Diverse learning needs demand diverse strategies.
The program is a major initiative of the university's Connie L. Lurie College of Education. Dean Elaine Chin recruited Dr. Arnold Danzig, a nationally recognized researcher and program director, to lead the initiative and assembled a team of top scholars and researchers.
These tenured and tenure-track faculty are passionate leaders who share a desire to teach, learn from and engage with accomplished candidates.
Lewis Aptekar received his PhD in Educational Psychology from the University of Michigan. He has had post-graduate training in Clinical Psychology from Texas Tech Medical School and is a licensed as a Clinical Psychologist. He is currently Professor of Counselor Education at San Jose State University. He is past President of the Society of Cross-cultural Research. Some of his academic awards include two Fulbright scholarships (Colombia and Swaziland), a Senior Fulbright Scholar award (Honduras), Nehru Visiting Professor, (University of Baroda, India), a Kellogg Foundation/Partners of the Americas Fellowship in International Development, a Rotarian International Ambassadorship (Zambia), and a scholarly residency at the Bellagio Rockefeller Foundation Study and Conference Center (Italy). His books include Street children of Cali; Environmental disasters in global perspective; In the Lion's Mouth: Hope and Heartbreak in Humanitarian Assistance, and Street children and homeless youth: A cross-cultural perspective.
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).
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.
Rebeca Burciaga is an Assistant 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, including/specifically Latino students. 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 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 Equity & Excellence in Education and the Association of Mexican American Educators Journal.
Elaine Chin began her appointment as Dean of the Connie L. Lurie College of Education at San José State University on June 1, 2009. 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 Sciences and The International Handbook of Educational Policy.
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. He 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.
Rocío Dresser, Ed.D is an Associate Professor in the College of Education, Department of Elementary Education
at San José State University. She is also the coordinator of the Bilingual Teacher
Preparation Program. She teaches second language acquisition, multicultural education
and literacy courses. Dr. Dresser’s early research and professional activities focus
on bilingual education, language and literacy instruction, and second language acquisition.
As the Chair and member of the Equity, Advocacy and Policy Committee, Dr. Dresser
worked with legislators, educators and community members in Santa Clara Valley and
the state of California to influence and address educational policy. In recent years,
Dr. Dresser has studied the impact of socio-emotional learning on academic achievement
of native speakers of English and second language learners. She has collaborated with
educators in El Salvador, Guatemala, Mexico, Cuba and Colombia. Prior to her position
in the College of Education, Dr. Dresser was a bilingual teacher at several school
districts throughout the Bay Area and Colombia, South America. Her most recent scholarship
can be found in Issues in Teacher Education, Teacher Education Quarterly and Ediciones Uniandes.
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 Teachers College Record, Educational Leadership, Journal of Teacher Education, Mathematics Teaching in the Middle School, and The English Journal.
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.
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.
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 and Chair of 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.
Jason Laker is a Professor and Chair in Counselor Education and former Vice President for Student Affairs at SJSU. He previously served as Dean of Student Affairs, Fellow in the Centre for the Study of Democracy, and faculty in Gender Studies at Queen's University in Canada. He holds a Ph.D. from the University of Arizona's Center for the Study of Higher Education and an M.A. in Community Counseling. His international activities include engagements as board member, visiting faculty, consultant or speaker, particularly in Europe. His scholarly work includes four edited texts and numerous articles on identity, citizenship and education.
Jennifer Madigan is a Professor in the Connie Lurie College of Education, Department of Special Education at San Jose State University. Dr. Madigan’s early career research focus examined gender issues in education, including the effects of single-gender special education for female students with disabilities. In recent years, she has studied the impact of mentoring on teachers in the field. Her field work includes consultant work with school district leaders in effective research based practices in teacher induction. Her publications include articles in Principal Leadership, Multiple Voices, Advances in Gender and Education, The National Journal of Urban Education and Practice, and Journal for Teaching and Learning in Diverse Settings. Her latest work is the book, Mentorship of Special Educators, published by Corwin Press. Dr. Madigan has worked internationally with the Kingdom of Cambodia Ministry of Education and the World Academy for the Advancement of Women based in China and Cambodia.
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.
Nancy Markowitz is Professor of Education in the Department of Elementary Education at San José State University. She has worked as an elementary school teacher, school administrator, and teacher educator. She earned her Multiple Subject Teaching Credential, Masters Degree, and Ph.D. from the University of California, Los Angeles. She founded and served as Director of the Triple “L” Collaborative, a university-school partnership funded by the Bay Area School Reform Collaborative Initiative. Within the “Triple L”, she developed and coordinated the TE Collaborative Residency Program. This program prepares K-8 Multiple Subject Credential candidates for the teaching profession. She has taught courses in a wide range of areas, most recently on creating effective learning environments in diverse, multicultural, urban K-8 classrooms. She served as Faculty-in-Residence at the SJSU Center for Faculty Development, facilitating the Peer Partners in Teaching program, which supports faculty from across campus interested in improving their teaching practice for five years.
Dr. Markowitz’ scholarly interests include the study of pre-service teacher education, university/district collaboration, and currently, inquiry into practices that promote effective learning environments, most particularly related to social-emotional learning. She founded and is Executive Director of the SJSU Colllaborative for Reaching & Teaching the Whole Child (reachandteachthewholechild.org), focused on integrating the social-emotional dimension of teaching and learning (SEDTL) into the preservice preparation of educators.
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.
Kathleen McConnell (Indiana University, 2008) is an Assistant Professor of Communication Studies. She teaches classes in rhetorical and communication theory, argumentation, and educational rhetoric. Her work mines philosophical treatises, political tracts, films, and other cultural artifacts for arguments that can broaden the way we think about schools and help us deliberate educational issues. She is currently conducting research at two regional state universities on the place of inquiry in academic life.
Nikos J. Mourtos is a professor and the Director of the Aerospace Engineering Program at SJSU. He received his Ph.D. degree in Aeronautical and Astronautical Engineering from Stanford University. He has developed and taught 20 courses in a variety of aerospace, mechanical, and general engineering subjects. His research interests encompass Aerodynamics, Aircraft Design, and any aspect of Teaching, Learning, and Assessment in Engineering Education. He has served as the Faculty Instructional Development Coordinator for the College of Engineering (1996-2002), a Faculty-in-Residence for Innovative Pedagogy for the SJSU Center for Faculty Development and Support (1998-2002), the Assessment Coordinator in the Department of Mechanical and Aerospace Engineering (2002-2006), 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, and problem-based learning, teaching and learning styles, teaching and assessing problem solving and design skills, and program assessment. He conducts faculty workshops on course design and in particular on how to teach and assess process skills, as a way to prepare students for a globalized economy. His current focus is on engineering design skills and in particular integrating art as a way to enhance students' creativity and innovation in engineering design.
Lisa Oliver is the chair for the Department of Educational Leadership at San José State University in the Connie L. Lurie College of Education. Prior to her appointment as chair, Dr. Oliver served as associate professor and graduate program coordinator for the Department of Counselor Education. She is currently the treasurer for the Society for Cross-Cultural Research and a Faculty-in-Residence for Student Academic Success Services. Her areas of research and interest include: identity development, multicultural education, globalization in higher education, cultural psychology, student retention, and community engagement. Dr. Oliver received her Ph.D. in Counseling Psychology from Stanford University.
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.
Vicki Park is an assistant professor in the Department of Educational Leadership. Employing qualitative methods, her work focuses on urban school reform, data-informed leadership for equity, and the ways in which class, race, and gender shape the academic development of low-income youth. She earned her Ph.D. in Urban Education Policy with an emphasis on K-12 leadership and administration from the University of Southern California's Rossier School of Education. Prior to earning her doctorate, she worked as an elementary and middle school teacher in California. Her scholarship can be found in the AERA Handbook of Education Policy Research and Educational Policy.
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.
Rosalinda Quintanar-Sarellana graduated from Stanford University with a Ph.D in the area of Literacy, Language and Culture, and a Masters in the area of International Education and Development. Presently, she is a professor at San Jose State University, where she teaches First and Second Language Acquisition, Strategies for English Learners and Multicultural Education. She has written numerous articles on language acquisition and language development, social justice and multicultural education. She has also taught at Stanford University, UC Davis, Universidad Metropolitana in Mexico City, Universidad de Monterrey, México; INACAP in Santiago, Chile; and Sanko Schools in Gaziantep, Turkey. Dr. Quintanar has also offered language acquisition workshops in Nova Scotia, Canada. She has also worked with Native American populations in México developing curriculum in collaboration with the Elders.
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.
William J. Reckmeyer is Professor of Leadership & Systems in the Department of Anthropology and Director of the SJSU Salzburg Program. A faculty member at San José State since 1977, Bill is a systems scientist/cybernetician whose teaching, research, and practice centers on the use of collaborative entrepreneurial approaches to address hyper-complex global and institutional issues in more integrated ways. Most of his work over the past quarter-century has focused on leading multi-year strategic change efforts in a broad mix of organizational, interagency, and community settings; providing advice on strategic policy-making for senior-level officials in the US, Californian, and Australian governments; and developing advanced leadership programs – including the Harvard Institute for School Leadership, the American Leadership Forum, and the California Agricultural Leadership Program. Significant responsibilities during the past fifteen years have included service as Faculty Chair of the Global Citizenship Program at the Salzburg Global Seminar; Strategic Advisor for the California Levees Roundtable; Chief Systems Scientist at the Systems of Systems Center of Excellence for the US Department of Defense; and major positions as a Visiting Professor or Visiting Fellow at a dozen major universities in the United States, Europe, and Australia – including Harvard; Stanford; Sydney; Stockholm; St. Gallen; and Southern California. A Life Fellow and Past President of the American Society for Cybernetics, he has also served as a Kellogg National Leadership Fellow; a 5-time Salzburg Global Fellow; a Fulbright Scholar-Host; an AASCU Global Scholar; and a Board Member for the Kellogg Fellows Leadership Alliance. In addition to being honored as SJSU’s Outstanding Professor, Bill has received its Warburton Award for Outstanding Scholarly Achievement and its Distinguished Faculty Mentor Award, and has led its award-winning SJSU Salzburg Program since 2005. He has chaired 150+ masters theses and honors projects; authored 60+ publications; and delivered 300+ keynote addresses, presentations, and papers. Dr. Reckmeyer earned his BA in History (Randolph-Macon College) and his MA & PhD in Russian Studies (American University); and also completed several post-doctoral programs in Higher Education (Harvard University).
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).
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.
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).
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.