Assistant Professor of Special Education
41 results found
Assistant Professor of Special Education
Professor, Urban Education Studies
Coordinator, Urban Education Studies Doctoral Program
My dedication is to support the creation of schools that deliver high quality success to all student groups, especially those groups that have historically not been well served by public schooling, like African American students, Latino students, students from low income families, student from families that do not speak English at home, students from other cultures, students with disabilities, girls in math and science, lesbian/gay/bi/transgender students, or any other group not receiving the benefits of a high quality education. I am especially focused on this in urban areas where the majority of children of color live and go to school. I am also dedicated to framing urban areas in terms of their strengths and assets while critiquing the inequalities and addressing the challenges. I consider the so-called achievement gaps to be mainly a function of the way schools and urban centers work rather than a function of those student groups on the lower side of such gaps or their parents and communities. At present our urban schools come nowhere close to working well for the historically marginalized students so we need to envision and create learning environments that do work well for all students and all student groups. To accomplish this, we need to not be defensive or to avoid difficult issues or claim there is only one right way to go forward, while at the same time treating all people with respect, appreciation, and care.
Assistant Professor in Literacy, Culture and Language Education
My research interests are aimed toward literacy practices and how contexts influence learning of adolescents in urban environments. I am also interested in exploring students' understandings of their own learning in school and out of school spaces. I use qualitative and design-based research methods to explore students' experiential knowledge and their evolving disciplinary-specific literacy and understanding. Other related interests include classroom discourse and how it shapes teaching and learning.
Clinical Assistant Professor
Professor of Language Education
Professor of Second Language Education
Associate Professor, Counseling and Counselor Education
In general, I study and develop theory about the psychological impacts of racism on people. More specifically, I study and try to help promote the ability of people to create the kind of change that is necessary in developing genuine, positive mental health and a more just society. Much of this change can occur when people who are in positions of influence, like counselors/therapists, teachers, and community leaders, are equipped with good theory and respectful and informed guidance. I focus a good deal of my attention on discourse, or how people interact with one another verbally and non-verbally, and on creative ways to reach children in resisting the negative manifestations of racism while simultaneously, advancing strategies that build their identities as sociopolitical beings.
Associate Professor, Special Education
My research is concerned with educational access, participation, and outcomes for students, with particular attention to the ways in which systemic factors, including educational policy and educators practices, converge in classrooms to shape the experiences of underrepresented students, including those identified with disabilities. More specifically, my research agenda centers on two interconnected arenas within educational systems that impact student experiences: ways in which underrepresented and diverse student groups are represented in educational research and policy language, and teachers professional learning for equity. This first strand of research is centered around the examination of local school factors that shape the ways in which federal, state, and school district policy converge in schools as educators implement a shift in the way that students are identified for special education: Response to Intervention. With regard to my second research strand, professional learning for equity, I am concerned with teachers access to professional learning opportunities that help them address the educational needs of an increasingly diverse student population. I seek to understand both the features of professional learning opportunities that lead to improved practice and student outcomes, as well as the process of educators engagement in such opportunities as they explore and seek to understand how their own cultural histories and experiences converge with schools and students cultures in their classrooms.
Assistant Professor, Mathematics Education
Clinical Associate Professor
I am interested in issues of equity and educational change in mathematics and language education as they relate to pedagogy, policy, and teacher education. My knowledge and experiences as an ESL teacher and Language Consultant drive my interest in issues of equity for English Language Learners (ELLs) and their teachers. My knowledge and experiences as a mathematics teacher, building administrator, teacher educator, and researcher drive my interest in issues of equity in mathematics teaching and learning. In my review of the equity literature in mathematics education, I have found but a few researchers who embrace the complexity of defining equity and equitable pedagogy. It is my goal to contribute to the field by better understanding how preservice and inservice mathematics teachers are thinking about those ideas and working with them to propose change. I believe that at all levels of education, and especially in urban education from students and parents to teachers, staff, administrators, and teacher educators people experience oppression. Oppression involves the systematic mistreatment of one group of people by another group, whose actions are accepted by society and its culture. I am dedicated to personal work, involving reflection on and deconstruction of my individual biases and values, as well as to working collaboratively with others to interrupt harmful cycles of oppression in schooling.