Kenneth E. Vogler. Vogler Vitae

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1 Kenneth E. Vogler University of South Carolina College of Education Department of Instruction and Teacher Education 107B Wardlaw Building Columbia, SC (803) EDUCATION University of Massachusetts Lowell, Lowell, MA Doctor of Education in Leadership in Schooling, May 2000 Simmons College, Boston, MA Master of Arts in Teaching, May 1993 Merrimack College, North Andover, MA Bachelor of Arts in Political Science, May 1991 PUBLICATIONS Vogler, K. E., Linter, T., Lipscomb, G. B., Knopf, H., Heafner, T. L., & Rock, T. C. (in press). Getting off the back burner: Impact of testing elementary social studies as part of a statemandated accountability program. The Journal of Social Studies Research. Virtue, D., & Vogler, K. E. (in press). The Pedagogical Value of Folk Literature as a Cultural Resource for Social Studies Instruction: An Analysis of Folktales from Denmark. The Journal of Social Studies Research. Vogler, K. E., & Virtue, D. (2007). Just the facts, ma am. Teaching social studies in the era of standards and high-stakes testing. The Social Studies, 98(2), Vogler, K. E. (2006). Impact of a high school graduation examination on Tennessee science teachers instructional practices. American Secondary Education, 35(1), Vogler, K. E. (2006). Impact of an exit examination on English teachers instructional practices. Essays in Education, 16, Spring. On line: Vogler, K. E. (2006). Impact of a high school graduation examination on Mississippi social studies teachers instructional practices. In S. G. Grant (Ed.), Measuring History: Cases of State-Level Testing Across the United States (pp ). Greenwich, CT. Information Age Publishing. Vogler, K. E. (2005). Improve your verbal questioning. The Clearing House, 79(2),

2 - 2 - Vogler, K. E. (2005). Impact of an accountability examination on Tennessee social studies teachers instructional practices. Research in the Schools, 12(2), Vogler, K. E. (2005). Impact of a high school graduation examination on social studies teachers instructional practices. Journal of Social Studies Research, 29(2), Vogler, K. E., & Butler-McCullough, D. A. (2004). The two year impact of high-stakes, statemandated student performance assessment on teachers instructional practices. Research in the Schools, 11(2), Vogler, K. E. (2004). College dreams: High-Stakes testing reality. Journal of College Admission, 184(4), Vogler, K. E. (2004). Using political cartoons to improve your verbal questioning. The Social Studies, 95(1), Vogler, K. E. (2003). Where does social studies fit in a high-stakes testing environment? The Social Studies, 94(5), Vogler, K. E., & Long, E. (2003). Team teaching two sections of the same undergraduate course: A case study. College Teaching, 51(4), Vogler, K. E., & Kennedy, R. J. (2003). The bad bargain teachers face when schools test too low. The Education Digest, 68(8), Vogler, K. E. (2003). Using an integrated curriculum in a high-stakes testing environment. Middle School Journal, 34(4), Vogler, K. E., & Kennedy, R. J. (2003). A view from the bottom: What happens when your school system is ranked last? Phi Delta Kappan, 84(6), Vogler, K. E. (2003). The impact of high-stakes, state-mandated student performance assessment on 10 th grade English, mathematics and science teachers instructional practices: The next two years. Annals of the Association for the Advancement of Educational Research and the National Academy of Educational Research. University Press of America. Vogler, K. E. (2002). The impact of high-stakes, state-mandated student performance assessment on 10 th grade English, mathematic and science teachers instructional practices. Annals of the Association for the Advancement of Educational Research and the National Academy of Educational Research. University Press of America. Vogler, K. E. (2002). The impact of high-stakes, state-mandated student performance assessment on teachers instructional practices. Education, 123(1),

3 Vogler, K. E. (2001). The impact of high-stakes, state-mandated student performance assessment on 10 th grade English, mathematics, and science teachers instructional practices. University of Massachusetts Lowell Research in Mathematics and Science Education Colloquium Journal, 5, Under Review Becoming a skillful verbal questioner. Manuscript submitted to Educational Leadership. Comparing the impact of accountability examinations on Mississippi and Tennessee social studies teachers instructional practices. Manuscript submitted to Educational Assessment Journal. My big green hen never eats corn pudding! Using mnemonics to teach geography skills and concepts. Manuscript submitted to Social Studies and the Young Learner. An Investigation of English Teachers Instructional Practices in an Era of High-Stakes Testing. Manuscript submitted to Research in the Schools. Comparing the Influence of a High School Exit Examination on Mathematics Teachers Instructional Practices. Manuscript submitted to Journal of Scholarship of Teaching and Learning. Developing Verbal Questioning Skills. Book Chapter submitted for Elizabeth Heilman (Ed.), Methods for Social Studies Methods: What We Do and Why We Do. CONFERENCE PRESENTATIONS National Quest for Liberty, at the National meeting of the National Council for the Social Studies, San Diego, CA, December The Pedagogical Value of Folk Literature as a Cultural Resource for Social Studies Instruction: An Analysis of Folktales from Denmark, at the Annual Meeting of the College and University Faculty Assembly (CUFA). Affiliated with National Council for the Social Studies, San Diego, CA, November Comparing the Influence of State-Mandated Accountability Examinations on History Teachers Instructional Practices, at the Annual Meeting of the American Educational Research Association, Chicago, IL, April Impact of a High School Graduation Examination on Science Teachers Instructional Practices, at the Annual Meeting of the American Educational Research Association, Chicago, IL, April 2007.

4 - 4 - Is High-Stakes Testing Killing Inquiry in Biology Classrooms? at the Annual Meeting of the National Science Teachers Association, St. Louis, MO, March Comparing the Impact of Accountability Examinations on Mississippi and Tennessee Social Studies Teachers Instructional Practices, at the Annual Meeting of the College and University Faculty Assembly (CUFA). Affiliated with National Council for the Social Studies, Washington, DC, November To Test or Not to Test, at the Annual Meeting of the College and University Faculty Assembly (CUFA). Affiliated with National Council for the Social Studies, Washington, DC, November Influence of a High School Graduation Examination on Science Teachers Instructional Practices, at the 9 th Annual Meeting of the Association for the Advancement of Educational Research, Hutchinson Island, FL, November Impact of an Accountability Examination on Tennessee Social Studies Teachers Instructional Practices, at the 9 th Annual Meeting of the Association for the Advancement of Educational Research, Hutchinson Island, FL, November Comparing the Impact of State Accountability Examinations on Social Studies Teachers Instructional Practices, at the 9 th Annual Meeting of the Association for the Advancement of Educational Research, Hutchinson Island, FL, November Impact of a High School Graduation Examination on Mississippi History Teachers Instructional Practices, at the Annual Meeting of the American Educational Research Association, San Francisco, CA, April Improve Your Verbal Questioning, at the National meeting of the National Council for the Social Studies, Kansas City, MO, November Impact of an Accountability Examination on Tennessee Social Studies Teachers Instructional Practices, at the Annual Meeting of the College and University Faculty Assembly (CUFA). Affiliated with National Council for the Social Studies, Kansas City, MO, November Impact of a High School Graduation Examination on Social Studies Teachers Instructional Practices, at the Annual Meeting of the College and University Faculty Assembly (CUFA). Affiliated with National Council for the Social Studies, Baltimore, MD, November Student Perceptions of Teacher-Student Interactions and Classroom Behavior, at the 7 th Annual Meeting of the Association for the Advancement of Educational Research, Hutchinson Island FL, November Impact of a High School Graduation Examination on Teachers Instructional Practices, at the 7 th Annual Meeting of the Association for the Advancement of Educational Research, Hutchinson Island FL, November 2004.

5 The Two Year Impact of High-Stakes, State-Mandated Testing on Teachers Instructional Practices, at the Annual Meeting of the American Educational Research Association, San Diego, CA, April Student Perception of Two Different Team Teaching Models, at the Annual Meeting of the American Educational Research Association, San Diego, CA, April An Analysis of Different Team Teaching Models, at the 6 th Annual Meeting of the Association for the Advancement of Educational Research, Florida, December Impact of High-Stakes Testing on Teachers Instructional Practices: A Longitudinal Study, at the meeting of the Association for the Advancement of Educational Research, Florida, December Alternate Models of Team Teaching a Social Studies Methods Course, at the National meeting of the National Council for the Social Studies, Illinois, November Impact of High-Stakes Testing on Teachers Instructional Practices, at Invisible College, Chicago, Illinois, April The Impact of High-Stakes on Teachers Instructional Practices, at the Hawaii International Conference on Education, Hawaii, January The Impact of High-Stakes, State-Mandated Student Performance Assessment on 10 th Grade English, Mathematics, and Science Teachers Instructional Practices: The Next Two Years, at the meeting of the Association for the Advancement of Educational Research, Florida, December How to Team Teach a Social Studies Methods Course, at the National meeting of the National Council for the Social Studies, Arizona, November The Impact of High-Stakes, State-Mandated Student Performance Assessment on 10 th Grade Teacher s Instructional Practices, VI Annual Meeting of the Association for the Advancement of Educational Research, December Regional Getting off the Back Burner: Elementary Social Studies in South Carolina, at the Annual Meeting of the South Carolina Council for the Social Studies, Myrtle Beach, SC, October Map Skills for Young Learners, at the Annual Meeting of the South Carolina Council for the Social Studies, Myrtle Beach, SC, October What Do You Mean? The Importance of Questions in the Classroom, at the Teaching Traditional American History, Dyersburg, TN, June 2007.

6 - 6 - Biltmore: The Vanderbilt s Monument to the Gilded Age, at the Annual Meeting of the Tennessee Council for the Social Studies, Memphis, TN, March Easy and Cheap Map Skills for Young Children, at the Annual Meeting of the North Carolina Council for the Social Studies, Greensboro, NC, February Getting off the Back Burner: Elementary Social Studies in South Carolina, at the 19 th Annual Meeting of the South Carolina Educators for the Practical Use of Research, Columbia, SC, February Comparing the Impact of a High School Exit Examination on Science Teachers Instructional Practices, at the Annual Meeting of the Southeastern Association for Science Teacher Education, Macon, GA, October An Analysis of Social Studies Accountability Examinations, at the Annual Meeting of the South Carolina Council for the Social Studies, Greenville, SC, September Is Social Studies Being Taught in K-5 Classrooms in South Carolina?, at the Annual Meeting of the South Carolina Council for the Social Studies, Greenville, SC, September Questioning in the Middle School Classroom, (Invited Presentation) at the South Carolina Middle School Association, Columbia, SC, August Using Verbal Questioning Effectively, (Invited Presentation) at the Spartanburg 1/Union County Science and Social Studies Institute, Spartanburg, SC, May Quest for Liberty, at the Annual Meeting of the Tennessee Council for the Social Studies, Gatlinburg, TN, March Comparing the Impact of Low and High-Stakes Accountability Examination on Social Studies Teachers Instructional Practices, at the 18 th Annual Meeting of the South Carolina Educators for the Practical Use of Research, Columbia, SC, February Impact of a State Accountability Examination on Social Studies Teachers Instructional Practices, at the Annual Meeting of the Eastern Educational Research Association, Hilton Head, SC, February Comparing High and Low-Stakes State Accountability Examinations on Teachers Instructional Practices, at the Annual Meeting of the Eastern Educational Research Association, Hilton Head, SC, February Impact of an End-of-Course Examination on Tennessee Social Studies Teachers Instructional Practices, at the Annual Meeting of the Mid-South Educational Research Association, Baton Rouge, LA, November (Meeting cancelled due to Hurricane Katrina.)

7 Impact of a High-Stakes Test on Mississippi Social Studies Teachers Instructional Practices, at the Annual Meeting of the Mid-South Educational Research Association, Baton Rouge, LA, November (Meeting cancelled due to Hurricane Katrina.) Verbal Questioning, at the Annual Fall Conference of the South Carolina Council for the Social Studies, Columbia, SC, September-October The VIP Program: Enhance American History Education, at the 27 th Annual Social Studies Teachers Workshop, Tennessee, September Improve Your Verbal Question Sequencing, at the Annual Meeting of the Tennessee Council for the Social Studies, Nashville, TN, March Teacher Opportunities to Enhance American History Education, at the 26 th Annual Social Studies Teachers Workshop, Tennessee, September Verbal Questioning, at the Fifth Annual Muti-disciplinary In-Service for Teachers, The University of Tennessee at Martin, April The Two-Year Impact of High-Stakes, State-Mandated Student Performance Assessment on Teachers Instructional Practices, at the Annual Conference of the Mid-South Educational Research Association, Mississippi, November Becoming a VIP: Opportunities in the Teaching of Traditional American History Through Travel-Study, at the 25 th Annual Social Studies Teachers Workshop, Tennessee, September Teacher Questioning in Social Studies, at the Annual Meeting of the Tennessee Council for the Social Studies, Tennessee, March How to Team Teach, at the Lilly Conference on College and University Teaching, Ferris State University, Big Rapids, Michigan, September The Use of Structured Questions to Aid Learning, at the Third Annual Muti-disciplinary In- Service for Teachers, The University of Tennessee at Martin, April The Impact of High-Stakes, State-Mandated Student Performance Assessment on 10 th Grade Teacher s Instructional Practices, Meeting of the Northwest Tennessee Chapter of Phi Delta Kappa, February The Impact of High-Stakes, State-Mandated Student Performance Assessment on 10 th Grade English, Mathematics, and Science Teachers Instructional Practices, VI Annual Colloquium on Research in Mathematics and Science Education, University of Massachusetts Lowell, April 2001.

8 - 8 - TEACHING EXPERIENCE Assistant Professor of Elementary Social Studies Education University of South Carolina, Columbia, SC 2005-present Assistant Professor of Social Studies Education The University of Tennessee at Martin, Martin, TN Middle/Elementary School Social Studies/Reading Teacher South Lawrence East School, Lawrence, MA Middle/Elementary School Social Studies Teacher Brooks School, Lincoln, MA Middle School Social Studies Teacher LaLiberte Junior High School, Raynham, MA Middle School Social Studies Teacher Coolidge Middle School, Reading, MA Middle School Social Studies Teacher East Middle School, Braintree, MA Middle School Social Studies Substitute Teacher Spring 1993 Umana Barnes Middle School, East Boston, MA UNIVERSITY COURSES TAUGHT University of South Carolina 2005 present EDEL 460- Elementary Social Studies Education EDEL 743- Studies and Internship I in Teaching Social Studies Elementary (MAT) EDEL 590A- Internship in Curriculum and Assessment EDEL 590B- Internship in Teaching and Learning EDEL 590C- Internship in Professional Roles The University of Tennessee at Martin TCED 305- Classroom Management TCED 350- Applied Social Studies and Language Arts TCED 450- Designing Curriculum for the Early Adolescent SEDU 415- Instructional Strategies: Social Studies TCED 404 and 405- Student Teacher Practicum (Supervisor) PROFESSIONAL CERTIFICATION Social Studies Teacher Gr. K-12 State: CA (# ) Social Studies Teacher Gr State: MA (#309542)

9 Supervisor/Director State: MA (#309542) GRANTS AND FELLOWSHIPS APPLIED Teaching American History Grant Program-United States Department of Education, 2007, The Vertical Immersion Project, $999,796.00, 3 Years, funded University of South Carolina s Research and Productive Scholarship Program, 2006, Comparing Student Attitudes Toward High-Stakes Testing, $6,856.00, 1 Year, funded Teaching American History Grant Program-United States Department of Education, 2006, Teaching American History by Developing Historical Literacy, $1,000,000.00, 3 Years, not funded Teaching American History Grant Program-United States Department of Education, 2006, The Vertical Immersion Project, $1,000,000.00, 3 Years, not funded National Academy of Education/Spencer Postdoctoral Fellowship Proposal, 2006, Comparing High School Students Attitude Toward Graduation Examinations: A Sociological Perspective, $55,000.00, 1 Year, not funded National Academy of Education/Spencer Postdoctoral Fellowship Proposal, 2005, A Comparative Study of Student Attitudes Toward High-Stakes Testing, $55,000.00, 1 Year, not funded Teaching of Traditional American History Grant Program-United States Department of Education, 2004, The Vertical Immersion Project, $981,949.00, 3 Years, funded National Academy of Education/Spencer Postdoctoral Fellowship Proposal, 2004, A Comparative Study of Students Attitude Toward High-Stakes Testing, $50,000.00, 1 Year, not funded The University of Tennessee at Martin s Faculty Research Grant, 2003, Does the Type of Question on a High-Stakes Test Matter? Impact of the High School Graduation Examination on Teachers Instructional Practices, $1,982.00, 1 Year, funded Improving Teacher Quality Grant Program-Tennessee Department of Education, 2003, The Highly Qualified Middle School English Teacher Summer Institute, $58,000.00, 1 Year, funded Improving Teacher Quality Grant Program-Tennessee Department of Education, 2003, The High Qualified Middle School Social Studies Teacher Summer Institute, $30,508.00, 1 Year, not funded Improving Teacher Quality Grant Program-Tennessee Department of Education, 2003, The High Qualified Middle School Mathematics Teacher Summer Institute, $33,036.00, 1 Year, not funded

10 Improving Teacher Quality Grant Program-Tennessee Department of Education, 2003, The High Qualified Middle School Science Teacher Summer Institute, $31,746.00, 1 Year, not funded Teaching of Traditional American History Grant Program-United States Department of Education, 2003, The Vertical Immersion Project, $999,079.00, 3 Years, not funded National Academy of Education/Spencer Postdoctoral Fellowship proposal, 2003, Mandating Standards or Disparity? Students from Different Social Classes Attitude Toward High-Stakes Testing, $50,000.00, 1 Year, not funded National Academy of Education/Spencer Postdoctoral Fellowship proposal, 2002, Does the Type of Question on a High-Stakes Test Matter? Impact of the High School Graduation Examination Format on Teachers Instructional Practices, $50,000.00, 1 Year, not funded Improving Teacher Quality Grant Program-Tennessee Department of Education, 2002, Summer Reading Institute, $60,540.00, 1 Year, not funded Eisenhower Professional Development Grant Program-Tennessee Department of Education, 2001, UTM s First Summer Reading Institute, $74,001.00, 1 Year, not funded AWARDS Phi Delta Kappa Teaching Award, 2004 Phi Delta Kappa Golden Apple Award, 2003 Phi Delta Kappa Teaching Award, 2003 PROFESSIONAL ACTIVITIES Affiliations American Educational Research Association Association for Supervision and Curriculum Development College and University Faculty Assembly (Affiliated with National Council for the Social Studies) Eastern Educational Research Association Mid-South Educational Research Association National Council for the Social Studies South Carolina Council for the Social Studies Tennessee Council for the Social Studies State Service Judge for National History Day in South Carolina Spring 2007 Program Reviewer for the South Carolina Department of Education Spring 2006 Program Reviewer for the South Carolina Department of Education Fall 2005 Member of TN Department of Education s Social Studies Curriculum Framework Writing Team Spring 2004

11 Member of TN Department of Education s Ad Hoc Committee on Middle Grades Licensure Spring 2004 Member of TN Department of Education s U.S. History End of Course Writing Team Fall 2004 University Service Research Opportunity Program Standing Subcommittee 2007-present Global Awareness and Multicultural Understanding Task Force 2007-present Chair of Institutional Review Board (IRB) Member of Assistant Vice Chancellor for Academic Affairs Search Committee Spring 2004 Created Middle School Licensure Program Department Service Member of Secondary Social Studies Search Committee Elementary Program representative at USC s Scholar s Day Spring 2007 Committee for Undergraduate Awards Spring 2007 PhD in Elementary and Secondary Committee 2007-present Member of Student Affairs Committee 2006-present Judge for Elementary Undergraduate Showcase 2006-present Member of Basic Programs Curriculum Committee Spring 2006 Chair of Department Curriculum Committee Chair of Department Institutional Review Board (IRB) Chair of Instructor Evaluation Instrument Committee Spring 2004 Designed Instructor Evaluation Instrument (Adopted by Department) Spring 2004 Chair of Two (2) Tenure Track Position Search Committees Revised Secondary Economics, Geography, Government, and History Programs to meet state licensure requirements (Tennessee) Service to the Profession Member of Board of Reviewers for the Journal of Curriculum and Instruction 2007-present Member of Board of Reviewers for the Social Studies Research and Practice 2006-present Association for the Advancement of Educational Research- Director of Board and School Relations 2006-present Proposal reviewer for CUFA meeting 2006-present Association for the Advancement of Educational Research- Director of Curriculum Research and Social Studies Education Tennessee Council for the Social Studies- Executive Board Member Chairman of Tennessee History Teacher of the Year Selection Committee 2005 Tennessee History Teacher of the Year Selection Committee Member 2004 National Council for the Social Studies- State Delegate to National Convention 2004 Development (Courses Attended) Effect Sizes, Confidence Intervals, and Especially Confidence Intervals for Effect Sizes 2007 Multilevel and Hierarchical Linear Modeling 2006 Conducting Mixed Methods Data Analyses: A Step-by-Step Guide 2006 Qualitative Data Analysis: A Step-by-Step Approach 2006

12 Inquiry-Based Practitioner: Action Research 2004 RESEARCH INTERESTS Assessment and Educational Policy- More specifically, the intersection of state curriculum and assessment policies and teachers instructional practices Social Studies Education

13 REFERENCES Dr. Patricia Hewitt Professor The University of Tennessee at Martin Department of Educational Studies Gooch 240E Martin, TN (731) Dr. Emily Long Associate Professor The University of North Carolina Pembroke School of Education P.O. Box 1510 Pembroke, NC (910) Dr. Jane White Professor Winthrop University Department of Curriculum and Instruction Withers Building Rock Hill, SC (803)