Nedra Cossa
Assistant Professor | Georgia Southern University
Statesboro, GA, UNITED STATES
Nedra Cossa researches children’s writing practices, teacher preparation, and professional development schools
Areas of Expertise (5)
Professional Development Schools
Family Contribution to Children's Writing Process
Young Children's Writing Practices
Instructional Writing Practices for Pre-service Teachers
Teacher Preparation
Education (3)
George Mason University: Ph.D., Education
Lynchburg College: M.Ed.
Bachelor of Science: B.A., Liberal Studies
Affiliations (6)
- Association of Teacher Educators Professional Development School Special Interest Group : Member
- Association of Literacy Educators and Researchers : Membership Committee Co-Chair
- Association of Literacy Educators and Researchers Annual Yearbook : Editorial Review Board
- Association of Teacher Educators : Diversity Committee Member
- Association of Literacy Educators and Researchers : Peer Reviewer, Conference Program Committee & Annual Yearbook Manuscript Reviewer
- National Association of Professional Development Schools : Member
Links (1)
Event Appearances (5)
Smooth transitions: Ensuring effective communication between school/university liaisons
National Association of Professional Development Schools Atlanta, GA
Impact and innovations: Growing the PDS model one school at a time
National Association of Professional Development Schools Washington, DC
Help! I’ve been named the school-university PDS Liaison. Now what?
National Association of Professional Development Schools Washington, DC
School-university collaboration: Working together to develop effective communication
National Association of Professional Development Schools Washington, DC
Sustaining the PDS through leadership transitions
National Association of Professional Development Schools Washington, DC
Research Grants (1)
Supporting elementary school teachers in an ESOL designated school
Georgia Southern University Faculty Service Award $1,050.60
2018 Leckie, A., & Cossa, N. L.
Articles (2)
Exploring the World of Literacy. The Thirty-Sixth Yearbook: A Doubled Peer-Reviewed Publication of the Association of Literacy Educators and Researchers.
Association of Literacy Educators and ResearchersS Szabo, L Haas, S Vasinda
2014
Wow! This Takes Tremendous Organizing: Developing and Teaching a Distance Education Course
Innovations in Teaching & Learning Conference ProceedingsMS Burns, R Reo, N Cossa
2012 In this session we share what it is like to be an online teaching novice developing a primarily asynchronous DE course that met face-to-face the first and last week of classes. In particular, we will share our experience re-designing a traditional class for online delivery using Blackboard and issues related to: 1) developing online components, such as, course/module objectives aligned with learning activities and learning assessments, interactivity, community of learning, and course design best practices, 2) harnessing the expertise of DoIT's instructional design support, and 3) the results of several comparative evaluations two of us performed. The course was built on current knowledge of adult learning, i.e., LEARN model, Learn, Enact, Assess, Reflect, Network. The course content was developmental pathways, birth through adolescence in which we examined human development of diverse learners including those from different language, cultural and economic backgrounds, and those with disabilities. The course was taught and evaluated with three different unique populations: undergraduate students, masters' students, and Teach for America masters' students. Evaluation focused on students' motivation for taking the course, course expectations, mid course and end of course surveys on effectiveness of course components, and end of course revised expectations of distance education courses.
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