21st Century Collaborative is dedicated to exploring, creating and modeling global connections as a powerful means to improving teaching and learning in the 21st Century.

teacher leadership, virtual learning communities, electronic mentorship, digital divide issues, inquiry approaches to learning, connectivism, educational leadership, and 21st Century teaching and learning approaches

The College of William and Mary

Spring 2007
EDUC 308 Secondary Preservice Learner Practicum Undergraduate
EDUC 330 Designs for Tech-Enhnd Lrng Undergraduate

Fall 2006
EDUC 401 Teach Tech-Elem Ed Undergraduate

Spring 2006
EDUC 304 Instr Tech-Elem Ed Undergraduate
EDUC 401 Teach Tech-Elem Education Undergraduate
EDUC 308 Secondary Preservice Learner Practicum Undergraduate
EDUC 308 Secondary Preservice Learner Practicum Undergraduate

Fall 2005
CRIN E09 Instructional Technology(Elem) Graduate
CRIN L04 Instr Tech Practicum Graduate
CRiN S07 Instructional Tech-Sec Graduate
CRIN S17 Practicum in Secondary Graduate

Spring 2005
EDUC 305 Instr Tech-Sec Education Undergraduate
EDUC 308 Learner Practicum Undergraduate
EDUC 308 Learner Practicum Undergraduate

Valdosta State University

(Winter 1994 - Spring 1997) Taught a full load each semester
ECE 427 Creative Methods Undergraduate
ECE 737 Creative Methods Graduate
ECE 426 Science Methods Undergraduate
ECE 321 Curriculum Undergraduate
ECE 322 Managing Paraprofessionals Undergraduate
ECE 323 Parent and Community InvolvementUndergraduate
RDE 454 Childrenís Literature Undergraduate
ECE 320 Intro to Early Childhood Education Undergraduate

Mentorship of block field students and Supervision of student teachers.

Authored

Nussbaum-Beach, S. (2007). Elementary curricular activities. Teacher Magazine,18, 44-45.

Nussbaum-Beach, S. (2005). Member perspective. ...On the Tapis, 88, 1-2.

Nussbaum-Beach, S.(2005). Ask an expert. Edutopia, 1,3. Available here

Nussbaum-Beach, S. (2004, December) Virginia's multi-tiered licensure system: Ensuring teacher quality for years to come. (Internal document for Virginia Department of Education.)

Nussbaum-Beach, S. & Norton, J. (2004). Harvard from home. Access Learning,July/August, 6-8.
Available here

Nussbaum-Beach, S. & Norton, J, (2004). Keys to quality. Access Learning,July/August, 8-9. Available here

Nussbaum-Beach, S. (2004). Technical tips for teachers: Book adventure. Kaleidoscope, 14,2.

Nussbaum-Beach, S. (2004). Technical tips for teachers: Tips and tricks to save you time. Kaleidoscope, 14,1.

Nussbaum-Beach, S. (2004). Technical tips for teachers: Listservs:walk the talk. Kaleidoscope, 13,5.

Nussbaum-Beach, S. (2004).Technical tips for teachers: Virtual field trips. Kaleidoscope, 13,4.

Nussbaum-Beach, S. (2004). Technical tips for teachers: Sending clean email. Kaleidoscope, 13,3.

Nussbaum-Beach, S. (2003). Technical tips for teachers: PowerPoint magic. Kaleidoscope, 13,2.

Nussbaum-Beach, S. (2003). Advice on building world-class Web sites for instruction. Kaleidoscope, 13,1.

Nussbaum-Beach, S.(2003). The last generation. L. Robinson (Volume 3).A Tapestry of Knowledge(pp. 269-275).Virginia Beach, VA: Letton Gooch.

Nussbaum-Beach, S. (2003). Traveling the techno trail: Training teachers to Use technology. Education World. Available here

refereed

Nussbaum-Beach, S. (2002). Eight painless strategies for enhancing your science curriculum: Make the most of your summer! Classroom Connect Community News.

Mentions

Renwick, L. (2006) Getting connected. District Administration, 42,70-76.

Franklin,J. (2005). Blogging and benefiting: Teachers go hi-tech to share tips and strategies. Association for Supervision and Curriculum DevelopmentEducation Update, 47,2.

Franklin, J. (2005). Using blogs in the classroom.Association for Supervision and Curriculum Development Education Update, 47,2.

Milone,M. (2003). Empowering teachers and students through technology: An interview with Sheryl Nussbaum-Beach. Reading Online,6(8). Available here

Sennet, F. (2002). Teachers of the Year. Columbus, Ohio: McGraw-Hill Companies.

Archer, J. (2003). Quality counts 2003:Increasing the odds. Education Week. Available here

Under Review

Gareis, C. & Nussbaum-Beach, S. (2006). Electronically mentoring to develop accomplished professional teachers.

Electronically Networking to Develop Accomplished Professional Teachers (ENDAPT)

Dr. Christopher Gareis and I are in the process of replicating year two of our online mentoring study that focuses on asynchronous dialogue among novice K-12 teachers and a national pool of accomplished teacher leaders in a group-based mentoring environment. The project aims to support teacher development, foster qualities of teacher leadership, and improve teacher retention among novice teachers. The year one paper (under review) reports findings from the first year of implementation, using surveys of novice teachers and a content analysis of transcripts from online conversations.

Presentation given at AACTE 2007 on year one results

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Alabama Best Practice Center 21st Century Teaching Project

Currently researching statistical significance of our 21st Century learning intervention applied to 40 school-based learning teams in Alabama. Project is funded by Microsoft's Partners in Learning program and is one of 10 projects chosen nationwide for a midtier grant.

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Dissertation Topic

The purpose of this study is to identify and describe the nature of professional conversations among preservice, novice and accomplished teachers in several asynchronous, group-based, online mentoring environments.

Building on the content analysis and a priori design I used for the ENDAPT work I will consider-

1. Flow: What is the flow (i.e., direction) and frequency of the posts among mentor and novice teachers?
2. Function: What is the function (i.e., purpose) and frequency of the posts among mentor and novice teachers?
3. Content: What is the content (i.e., topics) and frequency of the posts among mentor and novice teachers?

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Teacher Leadership: A Study of Select Faculty Perceptions at a Small Southern College

This small descriptive, qualitative study explored the individual perceptions of selected faculty in how, if at all, they help students to develop teacher leadership potential. This studyís results reflected individual faculty members' perceptions of what they conceptualize as teacher leadership and how, if indeed they do at all, help a preservice teacher prepare for leadership roles in the future. A paper for this study is currently under review.