Stephen Rushton
8350 N. Tamiami Trail, B310
Sarasota, Florida, 34243
Ph.D. 1997 University of Tennessee, Knoxville.
Teacher Preparation - Elementary Education
M.Sc. 1994 University of Tennessee, Knoxville.
Educational Administration and Supervision
B.Ed. 1985 Queen’s University, Ontario, Canada
Elementary Education (K-8)
B.Sc. 1983 Trent University, Ontario, Canada
Joint Major: Psychology/Geography
2006 Mind, Memory and Learning; Translating brain research to classroom practices.
2004 Mind, Memory and Learning; Translating brain research to classroom practices.
2001 Kagan Co-operative Learning Training.
2000 Qualified to administer and score the Murphy-Meisgeier Type Indicator for Children.
1999 Brain research training (Association for Supervision and Curriculum Development).
1999 Communication training using the Myers-Briggs Type Indicator. Qualified to
administer and score the Myers-Briggs Type Indicator.
· 2003 - Outstanding Professor Award, University of South Florida.
· 2001 - Outstanding Undergraduate Teaching Award, University of South Florida.
· 1997 - Outstanding Doctoral Student in Elementary Education, University of Tennessee.
· 1997 - Nominated for the Dissertation of the Year Award, University of Tennessee.
2004 – present. Associate Professor, University of South Florida, Sarasota
Instructor
Continue to teach both graduate and undergraduate courses
Program Liaison (Childhood Education – Regional Campus)
· Coordinated, planned and scheduled classes for the elementary education program.
· Interviewed, hired and supervised adjunct faculty.
· Coordinated with Sarasota and Manatee County Schools placement of student
teachers for Level I, Level II and final interns
· Coordinated between the Main Campus and the regional branch regarding student’s interests and needs.
· Served as Committee Chair on three two searches and campaing
Masters of Arts Coordinator
· Organized, designed and piloted a new Masters of Arts in Teaching.
· Supervised, advised and instructed graduate students in two Professional Development Schools.
· Assessed programmatic needs.
Professional Development Schools Liaison
· Oversaw the development and expansion of four PDS schools with local school county.
· Provided workshops, training, and collaborate conversations between school staff and USF staff.
1998 – 2004. Assistant Professor, University of South Florida, Sarasota
Instructor
· Elementary Methods including classroom management skills, law, ethics, philosophy of education, cooperative learning and communication skills.
· Language Arts (writing) and the art of infusing multiculturalism and active learning into the curriculum.
· Designed and taught a course on brain research and its application in the elementary classroom.
· Designed and taught a course on the art and craft of the writing process.
· Taught Research and Curriculum Design course in qualitative studies.
Supervisor
· Supervised Level II and Final Internship student-teachers in six schools in two counties.
· Assessed capabilities and teaching strengths of student teachers through bi-monthly classroom observations and weekly written reflections.
· Wrote extensive reports on the progress made by the students.
· Guided weekly reflective seminars related to student-teacher experiences.
Advisor
· Served as program advisor for 44 Masters of Education students in two Professional Development Schools (pilot program).
· Served as program advisor for 27 Dual Track Masters students.
· Served as liaison for SunCoast Area Teacher Training Honors Program for Sarasota campus.
· Served as advisor for the University of South Florida Student Reading Council.
· Advisor for Kappa Delta Pi.
Committees
· Chair for University wide Annual Fund raising campaign (2005)
· Chair for Annual Review Committee.(2005)
· Chair for Search Committee for several fulltime faculty. (2004 – 2004)
· Intern Evaluation Committee (Tampa Campus).
· Editorial staff, Florida Reading Journal.
· Editorial staff, American Educational Research Association.
· Board member, Sarasota Charter School.
· Interviewed 31 ‘Teacher of the Year’ Recipients for the Sarasota County School System.
· Board member for the Florida Association for Psychological Type.
· Ombudsman for Sarasota Campus.
1997 Adjunct Faculty University of Tennessee, Knoxville, TN.
Instructed 14 student-teachers in an inner-city professional development school
· Taught graduate social studies methods to a cohort of inner-city school Masters degree students
1995 - 1997 Graduate Teaching Instructor and Supervisor, University of Tennessee, Knoxville, TN.
· Prepared student-teachers to teach in early childhood and elementary, urban-multicultural public school settings
· Taught social studies methods, classroom management skills, and philosophy of education to 25 pre-service students
· Developed curriculum and taught science and social studies methods
· Supervised 35 student-teachers for two years, who taught in urban-multicultural settings
1997-1998 Teacher, Alcoa City Schools, Alcoa TN
· Taught, planned and implemented social studies and science into a literacy balanced program in a multi-age setting (3rd, 4th, and 5th grades)
· Coached Junior High chess team and competed successfully in the local and state tournaments (placed 7th in the Nation)
· Team taught with four teachers and three interns 125 students
· Coordinated workshops for interns with the university and the school.
1990-1995 Teacher, Oak Ridge City Schools, Oak Ridge, TN
· Taught Kindergarten emphasizing a child-centered, active learning philosophy.
· Team taught and piloted 4th grade Spanish Immersion, (I taught language arts, social studies and science).
· Taught 3rd grade infusing a literature based, hands on science and cooperative learning program in an innovative and integrative curriculum.
· Organized and implemented field day for 600 students, and coached elementary chess. We placed 7th in the nation.
· Served as mediator between Senior Administrator and staff.
· Organized and implemented a variety of innovative educational programs
1985-1989 Teacher, Hastings County Board of Education, Belleville, Ontario, Canada
Taught Special Education, Junior Kindergarten, Physical and Health Education 7/8)
· Piloted 3 unique programs: the integration of multi-handicapped students into a regular school; Junior Kindergarten; and HIV/AIDS Education curriculum.
· Acted as Key contact person for both technology and physical education for resident and affiliated school board.
· Coached basketball, volleyball, track, chess and organized the county meets.
Publications:
Carr, J., Fauske, J., and Rushton,
S. (Accepted). Teaching and Leading from the Inside
out. Oakview: Corwin Press.
Rushton S., Juola-Rushton A. (2007), The Learning
Environment, Brain Research, and the
Paradox of No Child Left Behind, in F. Santoianni, C. Sabatano,
eds., Brain
Development in Learning Environments: Embodied and Perceptual
Advancements,
Cambridge Scholars Publishing, Cambridge, UK, 2007.
Rushton, S., & Jackson, M. Richard, M. (2007). Teacher’s Myers-Briggs
personality profiles:
Identifying effective teacher
personality traits. Teaching and Teacher Education.
Rushton, S., & Juola-Rushton A., (2006). Brain research and assessment in the Elementary Grades. In Jones, P. Ataya, R., & Carr, J. A pig don’t get fatter the more you weigh it: Balancing assessment for the classroom. Teachers College Press.
Rushton, S., Knopp, T. Y., & Smith, R. L. (2006). Teacher of the Year award
recipients’ Myers-Briggs personality profiles: Identifying teacher effectiveness.
Journal of Psychological Types 4,66
Smith, R. L., Knopp, T. Y., & Rushton, S. (2005). The study of teacher traits, beliefs,
and attributes: Methods and implications for education. In Smith, R. L. (Ed), The
passion of teaching:
Dispositions in the school. New York, NY: Scarecrow
Publication.
Rushton, S. (2004). Using narrative inquiry to understand a preservice
personal practical
knowledge while teaching in an inner city school. Urban Review,36,
61-79.
Rushton, S., Eitelgeorge, J., & Zickafoose, R. (2003). Connecting Cambourne’s
conditions of learning to brain-mind principles: Application for the classroom
teacher. Early Childhood Education Journal.31, 11-21.
Rushton, S. (2003). Two preservice teachers growth in self-efficacy while
teaching in an inner-city school. Urban Review 35. 167-189
Rushton, S. (2001). Applying brain research to create developmentally appropriate
learning environments. Young Children,56, 76-82.
Rushton, S., & Larkin, E. (2001). Shaping the learning environment: Connecting
developmentally
appropriate practices to brain research. Early Childhood
Education Journal, 29, 25-33.
Rushton, S. (2000). Student teacher efficacy in inner city schools. Urban
Review 3, 365-383.
Rushton, S. (2000).
Cultural assimilation: A narrative case study of student-teaching in an
inner-city school. Teaching and Teacher
Education,17,
147-160.
Presentations
Rushton, S. & Juola-Rushton, A. (2006, September 28th).
Caught between the grades,
Connection brain based research and authentic assessment to No Child
left behind.
Early Childhood of education in Florida. Orlando, FL.
Rushton, S. & Juola,
A. (2005, December 10th) Connecting developmentally
appropriate practices and a brain-based compatible learning
environment to authentic assessment and the No Child Left Behind initiative: A
paradox in motion. Paper presented at
the National Association for Young Children Annual Conference:
Washington D.C.
Rushton, S. & Juola, A. (2005, July 12th). Connecting brain-based
research to a constructivist’s “No
Child Left Behind” Learning Environment. Paper presented at
the BioEducational Sciences
Research Group, University of Naples Federico II, Naples, Italy.
Juola, A. & Rushton, S. (2005, July 13th). Academic implications
for a brain-based classroom. Paper
presented at the BioEducational Sciences Research Group,
University of Naples Suor Orsola
Benincasa Corso Vittorio Emanuele, Naples, Italy.
Rushton, S. (2002, April 21). Teacher of the Year award recipients’
Myers-Briggs personality
profiles: Identifying teacher effectiveness
profiles toward improved student outcomes.
Paper presented at the American Education Research
Association: Chicago, IL.
Rushton, S. (2002, December 7). Changes in two African-American preservice teacher’s
self efficacy while teaching in an inner city
school. Paper presented at the Annual
meeting of the Association for the Advancement of Educational Research:
Ponta Verda Beach, FL.
Rushton, S. (2002, July 3). Applying brain research to create developmentally
appropriate learning environments in a preschool setting. Paper presented at the
Annual Meeting of the Early Childhood Summer Institute: Fort Worth, TX.
Smith, R. L., Knopp, T., & Rushton, S. (2001, November 5). Change what? Renewal in a
teacher education preparation program utilizing participants and consumer inquiry.
Paper presented at the 24th Annual Teacher Education Division of the Council for
Exceptional Children, St. Petersburg Beach, FL.
Rushton, S. & Zickafoose, R. (2001, July 23). Integrating brain-based research into early
childhood settings. Paper presented at Annual Meeting of the Learning Brain Expo
2001: San Antonio, TX.
Knopp, T., Rushton, S., & Smith, L. (2001, June 15). Applying epistemological theory in
practice: Inquiry into methods of learning in teacher preparation programs. Paper
presented at the 13th Annual Qualitative Research Conference: Albany, NY.
Rushton, S., Knopp, T., & Smith, L. (2000, June 3). Personal beliefs in student teachers
toward efficacy. Paper presented at the 12th Annual Qualitative Conference: Albany,
NY.
Rushton, S. & Larkin, L. (1999, November 18). Brain-based research: making connections
with developmentally appropriate practices for the classroom teacher. Paper
presented at the National Association for Young Children Annual Conference: New
Orleans. LA.
Rushton, S. (1999, June 29). Experiences of student-teachers in the inner-city school. Paper
presented at the 11th Annual Qualitative Research Conference, Columbia University, New York, NY.
Rushton, S., & Vanderwilt, J. (1999, October 11) What brain-research says about learning?
Paper presented to the Annual Meeting of Florida Association of Supervision and
Curriculum Development. West Palm Beach, FL.
Rushton, S & Juola-Rushton, A. (2006, June 9th).
Differentiated Instruction: Putting Next
Generation Teaching Concepts into practice. Laurel-Nokomis
Elementary School
Rushton, S. (2003, April 25). The essentials of book-making: using face masks as a medium.
Presented on behalf of the Student Reading Council, University of South Florida.
Rushton, S. (2002, July 18). Applying brain-research to education: Pre-school to graduate
school. Lecture Series: What’s New in Education? Senior Academy, University of
South Florida.
Rushton, S. (2002, July 2). Myers-Briggs Typology and school principals: Rewards and
blind spots. Presentation to graduate students in an Education Leadership program
at the University of South Florida.
Rushton, S. (2002, April 11 & 17). Myers-Briggs Typology and special education students.
Presentation to graduate special education students at the University of South
Florida.
Rushton, S. (2002, April 5). Looking to the future: Resume’ writing. Presentation for the
Student Reading Council at the University of South Florida.
Rushton, S. (2002, February 25). Kagan Structures for special education students.
Presentation to graduate special education students at the University of South
Florida.
Rushton, S. (2002, February 12). Cooperative learning: Strategies and approaches
Presentation to graduate students at the University of South Florida.
Ruston, S. (2001, March 6). Using the newspaper in the classroom. Presentation for the
Student Reading Council at the University of South Florida.
Rushton, S. (2000, October 23). Book making and learning styles. Presentation for the
Student Reading Council and Kappa Delta Pi at the University of South Florida.
Rushton, S. (2000, May 16th). Brain research: Implications for educators. Presentation to
the Laurel Nokomis Elementary school staff, Laurel Nokomis, FL.
Rushton, S. (1999, September 23). Valuing the Child. Presentation for Kappa Delta Pi at the
University of South Florida.
Rushton, S. (1998, February 15). Using the Myers-Briggs Type Indicator in the classroom
Professional Development Day for Alcoa Elementary Schools, Alcoa, TN.
Rushton, S. (1997, May 18) Developmental Stages of student-teaching. Paper presented to the
Department of Education University of Tennessee, Knoxville, TN.
Rushton, S. (1991, April 29) Integrated curriculum – A Canadian perspective. Professional
development day presentation for Oak Ridge City Schools, Oakridge, TN.
Ad Hoc Reviewer: American Education Research Association. (2003-2005)
Ad Hoc Reviewer: Florida Reading Quarterly. (1999-2001)
Ad Hoc Reviewer:
· American Educational Research Association.
· National Education Association.
· National Association for Young Children.
· Association for Supervision and Curriculum and Development.
· Association for Psychological Type.
EDE 4942 Field Experience Level II EDG 6391 Language Arts
EDE 4940 Field Experience Level III EDG 6935 Seminar in Curriculum Research
EDE 4301 Methods in Elementary Ed EDG 6931 Brain-Research and the Classroom
LAE 4314 Language Arts EDG 6315 The Writing Process