Grants and Research

Grants Research Med

Faculty, school and community partners, and Winthrop students continuously engage in scholarly activity as they consider the impact of innovation and change on specific outcomes. The result of their work is highlighted in multiple publications, highlights, and awards as listed below. To explore current and potential projects, see Faculty Research.

Winthrop students and teacher candidates engaged in action research projects can find information, templates, and contact information by clicking on the link or scrolling to the section below.

Partnership and Innovation Awards and Major Grants (since 2010)
2019 Network for Sustained Educational Residencies that Value Equity (NetSERVE) - Teacher Quality Partnership Grant, US Department of Education (contact: Audrey Allan)

2017 Richard W. Clark Award - Hunter Street Elementary School Partnership

2016 NETwork for Leading Education that Values English Learners (NExT LEVEL) - Professional Development Program Grant, US Department of Education (contact: Kelly Costner)

2013 Dick & Tunky Riley WhatWorksSC Award for Excellence - Chester Park School of Inquiry Partnership

2013 Richard W. Clark Award for Exemplary Partner School Work (National Network for Educational Renewal) - Winthrop University-School Partnership Network (contact: Lisa Johnson)

2013 NAPDS Award for Exemplary Professional Development School Achievement - Winthrop University-School Partnership Network (contact: Lisa Johnson)

2011, 2012, 2013, 2014 Teaching Excellence and Achievement Grant - Bureau of Educational and Cultural Affairs, U.S. State Department

2010 Winthrop Initiative for STEM Educators (WISE) - Robert C. Noyce Grant, National Science Foundation (contact: Beth Costner)

2010 Network of Leaders for Equity, Achievement, and Development (NetLEAD) - School Leadership Grant, US Department of Education Office of Innovation and Improvement

Faculty Research - Winthrop teacher education faculty are active in scholarly activity related to partnerships, curriculum innovation, and school-based initiatives. Below is a sample of their work since 2013 along with e-mail links to access additional information.

Harris, L. , Burnham, T., Schramm-Possinger, M., Glover, C. P., Johnson, L. E., & Stephenson, T. (Winter, 2020). Fostering beginning teacher growth through action research. School-University Partnerships, 12(4), 97-110.

Barger, B. P. , Pickett, L. H., & Allan, A. (2019). Enfolding junior faculty into the school culture: Voices from one PDS. PDS Partners, 14(1), 10-12.

Helf, S. , Barger, B.P., Brandon, H., Nash, H., & White, K. (2017). Pen pal book study: Authentic Literacy experiences with third graders and preservice teachers. Reading Matters.

Leach, D. , Johnson, L. E., Blumhardt, F., & Bush, C. (2014). Utilizing a university-school partnership to improve the academic achievement of middle school students (including those with special needs) by instituting school-wide co-teaching. In J. Ferrara, J. L. Nath, & I. N. Guadarrama (Eds.). Creating Visions for University-School Partnerships. Charlotte, NC: Information Age Publishing, Inc.

Shields, C., Harris, L., Hedgpath, E., & Cate, C. (2014). Implementing Universal Design for Learning principals using mobile technology. MathMate, 36(2), 42-46.

Pickett, L., Johnson, L. E., Hays, F. (2014). From co-teaching to co-supervision: Collaboration for teacher candidate success. Education in a Democracy: A Journal of the NNER, 6, 69-84.

Britt, J., Ferguson, C., & Vare, J. (2013). Tracing a journey of curriculum redesign in education: Are we there yet? Educational Renaissance, 2(1), 7-15.

Vawter, D. H. & Coster, K. M. (2013, November). Differentiating instruction for ELL's. AMLE Magazine, 1(4).

Ferguson, C., Green, S., & Marchel, C. (2013). Using teacher-made classroom assessments to show students growth in early childhood. Young Children, 68(3), 28-37.

Johnson, L. E., Vare, J., & Evers, R. (2013). Let the theory be your guide: Assessing the moral work of teaching. In M. Sanger & R. Osguthorpe (Eds.). The Moral Work of Teaching and Teacher Education: Preparing and Supporting Practitioners. New York: Teachers College Press.

Johnson, L. E., Allan, A., Rakestraw, J., & Hays, F. (2013). Building partnerships, building success: A network of democracy. Education in a Democracy: A Journal of the NNER, 4, 119-133.

Student and Teacher Candidate Research - Teaching by nature should be a scholarly activity. Teacher candidates are encouraged beginning in their freshman year to study the impact of classroom instruction, teacher behavior, and innovative practice on student learning and development. Below are specific resources that can help guide teacher candidate research as well as highlight current projects.

Field Action Research Project Guidelines (pdf - 1.08 KB)