Teacher Education Department Office location: LWH 3039
 

 

 

(773) 442-5380
NEIU logo
Rachel
Adeodu
Ph.D.
Department Chair, Associate Professor
Teacher Education
College of Education
Phone
(773) 442-5369
Expertise
Early Childhood Development and Education, Early Childhood Literacy and Assessment; Partnership with families of young children.
Courses Taught
ECED 301: Curriculum and Instruction in Early Childhood Education
ECED 302: Philosophical & Historical Foundations of Early Childhood Education
ECED 306: Methods of Teaching Reading in Early Childhood
ECED 316: Child, Family & Community
ECED 328M: Clinical Experiences in Early Childhood Education-Kindergarten & Primary Greades Multicultural Emphasis
ECED 329: Student Teaching in Early Childhood
ECED 407: Family, Child and Teacher Interaction
ECED 410: Curriculum Development in Early Childhood Education
READ 416: Reading in the Prmary Grades
Research Interests
-Family involvement in early childhood literacy and education -The influence of immigrant families' "funds of knowledge" in the education of their children. -Early childhood curriculum and instruction in the age of accountability.
Education

University of Alberta
Elementary Education: Early Childhood Education concentration and cross-cultural education, Ph.D.

University of Glasgow
Educational Administration, M.Ed.

Ahmadu Bello University
English Language Arts Education, B.A.

 

LWH 3018
5500 North St. Louis Avenue
Chicago, IL 60625
United States

Phone
(773) 442-5369
Office Hours
Varies by semester and teaching schedule.
Main Campus
Sean Condon
Sean
E.
Condon
Program Advisor
Teacher Education
Expertise
Advisor for Teacher Licensure Program (TLP) for graduate students, and Elementary undergrad program for students whose last names begin with A through H.
Education

English,  B.A.

Background

Program Advisor since April, 2009.

Lech Walesa Hall (LWH) 0019
5500 North St. Louis Avenue
Chicago, IL 60625-4699
United States

Office Hours
Email or call for appointment hours.
Vanessa King smiles into the camera.
Vanessa
J.
King
M. Ed, MSW
Secondary Education K-12 (Art, Music, Spanish) & Teacher Licensure Program Advisor
Educational Inquiry and Curriculum Studies
Expertise
Visual Art and Art Education
Education

M.Ed in Visual Art Education; DePaul University

MSW; University of Illinois Chicago

BFA; University of Illinois-Champaign/Urbana

Background

Professional Licensed Teacher since 2004; Grades 6-12

Experienced educator in Chicago Public Schools with master's degrees in Education and Social Work. Success in developing, advocating for, and implementing Learning Experiences that are creative, relevant and accessible to diverse audiences.

Office Hours
By appointment
Monday 11 a.m.-7 p.m.
TWRF: 8:30 a.m.-4:30 p.m.
Dr. Elaine Chakonas
Elaine
Pierce
Chakonas
Ed.D.
EdTPA Coordinator-Elementary Education
Teacher Education
College of Education
Phone
(773) 442-5366
Expertise
Literacy methods, planning for instruction, differentiated instruction, differentiated assessment.
Courses Taught
ELED 301: Curriculum of the Elementary School
ELED 302: Methods of Teaching Language Arts
ELED 306A: Methods of Teaching Reading
ELED 328: Curriculum Experience in Elementary Education
ELED 329: Student Teaching in Elementary Education
Research Interests
Literacy methods, mentoring teacher candidates, differentiated planning for instruction, and differentiated assessment.
Education

Loyola University, Chicago Curriculum and Instruction, Ed.D.

Loyola University, Chicago Diagnosis and Remediation of Reading Difficulties, M.Ed.

B.A.  English Education. University of Illinois, Chicago.

Selected Publications

Chakonas, E.P.    (Winter 2007) “Literacy Methods Preparation of Pre-Service Teachers:  Illinois Reading Council’s (IRC) Student Members’ Perspectives”. Eastern Education Journal.

Arnoff, K., Ed.  (2007)  So To Teach:  Inspiring Stories that Touch the Heart.  Kappa Delta Pi Publications.  “Teacher, My Name is Evangelia”, pp. 81-84.

Chakonas, E.P.   (Spring 2007)   “Are You Raising Good Greek Sons?”.  Mia Magazine.

Chakonas, E.P.   (Winter 2006)   “Electra, Plato, Stacy and Christina:  Meet the Characters in Books Featuring  Greek Children”.  Mia Magazine.

Chakonas, E.P.  (Fall 2006).    “The Greek Orthodox Churches of the Chicago Archdiocese”.  Mia Woman Magazine, , pp. 31-32.

Chakonas, E.P.  (Summer 2006).    “Words of Wisdom”.  Mia Woman Magazine , pp. 100-101.

Chakonas, E.P.   (Spring 2006. vol. 13).   “Principles of Effective Teaching”.  New Teacher Advocate,, pp. 8-9. 

Chakonas, E.P.  (Winter 2006).  “You Know Who You Are:  A Greek Girl Finds Herself Renamed”.    Mia Woman Magazine.

Chakonas, E.P.  (Winter 2006).  “Teacher, My Name is Evangelia”.  Kappa Delta Pi Record, p. 96.

Perino, F., Chakonas, E.P.  (Summer 2006, vol. XIII)  “A Qualitative Analysis of Pre- Service Teachers’ Responses to Program Effectiveness”.  Critical Issues in Teacher Educationthe journal  of the Illinois Association of Teacher Educators.

Chakonas, E.P.  (2005). “Growing Up Greek in Chicago:  A First Grader’s Perspective”.  Greektown Chicago: Its History-Its Recipes, by Alexa Ganakos, p. 32.

Passman, R., McKnight, K.S., & Chakonas, E.P. (Summer 2005).  Nouns do Noun-y Things:  A preliminary model for introducing a discourse of grammar(s) of  English in middle school language arts classrooms.  Illinois English Bulletin.

Chakonas, E.P.  (Fall 2004).  “Mentoring Pre-Service Teachers:  The Role of the Professional  Organization”.    Illinois ASCD Newsletter.

October 1982     Curriculum Review     Review of Developmental Learning Materials Reading to Learn:    Focus on Being a Consumer

August/September 1982  Curriculum Review    Review of Pitman Learning SporTellers

February 1982 Curriculum Review     Review of How To Increase Reading Ability

November 1981  Curriculum Review     Review of Holt Reading Skills for the Content Areas

June 1981      Curriculum Review      Review of Holt, Rinehart and Winston Discovering Language   with Children

November 1980    Curriculum Review       Review of SRA Reading for Understanding Kit

November 1980   Curriculum Review       Review of Series R:  Macmillan Reading Program

February 1980      Curriculum Review     Review of Modern Curriculum Press Phonics is Fun Program

December 1979      Curriculum Review      Review of Harcourt, Brace and Jovanovich Bookmark Reading  Program

May 1979    Curriculum Review      Review of Learnco’s Reading and Classifying Words

December 1978     Curriculum Review      Review of Rand McNally’s Young America Basic Reading Series

Selected Performances

August 1996     Chicago Public Schools Cable TV show on Channel 23 featured the Chicago             Public Schools Prep Program, “Life in the Middle Ages” throughout the month of  August.

May 19-20, 1998      Interview with Linda MacLennan on WBBM. Channel 2 News “Homework: How Much Is Too Much?”

 

Lech Walesa Hall (LWH) 3012
5500 North St. Louis Avenue
Chicago, IL 60625-4699
United States

Phone
(773) 442-5366
Office Hours
Varies by semester.
Main Campus
Curriculum Vitae
Dr. Amina Chaudhri
Amina
Chaudhri
Ph.D.
Elementary Education Program Coordinator
Teacher Education
College of Education
Phone
(773) 442-5368
Expertise
Literacy, children's literature, and multicultural education.
Courses Taught
ELED 302: Methods of Teaching Language Arts-WIP
ELED 303: Children's Literature
ELED 304: Methods of Teaching Social Studies
ELED 309: Content Area Literacy
ELED 306A: Methods of Teaching Reading
ELED 329: Student Teaching
ELED 435: Children's and Young Adult Literature
Research Interests
Teacher preparation, literacy, children's literature, and multicultural education.
Education

University of Illinois at Chicago
Curriculum Studies, Ph.D.

Michigan State University
Curriculum and Instruction, M.A.

Oberlin College
English, B.A.
 

Selected Publications

Chaudhri, A., and Teale, W.H. (2013).  Stories of multiracial experiences in literature for children, ages 9-14. Children's Literature in Education. 44(4), 359-376.

Chaudhri, A. (2013).  Transplanted: Stories of refugee experiences.  Book Links. September.

Chaudhri, A. (2017). Multiracial Identity in Children’s Literature. Routledge. New York, NY.

Chaudhri, A. & Schau, N. (2016) Imaginary Indians: Representations of Native Americans in Scholastic Reading Club. Children’s Literature in Education. 47 (1), 20 – 37.

Chaudhri, A. (2013).  Growing mixed/up: Multiracial identity in children's and young adult literature. In J. Naidoo & S. Park Dahlen (Eds.). Diversity in youth literature: Opening doors through reading.  ALA Editions.

Chaudhri, A. (2013).  Multiracial characters.  Book Links. January.

Chaudhri, A. (2011, Summer).  Straighten up and fly right: Heteromasculinity in the Watsons go to Birmingham-1963.  Children's Literature Association Quarterly.   Vol. 36, No. 2.

LWH 4019
5500 North St. Louis Avenue
Chicago, IL 60625-4699
United States

Phone
(773) 442-5368
Office Hours
Varies by semester and teaching schedule.
Main Campus
MT Garreton
Maria Teresa
Garreton
Ph.D.
M.A.T. Program Advisor
Teacher Education
College of Education
Phone
(773) 442-5364
Courses Taught
BLBC 329: Student Teaching in Elementary Education
BLBC 338: Bilingualism and Education
BLBC 339: Teaching Communication Skills in Cross-Language/Culture Situations
BLBC 438: Foundations of Bilingual Education
BLBC 439: Ethic Diversity in our Schools: A Cross-Cultural/Linguistic Survey
BLBC 328: Clinical Experience in Elementary Education
Research Interests
School/community partnerships. Teacher Education.
Education

Universidad Catolica de Chile, B.A.

Miami University of Ohio Secondary English, M.Ed.

Miami University of Ohio Educational Administration, Ph.D.

Selected Publications

Most recent publication:

Skinner, E., Garreton, MT., and Schultz, B., (Eds.)Grow your own Teachers: Grassroots Change for Teacher Education.  TCP 2011

 

Garreton, Maria Teresa., Overcoming Institutional Barriers to Develop a Successful Community-Based Teacher Preparation Program  in Skinner, E., Garreton, MT., and Schultz, B., (Eds.)Grow your own Teachers: Grassroots Change for Teacher Education.  TCP 2011

Lech Walesa Hall (LWH) 3040
5500 North St. Louis Avenue
Chicago, IL 60625-4699
United States

Phone
(773) 442-5364
Office Hours
By Appointment.
Main Campus
NEIU logo
Yi
Hao
Ph.D.
Teacher Education
College of Education
Phone
(773) 442-5386
Expertise
Early Childhood Education and the arts.
Courses Taught
ECED 303: Early Childhood Development
ECED 301: Curriculum and Instruction in Early Childhood Education
ECED 328i: Clinical Experiences in Early Childhood Education: Infant/Toddler
ECED 316: Child, Famiiy, and Community
ECED 328T: Clinical Experience in Early Childhood Education, Preschool-KG and Primary-Technology Emphasis
ECED 312: Teaching Strategies with Multicultural Groups
ECED 325: Literature for Young Children
ECED 408: Language Acquisition and Intervention Strategies for Teachers of Young Children
ECED 352: Method of Teaching Language Arts, Music and Art in Early Childhood Education
ECED 325: Literature for Young Children
ECED 452: Curriculum and Methods of Teaching Language Arts, Music, and Art in Early Childhood
Research Interests
Infant/Toddler Reflective Teaching
Education

State University of New York at Buffalo Early Childhood Education, Ph.D.

Concordia University.  Master in Early Childhood Education.

Nanjing Normal University, China.  Bachelor in Early Childhood Education.

Selected Publications

Articles published

>"Reaching potentials:  Effective strategies for cultivating student teachers' creativity in teaching art"

>"Lesson plan writing"

>"Educating Early Childhood Teacher Education Students for the Global World"

>"Portfolio assessment in early childhood"
 

Background

Dr. Hao has taught Early Childhood courses for over 14 years.  She grew up in China and moved to Chicago in 1984.  Dr. Hao specialized in teaching how to work with infants and toddlers.  Her favorite saying is "Let children be children."

Lech Walesa Hall (LWH) 3023
5500 North St. Louis Avenue
Chicago, IL 60625
United States

Phone
(773) 442-5386
Office Hours
Varies by semester.
Main Campus
Dr. Hanna Kim, Teacher Education Department
Hanna
Kim
Ph.D.
Associate Professor
Teacher Education
College of Education
Phone
(773) 442-5383
Expertise
Science Education For Diverse Learners. Inquiry based Science Teaching. Science and Classroom Technology Integration.
Courses Taught
ELED 305: Methods of Teaching Science
MELD 335: Teaching Science at the Middle School/Elementary Levels with Problem Solving
ELED 329: Student Teaching Seminar
ELED 415: Interrelated Instructional Methods of Science and Mathematics in Elementary and Middle School (graduate level)
ELED 428: Clinical (Literacy-graduate level)
ELED 506: Research Methods for Teachers (graduate level)
Research Interests
Inquiry based science teaching and learning for diverse learners including ELLs. Science and technology integration. Integrating computational thinking (CT) into science classrooms.
Education

University of Texas at Austin Science Education, Ph.D.

Ewha Womans University. South Korea Science Education, B.A.

Selected Publications

Kim, H. & Adler, R. (manuscript in progress), Promoting Future Teachers' Computational Thinking in STEM (funded by the NSF grant).

Slate, J., Hibdon, J., Mayle, S., Kim, H., & Sudha, S. (2019). A Multidisciplinary Approach to Incorporating Computational Thinking in STEM Courses for Preservice Teachers. In M. Realdon (Ed.), Integrating Digital Technology in Education: School-University-Community Collaboration (pp.1-25). Charlotte, NC: Information Age.

Adler, R & Kim, H. (2017). Enhancing future K-8 teachers’ computational thinking skills through modeling and simulations, Education and Information Technologies. 1-14. doi; https://doi.org/10.1007/s10639-017-9675-1

Kim, H. (2016). Inquiry-Based Science and Technology Enrichment Program for Middle School-Aged Female Students, Journal of Science Education and Technology. 25(2), 174- 186. doi:10.1007/s10956-015-9584-2.

Kim, H. (2015). Effects of Science and Engineering Practices on Science Achievement and Attitudes of Diverse Students including ELLs, National Association for Bilingual Education (NABE), Journal of Research and Practice, 6, 1-23. 

Kim, H. (2011). Inquiry based science and technology program: green earth enhanced with inquiry and technology. Journal of Science Education and Technology, 20, 803-814.

Selected Performances

Presentations

Erbacher, A., Chavez, J., León, M., and Kim, H., (2018, October). Integrating Computational Thinking in an Elementary and Middle School Pre-Service Science Curriculum through Robotics, Presented at the SACNAS. The National Diversity in STEM Conference, San Antonio, TX.

Kim, H. (2017, November). Enhancing Future Teachers’ Computational Skills through Coding and Simulations, Presented at the Worldwide Forum on Education and Culture, Rome, Italy.

Kim, H. & Adler, R. (2016, June), Future Teachers’ Computational Thinking and Conceptual  Changes using Scratch Programming, Paper presented at the EdMedia (AACE) World Conference on Educational Media & Technology, Vancouver, BC.

Kim, H. & Adler, R. (2016, October), Promoting Future Teachers' Computational Thinking in STEM, Invited presentation at the NETT Day talk, Northeastern Illinois University, Chicago, IL.

Kim, H., Adler, R., and Konan, J. (2016, November), Integrating Computational Thinking in Preservice Science Classrooms, Paper presented at the Northern Illinois Science Education (NISE) Conference, Naperville, IL.

Kim, H. (2016, April), How Do We Save the Endangered Monarch Butterfly around the City? Promoting Students’ Problem-Solving & Argumentation Skills Using Polling Technology, Invited presentation at the National Science Teachers Association (NSTA-Middle School Level) Conference, Nashville, TN. 

Kim, H. & Malovey, T. (2015, April), Effects of Science and Engineering Practices on Science Achievement and Attitudes of Diverse Students including ELLs, Paper presented at the American Education Research Association (AERA) Conference, Chicago, IL. 

Kim, H. & Malovey, T. (2015, March), Science and Engineering Practices Among Diverse Students’ Learning about Environmental Science, Paper presented at the National Science Teachers Association (NSTA) Conference, Chicago, IL. 

Kim, H. (2014, April), Effects of Science Inquiry Practices on Diverse Seventh Grade Students' Science Achievement and Attitudes, Paper presented for a presentation at the National Association of Research in Science Teaching (NARST), International Conference, Pittsburgh, PA.

Kim, H. & Malovey, T. (2014, November), Effects of Science Inquiry Practices on Diverse 7th Grade Students' Science Achievement and Attitudes, Paper presented at the Northern Illinois Science Education (NISE) Conference, Naperville, IL.

Kim, H. & Aguirre, S. (2013, October), Green Earth Enhanced with Science and Engineering Practices, Paper presented at the Illinois Science Education Conference (ISEC) in Tinely Park, IL.

Kim, H. (2013, April), Inquiry based Science and Technology Enrichment Program: Green Earth Enhanced with Inquiry and Technology, Paper presented at the National Association of Research in Science Teaching (NARST), International Conference, Puerto Rico.

Grants

2016-2019  National Science Foundation (STEM+Computing) Grant: CodEd STEM (Coding for Educators in STEM)

2014-2015 Chicago Community Trust Grant: Next Generation  Educator for Middle School: Refining STEM with Pedagogical Content and Literacy-NGEMS

LWH 3041
5500 N. St. Louis Ave.
Chicago, IL 60625-4699
United States

Phone
(773) 442-5383
Office Hours
Varies by semester.
Main Campus
Dr. Eileen Kaiser, Teacher Education Department
Eileen
Mortensen
Kaiser
Ph.D.
Associate Professor
Teacher Education
College of Education
Phone
(773) 442-4574
Expertise
Literacy. Writing. Research methods. Classroom discussion. Professional development for teachers.
Courses Taught
ELED 302: Writing Intensive Program: Methods of Teaching Language Arts in the Elementary School
ELED 306A: Methods of Teaching Reading-Elementary School with Clinical Epxerience
ELED 406: Research Skills for the Classroom Teacher
Research Interests
Teachers as writers; Impact of writing workshop on Teacher Practice; Dialogic discussion
Education

University of Wisconsin-Madison. Ph.D., M.S., B.S.

Selected Publications

Adler, M., Rougle, E., Kaiser, E. & Caughlan, S. (2004).  Closing the gap between concept and practice: Toward more dialogic discussion in the language arts classroom.  Journal of Adolescent & Adult Literacy, 47, No. 4, 312-322.

Crafton, L. & Kaiser, E. (2011).  The language of collaboration: Dialogue and identity in teacher professional development.  Improving Schools. V4, (2), 104-116.

Kaiser, E. (2013).  Contextualized support for urban teachers implementing Writer's Workshop. Critical Issues in Education. (V4, (3), 213-224.

 

Lech Walesa Hall (LWH) 3089
5500 North St. Louis Avenue
Chicago, IL 60625-4699
United States

Phone
(773) 442-4574
Office Hours
Varies by semester.
Main Campus
Dr. Morales
Hector
Morales
Jr.
Teacher Education
College of Education
Phone
(773) 442-5376
Expertise
Mathematics Education, Emerging Language learners, classroom discourse.
Courses Taught
ELED 310: Elementary and Middle School Mathematics Methods
ELED 403: Methods of Teaching Mathematics in Elementary and Middle Schools
ELED 328A: Clinical Experience
Research Interests
Teaching and learning of mathematics with English language learners, mathematical discourse, equity issues in mathematics education, and effective use of technology in mathematics education.
Education

University of Illinois at Chicago, Curriculum and Instruction with a concentration in Mathematics Education, Ph.D.

University of Illinois at Chicago, Teaching of Mathematics, M.S.T.

DePaul University, Mathematics, B.A. 

Selected Publications

Morales Jr., H. (2012).  Cases of Practice: Teaching Mathematics to ELLs in Secondary School; Case 4: Twelfth-Grade English Language Learners and the Making of Mathematical Meanings.   In S. Celedón-Pattichis & N. G. Ramirez (Eds.), Beyond Good Teaching: Advancing Mathematics Education for ELLs.  Reston, VA: National Council of Teachers of Mathematics.

Morales Jr., H., Vomvoridi-Ivanović, E., Khisty, L.L.(2011).  A Case Study of Multi-Generational Mathematics Participation in an After-School Setting: Capitalizing On Latinas/os Funds of Knowledge.  In Téllez, K., Moschkovich, J.N., & Civil, M. (Eds.) Latinos/as and Mathematics Education: Research on Learning and Teaching in Classrooms and Communities. Charlotte, NC: Information Age Publishing.

Background

State of Illinois, Professional Educator License, 6-12 Mathematics

LWH 3010
5500 st. Louis
chicago, IL 60625
United States

Phone
(773) 442-5376
Office Hours
TBA
Main Campus
Dr. Selina Mushi, Early Childhood Program Coordinator
Selina
L.P.
Mushi
Ph.D.
Coordinator of the Early Childhood Program. Advisor for the MAT program in Early Childhood and for the Early Childhood Focus Program.
Teacher Education
College of Education
Phone
(773) 442-5382
Expertise
Measurement and evaluation in Curriculum & Instruction. Second language learning. Early Childhood Education.
Courses Taught
ECED 301: Curriculum and Instruction in Early Childhood Education
ECED 313: WIP: Language Development and Education Implications
ECED 338: Developmental Assessment of Preschool Children
ECED 412: Research Seminar in Early Childhood Education
EDFN 303: Early Childhood Development
ECED 402: Application of Learning Theories to Early Childhood Education
ECED 403: Early Childhood Assessment
ECED 408: Language Acquisition and Intervention Strategies for Teachers of Young Children
ECED 455: Methods of Teaching Math Science and Social Studies in Early Childhood Education
Research Interests
Multiple Languages and Learning: Assessment
Education

University of Toronto, Education. Ph.D.

University of Dar es Salaam, M.A. Education; B.Educ.

Teaching Certificate (Grade A), Marangu Teachers' College.

Selected Publications

Mushi, S. L. P. (2015). Global Analysis of Education in the 21st Century: What Kinds of Schools Do We Need Today? New York: Edwin Mellen Press (ISBN13:978-1495503573; 10:145503577) http://mellenpress.com/mellenpress.cfm?bookid=9177&pc=9

Mushi, Selina (2012). Multiple Languages and the School Curriculum: Experiences from Tanzania Online submission (ERIC) 2012 65 pp. (ED537709) http://files.eric.ed.gov/fulltext/ED537709.pdf

Mushi, Selina, (2011). Book Review: The SIOP® Model for Teaching Mathematics to English Language Learners' Intercultural Education, 22:1, 123 – 125. http://www.tandfonline.com/doi/abs/10.1080/14675986.2011.549653

Mushi, S. L P. (2008). “Information Technology and the Curriculum Process: Student Participation and the Changed Role of the Teacher” In S. Nombuso Dlamini (Ed.) New Directions in African Education: Challenges and Possibilities. Calgary: University of Calgary Press, pp 121-145. https://books.google.com/books?id=DdjELzqfx3sC&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false

Mushi, S. L. P. (2008).  Supporting English Language Learners Across the College Curriculum. A Teaching Module developed as part of the Higher Education Cooperative Act (HECA) Grant (Illinois State University and Northeastern Illinois University), June 2008. http://www. centereducationpolicy.ilstu.edu/initiatives/ell/collegecurriculum.pdf.

Mushi, S. L. P. (2008).  Collaborative Guided Games for Young ELLs. A Teaching Module developed as part of the Higher Education Cooperative Act (HECA) Grant (Illinois State University and Northeastern Illinois University), June 2008.  http://people.coe.ilstu.edu/gapadavi/englishlanguagelearners/

Mushi, S. L. P. (2008). Strengthening Middle School ELLs’ Formal Conversation Skills: The Role of Guided Class Debates. A Teaching Module developed as part of the Higher Education Cooperative Act (HECA) Grant (Illinois State University and Northeastern Illinois University), June 2008.    http://people.coe.ilstu.edu/gapadavi/englishlanguagelearners/

Mushi, S. L. P. (2003). Teaching and Learning Strategies That Promote Access, Equity and Excellence in University Education. In K. S. Brathwaite (Ed.) Access & Equity in the University: A Collection of Papers from the 30th Anniversary Conference of the Transitional Year Programme, Toronto: Canadian Scholars Press (pp 207-230). http://eric.ed.gov/?id=ED449760

Mushi, S. L. P. (2002). Simultaneous and Successive Second Language Learning: Integral Ingredients of the Human Development Process, Early Child Development and care, Vol. 172 No. 4 pp.349-358. http://www.tandfonline.com/doi/pdf/10.1080/03004430212717

Mushi, S. L. P. (2002). Acquisition of Multiple Languages among Children of Immigrant Families: Parents' role in the Home-School Pendulum" Early Child Development and Care, Vol. 172 no. 5 pp.517-530. http://eric.ed.gov/?id=ED459622

 

 

Selected Performances

Unleashing Natural Capital Through Nurturing Human Development - International presentation at the DICOTA Convention, Chicago Marriott O'Hare, Augus 30th to Sept 2nd, 2012.

Authentic Assessment of Learning Among English Language Learners.  Presentation to college faculty and teachers in District 158 on October 30, 2013. Juried. Invitation by Lulia Sarmiento LSarmiento@distric158.org.

Authentic Assessment of Student Learning at the Course Level -presented at the 9th annual Texas A & M University Assessment Conference:  Using Assessment to Drive Improvement, College Station, Texas, February 22-24, 2009.  Juried.

 

Background

Dr. Mushi has 15 years of teaching experience at Northeastern Illinois University.  In addition, she has taught and done research at Cameron University, Pace University, University of Toronto, University of Dar es Salaam.

Prior to her University experiences, Dr. Mushi spent nine years teaching in primary schools, grades 1-7, English, math, Kiswahili, georgraphy and science.

Lech Walesa Hall (LWH) 3011
5500 North St. Louis Avenue
Chicago, IL 60625-4699
United States

Phone
(773) 442-5382
Office Hours
Varies by semester.
Main Campus
Dr. Steven Wolk, Teacher Education Department
Steven
Wolk
Ed.D.
MSTI Program Coordinator
Teacher Education
College of Education
Phone
(773) 442-5397
Expertise
Teaching language arts (reading and writing). Children's and young adult literature. Writing workshop. Curriculum design and theory. Project-based teaching. Inquiry-based teaching. 21st century literacies. Critical literacy. Democratic and multicultural education.
Courses Taught
ELED 301: Curriculum of the Elementary School
ELED 304: Methods of Teaching Social Studies
ELED 329: Student Teaching
ELED 416: Social Studies as Inquiry
ELED 418: Theoretical Implications of Instruction
ELED 428: Clinical Teaching
ELED 429: Student Teaching
ELED 520: Curriculum and Inquiry
ELED 525: New Literacies for the 21st Century
ENG 390: Young adult fiction
LTCY 504: Literature for Reading Instruction in a diverse society
LTCY 506: Reading and Writing Relationships in Secondary Grades
Research Interests
Teaching language arts. Children's and young adult literature. Teaching social studies. Curriculum design and theory. Project-based teaching. Inquiry-based teaching. 21st century literacies (critical and creative thinking). Critical literacy. Democratic and multicultural education. School and curriculum reform.
Education

National-Louis University Instructional Leadership / Curriculum & Instruction, Ed.D.

National-Louis University Elementary Education, M.A.T.

University of Illinois at Chicago Communication Design,  B.A.

University of Illinois at Chicago Photography/Film, B.A.

Selected Publications

Wolk, S. (2013). Caring hearts & critical minds: Literature, inquiry, and social responsibility. Portland, ME: Stenhouse.

Wolk, S. (2002). Being good: Rethinking classroom management and student discipline.  Portsmouth, NH: Heinemann.

Wolk, S. (1998). A democratic classroom. Portsmouth, NH: Heinemann.

Wolk, S. (2013). Reading democracy: Exploring ideas that matter with middle grade and youngadult literature. English Journal 103 (2), 45-51.

Wolk, S. (2011).  Reading for a better world: Teaching for social responsibility with young adult literature. Journal of Adoloescent and Adult Literacy 52(8), 664-673.

Wolk, S. (2010). What should students read? Phi Delta Kappan: 12 must-reads from Kappan 2009-2010: 53-61. 

Wolk, S. (2010). What should students read? Phi Delta Kappan 91(7), 8-16.

Wolk, S. (2010). Reading social responsibility. Educational Leadership.

Wolk, S. (2009). Reading for a better world: Teaching for social responsibility with young adult literature. Journal for Adolescent and Adult Literacy.

Wolk, S. (2008). School as inquiry. Phi Delta Kappan 90, 115-122.

Wolk, S. (2008). Joy in school. Educational Leadership 66, 8-14.

Wolk, S. (2007). Why go to school? Phi Delta Kappan 88, 648-658.

Wolk, S. (2004). Using picture books to teach for democracy. Language Arts, 82, 26-35.

Wolk, S. (2003, Fall).  Teaching for goodness.  Rethinking Schools

Wolk, S. (2003). Teaching for critical literacy in social studies. Social Studies 94(3): 101-105.

Wolk, S. (2003). Hearts and minds.  Educational Leadership, 61(1), 14-18.

 

Lech Walesa Hall (LWH) 3092
5500 North St. Louis Avenue
Chicago, IL 60625-4699
United States

Phone
(773) 442-5397
Office Hours
Varies by semester.
Main Campus
NEIU logo
Linda
Zemtseff
M.Ed.
Teacher Education
College of Education
Phone
(773) 442-5392
Expertise
Math Education
Courses Taught
ELED 310: Methods of Teaching Mathematics-Elementary School
ELED 328: Clinical Experience in Elementary Education
ELED 329: Student Teaching in Elementary Education
Research Interests
Math Instruction-Elementary & Middle School. Teacher Education. Curriculum Development. Staff Development. Supervision.
Education

Loyola University Instructional Leadership (Curriculum & Instruction/Supervisor), M.Ed.

Background

Ms. Zemtseff has served as an Elementary and Middle School Teacher for nine years.

In addition she has held positions as:  Instructor at Mallincrodt College; Instructor and Supervisor at both Loyola University and Illinois State University;  currently, is an Instructor and Supervisor in the Elementary Education Program at Northeastern Illinois University.

 

Lech Walesa Hall (LWH) 3034
5500 North St. Louis Avenue
Chicago, IL 60625
United States

Phone
(773) 442-5392
Office Hours
Varies by semester:
Main Campus