University of Pittsburgh
As of May 1, 1999 ~ when I begin "early" retirement from the University of Pittsburgh ~ I will pursue a second career as an Information Technology Training Professional. One of my goals is to establish a consulting agency that provides onsite technology training for education professionals, especially K-12 teachers. The agency will also operate an information technology Web site and assist local school districts with technology planning and management activities. Another goal is to obtain an adjunct faculty appointment at a university, where I can help teachers learn how to effectively integrate powerful computer and communication technologies into the school curriculum. Opportunities to provide technology training for teacher educators (e.g., methods instructors, student teaching supervisors, and cooperating teachers) will also be considered.
Birth Date: July 10, 1939
Birth Place: New York City, NY
Family: Married 38 years (3 children, 4 grandchildren)
Address: 185 Kelvington Drive, Monroeville, PA 15146
Phone: (412) 373-1219
Address: 4F21 Forbes Quadrangle, Department of Instruction and
Learning, School of Education, University of Pittsburgh,
Pittsburgh, PA 15260
Phone: (412) 648-7333
Fax: (412) 648-7081
E-Mail: ote+@pitt.edu
Home Page: http://www.pitt.edu/~ote
1967, Ph. D., University of Illinois ~ Major: Physical
Education (Physical Fitness Research), Minors: Physiology and
Statistics.
1962, M.S., University of Illinois ~ Major: Physical Education.
1961, B.S., State University College of Education at Cortland, NY
~ Major: Physical Education.
1957, Academic Diploma, Bayside High School, Bayside, NY.
Currently serve as Associate Professor Education in the Department of Instruction and Learning at the University of Pittsburgh, with joint appointment in Elementary Education and Instructional Design and Technology.
Considerable administrative leadership experience, especially within the field of teacher professional development. Served as Director of Teacher Education for six years. Was responsible for overall administration and governace of programs in all specialty areas (early childhood, elementary, secondary, special, and health and physical education). These programs are offered exclusively at the postbaccalaureate level (M.A.T., M.Ed., and Certification-only options). Our extended curriculum model includes an integrated sequence of campus-based pedagogical studies and field-based clinical practice in professional development schools.
PACTE is the State Chapter of AACTE and ATE. Contributions to the organization include:
- Instructional Technology for Elementary Education
- Instructional Technology for Secondary Education (separate courses in English, Science, and Social Studies)
- Introduction to Elementary Teaching
- Integrated Teaching Methods in Elementary Education
- Models of Teaching
- Disciplined Inquiry
- Sport Pedagogy
- Paradigms for Research on Teaching
- History and Research in Teacher Education
- Analysis of Teaching Behavior
- Clinical Supervision
- Curriculum Design
- Models of Teaching
- Motor Development
- Motor Learning
- Measurement & Evaluation
- Research Methods
Note. The candidate has also been actively involved in academic and research advisement since 1967. A list of sponsored doctoral dissertations and master's papers/theses will be provided upon request.
- Alternative Teaching Styles for Elementary Teaching Interns
- Beginner's Guide to Staff Development
- Electronic Presentations (PowerPoint)
- Pedagogical Expertise: Implications for Clinical Supervision
- Individualized Instruction for Middle School Teachers
- Innovations in Secondary School Physical Education
- Motor Development for Middle School Teachers
- Online Learning Systems (Nicenet ICA)
- Pedagogy for YMCA Fitness Leaders
- School-Based Teacher Education
- Sport Pedagogy for Teachers and Coaches
- Statview 512+ for Elementary and Secondary Teaching Interns
- Electronic Mail for Elementary and Secondary Teaching Interns
Participated in several graduate courses, informal seminars, research symposia, and hands-on workshops to expand knowledge base in the following areas:
begin with statement of current research interests....
Borg, G.A.V., Sherman, M.A., & Pandolf, K.B. (1977). A comparative study of strength and endurance capacity in some groups of American and Swedish athletes. The Journal of Sports Medicina and Physical Fitness, 17, 33-40.
Byra, M., & Sherman, M.A. (April, 1991). Preactive and interactive decisions of experienced and inexperienced preservice teachers. Paper presented at the annual meeting of the American Educational Research Association. Chicago.
Byra, M., & Sherman, M.A. (March, 1993). Preactive and interactive decision-making tendencies of less and more experienced preservice teachers. Research Quarterly for Exercise and Sport, 64(1), 46-55.
DiCicco, G., Housner, LD., & Sherman, M.A. (December, 1981). Expert/novice differences in planning and teaching physical education. Abstract of a presentation at the annual convention of the Pennsylvania State Association for Health, Physical Education, Recreation, and Dance. Pittsburgh, PA.
Koziol, S.M., Atman, K.S., Sherman, M.A., & O'Broin, C. (April, 1991). Congruence in the perceived importance of general education knowledge areas in the preparation of teachers. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
Koziol, S.M., Jr., Petrosky, A., & Sherman, M.A. (1993). Teacher assessment in Pennsylvania: Perspectives and future directions. Paper commissioned by the Pennsylvania Association for Colleges and Teacher Educators and presented at the annual PAC-TE Teacher Education Assembly, Harrisburg, PA.
Koziol, S.M., Jr., Minnick, J.B., & Sherman, M.A. (1995). Features of performance assessment instruments and procedures in preservice teacher education programs at eleven universities. Student Teacher Evaluation Instrument Study Project Report 2., Pittsburgh, PA: University of Pittsburgh School of Education.
Koziol, S.M., Jr., Minnick, J.B., & Sherman, M.A. (April, 1995). What student teaching evaluation instruments tell us about emphases and standards in teacher education programs. Paper presented at the annual meeting of the Amercian Educational Research Association, San Francisco, CA.
Koziol, S.M., Jr., Minnick, J.B., & Sherman, M.A. (1996). What student teaching evaluation instruments tell us about emphases in teacher education programs. Journal of Personnel Evaluation in Education, 10, 53-74.
Sherman, M.A. (1962). Effects of interval running on the endurance and cardiovascular condition of selected young boys. Unpublished master's thesis, University of Illinois.
Sherman, M.A. (1963). Physiological aspects of physical activity. In W.C. Adams (Ed.), Foundations of physical activity. Urbana, IL: Stipes Publishing Company.
Sherman, M.A. (November, 1965). Effects of a motivational testing program on selected measures of physical performance of ninth grade boys. Paper presented at the annual convention of the Illinois Association for Health, Physical Education, and Recreation, Peoria, IL.
Sherman, M.A. (1967). Maximal oxygen intakes changes of experimentally exercised junior high school boys. Unpublished doctoral dissertation, University of Illinois.
Sherman, M.A. (March, 1968). Reliability and validity of selected measures of physical working capacity. Paper presented at the annual convention of the American Association for Health, Physical Education, and Recreation, St. Louis, MO.
Sherman, M.A. (May, 1968). A perceptual indicator of physical stress. Paper presented at the annual meeting of the American College of Sports Medicine, University Park, PA.
Sherman, M.A. (1969). Development of a mechanized system for retrieving physical activity information. In. B.D. Franks (Ed.), Exercise and fitness - 1969: Proceedings of a symposium. Chicago: The Athletic Institute.
Sherman, M.A. (1969). Individualized instruction in the college physical education program. Proceedings of the 73rd Annual Meeting of the National College Physical Education Association for Men. Chicago: NCPEAM.
Sherman, M.A. (1970). Motor learning in infancy and early childhood. Symposium on Psychological Aspects of Physical Activity. Frostburg, MD: Frostburg State College.
Sherman, M.A. (December, 1972). Individualized learning in high school physical education. Paper presented at the First National Conference on Secondary School Physical Education, Washington, DC.
Sherman, M.A. (1975). Information retrieval in sport and physical activity. In J.H. Wilmore (Ed.), Exercise and Sport Science Reviews (Vol. 3). New York: Academic Press.
Sherman, M.A. (April, 1975). A chronology of information retrieval activities in the United States. Paper presented at the International Congress for Sports Information, Graz, Austria.
Sherman, M.A. (December, 1977). Evaluating teacher effectiveness in physical education. Paper presented at the annual convention of the Pennsylvania State Association for Health, Physical Education, and Recreation, Seven Springs, PA.
Sherman, M.A. (1977). Research on teacher behavior in sport and physical education: A bibliography of completed studies. Pittsburgh: University of Pittsburgh.
Sherman, M.A. (1978). Teacher education: Rendez vous with research. Paper presented at the eastern district convention of the American Alliance for Health, Physical Education, and Recreation, Baltimore, MD.
Sherman, M.A. (1978). Paradigms for research on teaching physical education. In C. Corbin (Ed.), Symposium papers: Teacher behavior and sport history. Washington, DC.
Sherman, M.A. (1978). Inventory of specialized teaching competencies for physical education. In S.J. Craig (Ed.), More from CBTE: Inventories of specialized competencies. Harrisburg, PA: Pennsylvania Department of Education.
Sherman, M.A. (December, 1979). Teacher planning: A study of expert and novice gymnastics teachers. Paper presented at the annual convention of the Pennsylvania State Association for Health, Physical Education, and Recreation, Philadelphia, PA.
Sherman, M.A. (1980). Bibliography of clinical research in sport pedagogy. Unpublished manuscript, University of Pittsburgh, Pittsburgh, PA.
Sherman, M.A. (December, 1981). Teacher thinking in physical education: A cognitive view of clinical expertise. Symposium presented at the annual convention of the Pennsylvania State Association for Health, Physical Education, Recreation, and Dance, Pittsburgh, PA.
Sherman, M.A. (April, 1982). Covert operations in physical education: Exploring the teacher's mind. Symposium presented at the annual convention of the American Alliance for Health, Physical Education, Recreation, and Dance, Houston, TX.
Sherman, M.A. (1983). Pedagogical cognitions in physical education: Differences between expert and novice teachers. In T.J. Templin & J.K. Olson (Eds.), Teaching in physical education (Big Ten Body of Knowledge Symposium Series, Vol. 14). Champaign, IL: Human Kinetics.
Sherman, M.A. (1984). Expertise in coaching. Paper presented at the Olympic Scientific Congress, Eugene, OR.
Sherman, M.A. (1987). Future directions for graduate study in teacher education. In. S.J. Hoffman (Ed.). Proceedings of the NASPE Conference on Graduate Study in Physical Education. Champaign, IL: Human Kinetics.
Sherman, M.A. (1994). Assessing the instructional practices of beginning teachers: Issues and ideas for outcomes-based education. Computer-generated slide presentation at PAC-TE Teacher Education Assembly, Grantsville, PA.
Sherman, M.A., & Hassan, J.S. (1985). Behavioral studies of youth sport coaches. Sport pedagogy: Proceedings of the Olympic Scientific Congress. Champaign, IL: Human Kinetics.
Sherman, M.A., & Nous, A. P. (1996). Information technology in professional development schools. In B. Robin, J. D. Price, J. Willis, & D. A. Willis (Eds.), Technology and Teacher Education Annual, 1996: Proceedings of the Seventh International Conference of the Society for Information Technology and Teacher Education (pp. 350-354). Charlottesville, VA: Association for the Advancement of Computing in Education.
Sherman, M.A., & Sheehy, P. (1990). A guide to student teaching. A professional field experience handbook. School of Education, University of Pittsburgh.
Sherman, M.A., & Mercer, F.C. (1995). Conceptions of effective teaching: Voices and visions of clinical supervisors in preservice teacher education. Paper presented at the annual meeting of the Association of Teacher Educators, Detroit, MI.
Sherman, M.A., & Sheehy, P. (1991). Intern teaching handbook. Guidelines, policies, and procedures. School of Education, University of Pittsburgh.
Sherman, M.A., & Wagner, J.J. (December, 1978). A study of microteaching behavior in physical education. Paper presented at the annual convention of the Pennsylvania State Association for Health, Physical Education, and Recreation, Downingtown, PA.
Sherman, M.A., & Wagner, J.J. (December, 1979). Effects of spectrum training on the microteaching behavior of preservice physical educators. Paper presented at the annual convention of the Pennsylvania State Association for Health, Physical Education, and Recreation, Philadelphia, PA.
Sherman, M.A., Sipp, W.D., & Taheri, M.A. (1987). Preinteractive cognitions of physical education teachers with varying levels of expertise. In G.T. Barrette, R.S. Feingold, C.R. Rees, & M. Pieron (Eds.), Myths, models, and methods in sport pedagogy. Champaign, IL: Human Kinetics.
Sherman, M.A. (1992). The teacher researcher survey: Final project report of the Research in Practice Advisory Committee. Harrisburg, PA: Pennsylvania Academy for the Profession of Teaching.
Individuals familiar with the candidate's academic, research, and service contributions will be provided upon request.
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