Ravenswood Students to Get Priority Access to Menlo-Atherton High School
As a follow up on Avani Patel's article in the September edition of this newsletter about the assignment of Ravenswood students to high schools in the Sequoia HS district, we are happy to send along a link to an article about a decision of the board of the Sequoia High School District. The Board has decided to give priority to students from East Palo Alto to attend Menlo-Atherton High School. The full story can be found here
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"Good Learning": Effective Teaching Practices in a Suburban High School
By Tara Taupier
Dr. Tara Taupier describes how much a teacher cares, racial climate, and critical and culturally responsive pedagogy are extremely important predictors of success for students of color.
"Students of color succeed best in classrooms with teachers who care deeply about them and show such caring through holding high expectations for the students, spending time outside the confines of class time and engaging in conversations about the student's overall wellbeing. In non-academic spaces, it is essential that students of color feel safe, welcomed and a part of the school culture. For this to occur there must be a positive racial climate on the campus as well as counter-spaces in which students can express concerns and frustrations with others who experience similar situations"
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Dr. Tara Taupier is the Senior Director of Instructional Technology and Staff Development in the Tamalpais Union High School District in Larkspur, California. She develops and implements sustained professional development opportunities for teachers in her district. Dr. Taupier graduated from the SFSU Doctoral Program in May 2013
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The Three Commitments: Social Justice, Courage and Empathy
By Macheo Payne
Dr. Macheo Payne describes how black male students are punished more severely than white students for minor infractions. He explores the underlying reason for this, but focuses more on the solutions that teachers can implement into their classrooms.
"Instead of further documenting how and why disproportionality occurs, this study uncovered potential clues that point toward solutions to eliminate this problem. By identifying teachers with successful discipline practices and examining elements in those classrooms, I looked at discipline strategies that keep students in class and revealed common discipline practices that accomplished this effectively. The findings may serve to inform teachers who wish for more effective classroom management of black male students. By investigating effective classroom discipline practices with black male students, this can support the elimination out of class discipline referrals and disproportionality of suspension of black male students in classrooms and schools."
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Dr. Macheo Payne is the Senior Director for Lincoln Child Center, a mental health agency that serves children and youth in their schools and communities. He directs the training department as well as the Oakland Freedom Schools program. Dr. Payne is also
an adjunct professor at Cal State East Bay in the MSW program & the Sociology Department. Dr. Payne graduated from the SFSU Doctoral Program in May 2013
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News from Our Graduates and Students
Dr. David Wick, coordinator of the Study Abroad program at SFSU has taken a new position as Director of Study Abroad at Santa Clara University. Dr. Lorianne Ventura is now the Principal of Dwight D. Eisenhower Elementary School at Cupertino Union School District.
Both Dr. Ventura and Dr. Wick graduated from the EDD Program in 2011.
Dr. Laurie Scolari's article on student transitions from high school to community college, "You Can't Point Fingers at Data", is included in a new book from Harvard Education Press. It is called From Data to Action A Community Approach to Improving Youth Outcome
Edited by Milbrey McLaughlin and Rebecca A. London with a foreword by Thomas W. Payzant. You can order it directly from Harvard Education Press. Dr. Scolari also graduated in May of 2011.
Finally, a current second year student in our program, Eric Claravall, has had a paper accepted by the Connecticut Reading Association Journal (Fall 2013).
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