Faculty Scholarly Activities

 

 

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Common Standard 5
 

KSOE faculty research towards Positive Impact in California Schools

 

Alter, P. J., & Haydon, T. (2017). Characteristics of effective classroom rules: A review of the literature. Teacher Education, Special Education 40(2), 114-127.

 

Alter, P., Fitzgerald, M., & Spencer, T. (2018). Innovative collaboration between teacher education and a mission-driven liberal arts curriculum.  Presentation for the Association of Independent Liberal Arts Colleges for Teacher Education Conference, Baltimore, MD.

 

Anguiano, R. M. (Chair). (2018). Lifting family voices in the juvenile justice system and urban schools to promote healing. Symposium presented to the American Psychological Association Annual Convention, Division: 45. Society for the Psychological Study of Culture, Race, and Ethnicity, San Francisco, CA.

 

Anguiano, R. M. (2018). Language brokering among Latino youth: Moderating variables and youth outcomes. Journal of Youth and Adolescence, 47(1), 222-242. doi:10.1007/s10964-017-0744-y

 

Anguiano, R. M. (2016). Re-thinking parental involvement in urban schools: Popular education, community organizing, and social justice. Poster session presented at the American Psychological Association (APA) Annual Convention, Division 27: Society for Community Research and Action: Division of Community Psychology, Denver, Colorado.

 

Anguiano, R. M. (2016). The benefits of maintaining traditional cultural values for Latino youth who language broker. In B. Palmer (Chair), Being healthy in our own skins: Sometimes it’s healthier not to assimilate. Symposium conducted at the American Psychological Association Annual Convention, Division 45: Society for the Psychological Study of Culture, Race, and Ethnicity, Denver, Colorado.

 

Anguiano, R. M., & Martinez, C. (2017). Socially just family engagement in urban schools: Frameworks, resources, and examples. Presentation at the National Association of School Psychologists’ National Convention, San Antonio, TX.

 

Anguiano, R. M., & Martinez, C. (April, 2015). Tools for building parental involvement in inner-city schools: Restorative practices, popular education, and social justice. Northern California Conference for School Counselors. Presentation sponsored by H. B. McDaniel Foundation and the California Association of School Counselors, Stanford University, CA.

 

Anguiano, R. M., & Palmer, B. F. (Co-Chairs). (2017). Doing the work: Bringing marginalized cultures and communities to the center. Symposium presented at the American Psychological Association Annual Convention, Division: 45 Society for the Psychological Study of Culture, Race, and Ethnicity, Washington D.C.

 

Bridges, M., Cohen, S. R., Scott, L., Fuller, B., Anguiano, R., Mangual-Figueroa, A., & Livas-Dlott, A. (2015). Home activities of Mexican American children: Structuring early socialization and cognitive engagement. Cultural Diversity and Ethnic Minority Psychology, 21, 181-190.

 

Brunetti, G. (2015). Cal Council: A story of continuity and change. Issues in Teacher Education, 24:1, 61-74.

Brunetti, G., & Marston, S. H. (2018). A Trajectory of Teacher Development in Early and Mid-career. Teachers and Teaching: Theory and Practice, 24:8, 874-892.

Catelli, L. A., Johnson, P. B., Perry, S. M., Marino, J., Bausch, L. S., & Godek, P. (2015). A district and college collaborate to develop career ladders for educators: Features, impacts and research. Paper presented at American Education Research Association annual meeting, Chicago, IL.

Colin, E., Grant, M., Larson, L., Norman, K., Stang, K., & Spencer, T. (Lead Faculty Research Group Liaison) (2016). Better Together EdCamp: Faculty research team report. Better Together: California Teachers Summit, Santa Cruz, CA.

 

Cooper, J.T., Gage, N. A., Alter, P.J., LaPolla, S,. MacSuga-Gage, A., & Scott, T. M. (2018). Educators self-reported training, use and perceived effectiveness of evidence-based classroom management practices. Preventing School Failure, 62(1), 13-24.

 

Haydon, T., Musti-Rao, S., & Alter, P. J. (2017). Comparing choral responding and a choral responding plus mnemonic device during geography lessons for students with mild to moderate disabilities. Education and Treatment of Children, 40(1), 77-95.

doi:10.1353/etc.2017.0005

 

Lane, M. https://www.moniquelane.com/

 

Lee, C. H., & Soep, E. (2016). None But Ourselves Can Free Our Minds: Critical computational literacy as a pedagogy of resistance. Equity & Excellence in Education, 49(4), 480-492.

 

Lee, C. H. (2015, Jan. 29). Nurturing Conscious Digital Natives. [Blog post]. Huffington Post.

 

Marston, S., & Brunetti, G. ( 2017). A trajectory of K-8 teacher development in early and mid career. American Educational Research Associations, San Antonio, TX.

 

Martínez, D. C., & Montaño, E. (2016). Expanding what counts as language for Latina/o youth in an urban middle school setting. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC.

 

Martínez, D. C. & Montaño, E. (2016). Toward expanding what counts as language for Latina and Latino youth in an urban middle school classroom. Literacy Research: Theory, Method, and Practice. Doi 10.1177?2381336916661517  

 

Montaño, E., & Avila, A. (2018). Bilingual/Bicultural teachers: Existing and resisting in charter Schools. Paper presented in a symposium at the annual meeting of the American Educational Research Association, New York, NY.

 

Montaño, E. (2017). Becoming unionized in a charter school: Teachers and the promise of social justice. Paper presented at the annual meeting of the American Educational Research Association, San Antonio, TX.

 

Montaño, E., & Martínez, D. C. (2017). Leveraging youth culture data sets for teacher learning. Paper presented at the annual meeting of the American Educational Research Association, San Antonio, TX.

 

Montaño, E., & Martínez, D. C. (2015). Expanding what counts as language for Latina/o youth in an urban middle school setting. Paper presented at the annual meeting of the Literacy Research Association, San Diego, CA.  

 

Montaño, E. (2015). Becoming unionized in a charter school: Teacher experiences and the promise of choice. Equity and Excellence in Education.

Doi: 10.1080/10665684.2015.991220

 

Montaño, E. (2016). Charter school teachers and the consequences of unionization. In T .L. Affolter & J. K. Donner (Eds.) The Charter School Solution: Distinguishing Fact from Rhetoric (pp. 61-79). New York, NY: Routledge.

 

Moskal, M. K. (2016). Undergraduate volunteers support third grade

readers in an urban after school program: A look at curriculum within a partnership. Paper presented at the International Reading Association Annual Conference, Boston, MA.

 

Moskal, M. K. (2015). Exploring ways to support teacher writers as they

negotiate action research projects in their classrooms for a master’s degree. Paper presented at the International Reading Association Annual Conference, St. Louis, MO.

 

Orellana, M. F., Martinez, D. C., Martinez, R. A., Montaño, E., & Lee, C. H. (2015) Leveraging linguistic repertoires: Language brokering in school. Paper presented in a Presidential Session at the annual meeting of the American Educational Research Association, Chicago, IL.

 

Perez, K. (2016). More than 200+ proven strategies for teaching reading. Bloomington, IN: Solution Tree Press.

 

Perez, K.  (2016). Lesson mastery - NOT lesson mystery:  Strategies for success. Keynote presentation: Hawker-Brownlow Thinking and Learning Conference, Auckland, New Zealand.

Perez, K. (2016).  Dynamic differentiated instruction. Keynote presentation. International Educational Conference and Cultural Exchange, Rio de Janeiro, Brazil.

Perez, K. (2016). Choices and challenges:  Strategies for success. Keynote presentation. Hawker-Brownlow Thinking and Learning Conference, Sydney, Perth, Adelaide, Australia

Perez, K. (2015). Student engagement and motivation. Paper presented at the Latin-American Congress on Bilingualism, Armenia, Colombia

Perez, K. (2015). Brain-based teaching, thinking routines and differentiated instruction. Paper presented at the Hawker-Brownlow Institute on Thinking and Learning, Melbourne, Australia

Perez, K. (2015). Brain-based teaching for regional teachers. Presentation at the Educational Institute for Teachers, Grenfell, New South Wales, Australia.

Perez, K. (2015). Instructional adaptations for student success! Keynote presentation at the Academic Support and Collaboration for Success Conference, Doha, Qatar.

Perez, K. (2015).  Inclusive classrooms to meet diverse needs. Paper presented at the Council for Exceptional Children, Manitoba, Canada

Perry, S. M. (2016). Opportunity to learn for low-achieving students in eight countries. Paper presented at the Asia-Pacific Educational Research Association Conference (APERA 2016), Kaohsiung, Taiwan.

Perry, S. M.,  Sealy, K. M., & Smith, A. M. A. (2016). Lower secondary teacher job satisfaction and behavioral engagement: An International comparison.  Paper presented at the 2016 Asia-Pacific Educational Research Association Conference (APERA 2016), Kaohsiung, Taiwan.

Perry, S. M., Sealy, K. M., & Hawkins, R. J. (2016). Opportunity to learn and students from economically disadvantaged homes: Implications for school leaders through an examination of TALIS 2013. Paper presented at the XV International Business and Economy Conference, Stuttgart, Germany.

Perry, S. M., Catapano, M., &  Globogade, O. (2016). Teaching, academic achievement, and attitudes toward mathematics in the United States and Nigeria. Journal of Leadership and Instruction, 15(2), 5-12.

Perry, S. M., Sealy, K. M., Cohen, Y., DeNicola, T. C., & Ramírez-Pérez, H. X. (2015). Principals and student achievement: A comparative study of eight countries using TALIS 2013 and PISA 2012. Paper presented at World Educational Research Association Focal Meeting, Budapest, Hungary.

Perry, S. M., Sealy, K. M., Ramírez-Pérez, H. X., DeNicola, T. C., & Cohen, Y. (2015). Teacher practices, student socioeconomic status, and opportunity to learn: A cross-national examination of TALIS 2013. Paper presented at World Educational Research Association Focal Meeting, Budapest, Hungary.

Proehl, R., & Thomas, S. (2016). Phase two: A collaborative action research partnership between De Marillac Academy and Saint Mary’s College of California. Paper presented at the Action Research of the Americas Network Conference, Knoxville, TN.

Proehl, R. (2015). Can grit explain urban students’ success? Paper presented at the Action Research of the Americas Network Conference, Toronto, Ontario, Canada.

Proehl, R., Ayon, L., Braganza, D., & Sosa, G. (2017). De Marillac Academy: Perseverance, purpose, and promise. Journal of Catholic Education, 21(1). doi.org/10.15365/joce.2101062017

Proehl, R., Everett, S., & Starnes, H. (2015). Catalyst schools: Public charter schools and the Catholic ethos, Catholic education, 18(2), 125-158 .

Raygoza, M. C. (2016). Striving toward transformational resistance: Youth participatory action research in the mathematics classroom. Journal of Urban Mathematics Education, 9(2) 122-152.

Raygoza, M. C. (2016). Counting the experiences and beliefs of secondary teachers striving to teach mathematics for social justice in urban schools. Urban Education.  doi:10.1177/0042085916672289

Rodriguez, T. A., Fregeau, L. A., Moskal, M. K., & Leier, R. D. (2018). Employing cueing systems to decode text and negotiate text-meaning in a second language. Emerald Coast TESOL Review, 11(1), 41-50.

 

Rubel, L., Lim, V., Raygoza, M. C., & Hall-Wieckert, M. (2015). Critical pedagogy of place in mathematics: Texts, tools,and talk. Proceedings of the Eighth International Mathematics Education and Society Conference. Portland State University, Portland, Oregon, USA.

Soep, E., & Lee, C. (2016). “Coding for a Cause.” San Francisco Chronicle, 14 August 2016, E6.

 

Scott, T. M., & Alter, P .J. (2017). Examining the case for functional behavior assessment as an evidence-based practice for students with emotional and behavioral disorders in general education classrooms, Preventing School Failure, 61(1), 80-93.

doi 10.1080/1045988X.2016.1196645

 

Scott, T. M., Hirn, R. G., & Alter, P. J. (2014). Teacher instruction as a predictor for student on-task and disruptive behaviors. Preventing School Failure, 58, 193-200.

doi 10.1080/1045988X.2013.787588

 

Sealy, K. M., Perry, S. M., & Sealy, M. (2016). Relationships between school climate and leadership practices: An examination of TALIS 2013. Paper presented at the Asia-Pacific Educational Research Association Conference, Kaohsiung, Taiwan.

Sealy, K. M., Perry, S. M., & Denicola, T. C. (2016). Relationships and predictors of principal job satisfaction across multiple countries: A study using TALIS 2013 and  PISA 2012. Paper presented at the XV International Business and Economy Conference, Stuttgart, Germany.

Spencer, T. (2016). A moment or a movement? Examining the public discourse on early childhood education in K-3 classrooms. Perspectives and Provocations. Annual Journal of the Early Childhood Education Assembly for National Council of Teachers of English. Present at the 26th Conference on Reconceptualizing Early Childhood Research, Copenhagen, Denmark.

 

Spencer, T., & Falchi, L.  (2015). Challenging the discourses of readiness and accountability in early childhood literacy education. Symposium conducted at the 23rd Conference on Reconceptualizing Early Childhood Research, Dublin, Ireland.

 

Spencer, T., Martin, A.D., & Lee, E. (2015). Complicating what counts as a text for young children: Teaching multicultural literature in teacher education courses. Paper presented at the annual meeting of the 2015 American Educational Research Association, Chicago, IL.

 

Spencer, T.  (2015). Preparing teachers as literacy leaders in a hybrid classroom.  Bank Street Occasional Paper Series, (34).

 

Urick, A., Wilson, A., Paes de Carvalho, C., Oliveira, A. C., Perry, S. M., & Campelo Koslinski, M. (2015). Does school leadership influence opportunity to learn for 15 year olds in US and Brazil? Paper presented at American Education Research Association annual meeting, Chicago, IL.

Viola, M., Purcell. S., Campion, T. & Spencer, T. (2016). Becoming Social Justice Educators: The Ongoing Praxis of Teaching/Learning Justice. (Refereed) scholarly workshop presentation presented for the 16th Annual Teachers for Social Justice Conference, San Francisco, CA.