Kelley Nugent has a Master's degree in Early Childhood Education from Columbia University Teachers College and a Bachelor's degree from the University of Delaware. She has extensive experience working with children in various educational settings such as day camps, after school programs, and schools. Her experience includes teaching kindergarten, 1st grade, and toddlers. She also has experience assessing child development and differentiating instruction to meet individual student needs.
Presentation by Marlene Johnson, Operations Officer, Caribbean Development Bank and Sheron C Burns, Lecturer, Early Childhood Education, University of the West Indies, Cave Hill Campus. The presentation was delivered at the Early Childhood Development Regional Research Conference, hosted by UNICEF and the Caribbean Development Bank, February 13- 15, 2018 in Antigua and Barbuda.
This presentation will outline the evolution and evaluation of the Bookworm Club, an Ontario- based, provincial literacy program for children living in out-of-home care (modeled on the UK- based Letterbox Club) in grades one to eight. Participants in the program receive packages containing developmentally appropriate books and related materials, mailed personally to children in their out-of-home placement once a month for six months.
We will provide: 1) an overview of the program evolution and growth; 2) findings from the 2012 pilot program evaluation that involved 131 children and their caregivers and, 3) findings from the 2013 program which grew to include 532 children and their caregivers.
A mixed-methods research design was used in both evaluations involving a quantitative (pre and post-test) and a qualitative component (telephone interviews with caregivers and letters written from participating children). The following areas were explored via questionnaires both before and after participation: child`s self-esteem, child`s motivation for reading, child-caregiver relationship (according to the child), child-caregiver relationship (according to the caregiver), caregiver expectations of the child, and the placement literacy environment.
Key findings relate to the process of growing the Bookworm Club within the province of Ontario, and the findings of the 2012 and 2013 program evaluations which highlight the impact of the program on participating children and their caregivers along with key areas for enhancing the program. For example, the 2012 program pilot evaluation indicated that children's motivation for reading significantly increased during the six months of participation in the Bookworm Club.
This case example from one child welfare community (Ontario, Canada) demonstrates how an evidence-informed practice initiative has been evaluated and grown to full-scale provincial implementation. The continued evaluation of the program and the unique method of obtaining feedback from participating children as part of the evaluation stand out as distinctive features and have implications for the field of child welfare internationally. This presentation will outline the relevance of this literacy program and evaluation process to the child welfare community internationally.
105. Building a Better Tomorrow
Building a Better Tomorrow - how STEM and PBIS can close the gap for at-risk, minorities, and low-income students. Learn about innovative school-wide interventions and strategies to collaboratively build a better tomorrow by connecting community/business leaders, parents, students, teachers, administrators and local colleges.
Presenter(s): Jessica Schouweiler, Rosanna Whisnant, Ashley Pack
Location: Auditorium IV
Presentation by Marlene Johnson, Operations Officer, Caribbean Development Bank and Sheron C Burns, Lecturer, Early Childhood Education, University of the West Indies, Cave Hill Campus. The presentation was delivered at the Early Childhood Development Regional Research Conference, hosted by UNICEF and the Caribbean Development Bank, February 13- 15, 2018 in Antigua and Barbuda.
This presentation will outline the evolution and evaluation of the Bookworm Club, an Ontario- based, provincial literacy program for children living in out-of-home care (modeled on the UK- based Letterbox Club) in grades one to eight. Participants in the program receive packages containing developmentally appropriate books and related materials, mailed personally to children in their out-of-home placement once a month for six months.
We will provide: 1) an overview of the program evolution and growth; 2) findings from the 2012 pilot program evaluation that involved 131 children and their caregivers and, 3) findings from the 2013 program which grew to include 532 children and their caregivers.
A mixed-methods research design was used in both evaluations involving a quantitative (pre and post-test) and a qualitative component (telephone interviews with caregivers and letters written from participating children). The following areas were explored via questionnaires both before and after participation: child`s self-esteem, child`s motivation for reading, child-caregiver relationship (according to the child), child-caregiver relationship (according to the caregiver), caregiver expectations of the child, and the placement literacy environment.
Key findings relate to the process of growing the Bookworm Club within the province of Ontario, and the findings of the 2012 and 2013 program evaluations which highlight the impact of the program on participating children and their caregivers along with key areas for enhancing the program. For example, the 2012 program pilot evaluation indicated that children's motivation for reading significantly increased during the six months of participation in the Bookworm Club.
This case example from one child welfare community (Ontario, Canada) demonstrates how an evidence-informed practice initiative has been evaluated and grown to full-scale provincial implementation. The continued evaluation of the program and the unique method of obtaining feedback from participating children as part of the evaluation stand out as distinctive features and have implications for the field of child welfare internationally. This presentation will outline the relevance of this literacy program and evaluation process to the child welfare community internationally.
105. Building a Better Tomorrow
Building a Better Tomorrow - how STEM and PBIS can close the gap for at-risk, minorities, and low-income students. Learn about innovative school-wide interventions and strategies to collaboratively build a better tomorrow by connecting community/business leaders, parents, students, teachers, administrators and local colleges.
Presenter(s): Jessica Schouweiler, Rosanna Whisnant, Ashley Pack
Location: Auditorium IV
When architecting for Big Data, you have to think outside the box.
This talk describes how an IBM project at CUNA Mutual Group in 1998 morphed into MIOsoft and planted the seeds of innovative ideas that eventually yielded a novel database paradigm called the Context Database that further facilitated the creation of a tightly-integrated distributed application development ecosystem for Big Data.
We contend that MIOdb is capable of storing and analyzing Big Data while simultaneously being capable of scaling to meet the demands of high-throughput transactional applications because of a unique combination of features, such as:
• Lock-free operations
• Logical and physical clustering of data
• Context-oriented concurrency
• Parallel reporting requiring only a single physical pass across each disk
• First-order modeling of complex, deeply-nested structures
• Automatic management of denormalization
• Sophisticated data integration concepts like transitive matching of like data, auto-relationship discovery, and conservation of data provenance.
The talk concludes by looking to the future, the “Internet of Things” and real time contextual analytics, and detailing how a platform like MIOedge makes understanding individual entities in real time possible.
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Αξιοποίηση των Ψηφιακών Κόμικ στην Εκπαίδευση (Comics in Education)EduComics Project
Χρήση των Κόμικ στην Εκπαίδευση
- Από παιδαγωγική σκοπιά
Ιστορία της χρήσης των κόμικς στην εκπαίδευση
- Ελληνικές- ευρωπαϊκές προσπάθειες αξιοποίησης κόμικς στην εκπαιδευτική διαδικασία
- Δυνατότητες των κόμικς ως εκπαιδευτικών εργαλείων
- Παραδείγματα από ψηφιακά εκπαιδευτικά κόμικς- web comics;
- Μαθησιακές στρατηγικές αξιοποίησης κόμικς στην εκπαιδευτική διαδικασία
Designed and delivered this presentation for a startup school, which i attended in the team of M. Nikiforakis and S. Apostolopoulos, who provided constructive comments for improving the presentation
CURRICULUM VITAE Edwards 1
CURRICULUM VITAE Edwards 2
Markis’ Edwards
EDU 695: Supporting Diversity through 21st Century Teaching and Learning
Dr. Sherry Leialoha-Waipa
April 9, 2018
Resume
Personal information
Name: Markis G. Edwards
Gender: Male
Residence: United States of America
Phone: (601) 500- 2537
Email: [email protected]
Educational background
Ashford University October 2016-May 2018
· Major: Higher Education
· GPA: 3.9
· Honor Society (2017-2019)
· Golden Key International Honor Society (2017)
The University of Southern Mississippi August 2010-December 2015
· Major:Communication Studies, Fall 2015
· GPA: 2.52
Lakeside School, Seattle WA
· Certificate of secondary education August 2014- May 2015
Profile
I am a person who is highly responsible for anything that I am doing. Like being punctual both in time and my work, because this is the only way I can meet objectives that I set each day I start work. I am given to changing the education system and in bringing positive changes that can make the system better for both the learners and the teachers. Over the past years, I have been involved in deep research that is aimed at inventing new and better ways of teaching especially to the children with special needs who need special attention. In addition, I am highly disciplined ensuring that I team with the rest of the relevant stakeholders so as to make the system better. In addition, following hierarchy is one thing that I so much observe due to the fact that it can help me to reduce conflicts with both the high and lower administration.
Professional Experience
The Learning Tree, Inc., Mobile, AL Jan.2017-Present
Teacher Assistant
· Working one on one with students in the classroom environment
· Running teaching trials of educational goals as outlined in each student’s individual plan
· Working cooperatively with other teacher assistants and supervisors during the shift
Greek-life coordinator 2016- 2017
· Member of the Greek community
· Serving on the National Pan-Hellenic Council (NPHC), and
· Taking one-year internship under Southern Miss Greek-Life’s coordinator
The University of Southern Mississippi, Hattiesburg, MS Dec.2012-Nov. 2014
Desk Assistant
· Greeted visitors and provided them with required information
· Assisted in managing inventory of office supplies
· Check students in/out of dorm
Leadership & Volunteer Experience
Phi Beta Sigma Fraternity, Inc. August 2014 – May 2015Vice President
· Elected by peers to lead the fraternity at the University. Managed a board of 7 and over 31 collegiate members.
Weekl.
1. Kelley Nugent
561 10th
Avenue, Apt 18G · New York, NY 10036 · 860-459-0943· kan2131@tc.columbia.edu
________________________________________________________________________________________________________
EDUCATION
Columbia University, Teachers College, New York, NY
Master of Arts in Early Childhood Education, birth to age 8 GPA: 4.0 Expected May 2016
New York State (Early Childhood Education) Certification Pending
University of Delaware, Newark, DE August 2009—May 2013
Concentration: Clinical Services
Overall GPA 3.73/4.0 Deans List, Cum Laude, Phi Kappa Phi Honor Society, Kappa Omicron Nu Society
• Study Abroad—Paris & Hawaii
• Paris—Early Childhood Education
• Hawaii—Elementary Evolutionary Ecology
RELATED EXPERIENCE
The Hollingworth Science Summer Camp, New York, NY June 2016—August 2016
Assistant Teacher, Kindergarten—4th
grade
• Create classroom from scratch with three other adults in order to produce the most effective learning environment for
science camp.
• Produce inquiry-based science curriculum within a four-person team that will be implemented in camp.
• Guide and mentor students through a process of discovery and reflection by posing well-crafted questions that
encourage critical thinking.
• Engage in daily science experiments and hands-on activities with campers.
• Plans and attends field trips with children that enhance science curriculum.
The Jesse Isador Straus School (P.S 199), New York, NY January 2016—Present
Graduate Student Teacher, 1st
Grade General Education
• Planned and implemented small and large group lessons in core academic subjects using Common Core Standards
and following the TC Reading and Writing project format.
• Differentiated instruction and made appropriate accommodations in order to make curriculum accessible to students
with wide variety of learning needs (29 children and 5 IEP’s).
• Assisted cooperating teacher in day-to-day tasks, team planning, and classroom management.
• Aided social-emotional development of students through RULER curriculum to promote children’s growth.
• Worked extensively with children in writing workshop to produce several published pieces that were then displayed
to parents and families.
Emily Dickinson School (P.S. 75), New York, NY January 2016—Present
Graduate Student Teacher, Kindergarten Reading
• Worked one-on-one with kindergarten-aged student on reading and writing skills as part of Early Childhood Reading
and Writing class.
• Planned individualized weekly lessons and activities that focused on literacy skills in order to build key child’s
reading and writing abilities.
• Administered assessments and running records to gauge student’s progress and to inform further instruction.
Rita Gold Childcare Center, New York, NY
Graduate Student Teacher, Toddler Room (18 months-3 years) September 2015—December 2015
• Completed 110-hour practicum and associated coursework in Infant / Toddler Development.
• Cared for toddler children (10 children at maximum) to enhance development of children in a play-based setting.
• Tracked development of one key child over the semester through anecdotal notes.
• Designed and implemented individualized activity plan and comprehensive child study report for key child.
• Supervised sleep and meal schedules, indoor and outdoor play and developmentally appropriate activities.
• Entered anecdotal notes on children to track change over time in all developmental domains.
The Children’s Workshop School, New York, NY January 2015—May
2015
Graduate Student Teacher, Kindergarten General Education
• Worked with one head teacher in a progressive classroom.
• Planned and implemented small and large group lessons in core academic subjects using Common Core Standards
2. and following TC Readers and Writers Workshop format.
• Worked extensively with one child who had a IEP in progress on reading and writing in order to bring the child up to
grade level benchmark.
• Supervised school field trips to ensure safety of children.
• Created worksheets and activities to assess children on academic subjects being taught in class.
Asphalt Green Summer Day Camp, New York, NY
Head Counselor, Ages 8-9 June 2015—August
2015
• Worked in a two-person team with one general counselor to make sure camp day ran smoothly and to ensure safety
of children.
• Coordinated camp day by participating and overseeing each activity.
• Supervised children during daily camp activities and conversed with parents on daily basis about social skills and
sports related activities.
• Attended and supervised multiple overnight trips with children
• Taught children social skills by modeling appropriate behavior with general counselor.
• Served as a bus matron for children to monitor behavior, ensure safety and mediate conflicts that occurred.
Nest + M School “After-3” Program, New York, NY November 2013—June 2014
Activity Assistant & Bus Matron
• Supervised children in after-school activities.
• Spent majority of time in Lego Engineering after school class.
• Enforced rules, behavioral and educational standards to make sure class ran effectively.
• Helped teacher conduct & coordinate activities by working in small groups and with individuals.
• Discussed progress and behavior of children with parents on a daily basis.
• Served as a bus matron who monitored behavior to make sure all children arrived home safe and on time.
• Picked a child up from her school and walked her to after school program to make sure she got there safely.
The Frye Boot Company (Cashier/Customer Service), New York, NY July 2013—October
2013
• Enhanced computer skills in Microsoft technologies.
• Addressed needs and concerns of customers by talking with individuals both in person and over the phone while
working in fast paced environment.
Thomas McKean High School, Wilmington, DE
Intern, Guidance Counselor February 2013—May
2013
• Completed 400 Hours in the guidance office.
• Strengthened communication skills through daily meetings with students and conferences with parents.
• Provided counseling and mentoring services to adolescents.
• Engaged in crisis interventions with at-risk children.
• Worked with diverse group of students.
• Enhanced interpersonal skills with adults and adolescents.
• Clerical work filing, organizing, assisted as needed.
Newark Boys and Girls Club, Newark, DE February
—May 2012
Intern, Kindergarten
• Tutored boys and girls on early childhood academic subjects to promote developmental growth.
• Coordinated and organized daily activities with head of Boys and Girls Club to gain experience on program
development
• Developed skills for interacting with diverse populations.
• Promoted events coordinated by the Boys and Girls Club on University of Delaware Campus by posting flyers and
sending emails.
PROFESSIONAL GROUPS
Children’s Scholarship Fund (Young Leaders), New York, NY September 2013—
Present
• Raise awareness about education reform
3. • Support CSF scholarships.
• Fundraised and coordinates volunteer activities.
• Tutor and mentor children within the program.
VOLUNTEER ACTIVITIES, University of Delaware, Newark, DE
Project Sunshine
• Participated in nonprofit organization for educational, recreational and social programs to children facing medical
challenges and their families.
• Volunteered time in order to restore a sense of normalcy to pediatric healthcare environment.
St. Anthony of Padua Church, Litchfield, CT
• Participated in pancake breakfast fundraisers to raise money for child with cancer in my hometown.
SKILLS
• Computer: Proficient in Microsoft technologies.
• Language: Basic Spanish Language knowledge.