EdD in Educational Leadership and Change, Fielding Graduate University
MA in Secondary Education (Curriculum and Instruction), California State University, Los Angeles
BA in Liberal Studies, California State University, Los Angeles
A middle school science teacher for 25 years, Fred Chapel brings to Antioch a passion for action research, student motivation, and methods for stimulating, facilitating, and understanding classroom discourse. Fred was selected to attend a master class on Grounded Theory given by Barney Glaser, PhD., and has been involved as a research consultant on teacher action research projects. In his role as an instructional leader, Fred served as an elected representative on his school’s LEARN governance councils and Instructional Transformation Teams to bring about reform in instructional practices. He has also been a curriculum advisor for the development of LAUSD’s Middle School Science Curriculum Guidelines. He has been awarded four grants to develop an effective science program and to design and implement instructional training programs. In addition, Fred has presented numerous professional development workshops in science instruction and techniques for English Language Learners at conferences for the California Science Teachers’ Association, the California Educational Research Association, the California League of Middle Schools, the California Council on Teacher Education, The University of Wisconsin La Crosse, and for the Los Angeles and Pasadena school districts. He was also selected to join Earthwatch Research Teams in collaboration with the Smithsonian Institution to study Amazonian katydids and the Royal Society of the UK to study climate change in the rainforests of Borneo.
The high expectation for academic excellence is a noble goal, but it must be based upon a foundation of supportive excellence to insure that no student is required to “go it alone.” A major focus of my teaching practice has been to ensure that every student receive all support necessary to help them succeed at a high level. This support takes on several forms. First, I actively engage all students in classroom discourse and support their contributions with all resources at my disposal to help them develop their ideas to the fullest. Secondly, I identify and continually develop individual student strengths to improve the learning experience for each student. Thirdly, it is vital that effective teaching and educational leadership be modeled at all times in order to set a high standard for those in our charge.
During classroom discussions, I do not look for the answer but rather I look for a wide variety of responses that can be played off of each other and supported with content so that the essence of the concept may arise. In this way, the concept becomes a part of the systemic understanding of the course, based upon the personal goals of each student in the class. Utilizing this methodology, I am also constantly challenged to understand the content at even deeper levels and to remain current on the issues in the discipline.
As a result, the primary thrust of my teaching and learning philosophy is in building connections: students to the course content, students to the community, students to their personal goals and, ultimately, personal goals to action.
- Student discourse in classroom settings
- Development of inquiry-based instructional strategies in science education
- Phenomenology of action research
- Science: Discovery Teaching, Action Learning (TEP 510)
- Field Practicum (TEP 533)
- Proseminar with Student Teaching (TEP 512)
- Constructing a Literature Review (TEP 635B)
- Environmental Chemistry and Human Health (SCI 305)
- Physics of Urban Systems (SCI 322)