University Partnership December 2014 Newsletter
Highlights of this edition include:
The passing of educational visionary, John Goodlad
Judith Ellsworth reflects on her experience with NNER founder and educational visionary, researcher, and writer, John Goodlad. Goodlad died at his home in Seattle on November 29.
NNER Summer Leadership Symposium convenes in Laramie, June 26-29, 2015
The Partnership will co-host the National Network for Educational Renewal’s annual summer leadership symposium, June 26-29, 2015, in Laramie.
There will be a pre-symposium on June 25 geared toward Wyoming leaders.
We are Wyoming: A study of Wyoming history, landscape, people, art, and ways of life
UW College of Education faculty members Allen Trent and Pete Moran are visiting elementary schools around the state. They are teaching fourth graders a unit about Wyoming that integrates social studies, visual art, and language arts.
Wyoming Professional Teaching Standards Board joins the Partnership
In October, the Wyoming PTSB board voted to become a Partnership member. We asked Andrea Bryant, executive director, some of her thoughts about the work of the Partnership.
The Partnership thrives after nearly 30 years
Read a brief history of the Wyoming School-University Partnership
Lost in Transition: Writing and Literature colloquium renewing experience
November 7-8, over forty English teachers from Wyoming high schools, community colleges, and the University of Wyoming gathered to discuss close reading and the connection between reading and writing.
Q. and A. with Margaret Murray, Riverton High School English teacher
At the Lost in Transition: Writing and Literature meeting, we had a chance to meet Margaret Murray, an English teacher at Riverton High School who also teaches concurrent enrollment classes with Central Wyoming College. We asked her a few questions about her experience at the colloquium.