Portfolio 1 Presentation Henrietta Rema Sawyerr George Mason

Portfolio 1 Presentation Henrietta Rema Sawyerr George Mason University Ph. D in Education Program Specialization in Early Childhood Education Secondary Emphasis in Special Education

Curriculum Vitae Education Christ the King International School, Accra, Ghana (Graduated 1993) Wesley Girls High School, Cape Coast, Ghana Senior Secondary School Certificate (1996) University of Cape Coast, Ghana Bachelors of Education in Primary Education (March 2003) Specialization: Elementary Education

Curriculum Vitae Pennsylvania State University, University Park, Pennsylvania, USA Masters of Education in Curriculum and Instruction (May 2005) Specialization: Early Childhood Education Maters Paper: Designing Safe Playgrounds for Children Bowie State University, Bowie, Maryland, USA Masters of Education in Educational Leadership (May 2014) Specialization: School Administration and Supervision George Mason University, Fairfax, Virginia, USA Specialization: Ph. D student in Early Childhood Education (January 2015 - December 2019) Secondary Emphasis: Special Education

Curriculum Vitae Employment Graduate Research Assistant (Fall 2013 to Spring 2014) College of Education, Bowie State University Prince George's County Public School System Pre-Kindergarten Teacher (August 2005 to June 2007) Kindergarten Teacher (August 2007 to August 2012) Early Reading First Summer School Program for Kindergarten Students June 19 2006 to July 28 2006 Teaching Assistant Department of Primary Education University of Cape Coast, Ghana (2002 to 2003) Teaching Assistant (September 2003 to December 2003) Substitute Teacher (October 2014 to December 2014) Ghana International School, Accra, Ghana

Teaching Licensure Maryland Educator Certificate Advanced Professional Certificate (July 1, 2010 – June 30, 2015) Certificate Area – Early Childhood Education (Pre-K to 3) Commonwealth of Virginia Postgraduate Professional License (July 1, 2015 – June 30, 2020) School Administration and supervision (Pre-K to 12) Early Primary Education (Pre-K to 3)

Curriculum Vitae Associations American Educational Research Association (AERA member since February 2016) Prince George's County Educators Association (2005 to 2012) The African Student Association - The Pennsylvania State University Pi Lambda Theta International- Honor Society and Professional Association in Education Awards College of Education and Human Development Fellowship (George Mason University Academic year 2015/2016) African Student Association Certificate of Appreciation, Pennsylvania State University National Program for Playground Safety Award

Moving Forward §Attend and present at conferences Aim at §Focus on publishing articles

Analytical, Personal and Professional Essay Discussion “A dream becomes a goal when action is taken towards achieving it” (Bo Bennett)

Academic Goals § At a tender age, it had always been a dream of mine to pursue a career in the field of education and for that matter early childhood education and to work and teach young children § Having had the opportunity to work in a public school system in Maryland was a great experience for me especially teaching students from diverse cultures and who had special needs. This made me want to learn more about students with disabilities I am glad that I actually get to go a step further and to conduct research in the future on young children as well as children with disabilities

Academic Goals • Early Childhood Education (Major Area of Specialization) • Special Education (Secondary Emphasis) • Literacy and Reading (Research Interest) • Multicultural Education-Diverse Populations (ELL) My academic goal will be to be able to complete my Ph. D program by the year 2019.

Academic Goals ECED 702 Early Writing: Cognition, Language and Literacy • By the end of this semester, I would have completed all my electives in early childhood education (which is my area of specialization) ECED 801 Current Research and Trends in Early Childhood Education ECED 803 Teacher Preparation and Professional Development ECED 804 Family Research and Practice in Early Childhood Education

Academic Goals • By the end of Spring 2017, I would have completed all my course work in special education, which is my secondary area. • It is my goal to take the following literacy courses in Fall 2016: EDRD 830 Theory, Research and Practice in Literacy: Birth through Middle School and • EDRD 832 Research Methodologies and Trends in Literacy

Special Education (Secondary Emphasis) My second emphasis is in special education. I am also interested in conducting research that focuses on young children with disabilities. It is my goal to conduct some research that focuses on the perceptions of teachers in teaching reading to students with autism who are English language learners before completing my program at George Mason University. Research that have been conducted focuses on either English language learners or students with autism. Not much research has been conducted on English language learners with autism.

Research Goals Research Interest Early Childhood Education Literacy and Reading Special Education Multicultural Education Research Topics The Perception of teachers in teaching reading to English language learners with autism in kindergarten: Teacher beliefs, experiences and practices. The Effects of Using Storybook Intervention to Enhance Vocabulary Knowledge and Develop Writing Skills of English Language Learners and students at Risk for Reading Difficulties

Professional Goals Obtain a faculty position in early childhood education. Obtain a leadership (administrative) position in a public school system (PGCPS). To set up an early childhood center or preschool in my country. To train preschool and early childhood educators in my country by providing them with professional development opportunities (workshops, in-service training etc. ). § To work with a non-governmental organization that focuses on issues related to children and their development. § §

Conceptual Framework Obtain a Faculty Position in Early Childhood Education Goals Academic Goals Early Childhood Education Research Goal/Interest Special Education George Mason University Ph. D Early Childhood Education Professional Goal Train Preschool Teachers in Developing Countries Early Childhood Education Special Education Literacy and Reading Multicultural Education. Diverse Learners (ELL) Obtain a leadership position in a public or private school setting Set up a preschool or an early childhood center University of Cape Coast Bachelors in Elementary Education Work for a Non. Governmental Agency that focuses on Children (UNICEF) Pennsylvania State University Masters of Education in Curriculum and Instruction Bowie State University Masters of Education in School Administration and Supervision

Knowledge Discussion Essay

Required Core Course Research Courses EDRS 810 Problems and Methods in Educational Research Special Education Courses EDSE 841 Intervention Research in Special Education EDUC 800 Ways of Knowing Early Childhood Education Courses ECED 804 Family Research and Practice in Early Childhood Education ECED 702 Early Writing: Cognition, Language and Literacy EDRS 812 Qualitative Methods in Educational Research EDSE 842 Application of Research Methodology in Special Education ECED 801 Current Research and Trends in Early Childhood Education ECED 803 Teacher Preparation and Professional Development

EDUC 800 Ways of Knowing § My very first class was on EDUC 800 Ways of Knowing. § This course provided different perspectives on how individuals come to acquire knowledge. § As an educator, I am aware that individuals learn differently. I know that not all individuals learn in the same way. Thus the need for teachers to capitalize on student’s strength and to differentiate instruction to meet the needs of individual students is very key if we want students to be successful. § This class laid the foundation, and was an eye opener for me, especially since I come from a different cultural background. § It was interesting because my past experiences in the way I acquired knowledge was very different in that I came from a society in which students were expected to accept whatever information that was given to us by the instructors in the institutions of higher education in my society. § After taking this class, I realized that it is important to be reflective and to critically think and analyze information and to even contribute ideas since this is what is expected in other cultures. This really was very helpful because now I could apply some of the techniques learned in my Ways of Knowing class in my other classes. § By taken this course, I have been exposed to different perspectives on how we come to acquire knowledge and this had an impact on all the courses I am taking since I am able to apply some of the strategies learned in this course in other classes that I am taking

Connections and Themes in Courses Taken EDRS 812 EDRS 810 ECED 702 EDSE 842 ECED 804 ECED 801 ECED 803 EDSE 841 EDUC 800 Ways of Knowing

EDRS 810 § During spring 2015 semester, the first research course that I took was EDRS 810 (Problems and Methods in Educational Research). § This course is an introductory course to research methods. § In this class, I learned about qualitative research method and quantitative research method. § I learned about different types of sampling techniques used to conduct both qualitative and quantitative research. § As part of the requirements for this course, I had to write a qualitative proposal as well as a quantitative proposal. By taking this class, I learned how to write a proposal and what it actually entails.

EDRS 810 I also got the opportunity to actually take a look at an actual dissertation and this gave me an idea of what an actual dissertation looks like. For qualitative research, we studied different kinds of qualitative research methods such as case study method, phenomenological research and grounded theory. I was also introduced to different ways of collecting data (observation, questionnaires, surveys, interviews and field notes) for not just qualitative research but quantitative research as well. For quantitative research methodology, we talked about how to analyze data and the different statistical methods (t-test, ANOVA) used in analyzing data.

Connecting EDRS 810 and 812 To add to this, during the Fall 2015 semester, I took another research class EDRS 812 Qualitative Methods in Educational Research. By taking this course, the research methods studied during EDRS 810 (Problems and Methods in Educational Research), pertaining to qualitative research such as the use of interviews, questionnaires, observations and surveys were major themes that both courses had in common. Therefore by taking EDRS 812, Qualitative Methods in Educational Research, some of the methods already introduced in our introductory research class were reinforced and students got the opportunity of actually going into the field and using the methods studied to collect data.

Connecting EDRS 810 and 812 My EDRS 810 (Problems and methods in Educational Research) class was very the most important class I took because this course laid the foundation in terms of what research is all about. After taking a class on EDRS 812 (Qualitative Methods in Educational Research) during the fall 2015 semester, it was amazing experience because we kept revisiting research methods and other concepts that I had learned in my EDRS 810 class This was refreshing because we were able to actually implement some of the research methods that we learned in these two classes and apply it in the field by conducting a research project, interviewing actual participants and observing teacher participants teach students in the classroom. One thing that I learned in EDRS 812 was to collect data, transcribe and analyze the data that we collected.

Special Education and Research Even though my second emphasis is in special education, majority of the special education courses that I am currently taking are research based. During the Fall 2015 semester, I took a course in special education (EDSE 841), that focused on Intervention Research in Special Education. This was an extension of EDRS 810 because this course dwelt on quantitative methods.

Special Education and Research The focus for this course was on single subject research, quasi experimental research and group research designs. I actually got the opportunity to conduct a meta-analysis and to code various studies that employed group research designs. Creating literature tables based on the articles that we read was a very good way of organizing vital information. This semester (Spring 2016), I am taking another class in special education and this class (EDSE 842) also builds on my previous research courses EDRS 810 and EDRS 812 because we are still learning about qualitative research and the different types of qualitative research, survey research and single subject research. In the special education classes, emphasis is also placed on the quality indicators that researchers need to adhere to when conducting research. It has definitely been an interesting experience. Prior to coming to George Mason University, I had no background in research. I hope to delve more and learn more in the future research courses that I take

Similarities between Research Courses and Special Education EDRS 810 Qualitative Research Quantitative Research Proposals EDRS 812 Qualitative Interviewing Site and Selection of Participants Observations Coding and Analyzing Data EDSE 841 § Single-subject research § Developing a Coding scheme and coding study reports § Quality Indicators § Introduction to SPSS EDSE 842 Qualitative Research Survey Research Single Subject Research Group Methods and Quasi Experimental Designs § SPSS § Quality Indicators § §

Relating Research and Special Education Courses Taken to my goals I intend to obtain a faculty position in Early Childhood Education at an institution of higher education. It is important that I take all these research courses in order to prepare me for academia since I intend to conduct research in the future. By taking the special education courses EDSE 841 and EDSE 842, I hope to apply the methods learned in this course in future since I also intend to conduct research that focuses on students with disabilities.

Early Childhood Education I also took ECED 804 during the spring 2015 semester which focused on Family Research and Practice in Early Childhood Education. This class was very beneficial because the focus of this class was on working with immigrant families and students from different socio economic backgrounds. Most of the discussions that we had focused on working with families from culturally and linguistically diverse backgrounds.

Early Childhood Education • Emphasis was placed in on teachers, educators, and administrators engaging and involving immigrant families in the education of their children and in teachers being knowledgeable about how to teach students from different cultural backgrounds and incorporating cultural practices in their instruction. • I am currently taking a course this semester (spring 2016) current research and trends in early childhood education. • We are also learning about the importance of family involvement and engaging families from different cultural backgrounds in the education of their children. These are the same things that we covered in ECED 804.

Making Connections between ECED 804 and ECED 801 • In my opinion, I think that ECED 804 laid the foundation and talking about these same issues in ECED 801 just builds upon what I have learned in my previous early childhood education class. • It is worth knowing that both classes focus on issues in early childhood education including investing in childcare and gaining access to childcare. • Both ECED 804 and ECED 801 focus on investing in childcare and access to child care as well as working with diverse families

Early Childhood Education • Finally, I am currently taking a class in ECED 803 Teacher Preparation and Professional Development. This is a class in my area of specialization, which is early childhood education. • This class focuses on the importance of preparing teachers to be effective in the classroom. • I know that as an educator it is very important that teachers are knowledgeable about the best practices and strategies used in teaching students in their classrooms. . . • ECED 702 – Early Writing

Relating Early Childhood Education Courses Taken to my goals § The importance of professional development cannot be over emphasized. § Teachers need to be trained in classroom management and in other areas if they are to be effective in the classrooms. § It is through professional development that teachers acquire new knowledge and learn from each other with the hope that they will implement what have learned in their classroom. § It is my hope that upon completion of this course, I will be able to apply some of the strategies learned in this class in the future. Professional Goal § To train preschool and early childhood educators in my country by providing them with professional development opportunities (workshops, inservice training etc. ). § Taking ECED 803 will definitely help me achieve this goal

Relating Early Childhood Education Courses Taken to my goals I intend to obtain a faculty position in Early Childhood Education at an institution of higher education. The early childhood education courses that I have taken at Pennsylvania State University and George Mason University has broadened my perspectives in the field of early childhood education. Having this strong academic foundation and theoretical framework in early childhood education combined with the experience that I have working with young children will definitely have an impact on my career and in how I go about my future research.

Program of Study Core Course (Required Course) EDUC 800 Ways of Knowing (Spring 2015 Semester) 3 credits Research Methods (Required Courses) EDRS 810 Problems and Methods in Educational Research (Spring 2015 Semester) 3 credits EDRS 811 Quantitative Methods in Educational Research (Summer 2016 Semester) 3 credits EDRS 812 Qualitative Methods in Educational Research (Fall 2015 Semester) 3 credits Research Methods (Proposed Courses) EDRS 821 Advanced Application of Quantitative Method) 3 credits EDRS 824 Mixed Method Research: Integrating Qualitative and Quantitative Approaches 3 credits

Program of Study Early Childhood Education Courses (Major Area of Specialization) ECED 702 Early Writing: Cognition, Language and Literacy (Fall 2015 Semester) 3 credits ECED 801 Current Research and Trends in Early Childhood Education (Spring 2016 Semester)3 credits ECED 803 Teacher Preparation and Professional Development (Spring 2016 Semester) 3 credits ECED 804 Family Research and Practice in Early Childhood Education (Spring 2015 Semester) 3 credits Early Childhood Education (Elective Courses) EDRD 830 Theory, Research and Practice in Literacy: Birth through Middle School 3 credits EDRD 832 Research Methodologies and Trends in Literacy 3 credits EDUC 897 Independent Study 3 credits EDUC 994 Advanced Internship 3 credits

Program of Study Special Education Courses (Minor Area- Secondary Emphasis) EDSE 745 Grant Writing (Fall 2016 Semester) 3 credits EDSE 841 Intervention Research in Special Education (Fall 2015 Semester) 3 credits EDSE 842 Application of Research Methodology in Special Education (Spring 2016 Semester) 3 credits EDSE 845 Personnel Preparation in Special Education (Spring 2017 Semester) 3 credits Dissertation EDUC 998 Doctoral Dissertation Proposal 3 credits EDUC 999 Doctoral Dissertation Research 9 credits