Resume

• 234533

  T-7 P-5 Early Childhood Certification for the State of Georgia

  Georgia Professional Standards Commission

• 2002

  PhD

  Major: Language & Literacy\nCognate: Critical Studies

  Teaching and Learning

  Georgia State University

• 1999

  English

  EdS

  Elementary Education

  Troy University

• 1989

  MA

  Early Childhood Education

  Psychology of Instruction

  Theoretical Models & Processes of Literacy Learning

  Cultural Studies: Poststructualist & Feminist Theory

  Critique of Educational Reseach

  Psychology of the Inner City Child

  Development of Racial/Ethic/Cultural Identity

  Literacy for a Diverse Society

  Ethnographic Approach Educational Research I & II

  Philosophy of Education

  Sociology of the Inner City Child

  Writing for Academic Publication

  Language Variation & Learning

  Interpretive Inquiry in Education

  Topic Seminar: John Dewey

  Educational Statistics II

• 1982

  BBA

  University of Georgia Hall of Leaders\nMember of Delta Sigma Theta Sorority

  Inc.\n*Public Relations Chair\nPresident of Black Greek Council\n*Facilitated Merger with Panhellenic Council & Interfraternity Council \nMarketing Major

  Marketing

• I organize and present the curriculum for our mentoring program E.M.B.O.D.I-Empowering Males to Build Opportunities for Developing Independence

  Delta Sigma Theta Sorority

  Inc.

  Literacy

  Higher Education

  Adult Education

  Teacher Training

  Superior Communication Skills

  Elementary Education

  Staff Development

  Teaching

  Excellent Research Skills

  Astute & Assertive

  Early Childhood Education

  Curriculum Design

  Educational Leadership

  Educational Technology

  Differentiated Instruction

  Public Speaking

  Curriculum Development

  Coaching

  Research

  Social Networking

  \"Making Meaning

  Out of Meaning Making

  \"

  his study examines the ways in which three elementary teachers appropriated and implemented a defined literacy curriculum in their classrooms. The overarching question guiding the study is

  “What are the social and cultural patterns of meaning making in the literacy practices of three elementary teachers?” The study is framed by sociocultural perspectives of learning (Bourdieu

  1986; Gee

  n.d; Vygotsky

  1978). Literacy practices involve the cultural

  social

  political

  and historical ways of interacting and making sense of the world. Therefore

  to study literacy practices of three elementary teachers means to study the social and cultural contexts in which they occur. Field notes

  interviews

  and teacher-produced artifacts were analyzed using emergent coding schemes (Spradley

  1979; LeCompte and Schensul

  1999). Findings from the study revealed that the literacy practices of these three teachers were standards driven

  emphasizing a foundational approach to literacy development. Additionally

  the teachers focused on transforming Spanish speakers into English readers. These findings suggest that the social and cultural patterns of meaning making between and among teachers and learners are not equally represented in the curriculum. Moreover

  the teachers did not disrupt commonly held beliefs and practices about literacy

  thereby maintaining the status quo. Implications for this study including equipping teachers

  both pre-service and in-service with knowledge of critical theory and literacy

  with a goal of increased engagement in literacy practices and a democratized production of knowledge.

  \"Making Meaning

  Out of Meaning Making

  \"

  Tak Cheung Chan

  This paper is focused on discussing strategies preservice and\ninservice teachers could use in planning to teach in a multicultural classroom. Strategies are explored in five different areas with practical recommendations in each of the identified areas with an emphasis on recognizing the importance of multicultural education in American society today.

  \"Planning to Teach in a Multicultural Classroom: Strategies for Preservice and Inservice Teachers\"

  This is an ethnographic study of collegiality in multicultural setting taken from a dualistic perspective of a black doctoral student who is also a tenure-rack instructor at a predominately white institution. The research participants are faculty members ranging in rank from Adjunct to Full Professor with an ethnic composition of black/African American

  white/European American

  Asian/Asian American

  Orthodox Jew

  and white Hispanic. Each subject participated in a one-to-one

  taped interview in which they discussed collegiality in a multicultural setting surrounding seven grand tour questions. The analysis of data revealed seven themes that reflect social

  relational

  individual

  collaborative/cooperative

  environmental

  leadership

  and ethnic aspects. After a discussion of the seven themes the paper concludes with a discussion of skills and strategies for developing collegiality specific to a multicultural setting.

  \"Collegiality in a Multicultural Setting: A Descriptive Narrative\"

  Alda M.

  Blakeney Wright

  PHOENIX RISING LLC: AN EDUCATIONAL CONSULTING FIRM

  DeKalb County School District

  Kennesaw State University

  DeKalb County School District

  Atlanta Public Schools

  Kennesaw State University

  Taught research based best practices\n\nDeveloped collaborative professionals with expertise in teaching and learning\n\nModeled the connection between theoretical knowledge and practical application

  Assistant Professor

  Atlanta

  Collects and Analyzes Data \nServes at Grant Reviewer \nProvides Customized Professional Development\nUtilizes Research Based Best Practices and Practical Application of Theory\n.

  Educational Consultant

  PHOENIX RISING LLC: AN EDUCATIONAL CONSULTING FIRM

  Ronald E. McNair Discovery Learning Academy (MDLA)

  As the Reading Specialist of MDLA. I serve by providing leadership in the selection of appropriate literacy materials that support the literacy development of our learners in Kindergarten through Fifth Grade. I also model and demonstrate the use of those materials in an effort to support teachers with the implementation of the selected literacy materials. I also conduct observations to determine the effectiveness and fidelity of implementation of the reading program as well as the need for professional learning and/or changes in the reading program.

  Reading Specialist

  DeKalb County School District

  Decatur

  Georgia

  Provides Self-Directed Learning experiences to P-5 Learners that are aligned to the Georgia Standards of Excellence and the DeKalb County School District Curriculum that are rigorous and engaging.

  Teacher

  DeKalb County School District

  Provided data driven

  research based

  differentiated instruction \n\nAssessed

  evaluated

  and monitored learning using formal

  informal

  and alternative assessments\n\nEmployed learning centers and hands-on

  brain-based

  cooperative learning teaching strategies

  Atlanta Public Schools