Beyond Laboratory Schools: Transforming Lives

Transcripción

ANNUAL CONFERENCE 2016 - PUERTO RICO
Beyond
Laboratory
Schools:
Transforming
Lives
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Officers and Board Members
& IALS Endowment Board
Patricia Diebold
Executive Director
Konnie Serr, Shippensburg University of PA
President
Jill Sarada, University of Pittsburgh
President-Elect
Sandra Brown Turner, University of Memphis
Past-President
Mary Jane Taylor, Shippensburg, PA
Recording Secretary
Sharon Carver, Carnegie Mellon University
Coordinator of Communications
Elizabeth Morley, University of Toronto
International Programming
Jill Sarada, University of Pittsburgh
Grants
Jean Bird, Carnegie Mellon University
Membership Liaison
Endowment Board
Wade Smith
Endowment Board Chair
Konnie Serr
IALS President
Sandra Brown-Turner
IALS Past-President
Jill Sarada
President-Elect
Patricia Diebold
Executive Director
Mary Jane Taylor
Secretary
Elizabeth Morley
International Committee Chair
Jill Sarada
Grants Committee Chair
Member of IALS Board of Directors
Nicolás Ramos, University of Puerto Rico
Social Media Director
Wade Smith, Louisiana State University
Endowment Board Chairperson
Diana Dimitrovski
IALS General Membership 3 yr term
Ruth Fitzpatrick
IALS General Membership 3 yr term
Board Members
Marilyn Tolbert, Texas Christian University
Arnold Lindaman
Annual Appointment by Board
Amani Reed, Columbia University
Richard Messina, University of Toronto
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HOST SCHOOLS
Through the vision of the College of Education, the laboratory schools at the
University of Puerto Rico provide innovative education experiences while
supporting future educators. They are centers for creativity, research and
development of new educational practices. The main objective of the laboratory
schools is to improve and transform teaching and learning practices. The success of
the University of Puerto Rico Laboratory Schools is based on the teachers‟ team
work and the cooperation and integration of all students. The College of Education
prides itself in supporting and promoting such a wonderful learning community.
The Secondary School just turned 100 years old. It was the first public school in
Puerto Rico‟s metropolitan area. Thousands of teachers, counselors, administrators,
social workers, and other professionals have used the Secondary School as a pathway
to an exciting and fruitful career in the field of education. The use
of manipulatives as a way for students to learn mathematical concepts was first
researched at the Secondary School along with other cutting-edge teaching practices.
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HOST SCHOOLS
The Academia Ponce Interamericana (API) is a laboratory school part of
the Interamerican University of Puerto Rico. It is a Pre-K to 12th Grade
school. The languages of instruction are Spanish and English. There is
special attention to the development of science, math, technology and fine
arts. Human values have been integrated into the curriculum along with
universal ecumenical Christian values.
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MAP
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CONFERENCE SCHEDULE OF EVENTS
Wednesday, April 27, 2016
3:00 pm
4:30 pm
Bus to University of Puerto Rico, Río Piedras Campus
Registration – College of Education, University of Puerto Rico
Silent Auction Begins!
5:30 pm
Welcome Ceremony
6:00 pm
Alumni Panel
7:00 pm
Keynote Speaker – Hon. Carmen Yulín Cruz, Alumnus and Mayor of San Juan
7:30 pm
Puerto Rican Food Festival – Dinner and music!
9:00 pm
Bus back to the hotel
Thursday, April 28, 2016
7:30 am
Bus to University of Puerto Rico Lab Schools
8:30 am
Grab-a-bag Breakfast
9:00 am
Tour of UPR Laboraty Schools (Pre-school, Elementary and Secondary)
11:00 am
Bus back to Hotel
12:15 pm – 1:00 pm
Business Meeting Lunch at the Hotel
 Announcing Mini Grant Recipients
 Outstanding Laboratory School Award
 2017 Conference
1:30 pm
UPR Secondary School Fretted Strings Ensemble and Choir
2:00 pm – 3:00 pm
Keynote Speaker – Dr. Ana Helvia Quintero
3:00 pm – 4:00 pm
Concurrent Master Classes – Dr. Ángeles Molina and Dr. Annette López
4:00 pm – 5:00 pm
Workshops, Roundtables and Paper Sessions
6:30 pm – 7:30 pm
Salsa by the beach! – Light Dinner and Cocktails
Evening on your own
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CONFERENCE SCHEDULE OF EVENTS
Friday, April 29, 2016
7:00 am
Bus to Interamerican Lab School
9:00 am
Light Breakfast
9:30 am
Tour of the Lab School
11:30 am
Lunch
1:00 pm
International Presentation
2:00 pm – 3:00 pm
Master Class – Dr. Ana Miró
3:00 pm – 5:00 pm
Workshops, Roundtables and Paper Sessions
5:30 pm
Tour of Ponce and Farewell
ENJOY PUERTO RICO AND SEE YOU NEXT YEAR IN MEMPHIS!
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S c h e d u l e o f P r e s e n tat i o n s
THURSDAY, APRIL 28, 2016
WYNDHAM GRAND RIO MAR, RIO GRANDE
KEYNOTE SPEAKER (2:00 - 3:00 pm)
ROOM
IN SEARCH OF A NEW PARADIGM FOR TEACHING AND
LEARNING: THE ROLE OF THE LABORATORY SCHOOLS
DR. ANA HELVIA QUINTERO
The documents that describe the mission and philosophy of our school system
correspond to what we know about the learning process. Yet few classrooms
follow in practice those principles. This indeed is not particular of Puerto Rico. It
happens in many countries. The talk will analyze the reason for this discrepancy
between theory and practice, and how laboratories schools can contribute to implement in practice the principles about teaching and
learning.
Riomar 6
MASTER CLASSES (3:00 – 4:00 pm)
EARLY BILINGUAL LITERACY DEVELOPMENT: CHALLENGES
AND OPPORTUNITIES FOR TEACHING
DR. ÁNGELES MOLINA ITURRONDO
This master class aims at reviewing neurological and sociocultural dimensions of
simultaneous first and second language learning in young children. Research
literature will be discussed in order to identify the main develop-mental benchmarks and characteristics of bilingual development and early biliteracy learning.
Implications, challenges and opportunities for bilingual teaching and learning will
be addressed.
Riomar 6
ACTION RESEARCH: A WINDOW TO UNDERSTAND THE ACT
OF TEACHING
DR. ANNETTE LÓPEZ DE MÉNDEZ
Teaching is a complex act, making it an exciting phenomenon to study.
Participants will have the opportunity to learn about the benefits and the process
of doing action research in the classroom, through the experience and work of a
group of teachers as researchers from the UPR-RP Laboratory School. The
workshop sees action research conducted in the classroom not only as a
professional development activity, but as a window to understand the complexity
of the act of teaching and learning
Caribbean 2
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WYNDHAM GRAND RIO MAR, RIO GRANDE
WORKSHOPS (4:00- 5:00 pm)
Time
4:00-4:30
Presenter/s
Relevant Learners
Room
Ann H. Burns
Implementing a high quality
school-wide intervention/
enrichment program
Adult Learners: Teachers, Administrators
Children: Elementary, Gifted Education
University Students: Bachelors and Masters
Level
Caribbean
Ballroom 7
Bretislav Svozil
Challenges for Czech education in the 21st century
Adult Learners: Teachers, Other Educators
Children: Elementary
University Students: Masters Level
Caribbean
Ballroom 8
Dawn Miller
Renee Huffman
Exploring the co-teaching
model in primary elementary
grades
Children: Early Childhood, Elementary
Level
Caribbean
Ballroom 9
Nicole Romany
Cathryn O‟Sullivan
The development of university laboratory preschools in the
Caribbean
Early Childhood Development
Caribbean
Ballroom 7
Xiaofeng Kang
Improving students engagement in social studies classes:
practice from Tsinghua High
School International (THSI)
Adult Learners: Teachers
Children: Secondary, Diverse Learners,
English Language Learners
University Students: Associates and
Bachelors Level
4:30-5:00
Title
Caribbean
Ballroom 8
PAPER SESSION (4:30 - 5:00 pm)
Time
4:30-5:00
Presenter/s
Wade Smith
Title
Relevant Learners
Room
Can you really test a standard?
Adult Learners: Administrators, Teachers,
Other Educators
Children: Elementary, Secondary
University Students: : Bachelors, Masters,
Doctoral Level
Caribbean
Ballroom 9
Relevant learners
Room
ROUNDTABLE (4:00 - 5:00 pm)
Time
4:00-5:00
Presenter/s
Becka Wright
Carrie Smith
Title
Shakespeare for everyone:
Universal design through
performance-based and multiage learning
Adult Learners: Other Educators
Children: Elementary, Secondary, Diverse
Learners, Gifted Education
University Students: Masters and Doctoral
Level
Caribbean
Ballroom 3
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FRIDAY, APRIL 29, 2016
INTERAMERICAN UNIVERSITY LAB SCHOOL, PONCE, P.R.
PLENARY (1:00-2:00 PM)
IALS INTERNATIONAL PRESENTATION: THE EXPERIENCE
AND CONTRIBUTION OF INTERNATIONAL LAB SCHOOLS
ELIZABETH MORLEY
In this session, there will be informing and candid presentations of some of
the work of member schools from around the world. Particular emphasis will Theater API
be given to the potential and reach of international partnerships with other
IALS member schools. There will be individual presentations from each
institution who sent members to the IALS Tour 2016 and then a small panel
of members who have successful international partnerships to speak about the
process and value of these for their schools. A Q & A will follow.
MASTER CLASS (2:00 – 3:00 PM)
EDUCATION FOR ALL STUDENTS: FLEXIBILITY IN
EDUCATION TO ADDRESS THE DIVERSITY OF THE
STUDENTS’ NEEDS
ANA MIRÓ-MEJÍAS
Instructional alternatives will be discussed to respond to diversity through
flexible learning. The three primary alternatives will be: adaptations, differentiation and universal design. Adaptations in different areas will be presented,
where the aim is for students to succeed and prove proficiency. Some aspects
of the process of teaching and learning will be compared from the perspective
of the differentiated education vs. traditional. The main principles of universal
design will be addressed so that classes are inclusive for all students.
Theater API
10
WORKSHOPS (3:00 - 5:00 pm)
Time
3:00-3:30
3:30-4:00
Presenter/s
Title
Yomarie Rivera
Karen M. Holguín
¡Todos a leer! La promoción y
la integración de la lectura en el
currículo de una escuela en
Guatemala
Adult Learners: Administrators, Teachers
Level
B06
Kim McKnight
We all need a coach! How real
feedback can improve your
teaching
Adult Learners: Administrators, Teachers, Other
Educators, Support Staff
University Students: Associates, Bachelors,
Masters and Doctoral Level
B05
Annette Lebrón
Rose Marie Santiago
Cuando los estudiantes exigen
investigar en la clase de Artes
del Lenguaje: Retos en el
desarrollo de un currículo
compartido
Level
B02
Wilda Rosado
Linda Clark
Diversas estrategias educativas
que promueven la investigación, el pensamiento crítico
y la toma de decisiones en la
enseñanza de Ciencias.
University Students: Bachelors Level
B06
Embracing effective literacy
I ntervention: Charting the
course throughout the
community
Adult Learners: Teachers, Administrators, Other
Educators
B05
Clima escolar y aprendizaje
colaborativo para el desarrollo
del liderazgo estudiantil
Administrators, Teachers, Other Educators
Learners
University Students: Associates, Bachelors and
Masters Level
B02
Cheryl A. Slattery
Rocio del M. Tonos
Relevant Learners
Room
11
WORKSHOPS (3:00 - 5:00 pm)
Time
4:00-4:30
Presenter/s
Title
Relevant Learners
Room
Wilda Y. Rosado
Ángel Díaz
Richard Román
Nadja Ramos
Cómo la integración curricular de
Arte, Ciencia, Inglés y Matemática
ayuda en el aprendizaje de los
ecosistemas humedales en los
estudiantes de nivel elemental.
B06
Jenine Schmidt
Bringing race into early childhood
educators' reflective practice
Adult Learners: Administrators, Teachers
University Students: Bachelors Level,
Masters Level
B05
Put the LAB back into
ColLABoration! - Collaboration
opportunities at a laboratory
school
Children: Early Childhood, Elementary,
Secondary
University Students: Bachelors and graduate
Level
B02
Image theater: Showing what I'm
thinking with images
Adult Learners: Teachers, Administrators,
Other Educators, Support Staff
Learners, English Language Learners, Gifted
Education
Level
B01
Homoparental families in Puerto
Rican educational settings
Adult Learners: Teachers Administrators,
Other Educators, Support Staff
Children: Early Childhood
University Students: Associates, Bachelors,
Masters and Doctoral Level
B06
Sharon Carnahan
Capturing a classroom culture:
The teachable moments video
project
Children: Early Childhood, Diverse Learners
B05
Julianne Bailey
Gretchen Dodson
Improvisational acting in the
classroom and after school programs
Children: Early Childhood, Elementary,
Secondary
University Students: Bachelors and graduate
Level
B02
Julianne Bailey
Gretchen Dodson
Liliana Cruz
Yolanda Santini
4:30-5:00
12
PAPER SESSIONS (3:00-5:00 pm)
Time
Presenter/s
Title
Room
B01
B07
Desiré Sánchez
Leamos por siempre/Reading forever:
A community of readers in twenty first
century Puerto Rico
Luis Estrada
Alexis Vargas
José Sánchez
Perfil físico de estudiantes en una
escuela laboratorio a través de múltiples
modelos curriculares
Children: Secondary
University Students: Bachelors
Level
3:00-3:30
3:30-4:00
Steven Smith
21st Century Skills: Integrating the 4 C’s
in Lab School Learning
3:30-4:00
Edwin Rivera
Jonathan Soto
La enseñanza de la criptografía y teoría
de códigos a estudiantes de escuela
superior
4:30-5:00
Relevant Learners
Adult Learners: Teachers, Other
Educators
University Students: Bachelors and
Masters Level
Elizabeth Cuevas
Natalie Báez
Centros de lectoescritura: Helping all
students be literate
Educators
University Students: Bachelors and
Masters Level
Educators
Children: Secondary
University Students: Associates,
Bachelors, Masters and Doctoral
Level
Educators
University Students: Associates
and Bachelors Level
B07
B01
B01
ROUNDTABLES (3:00-5:00 pm)
Time
Presenter/s
3:00-4:00
James Seale
Wanda de Jesús
José Nocua
4:00-5:00
María G. Rosado
Ivette Torres
Jaime Abreu
María del C. Currás
Title
Collaborative learning: The promise
and the pitfalls
Los egresados de la UHS: Por qué
estudian o trabajan en ambientes
académicos
Relevant learners
Adult Learners: Teachers,
Other Educators
Children: Secondary, Diverse
Learners, Gifted Education
University Students: Bachelors, Masters and Doctoral
Level
Children: Secondary
University Students: Bachelors, Masters and Doctoral
Level
Room
LIBRARY
A04
LIBRARY
A04
13
WORKSHOP PRESENTATIONS
IMPLEMENTING A HIGH QUALITY SCHOOL-WIDE INTERVENTION/
ENRICHMENT PROGRAM
Ann H. Burns - Model Lab School, Eastern Kentucky University
Model Laboratory School and Eastern Kentucky University worked to build new school wide
intervention and enrichment schedule to develop all elementary students academically to his/ her
highest level. The Model Lab School director will present an overview of the process, an update
of their progress, and developments since implementation of the plan last school year.
NOTES:
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CHALLENGES FOR CZECH EDUCATION IN THE 21ST CENTURY
Bretislav Svozil - Open School Space, Masaryk University, Czech Republic
Czech educational system faces many challenges at the moment. Many changes have happened
during the last twenty years, some of them successful some of them less successful. We need to
focus more on future and the rapid development of the society and reflect it in our education.
There are some initiatives that realize this, however we still need to be focused more on
systematical solutions, holistic approach and work on synergies that can work for the improvement
of Czech educational system. One of the examples of synergies can be the Open School Space
project situated to Brno, Czech Republic.
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15
EXPLORING THE CO-TEACHING MODEL IN PRIMARY ELEMENTARY
GRADES
Dawn Miller & Renee Huffman - Burris Laboratory School, Ball State University, Indiana
Please join us as we explore the co-teaching model in primary grade education. The pragmatics of
the co-teaching model will be discussed along with the research that supports strong student
achievement when participating in the co-teaching environment. We will share the ways preservice
teachers have collaborated with classroom teachers to develop and implement lessons and the
subsequent evaluation of their teaching.
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WEDNESDAY, APRIL 28, 2016
Improving Students` Engagement in Social Studies Classes: Practice
from Tsinghua High School International (THSI)
Xiaofeng Kang - Tsinghua High School International, Tsinghua University, Beijing, China
Students` class engagement is critical to their success of learning in a social studies class. This
research investigates the difficulties that the students most commonly confront, and discusses
possible solutions. The study aims to contribute to students` active participation in their learning
environments and thus to succeed in college in the future.
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THE DEVELOPMENT OF UNIVERSITY LABORATORY PRESCHOOLS IN
THE CARIBBEAN
Nicole Romany & Cathryn O‟Sullivan - The University of the West Indies Open Campus Early
Childhood Centres of Excellence
This presentation will outline the ongoing process of developing university laboratory preschools
in three Caribbean countries – Jamaica, Trinidad and Antigua. We will examine how one company
with four sites throughout the Caribbean, create a unique and recognizable brand that supports the
development of high quality early childhood programming while respecting and addressing each
country‟s culture and specific needs.
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PAPER SESSION
CAN YOU REALLY TEST A STANDARD?
Wade Smith - Louisiana State University Laboratory School, Louisiana State University
It is now common practice for schools to be required to administer standards-based exams. In
many cases their results are used as a part of the school's accountability performance score. This
presentation examines the assumptions behind standards-based assessments, identifies the issues
created for schools by these assumptions, and offers recommendations based off of these issues.
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ROUNDTABLE
SHAKESPEARE FOR EVERYONE: UNIVERSAL DESIGN THROUGH
PERFORMANCE-BASED AND MULTI-AGE LEARNING
Becka Wright & Carrie Smith, University of Pittsburgh, PA
Shakespeare really can be for everyone. Presenters Becka Wright and Carrie Smith will share their
experience of using Shakespeare's original text as universal design for first, second, and sixth grade
students. Learn how to engage your students in a universally designed Shakespeare exploration
using performance based techniques, theme, and combined classrooms.
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¡TODOS A LEER! LA PROMOCIÓN Y LA INTEGRACIÓN DE LA LECTURA
EN EL CURRÍCULO DE UNA ESCUELA EN GUATEMALA
Yomarie Rivera & Karen M. Holguín, UPR Elementary Lab School
Proponemos presentar dos investigaciones realizadas en Guatemala, que fueron elaboradas como
parte de una investigación sombrilla dirigida por la Dra. Ruth Sáez Vega, el Proyecto Alianzas de
Lectura (P.A.L), iniciativa pedagógica e investigativa del Centro para el Estudio de la Lectura, la
Escritura y la Literatura Infantil (C.E.L.E.L.I.) de la Universidad de Puerto Rico. Una de las
investigaciones estaba dirigida al establecimiento de un programa de promoción lectora; y la otra, a
la creación e implementación de unidades temáticas. Nuestro objetivo era establecer una biblioteca
de aula en cada uno de los salones de la escuela. Asimismo, teníamos como objetivo acompañar a
las maestras en torno a la promoción lectora y a la integración de la lectura a los contenidos
curriculares y documentar el proceso y las vivencias de los estudiantes y las maestras al participar
del proyecto.
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WE ALL NEED A COACH! HOW REAL FEEDBACK CAN IMPROVE YOUR
TEACHING
Kim McKnight, Graduate student at Virginia Commonwealth University
This session presents an approach for teachers to increase high-quality learning environments for
their students – using video cameras on your phone and a coaching model to deliver empirically
supported teaching strategies. This professional development model called practice-based coaching
is used in BEST in CLASS, a Tier-2 classroom-based intervention designed to prevent and
ameliorate the chronic problem behaviors of young children at risk for the development of
emotional/behavioral disorders. Instead of the traditional professional development model where
teachers learn general skills in a 1-day training and return to their classroom with a binder of new
material that will often never be opened again, practice-based coaching allows for more intensive
and focused instruction. Originally designed by Snyder (2007), practice-based coaching is a
collaborative professional development model in which a teacher and a coach work together to
assess the students‟ needs and evaluate the instructional practices for desired teacher and child
outcomes.
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CUANDO LOS ESTUDIANTES EXIGEN INVESTIGAR EN LA CLASE DE
ARTES DEL LENGUAJE: RETOS EN EL DESARROLLO DE UN
CURRÍCULO COMPARTIDO
Annette Lebrón & Rose Marie Santiago, UPR Elementary Lab School
Se presenta una investigación realizada en la sala de clases en la que se valida la importancia de la
toma de decisiones como práctica inherente al proceso de aprender. El propósito era recoger y dar
voz a los estudiantes en el diseño curricular y en su autonomía como aprendices. En la ponencia
se comparten los resultados de la investigación; los retos de dos docentes ante el reclamo de sus
estudiantes por investigar; y, por ende, la transformación del currículo de Artes del Lenguaje; de las
prácticas docentes, y del proceso de aprendizaje tanto del docente como del alumno.
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DIVERSAS ESTRATEGIAS EDUCATIVAS QUE PROMUEVEN LA
INVESTIGACIÓN, EL PENSAMIENTO CRÍTICO Y LA TOMA DE
DECISIONES EN LA ENSEÑANZA DE CIENCIAS
Wilda Rosado & Linda Clark, UPR Elementary Lab School
Por medio de la presentación se destacarán diversas estrategias creativas e innovadoras que se
utilizan en los cursos de Ciencias de nivel elemental que promueven el aprendizaje significativo y
auténtico en la sala de clases. Además, se evidenciará por medio de las diversas actividades de
aprendizaje desarrolladas cómo las mismas promueven la investigación, el pensamiento crítico y la
toma de decisiones.
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EMBRACING EFFECTIVE LITERACY INTERVENTION: CHARTING THE
COURSE THROUGHOUT THE COMMUNITY
Cheryl A. Slattery, Grace B. Luhrs University Elementary School, Shippensburg University, PA
This workshop session describes an innovative relationship created through the unique
professional triad of university faculty/pre-service teachers, laboratory school teachers/children,
and school district teachers/children, to service struggling readers throughout the school
community by delivering individualized literacy intervention sessions within a balanced and
comprehensive literacy framework.
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WORKSHOP
CLIMA ESCOLAR Y APRENDIZAJE COLABORATIVO PARA EL
DESARROLLO DEL LIDERAZGO ESTUDIANTIL
Rocío del M. Tonos, UPR Elementary Lab School
La presentación Clima Escolar y Aprendizaje Colaborativo para el Desarrollo del Liderazgo
Estudiantil comenzaría con una breve sesión en la cual la audiencia podrá compartir ideas acerca
del liderazgo y de ambientes de colaboración. Luego, se presentarán vídeos cortos acerca de
estrategias de trabajo colaborativo y para el desarrollo de destrezas de liderazgo que utilizo en mi
sala de clases. También se presentarán entrevistas, fotografías y muestras de trabajo que
evidencian la utilización y el producto de dichas prácticas. Para atender las necesidades y los
intereses de los participantes, la presentación culminará con un espacio para reflexionar acerca del
enfoque primario de la presentación, así como para responder preguntas de la audiencia.
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26
CÓMO LA INTEGRACIÓN CURRICULAR DE ARTE, CIENCIA, INGLÉS Y
MATEMÁTICA AYUDA EN EL APRENDIZAJE DE LOS ECOSISTEMAS
HUMEDALES EN LOS ESTUDIANTES DE NIVEL ELEMENTAL
Wilda Y. Rosado, Ángel Díaz, Richard Román & Nadja Ramos, UPR Elementary Lab School
Por medio de la presentación se destacarán diversas estrategias creativas e innovadoras que se
utilizan en los cursos de Ciencias, Arte, Inglés y Matemáticas de nivel elemental que promueven el
aprendizaje de los ecosistemas humedales por medio de la Iniciativa Educativa: El Humedal... una
obra de arte. Además, se evidenciará por medio de las diversas actividades de aprendizaje
desarrolladas cómo las mismas promueven la integración curricular en la sala de clases, la
investigación, la creatividad, reflexión y el pensamiento crítico en los estudiantes.
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27
BRINGING RACE INTO EARLY CHILDHOOD EDUCATORS' REFLECTIVE
PRACTICE
Jenine Schmidt, Mills College Children's School, Mills College, Oakland, CA
Jenine Schmidt identifies as a White early childhood educator. She works at the Mills College
Children‟s School [MCCS] lab preschool. Knowing that there is a racial “mismatch” between
predominantly White educators and student populations whose races are diverse, Jenine has been
on a journey to learn more about what it means to be White, and how to recognize and challenge
stereotypes and racism in education. As a mentor to future educators, Jenine also wanted to bring
a critical race mindset to pre-service teachers. This led to a participatory action research project
involving Jenine and eight other teachers in at MCCS. These teachers used reflective processes to
critically explore their racial and cultural identities in the interest of creating more equitable
education environments. Jenine will discuss the benefits and challenges of the group reflective
process and the key finding.
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28
IMAGE THEATER: SHOWING WHAT I'M THINKING WITH IMAGES
Liliana Cruz, UPR Secondary Lab School
A workshop of Image Theatre, one of the techniques of Augusto Boal will be offered. It will relate
to the teaching of peace culture and educational ideas of Paulo Freire. The participant will learn
theater games and Image Theater as a language of communication without using the voice.
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29
PUT THE LAB BACK INTO COLLABORATION! - COLLABORATION
OPPORTUNITIES AT A LABORATORY SCHOOL
Julianne Bailey & Gretchen Dodson, Berry College Elementary and Middle School, Austin, Texas
This session will provide examples of collaboration with college classes, college professors,
community groups and even community-wide fundraising. This session will provide a look at how
to establish these valuable connections and how to provide opportunities that only a laboratory
school can offer. Berry College Elementary was awarded a “Powerful Practice” evaluation by
SACS in the area of “internal and external stakeholder partners engaged in collaborative teaching
and active learning.”
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30
IMPROVISATIONAL ACTING IN THE CLASSROOM AND AFTER SCHOOL
PROGRAMS
Julianne Bailey & Gretchen Dodson, Berry College Elementary and Middle School Austin, Texas
This presentation will begin with a brief PowerPoint outlining how improv has been used in our
school and the results we have seen. The majority of the presentation will explain the basic rules
of improv, then allow time for participation with improv games and activities.
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31
HOMOPARENTAL FAMILIES IN PUERTO RICAN EDUCATIONAL
SETTINGS
Yolanda Santini, UPR Elementary Lab School
This presentation emerges from a multiple-case study about homoparental families which was
conducted in Puerto Rico. It focuses on the experiences that the participating families have had in
the school context.
Generally, educational settings are not prepared neither have established policies to work with the
homoparental family type. The integration of family diversity, including the homoparental family
type, to the curriculums and educational duties of Puerto Rican educational settings, is imperative.
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32
CAPTURING A CLASSROOM CULTURE: THE TEACHABLE MOMENTS
VIDEO PROJECT
Sharon Carnahan, Rollins College Child Development & Student Research Center, Florida
How do you take a small, warm, inviting lab school to a larger scale? Our new building, with
double the capacity, opens in 2016. Concerned with capturing our culture of mixed age groups,
intense teacher-child interactions, and a project centered curriculum, we completed a Teachable
Moments Video project.
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33
PAPER SESSIONS
LEAMOS POR SIEMPRE/READING FOREVER: A COMMUNITY OF
READERS IN TWENTY FIRST CENTURY PUERTO RICO
Desiré Sánchez, UPR Elementary Lab School
A community of readers emerged from digital gatherings through the educational
blog: www.leamosporsiempre.com and Facebook/leamosporsiempre. This is an invitation to
promote reading communities as central in educating towards a new generation that reads and
loves reading for life. Information is offered about how the blog came to be, the importance of
such presence in Puerto Rico's twenty first century digital community (especially among young
parents) and the need, vision and mission to educate towards a new generation that reads and
loves reading for life.
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34
PAPER SESSIONS
PERFIL FISICO DE ESTUDIANTES EN UNA ESCUELA LABORATORIO A
TRAVES DE MULTIPLE MODELOS CURRICULARES
Luis Estrada, Alexis Vargas, José Sánchez - UPR Secondary Lab School
La presentación explica las diferentes actividades, unidades y currículos que ofrece el programa de
Educación Física de la UHS y el nivel de aptitud física que actualmente poseen nuestros
estudiantes. Recomendaciones y sugerencias son ofrecidas por los presentadores para ofrecer
actividades y unidades de movimiento en la clase de Educación Física que promuevan la aptitud
física
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35
PAPER SESSIONS
21st Century Skills: Integrating “The Four C’s” in Lab School
Learning
Steve Smith, Grace B. Luhrs University Elementary School, Shippensburg University of PA
Many high schools are working to ensure that their graduates are prepared for the 21st Century
workplace and postsecondary education. Through new courses, curriculum adjustments and a
heightened focus on active learning instructional strategies, high school students are increasingly
experiencing the skills deemed most critical in becoming a contributing, self-sufficient citizen:
Critical Thinking, Communication, Collaboration and Creativity.
The presenter, a high school principal most of his career, recognizes that secondary students
experiencing “The Four C‟s” is not necessarily normative. Because much of high school
instruction can be teacher-centered, students often experience the Four C‟s in pockets, and in
some disciplines more than others. New this school year as an elementary laboratory school
director, the presenter now observes children routinely communicating, collaborating with one
another, creatively engaged and thinking critically. Not surprisingly, lab school curriculum and
instructional approaches are tremendously conducive for students to consistently experience the
Four C‟s.
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36
PAPER SESSIONS
LA ENSEÑANZA DE LA CRIPTOGRAFÍA Y TEORÍA DE CÓDIGOS A
ESTUDIANTES DE ESCUELA SUPERIOR
Edwin Rivera & Jonathan Soto, UPR Secondary Lab School
El propósito de la conferencia es enseñarles a los maestros de escuelas secundarias las
metodologías de enseñanza de la criptografía y teoría de códigos en el nivel secundario. Este
método siempre se ha visto como algo que se aplica en los niveles del bachillerato y en esta
presentación los profesores mostrarán que se puede enseñar a estudiantes de escuela secundaria.
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37
PAPER SESSIONS
CENTROS DE LECTOESCRITURA: HELPING ALL STUDENTS BE
LITERATE
Elizabeth Cuevas & Natalie Báez, UPR Elementary Lab School
Centros de Lectoescritura provides support to students who have special needs in their literacy
development. Research and continuous evaluation as well as collaboration with the Language Arts
teachers, plus a balanced view of evaluation that doesn‟t rely exclusively on standardized tests are
the main features of this project.
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38
ROUNDTABLE
COLLABORATIVE LEARNING: THE PROMISE AND THE PITFALLS
James Seale, Wanda de Jesús & José Nocua, UPR Secondary Lab School
A group of veteran teachers will share their approaches to this complex educational strategy, and
why they do things the way they do. Rather than identifying "best practices" (though it is possible
some may emerge), this roundtable will examine the messy nuts and bolts of getting kids to learn
by working together, mostly out of teachers' sight and earshot.
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39
ROUNDTABLE
LOS EGRESADOS DE LA UHS: POR QUÉ ESTUDIAN O TRABAJAN EN
AMBIENTES ACADÉMICOS
María G. Rosado, Ivette Torres, Jaime Abreu & María del C. Currás, UPR Secondary Lab School
Se dará una presentación de os resultados de encuestas, una creada por ex alumnos de la UHS para
validar a preparación sólida que recibieron en la UHS. Se creó otra encuesta reciente para conocer
las razones del interés del ex alumno de estudiar y trabajar en espacios académicos. Un aves se
presenten los resultados (15 minutos) tres profesores de la UHS analizarán los datos y discutirán
como la preparación y el ambiente escolar promueven el aprecio y dedicación a la educación. El
público podrá hacer preguntas y comentar o comparar su experiencia.
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40
PLENARY
IALS INTERNATIONAL PRESENTATION: THE EXPERIENCE AND
CONTRIBUTION OF INTERNATIONAL LAB SCHOOLS
Elizabeth Morley, Kobe Shinwa Womens University, Canada
In this session, there will be informing and candid presentations of some of the work of member
schools from around the world. Particular emphasis will be given to the potential and reach of
international partnerships with other IALS member schools. There will be individual presentations
from each institution who sent members to the IALS Tour 2016 and then a small panel of
members who have successful international partnerships to speak about the process and value of
these for their schools. A Q and A can follow.
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41
KEYNOTE SPEAKER
Carmen Yulín Cruz Soto was born in San
Juan on February 25, 1963. She is the daughter of
Pedro Cruz and Carmen Irene Soto. She attended
UHS, the high school of the University of Puerto Rico,
where she became President of the Student Council
and represented her school at the Presidental
Classroom. During these years her skills in track and
field and leadership academics started to excel.
She went to the University of Boston,
Massachusetts, graduating Magna Cum Laude with a
concentration in Human Resourses Management and a
degree in Political Science. She received a Masters
degree at the prestigious Carnegie Mellon University in
Pittsburgh, Pennsylvania. Here she was the first student to receive the Spirit Award, now
the Barbara Jenkins Award, an honor given to the student who impacted positively the
quality of life of other students in and out of the classroom.
After graduating Carmen Yulín was then hired by Westinghouse to be part of their
program for the development of Managers in Human Resources. She has been Manager
and Director of Human Resources for companies in the private sector, such as ColgatePalmolive, Banco Popular de Puerto Rico, Cellular One ( now AT&T), Scotiabank. In the
public service sector she worked in the Treasury Department of the United States of
America.
In 1992, after living in the United States for 12 years, she moved back to Puerto
Rico to enter the world of politics. First, she became an aide to Mayor Sila Calderón and
later on, to the President of the House of Representatives, Carlos Vizcarrondo Irizarry,
until finding her own path.
In 2003 she became a member of the Institute of Political Education of the Popular
Democratic Party (PPD ). That same year she was elected President for the National
Organization of Popular Democratic Women. (OMP). In 2005 , Governor Ani3bal
Acevedo Vilá named her to the Comission for the Reorganization of San Juan. In 2006 she
was re-elected as National President of OMP for another term, a position she still helds. In
2008 she was a member of the task force who developed the 2008 Platform for the Popular
Democratic and the leader in charge of Women‟s Affair in the Platform. In 2008 the people
of Puerto Rico elected her Representative at large. In March of 2012, Populares recognized
her work with their votes as she revalidated as candidate for the House of Representatives
in the Popular Democratic primary.
But destiny had something else for her. Something she had always aspired as a child.
At the end of March she accepted the nomination to run for Mayor of her City of San Juan,
winning the election on November.
42
KEYNOTE SPEAKER
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43
KEYNOTE SPEAKER
Dra. Ana Elvia Quintero
Estudió su bachillerato con concentración en matemáticas en la Universidad de Puerto
Rico, Recinto de Río Piedras. En la Universidad de California en Berkeley, completó su
maestría en matemáticas. Su doctorado es del Instituto Tecnológico de Massachusetts (MIT),
trabajando en un grupo interdisciplinario desde la perspectiva de la educación, la psicología y
la estructura del conocimiento de la matemática.
Ha sido Ayudante del Presidente de la Universidad (1986-89); Vice Presidenta de
Asuntos Académicos de la Universidad de Puerto Rico (1989- 91); y Directora del Centro de
Investigaciones e Innovaciones Educativas adscrito al Consejo General de Educación (199193). Desde el Centro promovió diferentes proyectos de innovación e investigaciones de cómo
mejorar nuestras escuelas. De enero 2001 a julio 2002 se desempeñó como Subsecretaria para
Asuntos Académicos del Departamento de Educación
Actualmente es profesora en el Departamento de Matemáticas de la Universidad de
Puerto Rico, Recinto de Río Piedras donde trabaja proyectos de investigación y de desarrollo
educativos. Entre estos se destaca el Proyecto Acceso al Éxito, el cual interesa aumentar el
número de estudiantes de bajos recursos que continúan estudios post secundarios.
Ha publicado varios libros sobre educación, entre ellos, Hacia un Plan Educacional
de Puerto Rico; Matemática con sentido: su aprendizaje y enseñanza; Muchas
reformas pocos cambios: Hacia otras metáforas educativas; Educación con Sentido:
La educación ideal y posible; Hacia la escuela que soñamos: Reflexión sobre una
experiencia práctica; ¿Qué me pasa con las matemáticas? y Representaciones en la
enseñanza de matemáticas; así como textos para la enseñanza de las matemáticas, entre
ellos, Elementos de la matemáticas, Geometría y Estadística Descriptiva.
44
KEYNOTE SPEAKER
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45
Master class
DR. ANGELES MOLINA ITURRONDO
Catedrática en el Departamento de Estudios
Graduados de la Facultad de Educación del Recinto de Río
Piedras de la Universidad de Puerto Rico. Posee un doctorado
en Educación Temprana de la Universidad de Boston y una
maestría en Educación de Arte de la Universidad de Nueva
York. En 1985, realizó estudios postdoctorales en la Escuela
Graduada de Educación de la Universidad de Harvard.
Desde el 2004 hasta el 2010 se desempeñó como
Decana de la Facultad de Educación del Recinto de Río
Piedras de la Universidad de Puerto Rico. Fue miembro del
Consejo de Examinadores del
National Council for the
Accreditation of Teacher Education (NCATE) hasta 2013.
Actualmente es miembro de la Junta de Gobierno del Regional
Education Laboratory del Noreste y las islas de los Estados Unidos (RELNEI); del PR Research
Alliance on Dropout Prevention; de la Junta de Directores de la Fundación Chan y Samuel Levis; y
del Consejo Multisectorial del Gobernador para Niñez Temprana.
Su línea de investigación se centra en la lectura y la escritura emergentes en la edad
temprana. Es autora de literatura infantil, de artículos académicos y de varios libros académicos
en el campo de la educación preescolar y lectoescritura emergente. Entre otras se destacan
Educación con Sentido: educación ideal y posible (2006) en coautoría con cinco autoras; Leer y escribir con
Adriana: la evolución temprana de la lectoescritura en una niña desde la infancia hasta el primer grado (1999);
y Niños y niñas que exploran y construyen: currículo para el desarrollo integral en los años preescolares (1994).
Este último ha sido adoptado como currículo en muchos centros preescolares en Puerto Rico.
En el 2010, fue la editora de la guía curricular para el nivel preescolar Volteretas, publicada por
Ediciones SM. Es coautora del marco conceptual del programa de educación temprana del
Departamento de Educación que está en vigor en la actualidad. Su más reciente publicación
académica, en junio de 2015, fue el artículo “MAMI ILOBU”: la escritura emergente en inglés
en preescolares hispanohablantes, en la revista Miríada Hispánica, de la Universidad de
Valencia, España.
Como autora de literatura infantil y entre otros libros, se destacan Sapo Sapito, sapote
publicado por Ediciones Santillana; El príncipe que no quería ser príncipe, y Sopa de hortalizas
publicados por la Editorial de la UPR; y Esto era una vez en el fin del mundo, publicado por
Ediciones SM, por el cual fue distinguida por el PEN Club de Puerto Rico en 2009 con el
Premio Nacional de Literatura Infantil; y Valentina ya no dice solo mu, publicada en 2015.
Con frecuencia es invitada a participar como oradora en congresos y conferencias
internacionales sobre educación. Al momento, está llevando a cabo la investigación Storybook
reading aloud and textual structures as scaffolds to the construction of meaning: An analysis of dialogue of a
group of Puerto Rican 4-year-olds.
46
Master classes
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47
MASTER CLASS
Dr. Annette López de Méndez holds a
doctoral degree from Harvard University in the area of
research in Teaching, curriculum and Learning Environments, a
Master Degree in Early Childhood and Elementary
Education from New York University, and a Bachelor
Degree in Humanities from the University of Puerto Rico.
She also has an Advance Graduate Studies Certificate
from the „Center for Advanced Study in the Behavioral Sciences in
the area of Research, Practice and Education Policy’ from
Stanford University. At present, she teaches at the
Faculty of Education at the University of Puerto Rico, Río Piedras Campus and is director
of the Educational Research Center. In the past years, she has collaborated with the Puerto
Rico Children Council and has contributed to the development of the Quality Rating and
Improvement System for Early Childhood Programs in Puerto Rico. She has developed a website
to promote developmentally appropriate practices for early childhood educators under the
sponsorship of Angel Ramos Foundation. Dr. López de Méndez also devotes time to
research and development projects with the purpose of advancing the professional
development of teachers in the area of English as a Second Language (ESL). The emphasis
is on stimulating the integration of technology and the arts to the teaching of English as a
Second Language. Her passion is to volunteer at the Museum of Art of Puerto Rico,
developing programs to educate the family and teachers in the integration of the visual arts
into the school curriculum, as well as promote children‟s learning and creativity.
La Dra. Annette López de Méndez ostenta un doctorado de la Universidad de
Harvard en el área de investigación en enseñanza, currículo y ambientes de aprendizaje.
Tiene una Maestria en Educación preescolar y elemental de la Universidad de New York y
un Bachillerato en el área de Humanidades de la Universidad de Puerto Rico. Además,
ostenta un Certificado de Estudios de Posgrado Avanzados de la Universidad de Stanford
del 'Centro de Estudios Avanzados en Ciencias del Comportamiento y en el área de Investigación,
Práctica y Políticas Educativas'. En la actualidad, es catedrática en la Facultad de Educación,
de la Universidad de Puerto Rico, Recinto de Río Piedras y es directora del Centro de
Investigación para la Educación. En los últimos años, ha colaborado con el Consejo de la
Niñez Temprana en Puerto Rico y ha contribuido al desarrollo del Sistema de Calidad y
Mejoramiento de los Programas de Niñez Temprana en Puerto Rico. También ha desarrollado, con
el patrocinio de la Fundación Ángel Ramos, un portal web dirigido a promover las
prácticas de desarrollo apropiadas para la niñez. La Dra. López de Méndez también dedica
tiempo a la investigación y al desarrollo de proyectos de mejoramiento profesional para
maestros de Inglés (ESL), con el fin de estimular la integración de la tecnología y las artes a
la enseñanza de Inglés como Segundo Idioma. Su pasión es ser voluntaria en el Museo de
Arte de Puerto Rico, donde ha desarrollado programas para educar a la familia y los
maestros en la integración de las artes visuales en el currículo escolar, así como promover el
aprendizaje de los niños y la creatividad a través de las artes visuales.
48
MASTER CLASS
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49
MASTER CLASS
Dra. Ana G. Miró Mejías posee estudios de bachillerato, maestría y
doctorado en las áreas de Educación Especial y Elemental, Currículo/Enseñanza y
Liderazgo Educativo. Imparte cátedra en el Recinto de Río Piedras de la Universidad
de Puerto Rico desde el 1991.
Durante 36 años se ha desempeñado en diversas tareas que complementan su
quehacer educativo. Ha trabajado como maestra en el sistema público y privado en
diversos niveles en Pr y EU. Ha servido de consultora en diversos proyectos u
organizaciones como: Sociedad de Padres de Niños Autistas; Fundación SIDA;
Proyecto de Reforma Sistemática en Puerto Rico para la Educación de Excelencia en
Ciencia y Matemática; Asociación de Padres Pro Bienestar de Niños con Impedimento
(APNI); Asociación de Adiestramiento, Servicio e Investigación de los Problemas de
Aprendizaje (AASI); Corporación de Servicios Legales de Puerto Rico; Proyecto de Red de Apoyo Interdisciplinario
(Facultad de Educación, UPR, RP); Programa de Honor de la UPR, RP; Clínica de Asistencia Legal de la UPR, RP;
Centro de Desarrollo Preescolar y Laboratorio de Infantes de la UPR; Corporación de Investigaciones Científicas y
Proyectos Educativos (ICPE); "Quality Improvement Center" de New York University que sirve a los programas de
Head Start; Training Designers; The Children Foundation; Asociación de Padres de Niños Dotados; Editorial
Panamericana, Ediciones SM, Editorial Santillana, Editorial Norma, Museo de Arte de PR y otros.
Los temas de interés en adiestramientos y proyectos han sido variados, entre estos: Derechos de los niños
con necesidades especiales y sus familias; Adaptaciones curriculares, instruccionales, evaluativas y ambientales para
atender las necesidades especiales de diversos niños; Planificación y ambientación de la instrucción en el nivel
preescolar/elemental; Enfoques educativos para la intervención con estudiantes con desórdenes emocionales y de
conducta; Trabajo con padres; Transición de infantes y preescolares en diversos programas así como de
adolescentes; Manejo del salón de clases para facilitar la disciplina; Competencias del maestro para atender las
necesidades de todos los estudiantes; Análisis y evaluación del proceso educativo de estudiantes de Educación
Especial desde la perspectiva educativo-legal; Desarrollo social, emocional y conductual: alternativas para la sala de
clases; Diseño y confección de materiales instruccionales; Diseño, desarrollo y evaluación del currículo; Alternativas
curriculares para estudiantes dotados; Desarrollo socioemocional de estudiantes dotados; Assessment de estudiantes
con necesidades especiales; Las excepcionalidades y los conflictos que se generan entre los alumnos ¿cómo
intervenir?; Entendiendo la normalidad de ser diferentes: Una herramienta facilitadora invisible; La diversidad desde
la perspectiva de estudiantes dotados; ¿Cómo identificar los elementos que trastocan a la población diversa en la sala
de clases y las alternativas que tiene el docente?; Materiales educativos que facilitan el manejo del salón de clases de
acuerdo a las necesidades de los estudiantes; El aprendizaje de las ciencias y la atención a la diversidad en la sala de
clases: el caso de los niños de educación especial; La asignatura de Español como medio para el pleno desarrollo del
alumno: Dotados, Identificación y Educación; Estudiantes con doble excepcionalidad; Flexibilidad para atender las
necesidades especiales de los estudiantes en salones inclusivos; Educación diferenciada. Estos y otros temas han sido
el foco principal de múltiples conferencias en PR y EU.
Una de las tareas más intensas que ha tenido a su haber es la de servir como perito educativo en demandas
en corte, y querellas en vistas administrativas, en casos de Educación Especial para evaluar adecuacidad del proceso
educativo de los estudiantes. Entre estos casos se encuentra el pleito de clase de Rosa Lydia Vélez que representa a
todos los estudiantes de Educación Especial de Puerto Rico. Relacionado con esto, diseñó y validó un sistema para
determinar si el proceso educativo de los estudiantes de educación especial cumple con los parámetros educativolegales.
Ha participado de la revisión curricular de varios programas académicos. Ha trabajado en la evaluación de los
programas del Recinto de Río Piedras de la UPR bajo la Oficina de Planificación Académica adscrita al Decanato
de Asuntos Académicos. Además, ha trabajado como enlace en el proyecto de acreditación de los programas de
educación del sistema de la Universidad de Puerto Rico. También está certificada por el Crisis Prevention Institute.
Ha escrito diversas publicaciones y ha realizado varias investigaciones relacionadas, entre otras, con los procesos de
transición, las destrezas socioemocionales y conductuales, las adaptaciones instruccionales y la adecuacidad del
proceso educativo desde la perspectiva educativa-legal, materiales instruccionales adecuados para la diversidad,
educación diferenciada y prácticas apropiadas para estudiantes dotados. Es autora del libro "Autismo: ¿Estás
interesado?, de la "Guía ASEI: Análisis y evaluación del proceso educativo de estudiantes de Educación Especial desde la perspectiva
educativa-legal" y del libro Matemática para todos. Ha sido directora del proyecto Matemática para todos sobre desarrollo
profesional de maestros. Ha sido la investigadora principal de la investigación “Desarrollo de destrezas sociales en
estudiantes dotados de doble excepcionalidad mediante intervenciones interdisciplinarias” y otros estudios relacionados con la
preparación y desarrollo profesional de maestros y futuros maestros.
50
MASTER CLASS
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51
PRESENTERS
Alexis Vargas
UPR Secondary Lab School
Ángel Díaz
UPR Elementary Lab School
Ann H. Burns
Model Lab School, Eastern Kentucky University
Annette Lebrón
Becka Wright
University of Pittsburgh, PA
Bretislav Svozil
Open School Space, Masaryk University, Czech Republic
Carrie Smith
University of Pittsburgh, PA
Cathryn O‟Sullivan
The University of the West Indies Open Campus Early Childhood Centres of Excellence
Cheryl A. Slattery
Grace B. Luhrs University Elementary School, Shippensburg University, PA
Dawn Miller
Burris Laboratory School, Ball State University, Indiana
Desiré Sánchez
Edwin Rivera
Elizabeth Cuevas
Elizabeth Morley
Womens University, Canada
Gretchen Dodson
Berry College Elementary and Middle School, Austin, Texas
Ivette Torres
Jaime Abreu
James Seale
Jenine Schmidt
Mills College Children's School, Mills College, Oakland, CA
Jonathan Soto
José Nocua
José Sánchez
Julianne Bailey
Berry College Elementary and Middle School, Austin, Texas
52
PRESENTERS
Karen M. Holguín
Kim McKnight
Graduate student at Virginia Commonwealth University
Kobe Shinwa
Womens University, Canada
Liliana Cruz
Linda Clark
Luis Estrada
María del C. Currás
María G. Rosado
Nadja Ramos
Natalie Báez
Nicole Romany
The University of the West Indies Open Campus Early Childhood Centres of Excellence
Renee Huffman
Burris Laboratory School, Ball State University, Indiana
Richard Román
Rocío del M. Tonos
Rose Marie Santiago
Sharon Carnahan
Rollins College Child Development & Student Research Center, Florida
Steven Smth
Grace B. Luhrs University Elementary School, Shippensburg University of PA
Wade Smith
Louisiana State University Laboratory School, Louisiana State University
Wanda de Jesús
Wilda Rosado
Wilda Y. Rosado
Xiaofeng Kang
Tsinghua High School International, Tsinghua University, Beijing, China
Yolanda Santini
Yomarie Rivera
53
sponsors
787-769-3379 • 787-257-3220 · 787-257-7820
José Gorbea
Art & Crafts
787-504-5703
Puerto Rican Art & Crafts
204 Fortaleza St
Old San Juan, PR 00901
(787) 725-5596
[email protected]
54
NOTES
55
NOTES
56
NOTES
57
International Association of Laboratory Schools
Dedicated to Research, Service and Educational Excellence
Patricia E. Diebold, Executive Director
The International Association of Laboratory Schools
[email protected]
Executive Office: 134 Maple Drive
Edinboro, Pennsylvania 16412
814-881-7051
58

Beyond Laboratory Schools: Transforming Lives

Transcripción

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