To say that Dr. Samek is dedicated to the field of education is an understatement. She has taught students at every level during her career in education, starting as a middle school math teacher before moving to high school and later elementary school. Currently, Dr. Samek serves as Dean of the School of Education at George Fox University where she occasionally teaches an online course, but most enjoys mentoring faculty for future leadership positions and working on accreditation and assessment for the school. Dr. Samek takes pride in working to provide resources and remove barriers for teachers and students alike. One of her recent projects has been fostering peace and establishing a reconciliation curriculum for Quaker high schools in Kenya in collaboration with Kenyan educators. Teaching is not a one-way road—she insists that there is no one from whom you cannot learn a meaningful lesson.
Betty Komp always wanted to be a teacher. But early in life she chose to take a family pathway instead, having her first child at the age of 18. Seventeen years later, when her last child was in third grade, she went to college and refocused on that childhood dream of becoming an educator.
Since that time, Betty has helped Oregon children as a school board member, teacher, assistant principal, and principal. Betty currently serves as the State Representative for Oregon’s 22nd District where she continues to be heavily involved in shaping education policy.
The PSU Graduate School of Education announced today that associate professor, Samuel D. Henry, EdD, has been named by Oregon Governor Kulongoski to a two-year term on the State Board of Education. Dr. Henry’s appointment was approved on September 23, 2010, by the Oregon Legislature. The State Board of Education is comprised of seven members and determines educational policies and standards for Oregon’s 198 public school districts, 17 community college districts, and 20 educational service districts.
“Dr. Henry’s involvement with the State Board of Education is in keeping with PSU’s strong commitment to serving the community,” says GSE Dean Randy Hitz. “With his vast experience in the field of education, I am sure that he will be a great asset to the board.”
Dr. Henry has been a faculty member at PSU since 1992, and has served the GSE as Curriculum and Instruction Department chair and also as the doctoral program coordinator. Dr. Henry previously held roles at San Jose State University as a university assistant vice president, associate dean, and program director. Prior to that, he served as director of the school desegregation assistance center for federal region 2 (New York, New Jersey, the Virgin Islands, and Puerto Rico), as well as in a number of civic and political roles.
Dr. Henry has long been active in educational and social justice issues in the Portland metro area and the state of Oregon. From 2003 to 2009, he served as chairman of the Oregon Commission on Children and Families. He was an original member of the Children’s Investment Fund for the City of Portland, and has served on the Multnomah County Commission on Children and Families and Communities.
In addition to his work in education, Dr. Henry has taught in urban affairs, business, and the social sciences. His latest paper, The Education of Gulen Movement Young Men: A Case Study of Significant Educative Themes that Affect Social Justice, was presented at the East and West Encounters conference (2009). It focuses on emerging education patterns in a civic and educational cross-cultural and cross-religious group in Turkey and the United States.
This summer Dr. Henry received a PSU faculty grant for field research in a black community in northern Venezuela. He has had lifetime culture contact research and personal interests in the Caribbean, Latin America, and Eastern Mediterranean areas.
Dr. Henry’s term on the State Board of Education will begin October 2010.
The GSE is proud to announce Dr. Regina Moreno has accepted the position of assistant professor in the Department of Special Education. Dr. Moreno is a 2010 graduate of the GSE EdD program and has been a member of the GSE Special Education department for nearly six years, serving as an instructor, adjunct, and fixed-term faculty member.
Dr. Moreno is a dedicated, well-respected expert practitioner in the field of special education related to the education of individuals with significant disabilities and Autism Spectrum Disorders. She has successfully worked in the field for over 30 years serving local educational communities in both Oregon and Washington. Dr. Moreno’s research interests include student program development issues, such as:
- The application of Universal Design for Learning
- Aligning the principles of IDEA in IEP development
- The use of evidence-based instructional strategies and staff development
- Collaboration related to the education of students with significant disabilities
Dr. Moreno is looking forward to continuing her scholarly work and community service on behalf of individuals with significant disabilities and Autism Spectrum Disorders.
Please join us in welcoming Dr. Moreno to her new role in the Department of Special Education.
Stephan Hiroshi Gilchrist, EdD, ’06, has been chosen as the chief diversity officer and director of the Office of Equity, Diversity and Inclusion for the University of Wisconsin Extension and University of Wisconsin Colleges effective February 15, 2010. He holds a doctorate of education in educational leadership and a master’s in conflict resolution from Portland State University. He also has a Master of Environmental Leadership from Southern Oregon University and a BA in International Business and Japanese from California State University, Fullerton.
On accepting his appointment, Dr. Gilchrist stated he was drawn to this position because it closely aligned with his own values. “Creating a strong pluralistic democracy where people have the opportunity to participate fully is of the highest importance for the future of our country. The UW-Extension and UW Colleges with their statewide presence offer an excellent opportunity to make a difference in all our lives in these areas of equity, diversity, and inclusion.”
The UW Extension is part of the University of Wisconsin system, serving the entire state with a variety of year-round educational programs. It has four divisions: Continuing Education, Entrepreneurship and Economic Development, Cooperative Extension, and Media Innovations (which includes Wisconsin Public Broadcasting).
Dr. Gilchrist, who has been in Wisconsin less than a year, says, “It is wonderful being part of the University of Wisconsin system and the many opportunities it provides. My doctoral education at Portland State has served me well in my current work as Chief Diversity Officer with UW Colleges and UW Extension.”
He is enthused about new opportunities for community engagement provided at UW Extension and is enjoying settling down in Madison.
Paraprofessionals Who Work with Elementary Grade Students with Significant Disabilities in Inclusive Settings
Paraprofessionals provide crucial services in the education of students with disabilities and plan an important role in the assurance of free and appropriate public education for those students (Etscheidt, 2005). This study extended the current literature regarding paraprofessionals who serve students with significant disabilities in inclusive general education elementary school settings.
Concurrent Study of Eastern and Western Medicine at the National College of Natural Medicine: Dual or Duel?
Students at the National College of Natural Medicine (NCNM) are eligible to concurrently study both Western medicine, as reflected by the Doctor of Naturopathic Medicine (ND) program, and Eastern medicine, as exhibited by the Master of Science in Oriental Medicine (MSOM) degree program. The dual track is unique in that the dominant Western approach to medicine parallels the Eastern approach to healing with the latter being accommodated within the Western framework of teaching and learning. This study highlights the challenges that Western medical education faces when Eastern medicine is concurrently taught using the Western perspective through an examination of the dual medical degree track at NCNM.
Transformative Teacher Evaluation: Self Evaluation for High-Performing Teachers
Public schools are in crisis, as educators and legislators seek to provide high quality education to diverse students in a measurement-driven environment. In legislation, student assessment, teacher licensure, and research-based curricula have taken center stage. Teacher evaluation is noticeably absent (NCLB; Danielson, 2003; Iwanicki, 1994). This study explores Wood’s (1998) call for a move from traditional to transformative evaluation. Ten high-performing teachers field-tested a self-evaluation handbook. They explored study options designed to help them critically reflect on their own teaching, connect with students, and set new goals.
A Critical Analysis of the Jordanian National English Language Curriculum Planning Discourse
The rise of English as the language of international communication and as the lingua franca of our globalized era has placed pressing linguistic demands on educational systems of non-English speaking countries. Focusing on the locale of Jordan, this study examined how the global spread and dominance of English has been discursively “appropriated” (Pennycook, 1994) and responded to in the past two decades. Primary data for this study consisted of the genre of the Jordanian English language national Curriculum Framework Documents (CFDs) for the years 1990 and 1993, 2002, and 2006.
Achieving Congruence: Building a Case for Implementing a District-Wide Interim Benchmark Assessment That Is Aligned with a Balanced Literacy Framework
The author proposes a preliminary research approach designed to evaluate the correlation and predictive value of a Balanced Literacy interim assessment such as the Developmental Reading Assessment (DRA) on the Oregon Assessment of Knowledge and Skills (OAKS) in order to establish its utility as a viable alternative to DIBELS. If this study is able to demonstrate that the DRA can function as robust and reliable interim assessment, educators who are leading districts that favor a Balanced Literacy framework will be able to use it with confidence in their all-important efforts to put a coherent and effective reading program in place.
Hombres en Acciòn (Men in Action): A Community-Defined Domestic Violence Intervention with Mexican Immigrant Men
Studies suggest that knowledge, attitudes, and beliefs about domestic violence influence the behaviors of Mexican men. However, few interventions have targeted men in efforts to provide domestic violence awareness and health education to a relevant at-risk community that is often linked to challenges of low literacy. Mexican immigrant men, particularly those less acculturated to the dominant U.S. culture, are significantly less likely to access services and more likely to remain isolated and removed from their communities and, more importantly, their families. The purpose of this study was to explore and examine how culture beliefs and behaviors influence the potential of domestic violence from the perspective of the Mexican-of-origin male immigrant.
Negotiating Meaning with Educational Practice: Alignment of Preservice Teachers’ Mission, Identity, and Beliefs with the Practice of Collaborative Action Research
The case study examined the phenomena of how three preservice teachers within a Master of Arts in Teaching program at a small, private university negotiated meaning around a nontraditional educational practice—collaborative action research. Preservice teachers must negotiate multiple, and often competing, internal and external discourses as they sort out what educational practices, policies, organizational structures to accept or reject as presented in the teacher education program. This negotiation is a dynamic, contextual, unique meaning-making process that extends, redirects, dismisses, reinterprets, modifies, or confirms prior beliefs (Wenger, 1998).