Faculty Awards and Achievements
Critical Race Perspectives and Education
- Jupp, J.C., Berry, T.R., Morales, A., & Mason, A.M. (2018). What is to be done with curriculum and educational foundations' critical knowledges? Toward critical and decolonizing education sciences. Teaching Education, 29(4), 305-317.
- Berry, T.R. & Cook, E.J.B. (2018). Black on Black Education 2.0: A Critical Race Perspective on Personally Engaged Pedagogy for Black Pre-Service Teachers. Teaching Education, 29(4), 343-356.
- Berry, T.R. & Bowers Cook, E.J. (2019). Critical Race Perspectives on Narrative Research in Education: Centering Intersectionality. In J. DeCuir-Gunby, T. Chapman, P.Schutz, (Eds.) Critical Race Theory: Research Methods and Methodology in Education. New York: Routledge.
- Berry, T.R. & Cook, E.J.B. (2019, April). Critical Race Perspectives on Narrative Research in Education: Centering Intersectionality. Paper presentation at the annual meeting of the American Educational Research Association, Toronto, Ontario, Canada.
- Berry, T.R. (2019, March). Spirit Murder and the Black Woman Academic: Surviving in Places Not Meant for Us. Paper presentation at the annual conference of the National Council for Black Studies, New Orleans, LA.
- Skiffer, L., Berry, T.R., & Easter, M. (2019, March). Unstoppable: An Auto-ethnography. Paper presentation at the annual conference of the National Council of Black Studies, New Orleans, LA.
On Bilingual Education and Emergent Literacy
- Briceño, A., Rodriguez-Mojica, C. & Muñoz-Muñoz, E. (2019, March). The bilingual teacher shortage: A vicious cycle. Multilingual Educator.
- Briceño, A. & Klein, A.F. (2019). A second lens on formative reading assessment with multilingual students. The Reading Teacher. Published online only as of February 2019; soon to be in print.
- Briceño, A. (2018, November). Exploring emergent reading and writing from a language lens. Billie J. Askew Reading Recovery and K-6 Literacy Institute, Hurst, TX.
- Briceño, A. (2018, November). Reading instruction and assessment with bilierate students. Billie J. Askew and K-6 Literacy Institute, Hurst, TX.
Faculty Fellow and Champion of Educational Pipeline Expansion
Dr. Burciaga recently appointed as a faculty fellow for the SJSU Chicanx/Latinx Student Success Center to develop academic programming to provide academic engagement and leadership development through high-impact educational practices.
Additionally, Dr. Burciaga also co-authored a chapter using Critical Race Quantitative Intersectionality (CRQI), a framework and methodoligical approach that utilizes quantitative methods to account for the material impact of race and racism at its intersections with other forms of subordination. This chapter explores theoretical considerations and methodological innovations of ongoing research on educational pipelines (visual representations of educational outcomes).
- Covarrubias, A., Nava, P., Lara, A., Burciaga, R. & Solorzano, D.G. (2018). Expanding educational pipelines: Critical race quantitative intersectionality as a transactional methodology. In J. DeCuir-Gunby, T. Chapman, & P.A. Schultz (Eds.), Understanding critical race research methods and methodologies: Lessons from the field.
On Educational Leadership and School Administration
• Danzig, A. & Black, W. (2019). Who controls the preparation of education administrators?. Charlotte, NC: Information Age Publishing.
This edited volume looks at the preparation and professional development of aspiring, rising, and experienced school administrators. It is the newest volume in the Series, Research and Theory in Educational Administration edited by Arnold Danzig and William Black.
• Symposium: Who Controls Education Administration? Accepted at the 2019 World Educational Leadership Symposium (WELS 2019). September 25-27, 2019, Zug, Switzerland.
Argumentation Trends Among Teacher Credential Candidates
- Villarroel, C., Felton, M. and Garcia-Mila, M. (2019). The effects of argumentative task on the quality of dialogueand writing. Infancia e Aprendizaje (Childhood and Learning). DOI: https//doi.org/10.1080/02103702.2018.1550162
This publication looked at teacher credential candidates arguing to consensus vs. arguing to persuade with their peers and the quality of their reasoning before and after these arguments. Consistent with our findings with middle school and college students, beginning teachers are less biased and more inclusive in their thinking when they've argued to consensus, pointing to the benefits of setting up contexts that foster genuine communication and careful consideration of opposing views.
Advocacy and Recognition for Disability Research
• American Educational Research Association (AERA) 2019 Conference, Toronto, Ontario, Canada
Panel Talk entitled: Overlooked and Underserved: A Special Education Teacher of Color and the Social Positioning of Smartness, part of Division G Paper Session: Queering, Cripping, and Trans-ing Educational Inquiry
• Pacific Sociological Association 2019 Conference, Oakland, California
Disproportionate Representation of Students of Color in Special Education and Segregated Disciplinary Spaces, co-presented with two masters' students from Special Education: Joanna Gaeta, San José State University & Ashley Higsmith, San José State University
Elementary School Teachers' Implementation of Restorative Practices for Students With and Without Disabilities, co-presented with a masters' student in Special Education who received LCOE research award, Melanie Chong, San José State University
• Lurie College of Education (LCOE) Alumni Fund Award ($500 to start a Zoom Equity Series on Disability)
• University Grants Academy (UGA) Awardee
• Nominee for the AERA Division K Early Career Scholar Award
• Nominee for the AERA Disability Studies in Education Special Interest Group (SIG) Program Co-Chair
A Voice for Contingent Labor in Higher Education
Dr. McConnell recently published an essay in Communication Education, part of a forum in contingent faculty in higher education.
- McConnell, Kathleen F. "Teaching and Learning in an Age of Precarity: Toward a Pedagogy of the Transitory, " Communication Education 68.2 (2019): 252-258.
Shedding Light on Care Practices
• Rabin, C. (2019). "I Already Know I Care!" Illuminating the Complexities of Care Practices in Early Childhood and Teacher Education. In Theorizing Feminist Ethics of Care in Early Childhood Practice: Possibilities and Dangers. Bloomsbury Academic, London, England.
• Rabin C. & Smith, G. (October 2019). Co-Teaching Relationships from a Care Ethics Perspective. Paper presented at the Critica; Questions in Education Conference, Kansas City, Missouri.
President of the California Association of Professors of Educational Administration
Congratulations to Dr. Reis on becoming President of the California Association of Professors of Educational Administration (CAPEA). Dr. Reis has also presented at two recent conferences.
• Reis, N.M. & Quintanar, R. (July, 31 2018). Culturally Sustaining Pedagogy. A presentation given at the 2018 CTA UCLA Summer Institute, Los Angeles, CA.
• Reis, N.M. (July 17, 2018). Culturally Sustaining Pedagogy. A presentation given at the Social Justice in Math Conference, Santa Clara County Office of Education, San José, CA.
Award-Winning Research on Early Childhood Development
• Slusser, E., Ribner, A., & Shusterman, A. (2019). Language counts: Early language mediates the relationship between parent education and children's math ability. Developmental Science.