Faculty Achievements

John Hattie's findings (2009, 2012) remind us that student achievement outcomes can be mapped to specific high-leverage practices. We know, after years of top-down reforms, that formative assessment is more than just a buzzword. For teachers working with English language learners, these sound formative assessment practices can help make a difference minute by minute. Holmberg, C. & Muwwakkil, J. (2020). Conversation in the classroom. Phi Delta Kappan, 101(5) 25-29.

Moving Up Dr. Rebecca O’Brien recently took a promotional position as Director of Special Education with the Morgan Hill Unified School District. She had been in her new role for about two weeks when she realized that she was facing some major restructuring. Upon reflecting on how to proceed, she realized she had taken an Ed.D. course in organizational change. From this realization, she saw that she had all the tools she needed at her fingertips and knew what needed to be done.

Administrator of the Year Dr. Michael Paynter has been selected as the Student Services Administrator of the Year by the Association of California School Administrators (ACSA) Region 10. He is very grateful to his peers for this award, as, in his words “only in relationship with each of them do we make an impact on the thousands of students in Santa Cruz County. Together, countywide, we have met as Student Services Directors for more than 3 years, collectively supporting each other and making progress on important learning supports for districts, schools and students. e latest work, which I am honored to facilitate, is our Schools Integrated Behavioral Health Initiative which aims to bring increased understanding, communication, resources, connections and skills to the myriad ways mental health and substance use challenges affect students, schools, families and communities. Given there are many wonderful efforts underway, we ask, how can we use MTSS and other frameworks to maximize serving the whole child as well as attend to the whole staff and parents doing that important work.”

National Conference Presenter Dr. Hyon Chu Yi-Baker recently presented at the Asian Pacific Americans in Higher Education National Conference. e title of her presentation was "Daring Greatly: From Hurt to Healing – Owning Our Own Stories." is pre-institute workshop explores how the model minority stereotype and the pursuit for "perfectionism" has hurt the AAPI community and impacted their journey. In the words of Dr. Yi-Baker, “we begin the road to healing by being the architects of our own personal ecology.”

Publishing and Presenting Locally and Internationally

Rebeca Burciaga

Presentations Burciaga, R. (2019, November). Testimonio as a culturally sustaining pedagogy. College of Social Sciences Dean’s Symposium, San José State University, San José, CA. Testimonio as a culturally sustaining and emancipatory pedagogy in higher education. Burciaga, R. (2019, October). Publishing in the Social Sciences and Humanities. Invited presentation. e Ford Foundation: 2019 Conference of Ford Fellows, San Juan, Puerto Rico. A workshop on writing and publishing for new Ford Foundation Pre-Dissertation, Dissertation, and Postdoctoral Fellows. Burciaga, R. & Tavares, A. (2020, February). Latinas Leading Schools: An Act of Resistance. School Leaders of Color Conference. Las Vegas, Nevada. A review of Latina school leadership innovations in research and practice. e workshop addresses the

challenges Latinas face by collectively addressing the obstacles on an individual and systemic levels by sharing the innate strengths of their collective work. Podcast Alemán, E. & Burciaga, R. (Speakers). (2019, November 4). Weaving the Personal with the Work [Latinx Intelligentsia Audio podcast]. Retrieved from https://podcasts.apple.com/us/podcast/latinx-intelligentsia/id1477651063. Publication Whitenack, D., Golloher, A., & Burciaga, R. (2019). Intersectionally reculturing educational leader preparation and practice for all students. Journal of the California Association of Professors of Educational Administration, 31 Abstract: Situated in the context of U.S. educational outcomes, education policy in California, and UNESCO’s definition of inclusive education, we examine how schools have addressed student diversity. Methods of identifying students with disabilities are not adequately designed to identify English learners with disabilities. In part to address that problem, we introduce the concept of intersectional reculturing as an approach for educators to consider students’ intersectional identities in order to address inequitable educational outcomes. We then present a theoretically grounded proposal for intersectionally recultured preparation of educational leaders, including use of a framework aligned with universal design for learning (UDL).

On School and Educational Administration

Arnold Danzig

Book Danzig, A. & Black, W. (Eds). (2019). Who controls the preparation of school administrators? Charlotte, NC: Information Age Publishing. Book Chapters Danzig, A., Black, W., & Aravamudhan, R. (2019). Introduction to volume: Academic drift and institutional production. In A. Danzig & W. Black,. (Eds). Who controls the preparation of school administrators? (pp. 3-25). Charlotte, NC: Information Age Publishing. Black, W., & Danzig, A. (2019). Principal preparation or leadership education? Examining administrative licensure production and graduate employment in three state contexts. In A. Danzig & W. Black,. (Eds). Who controls the preparation of school administrators? (pp. 53-80). Charlotte, NC: Information Age Publishing. Conference Papers and Participation World Education Leadership Symposium (2019). Symposium Organizer and Session Participant. Who Controls the Preparation of Education Administrators: Institutional Production, Academic Drift, and Epistemic Drift. Zug, Switzerland, September 22 - 27, 2019. University Council for Education Administration (2019). Faculty Mentor. Graduate Student Symposium. New Orleans, LA: November 20, 2019. University Council for Education Administration (2019). Ignite Session, Organizer and Participant. Who Controls Education Administration? New Orleans, LA: November 20-24, 2019.

Publishing and Presenting Strategies on Advancing Student Achievement

Brent Duckor

Article Duckor, B. & Holmberg, C. (2019/2020). Seven high-leverage formative Assessment moves to support ELLs. Educational Leadership, 77(4), 46-52. Excerpt: Sound in-class assessment strategies can make a big difference in deepening ELLs' learning. In our 2017 book, Mastering Formative Assessment Moves (ASCD), we outlined seven high-leverage formative assessment strategies that promote ambitious teaching and deeper learning. Since then, we've been working with pre- and in-service teachers who are implementing the new English Language Development Standards (2014) in California, and we have begun to see how these strategies can serve as the natural bridge to help English language learners reach greater proficiency in their understanding of academic language. Research tells us that the assessment choices teachers make in their classrooms matter. John Hattie's findings (2009, 2012) remind us that student achievement outcomes can be mapped to

specific high-leverage practices. We know, after years of top-down reforms, that formative assessment is more than just a buzzword. For teachers working with English language learners, these sound formative assessment practices can help make a difference minute by minute.

Exploring the Development of Argumentative Reasoning

Mark Felton

Articles Miralda-Banda, A., Garcia-Mila, M. & Felton, M. (in press). Concept of evidence and the quality of evidence-based reasoning in the elementary graders. Topoi: An International Review of Philosophy. DOI:10.1007/s11245-019-09685-y is article explores how children's explicit concept of what evidence is and how it used informs their implicit reasoning. e data suggest that although children show many of the characteristics of strong argumentative reasoning (producing claims, evidence, justification and counterargument) at a young age, argumentative competence may require a more conscious awareness of the role that argument plays in knowledge and knowing. Felton, M., Crowell, A., Garcia-Mila, M. & Villarroel, C. (2019). Capturing collaborative argument: An analytic scheme for coding deliberative dialogue. Learning, Cognition and Social Interaction. Advance online publication DOI: 10.1016/j.lcsi.2019.100350 is article presents an analytic scheme for coding argumentative discourse and reviews a series of studies designed to highlight the unique features of collaborative argumentative reasoning and its potential for learning.

Advocating for Democratic Education

Saili Kulkarni

Publication A Collaborative Self-Study: Advocating for Democratic Principles and Culturally Responsive Pedagogy in Teacher Education in e Educational Forum By Saili S. Kulkarni, Jennifer Stacy (Cal State Dominguez) and Heather Kertyzia (University of Peace, Costa Rica) is paper presented a collaborative self-study of three teacher educators and how they understood, practiced, and promoted democratic education in response to the divisive rhetoric of 2015–2016 at a Hispanic-Serving Institution (HSI) in Southern California. e prevalence of neoliberal ideologies throughout the 2016 election season challenged understandings of democratic education. erefore, the paper explored how teacher educators promote democratic education and pedagogy during times of political uncertainty. e paper was also accepted as a paper presentation for the 2020 San Francisco American Educational Research Association under the Peace Education SIG and for the World Education Research Association Conference in Santiago de Compostela, Spain this summer.

Award-Winning Dissertation

Eduardo Muñoz-Muñoz

Award Dissertation title: De-standardizing the standard(s): Ideological and Implementational Spaces in Preservice Teacher Education Dr. Muñoz-Muñoz received the best dissertation award from AERA's Second Language Research Special Interest Group Publications “English Language Learners and the Local Control Funding Formula Implementation Challenges and Successes from Two District Cases” Jointly published by the Policy Analysis for California Education (PACE) and Pivot Learning, this article explores the implications, local successes, and challenges of the current budgeting system in California schools for English Learners. Preparing Bilingual Teachers to Enact Culturally Sustaining Pedagogy in Handbook of Research on Diversity and Social Justice in Higher Education (edited by Dr. Jared Keengwe) Coauthored with Drs. Claudia Rodriguez-Mojica and Allison Briceño, this book chapter explores

pedagogies to empower aspiring educators from minoritized backgrounds to enact transformational pedagogies. ¿Qué español debo enseñar en mi clase? Permanezcamos en silencio, escuchemos, apreciemos y aprendamos Linguistic-autoethnographic account employing a Spanish-English translingual repertoire, Coauthored with Dr. Fernando Rodriguez-Valls Presentations “Teachers as Semiotic Agents: e Case for Linguistic Landscape Pedagogy in the US and Overseas” 5th International Bilingual Conference, University of Córdoba (Spain) “Past, Present, and Future Directions of Dual Language Immersion in California Post Proposition 58” National Association of Bilingual Education (NABE) Conference, with Dr. Matthew Love and Marcella McCollum, reporting on a project funded by SJSU’s Lurie College of Education

Leadership for Social Justice

Bradley Porfilio

Publications Porfilio, B.J., Strom, K., Lupinaci, (2019). Getting Explicit About Social Justice in Educational Doctoral Programs in the U.S.: Operationalizing an Elusive Construct in Neoliberal Times. e Journal of Educational Foundations 32 (1-4). Selected Presentations Porfilio, B.J. & Reynolds, W. ( June 2020) Backwoods Boys and their Hick-Hop and Indigenous Hip-Hop Culture. Curriculum Studies Summer Collaborative. Georgia State University. Porfilio, B.J. & Colleagues (2020). Reelin' In the Years": International Critical Media Literacy and Liberation. 16th Annual Globalization, Diversity, and Education Conference. Washington State University. Porfilio, B.J. (2020). (Discussant). Eco-Critical Curriculum Philosophies: Radical Social and Environmental Justice Responses to Climate Change. American Educational Research Association Conference. Porfilio, B. J. and Colleagues (2020). (Paper). Leaders for Justice Restoring Dignity in Urban Schools rough the Narratives of Black and Latinx Parents.

Publishing with the SJSU’s Early Childhood Institute and Ed.D. Alumni at AERA

Emily Slusser

Conference Publications American Educational Research Association Annual Meeting: “Early Children Education and Quality Care: e Parents' Perspective” by Buu ai & Emily Slusser. is paper reports the findings from Dr. ai's dissertation work, which explores early childhood care and education from the parents' perspective, a stakeholder group that is surprisingly absent from most evaluations of value and quality. American Educational Research Association Annual Meeting: “Digital Literacy and the Common Core: What Does Instruction Look Like in Early Elementary Classrooms?” by Delnaz Hosseini & Emily Slusser. is paper reports the findings from Dr. Hosseini's dissertation work, which provides insight into digital literacy development in the early elementary grades and underscores the need for equitable opportunities to use digital technologies and to develop 21st Century Skills. Critical Questions in Education Conference: “Schooling Alone? An Investigation into Online Learning Environments” by Sara Douglas & Emily Slusser. is paper reports the findings from Dr. Douglas's comprehensive evaluation of online learning environments, revealing that learning experiences can be isolating, and while benefits of peer collaboration and discourse are widely recognized in face-to-face instruction, online students rarely, if ever, engage in these activities. Article CalMatters: “Support for each and every child from the start: A call for affordable, high-quality care and education for babies and toddlers across the state” by Emily Slusser, Andrea Golloher, and Maria Fusaro. Members of SJSU's Early Childhood Institute draw on current research to make the argument that

California policymakers must strive to ensure that members of the early childhood workforce earn a worthy wage, have incentives to expand infant and toddler care, and receive the necessary support for quality improvement and training to meet the needs of each and every child, from the start.

Exploring Inequity and Privilege in Higher Education

Megan Thiele

iele, Megan and Karen Jeong Robinson. August 2019. “Within Elite Academic Walls: Inequity and Student Experience on Campus." Case Study in Education and Society, a University of California Press textbook. Editors, Andrew Penner, Ben Gibbs, ad Domina and Lisa Nunn. is case study explores the class, racial and gender inequity on an elite college campus. A great read for students interested in how privilege is maintained within the ivory towers of elite universities.

Professors Colette Rabin and Grinell Smith visited Tokyo as part of a collaborative project with Noriyuki Inoue, Professor of Education in the College of Human Sciences at Waseda University. The on-going project centers on understanding similarities and differences in the way educators in Japan and in the USA conduct action research, with the goal of increasing the power and reach of the action research tradition in both countries. Grinell Smith was an invited presenter at the UC–CSU Environmental and Climate Change Literacy Summit (ECCLPS) at UCLA in December, where he shared from his work on climate change and sustainability education. The Summit, which featured keynote speakers Former Governer Jerry Brown, UC President Janet Napolitano, CSU Chancellor Tim White, and National Academy of Sciences President Marsha McNutt, focused on the goal of advancing PK–12 environmental and climate change literacy by focusing on the preparation of current and future teachers.

Colette Rabin

Publications Rabin, C. (2019). Co-Teaching Toward Collaborative and Caring Teacher Preparation. Journal of Teacher Education, 46, 4, 67-92. Swanson, P., Rabin, C., Smith, G., Briceño, A., Ervin, Kassab, L., Sexton, D., Mitchell, D., Whitenack, D., Asato, J. (2019). Trust your Team: Our Journey to Embed Social and Emotional Learning in a Teacher Education Program Focused on Social Justice. Teacher Education Quarterly, 46, 4, 67-92. Watson, M., Daly, L., Smith, G., & Rabin, C. (in press). Building a Classroom Community that Supports Students’ Social/Moral Development. Teacher Education Quarterly, 46, 4, 10-31. Presentations Rabin, C. & Smith, G. (November 2019). American Education and the Larger Purpose of Social Justice and Caring. Invited Lecture at Waseda University, Tokyo, Japan.

Grinell Smith

Publications Watson, M., Daly, L., Smith, G., and Rabin, C. (2019) Building a Classroom Community that Supports Students’ Social/Moral Development. Teacher Education Quarterly, 46(4), 10-30. Swanson, P., Rabin, C., Smith, G., Briceño, A., Ervin-Kassab, L., Sexton, D., Mitchell, D. Whitenack, D. A., Asato, J. (2019). Trust your team: Our journey to embed social and emotional learning in a teacher education program focused on social justice. Teacher Education Quarterly 46 (4), 67-92.