STEM Researchers Summaries
GSE&IS PEOPLE INVOLVED IN STEM WORK
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Eva Baker (x61530) Distinguished Professor, Director for the Center for the Study of Evaluation, Director of the Center for Research on Evaluation, Standards, and Student Testing, Director of the Center for Advanced Technology in Schools, Education Department, Psychological Studies in Education Division Eva Baker's research focus is the integration of instruction and measurement, including design and empirical validation of principles for developing instructional systems, and new measures of complex human performance. She is presently involved in the design of technologically sophisticated testing and evaluation systems of assessment in large-scale environments for both military and civilian education. Professor Baker is involved in international, national, and state policy deliberations on assessment. She is the 2010 President of the World Educational Research Association and was President of the American Educational Research Association in 2007. She is a member of the National Academy of Education. Dr. Baker co-chaired the committee that produced Standards for Educational and Psychological Testing, published in 1999. She directs UCLA's Center for the Study of Evaluation (CSE), as well as the Center for Research on Evaluation, Standards, and Student Testing (CRESST), a project that is the Center for Advanced Technology in Schools (CATS). Areas of Expertise: Assessment, education policy and law, educational psychology, evaluation, media & technology, testing, accountability |
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Mitchell Chang (x50504) Professor, Education Department, Higher Education and Organizational Change Division, Student Affairs Program Mitchel Chang's research focuses on the educational efficacy of diversity-related initiatives on college campuses and the application of those best practices toward advancing student learning and democratizing institutions. Areas of Expertise: Achievement, affirmative action, comparative and international education, diversity, education policy and law, equity, ethnic issues, higher education, immigrants and immigration, multicultural education |
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Sylvia Hurtado (x59928) Professor, Director of the Higher Education Research Institute, Education Department, Higher Education and Organizational Change Division, Student Affairs Program Sylvia's research focuses on diverse college environments and their effect on diverse college students, teaching and learning, and higher education policy. Areas of Expertise: Education policy and law, higher education, multicultural education |
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Federica Raia (x65458) Assistant Professor in Residence, Urban Schooling Division Frederica aims to develop a theoretical framework for studying and analyzing: 1) How we come to understand complexity, and mechanisms underlying processes such self-organization, adaptation, emergence, 2) What role the concept of causality plays in the context of understanding complex system, and 3) Define indicators to help Earth Science faculty assess students' approach to complexity and understanding of Earth System Science.
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Linda Sax (x65875) Professor, Head of the Higher Education and Organizational Change Division, Education Department, Student Affairs Program, Education Studies Minor Program Linda's research focuses on the effect of gender differences in college student development, and more specifically on how institutional characteristics, peer and faculty environments, and forms of student involvement may differentially affect male and female college students. Areas of Expertise: Assessment, diversity, equity, gender issues, higher education, science education, research methods
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Noel Enyedy (x66271) Associate Professor, Education Department, Psychological Studies in Education Division, Learning Sciences at UCLA Program, CONNECT Enyedy's research investigates how people learn through interaction and conversations. He attempts to reconcile cognitive and sociocultural theories of teaching and learning in order to design better learning environments. His work is grounded in the disciplines of mathematics and science education, and it explores how to use technology to spark and support productive conversations in classrooms. The model of learning he is developing is driven by studies that examine: the ways in which material, representational tools (e.g., visual and computationally enhanced displays, symbol systems, etc.) shape the mathematical activity, reasoning, and learning of students; the ways individuals construct meaning around these tools and representations the ways that mathematical discourse and discourse communities shape the learning process. Areas of Expertise: Cognitive development, educational psychology, elementary education, learning, media & technology, science education, teaching |
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Megan Franke (x63511) Department of Education Chair, Education Department, Urban Schooling Division, Learning Sciences at UCLA Program, Principal Leadership Institute, Teacher Education Program, Office of the Dean Megan Franke's teaching supports teachers and principals to learn about the theories and practices of teaching and leadership in urban low performing schools. Her doctoral classes focus on diversity in mathematics education as well as understanding research methods as they answer questions of Urban Schooling. Areas of Expertise: Educational psychology, elementary education, learning, professional development, teaching, mathematics education |
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Kimberley Gomez (x50991) Associate Professor, Urban Schooling Division Gomez's research, design and analytic efforts are aimed towards (1) supporting students with low literacy skills and non-English background learners' access to (a) developmental mathematics and statistics; (b) middle and high school science curricula. Design activities involve analysis of mathematics and science curricular and assessment materials. Research explores instructional approaches to supporting underserved students' through language and literacy-infused mathematics and science teaching. (2) Teaching and learning through the use of digital technologies and Web 2.0 environments across learning ecologies (schooling, afterschool, community, and online). Special focus of research is on the affordances of tools to support literacy development, literacy production, and critical literacy. Her theoretical influences include situated, constuctivist, reading and writing to learn perspectives on teaching and learning. Use of discourse analytic framing (social semotic analyses) to describe and compare talk in classroom, afterschool and community programs, and online contexts.
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Louis Gomez (x50978) Professor, Urban Schooling Division Areas of Expertise: School improvement, organizational learning, application of computing and networking technology to teaching and learning, applied cognitive science, human-computer interaction, curriculum design
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Thomas Philip (x67560) Assistant Professor, Education Department, Urban Schooling Division, Learning Sciences at UCLA Program, TEP Areas of Expertise: Equity, multicultural education, science education, teaching
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William Sandoval (x45431) Associate Professor, Education Department, Head of Psychological Studies in Education Division, Learning Sciences at UCLA Program Sandoval is primarily interested in how children's ideas about knowledge and knowing influence and are influenced by their learning in school, particularly in science. He has had a long-standing interest in how computational technologies can support science learning, especially in supporting children's access to and analysis of scientific data. He is also interested in design-based research methods in education. Areas of Expertise: Educational psychology, learning, media & technology, science education, secondary education |
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Noreen Webb (x51897) Professor, Education Department, Social Research Methodology Division, Advanced Quantitative Methods in Education Research Program, Learning Sciences at UCLA Program Teaching interests include quantitative research methodology and statistics, measurement, and human abilities. Research interests include classroom processes related to learning outcomes, small-group problem solving, achievement testing in mathematics and science, aptitude-treatment interaction research and generalizability theory. Areas of Expertise: Educational psychology, teaching, research methods, statistics
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Kyndall Brown (x51112) Lecturer, UCLA Math Project Director at Center X In his current position, Brown trains and provides professional development programs for K-12 teachers of mathematics to improve the quality of mathematics instruction in low performing schools. Additionally, he hires and supervises mathematics instructional coaches who work with teachers in GSE&IS partnership schools and presents research findings at local, state, and national education conferences. He is director of Fremont Achievement in Mathematics for Excellence (FRAME), a grant sponsored by the California Post-Secondary Education Commission. The project aims to increase the academic achievement of students by helping improve teacher quality and ensuring that all teachers are highly qualified and effective. For the past five years, Brown has served as a Mathematics Education Consultant for the Connecting to Communities Coalition/Academic Centers of Excellence where he assists in developing a culturally based mathematics curriculum focused on Algebra 1 and trains secondary Algebra Institute instructors in the use of a culturally based algebra curriculum. He is interested in mathematics professional development in low-performing urban schools, as well as in how culture and identity impact the ways that African-American males learn mathematics. Areas of Expertise: Equity, Professional Development, Mathematics Education |
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Gabriela Cardenas (x51801) Demonstration Teacher, UCLA Lab School As a presenter in the Critical Thinking Institute (CTI), Gabriela is helping educators shape curriculum development through inquiry, particularly in the area of science. While working at PLN, Gabriela piloted the Cognitively Guided Instruction approach to mathematics with a class of over 98% English Language Learners (ELL's). Through CGI, she successfully supported ELL's in developing the mathematical language necessary to share their thinking strategies and understanding of the concepts being taught. She is currently working with Margaret Heritage as a co-presenter for an LAUSD Webinar on Formative Assessment titled, "Learning How to Learn," which focuses on her implementation of formative assessment in the area of mathematics. Gabriela has presented her use of formative assessment in the area of mathematics at the SIG Regional Conference titled, "Leading Successful School Turnarounds: Learning from Research and Practice." She has also collaborated with the Formative Assessment State Collaboration Council of Chief School State Offices in putting together a demonstration video of her classroom practice for national dissemination. Her interests involve inquiry using Science, Technology, Engineering, Art and Mathematics.
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Darlene Fish Doto (x51801) Demonstration Teacher, UCLA Lab School Darlene's praxis centers on children's mathematics and integrating technology in meaningful ways in the classroom. Darlene conducts on-campus and off-site professional development workshops in a variety of fields such as mathematics education, technology integration, and inquiry learning. Ms. Fish is a SMART Board Certified Trainer and provides professional development to teachers using interactive SMART Notebook software. Darlene also provides outreach to teachers all over Los Angeles in mathematics, specifically focusing on Cognitively Guided Instruction and has founded the CGI Institute at the UCLA Lab School. Ms. Fish also teaches and mentors undergraduates enrolled in Education 196C and the California Teach program, providing UCLA students with opportunities to learn about theory and practice in elementary classrooms. Additionally, she is currently collaborating with EPSON to conduct field tests on new interactive technologies. She has also been working with GSE&IS graduate students on a research project focused on children's dispositions toward mathematics. Ms. Fish is also a frequent presenter at the annual Computer Using Educators conference highlighting young children's use of technology as a sensemaking tool in literacy, mathematics, science and social studies.
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Lynn Kim John (x51109) Director of Science Programs at Center X, California Science Project Site Director Lynn Kim-John works with districts and schools in the Los Angeles basin to provide professional development opportunities for K-12 science educators by bringing together teacher leaders and university faculty to increase student achievement in STEM-related fields. John began her career as a student of the UCLA teacher education program and went on to teach high school science for the Los Angeles Unified School District. Prior to her current role, she served as the Director of Professional Services for Agile Mind, a partner of the Dana Center at the University of Texas in Austin to manage the implementation of a math and science program in high need schools and districts on the West Coast. Area of Expertise: Science education |
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Carolee Koehn (x67351) Center X, UCLA Mathematics Project Associate Director With regards to the UCLA Mathematics Project, Carolee has facilitated professional development workshops for K-12 mathematics teachers, coached teachers in our partnership schools and districts, and directed institutes held at UCLA. Carolee founded Math is More Than Numbers, a professional development institute that seeks to engage teachers in issues of equity within mathematics education. She earned a doctorate degree in the Diversity in Mathematics Education (DiME) program in Urban Schooling at UCLA and is a former high school mathematics teacher in Los Angeles Unified School District.
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Imelda Nava-Landeros (x62948) TEP Faculty Advisor, Education Department, Center X Imelda L. Nava is dedicated to urban science education. As a science educator in the Teacher Education Program, she works with pre-service and first-year teachers as they obtain their teaching credential and Masters of Education Degree. She has guided teachers through science pedagogy, action research, and teacher identity. In her science education research, she is particularly interested in science teachers' social justice dispositions, science discourse in the classroom and science teacher evaluation. Currently, as a part of the Urban Teacher Residency Program at UCLA (IMPACT), she is exploring science teacher effectiveness using multiple measures. Imelda L. Nava is a faculty advisor and lecturer with UCLA GSE&IS. Areas of Expertise: Science education, secondary education |
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Jaime Park (x63911) TEP Faculty Advisor, Education Department Jaime Park's areas of research interest include teaching and learning mathematics at the secondary level. Currently, Jaime leads the secondary math team in TEP's Urban Teacher Residency program called IMPACT (Inspiring Minds through a Professional Alliance of Community Teachers) in LAUSD Local District 4. She is part of the IMPACT research team that looks at multiple measures for quality teaching. Jaime Park holds a BS in Mathematics and Ph.D. in Education from UCLA. She earned her teaching credential from TEP. Prior to joining GSEIS, she taught high school mathematics. Areas of Expertise: Secondary education, mathematics education, teacher development |
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Merle Price (x69936) Lecturer, Principal Leadership Institute, UCLA Community School Merle Price joined GSE&IS at UCLA as a School Relations Liaison and adjunct faculty member after a 37-year career in the Los Angeles Unified School District. After teaching high school physics, chemistry, and biology for 18 years, he served as a school administrator including a position as principal of Palisades Charter High School. He was promoted to Deputy Superintendent for all K-12 instructional programs in LAUSD, including mathematics and science. He served as a National Fellow with the Institute for Learning, was a member of the leadership team for an NSF grant in four urban districts, System Wide Change for all Learners and Educators (SCALE), and the Quality Educator Development (QED) grant that supported teacher training at CSUDH and CSUN in mathematics and science. He consults for the Dana Center at the University of Texas at Austin regarding science and mathematics initiatives for underserved students, and for Agile Mind, which develops curriculum and online supports for middle and high school mathematics and science teachers and their students. He teaches in the Principal Leadership Institute at UCLA and supervises fieldwork students. Areas of Expertise: Administration, leadership, secondary education |
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Jody Priselac (x60023) Adjunct Professor, Center X Executive Director, TEP Jody Priselac's current research focuses on understanding how to bring about change in teacher practice in teaching mathematics in urban schools. Specifically, she is interested in examining what facilitates change, how change occurs, and the role of professional development in this change. She helps prepare secondary mathematics teachers for working in urban schools and works with students in developing and understanding the multicultural identity. Areas of Expertise: Professional development, secondary education, teaching, mathematics education |
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Anthony Quan (x 62542) Center X, TEP Faculty Advisor Anthony Quan works primarily in the areas of science and math as a part of the Teacher Education Program. He worked as a secondary teacher and district coach for 10 years with the Garvey School District before accepting a position as Assistant Manager of Teacher Programs with the Monterey Bay Aquarium. He later returned to Los Angeles as a District Math Coach with Pasadena Unified. He continues to assist the quality of our teacher professionals as a consultant for the Los Angeles County Office of Education and with the California Department of Education. He was awarded Los Angeles County Teacher of the Year in 2005. Areas of Expertise: Media & technology, professional development, science education, secondary education, math education, assessment practices |
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Arlene Russell (x57570) ACS Division of Chemical Education Chair, Department of Chemistry and Biochemistry Senior Lecturer, Project Director of Calibrated Peer Review Program Arlene Russell has been active in Chemical Education for over 30 years. She is the project director of the widely adopted Calibrated Peer ReviewTM program, which facilitates writing-to-learn in large science classes. She has been involved in national assessment activities for 25 years as chair of the California Chemistry Diagnostic Test committee, which develops and validates a national test for placement of students in entry-level college chemistry courses. She is director of the Lower Division Undergraduate Laboratory Program and teaches the range of general chemistry courses in this area. At the graduate level, she teaches technical writing and a seminar in Issues in Teaching in Higher Education for science and engineering graduate students and post-docs who are planning on academic careers. She is currently the immediate Past Chair of the Division of Chemical Education of the American Chemical Society and Faculty Director of the UCLA California Teach program. Her work in science education has been reported in 32 publications and recognized by awards from the New York Film and Television Association for excellence in science videotape production; the Smithsonian Institution for her educational innovation using technology, the Chemistry Manufacturing Association for her outstanding college chemistry teaching, and the UCLA Brian Copenhaver Award for Innovation for Teaching with Technology for the development and implementation of CPR. Areas of Expertise: Science education, secondary education |
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Jeff Share (x57494) TEP Faculty Advisor Jeff Share worked for ten years as a freelance photojournalist, documenting situations of poverty and social activism on three continents. In the 1990s, he moved from journalism to public education and taught bilingual primary school in the Los Angeles Unified School District for six years. In 2000, he took a sabbatical to teach in Mexico for a year and then returned to the U.S. to join the Center for Media Literacy, a non-profit organization where he worked as the Regional Coordinator for Training. Share earned his Ph.D. from GSE&IS at UCLA. After completing his doctorate, Share became a Faculty Advisor in the Teacher Education Program at UCLA. His current research focuses on theoretical frameworks and practical applications for teaching critical media literacy in inner-city classrooms. He authored Media Literacy is Elementary: Teaching Youth to Critically Read and Create Media (2009), published by Peter Lang Publishers. Areas of Expertise: Elementary education, language, critical media literacy, media & technology |
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William Bewley (x57995) CRESST Assistant Director of Technology Dr. Bewley works primarily in the area of educational technology, focusing on computer-based assessment, decision support, information visualization, and distance learning. Dr. Bewley's graduate work was in cognitive psychology and computer science, and he has many years of experience in management, software development, and advanced technology applications for education and training.
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Gregory Chung (x44392) CRESST Senior Researcher Greg Chung's current work at CRESST involves developing computer-based assessments to measure problem solving and content knowledge in military and engineering domains. He has experience in developing Web-based assessment tools for diagnostic and embedded assessment purposes using Bayesian networks, domain ontologies, and other advanced computational tools.
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Girlie Delacruz (x64354) CRESST Senior Researcher Girlie Delacruz has been working on a broad number of CRESST research projects since 2002. Her research interests involve investigating how to use various forms of technology including computers, video games, mobile devices, and sensor-based networks to understand and measure learning in both military and educational contexts. In the area of assessment, her research focuses on issues of validity, assessment design, and the use of advanced computational models to support formative assessment and adaptive training. Delacruz has published numerous articles in scholarly journals and has written book chapters on the topic of technology in education. Dr. Delacruz is currently conducting CRESST research on the design of inquiry-based assessments for computational thinking and video-games to facilitate young children's scientific reasoning and problem solving in physics. Areas of Expertise: Assessment design and validation, interactive learning environments, adaptive learning, knowledge representation, educational technology, pre K-12 education, military training |
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Margaret Heritage (x45680) CRESST Assistant Director Margaret Heritage's current work at CRESST focuses on data use for school improvement, including formative assessment, and on teacher evaluation. Prior to joining CRESST, she had many years experience in schools in the U.K and the U.S., including a period as a County Inspector of Education in the U.K., and as Principal of the University Elementary School, the lab school of UCLA GSE&IS. Heritage was also member of the faculty in the Department of Education at the University of Warwick, England, and, in the U.S., has taught courses in the Departments of Education at UCLA and at Stanford University. Her most recent publications include a co-authored paper that was published in Education Measurement: Issues and Practice discussing teachers use of formative assessment evidence (2009); a contribution on student self-assessment to a special issue of the National Middle School Association Journal (2009); a paper co-authored with W.J. Popham on professional development for formative assessment use, published by the Educational Testing Service (2008); and a co-authored a book with Alison Bailey, Formative Assessment for Literacy and Academic Language, published in 2008. Her latest book, Formative Assessment: Making It Happen in the Classroom (2010), was published by Corwin Press.
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Joan Herman (x63701) CRESST Director Joan Herman's research has explored the effects of testing on schools and the design of assessment systems to support school planning and instructional improvement. Her recent work focuses on the validity and utility of teachers' formative assessment practices and the assessment of deeper learning She also has wide experience as an evaluator of school reform. Dr. Herman is noted in bridging research and practice. Among her books are Turnaround Toolkit; and A practical Guide to Alternative Assessment, both of which have been popular resources for schools across the country. A former teacher and school board member, Dr. Herman also has published extensively in research journals and is a frequent speaker to policy audiences on evaluation and assessment topics. She is past president of the California Educational Research Association; has held a variety of leadership positions in the American Educational Research Association, National Organization of Research Centers, and Knowledge Alliance; and is a frequent contributor at the National Academy of Education. Dr. Herman is current editor of Educational Assessment, serves on the Joint Committee for the Revision of Standards for Educational and Psychological Testing, and chairs the Board of Education for Para Los Niños. Areas of Expertise: Evaluation, assessment, measurement, formative assessment, educational policy in assessment and accountability |
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Markus Iseli (x61723) CRESST Senior Researcher Dr. Markus Iseli's research focuses on the integration and application of artificial intelligence algorithms for technology-based learning and assessment systems. Prior to working at CRESST, he was a lecturer for digital speech processing at UCLA. He has 10 years of industrial expertise as a technology consultant and hardware and software engineer.
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Alan Koenig (x54124) CRESST Senior Research Associate Alan Koenig specializes in the application of innovative uses of technology for delivering and assessing instruction. His research focuses on the design and implementation of computer-based games and simulations designed for classroom and/or military training environments. Prior to joining CRESST, Alan spent 10 years working in the technology sector as both a software developer and mechanical design engineer.
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John Lee (x49155) CRESST Senior Researcher Dr. Lee's current research is related to technology-based assessments in a variety of Navy/Marine Corps contexts through funding from the Office of Naval Research (ONR). He is currently working on the development of a computer-based assessment tool for assessment of Tactical Action Officers (TAO) in a simulated CIC (Combat Information Center) aboard Navy ships called the Multi-Mission Team Trainer (MMTT). He is also working on a simulation-based re-certification assessment of marksmanship coaches' fault checking ability that delivers just-in-time, individualized instruction that utilizes Bayesian nets for diagnosis and remediation. He is also working on a third project – a game-based assessment project for the Navy related to assessment of complex skills (starting with damage control) using Bayesian nets for real time and after-action assessment of skills, including situation awareness, decision making and communication. He is also working on a project funded through DARPA/ONR called the DCAPS (Detection & Computational Analysis of Psychological Signals) project, which involves the processing of honest signals from many sources in relation to stress and depression with post deployment soldiers, including post-traumatic stress and traumatic brain injury. His research interests include data-informed decision-making, ontology creation and analysis, and simulation-based assessment. Areas of Expertise: Educational psychology, assessment, evaluation, software development, learning, media and technology |
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Jane Margolis (x44481) Senior Researcher, Education Department, Center X, Institute for Democracy, Education, & Access Jane Margolis studies the interaction of structural inequalities and belief systems that perpetuate segregation and denied access to learning, especially in STEM. Her research has consistently resulted in innovative program development and partnerships in response to research findings. She is the author of two award-winning books: Unlocking the Clubhouse: Women in Computing (MIT Press, 2002), which examines the gender gap in computer science at the college level; and Stuck in the Shallow End: Education Race, and Computing (MIT Press, 2008), which discusses the daily experiences of students and teachers in three Los Angeles public high schools. Stuck in the Shallow End received the 2008 Prose Award in the Education category from the Association of American Publishers. Margolis is the PI of the Into the Loop Alliance and Teachers are Key grants. She is also co-PI on the recently awarded NSF Math-Science Partnership grant Mobilize: Mobilizing for Innovation of Computer Science Teaching and Learning. These grants are all focused on democratizing computer science education and addressing the underrepresentation in the field. Areas of Expertise: Equity, gender issues |
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Christine Ong (x44404) CRESST Senior Researcher Ong's research examines approaches in assessing student learning and classroom quality, particularly within early childhood programs. She also has a strong interest in English Language Learners' academic language proficiency. Prior to her work at CRESST, Dr. Ong worked as a research analyst at First 5 LA and participated in the planning and dissemination of several large-scale evaluation studies, including the Los Angeles Universal Preschool Child Outcome Study (UPCOS) and the LA County Healthy Kids evaluation. She began her career in education as an early childhood teacher and museum educator.
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Ellen Osmundson (x61532) CRESST Senior Researcher Ellen Osmundson's research interests include science education, cognitive development, literacy, professional development, and program evaluation. She received her MA and Ph.D. in learning and instruction/psychological studies from the University of California, Los Angeles.
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Julia Phelan (x64998) CRESST Senior Research Associate Julia Phelan is currently working on a large-scale study of the effects of assessments of conceptual understanding on mathematics learning and performance at the middle school level. Previously, she worked on a project to integrate science education and assessment research in the construction of Web-based assessment tools for middle school science teachers. Her experience also includes curriculum and assessment development in math and science at the K-12 and college levels with a focus on developing materials based on deep understanding of big ideas across the curriculum. Other research interests include elementary math education, the development of mathematical concepts across grade levels, and social/emotional development in young children with developmental disorders. She was the recipient of the UCLA College of Letters and Sciences Certificate in Distinction in Teaching in 2001.
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Karen Hunter Quartz (x65241) Director of Research at Center X, Director of Research at UCLA Community School, Principal Leadership Institute Karen Hunter Quartz received her Ph.D. in Philosophical Foundations of Educational Policy and Practice from UCLA in 1994 and began conducting research on school reform at UCSD's Center for Research in Educational Equity, Assessment, and Teaching Excellence (CREATE). From 1999 to 2006, Quartz was the Assistant Director for Research at UCLA's Institute for Democracy, Education and Access (IDEA) where she directed the UCLA Longitudinal Study of Urban Educators and, in 2003, co-founded the Los Angeles Small Schools Center to support the development of new democratic small schools. In 2006, Quartz led the planning effort to establish the UCLA Community School as one of six small schools at the historic Robert F. Kennedy Community Schools complex in Pico Union/Koreatown. Dr. Quartz's research, teaching and writing focus on the creation of democratic small schools as well as the struggle to recruit and retain good urban teachers. In addition to several presentations and articles, Quartz co-authored Becoming Good American Schools: The Struggle for Civic Virtue in Education Reform (Jossey Bass, 2000), recipient of the 2001 American Educational Research Association's Outstanding Book Award, and Making a Difference: Career Pathways in Urban Education (Paradigm, 2010). Dr. Quartz also received the American Association of Colleges of Teacher Education's Outstanding Writing Award for her article, "Too angry to leave: Supporting New Teachers' Commitment to Transform Urban Schools." (Journal of Teacher Education, 2003) Areas of Expertise: New school development; small schools; community-based school reform; teacher effectiveness; urban teacher education; school choice; urban teacher retention and career development; data-driven inquiry and change; social foundations of education. |
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Roy Stripling (x49166) Assistant Director for Assessment at CRESST Dr. Stripling's areas of research interest include educational technology, focusing on computer-based assessment, decision support, information visualization, and distance learning. Dr. Stripling received his Ph.D. in Neuroscience from the University of Illinois, focusing on the molecular, electrophysiological, and behavioral correlates to learning and memory. Dr. Stripling then joined the Naval Research Laboratory, where he led efforts to assess the training effectiveness of virtual training environments and to leverage neuroscience technologies and advances in simulation technologies to improve training systems. Just prior to joining CRESST, he served as the program officer for Human Performance, Training, and Education (HPT&E) in the Office of Naval Research's Expeditionary Maneuver Warfare and Combating Terrorism department. As HPT&E program officer, he managed a broad portfolio of basic research through advanced technology development projects.
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Terry Vendlinski (x65086) CRESST Senior Researcher During the last five years, Vendlinski's research has concentrated on using computer technology to improve the accuracy of formative assessments of student understanding, and helping teachers develop pedagogical interventions that consistently demonstrate the ability to improve student learning. Dr. Vendlinski's experience includes more than fifteen years of teaching courses ranging from C++ and Java programming at the collegiate level; chemistry, math and computer programming at the secondary level; and eighth-grade algebra. He has authored papers on teaching math and science, using lag sequential analysis and artificial neural networks to help evaluate Web-based student problem-solving performances, and evaluating the validity of various assessments of student learning. Other publications detail his methodologies to integrate neural network analysis with Markov and Logistic models of student ability and learning, as well as an innovative text and software to integrate pre-algebra with world history. Recently, Dr. Vendlinski has assumed the role of developing professional development sessions to help middle school math teachers use formative test results to teach key mathematical concepts that promote student proficiency in introductory algebra.
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Jean-François Blanchette (x75137) Assistant Professor, Information Studies Department, Center for Information as Evidence Areas of Expertise: Media & technology, preservation, archives, information policy and law
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Christine Borgman (x56164) Professor, Presidential Chair in Information Studies Christine L. Borgman is the author of more than 200 publications in the fields of information studies, computer science, and communication. Both of her monographs, Scholarship in the Digital Age: Information, Infrastructure, and the Internet (MIT Press, 2007) and From Gutenberg to the Global Information Infrastructure: Access to Information in a Networked World (MIT Press, 2000), won the Best Information Science Book of the Year award from the American Society for Information Science and Technology (ASIS&T). She is a lead investigator at the Center for Embedded Networked Systems where she conducts data practices research. Current collaborations include Monitoring, Modeling, and Memory and the Data Conservancy – both funded by the National Science Foundation – and The Transformation of Knowledge, Culture, and Practice in Data-Driven Science: A Knowledge Infrastructures Perspective, funded by the Alfred P. Sloan Foundation. She is a member of the Board of Directors of the Electronic Privacy Information Center and a Fellow of the American Association for the Advancement of Science. In 2011, Professor Borgman received both the Paul Evan Peters Award from the Coalition for Networked Information, Association for Research Libraries, and EDUCAUSE; and the Research in Information Science Award from the American Association of Information Science and Technology. Areas of Expertise: Evaluation, information seeking behavior, internet culture, learning, library studies, media & technology, preservation, professional development, teaching, archives, information policy and law, research methods |
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Anne Gilliland (x58799) Information Studies, Moving Image Archive Studies, Director of the Center for Information as Evidence Anne Gilliland is interested in the following areas: design, evaluation and history of recordkeeping; cultural and community information systems; digital curation; metadata creation and management; community-based archiving; social justice and human rights issues as they relate to archives and records; the use of primary sources in K- 12 education; research design and methods; and archival education and pedagogy. Ongoing and prior funded research activities include the Building the Future of Archival Education and Research initiative (AER), Strategies for Archiving the Endangered Publications of French India (1800-1923), Pluralizing the Archival Paradigm in the Pacific Rim, Clever Recordkeeping Metadata, International Projects on Permanent Records in Electronic Systems (InterPARES) 1&2, and the Museums and the Online Archive of California Evaluation (MOACII) projects. Areas of Expertise: Comparative and international education, diversity, elementary education, history of education, media & technology, multicultural education, preservation, teaching, accountability, archives, information policy and law, research methods |
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Sandra Harding (x60492) Professor, Education Department, Social Sciences and Comparative Education Division Harding's teaching and research interests are in feminist and postcolonial theory, epistemology, research methodology and philosophy of science. Areas of Expertise: Gender issues, multicultural education, science education
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Douglas Kellner (x50977) Professor, Education Department, Social Sciences and Comparative Education Division Douglas Kellner is engaged in an ongoing exploration of the disciplines of cultural studies and the philosophy of education, examining the relationships among technology, education, and society. Utilizing print literacy as a focus for literacy skills, Kellner emphasizes the need for other basics in education, including media literacy and computer and information literacy, to better enable students to read and creatively interact with emergent technologies such as the Internet. He is the author of a comprehensive range of books on social theory, politics, history and culture. In 2009, he co-edited an anthology that examines core issues in media studies and popular culture, throwing light upon today's common culture and explaining its new forms and their effect upon our lives. KeyWorks, which Kellner co-edited, includes new articles and introductory material, providing a state-of-the-art reader on KeyWorks in media and cultural studies. In 2010, Kellner authored Cinema Wars: Hollywood Film and Politics in the Bush-Cheney Era (Wiley-Blackwell), a book that explores the intersection of cinema, politics, and U.S. culture through a critical analysis of films, television shows, and documentaries. He has just concluded Media Spectacle and Insurrection, 2011: From the Arab Uprisings to Occupy Everywhere!, which will be published in 2012. Kellner is also preparing Marxism and Revolution, Volume 6 of the Collected Papers of Herbert Marcuse for publication in 2012. Areas of Expertise: Aggression, abuse, violence, bullying; media & technology |
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Leah Lievrouw (x51840) Professor, Information Studies Department Lievrouw's research and teaching focus on the relationship between media and information technologies and social change. Her most recent book, Alternative and Activist New Media (Polity, 2011) explores the ways that artists and activists use new media technologies to challenge mainstream culture, politics and society. She is co-editor of the 4-volume Sage Benchmarks in Communication: New Media (2009), and of The Handbook of New Media (2006). Works in progress include Media and Meaning: Communication Technology and Society (Oxford University Press), and Foundations of Media and Communication Theory (Blackwell). From 2001 to 2005 she was co-editor of the journal New Media & Society. Dr. Lievrouw received a Ph.D. in communication theory and research in 1986 from the Annenberg School for Communication at USC. She also holds an MA in biomedical communications and instructional development from the University of Texas Southwestern Medical Center in Dallas, as well as a Bachelor of Journalism from the University of Texas at Austin. Previously, she has held faculty appointments in the Department of Communication at Rutgers University in New Brunswick, New Jersey and in the Telecommunication and Film Department at the University of Alabama. She has also been a visiting scholar at the University of Amsterdam's School of Communication Research in the Netherlands and a visiting professor at the ICT & Society Center at the University of Salzburg, Austria. She was the Sudikoff Fellow for Education and New Media at UCLA in 2006-07. Areas of Expertise: Information seeking behavior, internet culture, media & technology, information policy and law |
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Ramesh Srinivasan (x68320) Assistant Professor, Information Studies Department, Department of Design/Media Arts Ramesh Srinivasan's research focuses on the interaction between new media technologies and global cultures and communities. Srinivasan has traveled the world studying the ways in which information technology shapes global education, health, economics, politics, government, and society. His recent projects examine the importance of cultural differences in knowledge production and technology design, exploring the creativity of people from a variety of cultures in adapting technologies to best suit their individual needs. Srinivasan's current research explores how new media technologies impact political revolutions, economic development, poverty reduction, and the future of cultural heritage. He has worked with bloggers who participated in the recent overthrow of the authoritarian Kyrgyz regime studying the effectiveness of blogging in energizing and directing social movements; non-literate tribal populations in India studying how literacy emerges through uses of technology; and with traditional Native American communities studying how their understandings introduce new ways of looking at the Internet. Prior to joining GSE&IS, Srinivasan was a lecturer at UC San Diego and taught a variety of information systems and theory classes at Harvard and MIT. He holds a MA degree in design from Harvard University, a MS degree in Media Arts and Sciences from MIT (where he worked in the Media Lab), and a BS in Industrial Engineering from Stanford University. Areas of Expertise: Diversity, equity, ethnic issues, immigrants and immigration, information seeking behavior, internet culture, library studies, media & technology, preservation, archives, research methods |
