The American Educational Research Association (AERA) has recognized a dissertation by GSE Assistant Professor of Practice Dan Heiman with its 2018 Outstanding Dissertation Award in the AERA Bilingual Education Research Special Interest Group.
Heiman has a PhD from the University of Texas, Austin, where he specialized in bilingual and bicultural education in the Department of Mexican American and Latin Studies. His dissertation title is Two-Way Immersion, Gentrification, and Critical pedagogy: Teaching Against the Neoliberal Logic.
This is Heiman’s first year at PSU, where he is an instructor in the ESOL/Bilingual Endorsement Program and a cohort leader of the Bilingual Teacher Pathway program (BTP) in the Curriculum and Instruction Department. His research focus is on critical, equitable, and hopeful processes in dual-language contexts and preparing and working with future bilingual teachers around those processes.
Previously, Heiman was a bilingual teacher in El Paso, Texas, and a teacher educator at the University of Veracruz (Mexico).
AERA has invited Heiman to present his research at the 2018 Annual AERA meeting in New York this April.
Assistant Professor Molly Baustien Siuty is the recipient of the 2018 American Association of Colleges for Teacher Education (AACTE) Outstanding Dissertation Award for (Re)constituting Teacher Identity for Inclusion in Urban Schools: A Process of Reification and Resistance. Siuty completed her dissertation for the PhD at the University of Kansas, Department of Special Education, and is now teaching inclusive teacher education for the GSE in the Curriculum and Instruction Department. She will be formally recognized at AACTE’s 70th Annual Meeting next month in Baltimore, Maryland.
Siuty’s dissertation investigated how teacher candidates’ learning about diversity and inclusion in their preservice preparation programs translates into their practice as new teachers. Her University of Kansas doctoral advisor, Professor Elizabeth Kozleski, explained: “The research questions explored how graduates of an urban-focused inclusive teacher preparation program negotiated the tensions between the inclusive messages of their program and their practice contexts. While teacher identity development has been studied within preparation programs and in practice contexts, this work addresses an important gap in the literature. Little is known about how graduates of inclusive programs transform their identities through their practice and engagement in urban school systems that are not necessarily conducive or designed for inclusive practice.” Continue reading
Professor Will Parnell, chair of the Curriculum and Instruction Department (CI), has published a new early childhood education book, Meaning Making in Early Childhood Research, a collection of 11 essays by 17 international early childhood teacher education researchers, professors, and teacher-researchers. He is co-author and editor of the book with Jeanne Marie Iorio, a senior lecturer in early childhood education at Victoria University in Melbourne, Australia.
Meaning Making in Early Childhood Research (Routledge) asks readers to rethink research in early childhood education through qualitative research practices reflective of arts-based pedagogies. This collection explores how educators and researchers can move toward practices of meaning making in early childhood education. The text’s narrative style provides an intimate portrait of engaging in research that challenges assumptions and thinking in a variety of international contexts, and each chapter offers a way to engage in meaning making based on the experiences of young children, their families, and educators. Continue reading
Teacher Standards and Practices Commission (TSPC) has a new member. Governor Kate Brown has appointed GSE Assistant Professor Todd Cherner to the commission.
TSPC is Oregon’s teacher licensing authority that sets policy and professional standards for Oregon educator programs. The commission consists of a 17-member board, each member serving for three years.
Cherner is a member of the Curriculum and Instruction department and teaches in the Graduate Teacher Education Program. He specializes in using technology to develop students’ literacy skills. He is a former high school English and journalism teacher who holds a master’s in secondary education from Clemson University and a PhD in teacher education from the University of Tennessee.
“With Todd’s intellect, his commitment to the profession, and his high degree of enthusiasm for offering a substantive contribution to the field, he is an excellent choice,” said Dean Marvin Lynn. “We are very proud of him.”
In May 2017, Amaya Garcia reached out to the leadership of the Portland Public Schools and PSU Dual Language Teacher Partnership. In her role as senior researcher at New America—a relatively young public policy think tank, Garcia was interested in learning more about the PPS-PSU partnership. Her goal was to gather first-hand accounts about the partnership and the program that is dedicated to preparing dual language and world language teachers. Her interviews with the leaders of the PPS and PSU Dual Language Teacher Partnership led to the development of the report, The Portland Public Schools and Portland State University Dual Language Teacher Partnership. The report is the second in a series of papers that examines innovative approaches to bilingual teacher preparation across the nation.
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View the report
EaMML leadership team (left to right): Nicole Rigelman (PSU), Amy McQueen (DDSD), Karen Prigodich (CSD), Paul Latiolais (PSU), Chandra Lewis (RMC), Jackie Cooke (MESDD), Steve Vancil (DDSD), and Roxanne Malter (MESD).
PSU faculty member Nicole Rigelman, Curriculum and Instruction, and Amy McQueen, David Douglas School District (DDSD) math specialist, have completed a three-year, $1 million project to improve mathematics education in East Multnomah County. The East Metro Mathematics Leadership Project (EaMML) began in 2014 with a grant from the ODE. Both David Douglas and Centennial School Districts saw significant gains in participating students’ math test scores on Smarter Balanced Tests over the three-year period.
The grant has increased the capacity of over 70 K-12 teachers in DDSD and Centennial School Districts (CSD) to more effectively teach math. Both teachers and students were assessed before, during, and at the end of the project. Students were scored using the Smarter Balanced Assessments. The results were on average 34 points higher for EaMML Teachers’ students than those of their peers. Teachers were assessed using a tool from the University of Michigan called Learning Math for Teaching, and their pedagogical knowledge and skills with the Instructional Quality Assessment. Both measures demonstrated significant increases. Continue reading