Faculty Research


Katya Aquilar

Katya Aguilar's research focuses on approaches for preparing teacher candidates, in-service teachers, and faculty in effective practices for enhancing the educational opportunities of linguistically diverse students across secondary and post-secondary classroom settings.


  • 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).

Allison Briceño

Allison Briceño studies how bilingual and biliterate students use all of their linguistic resources to understand text; she explores the literacy practices of emergent bilingual students and their teachers; and she researches bilingual teacher preparation.


Elaine Chin

Elaine Chin studies the work of educational leaders in institutions of higher education. She has also designed a web-based system that helps SJSU manage its budget and align resources with program curricula.

Brent Duckor

Brent Duckor works in the fields of educational measurement, testing and evaluation. His current research focuses on formative assessment and feedback to advance student learning in diverse K-12 settings. He is interested in the intersection between high leverage instuctional and assessment practices emphasizing teacher growth and development.


  • Duckor, B., & Holmberg, C. (June, 2017). Mastering formative assessment moves: 7 high-leverage practices to advance student learning. Alexandria, VA: ASCD.
  • Duckor, B., Draney, K., & Wilson, M. (2017). Assessing assessment literacy: An item response modeling approach for teacher educators. Pensamiento Educativo: Journal of Latin American Educational Research, 54(2), 1-25.
  • Duckor, B., Castellano, K. E., Telez, K., Wihardini, D., & Wilson, M. (2014). Examining the internal structure evidence for the performance assessment for California teachers: A validation study of the elementary literacy teaching event for tier I teacher licensure. Journal of Teacher Education, 65(5), 402-420.

Mark Felton

Mark Felton studies the impact of argumentative dialogue and other forms of classroom talk on students’ thinking and learning. Currently, his work focuses on teaching students to see collaborative, consensus-based argument as a way to develop a more complex, nuanced or accurate understanding of the world around them.


  • Villarroel, C., Felton, M. and Garcia-Mila, M. (2016). Arguing against confirmation bias: The effect of argumentative discourse goals on the use of disconfirming evidence in written argument. International Journal of Educational Research, 79, 167-179.
  • Felton, M., Garcia-Mila, M., Villarroel, C. and Gilabert, S. (2015). Arguing collaboratively: Argumentative discourse types and their potential for knowledge building. British Journal of Educational Psychology, 85, 372-386.
  • Felton, M., Crowell, A. and Liu, T. (2015). Arguing to agree: Mitigating the effects of my-side bias through consensus-seeking dialogue. Written Communication, 32(3), 317-331.


Lara Kassab

Lara Ervin-Kassab studies how educators learn with and from one another in complex contexts. She is interested in how educators negotiate their identities in response to policies, and how formal and informal professional development entities, including teacher preparation programs, are affordances or constraints to development. Her work focuses on how educators prepare, and prepare future educators, to meet the needs of culturally complex pre-K-12 students in a rapidly changing world.

Roxana Marachi

Roxana Marachi studies the implementation of policies and interventions designed to support social, emotional, and academic development. Her research interests include analyses of research-to-practice gaps in policy decisions and communications related to high-stakes testing, privatization, and the introduction of new technologies in teaching and learning.


  • Heilig, J.H. Marachi, R., & Cruz, D.E. (2016). Mismatched assumptions: Motivation, grit, and high-stakes testing. Educational Policies and Youth in the 21st Century (pp. 143-155). Charlotte: Information Age.
  • Dewey, C., & Marachi, R. (2015). National and State Level Approaches to Youth Suicide and Bullying Prevention. In D. Espelage & P. Goldblum (Eds.) The Challenge of Youth Suicide and Bullying. New York: Oxford University Press.
  • Marachi, R., Astor, R.A., & Benbenishty, R. (2013). Evidence-based violence prevention programs and best implementation practices. In C. Franklin, M. B. Harris & P. Allen- Meares (Eds). The School Services Sourcebook: A Guide for School-Based Professionals (Second Edition, pp. 453-472). New York: Oxford University Press.

Eduardo Muñoz-Muñoz

Eduardo Muñoz´s research explores the intersection of ideology, language and teacher preparation, with the aim of developing pedagogies that prepare and empower teachers to embrace linguistic diversity in the classrooms. His research philosophy is based on Critical Pedagogy and Critical Participant Action Research, as a means to renew our society in a bottom-up approach.


  • Briceño, Allison, Claudia Rodriguez-Mojica, and Eduardo Muñoz-Muñoz. "From English learner to Spanish learner: raciolinguistic beliefs that influence heritage Spanish speaking teacher candidates." Language and Education 32.3 (2018): 212-226
  • Muñoz-Muñoz, E., & Ada Ocampo (2016). A three-way partnership to bridge and connect institutional perspectives on ELL instruction. In Building and Maintaining Collaborative Communities: Schools, University, and Community Organizations. Information Age Publishing. Charlotte: NC

Luis Poza

Luis Poza studies language ideologies, the beliefs and attitudes people have about different languages and their speakers, are embodied in educational practice and policy.


  • Poza, L. E. (2018). The language of ciencia: translanguaging and learning in a bilingual science classroom. International Journal of Bilingual Education and Bilingualism, 21(1), 1-19.
  • Poza, L. (2017). Translanguaging: Definitions, implications, and further needs in burgeoning inquiry. Berkeley Review of Education. 6(2). 101-128. https://escholarship.org/uc/ucbgse_bre
  • Poza, L. (2016). Barreras: Language ideologies, academic language, and the marginalization of Latin@ English language learners. Whittier Law Review. 37(3). 401-421.

Rosalinda Quintanar

Rosalinda Quintanar-Sarellana’s research focuses on language acquisition and development in diverse settings. She frames her research within a critical pedagogy and social justice discourse.


  • Quintanar-Sarellana, R. (forthcoming -2019). 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.
  • Montaño, T. & Quintanar-Sarellana, R. (2012). Finding My Serpent Tongue: Do ESL Textbooks Tap the Linguistic and Cultural Capital of Our Long-Term English Language Learners? In Hickman, H. & Profilio, B. The New Politics of the Textbook: Problematizing the Portrayal of Marginalized Groups in Textbooks. The Netherlands: Sense Publishers.
  • Montano, T. & Quintanar-Sarellana, R. (2011). Undoing Ruby Payne and other Deficit Views of English Learners. In Ahlquist, R., Gorski, P, Montano, T. Assault on Kids: How Hyper-Accountability, Corporatization, Deficit Ideologies and Ruby Payne are DeStrong Our Schools. New York: Peter Lang.

Colette Rabin

Colette Rabin studies care ethics and its application across the disciplines, social and emotional learning, aesthetics, sustainability, 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.


  • Rabin, C. & Smith, G. (2017). Social Studies from a Care Ethics Perspective in an Elementary Classroom. Social Studies Research and Practice, 12, 3, 1-18.
  • Rabin, C. & Smith, G. (2016). “My lesson plan was perfect until I tried to teach”: Care ethics into practice in classroom management. Journal of Research in Childhood Education, 30, 4, 600-617.
  • Rabin, C. (2014). Don’t Throw the Rocks: Cultivating Care with a Pedagogy called Rocks-in-the-Basket. In Journal of Research in Childhood Education, 28, 145-161.


Grinell Smith

A unifying theme that runs throughout my teaching, scholarship, and service is an interrogation of the question, what is education for? Much of Smith's scholarship uses care ethics as a theoretical framework to reframe education so that it accommodates a broad view of children and their needs to build culturally, socially and economically sustainable sytems.


  • Smith, Grinell & Rabin, C. (2018). Get the Mexican: Attending to the Moral Work of Teaching in Fraught Times. Schools: Studies in Education, (15(1), 98-121.
  • Grinell, S., & Rabin, C. (2017). Caring Enough to Teach Science: Helping Pre-Service Teachers View Science Instruction as an Ethical Responsibility. Science & Education, 26(7-9), 813-839.
  • Rabin, C., & Smith, G. (2017). Social studies from a care ethics perspective in an elementary classroom. Social Studies Research and Practice, 12(3), 325-340.
  • Smith, G. (2017). Teaching in the Age of Humans: Helping Students Think about Climate Change. Schools: Studies in Education 14(1), 155-170.
  • Rabin, C., & Smith, G. (2016). “My Lesson Plan Was Perfect Until I Tried to Teach”: Care Ethics Into Practice in Classroom Management. Journal of Research in Childhood Education, 30(4), 600-617.
  • Grinell, S. & Rabin, C. (2013). Modern education: A tragedy of the commons. Journal of Curriculum Studies, 45(6), 748-767.
  • Rabin, C. & Smith, G. (2013). Teaching care ethics: conceptual understandings and stories for learning. Journal of Moral Education, 42(2), 164-176.

Patricia Swanson

Patricia Swanson’s research focuses on enhancing access to learning in academically and linguistically diverse classrooms. With a focus on mathematics, she explores strategies for addressing classroom status problems, the intersection of content and academic language development, and the incorporation of social and emotional learning skills pertinent to learning mathematics.


  • Swanson, P. (2015). Toy stories: Modeling rates. Teaching Children Mathematics. 22 (2), 76-83.
  • Swanson, P. E. (2013). Overcoming the run response. Mathematics Teaching in the Middle School. 19 (2), 94-99.
  • Swanson, P. E. (2010). The intersection of language and mathematics. Mathematics Teaching in the Middle School, 15 (9), 516-523.

Tammie Visintainer

Tammie Visintainer's research focuses on intersections of race, identity, and learning in science at the secondary and undergraduate levels. She seeks to create more expansive and equitable learning opportunities in science for students, especially those who have been historically marginalized in school. Central to this endeavor is exploring the types of instructional and pedagogical resources that build from students’ experiences and sense making practices, engage them in authentic science experiences, and empower them as learners and doers of science, and change agents in their communities.


  • **Visintainer, T. (revise/resubmit). “I think at first glance people would not expect me to be interested in science”: Exploring the racialized science experiences of high school students of color. Journal of Research in Science Teaching. **Visintainer, T. (2017). “Scientists do what we do”: Empowering youth of color as learners and doers of community-based scientific research. In D. Stroupe (Ed.), Reframing science teaching and learning: Students and educators co-developing science practices in and out of school. New York: Routledge. **Visintainer, T., & Linn, M.C. (2015). Sixth grade students’ progress in understanding the mechanisms of global climate change. Journal of Science Education and Technology, 24 (2): 287-310.

David Whitenack

David Whitenack’s research centers on meeting the educational needs of all learners—including emergent multilinguals, students with learning disabilities, and other marginalized students—in general education classrooms. Much of his work focuses on integrating students’ English language and literacy development and content learning across subject areas, such as mathematics, science, and social studies. Contexts for this inquiry include pre-service teacher education, professional development, leadership preparation, and school-university partnerships.


  • Whitenack, D. A., Golloher, A. N., & Burciaga, R. (in press, 2019). Intersectionally reculturing educational leader preparation and practice for all students. Educational Leadership and Administration: Teaching and Program Development Journal, 30. Golloher, A. N., Whitenack, D. A., Simpson, L. A., & Sacco, D. (in press, 2018). From the ground up: Providing support to emergent bilinguals to distinguish language difference from disability. Insights Into Learning Disabilities. Whitenack,D. A., & Swanson, P. E. (2013). The transformative potential of boundary spanners: a narrative inquiry into preservice teacher education and professional development in an NCLB-impacted context. Education Policy Analysis Archives, 21(57). http://epaa.asu.edu/ojs/article/view/1259