Faculty Research Residencies of the National College of Education provide a vehicle for curriculum renewal through small field engaged research projects. Each residency convenes a team of faculty members to work on a project that:
- Identifies a problem of practice for investigation
- Develops a coherent research plan to investigate the problem in one or more schools
- Targets three or more courses that are delivered within or across academic programs that will be improved as a result of the proposed research
This series includes the final reports from these residencies. For questions about the NCE Research Residencies, please contact the NCE Scholarship and Development Committee Chair.
Submissions from 2020
Zeroing in on Providing Student Feedback as a Core Practice: A Study of its Potential Impact on Special Education Teacher Candidates, Xiuwen Wu, Kate Zilla, Kathy Kotel, and Diane Salmon
Submissions from 2019
Supporting Novice Teacher Enactments in the Field Class, Diane Salmon, Kavita Kapadia Matsko, Ryan McCarty, Aleksandra Veselovsky, Lisa Mozer, and Xue Han
Submissions from 2018
Investigating NCE Preservice Candidates and Graduates’ Visual Literacy Practices in Middle and High School Science and Social Studies Classrooms, Xiaoning Chen, Mark Newman, and Vito M. Dipinto
Examining and Expanding the Impact of Practice-Based Teacher Education at National Louis University Faculty Research Residency Final Report 2017-18, Ryan McCarty and Sophie Degener
Submissions from 2017
Building Partnerships and the Adaptive Cycles of Teaching Curriculum, Ruth Freedman and Debbie O'Connor
Utilizing Principal Coach Reflections to Co-Develop an Effective Coaching Strategy in a Large Urban School District, Harrington Gibson and Gloria McDaniel-Hall
Submissions from 2016
A Study of the Graduates of the Adaptive Cycles of Teaching (ACT) Model: A Practice-centered Approach to Teacher Preparation, Ruth Freedman, Diane Salmon, Sophie Degener, and Debbie O'Connor
Developing an Effective Urban Public Schools Principal Cohort Program, Harrington Gibson and Elizabeth Minor
First-year AUSL Teachers' Readiness to Support Rigorous and Engaging Instruction, Janet Lorch, Craig Cunningham, and Sunshine Kapp
Culturally Responsive Pedagogy and Family Engagement: Participation in a Networked Improvement Community, Elizabeth Minor, Ayn Kenneman, and Arlene C. Borthwick
The Effects of Using Adaptive Cycles of Teaching (ACT) with In-service General and Special Education Teachers on the Implementation of High Leverage Literacy Practices and Student Outcomes, Madi Phillips, Diane Salmon, and Ruth Freedman
Submissions from 2015
The Role of Mentor Teachers in the National College of Education, Adaptive Cycles of Teaching (NCE ACT) and the Improvement of the NCE ACT, Ruth Freedman, Madi Phillips, and Diane Salmon
How are teachers using primary sources to meet Common Core literacy standards in English/Language Arts, Social Studies, and Science?, Mark Newman, Sophie Degener, and Xiuwen Wu
Impact on P-12 Student Learning: Perspectives from Multiple Stakeholders, Xiaoli Wen, Geri Chesner, Ayn Keneman, and Arlene Borthwick