Dr. R. Martin Reardon, Ph.D.
Office: (804) 828 8698
Food for thought.
To bring instructional decision making into closer contact with the science of learning, we propose a theoretical framework that builds on the computational precision of cognitive science while addressing instruction, not as an additional consideration, but as part of its basic conception.
(Koedinger, Corbett, & Perfetti, 2011, p. 758)
[Reference: Koedinger, K. R., Corbett, A. T., Perfetti, C. (2011). The knowledge-learning-instruction framework: Bridging the science-practice chasm to enhance robust student learning. Cognitive Science, 36, 757-798. doi: 10.1111/j.1551-6709.2012.01245.x]
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To read the Disrupting Class blog
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Journals that publish the scholarship of teaching and learning: Kennesaw State
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"When my daughter starts school, I'm hoping for a teacher who is spontaneous, someone who can follow a curriculum and yet meet the emotional and social needs of children as well. I hope for someone who has a vivid imagination and knows how to use ordinary objects to teach valuable lessons. I want my daughter to be exposed to as many cultures and ethnic groups as possible, and I want her to be academically motivated and challenged. That will take a teacher who is sensitive to the individual needs of each student. If my daughter is slow, I want a teacher who is immediately looking into that, and if she's surpassing the class, I want her to get what she needs and progress as far as she can. I want a teacher who has conflict resolution skills, who creates discipline, but not from his or her emotions. I want a teacher who uses different methods and different ways of reaching students--who can think in innovative ways and challenge the children while teaching them academically" (Laurine Carson, a mother in Newark, NJ. Quoted in National Commission on Teaching & America's Future, 1996, p. 2).
National Commission on Teaching & America's Future. (1996). What matters most: Teaching for America's future. New York: Author.
"Of all human talents, among the most precious...is the ability to discern opportunities around oneself, when others do not. In a given situation, one person will say 'there is nothing to do,' whereas another will find dozens of things to do and enjoy. The individual who is truly engaged with the world--interested, curious, excited--is never at a loss for opportunities to experience flow" (Csikszentmihalyi, 2003, p. 46).
Csikszentmihalyi, M. (2003). Good business: Leadership, flow, and the making of meaning. New York: Viking.
Connections: We may never know the good we do
Howe (1801-1876, photo on the right below) was a graduate of Harvard Medical School and a
political reformer. He taught Laura Bridgeman, a young deaf and
blind woman (frontispiece photo on the left below), and his teaching techniques became the foundation for the
methods used at the Perkins School for the Blind in Watertown,
Massachusetts, the first school for students with disabilities in this
country, which Howe helped to found.
Anne Sullivan Macy (1866-1936, sketch below), Helen Keller's beloved "Teacher," who had a serious vision impairment until her teenage years, attended the Perkins School for the Blind and was recommended to Helen Keller's mother through Alexander Graham Bell. Annie Sullivan carefully studied Samuel Gridley Howe's records from teaching Laura Bridgeman before she went to work for the Keller family.
Those methods, and Annie Sullivan's intelligence, dedication, and ingenuity, helped Helen Keller (1880-1968, photo below) emerge from the prison of her disabilities to become the person that she was.
“We walked down the path to the well-house, attracted by the fragrance of the honey-suckle with which it was covered. Someone was drawing water and my teacher placed my hand under the spout. As the cool stream gushed over one hand she spelled into the other the word water, first slowly, then rapidly. I stood still, my whole attention fixed upon the motions of her fingers. Suddenly I felt a misty consciousness as of something forgotten, a thrill of returning thought, and somehow the mystery of language was revealed to me.”
“The public must learn that the blind man is neither genius nor a freak nor an idiot. He has a mind that can be educated, a hand which can be trained, ambitions which it is right for him to strive to realise, and it is the duty of the public to help him make the best of himself so that he can win light through work.”
Edited from Hunt, N., & Marshall, K.
There are many sites on the Internet which give helpful guidance for those new to APA style:
To see what "it" looks like, go to Purdue University's On-line Writing Lab (OWL) Sample Literature Review
Some format details are nicely illustrated at The Write Source.
For a discussion of many elements of APA style, click here for the .pdf from OWL.
Council of Chief State School Officers
Interstate Consortium on School Leadership (ICSL)
Interstate New Teacher Assessment and Support Consortium (INTASC) Standards (1992)
Interstate School Leaders Licensure Consortium (ISLLC) Standards (1996)
Support for School Improvement Newsletter
National Council for Accreditation of Teacher Education (NCATE)
National Policy Board for Educational Administration
Educational Leadership Constituent Consortium (ELCC) Program Standards
VCU Technical Services Home Page (phone: 828-2227)
Virginia Department of Education:
Division of Assessment and Reporting
School Report Card
"Uniform Performance Standards"
National Assessment of Educational Progress (NAEP) The Nation's Report Card
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To download and print some of the material on my website, you will need the Adobe Acrobat Reader. It's a free download from http://www.adobe.com/products/acrobat/readstep.html
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