|
|
|
|
|
 New Leaders Newsletter Ed.D. Program in Educational Leadership
October, Vol 1:3Preparing California's Next
Generation of Educational Leaders |
|
|
|
|
|
|
We welcome your feedback and your
ideas for what should be covered in
this newsletter. Please send your thoughts to our newsletter editor,
Tonesha Russell {tmr@sfsu.edu}.
|
|
|
|
|
Spotlight: Packard Foundation Fellowships for CSU
 The David and Lucile Packard Foundation has generously funded a new Fellowship Program to support doctoral research by students in the CSU. The Fellowship will support students in designing research studies to answer questions about effective approaches for preparing leaders in after-school care. The Foundation will provide ten students with fellowships of $5,000 each to support research about the structure of after-school and early childhood programs, as well as preparation of leaders for this important segment of education. The Fellows can conduct Ed.D. dissertation studies that examine the design, implementation, and outcomes of the projects on children and staff.
To coordinate this initiative, the CSU System Office has named SFSU Professor and Ed.D. faculty member Dr. Barbara Henderson as Fellowship Coordinator for the CSU system. Dr. Robert Gabriner , Director of the SFSU Ed.D. Program will be working with Dr. Henderson on this project. For Ed.D. student Kelly Stuart, a recipient of the Packard Fellowship, the funding will help her analyze the training needed for leaders of afterschool programs, as well as knowledge and interest in science that afterschool programs can impart to young students. Stuart will survey and interview Program Leaders, as well as observe learning activities related to physical science topics such as air resistance and magnetism. In doing so, Stuart will gather knowledge about the role of afterschool programs in raising interest and engagement with science among low-income children.
Through the research of Stuart and others, the Fellowships funded by the Packard Foundation will enhance content of after-school programs, as well as examine career pathways, obstacles and policies for enhancing preparation for program leaders.
|
Ed.D. Faculty Publications
Below is part-two of a three-part series about the faculty of our doctoral program in educational leadership. The leadership program has forty faculty from six of the eight colleges within the University, serving as teachers, advisors, dissertation committee members and dissertation chairs.
|
|
|
|
|
 |
|
|
|
|
|
Jeff Duncan-Andrade
Publications
Duncan-Andrade, J. (2010). What a Coach Can Teach a Teacher: What Urban Schools Can Learn from a Successful Sports Program. New York: Peter Lang.
There is very little research and writing done by urban educators to document effective practices in urban schools. However, Duncan-Andrade has taught and researched effective teaching practices in U.S. urban schools for over 18 years to provide teachers and school leaders on the ground insights into effective program building and educational practices. Drawing from his on-going classroom experiences and a wide range of research into effective educational strategies, this offers a set of concrete strategies to teachers and educational leaders who are committed to fundamentally rethinking the business-as-usual approach which continues to fail many of our school children.
* * *
Duncan-Andrade, J. M. R. (2009). Note to Educators: Hope Required When Growing Roses in Concrete. Harvard Educational Review, 79 (2), 181-194.
What are the material conditions that effect urban youth before they even step foot in our classrooms? What does it mean to develop educational environments that are relevant and responsive to these conditions? How should these educational spaces define success for students and teachers?
This article focuses on developing educators that are better equipped to create educational environments that understand and respond to the social toxins that emerge from racism and poverty. The article closely examines the types of social toxins that young people face in the broader society and discusses the impact of these conditions on student identities. Inside of this framing, Duncan-Andrade draws from his 18 years as an urban educator to explore the concept of hope, as essential for nurturing urban youth. He first identifies three forms of "false hope"-hokey hope, mythical hope, and hope deferred-pervasive in and peddled by many urban schools. Discussion of these false hopes then gives way to Duncan-Andrade's conception of "critical hope," explained through the description of three necessary elements of educational practice that produce and sustain true hope. Through the voices of young people and their teachers, and the invocation of powerful metaphor and imagery, Duncan-Andrade proclaims critical hope's significance for an education that relieves undeserved suffering in communities.
|
|
Helen Hyun
 PublicationsHyun, H., Khoury, S., and Diaz, R. (in press, 2010). The Impact of Budget Cuts on CSU Faculty Productivity and Job Satisfaction. Civil Rights Project, UCLA.
This mixed methods study examines tenured/tenure-track faculty productivity and job satisfaction at a CSU campus between April 2009 and March 2010 as massive budget cuts were being implemented. * * * * * *
Fraenkel, J., Wallen, N., and Hyun, H. "How to design and evaluate research in education." 8th edition. McGraw-Hill, New York. In Press; Dec. 2010/Jan. 2011.
8th edition of one of the leading research methods textbook used in the U.S. and internationally.
|
|
Terry Gutkin
Publications Terry Gutkin, Guest Editor of Special Issue of the Journal of Educational and Psychological Consultation (JEPC). Routledge, scheduled to be published in 2011. A special issue of JEPC devoted to ecologically based services for children and adolescents, including 8-10 articles addressing a broad range of practice applications. Terry Gutkin. Ecological Psychology: Replacing the Medical Model Paradigm for School-Based Psychological and Psychoeducational Services. Routledge, scheduled to be published in 2011.
An article to be included in the special issue of JEPC, addressing the theoretical rationale for employing an ecological orientation when providing services for children.
|
|
Gerianne Merrigan
Publications
Merrigan, G. (w/C. Huston). (2009). Communication Research Methods. Oxford University Press.
Communication Research Methods introduces students to research-as-argument (i.e., claims-data-warrants), including surveys, experiments, content analysis, conversation & discourse analyses, ethnography, rhetorical and critical studies.
|
|
|
|
Josephine Arce
 Publications
Arce, J. (in press).Preparing Preservice Spanish, Bilingual Teachers to Develop a Vision for Transformative Education. In Ramírez, L. & Gallardo, O.M. Multicultural education in practice: Transforming communities one at a time. CA: California Association of Bilingual Educators. * * * * * *
Arce, J. & Padilla-Detwiller, E. (in press). Scaffolding Discussions to Develop Comprehension and Student Voices. In Fingon, J.C. & Ulanoff, S.H. (Eds.). Learning from Culturally and Linguistically Diverse Classrooms: Promoting Success for All Students. NY: Teachers College Press. * * * * * * Arce, J. (in press expected publishing fall 2010). Latina Professor Revitalizing Historical Memory: Resistance Politics and Transformation Within Teacher Education in the United States. Studying Teacher Education: Journal of Self-Study of Teacher Education Practice. * * * * * * Arce, J. (2009). Cultural Knowledge: A Foundation for Educational Aspirations. Critical Issues in Mexican-American/Chicano/Latino Parent Engagement in K-12 Schools. Association of Mexican American Educators Journal. (Special Theme). 51.
|
|
Ali Borijan
 Publications Ali Borjian and Amado M. Padilla. The Urban Review- Springer Publications. (2009). Voices from Mexico: How American Teachers can Meet the Needs of Mexican Immigrant Students
Eighteen Mexican teachers of English were asked about the teaching of English to immigrants. Teachers offered linguistic and culturally responsive suggestions for improving the academic performance of students. Keywords Immigrant students - Teacher education - English language learning Available Link: http://www.springerlink.com/content/e3716512727479wx/
|
|
Robert Gabriner
Publications
Gabriner, R. et al. (2010, March). Student Success in Community Colleges: A Practical Guide to Developmental Education
San Francisco: Jossey-Bass. The guide provides practitioners uses over 200 studies of community college basic skills programs and courses to delineate effective practices in community college in five key areas: Organizational and Administrative Practices; Programs; Instruction; Student Support Services and Strategies; Professional Learning and Development. The guide also includes tools for institutional self-assessment and analyzing the costs and potential downstream revenues for innovations to basic skills programs. |
|
Stephanie Sisk-Hilton
Publications Stephanie Sisk-Hilton. (2009). Teaching and Learning In Public: Professional Development Through Shared Inquiry. Teachers College Press, New York, NY.
This book examines the evolution of a shared inquiry model of professional development in an urban school. It analyzes the impact of the model on teachers' beliefs about student learning and pedagogical practices to support inquiry learning in children. * * * * * *
Metz, K., Sisk-Hilton, S., Berson, E., and Li, U. (2010) Scaffolding Children's Understanding of the Fit Between Organisms and their Environment In the Context of the Practices of Science. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines: Proceedings of the International Conference of the Learning Sciences (ICLS). International Society of the Learning Sciences: Chicago, IL. July, 2010. This research project applies the learning progression perspective to the teaching of the conceptual underpinnings of evolution for 2nd and 3rd graders. We frame the progression from the epistemic perspective that understanding a scientific idea encompasses using that idea, in prediction, interpretation and explanation of the natural world. The progression foregrounds the question of the fit between organisms and their environment. This paper reports on the first step of the project, our teaching of the curriculum in an urban summer school and the analysis thereof. We analyze students' reasoning during prototype instructional activities and in comparison of pre- and post-interviews. We have had success scaffolding children's understanding of differential survival advantage of different traits. While we have existence proofs of children coming to understand the impact of this differential on changing distributions across generations, this next step of understanding appears to be much more difficult. |
|
|
|
|
Spotlight: Watson to Present Dissertation Findings at AERA 2011
 William Watson, Ed.D. (2010 program graduate) submitted a paper proposal, "Latino Educational Attainment in College: Impact of Social Capital," for consideration for the 2011 American Education Research Association (AERA) Annual Meeting. That proposal has been accepted from among the 11,000 proposals submitted. Selected by reviewers serving Division J - Postsecondary Education/Section 2: College Student Access, Success, and Outcomes, the presentation is slated for a Roundtable Session session titled, "Latino/a Student Success in College". The AERA program schedule will be available in late January.Dr. Watson's paper represents a summary of his dissertation research. His study examined the role of social capital in the Puente Program at a community college known for a preponderance of learning communities supporting greater than expected transfer rates for Latino students. A social capital survey was administered to Puente students, Non Puente Hispanics, and Non Puente Non Hispanic students in several sections of an English course at the beginning and end of the semester. Key findings from the study include the following: (a) Puente students reported more social capital than comparison groups at both pre and post administrations; (b) Puente students did not differ initially from comparison groups on measures of hope; (c) Puente students accessed institutional agents at a rate five times greater than their peers when getting into college; (d) Once in college, Puente students reported utilization of institutional agents at rates ten times greater than their peers. Moreover, the role of institutional agents as bridges to social capital appears to be an important factor in the successful outcomes of the Puente Program learning community.Dr. Watson credits an "outstanding dissertation committee for a rich and rewarding research experience." The members of the committee included Ed.D. faculty Dr. Helen Hyun, Chair, and Dr. Patricia Irvine. In addition to SFSU faculty, Dr. Robert Johnstone, Vice President of Research and Planning Group, California Community Colleges, and Dean of Planning Research and Institutional Effectiveness at Skyline College also served on the committee.Dr. Watson will be working with Dr. Hyun and Dr. Johnstone in the coming months to prepare papers for publication that feature aspects of the findings from his dissertation study.
|
 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
