Associate Dean Dr. Gerald Ponder
Academic Preparation |
 |
Academic Preparation
1974 |
Ph.D, Curriculum and Instruction |
The University of Texas at Austin |
(Social Studies Education, Secondary Teacher Education, Ethnic Studies) Dissertation: Conflict, Collectivism, and Consensus: A Historical Analysis of Social Reconstructionist Curriculum Theories. Advisor: O.L. Davis, Jr. |
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1969 |
M.A., History and Education |
University of Arkansas |
1967 |
B.A., History and English |
University of Arkansas |
Professional Positions
2005- |
Associate Dean for Academic Affairs, College of Education, North Carolina State University, Raleigh, NC |
2003-2005 |
Professor, Department of Curriculum and Instruction, School of Education, University of North Carolina at Greensboro; Interim Director. Center for School Accountability, Staff Development, and Teacher Quality |
1994-2003 |
Professor and Chair, Department of Curriculum and Instruction, School of Education, University of North Carolina at Greensboro |
1991-1994 |
Director, North Texas Center for Professional Development and Technology (a collaborative network of Professional Development Schools, University of North Texas, Dallas ISD, Denton ISD, Aubrey ISD) |
1988-1993 |
Chair, Department of Secondary Education, College of Education, University of North Texas |
1985-1988 |
Director, Quality Assurance Program for Beginning Teachers, College of Education, University of North Texas |
1983-1994 |
Professor of Education, University of North Texas |
1977-1983 |
Associate Professor of Education, University of North Texas |
1974-1977 |
Assistant Professor of Education, University of North Texas |
1973-1974 |
Lecturer in Secondary Education, University of North Texas |
1971-1973 |
Teaching Associate and Supervisor, Secondary Social Studies student teachers, Department of Curriculum and Instruction, The University of Texas at Austin |
1969-1971 |
Teacher, Reading and Social Studies, L.B. Landry Jr.-Sr. High School, Edna Karr Jr. High School, Instructor of Medieval History, Loyola University, New Orleans, Louisiana; U.S. History, Northeast High School, North Little Rock, Arkansas. |
Teaching Responsibilities
University of North Carolina at Greensboro (1994-2005): Regular assignment is CUI 750, Doctoral Proseminar In Curriculum and Instruction (introductory course in the doctoral program). Chair 34 doctoral committees in both the Higher Education and Teacher Education programs; CUI 607 (Adult Learning and College Teaching) and CUI 759 (Practicum in College Teaching).
University of North Texas (1973-1994) Regular assignments included courses in curriculum studies, curriculum development, curriculum implementation, curriculum evaluation, assessment, research, and policy analysis at the graduate level. Undergraduate assignments included courses in adolescent development, teaching methods, gifted education, and supervision of student teaching. Developed and instituted course in middle school curriculum and instruction. Served (1974-80) as coordinator and faculty member in a field-based urban teacher education faculty team and co-director (1980-87) for a series of field-based doctoral programs in the north Texas area. Directed 14 doctoral dissertations (three students earned national awards for outstanding dissertations from ASCD, Kappa Delta Pi, and Phi Delta Kappa) and served on 28 committees. Student ratings consistently were in the top 10% of the faculty of the university.
Scholarship: (* = refereed)
Grants Awarded:
* Ponder, G. (As PI with the William and Ida Friday Institute for Innovation in Education) (2005-2009). NSDC/NEA Results-Based Staff Development Clearinghouse. Microsoft Foundation U.S. PIL Mid-Tier Grant, $230,000.
Ponder, G. (2004-2005). K-12 Literacy Results-Based Staff Development Initiative. Contract for directing the recruitment and review process for the National Staff Development Council. National Education Association funding, $25,000.
* Ponder, G., &Strahan, D. (2001-2004) Jackson Connections: A Strategic Alliance for Adolescent Development. Weaver Foundation. $346,000.
Ponder, G. (2000), Kenan Alliance for Partnerships in Education administration. UNC General Administration. $30,000 Contract.
* Ponder, G, Strahan, D., & Bright, G. (1997). Triad university/school teacher education partnership. University of North Carolina General Administration, $155,000 Recurring.
* Levin, B., Niemeyer, J., & Ponder, G. (1996). Case study dissemination. Fund for the Improvement of PostSecondary Education (FIPSE) subcontract with the Center for Case Study, Pace University. $10,000.
* Ponder, G., & Moore, R. (1996). Duke Power school improvement initiative. Duke Energy Foundation. $60,000.
* Ponder, G. (1994), North Texas CPDT network, Texas Education Agency, $480,000.
* Ponder, G. (1993), Project TRES: A collaborative center for professional development and technology, Texas Education Agency, $800,000.
* Ponder, G. & Ford, K., (1992) Conceptualizing professional development centers; Prototypes and realities. Meadows Foundation, $1,500
* Ponder, G. & Naylor, S. (1988) A study of teacher acculturation, Meadows Foundation, $1,500.
* Ponder, G. & Hinely, R. (1984) The knowledge of needs of curriculum administrators. University of North Texas Faculty Research Award, $2,500.
* Hirsh, S., & Ponder, G. (1983) Developmental Institute for economics education, O'Donnell Foundation, $10,000.
* Ponder, G. & Hirsh, S. (1982) The concept of infusion in curriculum change: A study in knowledge utilization. University of North Texas Faculty Research Award, $2,400
* Ponder, G. & Hinely, R. (1979) A study of the development of classroom routines and academic performance expectations in three tenth grade classrooms. University of North Texas Faculty Research Award, $3,100.
* Ponder , G. (1978) user adaptations of curriculum innovations. University of North Texas Faculty Research Award, $3,300.
* Ponder, G. & Moseley, P. (1977) Faculty perceptions of innovation. University of North Texas Faculty Research Award, $3,564
Books:
* Ponder, G. & Strahan, D.B. (Eds) (2005). Deep change: Cases and commentary on schools and programs in high-stakes states. Hartford, CT. Information Age Publishing.
Ponder, G. & Feaster, S. (Eds) (1987) Classroom management, Austin, Texas: Texas Association for Supervision and Curriculum Development.
* Davis, O.L., Jr., Ponder, G., Burbaw, L., Garza-Lubeck, M. & Moss, A. (1986) Looking at history: A review of major U.S. history textbooks. Washington, D.C.: People for the American Way.
* Hirsh, S., Ponder, G. & Wiggins, K. (1986) Exploring Texas. Austin: Steck- Vaughn.
Ponder, G., Bethel, L., Jeter, J., Mehaffy, G. & Davis, O.L., Jr. (1985) Learning from student teaching: A handbook. Georgetown: Texan House.
Chapters in books: (* = refereed)
* Kurtts, S.A., Cooper, J.E., & Ponder, G. (2006). Integrating systems of care philosophy and practices into schools: The perspectives of special education and general education. In M. Arbuckle & C. Herrick (Eds). Child and adolescent mental health: Interdisciplinary systems of care. Boston, MA: Jones and Bartlett. 267-289.
Ponder, G., & Strahan, D. (2005), The dailiness, dilemmas, and dialogue of deep change. In G. Ponder and D. Strahan (Eds.), Deep Change: Cases and commentary on schools and programs in high-stakes states. Hartford, CT: Information Age Publishing.
Ponder, G., & Webb, S. (2005), Success cycles at Hunter Elementary: Collaboration, culture, commitment, and continiuity. In G. Ponder and D. Strahan (Eds), Deep Change: Cases and commentary on schools and programs in high-stakes states. Hartford, Ct.: Information Age Publishing.
Ponder, G., & Strahan, D. (2005), “Scaling up” in turbulent times: Small steps and big toward deep change. In G. Ponder & D. Strahan, (Eds), Deep change: Cases and Commentary on schools and programs in high-stakes states. Hartford, CT: Information Age Publishing.
* Ponder, G. (2005). “Social reconstructionist curriculum impulses: Pragmatism, collectivism, and ‘The American Problem.’” In K. Riley (Ed.) Social reconstruction: People, politics, perspectives. Hartford, CT: Information Age Publishing/Midwest Historical Society.
* Kurtts, S., Ponder, G., & Cooper J.E. (2005). “Integrating systems of care philosophy and priorities into schools: The perspectives of special education and general education.”
Ponder, G. (1999). Learning from and about social studies. In Bright, G. (Ed.), Connecting learning across disciplines. Greensboro, NC: UNCG Center for School Accountability and Staff Development, 61-68.
Holmes, K., & Ponder, G. (1992) Change: The choice and the challenge. In D. Dickey (Ed.) Strategic planning for technology. San Antonio: Josten's Learning Corp.
Ponder, G., Feaster, S. (1987) Classroom management: Practice and theory. In G.
Ponder & S. Feaster (Eds.), Classroom Management. (pp. i-v). Austin: Texas Association for Supervision and Curriculum Development.
* Ponder, G. & Davis, O.L., Jr., (1982) Social studies education. In H. Mitzel (Ed.), Encyclopedia of Educational Research (5th ed. pp 1723-1732) New York: American Educational Research Association/The Free Press.
* Ponder, G., (1981) Social studies in the school: Questions of expectations and effects. In H. Mehlinger and O.L. Davis, Jr. (Eds.) The Social Studies. Part II of the Eightieth Yearbook of the National Society for the Study of Education. (p. 202-219) Chicago: University of Chicago Press.
* Doyle, W. & Ponder, G. (1977). The ethic of practicality: Implications for curriculum development. In A Molnar and J. Zahorik (Eds.) Curriculum Theory. (pp.74-80). Washington, D.C.: Association for Supervision and Curriculum Development.
* Doyle, W. & Ponder, G. (1976). Sources for curriculum history. In O.L. Davis, Jr (Ed.) Perspectives on Curriculum Development: 1776 - 1976. (pp. 247 - 257) Washington, D.C.: Association for Supervision and Curriculum Development.
* Ponder, G. (1976). Schooling and control: Some interpretations of the changing social function of the curriculum. In O.L. Davis, Jr. (Ed.) Perspectives on Curriculum Development: 1776 - 1976. (pp. 139-169) Washington, D.C.: Association for Supervision and Curriculum Development.
* Ponder, G. & Gay, G. (1974) What can be done with myths? In A. Kownslar (Ed.) Teaching American History: The Quest for Relevancy. (pp. 113-149) New York: Avon Books.
Journal Articles: (* = refereed)
* Cooper, J.E., Ponder, G., Merritt, S., & Matthews, C. “High Performing High Schools: Patterns of Success.” Forthcoming in the NASSP Bulletin, 2005.
* Matthews, C., Strahan, D., Cooper, J., Merritt, S., & Ponder, G. “Heralded high schools in North Carolina.” Snapshots: The specialist schools trust journal of innovation in education, 2 (2) (October, 2004), 19-22.
Ponder, G. (2003). The third quarter—and other times—of a history. Kappa Delta Pi Record, 40 (1) (Fall, 2003), 12-17.
* Ponder, G., & Ware, A. (2003). The dailiness and dilemmas of school reform. Journal of Curriculum and Supervision 18 (3) (spring, 2003), 200-203.
* Ponder, G., Webb, S., & Trawick, A. (2003). The success cycle at Hunter elementary. Journal of Curriculum and Supervision 18(3) (spring, 2003), 222-239.
* Holmes-Ponder, K., Ponder, G., & Bell, P. (1999). Giving school leaders the inner edge. Professional development newsletter. Alexandria, VA: ASCD, 1,4-5.
* Kelly, J., & Ponder, G. (1997). Evolution, chaos, or perpetual motion?: A retrospective trend analysis of secondary science curriculum advocacy, 1955-1994. Journal of Curriculum and Supervision12, 228-245.
* Ponder, G., & Simms, R. (1997). Using schooling and technology to learn to teach in the 21st century. Educational Media International, 34, 94-96.
* Ponder, G. & Holmes, K. (1992) Purpose, products, and visions: The creation of new schools. Educational Forum, 4, (81-90).
* Ponder, G. & Simms, R. (1992) Using schooling and technology to learn to teach in the 21st century. Texas Teacher Education Forum, 17. 39-44.
* Ponder, G. & Hirsh, S. (1991) New plots, new heroes in staff development. Educational Leadership, No. 3 , 43-60.
Ponder, G. (1991). Passages. Kappa Delta Pi Record, 27, 98.
Ponder, G. (1991). A new order. Kappa Delta Pi Record, 27, 66.
Ponder, G. (1991). Here's where we're going. Kappa Delta Pi Record, 27, 34.
Ponder, G. (1990). What can you expect? Kappa Delta Pi Record, 27, 2.
Ponder, G. (1990). Learning...and letting go. Kappa Delta Pi Record, 26, 98.
Ponder, G. (1990). In praise of teamwork. Kappa Delta Pi Record, 26, 66.
Ponder, G. (1990). Leave no one out. Kappa Delta Pi Record, 26, 34.
Ponder, G. (1989). Just a teacher. Kappa Delta Pi Record, 26, 2.
Ponder, G. (1989). Greenhouse effect. Kappa Delta Pi Record, 25, 98.
Ponder, G. (1989). Spinning the Plates. Kappa Delta Pi Record, 25, 66.
Ponder, G. (1989). Restoring honor. Kappa Delta Pi Record, 25, 34.
Ponder, G. (1988). New wine? Kappa Delta Pi Record, 25, 2.
Ponder, G. (1988). Are teachers human? Kappa Delta Pi Record, 24, 98.
Ponder, G. (1988). And he is us. Kappa Delta Pi Record, 24, 66.
Ponder, G. (1988). What do our leaders know? Kappa Delta Pi Record, 24, 34.
Ponder, G. (1987). The covenant of the constitution. Kappa Delta Pi Record, 24, 2.
Ponder, G. (1987). The difficulty of conducting school. Kappa Delta Pi Record, 23, 66.
Ponder, G. (1987). The ideal of science. Kappa Delta Pi Record, 23, 34.
Ponder, G. (1987). The value of vision. Kappa Delta Pi Record, 23, 2.
Ponder, G. (1987). The power of language? Kappa Delta Pi Record, 23, 2.
Ponder, G. (1986). The first year. Kappa Delta Pi Record, 22, 98.
Ponder, G. (1986). Seventy-five years. Kappa Delta Pi Record, 22, 2.
Ponder, G. (1986). Ways of knowing. Kappa Delta Pi Record, 22, 34.
Ponder, G. (1985). Battles without armor? Kappa Delta Pi Record, 22, 2.
Ponder, G. (1985). Working ourselves up. Kappa Delta Pi Record, 21, 98.
Ponder, G. (1985). 'Them' and 'Us'. Kappa Delta Pi Record, 21, 66-67.
Ponder, G. (1985). A question of balance. Kappa Delta Pi Record, 21, 34-35.
Ponder, G. (1984). Bankrupt ideas. Kappa Delta Pi Record, 21, 2-3.
Ponder, G. (1984). What we stand for. Kappa Delta Pi Record, 20, 98-99.
Ponder, G. (1984). I, censor. Kappa Delta Pi Record, 20, 66-67.
Ponder, G. (1984). 1984. Kappa Delta Pi Record, 20, 34-35.
Ponder, G. (1983). Rassling with the bear. Kappa Delta Pi Record, 20, 2-3.
Ponder, G. (1983). Excellence and competence. Kappa Delta Pi Record, 19, 98-99.
Ponder, G. (1983). Profile: Jerry Robbins. Kappa Delta Pi Record, 19, 98-99.
Ponder, G. (1983). A new deal. Kappa Delta Pi Record, 19, 66-67.
* Ponder, G. (1983). Getting real: Suggestions for revising the social studies curriculum. Educational Leadership, 40, 56-61.
Ponder, G. (1983). What causes chaos? Kappa Delta Pi Record, 19, 34-35.
Ponder, G. (1983). For the record. Kappa Delta Pi Record, 19, 34-35.
* Ponder, G. & Hinely, R. (1982). Classroom management practices in industrial education laboratories: An ecological study. Journal of Industrial Teacher Education, 19, 27-34.
* Ponder, G. & Hirsh, S. (1981). Social studies education for the gifted: Lessons from other pasts? Roeper Review, 4, 17-19.
* Ponder, G. & Hinely, R. (1979). Theory, practice and classroom research. Theory into practice, 28, 135-137.
* Ponder, G. (1979). The status of social studies. Educational Digest, 45, 43-45.
* Brandt, R., Ponder, G., & Yager, R. (1979). What it all means. Educational Leadership, 36, 581-585.
* Brandt, R., Ponder, G., Suydam, M., & Yager, R. (1979). Thanks, we needed that - a report on the NSF reports. Educational Leadership, 36, 354-355.
* Ponder, G. (1979). The more things change...The status of social studies education. Educational Leadership, 36, 515-518.
* Doyle, W. & Ponder, G. (1977). The ethic of practicality and teacher decision-making. Interchange, 8, 1-12.
* Ponder, G. & Moseley, P. (1977). Federal politics and education: Complexity and inconsistency. Educational Leadership, 34, 305-310.
Ponder, G. & Davis, O.L., Jr. (1976). The issues again. Southwestern Journal of Social Education, 7,1-2.
Ponder, G. & Davis, O.L., Jr. (1976). Teaching about Texas: An overview of the issues.
Teaching about Texas: An overview of the issues. Southwestern Journal of Social Education, 6, 1-2.
* Ponder, G. & Doyle, W. (1976). Schooling as symbol: The ideal of equality. Educational Forum, 4, 403 - 415.
* Ponder, G. & Moseley, P. (1975). Teaching about death: Why? How? Southwestern Journal of Social Education, 5, 5-13.
* Button, C. & Ponder, G. (1975). The relationship between feelings of political efficacy and initiations during discussion. Contemporary Education, 46, 221-229.
* Doyle, W. & Ponder, G. (1975). Classroom ecology: Some concerns about a neglected dimension of research on teaching. Contemporary Education, 46, 221-229
* Ponder, G. (1974). Curriculum: Field without a past? Educational Leadership, 31, 461-465.
* Ponder, G. (!973). Brief afterthoughts on New Orleans. Curriculum Theory Network, 2, 108-110.
* Ponder, G. (1971). The teacher as activist. Theory into Practice, 10, 363-367.
Publications of Proceedings:
* Ponder, G., Weaver, P. (1987). Local models of the curriculum development process: A descriptive study. In Progress and achievement: The way ahead. Proceeding of the 1987 conference. Southport, Merseyside, U.K. Association for the study of curriculum.
Reviews and Miscellaneous Publications:
* Ponder, G. (1992). Imagining curriculum. In: ASCD Curriculum Handbook.. Alexandria, VA: Association for Supervision and Curriculum Development. 2.35-2.37.
* Ponder, G. (1979). Review of C. Charles, and B. Samples (Eds.), Science and Society: Knowing, Teaching, Learning. Educational Leadership 37, 90-91.
* Ponder, G. (1978). Kimball Wiles. In: Ohles, J., compiler, Dictionary of Eminent American Educators. Chicago: Rand McNally.
Papers and Presentations
* James, L., Ponder, G., & Kear, K. (December, 2004). “What Works in K-12 literacy staff development: the Results-Based Staff Development Initiative.” Presentation at the annual conference of the National Staff Development Council, Vancouver, B.C..
* Strahan, D., Cooper, J., Ponder, G., Matthews, C., Merritt, S., & Ware, A. (April, 2004) “Case studies in school improvement: Insights from high performing high schools in North Carolina Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
* Webb, S. & Ponder, G. (April, 2003) “Together we can”: A case of school reculturation that has succeeded with accountability mandates while shaping a school culture of caring and collaboration. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
Ponder, G., & Parris, J. (February, 2000). PDS Starts and Restarts. Invited workshop presentation at the Professional Development School Pre-Conference at the annual meeting of the American Association of Colleges of Teacher Education, Chicago, IL.
* Ponder, G., Davis, O.L., Jr., & Kysilka, M. (March, 2000). Journal of Curriculum and Supervision Writing for Publication Workshop. Presentation at the annual meeting of the Association for Supervision and Curriculum Development, New Orleans, LA.
* Ponder, G., Davis, O.L., Jr., & Kysilka, M. (March, 1999). Journal of Curriculum and Supervision Writing for Publication Workshop. Presentation at the annual meeting of the Association for Supervision and Curriculum Development, San Francisco, CA.
* Holmes-Ponder, K., Ponder, G., & Bell, P. (March, 1999). How to Create Successful School-University-Business Partnerships. Paper presented that the annual meeting of the Association for Supervision and Curriculum Development, San Francisco, CA.
* Ponder, G. (February, 1999). Shall We Dance or Dicker?. Paper presented at the annual meeting of the American Association of Colleges of Teacher Education, Washington, D.C.
* Ponder, G., & Armstrong, D. (February, 1999). Comprehensive Partnership Cluster Schools: The View from Administration. Presentation at the annual meeting of the American Association of Colleges of Teacher Education, Washington, D.C.
Ponder, G. (February, 1999). Professional Development School Startups. Invited workshop presentation at the professional Development School Pre-Conference at the annual meeting of the American Association of Colleges of Teacher Education. Washington, D.C.
* Davis, O.L., Jr., Ponder, G., & Kysilka, M. (March, 1998). Writing for Publication. Presentation at the annual meeting of the Association for Supervision and curriculum Development, San Antonio, TX.
* Ponder, G., Strahan, D., Armstrong, D., Snowa, J., & Henderson, D. (February, 1998). Comprehensive Clusters and Connecting Conversations: A university/school partnership. Presentation at the annual meeting of the American Association of Colleges of Teacher Education. New Orleans, LA.
* Hibbard, K., Ponder, G. & Niemeyer, J. (February, 1998). A preservice teacher education model for collaboration and wrap-around service: The GIFTTS initiative. Poster session at the annual meeting of the American Association of Colleges of Teacher Education, New Orleans, LA.
* Kjelgaard, P., & Ponder, G. (April, 1995). Patterns of action, vision, and effects in professional development schools. Paper presented at the annual meeting of the American Educational Research Association. San Francisco, CA.
* Ponder, G. (November, 1994). The old marching cross: Religion as cultural war in the southwest. Paper presented at the annual meeting of the American Educational Studies Association, Chapel Hill NC.
* Ponder, G. & Moseley, P. (1994, February). Envisioning systemic education and human resources change through a network of professional development schools. Paper presented at the annual meeting of the Association of Teacher Educators, Atlanta, February, 1994.
* Ponder, G. & Holmes, K. (1993, December). Coming together through technology: from vertical teams to virtual learning communities. Paper presented at the annual meeting of the National Staff Development Council, Dallas, TX.
* Ponder, G. & Moseley, P. (1993, December). Professional development and program restructuring: Collaborative staff development and restructuring for university and school based professionals. Paper presented at the annual meeting of the National Staff Development Council, Dallas, TX.
* Ponder, G. (1993, November). Proficiency-based assessment: Deja Vu or Vuja De? Paper presented at the annual meeting of the American Evaluation Association, Dallas, TX.
* Ponder, G. & Holmes, K. (1993, November). Telecommunications in teacher education. Paper presented at the International Telecommunication in Education (TelEd) Conference, Dallas, TX.
* Ponder, G. (1993, August). Lessons learned. Presentation at the Texas State Center for Professional Development and Technology Network Retreat, Kerrville, TX.
* Ponder, G., Sonnenberg, T., & Sanford-Jordan, B. (1993, June). Strategic and operational planning. Presentation at the Texas Association of School Boards Summer Leadership Institute, Austin, TX.
* Ponder, G. (1993, March). The CPDT Network Concept. Paper presented at the Outcomes-Based Teacher Education Academy, Association for Teacher Education, Dallas, TX.
* Ponder, G. (1992, April). Assessment policy at the state and local levels. Paper presented at the annual meeting of the Association for Supervision and Curriculum Development, New Orleans, LA.
Holmes, K., Ponder, G. & Simms, R. (1992, March). Designing the technology piece for the professional development center Presentation at the annual meeting of the Texas State Consortium of Teacher Education, Corpus Christi, TX.
Ponder, G. (1992, March). Site-based decision making. Presentation at the North Texas School Board Conference, Denton, TX.
* Holmes, K. & Ponder, G. (1992, April). The concept of vision in American School reform: A study of 21st century conceptions of curriculum and schooling held by leaders in restructuring. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
* Ponder, G. (1991, March). Notes from the field about school restructuring, practitioner empowerment, and professional training. Paper presented at the annual meeting of the Association for Supervision and Curriculum Development, San Francisco, CA.
* Ponder, G. (1991, March) Do university curriculum courses address global education? Paper presented at the annual meeting of the Association for Supervision and Curriculum Development, San Francisco, CA.
* Ponder, G. & Holmes, K. (1991, March). Curriculum policy past and present: From a "city on a hill" to "twin peaks". Paper presented at the annual meeting of the Professors of Curriculum, San Francisco, CA.
* Ponder, G. (1989, March). Curriculum policy analysis: Procedures and examples. Paper presented at the annual meeting of the Association for Supervision and Curriculum Development, Orlando, FL.
* Ponder, G. (1989, March). A curriculum development institute based on Tactics for Thinking and Dimensions of Thinking. Paper presented at the annual meeting of the Association for Supervision and Curriculum Development, Orlando, FL.
* Ponder, G. (1989, March) Curriculum centralization: Causes and effects in the United States, United Kingdom, and Canada. Paper presented at the annual meeting of the Association for Supervision and Curriculum Development, Orlando, FL.
Ponder, G. (1989, February). Writing for publication Invited presentation at the annual meeting of the Association of Teacher Educators, San Diego, CA.
* Ponder, G. , Davis, O.L., Jr., & Contreras, G. (1987, November). Sins of the text: Censorship and American history texts. Presentation at the annual meeting of the National Council for the Social Studies, Dallas, TX.
* Ponder, G., Sharpe, H. & Wiggins, K. (1987, November). Developing Curriculum- referenced tests in social studies. Presentation at the annual meeting of the National Council for the Social Studies, Dallas, TX.
* Ponder, G. (1987, April). Teacher warranty programs in the USA. Paper presented at the annual meeting of the Association for the Study of Curriculum, International Seminar, Chester, England.
* Ponder, G. & Weaver, P. (1987, April). Local models of the Curriculum development process: A descriptive study. Paper presented at the annual meeting of the Association for the Study of Curriculum, International Seminar, Chester, England.
* Ponder, G., Hirsh, S. & Moulton, T. (1987, March). Curriculum Alignment. Paper presented at the annual meeting of the Association for Supervision and Curriculum Development, New Orleans, LA.
* Ponder, G., Hirsh, S., & Moulton, T. (1986, November). Curriculum alignment and the essential elements. Presentation at the annual meeting of the Texas Association for Supervision and Curriculum Development, Forth Worth, TX.
* Weaver, P., & Ponder, G. (1986, April). Local models of the curriculum planning process for secondary English: A descriptive study. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
* Weaver, P., & Ponder, G. (1986, March). Models of the local curriculum planning process. Paper presented at the annual meeting of the Association for Supervision and Curriculum Development, San Francisco, CA.
* Weaver, P., & Ponder, G. (1985, November). Local curriculum planning models. Presentation at the annual meeting of the Texas Association for Supervision and Curriculum Development, Houston, TX.
* Ponder, G. (1984, November). Project citizenship/free enterprise: Integrating citizenship and economics concepts. Paper presented at the annual meeting of the National Council for the Social Studies, Washington, D.C.
Ponder, G. (1983, March). Rassling with the bear: The once and future character of local curriculum development. Invited master lecture at the annual meeting of the Association for Supervision and Curriculum Development, Houston, TX (ERIC document reproduction service No. ED 249 664)
Ponder, G. (1982, March). What's up, doc? Invited presentation at the annual meeting of the Association for Supervision and Curriculum Development, Anaheim CA.
* Ponder, G. (1981, February). Profile of an urban, field-based teacher education project. Paper presented at the annual meeting of the Association of Teacher Educators, Dallas, TX.
* Ponder, G., & Hinely, R. (1981, January). Procedural routines in tenth grade English classes. Paper presented at the annual meeting of the Southwest Educational Research Association, Dallas, TX. (ERIC document reproduction service no. ED 200 534)
* Ponder, G. & Hinely, R. (1981, January). Classroom management practices in industrial arts shop classes. Paper presented at the annual meeting of the Southwest Educational Research Association, Dallas TX.
* Ponder, G. (1979, April). Legitimation by association: Curriculum consultancy and the functions of curriculum knowledge. Paper presented at the annual meeting of the American Educational research Association, San Francisco, CA.
* Ponder, G. (1979, March). Curriculum briefing on social studies education. Invited paper at the annual meeting of the Association for Supervision and Curriculum Development, Detroit, MI.
* Ponder, G. (1979, February). Classroom research group: Work in progress. Paper presented at the annual meeting of the southwest Educational Research Association, Houston, TX.
* Ponder, G. (1978, April). Working with students in curriculum history. Paper presented at the annual meeting of the Society for the Study of Curriculum History, Toronto, Ontario, Canada.
* Ponder, G. (1978, March). The practicality ethic as a meaning system among teachers. Paper presented at the annual meeting of the Professors of Curriculum, San Francisco, CA.
* Doyle, W., & Ponder, G. (1977, April). Teacher practicality and curriculum change: An ecological analysis. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.
* Ponder, G. & Doyle, W. (1977, April). Efficacy by assertion: An essay on the significance of the curriculum field. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.
* Ponder, G., & Doyle, W. (1977, March). Efficacy by assertion. Paper presented at the annual meeting of the Association for Supervision and Curriculum Development, Houston, TX.
* Doyle, W., & Ponder, G. (1976, November). The ethic of practicality and curriculum implementation. Paper presented at the Milwaukee Curriculum Theory Conference, Milwaukee, WI.
* Ponder, G., & Moseley, P. (1976, October). An interdisciplinary social inquiry unit for middle schools. Presentation at the annual meeting of the Texas Council for the Social Studies, San Antonio, TX.
* Ponder, G., & Doyle, W. (1976, March). The supervisor's exchange. Presentation at the annual meeting of the Association for Supervision and Curriculum Development, Miami Beach, FL.
* Ponder, G., & Moseley, P. (1975, October). Teaching about death. Presentation at the annual meeting of the Texas Council for the Social Studies, Houston, TX.
Ponder, G., & Doyle, W. (1975, November). The supervisor's exchange. Invited presentation at the annual meeting of the Texas Association for Supervision and Curriculum Development, Houston, TX.
* Ponder, G., & Doyle, W. (1975, March). The supervisor's exchange: Creating resources to help student teachers. Presentation at the annual meting of the Association for Supervision and Curriculum Development, New Orleans, LA.
* Simms, R., Sunderman, H., Ponder, G., & Boger, D. (1974, October). The West Dallas Teacher Education Project: Alternative approach to teacher education. Presentation at the annual meeting of the Texas Association for Supervision and Curriculum Development, Dallas, TX.
* Simms, R., Sunderman, H., & Ponder, G. (1974, April). Preparing teachers for inner-city schools. Presentation at the annual meeting of the Texas Association of Teacher Educators, Dallas, TX.
* Ponder, G. (1973, February). Student-initiated classroom interaction among Anglo, Black, and Mexican-American twelfth-graders experiencing an experimental government curriculum. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
Service
Leadership:
Co-cordinator (with R. Purdom), UNCG Academic Leadership professional development program for department heads and chairs (www.uncg.edu/tlc) (2003-2005)
Coordinator, Kenan Alliance for Partnerships in Education, an Alliance of the Center for Creative Leadership, the National Humanities Center, the Best Practices Center of the University of North Carolina General Administration, and UNC-TV, 1998-2002.
Leader/Facilitator, Texas Statewide Network of Centers for Professional Development and Technology, 1992-94.
Director, North Texas Center for Professional Development and Technology Network, 1991 - 1994.
Chair, Leadership TASB (Texas Association of School Boards) Development Task Force Member, Leadership TASB Charter Class, 1992-93
Member, Board of Trustees, Denton Independent School District, 1987-1993; Elected 1987, Re-elected, 1990; Secretary, 1989-90, Vice-President, 1990-91, President, 1991-1992, 1992-1993.
Director, UNT Quality Assurance program for Beginning Teachers, 1985-1988
Co-Director, West Dallas Teacher Education Project, 1974-1981
Membership and Service in Professional Organizations (selected citations):
American Education Research Association: Divisions B,C,J and K; Reader, Division B; Nominee for Secretary, Division B, 1988
Association for Supervision and Curriculum Development: Publications Committee, 1981-1984; Chairman 1983-1984; Dissertation Awards Panel, 1995-1996; Associate Editor, Journal of Curriculum and Supervision, 1993 – present
Kappa Delta Pi: Associate Counselor, Alpha Iota Chapter, 1980-1982; Counselor, 1982-1993, Publications Committee, Chairman, 1982; Editor, Kappa Delta Pi Record, 1982-1991; Editor, Kappa Delta Pi Publications, 1984-1991
National Society for the Study of Education: Yearbook Committee, 1980; Nominee, Board of Directors, 1990
Phi Delta Kappa
Professors of Curriculum Society, Factotum, 1989-90
Society for the Study of Curriculum History, Charter Member
National Staff Development Council
Honors
Honor Key, Kappa Delta Pi International Honor Society, 1990.
Factotum, Professors of Curriculum, 1989-90.
Danforth Fellow, 1989-90.
University of North Texas Scholar of the Month, June, 1987.
Meadows Honors Professor for Excellence in Teaching, University of North Texas, 1987-88.
EdPress Distinguished Achievement Award (as Editor of Kappa Delta Pi Record) for one-theme issue, 1987.
University Service
University of North Carolina at Greensboro.
UNCG Delegate to UNC Faculty Assembly, 2003-2006, UNCG Faculty Senate Budget Committee, 2001-2004, Co-Chair, 2002-2003, University/School Teacher Education Partnership Executive Committee, 1997-2003., SOE Executive Committee, 1994-2003., SOE Promotion and Tenure Committee, Chair, 1999-2001, SOE Faculty Assembly Chair, 1995-1999, SOE Personnel Committee, Chair, 1995-99, U/STEP development task force, Chair, 1997, Provost Search Committee, 1995-96, SOE Dean Search Committee, Chair, 1996-97.
University of North Texas.
COE Merit Advisory Committee; COE Executive Committee; COE Strategic Planning Committee; Curriculum Committee; Meadows Steering Committee; Provost Search Committee; Scholarship Committee; COE Dean Search Committee.
last updated 1/4/08
