Loyola University Maryland’s Center for Innovation in Urban Education (CIUE) presents “Baltimore Based Work: Research in the Context of Urban Classrooms” on Tuesday, October 9, at 6 p.m. in McGuire Hall West in the Andrew White Student Center on Loyola University Maryland’s Baltimore Evergreen Campus as the first installment of the 2018-2019 CIUE Faculty Speaker Series. The event features a pre-event reception at 5:15 p.m. in the McGuire Hall Atrium. Doors open at 5:45 p.m.
This panel will feature three presentations by faculty members from the School of Education’s Teacher Education Department doing work rooted in the reality of Baltimore City Schools: Professor Adell Cothorne, Dr. Margarita Gómez, and Dr. Mark Lewis, highlighting how School of Education faculty are utilizing the resources of the university to engage with the community in a meaningful way. To learn more about their individual presentations, please see the summaries below.
Presenters: Professor Adell Cothorne, Dr. Mark Lewis, Dr. Margarita Gómez
Moderator: Dr. Robert Helfenbein
Professor Adell Cothorne,
Clinical Instructor/PDS Coordinator
Title: STEM at The Historic Samuel Coleridge Taylor Elementary School: A Partnership with Loyola University Maryland and BCPSS
Professor Cothorne will examine the partnership between, Loyola University of Maryland, the Historic Samuel Coleridge Taylor Elementary (Coleridge), and Baltimore City Public Schools System (BCPSS) leadership to propose a state of the art STEM classroom (including a mobile tech-lab) to be installed at Coleridge by fall 2019. This research project will examine successful practices that urban schools use to retain students in the K – 12 STEM pipeline.
Learn more about Professor Adell Cothorne
Dr. Mark Lewis,
Associate Professor of Literacy Education
Title: “I feel like we’re really good at finding challenges”: Teachers Candidates’ Attempts at Equitably Assessing Emerging Bilinguals’ Writing
Dr. Lewis will share how teacher candidates, who were preparing to become classroom teachers in the Baltimore area, analyzed writing samples from emerging bilingual middle school students, both before and after they were exposed to translanguaging assets of bilingual writers. The presentation aims to consider if educators are asking the right questions in relation to capturing the ways in which people are acquiring and developing language and literacy in multilingual contexts.
Dr. Margarita Gómez,
Assistant Professor of Literacy Education
Title: “I feel like it’s a great accomplishment”: Using Translanguaging Pedagogy to Teach Writing with Emergent Bilinguals
Margarita Gómez will share how emergent bilinguals at Archbishop Borders School took up translanguaging writing practices, practices that allowed them to use their fluid bilingual strategies, to make meaning and express their bilingual identities. The presentation aims to address what are the theoretical and pedagogical approaches to teaching writing with culturally and linguistically diverse learners
Learn more about Dr. Margarita Gómez
Adell Cothorne is a Clinical Instructor and PDS Coordinator at Loyola University Maryland. Ms. Cothorne has been a teacher, assistant principal, and principal with several public school systems in the Maryland/DC area. With over 20 years of educator experience, Ms. Cothorne has been an advocate for students in both suburban and urban areas. Ms. Cothorne has presented at several national conferences, including the 2017 Maryland Professional Development School (PDS) Network Conference and had a book chapter published entitled – “Black Women Experiencing Racial Battle Fatigue in Academia.” In 2017, Ms. Cothorne won the Ken Goodman “In Defense of Good Teaching” award for her bravery in exposing wide-spread cheating in District of Columbia Public Schools. She has worked for Harvard University as a Teacher Coach for a research project in Baltimore City Public Schools examining how debating impacts middle school students’ reading comprehension. In addition, Ms. Cothorne has several research interests in the field of education, including: teacher expectations, urban public education, using literature in math instruction, African American male students, equity practices in education (K-16), STEM, and suburban public schools with marginalized student populations. She is working on several papers, which include an article on teacher expectations of elementary African American male students. In addition, Ms. Cothorne is working with a local museum and a group of scholars to complete a historical ethnography of Baltimore City Schools.
For more information on Professor Adell Cothorne, visit her faculty website.
Mark A. Lewis, Ph.D. is associate professor of literacy education at Loyola University Maryland. Lewis earned his B.A. in English from Christian Brothers University, his M.Ed. in Secondary Education and M.A. in English from Northern Arizona University, and his Ph.D. in Education – Curriculum & Instruction from the University of Colorado at Boulder. Prior to coming to Loyola, he taught middle school English and English as a second language in Arizona, and worked with American Indian high school students in Colorado. Lewis has over 20 publications examining and critiquing representations of adolescence and youth in young adult and adult literature, defining the multifaceted literary competence of secondary students, and identifying effective ways to support linguistically diverse learners. In addition to multiple book chapters, his scholarship can be found in English Education, Middle Grades Research Journal, Study & Scrutiny, and Journal of Literacy Research. He is also a co-author of Rethinking the “Adolescent” in Adolescent Literacy (NCTE Press).
For more information on Dr. Mark Lewis, visit his faculty website.
Dr. Margarita Gómez is an assistant professor of literacy education at Loyola University Maryland where she teaches courses in processes and acquisition of literacy and in assessment and instruction of literacy. Her research aims to better understand how classroom contexts play a critical role for culturally and linguistically diverse learners’ writing development. Margarita earned her doctoral degree in Language, Learning, and Literacy from Boston College, and previously taught in elementary bilingual school context in California and an inclusion classroom in New York. Dr. Gómez has several publications on writing development, and effective pedagogical practices that support culturally and linguistically diverse learners. Her scholarship includes book chapters and peer-reviewed journal articles, which can be found in Elementary School Journal, Journal of Literacy and Social Responsibility, Journal of Cases in Educational Leadership, Middle Grades Research Journal, Bilingual Research Journal, Journal of Education for Students Placed at Risk, and Writing & Pedagogy.
For more information on Dr. Margarita Gómez, visit her faculty website.