Rebeca Burciaga is an Associate Professor in the Department of Educational Leadership in the Connie L. Lurie College of Education. Dr. Burciaga's research centers on understanding and challenging educational practices and structures that (re)produce social inequalities for historically marginalized communities, specifically with respect to Latina/o communities. Her research in schools and communities spans over 20 years and includes mixed-methods research on pathways from preschool to the professoriate, the experiences of students who leave high school before graduation, and the ways in which geographic regions structure inequalities. She specializes in the study of qualitative research methodologies including testimonio and ethnography. Her current research and teaching is focused on cultivating asset-based mindsets in teachers and administrators that work with youth of color. Dr. Burciaga has an undergraduate degree from the University of California at Santa Cruz, a master's degree from the Harvard Graduate School of Education, and a Ph.D. in Education from the University of California at Los Angeles. Her research has been supported and recognized by the Spencer Foundation, the Ford Foundation, the National Institute of Health, and the American Association of University Women. Her most recent scholarship can be found in Educational Administration Quarterly, Equity & Excellence in Education, and the Association of Mexican American Educators Journal.
Paul Cascella is a professor with the Department of Communicative Disorders & Sciences and the former Interim Dean of the Lurie College of Education. Prior to that, he was the Associate Dean and Chair/Professor of Communicative Disorders and Sciences. Dr. Cascella is deeply committed to public education, and especially advocates for first-generation students, college students with disabilities, and student research opportunities. He has tangible experience building cross-disciplinary collaborative community-campus partnerships, novel pedagogies, and diversity-focused initiatives. He is a vigorous sponsor of shared governance and joint decision-making. Prior to coming to San José State University, Dr. Cascella was Professor and Chairperson of the Department of Speech-Language Pathology and Audiology at Hunter College, City University of New York (CUNY) with joint appointments at the CUNY Graduate Center (Ph.D. and Au.D. programs). Before that, he was a Professor at Southern Connecticut State University.
Dr. Cascella earned a doctorate (Ph.D.) in Special Education at the University of Connecticut, a Master of Arts in Speech-Language Pathology from the State University of New York at Buffalo, and a Bachelor of Science in Speech-Language Pathology from Marquette University.
Dr. Cascella's research and teaching have concentrated on evidence-based educational and communication assessments and interventions for persons with intellectual disability, vision impairment, deaf-blindness, and autism spectrum disorders.
Arnold Danzig is professor and founding director of the Ed.D. program in Educational Leadership in the Connie L. Lurie College of Education at San José State University. Prior to that he served as professor and associate director, School of Public Affairs/College of Public Programs at Arizona State University. In 2009-2010, he served as Professor and Director of the Division of Advanced Studies in Policy, Leadership, and Curriculum and Professor of Education Leadership and Policy Studies in the Mary Lou Fulton Institute and Graduate School of Education. He has served as Associate Dean and Director of the D.E.L.T.A. Doctoral Program in Educational Leadership. His research offers a humanistic vision of leadership for schools and democratic institutions, with deep and practical commitment to the betterment of individual and institutional lives. He has extensive international experience related to globalization and education policy, and has led groups for international study in Europe, Mexico, and South America. Dr. Danzig has published numerous books and articles on educational leadership and education policy including Learner-Centered Leadership: Research, Policy, and Practice (2007), and School Leadership Internship (3rd edition, 2012). His newest book (edited with Liz Hollingworth) is Research in Learning and Teaching in Educational Leadership (2014), a volume in the University Council for Educational Administration Leadership Series. He is also an author and editor of the American Educational Research Association's Journal Review of Research in Education, which released the 2012 volume "Education, Democracy, and the Public Good, "and the forthcoming 2014 volume titled "Language Policy, Diversity, and Politics in Education." His published articles on educational leadership and school administration, professional development, and school-to-work transition, have appeared in multiple journals including International Studies in Educational Administration, Education Policy, Journal of Educational Administration, Educational Leadership and Administration, Journal of Educational and Psychological Consultation.
Brent Duckor is an Associate Professor in the Lurie College of Education at San José State University. He teaches courses in Classroom Evaluation and Assessment and supervises pre-service teachers in the Single Subject Credential Program of the Department of Teacher Education. His doctoral course EDUC 530 "Assessment, Testing and Evaluation: Contexts and Implications for School Reform" focuses on the link between formative, interim, and summative assessment systems in K-12 education. Dr. Duckor received his Ph.D. in Quantitative Methods and Evaluation at the University of California, Berkeley. He holds a Masters of International Affairs with a Business concentration from Columbia University and a Bachelor of Arts degree in Politics with Honors from the University of California, Santa Cruz. A former social science and history teacher at Central Park East Secondary School in East Harlem in New York City, he is dedicated to educational reforms that advance the development of rigorous alternative assessment frameworks. Dr. Duckor’s current research interests focus on three areas: teachers’ understanding and use of formative assessment in the K-12 classroom; validation of teacher licensure exams and certification in state, national, and international contexts; and measuring non-cognitive outcomes for program evaluation and school improvement to better serve historically disadvantaged, low-income youth. Dr. Duckor is an appointed member of the CalTPA Design Team for California’s Commission on Teacher Credentialing and an Advisory Board member of the College and Career Readiness Evaluation Consortium for the National Council for Community and Education Partnerships in Washington, D.C. He has co-edited several international journals including Psychological Test and Assessment Modeling and Pensamiento Educativo, both focused on new developments in Rasch IRT modeling. His most recent scholarship has appeared in Phi Delta Kappan, Teachers College Record, Educational Leadership, Journal of Teacher Education, Mathematics Teaching in the Middle School, and The English Journal.
Amy Leisenring has published multiple articles in the areas of violence and victimization, focusing particularly on the experiences of women who have experienced intimate partner violence and the criminal justice system response to domestic violence.
Her more recent scholarship is in the area of the sociology of higher education, focusing particularly on race, gender, and class-based inequalities and the way that they shape students’ experiences. Some of the findings from this study were published in a 2011 report commissioned by the UCLA Civil Rights entitled, ““Higher Tuition, More Work, and Academic Harm: An Examination of the Impact of Tuition Hikes on the Employment Experiences of Under-represented Minority Students at One CSU Campus.”
Amy has engaged in a number of collaborative research projects with both undergraduate and graduate students. Her most recent project involved analyzing data that was collected by students in her Spring 2016 Advanced Qualitative Research Methods class for a project that explored the academic experiences of undergraduate racial and ethnic minority students, focusing on how these students understand what it means to be successful and the factors that have shaped their success.
Roxana Marachi is an Associate Professor in the Department of Teacher Education at SJSU where she teaches Foundations of Psychology in Education and Leadership, Culture, and Diversity in the doctoral program. Marachi received her Ph.D degree in Education and Psychology at the University of Michigan with a research focus on school climate, student motivation, and evaluation of violence prevention programs. Her current interests intersect research-to-practice gaps in the implementation of policies related to high-stakes testing, privatization, and the technologization of teaching and learning. Marachi hosts the EduResearcher blog aimed at bridging research to practice in education. She has presented at national and international education conferences, was co-chair of the Safe Schools and Communities Committee for the American Educational Research Association from 2009-2012, and is currently chair of the education committee of the Silicon Valley/San Jose NAACP. Marachi was the recipient of the 2015 Justice Award from Californians for Justice and the 2015 Freedom Fighter Award from the Silicon Valley/San Jose NAACP. Since 2011, she has been actively involved with regional initiatives including the Santa Clara County School Linked Services Program, Santa Clara County School Climate and Leadership Committee, Children’s Action Network, and the Santa Clara County Juvenile Justice Systems Collaborative.
Kathleen McConnell is an Associate Professor of Communication Studies. She teaches classes in communication
theory, rhetorical studies, advocacy and argumentation, and special topics courses
in public discourse on higher education. She completed her doctorate in Communication
& Culture at Indiana University in 2008. Her current research explores various facets
of academic life including working conditions, professional narratives, and the inventiveness
of teaching and inquiry practices. She recently guest edited a special issue of the
Review of Communication (18.2) on academic labor and contributed to a forum on
communication activism pedagogy in Communication Education (66.3).
Nikos J. Mourtos is a professor and the Chair of the Aerospace Engineering Department at SJSU. He received his Ph.D. degree in Aeronautical and Astronautical Engineering from Stanford University. He has developed and taught more than 20 courses in diverse subjects spanning from aerodynamics and aircraft design to leadership, complexity and systems thinking. His research interests encompass learning theories and innovative pedagogies, course design and assessment, faculty development, complexity and systems thinking.
Dr. Mourtos has served as the Faculty Instructional Development Coordinator for the College of Engineering (1996-2002), a Faculty-in-Residence for Innovative Pedagogy (1998-2002) and the Assistant Director for the SJSU Center for Faculty Development and Support (2006-2008). He has published extensively on engineering education topics such as active, cooperative, problem-based and service learning, teaching and learning styles, teaching and assessing problem solving and design skills, faculty development, and program assessment. He has conducted more than 100 faculty workshops at SJSU, in the US, and around the world with a focus on course design and in particular how to teach and assess 21st century skills.
Marcos Pizarro began teaching at San José State University in 1999. He received his B.A. in Urban Studies from Stanford University and his Ph.D. from UCLA's Graduate School of Education. Pizarro works with Chicana/o students at various stages in their schooling and tries to understand how interventions can help these students develop strategies that might aid them in their efforts to succeed in school and create social justice in their communities.
In 2005, he published a book on his research with Chicana/o youth in Est Los Angeles and the Yakima Valley of Washington State. The book, "Chicanas and Chicanos in School," explores the relationship between the identities of Chicana/o students and their academic performance with a focus on lessons that will aid those interested in enhancing the educational performance of these youth. Currently, he coordinates MAESTR@S, a social justice organization developing and implementing a transformative education model with Latin@ communities. He also works with schools on development and implementation of Latina/o Studies curricula to enhance Latina/o student engagement, having recently completed a year-long project that involved teaching in a local high school. Finally, he is the co-coordinator of the Institute for Teachers of Color Committed to Racial Justice.
Emily Slusser began her career in child development as the program coordinator for an early education program where she developed intervention strategies for preschool children with limited educational resources. Since that time, she has established a research program that explores children’s early cognitive representations of number and the later development of symbolic math concepts. She is particularly interested in learning how cognitive representational resources drive language learning and how language, in turn, supports further conceptual development. Over the next couple years she aims to launch a fully interdisciplinary research program exploring best practices in early education and intervention.
Megan Thiele received her Ph.D. in Sociology from the University of California, Irvine in 2011. She conducts research at the intersection of education, inequality and policy. Her current research examines how students' orientations to authority are patterned by socioeconomic status. A recent publication in Sociological Inquiry examines the link between legislators who have degrees from public institutions colleges and universities and their support for public higher education spending. She is also involved in a project that investigates the effects of class size on student-teacher and student-student interactions at the university level.
Theodorea Regina Berry, Ed.D. is Professor and Chair, Department of African American Studies in the College of Social Sciences at San Jose State University.
Dr. Theodorea Berry, a pioneer scholar on critical race feminism in the context of education, centers her work in critical race theory/critical race feminism, curriculum studies/curriculum theory, and qualitative research methodology (auto-ethnography, ethnography, and narrative) and engages in scholarship with a focus on the lived experiences of Black women as pre-service teachers and teacher educators and critical examination of race, ethnicity, and gender for teaching and teacher education. Dr. Berry’s research appears in such journals as the Review of Educational Research, International Journal of Qualitative Studies in Education, Journal of Curriculum Theorizing, Race, Ethnicity, and Education, Journal of Educational Foundations, and Urban Review. Dr. Berry has published books and numerous book chapters; she is lead editor of Latinx Curriculum Theorizing (in press, Lexington Books) and lead editor and contributing author of From Oppression to Grace: Women of Color and their Dilemmas Within the Academy (Stylus Publishing, 2006) as well as the author of States of Grace: Counterstories of a Black Woman in the Academy (Peter Lang, 2018). She is also co-editor of The Evolving Significance of Race in Education: Living, Learning, and Teaching (with Sherick Hughes, Peter Lang, 2012).
In 2017, Dr. Theodorea Berry was recognized for her outstanding contributions in the field of critical race studies in education as the recipient of the Derrick Bell Legacy Award. In the same year, Dr. Berry was inducted as a member of the Professors of Curriculum Honorary Society.
Dr. Berry currently serves as Factotum, Professors of Curriculum Honorary Society, Vice-President for the Foundation for Curriculum Theory, and Secretary of Division B (Curriculum) for the American Educational Research Association (AERA). She is also founding senior co-editor of the International Journal of Curriculum and Social Justice and Associate Editor of the Journal of Curriculum Theory.
Allison Briceño is an Assistant Professor in the Department of Teacher Education at San José State University, where she coordinates the Reading Specialist Credential/MA program. Dr. Briceño’s research centers on improving literacy instruction for English learners and bilingual students. She studies how bilingual and biliterate students use all of their linguistic resources to understand text, and she also explores the literacy practices of English learners and their teachers. Dr. Briceño teaches courses related to literacy, second language acquisition and multicultural education. A former bilingual teacher, Dr. Briceño received a BA from the University of Pennsylvania, an MA from Stanford University and an Ed.D. from the University of San Francisco. She was selected to be an English Learner Leadership Fellow with the California Association of Bilingual Educators. Dr. Briceño’s recent scholarship has appeared in Reading Teacher, NABE Journal of Research and Practice, Journal of Bilingual Education Research and Instruction and Journal of Reading Recovery.
Elaine Chin is professor and the former Dean of the Connie L. Lurie College of Education at San José State University. Prior to that, she was the Associate Dean of the Lurie College of Education from August 2007 to May 2009. She has held a number of administrative and faculty positions, including Department Chair and faculty for the Teacher Education Division in the College of Education at Cal Poly, San Luis Obispo and faculty in the School of Education at The University of Michigan, Ann Arbor. She is a former high school English and Journalism teacher. She has been active in research on alternative teacher certification programs, policies governing teacher licensure, socialization into the professions, and the development of professional expertise by novices in the fields of journalism, medicine, chemistry and K-12 teaching. Her publications include articles and book chapters in Educational Researcher, Written Communication, The Journal of Learning
Deanna L. Fassett is Professor of Communication Pedagogy in the Department of Communication Studies, where she has, since 2002, mentored her department's graduate student instructors. She is the author and editor of four books: Communication: A Critical/Cultural Introduction, Coordinating the Communication Course: A Guidebook, Critical Communication Pedagogy, and The SAGE Handbook of Communication and Instruction. Her published research has appeared in a broad array of communication studies journals including Basic Communication Course Annual, Communication and Critical/Cultural Studies, Communication Education, Liminalities, and Text and Performance Quarterly.
Mark Felton, Ph.D., (Professor, Secondary Education) prepares teachers to work in the diverse settings around San Jose and has developed a network of university-school partnerships to provide professional development to the veteran teachers who serve as teacher mentors. His research focuses on adolescent literacy and the development of argumentative reasoning skills, particularly through the use of classroom discourse and deliberation. Most recently, he has focused on the acquisition and retention of scientific knowledge through peer-based argumentative dialogue and argumentative writing in social studies classrooms. His most recent scholarship can be found in Science Education, Contemporary Educational Psychology, and Informal Logic.
Bob Gliner is a Professor Emeritus, Sociology, from San Jose State University, where he taught in the Department of Sociology for 35 years. His general area of specialization was social change, with a focus on education and social change. He also helped develop the Center for Service Learning on the campus as well as creating several interdisciplinary programs which combined courses from a wide range of departments in helping solve community problems. He has taught in the College of Education at San Jose State in the Departments of Elementary Education and Counselor Education. Perhaps, however, he is best known as an award winning documentary film producer, with more than 40 films to his credit. His films, like his specialization in sociology, focus on social change throughout the world, and more recently, on education and social change. He has filmed on location in more than 35 nations including Rwanda, Cuba, India, China, Israel and the West Bank, Albania, Russia, Guatemala and El Salvador. More than 30 of his films have aired on PBS stations throughout the United States, and many of his programs are used by colleges, universities, and non-profit organizations.
In the area of public education, he has focused a half a dozen films on social justice and community or place-based education including: Schools That Change Communities (2012), Lessons From the Real World (2011), Education for Social Responsibility(2004), Growing Up Green (2014), and Barefoot College (2013). He has won numerous film awards, and locally at San Jose State University, he received the Austin Warburton Award of Merit, given by the College of Social Sciences to its top faculty scholar, 1993, and the President’s Scholar Award, given to the top faculty scholar at the University, 2002. In conjunction with his documentary work he has taught documentary film production in the Department of Television, Film, Radio and Theater at San Jose State, as well as at the Central University of Rajasthan, India. For a full list of his documentaries, his website is: DocMakerOnline.com.
Peg Hughes is a Professor in the Department of Special Education and Program Coordinator for the Early Childhood Special Education Program. She has been working 20 years in higher education. Before her tenure in higher education, Hughes had extensive teaching and diagnostic practice with individual with disabilities ages birth through twenty-one years. Now, she teaches upper division and graduate courses in both the Special Education teacher credential and Master's degree programs. Her research interests, relate to in part, young children with disabilities and their families from a cross-cultural perspective. More recently, Dr. Hughes co-authored and published research articles with two graduates of the Master's program in Special Education. Dr. Hughes also has expertise in the area of grant writing. She has been a Principal Investigator on several federal teacher training and research grants. She is currently a grant consultant for the Monarch Center, University of Illinois, Chicago.
Resa M. Kelly, Ph.D., Professor Kelly earned a B.A. in Psychology at the University of Notre Dame, and a B.A. in Chemistry at the University of Northern Iowa. For six years she worked as a chemistry teacher at Burke High School in Omaha, Nebraska and Valley High School in West Des Moines, Iowa while also earning her M.A. in Science Education from the University of Northern Iowa. She then went on to the University of Northern Colorado to earn her M.S. in Chemistry and Ph.D. in Chemical Education. Dr. Kelly's research interests involve studying how molecular visualizations affect students' explanations, and examining best practices for the design of molecular visualization tools (see the link below -Design Principles for Effective Molecular Animations).
Michael Kimbarow, Ph.D., is Professor in the Department of Communicative Disorders and Sciences. He is the former President of the Council of Academic Programs in Communicative Disorders and Sciences and the Academy of Nuerologic Communucation Disorders and Sciences. Dr. Kimbarow's specialty area is in the language and communication deficits associated with traumatic brain injury and has published a highly successful text book entitled Cognitive Communication Disorders. In addition to his academic leadership, Dr. Kimbarow has over 10 years of administrative experience in hospital and community settings. He is a Fellow of the American Speech-Language Hearing Association.
Elena Klaw, Ph.D., Clinical & Community Psychology is a Professor of Psychology in the Clinical Division and Chair of the Veterans' Advisory Committee. She served as the Director of the Center for Community Learning & Leadership and oversaw an AmeriCorps Program that matched SJSU students as tutors to low income K-8 students. Dr. Klaw has published in the areas of mentoring, service-learning, peer education, intimate violence prevention, and serving veterans in higher education. Her first book is titled Mentoring and Making it in Academe: A Guide for Newcomers to the Ivory Tower. She is currently working on a book about college student veterans.
Sciences and The International Handbook of Educational Policy.
Elba Maldonado-Colon is a retired professor who has taught at S.J.S.U. in both, the departments of Elementary and Special Education. She received her Ed.D. from the University of Massachusetts, Amherst, with an emphasis on teacher preparation and bilingual and multicultural education. Her dissertation focused on and addressed issues related to second language learners and academic misclassification. Her scholarship of application centers on the interaction of language and literacy development and academic competence.
Early in her career as a bilingual teacher working with students in grades Pre-K through 10th grade, Dr. Maldonado-Colon realized that the education of second language learners posed problems to those who did not understand the challenges children and youth encounter with academic learning when they are required to learn through a language in process of development. This motivated her to the focus her dissertation on this area pursuing an understanding of extant research studies and their implications for language and literacy instruction. This commitment led her to identify multiple interrelated conditions that either support or interfere with teaching and learning in educational environments, and their relationship to the challenging interpretation of language and learning disabilities among groups of second language learners. While teaching at the University of Texas at Austin, in collaboration with colleagues, she led the initial development of the Bilingual Special Education Consortium which provided strong leadership in professional preparation and promoted numerous local, state, and national research projects.
The impact of her work stimulated multiple research studies that led to the development of bilingual special education teacher preparation programs across the nation addressing the improvement of learning opportunities for many linguistically diverse, and particularly Latino students.
Shishir Mathur obtained the Ph.D. in Urban Planning from the University of Washington. He is an associate professor of urban and regional planning at San Jose State University and has over 15 years of experience in academia, corporate sector, and consulting. His body of work includes one book and more than 60 book-length manuscripts, book chapters, journal articles, working papers, conference papers/presentations, and consulting projects in the fields of urban & real estate economics, housing, public finance, international planning, growth management, land use planning, transportation planning, urban design, emergency management, and systems analysis.
An expert in econometrics, Dr. Mathur is currently working on a research project that seeks to estimate the impact of school quality on housing prices.
Ellen Middaugh is an Assistant Professor of Child and Adolescent Development in the Lurie College of Education at San José State University. Her research focuses on the influence of varied social contexts on youth civic identity development and on the implications of digital media for positive youth development. She competed her Ph.D. from UC Berkeley in Human Development & Education in 2009. Her dissertation was titled "Adolescent Reasoning about Civic and Political Engagement." Her recent publications include U Suk! Participatory media and youth experiences with political discourse in Youth & Society (Middaugh, Bowyer & Kahne, 2016), The Social and Emotional Components of Gaming (Middaugh, 2016) and Youth comprehension of political messages in YouTube videos (Bowyer, Kahne & Middaugh, 2015). She previously served as Research Director for the Mills College Civic Engagement Research Group.
Dr. Eduardo Muñoz-Muñoz current research projects focus on critical pedagogy and the development Critical Language Awareness in (bilingual) teachers. He has engaged with districts in the design and implementation of Dual Immersion Programs and the support of Emergent Bilinguals. His wider interests in the sociology of education and research agenda include bicultural parental engagement in schools and educational leadership and organizations.
Joyce Osland, Ph.D. is the Lucas Endowed Professor of Global Leadership and the Executive Director of the Global Leadership Advancement Center at San José State University. Joyce co-founded the Global Leadership Lab (GLLab) in the College of Business at San Jose State University and is an internationally known specialist in international management and experiential learning with over 90 publications, including Global Leadership: Research, Practice, and Development. She has won numerous awards for scholarship and teaching. Dr. Osland does executive education and consulting with companies, non-profits and universities in the areas of organization development and global competency development.
Colette Rabin, Associate Professor - Elementary Education, directs the joint credential/masters program option, the Critical Research Academy at San José State University. She teaches educational foundations, research, and student teaching courses. Prior to teaching graduate school, she taught grades kindergarten through middle school for twelve years. Her research interests are in care ethics, aesthetics, and social justice. Colette has explored the nature of relationships in schools from multiple perspectives and how to create and sustain them from the perspective of an ethic of care as a conceptual schema. Her most recent publication in press is called, "Teaching Care Ethics: Conceptual Understandings and Stories for Learning," in The Journal of Moral Education.
Noni M. Reis is a Professor in the Department of Educational Leadership at San Jose State University. Her work at San Jose State is focused on social justice approaches to leadership development. Recent publications include:
Mendoza-Reis, N. & Smith, A. (2013) Re-thinking the Universal
Approach to the Preparation of School Leaders: Cultural Proficiency and Beyond. Handbook of Research on Educational Leadership for Diversity and Equity. Routledge Press: Taylor & Francis.
Mendoza-Reis, N. & Flores, B. (in press). Reculturing Instructional Leadership. In Portes, P. & Salas, S. (Eds) U.S. Latinos in K-12 education: Seminal research-based directions for change we can believe in. Routledge Press: Taylor & Francis.
Dr. Reis is the Editor of the Journal of Administration & Supervision. California Association of Professors of Educational Administration. Dr. Reis has spent the last three decades in the development of instructional programs designed to support educators in the effective education of English language learner students. She led the development of several state and national curriculum and coaching programs, including Toward Equity: Building Multicultural Schools (California Department of Education); Teaching Alive (Center for Research on Education, Diversity, and Excellence at University of California, Santa Cruz); English Language Learners: Language, Culture and Equity (National Education Association) and most recently, Improving the Teaching and Learning of
English Language Learners: The Instructional Conversation Model (Center for Latino Achievement and Success in Education, University of Georgia, Athens).
Dr. Preston Rudy is an Assistant Professor in the Department of Sociology and Interdisciplinary Social Sciences at SJSU. His research is centered on how the labor movement has organized and failed to organize workers to become members, and, second, exploring how the precariously employed college adjuncts under contingent contracts experience the commodification of their labor. This last project is focused on the processes that adjunct faculty who make a living by teaching adopt in their search for employment. Rather than examining how colleges and universities incorporate adjuncts, what is missing is the 'constant commodification' of adjuncts' labor as they construct a life and career. One of the strategies that is emerging for adjuncts is to limit their commodification by organizing union contracts.
The research on organizing and building the labor movement is a topic that has received vigorous attention among a small group of social scientists exploring how union organizations have lost and gained members and contracts, as well as comparative studies of different unions and unions in different countries. I have written about this both as a researcher and as an activist public sociologist in the labor movement.
Lisa Simpson is an Assistant Professor in the Department of Special Education at San Jose State University where she teaches courses in the MA and Education Specialist credentials programs. Dr. Simpson is particularly interested in intervention research to improve social, behavioral, and academic outcomes for students with autism spectrum disorders (ASD). She is currently investigating peer-mediated social skills interventions for students significantly impacted by ASD, interventions to improve social skills and reduce anxiety in students with ASD, and the training of paraeducators to support students with ASD in PK-12 settings. Dr. Simpson has worked with several international partners to provide autism training for teachers in China.
A former K-12 teacher Dr. Simpson earned a BS and a MEd from Texas Tech University and holds both general education and special education teaching credentials in Texas and California. Dr. Simpson also worked as a special education teacher coach before earning her Doctorate in Education from the University of San Francisco. Her recent scholarship has been published in Education and Treatment of Autism and Developmental Disorders, International Journal of Special Education, and Intervention in School and Clinic.
Grinnell Smith is an Associate Professor in the department of Elementary Education where he teaches a range of courses on topics such as school curriculum theory, classroom management, research
methods, educational psychology, technology integration, and science methods. His scholarly activities seek to redefine the purpose of education away from current mainstream conceptions of schools primarily as economic resources governed by market mechanisms and that view children merely as consumers and future wage-earners, and toward a conception of schools as places that strive for the Jeffersonian ideal of producing an informed citizenry of critical thinkers and that help children become happy, healthy, well-adjusted, and fulfilled people who understand how to live balanced lives in the context of their families, communities, cultures, and ecosystems. Grinell believes that paying attention to the fundamental purpose of schooling is foundational to this sort of education and subsumes this view in all the courses he teaches at SJSU. He elucidates these views further in some of his recent publications, including Modern education: a tragedy of the commons (Journal of Curriculum Studies), Teaching care ethics: conceptual understandings and stories for learning (Journal of Moral Education), The way we educate (Schools: Studies in Education), and Stories from five decades (Action in Teacher Education).
David C. Berliner is Regents' Professor Emeritus, Arizona State University. He has taught at the Universities of Arizona and Massachusetts, at Teachers College, Columbia University, and Stanford University, as well as at universities in Australia, Canada, The Netherlands, Spain, and Switzerland. Dr. Berliner is a member of the National Academy of Education, a Fellow of the Center for Advanced Study in the Behavioral Sciences, and a past president of both the American Educational Research Association (AERA) and the Division of Educational Psychology of the American Psychological Association (APA). He is the recipient of awards for distinguished contributions from APA, AERA, and the National Education Association (NEA). He co-edited the first Handbook of Educational Psychology and the books Talks to Teachers and Perspectives on Instructional time. He is co-author of The Manufactured Crisis(with B. J. Biddle), Putting Research to Work (with Ursula Casanova), and six editions of the textbook Educational Psychology (with N. L. Gage). His most recent books are Collateral Damage (with Sharon Nichols), about the corruption of education through high-stakes testing, and 50 Myths & Lies That Threaten America’s Public Schools (with Gene V Glass).
Gene V Glass, PhD Univ., of Wisconsin, 1965 is Regents' Professor Emeritus, Arizona State University. Previously he served on the faculties of the University of Illinois and the University of Colorado. His work on meta-analysis of psychotherapy outcomes (with M.L. Smith) was named as one of the Forty Studies that Changed Psychology in the book of the same name by Roger R. Hock (1999). He is a member of the National Academy of Education and served as President of the American Educational Research Association in 1975-76. In 1993, he created the open access scholarly journal Education Policy Analysis Archives; in 1998, he created the open access book review journal Education Review. In 2006, he was honored with the Distinguished Contributions to Educational Research award of AERA. Glass has made many important contributions to education statistics, notably his development of "meta-analysis.” He has published more than a dozen books, including Fertilizers, Pills & Magnetic Strips: The Fate of Public Education in America (2008) and 50 Myths & Lies That Threaten America’s Public Schools (2014) with David C. Berliner. He was named Public Educator of the Year for 2016 by the Horace Mann League.