To Establish an Academic Cener Or Institute

Proposal to Renew the Center for Community and School Action Research (CCSAR)

as an Academic Center of Excellence at Southern Connecticut State University

Submitted by:

Norris M. Haynes, Ph.D.

Director of The Center for Community and School Action Research (CCSAR)

Chairperson and Professor, Counseling and School Psychology Department

Maureen Gilbride-Redman, MA

Assistant Director of The Center for Community and School Action Research (CCSAR)

James M. Granfield, Ph.D.

Interim Dean, School of Education

July 7, 2006

Page

Introduction3

Part I: Background3

Part II: Description and Accomplishments4

Need4
Mission, Goals and Objectives4
Accomplishments5
Action Research and Grants5
Interventions6
Teaching7
Investigative Research7
Publications8
Presentations9
Other10
Faculty and Staff10

Part III: CCSAR in the Next Five Years11

A. Proposed expanded role of CCSAR11

B.The Division of Evaluation and Program Accountability11

C. The Division of Educational Development and Improvement15

D.Proposed Budget16

Assessment and Evaluation16

Appendix

Introduction

This is a proposal to renew the standing of the Center for Community and School Action Research (CCSAR) as a Center of Excellence at Southern Connecticut State University. The proposal is divided into three sections. Part I provides a brief background and introduction to CCSAR. Part II provides the mission, goals, and objectives of CCSAR and its accomplishments since its inception as a Center of Excellence in 2001. Part III describes the expanded role for CCSAR for the coming 5-year term.

Part I: Background

The Center for Community and School Action Research (CCSAR) was founded by Dr, Norris Haynes, in the Fall of 1998, at the invitation of Dr. Rodney A. Lane, former Dean of the School of Education (SoE), who saw the need to connect SCSU students, faculty and administration with school and community-based research activities. Dr. Haynes is currently Professor and Chair in the Counseling and School Psychology Department. In 2001 CCSAR received the distinction of becoming a Center of Excellence within the CSU system for a period of five years (ending 12/31/06).

Under the guidance and support of Interim Dean James Granfield, CCSAR’s role has expanded to include the collection and analysis of all data in the School of Education related to educator preparation. CCSAR’s evaluation reports and feedback were instrumental in meeting the internal and external assessment data requirements stipulated by National Council for Accreditation of Teacher Education (NCATE). During the 2004-2005 academic year, the School of Education was granted full accreditation at the initial teacher preparation and advanced preparation levels by NCATE. This accomplishment was due in large part to the analysis of data collected and the production of reports within the unit by CCSAR staff.

The CCSAR Advisory Board met in the Fall 2005 semester for its semi-annual meeting to review CCSAR’s work over the past five years, and offered overwhelming support for CCSAR’s continuation and expansion of its role and activities across the university, across the CSU system, and potentially across the State of Connecticut as a Center of Excellence.

This proposal is CCSAR’s application to the Board of Trustees of the Connecticut State University System to maintain its distinction as a Center of Excellence within the CSU system for another five years.

Part II: Description and Accomplishments

A. Need

There is continuing need throughout the State of Connecticut and among community and school-based programs for not only an action-oriented research and evaluation approach to improve program implementation but also a systematic approach for assessing the programmatic impact of each of our preparation programs. Now more than ever there is a critical need to link research to practice via an action research paradigm and to bring research results directly into the school classroom. Furthermore, a related need is for SCSU professors and university students to be involved in meaningful and mutually rewarding ways in action research and evaluation activities in communities and schools. Over the past five years, CCSAR focused its efforts to address this need and has done so with impressive results. (see Accomplishments below).

B. Mission, Goals and Objectives

The Community and School Action Research Group was established in the fall of 1998, by Dr. Norris M. Haynes to address the needs identified above. In 2001 the research group was formalized into a Center after receiving the distinction as a Center of Excellence by the CSU Board of Trustees. The proposed renewal of the Center for Community and School Action Research (CCSAR) will ensure that it will continue to be a collaborative enterprise involving faculty and students in various departments at Southern Connecticut State University, and community agencies and school districts throughout the State of Connecticut. The expectation is that the Center will actively involve other faculty at other CSU campuses.

Mission

The mission of the Center for Community and School Action Research (CCSAR) is to inform educational and child development practices and policies, through action and investigative research activities, thereby promoting educational improvement, and children’s health and safety resulting in student optimal development and high levels of achievement and accomplishments.

Goal

CCSAR will contribute to the community of practice, which will help to improve teaching and learning in schools, the psycho-educational development of children and the safety, health and well being of children in area public schools and communities.

Objectives

1) Provide opportunities for SCSU professors and students to engage in action research activities in school settings as teaching and learning experiences, and service projects to schools.

2) Explore and examine issues related to the improvement of teaching, learning, safety and health in schools

3) Conduct collaborative research on topics and interventions related to the healthy physical, psychosocial and academic development of students in schools

4) Conduct research on school climate and contextual factors that influence students’ development and learning

5) Support the improvement of schools and communities through collaborative interventions and evaluations based on documented need.

6) Systematically evaluate the programmatic integrity and specific programmatic outcomes of all teacher education and other educator preparation programs at SCSU.

7) Disseminate research findings and share conceptual ideas on educational and social practices and policies to a wide audience, through publications, presentations, seminars, workshops and other methods.

C. Accomplishments

As outlined in its original application, the Center conducts, promotes and supports a number of activities in six interrelated areas: Action Research and Grants, Interventions, Teaching, Investigative Research, Publications, and Presentations. CCSAR’s accomplishments during the past five years are presented below based on these six interrelated activity areas.

Action Research and Grants

The Center encourages, supports, and conducts intervention-based action research. Programs and interventions involving faculty and students in various departments at SCSU as well as classroom teachers and other educational professionals within local schools and community agencies constitute the basis for action research activities.

Approximately $500,000 grant for three years to conduct the evaluation of the Federal Safe Schools/Healthy Students Initiative in Waterbury, CT

$100,000 grant to conduct the evaluation of the Early Reading Success Institute/Initiative for the Connecticut State Department of Education.

$175,000 grant to conduct evaluation of Striving to Achieve Reading Success (Project STARS I) with the Connecticut State Department of Education

$200,000 grant to conduct evaluation of Striving to Achieve Reading Success (Project STARS II) with the Connecticut State Department of Education

$30,000 to serve as the state evaluators for the six Math and Science Leadership Training Academies in CT as part of the Math and Science Partnership (MSP) federally funded programs.

$7,000 to conduct the evaluation of the community and educational outreach activities of the Center for Research on Interface Structures Phenomena (CRISP) funded through the National Science Foundation Materials Research Science and Engineering Center (MRSEC) programs.

$6,000 to conduct the evaluation of the Summer Science Institutes (alternative energy sources and bridge structure) for the CSDE as funded by the Math and Science Partnership (MSP) federal programs.

Interventions

The Center supports school-based interventions and related evaluations undertaken by SCSU professors and colleagues in school districts and schools when these activities are consistent with its mission and goals.

Conducted an analysis of Counseling and School Psychology student activities survey as part of the required evaluation for the Council on the Accreditation of Counseling and Related Education Programs (CACREP), CSP department of Counseling and School Psychology

Developed an Educational Leadership Survey and collected and analyzed data for the Educational Leadership department to meet accreditation requirements for their professional program.

Conducted on-going educator preparation program evaluation for the School of Education and across the university (unit) to meet the assessment requirements stipulated by NCATE and the CSDE, and to provide on-going feedback to SCSU faculty and administration for program enhancement.

Assisted in survey development and data analysis for NCATE to assess faculty members’ level of professional development in the SoE and student perceptions of the quality of teaching in the SoE during the past years.

Provided survey development, data analysis and a summary report to our Ed.D. Program in support of their application to continue as an approved, accredited program within the CSU system.

● Collected, analyzed and summarized Exercise Science student teaching data in relation to the National Association for Sport and Physical Education (NASPE) standards to maintain accreditation and to ensure program quality.

●Provided survey development, data analysis and a summary report to the Undergraduate Early Childhood Program to meet the accreditation requirements of the National Association for the Education of Young Children (NAEYC) for Initial Licensure

●Consulted with faculty in the School of Arts and Sciences on evaluating their secondary education programs in preparation for analysis of data via the Candidate Information Management and Assessment System, the Schools’ data management tool.

●Conducted an analysis of qualitative data and a summary report to the Dean of the Graduate School, to inform and expand upon the findings obtained from the Noel-Levitz Adult Student Priorities Survey to improve the graduate student experience.

●Special report prepared of graduate student responses in the Elementary Education Program to present to SCSU graduate council

Teaching

The Center offers seminars in action research, and qualitative and quantitative methods at the undergraduate and graduate levels. Short courses in areas of high interest have been developed through the Center. Students, supported and mentored by professors, have also participated in school-based intervention and action research evaluation projects as part of their course work and field experiences. The Center also serves as a resource and support for students in their research.

 Sponsored and co-sponsored faculty development forums. 2001-2006

 Sponsored workshop for School of Education faculty on “ How to Conduct Collaborative Action Research”

Research design, data entry and SPSS data analysis training session for employees from the Urban League of Rhode Island.

Provide on-going consultation to SCSU faculty on research design, data collection and data analysis for special projects and in relation to data collection and procedures in relation to CIMAS.

Investigative Research

In addition to action research activities, the Center conducts and supports relevant research projects that are designed to address questions pertinent to the mission and goals of the Center. These research activities are designed to generate knowledge about the relationship between certain variables of interest and to test certain hypotheses. The results of these studies can lead to the development of specific interventions.

Factors Influencing Student Learning Experiences in South Africa – Dr. Brian

Perkins

CMT and Measuring Reading Comprehension - Dr. Louise Spear-Swerling

Freshmen Attitudes and Opinions”- Dr. Cynthia McDaniels

Addressing the Needs of Homeless Families”- Dr. Joy Fopiano

The Effects of Interest, Achievement and Motivation on Student Achievement and Self-esteem—Dr. Norris Haynes

Increasing student content knowledge on the Physical Best Health-Fitness Specialist Certification Exam and Changing Students’ Attitudes towards Fitness Tests - Dr, Sharon Misasi

The Relationship Between Learning Styles and Gender, GPA, Program of Study and Grade Level –Dr. Jin Jin Yang and Dr. Sharon Misasi

A Discussion Training Program and its Impact on Students’ Critical Thinking and Literacy Achievement - Dr. Cheryl Dickinson

The Impact of Professional Learning Communities on Teachers’ Attitudes and Student Achievement in Reading and Language -- Dr. Norris Haynes and Maureen Gilbride-Redman

Perceptions of School Climate in New Canaan -Dr. Norris Haynes and Maureen Gilbride-Redman

The Classroom Environment –Differences in Literacy Performance Between High and Low Performing Kindergarten Classrooms in New Haven - Dr Norris Haynes and Maureen Gilbride-Redman, M.P.A.

Publications

The Center supports the preparation and submission of manuscripts for publication in professional peer-review journals and other sources. The Center has established relationships with major book publishers with a view to exploring the feasibility of book contracts for members of faculty. The Center will also publish position papers on critical issues and publishes a quarterly newsletter highlighting important work being done by faculty, students and affiliates. The Center also plans to establish a resource library that will house relevant and significant publications in educational research.

The CCSAR Herald- a semi-annual newsletter published by the Center.

Fopiano, J., & Haynes, N. (2002). Homeless Shelter Manual – A Handbook of Guidelines for Working with Homeless Children and Families in Shelters. New Haven: CCSAR

Haynes, N., BenAvie, & Ensign, J. (2003).How Social and Emotional Learning Add Up: Getting Results in Math and Science Education. New York:Teachers College Press

Haynes, N. (2006). Pathways to school success: Leaving no child behind. New York: University Press.

Presentations

The Center conducts and supports presentations by students and faculty at major national and regional professional conferences. The Center also sponsors and co-sponsors symposia, seminars and workshops on critical issues related to educational practice and policies, counseling and school psychology, children’s health and development and school reform and improvement. The Center also sponsors annual student and faculty research poster sessions during which the works of students and faculty are shared in poster format and reviewed, critiqued and discussed by other students and faculty.

Haynes, N. (2006). Pathways to school success: Leaving no child behind. Keynote Address at the Inside the Schoolhouse Door Conference. Southern Connecticut State University. March 2006.

Haynes, N. (2006). Using action research to enhance the teaching and learning among English language learners. Presentation at the National Association of Bilingual Learners. Tempe, Arizona January 2006

Gilbride-Redman, M, Raul, G., & Granfield, J. (2005). Evaluating preschool literacy and language development: Project STARS. Presentation at the American Educational Research Association Conference. Montreal, Canada April 2005.

Haynes, N. (February 2005). Effective Single parenting: A developmentally sensitive Approach: Durham School District. February 2005

Haynes, N. (2005). Using action research to enhance learning and achievement for bilingual students. The University of Connecticut Bilingual Conference. January 2005

Haynes, N. (2005). Ecological approach to enhancing the psycho-educational development of English language learners. Presentation at the Connecticut Psychological Association Regional Conference, November 2005

Haynes, N. (2004). Early childhood psychosocial and emotional development: Strategies for meeting the unique needs of the young child. Safe Schools/Healthy Students Annual Conference, Washington, D.C, 2004

Haynes, N. (2003). The Cultural Context of Evaluation. Panel presentation at the National Science Foundation Systematic Initiatives Principal Investigators meeting 2003

Other Accomplishments, Grants and Research Partnerships

External Grant Funded Initiatives and Projects / Administrative, Faculty, Community and Student Research Projects and Partnerships
-Assessment of Alcohol, Tobacco and Drugs (CSDE) $10,000
-New Haven Literacy Project of Kindergarten Classrooms
(New Haven) $10,000
- Sliver Grant $50,000 (City of Waterbury) / Charter Oak –Development of Exams (Charter Oak College) $22,000
-Work, Achievement, Values and Education Study (private org.) 26,000 / Dr. Christine Broadbridge National Science Foundation
Dr. Joy Fopiano- A Study of Children in Homeless Shelters
Dr. Louise Spear Swerling- A Study of Child Performance on 4th grade CMT’s
Dr. Perkins-Factors that Influence Student Learning in South Africa
Dr. Cynthia McDaniels- A study on Freshman Attitudes and Opinions and Their Relationship to Academic Performance
Dr. Sandra Holley - A Focus Group Study of Graduate Student Perceptions of their Graduate Experience
SCSU-Hillhouse Teacher Preparation Program-CCSAR provided support and coordination for the SCSU Hillhouse Teacher Preparation Program
Julie Wessinger, M.S Research Fellow-The Differential Effects of Teaching Learning Strategies on the Attributions, Motivation and Academic Achievement of Seventh, Eighth and Ninth Graders
Math Education Honors College- Data collection and survey development for Student Honor Thesis study on the History of Mathematics in curriculum

D. Faculty and Staff:

The Center for Community and School Action Research (CCSAR) has a Director, Norris M. Haynes, Ph.D. He is a full professor and chairperson in the Counseling and School Psychology Department. Maureen Gilbride-Redman, M.P.A. serves as Assistant Director of CCSAR. Dr. Michael Ben-Avie serves as Senior Research Associate and Ms. Susan Tiso serves as Program Manager. James Granfield, the interim Dean of the School of Education co-directs the Center.