Rebeca Burciaga is an Associate Professor with a joint appointment in the Department of Educational Leadership in the Connie L. Lurie College of Education and in Chicana and Chicano Studies in the College of Social Sciences. 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. 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, Race, Ethnicity and Education, Multicultural Perspectives, and the Association of Mexican American Educators Journal.
Arnold Danzig is professor and former 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.
Robert Gliner is a Professor Emeritus, Sociology, from San José 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. Dr. Gliner 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. Dr. Gliner's 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 José State, as well as at the Central University of Rajasthan, India. For a full list of his documentaries, his website is: DocMakerOnline.com.
Saili S. Kulkarni, Ph.D., is an Assistant Professor at San Jose State University in the Connie L. Lurie College of Education, Department of Special Education. Dr. Kulkarni's research focuses on dis/ability studies, intersections of disability and race, teacher beliefs, qualitative research, and disability studies and critical race theory (DisCrit). She utilizes case studies, ethnographic, self-study, and counter-narrative research. She taught special education for three and a half years in Oakland, California before obtaining a doctoral degree at the University of Wisconsin-Madison. At Madison, Dr. Kulkarni worked as the Program Coordinator for the Multicultural Graduate Network and was inducted into the Edward Alexander Bouchet Graduate Honor Society. Dr. Kulkarni created Oakland Unified School District's first inclusive teachers network, a forum/space for teachers of inclusive education to support one another and share resources. She earned her teaching credential in special education at San Francisco State University. Prior to teaching, Dr. Kulkarni earned her B.A. in Psychology at Boston University where she completed a National Institutes on Drug Abuse fellowship at the Boston Medical Center in Public Health. Dr. Kulkarni's recent work seeks to understand the dis/ability and race-related beliefs of special education teachers of color and re-position special education teachers of color as smart, critical exemplars of change in schools.
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. Dr. 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. Dr. 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. Dr. 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.
Eduardo R. Muñoz-Muñoz, Ph.D. is an Assistant Professor and the Bilingual Program Coordinator at the Lurie College of Education at San José State University. Dr. Muñoz-Muñoz earned his doctorate at Stanford University in 2018. His dissertation “De-standardizing the standard (s): Ideological and Implementational Spaces in Pre-service Teacher Education” has been recognized with the 2020 award for the best dissertation by the Second Language Research Special Interest Group of the American Educational Research Association. He also holds a Master’s Degree in Sociology (Stanford University, 2016), a Master’s Degree in Educational Leadership (UC Berkeley, 2010), and a Licenciatura in English Philology (Universidad de Córdoba, España, 2000). He has taught high school in Spain and the UK and elementary bilingual education, before becoming a coach and then an elementary school principal in 2010.
As a critical sociolinguist, his research, teaching, and practice engage with issues of linguistic access, educational opportunities, and teacher preparation from an interpretivist stance. Additionally, he regularly supports and advises districts and dual immersion programs on design and implementational issues pertaining to multilingualism. An intrinsic part of his praxis is the engagement in educational policy activism, as an active member of the statewide coalition Californians Together.
Dr. Muñoz serves as an advisor for doctoral students with a clear determination to advance social justice through their scholarly work. He specializes in issues related to emergent bilinguals, multilingual school organization, linguistic policies. As a practitioner of qualitative methodologies, he supports research designs that acknowledge the political, historical, and situated nature of research.
Recent publications include the 2020 PACE-Pivot learning policy brief English Language Learners and the Local Control Funding Formula Implementation Challenges and Successes from Two District Cases, the 2019 chapter Preparing Bilingual Teachers to Enact Culturally Sustaining Pedagogy, or the article From English learner to Spanish learner: Raciolinguistic Beliefs that Influence Heritage Spanish Speaking Teacher Candidates, both coauthored with Drs. Claudia Rodríguez-Mojica and Allison Briceño.
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. Her 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, of the 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).
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 and 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.
Bradley Porfilio is tenured Professor and Director of the Ed.D. Leadership Program at the Connie L. Lurie College of Education at San José State University. Prior to this appointment, Dr. Porfilio was the Associate Dean of Research and Faculty Affairs at Seattle University. From 2014-2017, he served as the Director of the Doctorate (Ed.D.) in the Educational Leadership for Social Justice at CSU East Bay. He was a principal faculty member in the Teaching and Leadership Ed.D. Program at Lewis University. Additionally, he spent numerous years in leadership positions in higher education. He was a faculty member of educational studies, of pedagogy and teacher education, a director of social studies education, and a university supervisor of pre-service and in-service teachers.
Dr. Porfilio’s philosophy of research is tied to understanding pressing problems impacting teachers, children and society. For instance, he has supervised dissertation projects, supervised undergraduate and graduate action research projects, and generated his own peer-reviewed research in order to understand why opportunity gaps along the lines of race, class, gender, sexuality, and (dis)ability in K-16 educational institutions exist. Equally important, he believes scholars must be committed to critically examining what policies, practices, pedagogies, and social movements have the potential eliminate oppression in schools and other social contexts.
He was the former Chief Editor of Issues of Teacher Education from 2015-2018. He is currently Co-Editor of the International Journal of Critical Media Literacy and The SoJo Journal: Educational Foundations and Social Justice Education. His scholarship has received six American Educational Studies Association Critics’ Choice Awards.
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 also 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.
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.
Mei-Yan Lu is a Professor in the Educational Leadership Department. Dr. Lu is an internationally recognized author and keynote speaker. Her area of research and specializations include hybrid/blended learning, faculty/staff development, teacher training/support, program evaluation, service learning, design/develop e-learning for diverse audiences, and women administrators/leaders. She has more than one hundred publications and presentations in journals, books, and conferences. She has been invited to give keynote speeches, seminars, and workshops at major conferences, universities, and companies in the United States, China, Taiwan, Hong Kong, Macau, Singapore, Thailand, and Germany.
Dr. Lu has received numerous honors and recognitions such as the Millennium Leadership Initiative (MLI) Fellowship by the Association of State Colleges and Universities and the ACE/Sloan Post-Tenure Professional Renewal Faculty Fellow. She was invited by Yuan T. Lee, then President of Academia Sinica (Taiwan) and Nobel Laureate to give workshops to the Taiwan Education Reform Committee. She has been a Visiting Scholar at Stanford University, Silpakorn University and Chulalongkorn University (both in Thailand). She is also the Past President for the International Division of the Association for Educational Communication and Technology (AECT) and has served on numerous University committees at SJSU, including as chair. Dr. Lu is fluent in Mandarin Chinese, Taiwanese, and English.
Lyle Lustigman, Ph.D., is an Assistant Professor at San José State University in the Connie L. Lurie College of Education, Department of Communicative Disorders and Sciences. Her research and teaching focus on typical and atypical language development in children (toddlers, preschoolers, and school-aged). She leads research projects that investigate various domains of development, including conversation analysis, narrative abilities, the relations between language and gestures, and the development of morphological and syntactic structures in children’s speech across different languages, using both observational and experimental research methods. Her most recent projects investigate the role of adult-child conversational interaction in promoting children’s language development.
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. Dr. McConnell 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 also 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).
Ellen Middaugh is an Assistant Professor of Child and Adolescent Development in the Lurie College of Education at San José State University. She completed her Ph.D. from UC Berkeley in Human Development & Education in 2009 and her dissertation was titled "Adolescent Reasoning about Civic and Political Engagement." She previously served as Research Director for the Mills College Civic Engagement Research Group. Dr. Middaugh's 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. 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).
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.
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 and Multicultural Education.
Quintanar-Sarellana, R. (forthcoming). Bilingual Education: Strategy for Learning. In W. De La Torre; T. Montano; Quintanar-Sarellana, R. (Eds.), Inequality for None: Transforming Practices in Urban Education. Dubuque, IA. Kendall Hunt Publishing Company.
Projects that address English Learners:
- Language Acquisition Development Projects in Chile, Turkey, Canada, Mexico and China.
- Literacy Through Science Project and the SJSU Bilingual Project Collaboration. Co-founded a journal, Electronic Journal of Literacy Through Science and co-edited it for 10 years.
- Member of the PACT (Performance Assessment for California Teachers) that worked on developing the bilingual version of the PACT. This was a team of UC, CSU professors led by Stanford adapted the PACT rubrics and teaching event to include English Learners.
- Participation in the design and implementation of the Instructional Conversation Model (Center for Latino Achievement and Success in Education, University of Georgia, Athens).
Additionally, as a CFA Higher Education Representative, Dr. Quintanar-Sarellana was a Vice-Chair and member of the Statewide CTA State Council Language Acquisition Committee. This committee worked closely with legislators and other stake holders to help pass Proposition 58 and other legislation that addressed English Learners.
During her tenure she helped develop two Guides for the Implementation of Proposition 58. One of the guides focused on teachers and the second one focused on parents. These guides have been used widely by school districts and organizations like the California Association for Bilingual Education (CABE). In addition she was appointed by the CTA Board as a liaison to the CABE Board. She attended the CABE Board Meetings for 10 years and was a member of the Legislative Committee, meeting with stakeholders and helping to craft legislation that addressed the needs of English Learners and other underserved communities.
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, Dr. Slusser 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.
David A. Whitenack, Ph.D., Professor in the Teacher Education Department (TED) of the Lurie College of Education at San José State University (SJSU), is a graduate of the Language, Literacy, and Culture program of the Stanford University Graduate School of Education. He teaches a foundations and methods course focusing on emergent multilingual students, supervises pre-service teachers, and coordinates the graduate program in TED. Whitenack has published and presented in the areas of educating emergent multilingual students and related professional development, particularly in Professional Development Schools and other school-university partnerships. He has led professional development initiatives related to improving the teaching and learning of emergent multilingual students in local school districts and was Co-Principal Investigator of the U.S. Department of Education funded ELLISA Project, which focused on integrating English language and literacy development in CCSS / NGSS-aligned content-area curriculum and instruction. His subsequent work has built on the ELLISA practices through the Tier 1 Framework, a collaboration with SJSU Department of Special Education colleagues Andrea Golloher and Lisa Simpson focused on using an intersectional approach to prepare all classroom practitioners to develop the content knowledge and academic language of all students in the mainstream classroom. Whitenack and Simpson are currently Co-Directors and Co-Principal Investigators of SJSU Teacher Residency Partnerships (TRP), an expanding group of collaborative teacher preparation / professional development initiatives with local high-need school districts. The TRP recruits and develops diverse teachers, particularly targeting special education and bilingual education, and places them with mentors in year-long teacher residencies to create a teaching force that more closely mirrors local students, particularly in high-need schools and districts.
Michael Gallagher has been appointed Superintendent of the Sunnyvale School District, a pre-school through eighth-grade district serving 6600 students, effective July 1, 2020. He has served the public schools of Santa Clara County as a high school teacher and administrator, middle school principal, human resources administrator and, effective July 1, 2020, as Superintendent for more than 30 years.
Michael earned a Doctor of Education degree in Educational Leadership from San Francisco State University while focusing on describing and supporting effective teachers in high poverty schools. He earned masters degrees in Counseling Education and Educational Administration and a BA degree in English, all from Santa Clara University. He holds a single subjects English credential earned through his study at San José State University.
Dr. Gallagher regularly presents on the application of research in the areas of the social emotional dimensions of teaching and learning, supporting teaching effectiveness in high poverty schools, and interest based bargaining.
Carrie Holmberg, Ed.D., is an adjunct faculty member in the Teacher Education Department (TED) at San José State University where she has taught courses in learning environments, assessment, and English methods. After earning English and master’s of education degrees from Stanford University, Dr. Holmberg taught English, Intermediate English Language Development, journalism, and AVID at a Title I comprehensive high school in Silicon Valley for nearly a decade. She earned her National Board Certification in 2000 and renewed it in 2009 while mentoring new teachers at charter schools serving underprivileged students in San José. Dr. Holmberg’s interest in supporting teacher candidates and inservice teachers to help all their students achieve, particularly by means of developing teachers’ formative assessment practices, was met with interest and support by TED faculty. Several co-authored publications, including the book published by ASCD, Mastering Formative Assessment Moves: 7 High-Leverage Practices to Advance Student Learning, resulted from these collaborative efforts. Dr. Holmberg has served on the board of the California Educational Research Association and currently serves as an officer of the Classroom Assessment Special Interest Group of the American Educational Research Association. Dr. Holmberg earned her Ed.D. in Educational Leadership from San José State in 2017, while conducting pioneering research on teacher learning progressions in formative assessment with middle school mathematics teachers in multilingual, high needs contexts. Her scholarship has appeared in The Journal of Educational Measurement, The Handbook of Research in Middle Level Education, Mathematics Teaching in the Middle School, The English Journal, Educational Leadership, and Phi Delta Kappan.