innovator Vo l . 3 3 , N o .

2 / Fa l l 2 0 0 2

2
EXT E R N A L F U N DI N G
P U B L I C S E R V I C E B U I LT O N R E S E A R C H I N F LU X

3
W E LCO M E N E W
FAC U LTY
Since 1879, when the University of Michigan founded the country's first professorship in the art and
science of teaching, we have prepared thousands of educators and through them hundreds of thou- 4
sands of students of all ages. In an era when many institutions are just starting to focus on the need E D U CAT IO N O F A
for "usable knowledge," the School of Education continues to draw on its 125–year history of innova- T EAC H E R
tion to lead the field. Recognized by our peers as one of the outstanding institutions in our field, our
work guides educational decisions in the highest federal offices and the smallest rural classrooms. 5
LEA R N I N G T EC H N O LO GY
As emphasized throughout the University of Michigan, the School's mission focuses upon teaching,
research, and service activities in the context of a commitment to diversity. What makes UM and the
School so special is how these activities are entwined to create a stronger, better whole. We are more
6
P O ET RY S LA M
than a renowned school of teacher education, a top-rated school of higher education studies, or a
highly regarded school for educational research. Proudly, we are the University of Michigan School of 8
Education, making and imparting knowledge that makes a difference in schools, colleges, and com- CO M M E N C E M E N T
munities throughout the world.
Putting Academic Knowledge Into Individual Action
10
N OT E D A LU M N I
In this issue of the Innovator, you will read about
12
FAC U LTY ACCO LA D ES
• distinguished alumnae who have been acknowledged for their
teaching and leadership
• the MAC program, which prepares dedicated teacher leaders 13
ST U D E N T ACCO LA D ES
• a poetry slam, which brought together teachers, students, and
scholars in a transformative setting
• our impressive record in attracting research funding 14
FAC U LTY G R A N TS &
The articles reflect diverse work and highlight the synergy among teachers, researchers, and profes- IN PRINT
sional collaborators that exists within the School of Education and enriches our ability to improve
teaching and learning in all education arenas. 15
N I N A YO C H U M R ET I R ES
Eric Dey
Executive Associate Dean, Associate Dean of Research, Associate Professor of Education 16
S O E S P R I N G AWA R DS

AR
CH • TEAC 17
D EG R E ES CO N F E R R E D
Y • RESE

HI
NG • SER

A WORLD OF DIFFERENCE 18
SIT

VI O BI T UA R I ES
CE R
• DIVE
19
CA LE N DA R
U N I V E R S I T Y O F M I C H I G A N

S C H O O L of ED U CAT IO N 
SOE RANKED
NUMBER ONE
A new report by the Institute for
Scientific Information rates the School
of Education first in the nation for the
impact of its research. The University
Record reports that the ISI based its
ratings on "the citation impact of pub-
lished research papers produced by the
top 100 federally funded US universities
from 1997–2001." SOE work was cited
in published papers more often than the
work of any other school of education in
the country. While U-M was among the
top 10 most influential schools in six
other areas of research, the SOE was the
only unit ranked first in its class.
Another study by ISI examined its data-
base of papers published between 1997
and 2001 in order to determine which of
the top 100 US universities receiving
federal funding "contributed the greatest
number of papers to the field of educa-
tion." The U-M School of Education
placed third behind the University of
Wisconsin–Madison and the University
of Georgia. However, when the number
of published papers is compared to the
number of faculty, it's clear we have a
very busy group of faculty here in Ann
Arbor!
2000–01 data WI GA MI
Published papers,
1997–2001 202 201 164
Published papers/
faculty member 1.25 .85 2.52
2 Fa l l 2 0 0 2
I N F LU X O F EXT E R N A L F U N DI N G CO M ES TO
S C H O O L O F E D U C AT I O N
By Katie Gazella
More and more money has poured into the School of Education each year for the past several years, a
sign of the high quality of research and other work at the school, Dean Karen Wixson says.
In addition to several awards of more than $1 million each from various sources, the National Science
Foundation (NSF) has awarded more than $4 million to the school for its part in a Center for
Proficiency in Teaching Mathematics, and $9.9 million for the school's role in a new Center for
Curriculum Materials in Science.
Educational research leads to cutting-edge curricula and instruction that benefit students, teachers
and administrators throughout the state and country, Wixson says.
Funding "has been increasing every year for the past few years now," Wixson says. "It's indicative of
the reputation and accomplishments of the School of Education faculty. Our research into teaching
and learning is used by educators and policy makers in the state of Michigan and around the country
to help improve our education system."
Awards in the 2000–01 academic year totaled more than $11 million. In the following year, the total
was almost $19 million–a 69.7 percent increase. Both figures include multi-year projects.
For the 2002 calendar year, external sponsored funding totals $34 million, a figure that includes some
multi-year projects. Part of the funding is more than $13 million from several sources for the continu-
ing Study of Instructional Improvement project by faculty members David Cohen, Deborah Ball, and
Brian Rowan; more than $1 million from the U.S. Department of Education for Anne Gere's Teacher
Quality: Recruitment and Retention project; and more than $1 million from the state and federal
departments of education for Joanne Carlisle's Evaluation and Technical Assistance for Michigan's
"Reading First" Program.
Wixson points out that this year the NSF is funding three major centers on educational research, and
the School of Education is receiving support for two of them–the math center, with faculty Ball,
Hyman Bass, Ed Silver, and Magdalene Lampert; and the science center, with faculty Ron Marx and Joe
Krajcik.
"It really says a lot about the quality of work that happens here, that the NSF has given us as much as
they have," Wixson says.
The external funding is especially impressive given the size of the School of Education, Wixson says.
With 65 faculty, the school is relatively small compared to other highly-regarded education schools,
she says.
The school's reputation in research hasn't always been so strong, Wixson notes. In the mid-1980s, the
administration reviewed the school and said it needed a greater focus in this area. The budget was
slashed, and morale was low, says Wixson, who was a faculty member at the school during that time.
During the previous dean's 10-year tenure, many new faculty members were brought in with the goal
of making the school more research-oriented while not compromising its role as a professional school,
she says. Those efforts are paying off, Wixson says.
"I think that the continued growth in external funding is evidence that we have come a long way
towards achieving the goals that we set out to accomplish," she says. "It's a success story."
Reprinted with permission of the University Record. All rights reserved.
innovator
W E L C O M E T O N E W FA C U LT Y

This fall semester, the School of Education welcomed three new faculty members. We are
excited about what they bring as teachers and researchers to the SOE community. Please
welcome them.

Stephen L. DesJardins, Associate Professor of Education, received his Ph.D. in Educational

Policy and Administration–Higher Education from the University of Minnesota. His research
interests include public and higher education policy analysis, economics of education, strategic
enrollment management, and institutional research. Prof. DesJardins was most recently an
associate professor in Educational Policy and Leadership Studies at the University of Iowa
where he also worked half-time as a senior policy analyst for the Provost's Office.

Jay L. Lemke, Professor of Education, received his Ph.D. from the University of Chicago in
Theoretical Physics. Prof. Lemke comes to the SOE from the Graduate School and University
Center of the City University of New York, where he was the executive officer of the Ph.D.
Program in Urban Education. His research specializations include science education, language
in education, social semiotics, and discourse linguistics.

Klotylda H. Phillippi, Visiting Assistant Professor of Education, received her Ph.D. from
Michigan State University's Department of Teacher Education, Educational Policy and Social
Analysis. Prof. Phillippi is a familiar face to many, having been here full-time in 1992-93 and
as an adjunct instructor in the School since 1995. She also taught elementary school from
1974 to 2002 for the Plymouth-Canton Community Schools, and has a special interest in
emergent literacy.

innovator Fa l l 2 0 0 2 3
 T H E E D U C AT I O N O F A T E A C H E R
The SOE's Master of Arts with Certification programs (MAC) are successfully responding to the changes
sweeping modern education—new pressures for accountability, shifting demographics, groundbreaking
research on the learning process—by equipping teachers to make effective choices.
The MAC curricula combine intensive field experience with academically rigorous coursework. This com-
bination offers three key advantages: coherence, flexibility, and diversity.

Coherence
Close coherence between coursework and field placement is critical. Professor Dirck Roosevelt, Director of
Teacher Education, works with coordinators and SOE faculty members Fred Goodman, Bill Moran,
Charlie Peters, Stuart Rankin, Cathy Reischl, and Shari Saunders, to place students at schools in one of
three cities: Ann Arbor, Wayne/Westland, or Detroit. Students remain in the same placement for the entire
year, and are assigned to cohorts (groups delineated by geographic placement, year of program entry, and
elementary- or secondary-education specialization). Cohort members take courses and pursue projects
together, thus building a mutual support system which enriches the opportunities for learning and rein-
forces the experiences of their placements. According to Roosevelt, the fully "mediated" experience of the
MAC programs ensures that coursework and practice inform each other in a coherent and meaningful
way.

Flex i bi l ity
Flexibility is another key asset. One of the programs' goals, Roosevelt says, is to impart to students "an
understanding of what constitutes an effective action, assignment, or teaching 'move' in a given context."
This means teaching a variety of approaches that students can deploy in a context-appropriate manner.
The demographic diversity of southeastern Michigan makes the region an outstanding site in which stu-
dents can develop an arsenal of skills and strategies. Placement settings range from the small and rela-
According to Educational
tively affluent city of Ann Arbor to the working-class neighborhoods of Wayne and Westland to the neigh-
Studies Chair Virginia borhoods of urban Detroit, allowing students to tailor a program that will prepare them for the specific
Richardson, "Students are challenges posed by the classrooms and schools of their home communities.
educated in different strategies
and underlying processes…
Program graduates become
educational leaders, with a
fundamental understanding of
classrooms, schools, children.
They're then able to use this
understanding to create the
best possible learning
environment for children."

4 Fa l l 2 0 0 2 innovator
 D ive rs ity
The MAC program's third asset is diversity. The program works to attract students from diverse backgrounds (cultural, ethnic,
racial, economic, professional) and age groups. Students are joined into cohorts that pool individual knowledge and experience
into a joint learning community. This approach leverages each student's learning with the collective experience and knowledge of
their entire cohort. The result is better learning, and a greater appreciation of diversity in all its manifestations.

A fo u rt h a s set ?
Intensity could really be considered the program's fourth asset. MAC programs are technically considered to be alternative routes
to certification, because they're condensed into 12 months of continuous study and field experience. Students work at their sites
for two full days a week during the fall semester and five days a week in the winter, in addition to their coursework. This simulta-
neous immersion in the theory and practice of teaching gives students the chance to develop the richest possible assortment of
pedagogical tools and strategies—tools which they will need in order to effectively apply their learning in the classrooms of the
future.

For more information about the MAC program, visit the web at
<www.soe.umich.edu/programs/certification/mac>. Or contact the Elementary program at
734.647.4723 and the Secondary program at 734.763.2036.

L E A R N I N G T E C H N O L O G Y P R O G R A M : E D U C AT I N G T O M O R R O W ’ S L E A D E R S

The Master’s Program in Learning Technology combines the most up-to-date research on how people
learn with practical knowledge of advanced technologies. The program equips students to lead future
efforts to design innovative technological systems and integrated support materials. "My research on teacher
A world-class faculty introduces students to the art and science of technology—lasting principles which learning is conducted in
retain their relevance long after the brittle technical knowledge conveyed by many programs expires. partnership with teachers in
And the faculty's extensive connections with experts from other areas of the University—including com-
puter science, business, and the information sciences—bring real-world experience into the classroom. Detroit. Our findings
contribute directly to the
Indeed, the program's combination of classroom learning and real-world experience makes it unique:
design of workshops for
along with their academic studies, students complete internships and develop professional portfolios,
thus enhancing graduates' appeal to prospective employers, and preparing them to take up leadership Detroit's teachers, as well as
positions in their chosen fields. being the basis of at least one
For more information about the program, please contact Rodney Williams at rodw@umich.edu. of my graduate seminars
focusing on the role of
technology in teacher
learning. It is a circular
process between teachers,
students, and myself."

– Barry Fishman,
Assistant Professor

innovator Fa l l 2 0 0 2 5
P O ET RY S LA M
W What is a poetry slam? Ezra Pound and e. e.
cummings going to the mats for no-holds-
barred wrestling? Not quite. Poetry slams are
spirited competitions in which amateur and
professional poets give short, dramatic
readings of their work to a panel of judges
and an often-lively audience. The events have
acquired such popularity in recent years that
there is now even an annual national slam,
with a network of regional semifinals.
At the SOE, a slam is students, teachers, and
writers coming together for a week-long
series of poetry workshops and readings. An
outgrowth of Professor Anne Ruggles Gere’s
NEH-funded Making American Literatures
project, the workshop was envisioned by Gere,
SOE Outreach Director Laura Roop, and Jeff
Kass, an English teacher at Ann Arbor’s
Pioneer High School and creative writing
director at the Neutral Zone Teen Center, as a
way to harness the energy and spirit of the
slam to stimulate interest in contemporary
poetry and writing.
6 Fa l l 2 0 0 2
The workshop, which took place July 28 –
August 2, 2002, provoked a sometimes diffi
cult, but ultimately richly rewarding, explo-
ration of literature, performance, and youth
culture. Teachers and students honed their
writing and performance skills in daily ses-
sions with guest poets and U-M creative writ-
ing students, while evening readings by a
diverse roster of poets gave the participants
opportunities to critique accomplished per-
" Pe r fo r m a n c e o r s l a m
p o et ry offe rs a
p e d a g o g y fo r m a k i n g
p o et ry m o re a c c es s i ble
i n t h e cl a s s roo m . . . "
formers in action. Roop—a poet herself—
notes that many students initially resisted
some of the more traditional readings: "They
tended to dismiss the history of poetry in
favor of currency and drama," she says. The
organizers were able to take advantage of this
apparent conflict by encouraging the
students to reexamine their ideas about per-
formance and resolve their differences in
ways that enriched their own practice.
In the end, the workshop was successful
beyond expectations. Gere notes that English
teachers and students are sometimes intimi-
dated by poetry. In her words, "Performance
or slam poetry offers a pedagogy for making
poetry more accessible in the classroom, and
it also offers an avenue for bringing more
contemporary poetry into schools."
Participants reported that the slam workshop
gave them a new enthusiasm for American
poetry: many of the teachers are now re-
working their curricula to include more per-
formance poetry, while the students are devel-
oping new skills as writers, and a new appre-
ciation of poetic devices. Roop describes the
workshop as a "rich cross-fertilization" of
ideas, and all involved look forward to future
teacher-student collaborations.
innovator
E D U C AT I O N A L S T U D I E S B R O C H U R E W I N S A W A R D

The new Educational Studies brochure won a silver award this past summer from the Council for
Advancement and Support of Education (CASE). The brochure, which won in the category of Individual
Student Recruitment Publications, was among 198 entries in this category. Marilyn Sheperd and Mary
Nehls-Frumkin coordinated and edited the brochure, which was designed by Osborn & Delong and writ-
ten by Linda Fitzgerald. Mike Gould, Jay Asquini, and Gregory Fox all contributed photography to the
brochure. CASE is the international organization for professionals who work in alumni relations, com-
munications, and development.

N W P P R A I S E D I N E D U C AT I O N A L L E A D E R S H I P

The National Writing Project (NWP), of which the Oakland Writing Project (OWP), one of SOE's out-
reach efforts, is a part, was cited as "arguably the most successful teacher network in the United States"
in the March 2002 issue of Educational Leadership. The authors found that two key features underline
NWP's success: "a distinctive set of social practices that motivate teachers, make learning accessible and
build an ongoing professional community; and networks that organize and sustain relationships among
these communities and produce new and revitalizing forms of support, commitment, and leadership."
Dr. Laura Roop, Director of SOE Outreach, is also the OWP director.

L U CY H O N O R E D

The International Reading Association (IRA) and the Wayne County Reading Council honored the SOE
co-sponsored program, Lives of Urban Children and Youth (LUCY) for exemplary service in the pro-
motion of literacy. The recognition was for the work students have been doing at the Logan Elementary
School in Detroit. In all, 18 LUCY students have served as tutors and mentors in three Detroit schools
and after-school programs throughout the year.
LUCY was also honored at the inaugural Edward Ginsberg Center for Community Service and Learning
Awards Ceremony as the Outstanding University Program. In presenting the award to LUCY Co-Director
Joe Galura and Program Associate Jen Denzin, Jeff Howard, the Assistant Director of the Ginsberg Center
explained: "The Outstanding University Program award is presented to a university program that models
quality in providing service and learning opportunities for students."

"Research is a learning experience for everyone. I've learned to have superintendents and school
boards ask the questions about findings so they have a better idea of what research can and
cannot support. As a researcher, I always want to be at the interface of ideas and practice and
I've found that people's reactions can change the educational concept that I study."

– Valerie E. Lee, Professor

innovator Fa l l 2 0 0 2 7
Top Left: Natalie Royal speaks to the Class of 2002.
Right SOE Professor Ron Marx and Commencement Speaker Susan Tave
Zelman enjoy the reception.
Bottom: Two SOE graduates enjoy the day's festivities.

COMMENCEMENT

8 Fa l l 2 0 0 2 innovator
The School of Education's 13th Commencement Ceremony was held Saturday, April 27, in Hill Auditorium with a recep-
tion following in the Michigan League Ballroom. Natalie Royal, a candidate for Bachelor of Arts in Education with ele-
mentary certification and Mark Rozeboom, a candidate for Master of Arts in Eduation with secondary certification, gave the
commencement speeches on behalf of the SOE undergraduates and graduates.
Susan Tave Zelman (A.M., '69, Ph.D., '73), Superintendent of Public Instruction, Ohio Department of Education, addressed
the Graduating Class of 2002. James E. Salliotte, Jr., (A.B. Ed., '01), an SOE staff member in Technical Services, sang the
laudation.
Top Right: Mark Roseboom prepares to speak to his fellow classmates as Dr. Zelman, Natalie Royal, and SOE Prof Fred
Goodman (back left) look on.
Middle Left: Dean Karen Wixson congratulates a graduate.
Right: A well deserved "Thanks" to valuable partners in a student's educational journey.

innovator Fa l l 2 0 0 2 9
 Alumni
NOTEDH

JM A L U M N A W I N S P R E S T I G I O U S M I L K E N AWA R D

Jennifer Murphy, a fifth-grade teacher in South Lyon, Michigan’s Sayre Elementary School, was
honored by the Milken Family Foundation with a $25,000 National Educators Award. The Milken Award
recognizes educators for exceptional talent, outstanding accomplishments and leadership potential, and
"an engaging and inspiring presence that motivates students, colleagues, and the community."
Murphy grew up in Hemlock, MI, and cites her excellent education in Hemlock’s schools as her main
inspiration for becoming a teacher. "Everyone supported each other there," she says of her class of 140,
"It was a wonderful experience."
"It is an absolute pleasure to walk into Jennifer's classroom. She convinces her students to make their
classroom a place of respect where learning comes first," said Walter Herrala, principal of Sayre, where
Jennifer has taught since 1996. "She has a vision of quality education for children and all of her work
goes into making that vision fulfilled, not only for her students, but for all the children of Sayre."
Jennifer received her B.A. in language arts from the School of Education in 1995, and is now com-
pleting her M.A. in Educational Leadership at Eastern Michigan University. She credits the School of
Education’s former science cohort (under Professor Annemarie Palincsar) with preparing her to
become an outstanding teacher. "It’s always a shock when you first enter the classroom," Murphy says,
but the program encouraged her to "enter the profession with gusto and enthusiasm." She advises new
teachers to do the same: "It can be overwhelming at first," she says, "but you should always believe that
good things will happen."

"It is an absolute pleasure to walk into Jennifer's classroom. She convinces

her students to make their classroom a place of respect where learning
comes first."

10 Fa l l 2 0 0 2 innovator
 Alumni
NOTEDH
"Ways of talking
among teachers and
students are the
building blocks of
learning. By studying
the discourse of
classroom instruction
and professional
development we can
understand how cur-
rent conditions come
to be the way they
are. More impor-
tantly, we can work
A LU M N A R EC E I V ES U - M DIST I N G U IS H E D with practitioners on

RG A L U M N I S E R V I C E AWA R D
In October, the University of Michigan Alumni
Association honored Rubyjean Gould (A.B.Ed.,
CERTT. '60) with its highest honor, the
Distinguished Alumni Service Award, which is
presented to alumni who have distinguished
themselves "by reason of services performed on
behalf of the University of Michigan, or in con-
nection with its organized alumni activities."
Rubyjean was recognized for her outstanding
service on behalf of the U-M Alumni Clubs of
presidential campaign of 1960–61, for example,
when John Kennedy and Richard Nixon both
made whistle stops at the old Ann Arbor train
depot (now the Gandy Dancer restaurant),
Rubyjean took her students to see and hear the
candidates speak. "It was a memorable event,"
she says, "for the children to see these men, both
of whom eventually went on to become presi-
dent."
improving learning
opportunities by
changing the ways in
which they talk with
their students."

– Lesley Rex,
Assistant Professor

Tidewater and Richmond, VA.
Rubyjean grew up in Detroit, in a family of
teachers and professors. She came to
U-M in 1957, with an unusual incentive to com-
plete her program—"I came to the University
with the man who later became my husband,"
she reports, "but my father said we couldn’t get
married until I finished my degree." The deter-
mined Rubyjean completed her degree in just 3
years, and has now been married to Richard
Gould for 42 years.
While completing her student teaching at Ann
Arbor’s Alicia Jones School (now Community
High School), Rubyjean found herself unexpect-
edly taking over for her critic teacher. The small
size of the class (19 students) provided her with
remarkable teaching opportunities. During the
After teaching in the Ann Arbor and Royal Oak
(MI) schools, Rubyjean returned to U-M to earn
a Master’s degree in Public Policy in 1976,
before going on to serve in the Michigan and
Virginia state governments. After a brief stint
developing training programs for Medicaid, she
has spent the last five years developing docu-
mentation and training materials for the U.S.
Navy. "In a way," she says, "it’s like coming full
circle and being a teacher again… but using
the computer instead of the blackboard. User
communities are a lot like students," she adds,
"you still need to make things interesting and
simple. You still use humor to wake people up.
No talking heads. Lots of interaction." Words
clearly spoken by a teacher!

innovator Fa l l 2 0 0 2 11
FA C U LT Y A C C O L A D E S
Percy Bates, who has been the U-M
representative to the Big 10 Conference
and the NCAA for the past 12 years, was
named by Secretary of Education,
Rodney Paige, to the new Commission
on Opportunity in Athletics. He joins 14
other educators and sports professionals
in examining methods of strengthening
enforcement and expanding opportuni-
ties to ensure fairness for all college ath-
letes.
David Cohen was named the first
Walter H. Annenberg Professor of
Education Policy at the U-M Gerald R.
Ford School of Public Policy. Prof. Cohen
is also the SOE John H. Dewey Professor
of Education.
FA C U LT Y I N L E A D E R S H I P R O L E S
Jacquelynne Eccles was elected
president of the Society for Research on
Adolescence for a two-year term. This is
the international society for practi-
tioners from several social science fields
who do research on adolescence.
Prof. Eccles will also be serving on a
national blue ribbon panel on best prac-
tices in pre-K through 12 education to
increase participation of girls, members
of under-represented minority groups,
and students with disabilities in the fields
of science, engineering, and technology.
"Although the connections between theory and practice can sometimes be remote, that is hardly the
case for the work that engages us here. The work we do typically takes place in the very settings it
is intended to benefit, and it is done in partnership with those we fervently hope will find it not
only useful, but also a powerful means to advance the life opportunities of all learners."
12
Roger Goddard won the 21st annual
Jack A. Culbertson Award in Educational
Administration. The award is given
annually by the University Council for
Educational Administration (UCEA) "to
an outstanding junior professor of educa-
tional administration in recognition of
his/her contributions to the field." The
UCEA is a consortium of leading US uni-
versities supporting scholarship and lead-
ership training in educa-tional adminis-
tration. Prof. Goddard is the first U-M
recipient of this award.
At the 2002 American Educational
Research Association (AERA) conference
in New Orleans, Magdalene Lampert
won the AERA Division K Exemplary
Research in Teaching and Teacher
Gary Fenstermacher was elected to
the National Society for the Study of
Education (NSSE) Board of Directors by
its membership. Founded in 1901, NSSE
is the oldest national educational
research organization in the United
States.
Diane Larsen-Freeman was elected
to the American Association of Applied
Linguists (AAAL) Executive Committee.
The AAAL has almost 1400 members
from North America. Prof. Larsen-
Freeman's term runs from 2003 to 2006.
Education award for her book, Teaching
Problems and Problems of Teaching.
Jeffrey Mirel received a Fulbright
Senior Specialist Award from the Council
for the International Exchange of
Scholars in Washington, DC. The award
took him to Sofia University in Sofia,
Bulgaria, last summer to teach a course
on the history of civic education and to
work individually with graduate students.
Stella Raudenbush received an Arts of
Citizenship award from the
U-M Arts of Citizenship Program for
community-based scholarly activities in
the arts, the humanities, and design.
Ron Marx was appointed to the Horace
H. Rackham School of Graduate Studies
Executive Board, effective September 1,
2002, through August 31, 2005. The
appointment was made by the University
Regents at their June 2002 meeting.
– Gary Fenstermacher, Professor
Fa l l 2 0 0 2 innovator
ST U D E N T ACCO LA D ES
Ann Carrellas, Master of Arts with
Certification Elementary Program
student, and Ellen Meader, a doc-
toral student in the Center for the
Study of Higher and Postsecondary
Education, were awarded Center for the
Education of Women scholarships as
outstanding U-M female students. Ann,
a Gail Allen Scholar, spent 25 years as
a social worker and is interested in cre-
ating the best possible learning envi-
ronment for children. Ellen, a Helen
Huff Shell Scholar, is doing research
on a project investigating the links
between diversity and student learning,
and plans to direct a comprehensive
intergroup relations program on
college campuses
Xavier Corona, Center for the Study
of Higher and Postsecondary
Education Master's student, was
awarded the Outstanding New Student
Member Leadership Award. The award
was given by the U-M Student Activities
and Leadership Office (SAL).
Don DiPaolo received a Rackham
2002 Outstanding Graduate Student
Instructor Award after being nomi-
nated by the Master of Arts with
Certification(MAC) program with sup-
port from both current and former
students. Don was one of seven out-
standing SOE students nominated this
year. In receiving the award, he is rec-
ognized for "exceptional ability and
creativity as [a] teacher; continuous
growth as [a] teacher; service as [an]
outstanding mentor and advisor;
... and growth as [a] scholar."
Jennifer Howard, an Educational
Studies Master's student, won the
Distinguished Leader Service–Learning
innovator Fa l l 2 0 0 2
Award from U-M's Ginsberg Center for
Community Service and Learning.
This past year, Jennifer worked through
the Center as the program assistant
with the Michigan Community
Scholars Program, and assisted in
gathering qualitative research on peer-
facilitated service learning.
Recent graduate of the Center for the
Study of Higher and Postsecondary
Education, Karen Kurotsuchi
Inkelas, was awarded the Dissertation
of the Year Award at the National
Association for Student Personnel
Administrators. She is currently an
assistant professor in the Counseling
and Student Personnel Department at
the University of Maryland.
Roxana Marachi, student in the
Combined Program in Education and
Psychology, received the Judith and
Howard Sims Medal for her
project entitled "School Violence
Prevention: A Review of Methodology."
The selection committee felt that the
project "represents an outstanding
effort at looking at the multiple causes
of school violence, avoiding the sim-
plistic fingerpointing which has char-
acterized so much of the literature in
this field."
Re-Forming Reflection (and Action)
in English Education is the title of
Jason Margolis' article, which
appeared in the April 2002 edition of
the peer-reviewed journal English
Education (Volume 34, Number 3). It
is unusual for the journal, published
by the National Council of Teachers of
English, to include an article from a
graduate student.
Julie McDaniel was awarded the
Politics of Education Association
Doctoral Dissertation Award for her dis-
sertation, entitled The Shaping of
National Reading Policy: Using the
Structural Approach to Examine the
Politics of Reading. Julie was a
December 2001 graduate.
Lucretia Murphy, a doctoral student
in the Center for the Study of Higher
and Postsecondary Education, has
been awarded a Dissertation Fellowship
from the Ford Foundation. The title of
her dissertation is The Evidence of
Things Not Seen: Low Income, Black
Youth's College Opportunity.
Brenda Doster, a doctoral student
in Educational Studies, received an
honorary mention for her dissertation,
entitled A Case Study of Three
Inclusive Classrooms and the Social
Interactions among Students with
Disabilities and Their Typical Peers.
Helen Wright, a student last year in
the Master of Arts with Certification
Elementary Program, was awarded the
Michigan Certificate for Outstanding
Teaching with Technology (MCOATT).
She is one of only a few student teach-
ers in the state, and the only one at
U-M, who demonstrated a high level of
achievement in a number of profi-
ciencies for technology and learning
outlined in the state standards for pre-
service teachers and the Michigan
Frameworks.
13
FA C U LT Y R E S E A R C H G R A N T S A N D FA C U LT Y I N P R I N T
Bob Bain and Ron Marx received a
Collaboratory for Advanced Research and
Academic Technologies/Rackham IT Fellowship
in the amount of $25,380 for "Virtual Expedition:
Bridging the Gap Between Novices and
Historians."
Deborah Ball, David Cohen, and Brian
Rowan were awarded an additional $2,000,000
from the William and Flora Hewlett Fund and an
award from the National Science Foundation in
the amount of $4,862,073 for "The Study of
Instructional Improvement."
Deborah Ball with Heather Hill received an
award from the University of California in the
amount of $199,536 for a project entitled
"Developing Teacher's Mathematical Knowledge
for Teaching Study of Instructional
Improvement."
Carol Barnes' book Standards Reform in
High-Poverty Schools: Managing Conflict and
Building Capacity was published by Teachers
College Press. Her book, based on two years of
observation and interviews, illustrates what hap-
pens when "policy ambitions collide with school
realities." Prof. Barnes is SOE assistant research
scientist and Associate Director for the Study of
Instructional Improvement.
Percy Bates was awarded $11,000 from the
Northwest Regional Educational Laboratory/US
Department of Education for his project entitled
"Charter Starters."
Joanne Carlisle was awarded $1,016,048 from
the Michigan Department of Education/US
Department of Education for a project entitled
"Evaluation and Technical Assistance for
Michigan's 'Reading First' Program."
Barry Fishman received an award from the
Educational Development Center, Inc./National
Science Foundation in the amount of $42,521 for
a project entitled "Systemic Reform Exchange."
Anne Gere received an award from the US
Department of Education in the amount of
$1,140,375 for her project, entitled "Teacher
Quality: Recruitment and Retention." Prof. Gere
was also awarded $3,000 from the Michigan
Council for the Humanities/US National
Endowment for the Humanities for "Communities
of Expression: Youth and Adults Writing, Teaching
and Performing Poetry."
14
Roger Goddard received an award from the
National Academy of Education/Spencer Post-doc-
toral Fellowship in the amount of $50,000 to sup-
port a study called "Collective Efficacy and Student
Achievement: a Multilevel Examination of Equity
and Excellence in Urban Schools."
Patricio Herbst received an award from the
National Science Foundation's CAREER program
in the amount of $561,893 for a project entitled
"Reasoning in High School Geometry Classrooms:
Understanding the Practical Logic Underlying the
Teacher's Work."
Elfrieda Hiebert received an award from
Pacific Resources for Education and Learning
(PREL) in the amount of $100,000 for a project
entitled, "Leadership in the National Priority for
Literacy/Language Mastery."
Heather Hill received an award of $249,751
from the National Science Foundation/Math and
Science Partnership for a project entitled "Design,
Validation and Dissemination of Measures of
Content Knowledge for Teaching Mathematics."
Sylvia Hurtado and Amanda Kim received an
award in the amount of approximately $200,000
from the American Educational Research
Association/US Department of Education for an
AERA Postdoctoral Fellowship.
Joe Krajcik, Elliot Soloway, and Chris
Quintana were awarded $473,798 from the
National Science Foundation for a project
entitled "A Digital IdeaKeeper for K-12: National
Science, Mathematics, Engineering and
Technology Education (MSETE) Digital Library
(NSDL) Scaffolded Portal Services for Information
Analysis and Synthesis."
Janet Lawrence received $40,000 from the
Center for Management Training and
Development for a project entitled "Executive
Education Seminar for Chinese Higher Education
Administrators."
Sally Lubeck received funding from the Spencer
Foundation Collaborative Grants Program and
from the European Union Center to sponsor an
international conference and workshop for area
teachers on the Ann Arbor campus in May 2003.
Shirley Magnusson and Annemarie
Palincsar received an $855,835 grant from the
National Science Foundation for a project
entitled "The Influence of First- and Second-hand
Investigations on Learning Opportunities and
Outcomes in Inquiry-based Science in the
Elementary School."
Ron Marx received $12,427 from Northwestern
University/National Science Foundation-IERI, for
a project entitled "Support Planning and
Infrastructure to Support Ambitious Science for
Urban School Children."
Ron Marx and Stephen Best received an
award from the Michigan Virtual University/
Michigan Economic Development Corporation for
"Strategies for Teaching: Supporting Teachers' Use
of Technology and Inquiry." The two also received
an award from Central Michigan University/US
Department of Education-Eisenhower Program in
the amount of $46,626 for "Highly Interactive
Computing in Education and Middle Grades
Instruction."
Jeffrey Mirel received an award of $18,221 from
the Earhart Foundation for "Americanization
Reconsidered."
Edward Silver was awarded $299,831 by the
Michigan State University Mathematics Education
Endowment Fund for a project entitled "Studying
the Enactment of Teacher Professional
Development for Experienced Users of Innovative
Mathematics Curriculum Materials–The Case of
the Beyond Implementation: Focusing on
Challenge and Learning (BI:FOCAL) Project." He
also received $154,360 from the National Council
of Teachers for editorship of the Journal of
Research in Mathematics Education.
Stephen Raudenbush received an award in
the amount of $299,995 from the National
Science Foundation for a project entitled "ITR:
Ecometrics–New Directions for Multilevel Spatial
Analysis in the Social Sciences." In addition, Prof.
Raudenbush received a $99,471 award from
Westat US Department of Education for a project
entitled "Longitudinal Evaluation of School
Change and Performance (LESCP): A Secondary
Analysis." He also received $45,000 from Harvard
University/MacArthur Fund for a project entitled
"Analytic Support for the Projection on Human
Development in Chicago Neighborhoods."
Laura Roop has received a continuation of her
award (Year 3) from the National Writing Project
for the Oakland Michigan Writing Project, in the
amount of $28,000.
Fa l l 2 0 0 2 innovator
PROFESSOR NINA
YO C H U M R E T I R E S
On May 22, 2002, the School of Education cele-
brated the retirement of Professor Nina Yochum. Dr.
Yochum received her Ph.D. from the University of
Michigan in 1986, whereupon she joined the faculty
of UM–Flint as an assistant professor. In 1998 she
joined the UM–Ann Arbor faculty as associate profes-
sor and was an active scholar in the Center for the
Improvement of Early Reading Achievement
(CIERA). Dr. Yochum's teaching interests centered
on the preparation of classroom teachers with activi-
ties designed to engage students in the application
and integration of key themes and learnings across
courses and the field experience. In June, the U-M
Board of Regents named Dr. Yochum associate
professor emeritus of education.

innovator Fa l l 2 0 0 2 15
On April 12, the School of Education recognized
its student recipients of scholarship awards.
Each spring and fall, scholarship donors and
faculty gather to honor SOE students who have
received SOE awards to help with their educa-
tion. Congratulations to all of the SOE student
award winners as well as a deep-felt thank you
to the generous alumni and friends who
through their generous support make it possible
for many students to complete their education at
the U-M School of Education.

S O E S P R I N G AWA R D S

16 Fa l l 2 0 0 2 innovator
A D VA N C E D D E G R E E S C O N F E R R E D
The following advanced degrees have been conferred since Fall 2002. Congratulations to these and all of our SOE graduates.
Key: CSHPE: Center for the Study of Higher and Postsecondary Education; ES: Educational Studies; FA: Fall; SS: Spring-Summer; WN: Winter
Sally Marie Atkins-Burnett, ES, Ph.D., SS
2001, Chair: Samuel Meisels, Measuring Social
Competence in the Early Elementary Years: A
Rasch Analysis
Catherine Holmes Augustine, CSHPE, Ph.D.,
SS 2001, Chair: Marvin Peterson, Factors
Influencing the Use of Institutional Research
Studies From the Researchers' Perspective
Marne Kathryn Einarson, CSHPE, Ph.D., SS
2001, Co-Chairs: Eric Dey, Marvin Peterson, A
Comparative Study of Personal, Disciplinary
and Organizational Influences on
Undergraduate Faculty Use of Teaching Methods
That Promote Active Student Involvement in
Learning
Ying Ling, CSHPE, Ph.D., SS 2001, Chair: Janet
Lawrence, Predicting Tenured Faculty Intentions
to Leave Voluntarily
Jon Margerum-Leys, ES, Ph.D., SS 2001, Chair:
Ronald Marx, Teacher Knowledge of Educational
Technology: A Case Study of Student
Teacher/Mentor Teacher Pairs
Byung Shik Rhee, CSHPE, Ph.D., SS 2001,
Chair: Eric Dey, A Hierarchical Analysis of
Personal and Institutional Influences on College
Student Departure
Charlotte Lucie Briggs, CSHPE, Ph.D., FA 2001,
Chair: Joan Stark, The Role of Curriculum
Expertise and Discourse in Continuous
Planning Academic Departments
April Lynn Luehmann, ES & Operations
Engineering, Ph.D., FA 2001, Co-Chairs: Joseph
Krajcik, Yili Liu, Factors Affecting Secondary
Science Teachers' Appraisal and Adoption of
Technology-Rich Project-based Learning
Environments
Malinda Mae Matney, CSHPE, Ph.D., FA 2001,
Chair: Sylvia Hurtado, Institutional and
Departmental Factors Influencing Faculty
Adoption of Innovative Teaching Practices
Julie Ellen Mc Daniel, ES, Ph.D., FA 2001,
Chair: Cecil Miskel, The Shaping of National
Reading Policy: Using the Structural Approach to
Examine the Politics of Reading
Adriana Rasche Nichols, CSHPE, Ph.D., FA
2001, Chair: Jana Nidiffer, Making Sense of the
Puzzle: The Intergenerational Implications of
Educating Welfare Mothers
innovator Fa l l 2 0 0 2
Rebecca M. Schneider, ES, Ph.D., FA 2001, Co-
Chairs: Phyllis Blumenfeld, Joseph Krajcik,
Exploring the Role of Curriculum Materials to
Support Teachers in Science Education Reform
Sally Sharp, CSHPE, Ph.D., FA 2001, Chair: Jana
Nidiffer, Persistent Women: What Colleges and
Universities are Doing to Keep Women on
Welfare in the Educational Pipeline
Linda S. Vega-Rodriguez, CSHPE, Ph.D., FA
2001, Chair: Marvin Peterson, Factors Influencing
Administrator/Faculty Cooperation and
Collaboration in NCA Acceptance of College
Assessment Plans
Ioanna Vekiri, ES, Ph.D., FA 2001, Chair: Paul
Pintrich, An Investigation of the Role of Graphical
Design and Student Characteristics in Scientific
Reasoning With Weather Maps
Ryoko Yamaguchi, ES, Ph.D., FA 2001, Chair:
Martin Maehr, The Effects of Achievmeent Goal
Orientation on Emergent Leadership in
Children's Collaborative Learning Groups
Thomas Gregory Barrett, CSHPE, Ph.D., WN
2002, Chair: Marvin Peterson, Stewardship as an
Organizational Response: Understanding the
Interaction of Institutional and Task
Environments and Organizational Contexts on
Fund Raising in Professional Schools at the
University of Michigan
Kristen P. Boyle-Heimann, ES, Ph.D., WN
2002, Chair: Frederick Goodman, Multiplicative
Identities: First Year Undergraduates'
Explorations of Their Own Multiple Identities
Carol Rose Himelhoch, CSHPE, Ph.D., WN
2002, Chair: Richard Alfred, The Influence of
Faculty Characteristics on Their Perceptions of
Worklife Quality in Centralized and
Decentralized Curriculum Planning
Environments
Damon Antone Williams, CSHPE, Ph.D., WN
2002, Co-Chairs: Gerald Gurin, Marvin Peterson,
Ethnic Identity, Integration and Academic
Outcomes: A Study of African American, Asian
Pacific American, and Latino/a Students
Jay H. Basten, CSHPE, Ph.D., SS 2002, Chair:
Jana Nidiffer, The Influence of Institutional
Success in Intercollegiate Athletics on College
Choice: An Organizational Identity Theory-Based
Study of Students' Enrollment Decisions
Carol McDonald Connor, ES, Ph.D., SS 2002,
Chair: Holly Craig, Preschool Children and
Teachers Talking Together: The Influence of Child,
Family, Teacher, and Classroom Characteristics
on Children's Early Literacy Achievement
Jamal A. Cooks, ES, Ph.D., SS 2002, Chair:
Virginia Richardson, Explicit Instruction,
Assumed Skills, or Something in the Middle:
Expository Writing Development in Different
Learning Environments
Maria Chesley Fisk, ES, Ph.D., SS 2002, Chair:
Karen Wixson, Promises and Realities of
Standards-Based Reform: Four Elementary
Teachers and Their Writing Instruction
David Dean Gatewood, CSHPE, Ph.D., SS 2002,
Chair: Marvin Peterson, Exploring Conflict
Surrounding the Production of a Controversial
Play on Three College Campuses
Maria Cecilia Lucero, CSHPE, Ph.D., SS 2002,
Chair: Janet Lawrence, African American Women
Scientists and Engineers: A Phenomenological
Study of Early-Career Faculty Experiences
Shailaja Menon, ES, Ph.D., SS 2002, Chair:
Elfrieda Hiebert, Text as Scaffold: Reading with
Little Books in First Grade Classrooms
LeeAnn Marie Sutherland, ES, Ph.D., SS 2002,
Chair: Elizabeth Moje, African American Girls
Reading African American Women: A Study of
Literacy, Identity, and Multicultural Education
Randall Jay Van Wagoner, CSHPE, Ph.D., SS
2002, Chair: Richard Alfred, The Influence of
Institutional and Individual Characteristics on
the Perception of Organizational Change
Yange Xue, ES, Ph.D., SS 2002, Chair: Samuel
Meisels, The Influence of Early Literacy
Instruction on Children's Learning in
Kindergarten
17
 OBITUARIES

Phillip S. Jones, professor emeritus, died June 27, 2002. Dr. Jones, a member of the faculty at the School
of Education and Department of Mathematics from 1947 until his retirement in 1982, was a tireless leader in
mathematics education. Upon his retirement, his School of Education colleagues established the Phillip S.
Jones Award in Mathematics Education, which is still assisting graduate students in mathematics education.
Dr. Jones was internationally known as an authority on the history of mathematics and math education, and
helped found the Michigan Council of Teachers of Mathematics. He served as president and vice president of
the National Council of Teachers of Mathematics (NCTM), was a member of the Board of Governors of the
Mathematical Association of America, a member of the U.S. Commission on Mathematics Instruction
appointed by the National Academy of Science, and the co-chair of the International Study Group on the
Relation Between Pedagogy and Mathematics.
Edward Stasheff, professor emeritus, died August 3, 2002. Dr. Stasheff was a professor of speech in LSA
and a lecturer within the School of Education. He taught courses in radio, television, and education from
1952 to 1977, and once had a television studio in the Frieze Building and a Department of Communication
Studies lecture series named after him. From 1973 until his retirement, he taught Methods of Teaching
Speech in the Secondary Schools, as well as the complementary teaching practicum in SOE.
Editor's Note: Due to time constraints, we were unable to include more than a short obituary for Professor
Emeritus Gale Jensen in the Spring 2002 issue of the Innovator. Professor Emeritus William K. Medlin
submitted the following information about Dr. Jensen's distinguished career.
"Dr. Jensen chaired the Yearbook Committee for the 1960 edition of the National Society for the Study of
Education's The Dynamics of Instructional Groups: Sociopsychological Aspects of Teaching and
Learning, authoring Chapter V, The Sociopsychological Structure of Instructional Groups… He estab-
lished the U-M Program on Community Economic Reorganization, which dealt with issues of knowledge
transfer and human resource transformation, educational planning, and nation-building. His cross-cultural
interests included participation in a U.S. government-funded study on education and social change in
Uzbekistan; a Ford Foundation project on educational planning in Lebanon; and a U.S. State Department
project on adult education in the former Yugoslavia."

CREDITS
Innovator is published by the School of Education

Editor: Mary Nehls-Frumkin

Writer: James Reische

Photography: Jay Asquini

Gregory Fox
University of Michigan Photo Services
Mike Gould

Design: Liz Cheng

Osborn & Delong

Copy Editors: James Reische

Marti Dalley

18 Fa l l 2 0 0 2 innovator
C LAS S N OT ES W H AT ’ S N E W ?
Y O U R C L A S S M AT E S W A N T T O K N O W !
We've had such a tremendous response to ClassNotes that we will be pro-
ducing another issue this year. Look for the second edition of the School of Keep track of your classmates. Send us news about your achievements, awards,
Education ClassNotes early in 2003. You still have time to send us the life changes, etc., and we will include it in the next ClassNotes. If you can send
ClassNotes form on the right, or send an email to: along a picture (black and white or color), we’ll try to include that, too. Send
soeinnovator@umich.edu. to: Mary Nehls-Frumkin, Communications Coordinator, School of Education,
University of Michigan, 1123 SEB, 610 E. University Ave., Ann Arbor, MI 48109-
1259. Or email to: soeinnovator@umich.edu.
Name
CA LE N DA R O F EV E N TS Address
City State Zip
March 15-16
Kappa Delta Pi 10th Anniversary Telephone Fax (if available)
Email
Friday, April 11
Spring Awards Dinner Is this an address change? Yes No

Monday, April 21 What type of address change? Home Office

AERA Reception – Chicago May we publish your address? Yes No

Saturday, April 26 May we publish your email address? Yes No

Spring Commencement

Friday, June 6 (Please list only University of Michigan degrees and the year earned.)
Emeritus Luncheon – Tribute Room
B.A. Ph.D.
B.S. Ed.D
M.A. ABED
M.S. Ed.S.
CERTT. BSED

News
UNIVERSITY OF MICHIGAN NONDISCRIMINATION POLICY
The University of Michigan, as an equal opportunity/affirmative action employer, com-
plies with all applicable federal and state laws regarding non-discrimination and affima-
tive action, including Title IX of the Education amendments of 1972 and Section 504 of
the Rehabilitation Act of 1973. The University of Michigan is committed to a policy of
non-discrimitation and equal opportunity for all persons regardless of race, sex, color,
religion, creed, national origin or ancestry, age, marital status, sexual orientation, dis- Get involved!
ability or Vietnam-era veteran status in employment, educational programs and activites,
and admissions. Inquiries or complaints may be addressed to the University’s Director of I would like to be considered for the Education Alumni Society
Affirmative Action and Title IX/Section 504 Coordinator, 4005 Wolverine Tower, Ann Board of Governors.
Arbor, Michigan 48109-1281, (734) 763-0235; TYY (734) 647-1388. For other University
of Michigan information call: (734) 764-1817. AAO 4/28/98 Please contact me with more information about
©2002 The Regents of the University: David A. Brandon, Ann Arbor; Laurence B. Deitch, Cash gifts Gift annuities
Bloomfield Hills; Daniel D. Horning, Grand Haven; Olivia P. Maynard, Goodrich; Rebecca
McGowan, Ann Arbor; Andrea Fischer Newman, Ann Arbor; S. Martin Taylor, Grosse Charitable trusts Bequests/Will
Pointe Farms; Katherine E. White, Ann Arbor; Mary Sue Coleman (ex officio)

innovator Fa l l 2 0 0 2 19
C O N N E C T I O N S B E T W E E N E D U C AT I O N A L R E S E A R C H , T E A C H E R S ,
A N D ST U D E N TS
CASES Project - Principal Investigator: Elizabeth A. Davis
CASES, the Curriculum Access System for Elementary Science, is an online environment that supports new teachers as they learn to teach
science effectively. The project’s goals are to better understand teacher learning, to help new elementary and middle school teachers become
more confident and competent in teaching science, and to improve how students are taught and learn science. In its first few months, almost
100 preservice and new elementary and middle school teachers have already used CASES' resources and tools.
Through CASES, we want to gain a better understanding of how new teachers learn to teach science. With that understanding, we'll be able to
improve the supports that the CASES site provides to new teachers, which should in turn help their students learn science better.
CASES is available on the Web at <cases.soe.umich.edu>.

FA C U LT Y A C C O L A D E S
Elizabeth (Betsy) Davis is one of three U-M researchers who received the Presidential Early Career Award
in Science and Engineering (PECASE). The PECASE award is the highest honor bestowed by the U.S.
Government on scientists and engineers beginning their careers. Prof. Davis was named by the National
Science Foundation, which selects winners who demonstrate excellence in research and education. According
to the NSF, Davis' "ground-breaking research focuses on how new teachers integrate their knowledge and
develop the ability to use that knowledge in the classroom, and on how specific supports in the Web-based
environment, such as online discussions, contribute to that development."
(continued on page 12)

SCHOOL OF EDUCATION
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Volume 33, No. 2 / Fall 2002

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