Research & Scholarship
Quality Urban Classrooms Project: Preparation Partnership Team: 2009-2010
- This project was designed to identify effective teaching practices that lead to student achievement, and to help universities understand the kinds of experiences their teacher education graduates have in local schools once they become teachers of record.
- Contributed to developing and refining an observation tool to measure implementation of culturally responsive classroom practices in Denver Public Schools.
- Included training in CLASS [Classroom Assessment Scoring System]. This tool is designed to look for connections between classroom practice and student achievement. The validated tool measures the following areas: classroom climate, teacher sensitivity, regard for adolescent perspectives, behavior management, productivity, instructional learning formats, procedures and skills taught, content understanding, analysis and problem solving, quality of feedback, and students’ engagement.
- Also served on English Language Acquisition subgroup to develop ELA-specific observational tool.
- Participated in classroom data collection and analysis.
Center for Research on Evaluation, Standards, & Student Testing (CRESST): 2003-2004
University of Colorado, Boulder and the RAND Corporation, in partnership with UCLA
Principal Investigators: Dr. Hilda Borko and Dr. Brian Stecher
- Developed and refined a classroom artifact-based instrument to measure implementation of reform-based practices in middle school mathematics and science teaching.
- Spent extensive time in urban schools observing, interviewing, and assessing teachers.
- Analyzed data from observations, artifacts, and discourse of classroom interactions using both qualitative and quantitative methods. Wrote research report.
Publications
Armon, J., Grassi, E., Cross, J., Barker, H., Dorman, E., Nutting, K. (2012). Developing justice-oriented teachers: Personal transformation through relationships. Jesuit Higher Education, 1(1) (101-107).
Armon, J., Grassi, E., Dorman, E., Barker, H., Nutting, K., Cross, J. (forthcoming, fall 2012 issue). Developing justice-oriented teachers: Personal transformation through action in service to others. Jesuit Higher Education, 1(2).
Armon, J., Grassi, E., Dorman, E., Nutting, K., Barker, H., Cross, J. (forthcoming, spring 2013 issue). Developing justice-oriented teachers: Personal transformation through reflection. Jesuit Higher Education, 1(3).
Dorman, E.H. (2012). Cultivating critical sociopolitical awareness in urban secondary schools: Tensions and possibilities. University of Pennsylvania Graduate School of Education Perspectives on Urban Education, 9(2), 1-28.
Dorman, E.H. (2012). Knowing what students know: Negotiating challenges of distance, desire, and context in constructivist literacy classrooms. Curriculum and Teaching Dialogue, 14(1 & 2), 67-84.
Dorman, E.H. (2012). "Everything that's challenging in my school makes me a better teacher": Negotiating tensions in learning to teach for equity. Journal of Urban Learning, Teaching, and Research, 8 (83-92).
Dorman, E.H. (2012). Teaching for social justice and equity in small urban high schools: Challenges and possibilities. Online Yearbook of Urban Learning, Teaching, and Research (1-14).
Presentations
(* = selected through external review process)
Dorman, E.H. (under review). The role of urban district induction/mentoring in new teachers’ learning to teach for equity. *
Dorman, E.H. (under review). How curriculum and resources shape a novice educator’s experiences with teaching for social justice and culturally relevant pedagogy in middle school. *
Dorman, E.H. (2012, April). Negotiating challenges of distance, desire and context. Paper presented at the American Educational Research Association Annual Meeting, Vancouver, B.C, Canada. *
Dorman, E.H. (2012, April). Teaching for social justice and equity in small urban high schools: Challenges and possibilities. Paper presented at the American Educational Research Association Annual Meeting, Vancouver, B.C, Canada. *