Katya Aguilar, PhD
Professor, Teacher Education
Dr. Aguilar’s research focuses on professional preparation and development among teacher candidates, in-service teachers, and faculty in effective practices for enhancing the educational opportunities of English learner (EL) students across secondary and post-secondary classroom settings. Specific threads her scholarly work in this area include exploring avenues for 1) supporting the academic language development of linguistically diverse future educators, 2) promoting equity through co-teaching and professional learning communities, and 3) challenging beliefs and assumptions held by educators about English learner students.
- Ph.D., Curriculum & Instruction, Kansas State University
- M.S., Secondary Education, Kansas State University
- B.A., Psychology, William Jewell College
- Karathanos-Aguilar, K. K., & Ervin-Kassab, L. E. (2020). Professional Growth Among Mentor Teachers in a Co-Teaching Model of Preservice Education. The CCTE SPAN 2020 Research Monograph, 34–41.
Drouin, S., Karathanos-Aguilar, K., & Lehmkuhl-Dakhwe, V. (2019). Affordances and Constraints: Pre-service science educators co-teaching in support of ELLs. Journal of Education and Culture Studies, 4 (1). Available at http://www.scholink.org/ojs/index.php/jecs/issue/view/305.
- Karathanos-Aguilar, K. & Sidnman-Taveau, R. (2016). Academic writing development and
self-efficacy: A model for linguistically diverse pre-service teachers, Issues in
Teacher Education, 25(2), 133-147.
- Sidman-Taveau R. & Karathanos-Aguilar, K. (2015). Academic Writing for Graduate-Level
English as a Second Language Students: Experiences in Education, CATESOL Journal,
27(1), 27-52. Feature Article.
- Karathanos, K. & Mena, D. (2014). Exploring the experiences of linguistically diverse College of Education student writers, Journal of University Teaching & Learning Practice, 11(3).
- Karathanos-Aguilar, K. (2020, April 19-20). Professional growth among mentor teachers in a co-teaching model of preservice education [Roundtable Discussion]. California Council on Teacher Education (CCTE) Policy Action Network (SPAN) Conference, San Jose, CA, United States. (Conference canceled)
- Karathanos-Aguilar, K., Kassab L., & Flora, T. (2017, Oct. 19-22). Fostering academic language development through a co-teaching/PLC model [Research presentation]. California Teachers of English to Speakers of Other Languages (CATESOL), Santa Clara, CA, United States.
- Karathanos-Aguilar, K. (2016, April 11). Academic writing development and self-efficacy: a model for linguistically diverse pre-service teachers [Poster presentation]. AANAPISI Showcase, San Jose State University, San Jose, CA, United States.
Noteworthy Grants and Awards
- Karathanos K. & Felton, M. (2012-2017). Principal Investigator, The Trio Project: Addressing Academic Language Development across the Teacher Continuum. U.S. Department of Education, Office of English Language Acquisition. National Professional Development Grant funded for $1,765,885.
Areas of Research Interest
- Academic language development
- Biliteracy teacher education
- English learners
- Linguistic diversity
- Teacher beliefs
Listen to Katya's playlist below and access all of the personality playlists on our Lurie College of Education Spotify account