- Ph.D., University of Chicago, Educational Psychology, 1994
Teaching & Research Interests
Her learning sciences research, design and analytic efforts are aimed towards (1) improving access to disciplinary learning, particularly for middle school, secondary, and community college students in mathematics and science classrooms; (2) supporting improved classroom contexts, pedagogy, curricula, and assessments for through language and literacy-infused mathematics and science design; (3) engaging in developmental evaluation research in school reform efforts, afterschool programs, and career technical education settings. Her design-based research also has a strong emphasis on collaborative curricular design and support for classroom implementation with instructors in grade 6-Community College.
A second research strand involves new media literacy studies of learning through the use of digital technologies and social networking environments across learning ecologies (schooling, YPAR, afterschool, and online). A special focus of this research is on the affordances of tools to support literacy development, literacy production, and critical literacy. Her theoretical influences include improvement science, situated cognition, constuctivist, intersectionality, and critical perspectives. She uses discourse analytic framing (social semiotic analyses) to describe and compare talk in classroom, afterschool and community programs, and online contexts.
Honors & Awards
2016, Osher Fellowship, The Exploratorium
2014-15, Fellowship of the Sudikoff Family Institute for Education & New Media
2013-14, Harold A. and Lois Haytin Faculty Award, Graduate School of Education & Information Studies, UCLA
Barron, B., Gomez, K., Pinkard, N., & Martin, C. (2014). The Digital Youth Network: Cultivating New Media Citizenship in Urban Communities. Cambridge: MIT Press.
Bruna, K., & Gomez, K. (Eds.) (2008). The work of language in multicultural classrooms: Talking science, writing science. Mahwah, NJ: Lawrence Erlbaum (now Routledge, Taylor Francis Group).
Closing the Digital Divide. http://www.huffingtonpost.com/kim-gomez/closing-the-digital-divide_b_6701446.html.
Gomez, K., (2013). Improving access of opportunity in STEM. Invited essay. Center for International Relations. International Affairs Online Forum.
Refereed and Invited Journal Articles/Book Chapters
Gomez, K., Bernstein, D., Zywica, J., Hamner, E., Lee, U-S., and Cunningham, J. (in press). Robotics Community Experiences: Leveraging Informal Design and Learning Experiences to Motivate Urban Youth in STEM. Chapter 29. In Habib, M. (Ed). Handbook on Research in Robotics and Mechatronics. Hershey, PA: IGI Global Publishers.
Zywica, J., Gomez, K., Matsumura, L. (in press). Creating new figured worlds through media literacy: Developing identity in a Language Arts classroom. International Journal of Learning and Media.
Gomez, K. & Lee, U-S. (2015) Situated cognition and learning environments: implications for teachers on- and offline in the new digital media age, Interactive Learning Environments, 23:5, 634-652
Gomez, K., Gomez, L., Rodela, K., Horton, E., Cunningham, J., & Ambrocio, R. (November, 2015). Embedding language support in developmental mathematics lessons: Exploring the value of design as professional development for community college mathematics instructors. Journal of Teacher Education, Special Issue on Improvement in Education.
Wardrip, P., Gomez, L., & Gomez, K. (2015). We modify each other’s lessons: the role of literacy work circles in developing professional community, Teacher Development: An International Journal of Teachers’ Professional Development.
Gomez, K., Mancevice, N., Lee, U-S., & Cunningham, J. (2014). Talk as a Window into Collaborative Lesson Design: Designing a Common Rubric in an Elementary School Work Circle. Proceedings of the International Conference of the Learning Sciences, Boulder, Colorado. p. 1671
Gomez, K., Kwon, S., Gomez, L, & Sherer, J. (2014). Supporting reading to learn in science: The application of summarization technology in multicultural urban high school classrooms. Chapter 7. In R. Bloymeyer, T. Ganesh, & H. Waxman (Eds.), Research on Technology in Multicultural Settings. Charlotte, NC: Information Age Publications.
Gomez, K., Rodela, K., Lozano, M., & Mancevice, N. (September, 2013). Designing embedded language and literacy supports for developmental mathematics teaching and learning. In MathAMATYC Educator.
Gomez, K., Bernstein, D., & Zywica, J., & Hamner, E. (2012). Urban children and design: Exploring two informal learning structures for learning robotics. Robots in K-12 education: A new technology for learning. (Eds.) Barker, B., Nugent,G., Grandgenett, N.& Adamchuk, V.I. Hershey, PA: IGI Global Publications.
Lawless, K.A., Goldman, S.R., Gomez, K., Manning, F., and Braasch, J.L. (2012). Assessing Multiple Source Comprehension Through Evidence Centered Design. In J.S. Sabatini, E. Albro, and T. O’Reilly (Eds.), Reaching an Understanding: Innovations in How We View Reading Assessment (pp 3-17). Lanham, MD: Rowman and Littlefield Education.
Celedon-Pattichis, S. & Gomez, K. (2010) Transforming pre-service teachers’ knowledge for mathematics and science teaching. In E. Riojas Clark, B. Bustos Flores, R. Hernandez Sheets (Eds.). Teacher Preparation for Bilingual Student Populations: Educar para transformar. Routledge, Taylor Francis Group.
Gomez, K., Gomez, L., Cooper, B., Lozano, M., & Mancevice, N. (under review). Redressing Science Learning Through Supporting Language: The Biology Credit Recovery Course.