Kathleen Roney 111

Name:Kathleen Roney

Department:Curricular Studies

I. Academic Status at UNCW

Present rank:Assistant Professor

Effective date:August 2003

Previous ranks and

dates at UNCW:None

II. Education

Institution / Concentration / Dates / Degree
TempleUniversity / Educational Administration / May 2000 / Ed.D.
Washington Theological Union / Liturgical Studies / May 1991 / M.T.S.
BloomsburgStateUniversity / Secondary Education—Business Education / May 1977 / B.S.

III. Professional History (other than UNCW)

Position/Rank / Institution / Dates
Assistant Professor / RosemontCollege / 2001-2003
Director, Campus Ministry / RosemontCollege / 1996-2001
Teacher, Improvement of Reading / School District of Philadelphia / 1995-1996
Administrator and Principal / CorneliaConnellyCenter for Education, HolyChildMiddle School / 1992-1995
Teacher (Secondary) / Notre Dame School / 1992-1993
Teacher and Director, Religious Education & Campus Ministry (K-12) / OldWestburySchool of the Holy Child / 1990-1992
Teacher and Coordinator, Campus Ministry / ConnellySchool of the Holy Child / 1983-1990
Teacher (Secondary) / Archdiocese of Philadelphia / 1977-1980

IV. Contribution to Teaching

  1. Courses taught

EDN 318Middle School Programs and Practices

EDN 410Seminar in Education

EDN 411Practicum, 6-9

EDN 530Curriculum

EDN 549Middle School Education

  1. Courses developed/revised/new to the individual or to the university

1.EDN 318 (Middle School Program and Practices) I taught this course on campus during the fall 2003 and spring 2004 semesters. Using the WebCT course management system, I completely revised EDN 318 for online delivery during fall ’04. In delivering the course online, I utilized WebCT to a full extent—creating content modules, course calendar, discussion forum, quiz and assignment tools, etc. By streamlining the “look” on the homepage, I continued to revise EDN 318 for better online delivery during spring ’05, summer ’05, and fall ‘05.

2.EDN 318 (Middle School Program and Practices) TaskStream is a web-based tool utilized by teacher interns in the Department of Curricular Studies during their internship. In anticipation of the need to know and have a facility with TaskStream, students enrolled in EDN 318 were required to purchase TaskStream accounts. Students were taught to use their TaskStream accounts to import and review lessons from the Cybrary, and to create classroom activities and lessons according to the UNCW 6-point lesson format specifications. Using the Lesson Builder students were directed to insert resources as attached files or web links; cite relevant national, state, or local standards directly from the Standards Manager; and include focused rubrics tailored in the Rubric Wizard to subject and to students. Each semester I create a “group” for EDN 318 students so that they can share their lesson plans for review by their colleagues in the class, as well as for feedback from me.

3.EDN 410/411 (Practicum). During fall ’03, I assisted with the revision of EDN 410/411 final evaluation process in developing the PDP (Professional Development Plan) for intern teachers in the Department of Curricular Studies in the Watson School of Education.

4.EDN 530 (Curriculum). I first taught this course in Fall 2004. In Fall 2005 I reworked this course so that it could be offered in the blended model of on-campus and on-line delivery. By utilizing WebCT, I was able to reduce the student cost of course texts yet provide students with current research and theory available through internet sources. Likewise, travel costs were reduced because of the blended model of delivery.

5.EDN 549 (Middle School Education) This course is required of candidates for the Master of Education degree in Middle Grades Education. EDN 549 had not been offered at UNCW since Spring 2000. In revising the course, and subsequently teaching it during Spring 2004, I incorporated the newest research and theory into the syllabus, assignments, instruction and assessment.

  1. Special initiatives/incentives in teaching

1.Articulation of clear expectations is crucial to good teaching. My syllabi are extensive. Within the conceptual framework for the Watson School of Education, i.e., to develop Highly Competent Professionals to serve in Education Leadership Roles, my syllabi include course rationale, objectives, texts (required, recommended, suggested journals, and related web sites), course requirements (inclusive of North Carolina Educators’ Code of Ethics, the professionalism standards listed on the WSE Program Evaluation Scale, UNCW Honor Code, and assignments specific to the course), class schedule, assessment, along with UNCW and WSE procedures (instructor availability, program goals and objectives, university disability policy, performance review policy).

2.To encourage reflective practice and data-driven decision making for students during their teaching internship semester, I developed and facilitated reflective seminars. Topics for the seminars varied according to the needs of the interns during any given semester. For example, during Fall 2003, interns requested a seminar in understanding the school processes for special needs students. During Fall 2005, interns requested a seminar in writing reflective essays.

3.To assist my teacher internsin their efforts to gain a level of proficiency in teaching, I introduced them to a free, web-based survey tool. Some created, collected and analyzed data received from the middle school students they were teaching during their internship. This resource provided my interns with insight into their teaching practice as shown by the sample student reflection included in supporting documents.

  1. Efforts to improve teaching, evidence of self-learning, and evidence of commitment to fostering the intellectual development of students.

1.Instruction is most effective when there is a good fit between student and teacher. Creating a good fit requires feedback, both from teacher to student and from student to teacher. Rather than waiting until the end of the semester, I designed a mid-term questionnaire to help me learn about those aspects of my teaching that are the most and the least useful to my students. Most of the items on the questionnaire developed for my fall ’04 courses (EDN 530, Curriculum, and EDN 318, Middle School Program and Practices) were open-ended and encouraged students to be descriptive and constructive. I revised the form for spring ’05 classes (EDN 318 and EDN 411, Practicum 6-9). In so doing I utilized the free web-based tool, SurveyMonkey, to ask specific questions requiring Likert-type responses.

2.I assist students in achieving a level of excellence in their studies. In accordance with mastery learning, students can choose to submit assignments early for my feedback, then revise and resubmit for a grade. Students requiring substantial revisions are directed to the University Learning Services for assistance with their academic goals. I also make available sample student papers from the previous semester that students can use as models.

  1. Grants and Fellowships Related to Teaching

1.Watson School of Education e-Learning mini grant, Awarded $500.00in Fall 2005. This mini grant will allow me to purchase equipment (camera and software) to support video conferencing in online delivery of courses (EDN 318, EDN 530, and EDN 410).

2.UNCW Web Course Development grant, Awarded $2,000. This grant is to support my work in developing EDN 530 (Curriculum) for online delivery. The course was delivered during the Fall 2005 semester in a blended model of on-campus and on-line instruction.

3.PT3 – Watson School of Education Technology Enhanced Instruction Development Initiative grant, Awarded $444.04 in Spring 2004. This grant supported me in presentation and attendance at the North Carolina Middle School Association Twenty-Ninth Annual Conference.

4.PT3 – Watson School of Education Technology Enhanced Instruction Development Initiative grant, Awarded $2,050.00 in Spring 2004. This grant enabled me to attend the American Educational Research Association annual conference. It supported me in professional development opportunities, specifically those related to developing instruction and assessment, and in facilitating online learning.

5.PT3 – Watson School of Education Technology Enhanced Instruction Development Initiative grant. Awarded $1,522.00 in Fall 2004. This grant involved work with Kathy Fox, Department of Curricular Studies, Deborah Sherrill, Department of Specialty Studies, and Karen Parker, UNCW Class of 2005, in presentation and attendance at the 30th Annual North Carolina Middle School Association Conference, "Middle Schools: Staying the Course."

6.PT3 – Watson School of Education Technology Enhanced Instruction Development Initiative grant. Awarded $1,485.00.00 in Fall 2004. This grant enabled me to participate in the National Association of Professors of Middle Level Education (NaPOMLE) session at the2004 National Middle School Association Conference. I was also able to attend sessions focused on emerging technologies in education as I continue to develop EDN 318 (Middle School Program and Practices) for the online environment.

7.UNCW Web Course Development grant, Awarded $5,000. This grant is to support my work in developing EDN 318 (Middle School Program and Practices) for online delivery. The course was delivered during the Fall 2004 semester. I have continued to deliver it online in Spring ’05, Summer ’05, and Fall ’05.

  1. Honors, listings, or awards related to teaching

1.In May 2005 I was listed by two graduating seniors as a faculty member who had a significant impact on them during their academic career at UNCW.

2.In December 2004, and again in December 2005, I was invited to showcase my development of EDN 318 (Middle School Program and Practices) at the WebCT Exemplary Course Expo.

  1. Membership in professional societies primarily devoted to teaching

1.NationalMiddle School Association (NMSA)

2.North CarolinaMiddle School Association (NCMSA)

3.Phi Delta Kappa (PDK)

  1. Attendance at professional meetings or sessions primarily devoted to teaching

1.NationalMiddle School Association 32ndAnnual Conference & Exhibit, Philadelphia, PA, November 3-5, 2005.

2.23rd Annual North Carolina Teacher Education Forum, Raleigh, NC, September 29-30, 2005.

3.NCACTE Spring Conference, Wilmington, NC, April 22, 2005.

4.North CarolinaMiddle School Association Thirtieth Annual Conference, Greensboro, NC, March 7-8, 2005.

5.National Middle School Association’s 31st Annual Conference & Exhibit, Minneapolis, MN, November 4-6, 2004.

6.North CarolinaMiddle School Association Twenty-Ninth Annual Conference, Greensboro, North Carolina, March 22-23, 2004.

7.NationalMiddle School Association 30th Annual Conference & Exhibit, Atlanta, GA, November 6-8, 2003.

  1. Completion of continuing education primarily devoted to teaching
  1. Sponsored by UNCWCenter for Teaching Excellence
  • Anticipating the Cyber Bully (September 22, 2005)
  • Thrills and Chills: Things to do in the last few weeks of classes (retrieved October 8, 2003)
  • Examples of Teacher-Designed/Scored Feedback Questionnaires (retrieved October 8, 2003)
  • Collecting Feedback That Improves Teaching and Learning: A Sampler of Effective Practices (retrieved October 8, 2003)
  1. Sponsored by UNCW Instructional Technology Systems Division
  • Designing and Developing Hybrid Courses (April 7, 2005)
  • WebCT Vista demonstration/Q&A presented by John Lowe and Brad Breecher from WebCT Inc. (December 1, 2004)
  • “Rapid Design” workshops (Broad Course Planning and Learner Analysis; Content Analysis; Developing Instructional Strategies) presented by Dr. Arnold Murdock (June 2004)
  • Up and Running with Online Learning presented by Arnold Murdock and Dana Little (April 22, 2004)
  • “Good Practice in Online Teaching and Learning” presented by Dr. Autumn Grubb, Online Teaching and Learning Consultant (April 22, 2004)
  • WebCT course management system training (June 24, 2004)
  • Administering Your WebCT Course (September 9, 2003)
  • iPAQ Orientation (Fall 2003)

Kathleen Roney 111

  1. Sponsored by WatsonSchool of Education
  • “A Brain-Based Approach to Achieving Educational Reform” presented by Horacio Sanchez (March 3, 2005 and October 13, 2004)
  • A Celebration of Education: Middle School Education Todaypresented by Dr. John H. Lounsbury (February 9, 2005)
  • Inputting PES grades on TaskStream (December 2004)
  • Developing Multimedia Materials with Toolbook (April 30, 2004)
  • Front Page Training (February 16, 2004)
  • “Ideas, Insights, and Challenges: Thinking Together to Promote Learning” Partnership Teacher Conference (October 21, 2003 and October 7, 2003)
  • Vernier Training Seminar (September 26-27, 2003)
  1. Other
  • “Problem-based Learning for Science and Technology Integrated Curriculum” presented by Dr. Madhumita Bhattacharya (August 23, 2005)
  • Praxis II - Passing Scores on Middle School English Language Arts and Middle School Social Studies (January 2005)
  • Rev. Dr. Martin Luther King, Jr., 2005 Commemoration (January 2005)
  • The Quorum documentary presented by Dr. Maurice Martinez (October 2004)
  • “Battle for God: Fundamentalism in Judaism, Christianity and Islam.” Lecture delivered by Karen Armstrong (October 2004)
  • Copyrights Basics, Ownership Policies, The DMCA, and Peer to Peer (February 2004)

V. Research, Scholarship, and Artistic Achievement

A. Required subcategories

  1. Refereed journal publications
  1. Published

Roney, K. (Fall 2005). Developing critical relationships: A case study of effective teaching at the middle school level.National Forum of Teacher Education Journal 16(1), 16-42. [This is a semiannual journal for academics and practicing teachers published by National Forum Journals. Acceptance Rate: 21-30%]

Brown, K.M., Anfara, V.A., & Roney, K. (August 2004). Student achievement in highperforming, suburban middle schools and low performing, urban middle schools: Plausible explanations for the differences. Education and Urban Society, 36(4), 428-456.[This is a quarterly journal of social research with implications for public policy published by Corwin Press, Inc. Acceptance Rate: 30%]

Roney, K., Brown, K.M., & Anfara, V.A. (2004). Middle level reform in high and low performing middle schools: A question of implementation? The Clearing House,77(4), 153-159.[This is a bi-monthly journal for academics, administrators, and practicing teachers published by Heldref Publications, Inc. Acceptance Rate: 30%]

  1. Books accepted for publication

Anfara, V.A., Roney, K., Smarkola, C., DuCette, J., & Gross, S. (Spring 2006) The developmentally responsive middle level principal: A leadership modeland measurement instrument.Westerville: OH: NationalMiddle School Association.

Roney, K., Anfara, V.A., & Brown, K. M. (n.d.) The middle school movement and improved student achievement: Fact or fiction?Westerville, OH: National Middle School Association.

c. In preparation

Roney, K., & Davies, M. (2006). Coaching and mentoring on the internet highway. Innovate: Journal of On-Line Education.

  1. Published 1999-2003

Brown, K.M., Roney, K., & Anfara, V.A. (May, 2003). Organizational health directly influences student performance at the middle level. Middle School Journal 34(5), 5-15. [This journal is published five times per year for practicing teachers and academics by the National Middle School Association. Acceptance Rate: 11-20%. “Google Scholar” search engine revealed that this article was cited 5 times in a variety of works.]

Brown, K.M., & Roney, K. (January 2003). “Turning points to success: A case study of reform in a charter middle school. Middle School Journal 34(3), 38-46). [This journal is published five times per year for practicing teachers and academics by the National Middle School Association. Acceptance Rate: 11-20%]

Roney, K. (2001). The effective middle school teacher: Inwardly integrated, outwardly connected. In V. A. Anfara, Jr. (Ed.) The Handbook of Research in Middle Level Education,pp.73-105.

Roney, K. (1999). Partnership for success and the college professor: Effects on pedagogy. National Forum of Educational Administration and Supervision Journal 16(2), 41-55. [This journal is published three times per year for academics, administrators, and practicing teachers by National Forum Journals.]

Roney, K. (2000). Characteristics of effective middle level teachers: A case study of principal, teacher, and student perspectives. Unpublished Doctoral Dissertation, TempleUniversity, Philadelphia, PA. [ “Google Scholar” search engine revealed that my dissertation was cited in a 2002 article published in Educational Researcher 28]

  1. Publications not listed in the refereed category
  1. Published: Edited Entries

Roney, K. (2005). Essential characteristics of middle level teachers. In S.J. Farenga & D.Ness (Eds.) Encyclopedia of education and human development (pp.517-521).Armonk, NY:M.E.Sharpe Publishers

Roney, K. (2005).Developmental responsiveness. In V.A. Anfara, Jr., S. Mertens, & G. Andrews (Eds.) The encyclopedia of middle level education. Westerville, OH: NationalMiddle School Association.

Roney, K. (2005). Eichhorn, Donald H.. In V.A. Anfara, Jr., S. Mertens, & G. Andrews (Eds.) The encyclopedia of middle level education. Westerville, OH: NationalMiddle School Association

Roney, K. (2005).Middle Level Education Research. In V.A. Anfara, Jr., S. Mertens, & G. Andrews (Eds.) The encyclopedia of middle level education. Westerville, OH: NationalMiddle School Association.

Roney, K. (2005).Professional development. In V.A. Anfara, Jr., S. Mertens, & G. Andrews (Eds.) The encyclopedia of middle level education. Westerville, OH: NationalMiddle School Association.

Roney, K. (2005).Young adolescent characteristics/Needs. In V.A. Anfara, Jr., S. Mertens, &G. Andrews (Eds.) The encyclopedia of middle level education Westerville, OH: National Middle School Association.

  1. Accepted for publication: Edited entry

Roney, K. (February 2006). The middle school. In F. W. English (Gen.Ed.) Encyclopediaof educational leadership and administration.Thousand Oaks, CA: Sage.

  1. Under consideration: None
  1. Research grants or research fellowships
  1. Awarded

NC 1-2-1 Grant, Awarded $106,000.00 in Summer 2005. Examines student, parent and teacher attitudes and abilities regarding technology in the classroom. The project is funded by NC DPI funds and focuses on results from 3rd to 5th grades in four schools across the state. [Tracy Hargrove, UNCW, Principal Investigator, and Kathy Fox, UNCW, co-researcher.]

  1. Applied for

UNCW Summer Research Initiative, $2,000.00. Seeking funds to continue work on a case study. This case study is part of a larger study, the purpose of which is to examine the relationship between middle level practitioners’ perceptions of the organizational health of middle schools and the academic achievement of middle school students as measured by the state standardized tests.

  1. Grants or research fellowships for off-campus study or professional development:

a. Awarded

1)Watson School of Education e-Learning mini grant,Awarded $1,465.00 in Fall 2005. This mini grant will enable me to present, and to attend presentations, at the 4th Annual Hawaii International Conference on Education. An international conference for academicians and professionals with cross-disciplinary interests related to education. Likewise, it will allow me to purchase equipment (recorder and transcriber) to support qualitative research in educational technology and teacher education.

  1. Applied for:

1)NMSA, June 2005. The National Middle School Association (NMSA) invites proposals for grants to support activities designed to advance the understanding and implementation of its 2003 edition of This We Believe: Successful Schools for Young Adolescents.Not funded.

2)Friends of UNCW, April 2005. This organization invites requests for financial assistance for projects, special programs, educational/cultural activities, etc. Not funded.

3)Friends of UNCW, April 2004. This organization invites requests for financial assistance for projects, special programs, educational/cultural activities, etc. Not funded.

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5. Presentations at professional meetings

April 2006. Paper accepted for presentation at the American Educational Research Association Annual Meeting, San Francisco, CA.Orienting to the Common Good: Developing a Moral Self in the Middle Years. [With F. Clark Power, University of Notre Dame & Ann M. R. Power, University of Notre Dame]

April 2006. Paper accepted for discussion at the American Educational Research Association Annual Meeting, San Francisco, CA.Maintaining Self-Worth in the Middle School Years: A Developmental Perspective [With F. Clark Power, University of Notre Dame & Ann M. R. Power University of Notre Dame]