Education
connected university of california , berkeley
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graduate school of
GROUNDBREAKER
SPRING 2011
Seeds of Science/Roots of Reading Sprout Literacy Together
From the Dean I am pleased to be writing my first column for Connected as the new Dean of the Graduate School of Education at UC Berkeley. Looking through these pages I am struck by the power of our global education community. We have GSE students in Brazil and Ethiopia, alumni in Iran and Norway and distinguished faculty, award-winning teachers and innovative programs making a difference around the world. I hope you take pride, as I do, that these achievements circle back here to the School of Education with our internationally renowned faculty and engaging offerings. Anne Hamersky
While the current financial climate has challenged all of us, it has also inspired us to seek creative ways to pursue our critical mission. As you will read inside, our Developmental Teacher Education program (DTE) has been reorganized and has admitted a new cohort of students for the 2011 academic year following a one-year hiatus in admissions. The Masters and Credential in Science and Mathematics Education (MACSME) program was rescued from budget cuts. And we continue to find new ways to do more with less. I invite you to join us as we chart our course for the future, and urge you to consider a gift to support our talented and committed GSE students. There has never been a more important time to invest in future educators and the kinds of accomplishments that shine on the following pages. Your interest and support enhances our ability to prepare the next generation of education scholars, recruit and educate the best possible teachers and leaders for our schools, and pursue a high quality education for all children.
Judith Warren Little Dean and Carol Liu Professor of Education Policy jwlittle@berkeley.edu
DEAN
GSE ADVISORY BOARD
Judith Warren Little
Al Adams Stacey Bell Mary Catherine Birgeneau Mary Jane Brockmeyer Jerry Corazza Pat Cross Pauline Facciano Lily Wong Fillmore Ned Flanders Chad Graff Miranda Heller, Chair
ASSOCIATE DEAN FOR ACADEMIC AFFAIRS
Frank C. Worrell INTERIM DIRECTOR FOR PROFESSIONAL PROGRAMS
Richard Sterling HEAD GRADUATE ADVISER
Sarah W. Freedman ASSISTANT DEAN FOR ADMINISTRATION
Lisa Kala
Gary Hoachlander Lucinda Lee Katz Judith Warren Little Carol Liu Kerri Lubin Philip Lum Joyce Ng Alceste T. Pappas Brian Rogers Anthony M. Smith Carolyn Sparks
Richard Sterling Mary Ellen Vogt Lynn Wendell Vic Willits Mike Wood Heather McCracken Wu
COVERS Front: Jacqueline Barber and David Pearson, principal investigators for the Seeds of Science/Roots of Reading program, discuss the role of argumentation in science. Photo: Peg Skorpinski
Back: Oakland students at Glenview Elementary test light tubes to gather evidence about how light travels. Photo: Steve Dunphy
connect ed
Second-grade students at Oxford School in Berkeley discuss how a Seeds/Roots book relates to the hands-on science investigation. Photo: Steve Dunphy
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SPRI N G 2011 • Vo lum e 5
Features 12 Line Mine
Numbers Project Digs Deep and Points to Success
Connected is published annually by the University of California, Berkeley, Graduate School of Education for alumni and friends.
B Y S T E V E N COHEN
Editor/Writer: Steven Cohen
14 Groundbreaker
Graphic Design: Nina Zurier
Seeds of Science/Roots of Reading Sprout Literacy Together B Y S T E V E N COHEN
Departments 2 School News
10 Students
Contributing Writer: Christopher Haugh Alumni Council: Paula Argentieri, Diana Arya, J.R. Atwood, Christine Cziko, Emmy Fearn, Andrew Galpern, Maryl Gearhart, Huriya Jabbar, Susan Roberta Katz, Pamela Lichtenwalner, Terry Maul, Jeremy Nevis, Sophia Rabe-Hesketh, Heather McCracken Wu, Daphannie Stephens, Leo White
First Period
Spotlight: Danfeng Soto-Vigil Koon
Contributing Photographers: Steven Cohen, Steve Dunphy, Anne Hamersky, Peg Skorpinski, Bijan Yashar
DTE Reopens
State of Education Gets Airing
Printer: Perry Granger Print Management
Grading the Teachers Forum Measures Value-Added Methods
Lewis Sisters
6 Faculty Spotlight: Claire Kramsch Book These Titles Amen To Ammon Math Equals New Faces: Rebecca Cheung Bridging Divisions BEAR Feats Equitable Science
Honors
20 Alumni Spotlight: Jeff Duncan-Andrade Class Notes Distinguished Alumni Award
24 Friends Spotlight: Pat Cross Donors
connected University of California Graduate School of Education 1501 Tolman Hall Berkeley, CA 94720-1670 Phone: 510/643-9784 E-mail: ext_rel@berkeley.edu Fax: 510/643-2006 Web: gse.berkeley.edu To subscribe to gsE-news and receive Connected and the gsE-bulletin by e-mail, please visit gse.berkeley.edu/ admin/communications/subscribe.html Š2011 by the Regents of the University of California. All rights reserved.
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CO NN ECT E D ETH IO PIAN ED ITIO N
cations technology, and was inspired by a GSE course Atwood took from Erin MurphyJason Atwood, a doctoral student in HuGraham on international education. man Development and Education, spent this “Ideas must be animated with action past summer in Ethiopia where he built a to move the world,” says Atwood. “This is solar-powered computer learning center for among the hallmark lessons I have learned 750 K–8 students in the town of Kaliti. as a graduate student at Berkeley. We have The project, called Ethiopia ConnectED, an obligation, I think, to contribute to a grew from Atwood’s research on construcgreater and common good — to actualize tivist learning and information communiour classroom daydreams.”
Atwood described the trip and his discoveries at TEDxBerkeley in February at Zellerbach Hall. The TEDx event showcased leading Bay Area visionaries and storytellers who spoke to the theme of “Engaging the World: ideas and solutions that will positively impact global communities through innovative technologies, fresh thinking and new ideas.”
Sally Ride, the first woman and the youngest American to fly to space, rode into Assistant Professor Dor Abramson’s Cal Teach class in early February to speak to future teachers on their role in society. The former astronaut would certainly like them to have a larger role in classrooms. The founder of Sally Ride Science, a science education company to bring more children—girls, especially—into the fold, said it’s essential to have teachers with a deep understanding of the material. She praised the Cal Teach program and students in Abramson’s course, “Knowing and Learning in Mathematics and Science.” Ride said she hoped Americans would embrace science as they did when she was growing up in the 1960s during the Space Race with the Soviet Union. “When I was growing up... it was really cool to be a scientist or engineer,” she said. “We need to make science cool again.” 2
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Steven Cohen
RI D E SALLY RI D E
CAL PREP GR ADUATES FI RST CL ASS
ATD P TO TH E RESCU E A recent New York Times article (“Gifted Programs Go on Block as Schools Must Do With Less,” Feb. 19, 2011) addressed the disappearance of much needed educational support for academically talented students in public schools. In that article, GSE Professor Professor Frank C. Worrell, faculty director of the Academic Talent Development Program (ATDP), said that investing in gifted-education programs is one of the surest ways to recreate the “Sputnik moment” that President Obama called for in his January State of the Union speech. “We have focused on bringing up the bottom,” Worrell told the Times, “but we have failed to recognize that by ignoring the top, we are creating another problem. We are not sparking the creativity of those who have the most potential to make outstanding contributions, ranging from iPads to Post-it notes.” While state money for Gifted and Talented Education (GATE) is at risk, the need for talent development for students at all income levels continues to rise, and it is clearly evident in ATDP’s 2011 applicant pool. Nearly all of the program’s more than 70 courses have a waiting list, and many applications come with letters from students pleading to get in.
ALL A’S AT AER A
Steven Cohen
All 17 high school seniors from California College Preparatory Academy (CAL Prep) are headed to four-year colleges, while 70 percent of the parents of all CAL Prep students did not graduate from college. To date, CAL Prep students have received a total of 67 college acceptances, including admissions to UC Berkeley and most University of California and California State University campuses, as well as schools such as Notre Dame De Namur, Dillard, University of Idaho, Arizona State, Mills College, Morehouse College, Fisk, Dominican and University of San Francisco. Many of these schools have offered generous scholarships to CAL Prep students. A key feature of CAL Prep has been its learning culture — one that is shared by all partners according to UC Berkeley community psychologist Rhona Weinstein, who, along with GSE Professor Frank C. Worrell, have served as CAL Prep’s co-director for Research and Development. Weinstein writes in a recent report that “the key underpinning of that culture is that through collaborative work — work that draws upon teacher, student and parent perspectives, evaluation and research studies — the school’s organizational capacity is continually improved.” The public charter school, co-designed by UC Berkeley and Aspire Public Schools, will graduate its first senior class on June 12 at 2 p.m. at UC Berkeley’s Pauley Ballroom.
Cynthia Coburn returns to the podium in 2011.
The good times will roll for the Graduate School of Education at the American Education Research Association (AERA) annual conference in New Orleans this month as several GSE faculty, alumni and students have earned AERA awards. Cynthia Coburn, Early Career Award Elfrieda Hiebert, New Fellows for Outstanding Education Research Accomplishments JuliAnna Avila, AERA Writing and Literacies SIG Excellence in Early Scholarship Award Dafney Dabach, Bilingual Education SIG Dissertation Award Linda Platas, Early Education and Child Development SIG Outstanding Dissertation Award In addition, professors Frank C. Worrell and Zeus Leonardo were named new editors of the AERA Journal Review of Educational Research; and Leonardo, Coburn, David Pearson, Alan Schoenfeld, Janelle Scott and Sarah Woulfin will be making presidential session presentations. Far from New Orleans, Mariana Levin, two other UC Berkeley EMST/SESAME graduates, Orit Parnafes and Nathaniel Brown, and Professor Andrea diSessa received a grant through AERA to host a research conference in Marin County this June. And lest we forget that GSE was also a mile high in Denver last May at the 2010 AERA Conference when presented its highest presidential honor, the Distinguished Contributions to Research in Education Award, to Pearson; while longtime GSE Professor Geoffrey Saxe was honored for Significant Contributions to Educational Research.
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DTE Reopens with New Model GR ATITU D E Hundreds of DTE graduates have carried the program into classrooms. Here is a brief sampling of their gratitude about program co-founder/ director Paul Ammon and supervisor/ coordinator Della Peretti: Della and Paul made reflection a cornerstone of our DTE training, and it has kept me going as I enter my ninth year of teaching. With every reflection, I adjust my teaching day-today, year-to-year. Reflecting pushes me forward in an otherwise jaded testing world. –Christopher Lock, ’03 I am thankful to both Paul and Della for their tireless attention to both diversity in terms of cultural and linguistic diversity and to the arts as modes of expression… I stand on their shoulders as do many of the other teachers they have come in contact with. –Lori Falchi, ’02 I did not realize how powerful Della and Paul’s influence on my teaching would be until after the program ended. Often times, when I am teaching or interacting with a student, I will hear Paul in my head and say “Now, what do you think about that?” Or other times, I will hear Della in my mind when I am planning my lessons and I will make sure to insert some sort of art form and music (almost every day!). I really could not be more grateful. –Melissa Pasa, ’10 Della: Your unwavering efforts to create programs to develop quality instructional leaders has served as both a blueprint for how I approach my work, as well as a source of inspiration. Paul: I will always cherish the personal touch you brought to our class discussions, your gentle and gracious approach to challenging us to expand our thinking… I was blessed to get a glimpse into your brilliant mind, and even more blessed to be mentored by your sense of humility. –Sam Platis, ’98
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Following a one-year hiatus in admissions, the Developmental Teacher Education Program (DTE) has been reorganized and has admitted a new cohort of students for the 2011–12 academic year. Founded in 1980 as an experimental twoyear program, DTE will be returning as a 15-month Multiple Subject Credential and M.A. program that continues to emphasize the study of human development as a foundation for teaching, but one that is better aligned with the current fiscal resources of California and UC Berkeley. Aside from recent budget cuts, DTE’s redesign was precipitated by the impending retirements of its longtime director Paul Ammon (see page 8) and Della Peretti, who has served DTE as a supervisor and program coordinator for more than 20 years. “The need to redesign DTE has actually given the GSE an opportunity to re-examine more broadly the connection between developmental studies and the preparation of educational practitioners,” says Ammon. “The GSE can take the lead once again, in a greatly expanded effort to link the preparation of educators to the study of development, given the remarkable past history and current resources in both of those fields at Berkeley.” He cites a major initiative from the National Commission on Accreditation of Teacher Education (NCATE) that calls for much more attention to the study of development in the education of educators. NCATE cites DTE as a program that has already demonstrated the value of what they are advocating now for all teacher education programs. “Combining Paul’s theoretical knowledge and my practical experience, we have always been able to incorporate external requirements without losing our integrity, something that has not been easy to do in this era of standardization and depersonalization,” says Peretti.
As for the imminent reopening of DTE, Ammon says, “It is most reassuring to know that the new version of the program will have excellent leadership.” David Pearson, former Dean and current GSE professor, will serve as interim director until a more permanent director is recruited; and Elisa Salasin, who received her M.A. and teaching credential in DTE, as well as her Ph.D. in GSE’s Language and Literacy program will serve as new program coordinator.
Elisa Salisan will lead DTE’s next chapter
In addition, the newly designed program will benefit from the continued participation of several faculty members who have taught and advised DTE students in the past. Ammon appreciates the continuing service of Salasin, who has served as a master teacher, supervisor and lecturer, as well as the effort she has put into designing the new program together with other GSE faculty members, including a steering committee appointed by Dean Judith Warren Little and chaired by Professor Kathleen Metz. More details on the revised program are available from DTE’s website: gse.berkeley.edu/program/DTE/dte.html
Grading the Teachers Forum Measures Value-Added Methods Emotions ran high, but discussions remained mostly civil, when more than 200 educators, parents, union activists, researchers and journalists filled UC Berkeley’s Banatao Auditorium September 27 for the first and largest public forum to consider the methods and implications of the controversial Los Angeles Times series “Grading the Teachers,” which published ratings of some 6,000 elementary school teachers in August. So what, if anything, did the diverse group of expert panelists agree on? Very little. “If there was any agreement, it was that the “value-added” methodology employed by the Times should not be used as the sole criterion on which to evaluate a teacher,” wrote moderator Louis Freedberg, a senior reporter focusing on education issues for California Watch. That point was driven home from the opening round of panelists when GSE Professor Mark Wilson, a member of the Testing and Assessment Panel of the National Research Council of the National Academy of Sciences panel, urged caution in using value-added methodology (VAM). Sophia Rabe-Hesketh, Wilson’s GSE collegue, described in some detail the modeling perspectives on deriving teacher value added from student test scores. She cited the gaping margin of error in calculating valueadded scores. “Do not use teacher valueadded measures for high-stakes decisions, or for naming and shaming,” she said candidly. The Hoover Institution’s Eric Hanushek had a different view. The economist countered that, while imperfect, valueadded methodology is better than not doing anything at all —a view shared by Jason Felch, the lead reporter on the Times “Grading the Teachers” report. Hanushek claimed that at least some of the flaws Rabe-Hesketh noted could be corrected. Just listing the defects of value-added methodology, he said, gives an impression that value added methodology is “useless and it is not.”
Richard Rothstein, a visiting School of Education professor from the Economic Policy Institute, argued that despite the LA Times and Felch’s insistence to the contrary, their report had effectively legitimized using the method as a sole criterion, and he warned “there are serious consequences of using one measure when you know it’s not the whole picture, because it distorts the institution of education.” Oakland’s Sequoia Elementary School Principal Kyla Johnson-Trammell, a Principal Leadership Institute graduate, currently enrolled in GSE’s Leadership for Educational Equity Program, suggested that the context of individual teachers, classrooms and schools matters. She observed that great teaching may look different in diverse, highpoverty communities than in other settings. Two other panelists suggested some promising new assessment methods. Secondary science coach Anthony Cody touted the peer-assisted review program he has participated in within the Oakland schools. David Plank, Executive Director of Policy Analysis for California Education (PACE), praised the portfolio evaluation used by the National Board for Professional Teaching. “Top performing countries and regions on international measurements have shown us that teachers welcome effective appraisal systems,” said GSE assistant professor Xiaoxia Newton, who has coauthored research studies in education journals as well as an op-ed with GSE Professor Bruce Fuller in the Los Angeles Times. “Unfortunately it is very difficult to reconcile the flexibility of schoolbased formative assessments with the standardization required to assure certain statistical properties of scores.”
A SECO N D LO O K Since the “Grading the Teachers” report in August and GSE’s public forum in September, interest in value-added measurements has not let up: • Hundreds of articles, opinion pieces, research studies and blog posts have been written on the topic. • In January, PACE and Pivot Learning Partners organized another successful UC Berkeley event: “Redesigning Evaluation Processes.” • A growing list of states and school districts have adopted value-addedbased accountability policies. Given the size and speed of the VAM wave, one might expect a great deal of agreement about value-added measures. Yet several recent reports have highlighted the fact that the fault lines in the debate are still wide. One study that has gained noticeable attention is authored by GSE graduate and University of Colorado Associate Professor Derek Briggs. Briggs and Ben Dominique released a detailed reanalysis of the data used by the LA Times through the National Education Policy Center (NEPC) that concluded that the research on which the Times teacher effectiveness ratings were based was not capable of producing valid ratings of individual teachers. In early February, the Times covered the NEPC research and gave the article an unlikely title, “Separate study confirms many Los Angeles Times findings on teacher effectiveness,” even though the Briggs study confirms very few of the Times’ conclusions—and none of the key ones.
Web Extra The Grading the Teachers website has links to the event video, research, media coverage and additional resources at gse.berkeley.edu/admin/events/ gradingtheteachers.html Spring 2011
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Spotlight Claire Kramsch World View BY KATE RIX
Professor of Education and German Claire Kramsch was sitting in her kitchen writing her most recent book, The Multilingual Subject, when she had an out-of-body experience. “On the radio I heard the president talking on the anniversary of the 9/11 attacks,” recalls Kramsch, “and I thought, ‘Oh, those poor Americans. How horrible that all must have been for them.’” For just a moment, seated at the kitchen table in her house in Paris listening to President Obama’s speech translated for French radio, Kramsch felt detached from her experience as an American. Though she had been home in the U.S. when the 9/11 attacks took place, hearing about the event later in French briefly stripped the fateful day of its historical and symbolic meaning, becoming, merely, le onze septembre. “When it is said in French, it is a date on the calendar, disassociated and lacking in any ideology,” Kramsch says. “The experience only lasted a few seconds, but it is what language learners experience all the time in the classroom.” Kramsch, who teaches in the Graduate School of Education and was founding director of the Berkeley Language Center, is a specialist in applied linguistics with a particular emphasis on how language is learned. In the new book she tackles the subject from a more personal angle, looking at how language students build an intimate relationship with a new language, making meaning of new words by reconciling nuanced differences in meaning and sound between languages. “When an instructor is working with students, the native language is not left at the door,” Kramsch says. “It is always there, introducing new ideas. They are learning that in one language death is masculine, and that in another it is
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feminine. Students are forever crossing over between languages.” Her approach is unique in the existing scholarly literature about language acquisition. So much so, that she received this year’s prestigious Kenneth W. Mildenberger Prize, given annually by the Modern Language Association. Kramsch also won the Mildenberger Prize in 1994 for her book Context and Culture in Language Teaching, published the previous year (also by Oxford University Press). Kramsch’s research into why the inner experience of language learners matters offers recommendations to the field of teaching. And it’s one not lost on her GSE doctoral students. “Claire’s passion for languages and their learning dovetails beautifully with the interests of students in our program,” says Usree Bhattacharya, a Ph.D. candidate in the Language, Literacy, Society and Culture (LLSC ) area. “One can expect to be stimulated, inspired and challenged in every interaction with her.” Adds Dave Malinowski, another doctoral candidate in LLSC and student of Kramsch’s: “The notion that there are irreducible differences in worldviews expressed in different languages has stayed with me as one of the key lessons I’ve learned from Claire. She has taught me, and many others I’m sure, the need to think beyond English.” Kramsch believes that the emotional, human aspect to language learning ought to be integrated into instruction. Exercises like translation — unpopular today in language teaching — would make the interaction between native tongue and new language more explicit. Instructors should slow down, Kramsch says, and even encourage students to re-read material. “There is a lot of pleasure in re-reading books. The body has a memory and it needs time to remember and identify new things,” she says. “By learning more than one language we become sensitive to the way things are said. We realize what we’re missing by not understanding even more languages. The minute we learn another language, we realize that there is more than one way of looking at the world.”
Web Extra
This article was adapted from “A Different Kind of Language Syllabus,” which is available on the College of Letters and Science website: ls.berkeley.edu/?q=arts-ideas/ archive/different-kind-language-syllabus
Book These Titles N EW AN D IN FO R M ATIVE BOO KS FROM GSE FACU LT Y How We Think: A Theory of GoalOriented Decision Making and its Educational Applications
Leading from the Inside Out: Expanded Roles for Teachers in Equitable Schools
(Paradigm)
(Routledge)
In How We Think, Alan Schoenfeld
proposes a groundbreaking theory and model for how we think and act in the classroom and beyond. Journal for Research in Mathematics Education reviewers place Schoenfeld among rare company: somewhere between George Boole’s history of mathematical philosophy and logic and Thomas Dewey’s history and philosophy of education. They write: “How We Think is an important resource for mathematics education, as well as the decision making… The book is highly recommended to anyone interested in self analyzing teaching practice, researching teacher practices, building a program of research or simply interested in how we think.”
Women and Family in Contemporary Japan
(Cambridge University Press)
Japanese women are often singled out for their strong commitment to the role of housewife and mother. But they are now postponing marriage and bearing fewer children. Why are so many Japanese women opting out of family life? How do these women interpret and respond to the barriers and opportunities of contemporary Japan? To answer these questions, GSE Professor Susan Holloway draws on in-depth interviews and extensive survey data to examine Japanese mothers’ perspectives and experiences of marriage, parenting and family life.
Leading from the Inside Out by GSE Professor W. Norton Grubb
and Principal Leadership Institute (PLI) Coordinator Lynda Tredway draws on many aspects of PLI and leadership support to present the kinds of roles teacher-leaders and school leaders (including assistant principals and principals) can play in designing new roles, allocating money and resources, understanding government policy, crafting school reform and addressing equity in all schools.
Leadership Challenges in High Schools: Multiple Pathways to Success
(Paradigm)
Principals are responsible for an increasing range of duties in an era of school reform, standardized testing and more. These responsibilities are even greater in high schools than elementary and middle schools. Yet little has been written on the special challenges of high schools and their leadership. Based on interviews with more than 50 principals and district officials in California, Professor W. Norton Grubb shows how principals and other leaders can address the complexities of multiple pathways, or efforts to create theme-based trajectories through high school. Looking to the future, he offers alternative ways of preparing professionals for high schools, and the responsibilities of districts for improving high schools and their leadership.
Multilevel Modelling
(Sage Publications)
Professor Sophia Rabe-Hesketh and Anders Skrondal from the Norwegian Institute of Public Health have edited this fourvolume anthology for the Sage Series on Benchmarks in Social Research Methods. Multilevel modeling is a cutting-edge research method that is widely used in education, medicine, and many other areas to analyze data with a hierarchical structure, such as students nested in classes and schools. The contributions have been carefully chosen to cover the important methodological and practical issues, as well as being accessible to social scientists.
Research and Practice in Education: Building Alliances, Bridging the Divide (Rowman
and Littlefield)
Associate Professor Cynthia Coburn
and Mary Kay Stein present findings from a series of interlocking case studies of The National Writing Project, Success for All, Learning Technologies in New Schools and seven other successful, nationally known research-anddevelopment projects in order to shed light on how research can join practice to spur productive education reform. They focus on how researchers and practitioners actually worked together, and the policy, social and institutional processes that either enabled or hindered their work.
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Bijan Yashar
A MEN TO A M MON Paul Ammon has been at the Graduate School of Education “just” 44 years and 268 days (as of press time). But who’s counting? Certainly not his GSE students, colleagues and friends: They don’t want him to leave. Besides, he tried doing that five years ago when he became a professor emeritus. He didn’t get very far. Ever since joining the faculty as an assistant professor on July 1, 1966, Ammon has been a dedicated presence, always putting his students first. “Paul showed such interest in our understandings of the material we were studying,” says Tarie Lewis, a 1998 Developmental Teacher Education (DTE) graduate. “He was calm, patient and interested. He had an amazing way of making my ideas feel important, which fueled my engagement. I hope I make my students feel as valued in my own classroom as Paul always made me feel in his.” The feeling is mutual and Ammon says that he will miss working with “a lot of very wonderful students, colleagues and friends on the GSE staff.” So what’s next for the beloved professor? “I would like to remain active professionally, somewhere at the intersection between teacher education and arts education,” says Ammon. “One thing I’d like to do for sure is resume some earlier research on the long-term development of teachers’ ways of thinking about their work.” Beyond work, he looks forward to spending more time with his family, (which just grew larger with the recent arrival of his first grandchild), and pursuing outside interests, which includes learning to play the violin “well enough so that other musicians are willing to let me play with them.” Before that, Ammon will take most of his last 88 days to move out of the office he has occupied for nearly 45 years. “I was kind of hoping I could sneak out of Tolman Hall unnoticed,” he jokes.
M ATH EQUALS A research team that includes UC Berkeley Graduate School of Education Professor Marcia Linn is again offering proof that the mathematical skills of boys and girls, as well as men and women, are substantially equal. Linn and her fellow researchers examined existing studies between 1990 and 2007 that looked mainly at grade- and high-school students and published the results in the Psychological Bulletin, an American Psychological Association journal. Linn has been part of three other large studies on gender differences in mathematics and/or science achievement.
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Rebecca Cheung, the Principal Leadership Institute’s (PLI) new academic coordinator, has spent her entire career working in the Oakland and Berkeley school districts, so she knows what she’s getting into during the economic downturn that has devastated local schools. “In crisis you need better school leadership than in good times,” says Cheung, who has spent the last 10 years in Berkeley Unified where she now serves as director of evaluation and assessment for the district. “You need more innovative, creative leadership.” Cheung, who was principal of Berkeley’s Longfellow Middle School prior to her district position, has supervised many PLI students and graduates, and currently teaches PLI’s data class. “The combination of those two experiences gave me great respect for the high quality of PLI, and it aligned our mutual interest of helping to grow the next generation of school leadership in the Bay Area.” Cheung, a first generation ChineseAmerican from the East Coast, trained as a classical pianist in New York before earning a B.A. in Music from UC Berkeley. After receiving her M.A. from Mills College, she earned her Ed.D in the Joint Doctoral Program in Leadership for Educational Equity. She became a teacher in Oakland then went to Berkeley where she held positions as assistant principal, principal and principal on special assignment before taking her current BUSD position. Her husband works as K-12 science manager for Oakland schools. “Rebecca brings a long history of success as a leader in many dimensions critical to the PLI and shares a commitment to the equity work that is the foundation of the program,” says Lynda Tredway, who is leaving PLI after developing the model program for its first 11 years. Cheung officially begins June 1. She and Tredway will enjoy a long transition period, which includes co-teaching this summer.
Steven Cohen
NEW FACES
BRIDGING DIVISIONS GSE Professor Sarah Freedman and co-project director Karen Murphy of Facing History and Ourselves are examining how high school students develop as engaged citizens. Their study, funded through a 3.5-year grant from the Spencer Foundation and cosponsored by UC Berkeley’s Human Rights Center, is situated in social studies classes in three areas where the Facing History curriculum is taught: New Haven, Connecticut; Cape Town, South Africa; and Belfast in Northern Ireland (United Kingdom). “We’re putting a microscope on what it means to live in a divided society,” says Freedman. “We’re hoping to learn more about kids growing up in societies where there are divisions and how they navigate and bridge those divisions.”
BE AR FE ATS Berkeley Evaluation and Assessment Research (BEAR) Center Director Mark Wilson reports that the BEARistas are restless with at least four new projects: Engaging Learners in Scientific Practices aims to develop an integrated model of how the scientific practices of argumentation, explanation and scientific modeling interrelate and work together. Learning Progressions: Developing an Embedded Formative and Summative Assessment System to Assess and
Improve Learning Outcomes for Elementary and Middle School Students with Learning Disabilities in Mathematics seeks to develop and validate a new formative and summative classroom assessment system for assessing mathematics learning for students with mathematics learning disabilities (MLD). The focus is on a methodology for developing and validating assessments that assist teachers to monitor progress and identify the learning needs of MLD students. The Desired Results Developmental Profile—School Readiness (DRDP-SR) is an assessment instrument based on teacher observation of incoming kindergarteners, to be completed by teachers within 60 days of students entering school. DRDPSR provides to the teacher descriptors and behavioral examples defining four successive levels of development in each of 29 separate developmental areas. Based on
item-response calibration that uses the 29 developmental observations as assessment items, DRDPtech software transforms teacher observations into psychometric measurement for each child in the four domains of development that are most important for school readiness. Adaptions are used if a child’s home language is something other than English. The Assessment and Teaching of 21st Century Skills is a partnership with Cisco, Intel, Microsoft, governments, leading research institutions and others that aims to solve a critical challenge: how to assess skills, competencies and experiences relevant for the 21st century within current education practices that will address emerging skills the public and private sector need from employees today. Wilson and Kathleen Scalise from BEAR and the University of Oregon is heading the study on information and communication technology (ICT) literacy.
Steven Cohen
EQUITABLE SCIENCE Corey Professor of Education Andrea diSessa is working on a three-year, $500,000 grant from the Spencer Foundation entitled “Pathways to Equitable Science Instruction Based on Culturally Common Intuitive Knowledge.” Says diSessa: “We want to research intuitive knowledge that is largely common across cultures to provide an equitable basis for science instruction. This is another bridging activity. We are attempting to join some of the best socio-cultural approaches to ameliorating inequities with the best of cognitive, knowledgeoriented study.” The veteran GSE faculty member is building more bridges with a proposal to the National Science Foundation to support the same work. Spring 2011
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Spotlight Danfeng Soto-Vigil Koon Potent Combination
BY CHRISTOPHER HAUGH
What do you want to be when you grow up? It’s a harmless, though thorny question for many to answer. Even for a bright, ambitious and focused GSE doctoral student named Danfeng Soto-Vigil Koon. Koon’s wide-ranging academic interests, lust for learning and strong sense of purpose to work towards a more just society were already evident when the Bay Area native arrived at Cal as an undergraduate in 1994. She embarked on a daunting double major of economics and molecular cell biology, but neither business nor medicine called to her. Her niche was elsewhere: Koon organized against Prop 209 as well as to strengthen student-led recruitment and retention efforts, and volunteered at, and later, directed REACH! the Asian/ Pacific Islander Recruitment and Retention Center on campus. She spent most of her time inside Oakland and Richmond schools and community centers working with low-income, refugee communities to help close the achievement gap — an experience that proved both fulfilling and vexing. “I realized that I could do a lot of work with youth outside of classrooms,” Koon says, “but I figured that if I really wanted to have any impact on their life trajectory I needed to better understand how schools worked.” After receiving an Ed.M. from Harvard in 2000, Koon was back in the classroom again. She became enchanted with the small school model after visiting Deborah Meier‘s Central Park East Secondary School in New York, and worked six years 10
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teaching science in small public schools in both New York and the Bay Area. She was proud to be a founding teacher of the June Jordan School for Equity in San Francisco’s urban Bayview-Hunters Point neighborhood. As a teacher, Koon learned that she would need to understand the larger context of the nation’s public schools to make a bigger impact in education. She decided to move east to be with her husband, and return to school. In 2003, she entered the University of Maryland School of Law on a leadership scholarship, and returned to finish her degree at Berkeley Law. “[Eventually] I discovered that the avenues available to do legal work in education is limited by the law itself,” Koon reflects. So the mother of two entered GSE in 2009 with a strong desire to understand and reform urban education, and brought her significant academic, legal, teaching and community activist experience with her. Koon’s research interests are focused on finding how litigation or threatening litigation can actually impact a school, particularly schools with low-income students of color. “ ‘Under what conditions would it have an impact? How does a school actually change after being sued, if at all?’ It gives me a chance to think a lot about the intersection of law, education and policy.” Koon has an ability to synthesize research in special ways according to associate professor Cynthia Coburn, one of her advisers. “She crosses a lot of relevant boundaries,” says Coburn, “and it gives her a unique lens to study public schools and policy implementation.” So what will this trained lawyer, experienced teacher, successful community activist and education scholar do when she “grows up”? A lot of people are anxious to find out so they can get the impact player on their team.
STATE O F EDU CATIO N GETS AI RIN G The Berkeley Review of Education (BRE)—the peer-reviewed interdisciplinary journal, published online and edited by GSE students which debuted online in March 2010— sponsored a one-day symposium in March that brought together leading education scholars and policymakers from across California to discuss “crucial issues of the economic, political and social dimensions of public education during the current fiscal crisis and beyond.” Speakers were UC Berkeley Chancellor Robert J. Birgeneau, former California Superintendent of Public Instruction Jack O’Connell, Superintendent of Oakland Unified School District Anthony Smith, UC Davis Professor Cristina Gonzalez, and GSE professors Cynthia Coburn, Bruce Fuller, Norton Grubb, Judith Warren Little and David Pearson. Founding BRE Editor Shlomy Kattan, LLSC ’10, said that the successful forum was a great chance to discuss and analyze issues before designing strategies to do necessary work. “It’s good work,” he concluded. “My friend [GSE alumnus] K. Wayne Yang calls it dirty work because we don’t get a lot of respect and appreciation for it, but we do it.” The second issue of The Berkeley Review of Education (http://escholarship.org/uc/ucbgse_ bre) returns in May with a special issue devoted to the successful one-day symposium. The third BRE issue is expected in Fall 2011.
SISTER ACT
Steven Cohen
Colleen Lewis was an undergraduate at Cal; Katherine (Katie), her big sister, was living in Chicago and contemplating going to graduate school in education. “I started researching UC Berkeley’s Graduate School of Education as an evil ploy to get Katie to move to back to California,” jokes Colleen. “Apparently I was successful.” And the sisters have made the most of their time here. “UC Berkeley is the most supportive and least competitive environment I could ever imagine,” says Katie. “The students and faculty are all interested in supporting each other so everyone can do their best work. The only advantage I have is that I can pester Colleen to give me feedback during days that most people would think of as holidays.” TA L E O F T H E T YPE
High School Undergraduate College GSE Program Year at GSE Research Focus Advisers Grants awarded
Colleen
Katherine
Edison High, Fresno
Edison High, Fresno
UC Berkeley
Notre Dame
SESAME
EMST
Fourth
Seventh
Computer science education
Mathematical learning disabilities
Andrea diSessa/Michael Clancy
Alan Schoenfeld/Geoff Saxe
NSF Transforming Undergraduate Education
Spencer Dissertation Fellowship
STUDENT HONORS Minjeong Jeon , a Quantitative Methods and Evaluation doctoral student, received the prestigious Harold Gulliksen Psychometric Research Fellowship from the Educational Testing Service (ETS). The fellowship is usually awarded to only one or two eligible doctoral students per year. During the summer, Jeon will participate in the Summer Internship Program for Graduate Students.
Connie Wun, a second-year doctoral student in Policy, Organization, Measurement and Evaluation (POME); and Jennifer King Chen, a second-year doctoral student in Education in Math, Science and Technology (EMST), were awarded prestigious National Science Foundation Graduate Research Fellowships (NSF GRF). GSE now has three GRF Fellows. Jeremy Bearer-Friend, a second-year doctoral student in POME, received a GRF award in 2009. Mariana Levin, a Graduate Group in Science and Mathematics Education (SESAME) doctoral student, received a grant from the American Education Research Association entitled “Integrating Knowledge Analysis and Interaction Analysis Approaches to Learning and Conceptual Change.” Nicole Migliarese, a Development in Mathematics and Science doctoral candidate, was awarded a Mildred E. Mathias Graduate Student Research Grant for 2009-10. Kenzo Sung, a POME doctoral candidate, was awarded three fellowships this spring: a Ford Foundation/National Research Council Dissertation Fellowship, a State Farm Companies Foundation Doctoral Dissertation Award and a summer dissertation residency fellowship from Washington State University. Angie Little, a Graduate Group in Science and Mathematics Education (SESAME) doctoral student, was elected to serve on the executive committee of the American Physical Society Forum on Education. Becky Tarlau, a Social and Cultural Studies Ph.D. student, received two fellowships: an International Institute of Education Fulbright and an Inter-American Foundation (IAF) Grassroots Development Fellowship Programaward. Tarlau will be undertaking her research in rural areas of Brazil. Susan Woolley, a doctoral candidate in Language, Literacy, and Culture, was awarded a 2010–11 American Dissertation Fellowship from the American Association of University Women (AAUW). Nicole Jackson, a Ph.D. student in Policy, Organization, Measurement and Evaluation (POME), has won her second award as an outstanding reviewer from the Academy of Management. Erica Turner, a POME doctoral student, has won a $10,000 State Farm Companies Foundation Doctoral Dissertation Award. Jason Atwood; Ronli Diakow, POME; and Lanette Jimerson, LLSC; earned outstanding Graduate Student Instructor (GSI) awards for 2009–10; and Candice Director, CD/ MACSME; Irenka Dominguez-Pareto, CD/Human Development; Elizabeth Jaeger, LLSC; and Nicola McClung, CD/Human Development for 2010–11.
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features
Line Mine
BY STEVEN COHEN
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Numbers Project Digs Deep and Points to Success Jennifer Pfotenhauer’s classroom at Berkeley’s Malcolm X Elementary School looks more like a television studio as five video cameras capture every word and move. But her fourth graders are hardly camera shy, and it doesn’t take much for her to spur a lively exchange. “What’s our sub-unit?” asks the Developmental Teacher Education (DTE) graduate. As hands pop up and kids clamor for attention, she asks one student to locate the point on a number line on the board. Teachers and students like those in Pfotenhauer’s class as well as surrounding Bay Area schools have grappled with mathematics problems like these over the past year as part of the Learning Mathematics through Representations (LMR) research and development project. Directed by School of Education professors Geoffrey Saxe and Maryl Gearhart and funded by the U.S. Department of Education’s Institute for Education Sciences, LMR is piloting and evaluating a new fourth- and fifth-grade curriculum sequence designed to improve student understanding of integers and fractions. These concepts have befuddled U.S. students for years, yet the topics are a bridge to learning algebra and other secondary mathematics topics.
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“One of the strengths of this curriculum—but also what makes it different from others—is the basic use of the number line as a consistent tool and a consistent representation throughout the lessons.” Rick Kleine
Since 2007, 15 GSE doctoral students from six different programs have contributed to various strands of the LMR project: investigating mathematical learning, designing curriculum and professional development, and conducting this year’s evaluation study. Many of the 20 teacher participants are DTE graduates. Pfotenhauer, ’05 and Rick Kleine, ’87 have been collaborating teachers since 2008, and Sara Dornisch, ’04; Pooja Govil, ’04; and Alison Merz, ’06 piloted the lessons this fall. The LMR curriculum evaluation study launched with a professional development institute in August, and continued with additional meetings throughout the fall to support the teachers as they implemented lessons on hardto-learn-and-teach mathematical ideas. “These teachers have been passionate about fine-tuning the lessons and teaching methods, and they really value our focus on big ideas and inquiry based instruction,” says Gearhart, “so we’re paying careful attention to their suggestions for revisions.”
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Collaborating teacher Rick Kleine makes a point as, from left, project director Geoffrey Saxe, teacher Sean Keller, mathematics specialist and GSE graduate Julie McNamara, and teacher Alison Merz look on.
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“These teachers have been passionate about fine-tuning the lessons and teaching methods, and they really value our focus on big ideas and inquiry based instruction.” Maryl Gearhart
AD D RESSIN G PRO BLEMS LMR’s lessons address well-recognized problems in U.S. mathematics education: curriculum materials cover too many topics with little depth and treat mathematical topics as unrelated. Saxe argues that the U.S. treatment of integers and rational numbers is a prime example of those problems. Steven Cohen
The LMR project addresses these curriculum weaknesses, Saxe explains, by promoting connected understanding of integers and fractions using the number line as the core representational context. LMR teachers engage their classes with non-routine problems such as the one shown in Figure 1 below.
FRACTION TRACTION: GSE/LMR faculty member Maryl Gearhart walks the line in Tolman Hallway, with teachers Carolyn Dobson and Sean Keller, and graduate student Bona Kang, with video camera.
Students make observations and, with the teacher’s guidance,
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Which number is greater, N or 6? Figure 1
create a mathematical definition—in this case, a definition for the principle of order: For whole numbers on the number line, numbers increase in value from left to right. In a later lesson on negative integers, students and teachers explore the logical consequence of their prior definition of order when they compare the values of negative numbers on the number line.
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Over 20 lessons, students construct interconnected
curriculum with some modifications in the future. Lisa
definitions to cover the representation of both integers
Keeley, a fourth grade teacher in Albany Unified’s Cornell
and fractions on the line. As a result, Saxe says that
Elementary School, is representative:
in LMR classrooms, mathematical authority resides
“The kids were SUPER engaged, even ones I wouldn’t
in students’ use of definitions rather than in the
expect to be,” says Keeley. “It [LMR] was really challenging
teachers or texts. He explains that the definitions
them to think deeper, but they were up to the task.”
become a basis for their mathematical argumentation as students make conjectures and reason about topics like negative numbers, absolute values, equivalent fractions, fractions between fractions and the density of rational numbers on the number line. “One of the strengths of this curriculum—but also what makes it different from others—is the basic use of the number line as a consistent tool and a consistent representation throughout the Steven Cohen
lessons,” says Kleine, a veteran fifth grade teacher at Berkeley’s Jefferson Elementary. “Rick and his students
Collaborating teacher and GSE graduate Jennifer Pfotenhauer discusses LMR with teachers Lisa Keeley, left, and Mary Martin.
used mathematical principles and definitions as justification for their methods of solving problems,” says Saxe, who videotaped all of Kleine’s classes during students so engaged in using core ideas in whole class
L E A R N I N G M AT H E M AT I C S T H R O U G H R E P R ES E N TAT I O N S
discussions and partner work.”
FACULTY
PH.D. STUDENTS
but they are already digging into the analysis phase
Geoffrey Saxe Maryl Gearhart
of the project. They have collected video records,
COLLABORATING TEACHERS
interviews with teachers and students, student pre
Rick Kleine Jenn Pfotenhauer
Nicole Buchanan Kenton de Kirby Jen Collett Ronli Diakow Darrell Earnest Lina Chopra Haldar Bona Kang David Torres Irribarra Marie Le Katherine Lewis Amanda McKerracher Yasmin Sitabkhan Lissa Tryer Ying Zheng
the fall semester. “It was fascinating to see so many
LMR staff will complete data collection this spring,
and post assessments, sociograms and a large body of observations. Ahead lie the analyses of quantitative indicators of student learning and teacher practices, as well as qualitative analyses of the ways that mathematical ideas emerge and travel over the course of the lessons. Early indications of the results are very promising. Participating teachers are committed to using the
FACULTY CONSULTANTS
Deborah Loewenberg Ball Hyman Bass Sophia Rabe-Hesketh POST-DOCTORAL FELLOW
Meghan Shaughnessy
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“Kids are getting a 150 percent package through the instruction that we are promoting. Bad math? No. It’s the advantage you get when students are learning literacy in the context of science.” Jacqueline Barber
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Groundbreaker
Seeds of Science/Roots of Reading Sprout Literacy Together BY STEVEN COHEN If necessity is the mother of invention, then science will find its way back into elementary classrooms. Jacqueline Barber became the mother of intervention about a decade ago when the associate director of the Lawrence Hall of Science (“the Hall”) contacted then-new Graduate School of Education Dean David Pearson about joining forces on a proposal for the National Science Foundation (NSF) to pilot an integrated science and literacy curriculum program. At that time The No Child Left Behind Act of 2001 was winding its way through Congress, and the national average for elementary school science instruction averaged about two hours per week. Barber didn’t need a crystal ball much less Einstein’s theory of relativity to see that science was dropping out of the curriculum. She had already witnessed the decline firsthand from her more than 15 years in elementary classrooms. “Our motivation at the time was simply to get more science in the curriculum,” Barber recalls. “I had no idea that this collaboration with David and his literacy team would result in creating a more effective approach to teaching and learning science.” In a matter of months, Barber and Pearson became co-principal investigators of the NSF-funded Seeds of Science/Roots of Reading (Seeds/Roots) program, receiving funding from 2003– 06 to develop several integrated science-literacy curriculum units for grades two and three, and conduct a proof-of-concept study in 90 classrooms around the country. Pearson helped pull in several School of Education experts, starting with two of his post-doctoral scholars: Gina Cervetti, now an assistant professor at University of Colorado, Boulder; and Marco Bravo, currently in the same position at Santa Clara University. A whole crop of other GSE experts followed: Megan Goss, Jen Tilson, Elizabeth Shafer and Elfrieda Hiebert on the literacy side; and Suzanna Loper and Kimi Hosoume for science.
150 PERCENT From its inception, the Seeds/Roots team had a dual purpose: to design and develop a new generation of rigorously researched integrated science-literacy curricula, and to contribute knowledge about curriculum integration to the education community through research and theory-building. Barber says that, unlike many science programs that claim to integrate literacy, Seeds/Roots’ materials take on an equivalent number of literacy and science learning goals, and provide students with explicit instruction, opportunities for practice and increasing independence in using literacy strategies to make sense of and communicate about the natural world. “Kids are getting a 150 percent package through the instruction that we are promoting,” says Barber. “Fifty percent is bona fide reading, writing and speaking instruction and 100 percent is science instruction. Bad math? No. It’s the advantage you get when students are learning literacy in the context of science.”
CLO CK TI CKIN G By 2007 Bay Area elementary school teachers were spending less than an hour each week teaching science according to a revealing study led by GSE graduate Rena Dorph and her research staff from the Hall and WestEd. Concurrently, and not surprisingly, basic proficiency in science continued to plummet to new
Left: A student demonstrates her progress on an activity that asks students to build an “anti-gravity machine” in the Gravity and Magnetism unit. Right: Students put the finishing touches on a procedure they have written. photos: Steve Dunphy
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Steve Dunphy
“We were pleased to find that not only can reading, writing and language help science, it’s also the case that science is a great place for students to become better readers and writers.” David Pearson Glenview Elementary students in Oakland use the Light Energy unit to learn about converting light to electricity using a photocell.
lows. (A total of only 56 percent of fourth grade students and 44 percent of eighth grade students in big city public schools reached the standard for basic proficiency in science, compared to 71 percent for the nation as a whole according to scores on the 2010 National Assessment of Educational Progress.) The Hall/GSE team was also aware that rigorous research and development takes significantly more time than it takes for commercial developers to pump out materials. Plus, each Seeds/ Roots curriculum unit is stacked with a teacher’s guide, customwritten student science books, a student investigation notebook, a summative assessment booklet, and a materials kit including everything teachers will need to present the unit. Still, the team’s attention to detail brought promising news with results from the first random control study of Seeds/ Roots, completed in 2007. The program not only resulted in students making greater gains in science vocabulary and reading comprehension than students in comparison classrooms, but students in Seeds/Roots classrooms made greater outcomes on science content as well. In other words, it found that Seeds/Roots is a better way to learn the content of science as well as literacy strategies and science vocabulary. And it brought curricular economy at the same time. On the strength of these results, the National Science Foundation awarded the team a second grant, intended to support the creation of a full program for grades two through five comprised of 12 instructional units. “The literacy results didn’t surprise us because unlike in the ‘typical inquiry science’ comparison group, the Seeds/Roots approach includes an explicit focus on reading and writing,”
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says Barber. “But the students also learned the science better. And that did surprise us. With the integrated approach they were learning both [science and literacy] better. So it really is synergistic in that kids are coming out better on both sides of the equation.” In an April article in the magazine Science, “Literacy and Science: Each in the Service of the Other,” Pearson and two coauthors examined the synergies between inquiry science and literacy teaching in schools more closely. “We were pleased to find that not only can reading, writing and language help science, it’s also the case that science is a great place for students to become better readers and writers,” says Pearson. “Put simply, reading certainly doesn’t suffer when doing science.” The GSE professor and reading expert says that students using the Seeds/Roots curriculum in their classrooms learn highlevel science concepts through multiple modalities: firsthand investigations, student-to-student discussion, reading science texts and writing. They call it the “Do-it, Talk-it, Read-it, Writeit” model.
EN GLISH L AN GUAGE LEARN ERS Both Pearson and Barber were especially pleased by the outcomes related to the benefit of the Seeds/Roots program for English Language Learners (ELL) and students who are struggling with reading and writing. At McPherson Elementary in Napa, CA, a school with a population of 80 percent English Language Learners, teachers
I M PLEM ENTATIO N Teachers are now using Seeds of Science/Roots of Reading during science, English Language Arts, English Language Development, summer school and other supplemental educational settings. In each case, administrators are finding increased student and teacher engagement, as well as increased student achievement in both science and literacy. “What we have are these compelling, fun units that have proven to be effective with kids who face challenges in reading and writing,” says Barber, “and they’re as rigorous as what they’re getting during the school year. They’re just more accessible.” Minneapolis elementary schools jumped at the chance to pilot Seeds/Roots for their nearly 3,000 diverse students in 16 elementary school sites during the summer. Like other school districts where science has been squeezed out because its state only tests in reading and mathematics, the program filled a glaring need. “Science kept getting pushed to the back burner,” says Daren Johnson, the district program facilitator for curriculum and instruction. “By integrating science and literacy together we were able to bring science back into the classroom.”
MO D EL MOVES U P In January 2010, Seeds/Roots secured a three-year, $3 million grant from the Bill & Melinda Gates Foundation to extend the model program to grades six through eight. The new Seeds/Roots middle school program will be produced and marketed for broad, nationwide dissemination beginning with a yearlong Earth and Space Science curriculum in early 2013. On the strength of a proven model of curriculum, the Hall/ GSE team expects success in raising additional funds to enable release of a year-long Life Science curriculum in 2014, and a yearlong Physical Science curriculum in 2015. “By the time they hit middle school, we don’t teach them anything about literacy,” says Pearson. “Suddenly English class becomes about literature. We assume that these 12 to 14 year olds can read content-area texts, and just leave them to their own devices. We pretty much push kids off a cliff.” Months after the Gates Foundation made the grant, it identified the Seeds/Roots approach as a “next generation teaching tool” that “enables teachers… to reinforce the skills students need to succeed in college,” and the Carnegie Corporation described the Seeds/Roots curriculum as one of two “pioneering approaches to integration [of science skills within literacy development].” In eight years, Seeds/Roots has become the model for scienceliteracy integration. And Barber and Pearson are two proud parents. More information is available on the Seeds of Science/Roots of Reading website at http://www.scienceandliteracy.org
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looked to Seeds of Science/Roots of Reading to develop the students’ background knowledge and vocabulary, because students were not transferring vocabulary from their basal reading program into other areas of school. Instead they chose to use science to drive English Language Arts, splitting the literacy time between their basal literacy program and the Seeds /Roots curriculum. As a result, science scores on the state test increased dramatically, and their English Language Arts scores went up as well. “The data speaks for itself!” says Cathy O’Connor, the school’s science coordinator. “There’s a renewed enthusiasm that you can feel walking through the school. Teachers are commenting on how much background knowledge students are coming to them with, and they are able to take them farther than they ever have before.” The Seeds/Roots team’s own research showed that English Language Learners in Seeds/Roots classrooms outperformed the ELL students in other randomly assigned classrooms on measures of reading comprehension, and science vocabulary, conceptual learning and writing. “People who work with ELL students look at our materials and recognize that they have characteristics that research says that ELL students need,” says Barber. “And yet it is important to say that this is not a dumbed-down curriculum. Educators will look at this curriculum and comment on the complexity of the ideas that we engage kids with. One of our benchmarks is that every unit should bring kids to a level of expertise in science knowledge and that even adults should be learning.”
Seeds/Roots literacy developer Elizabeth Shafer and Minneapolis curriculum administrator Daren Johnson work through activities on a unit on digestion at a teacher professional development session.
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alumni
Spotlight
Jeff Duncan-Andrade Practicing What He Teaches
Steven Cohen
BY CHRISTOPHER HAUGH
“As educators, it is incumbent upon us to try and understand what it is about Pac’s message that resonates with so many young people.”
Web Extra Haugh’s feature article on Duncan-Andrade, “A Rose in Concrete”, appeared in the Daily Cal, 10/12/10: http://www.dailycal.org/ article/110734/a_rose_in_concrete
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Sporting a black and silver Raiders’ jersey, baggy jeans and a pair of black sneakers, Dr. Jeff Duncan-Andrade could easily be mistaken for a high school student when he struts into his classroom to teach English at Oakland’s Mandela High School. Then again, it’s not the clothes that make this man. The 2002 GSE graduate has a dynamic, unconventional teaching style, one befitting an education iconoclast. Duncan-Andrade’s work reflects a passion for equity and social justice, whether he’s teaching 12th grade English Literature at Mandela or dissecting critical pedagogy in urban schools as an assistant professor of Raza Studies and Education Administration and Interdisciplinary Studies at San Francisco State University. Duncan-Andrade dove headfirst into his life’s calling after graduating from UC Berkeley with a B.A. in English Literature in 1992. Bouncing between Oakland’s public schools, Duncan-Andrade’s teaching style is predicated on love and commitment. Beyond preparing lesson plans or grading papers, he drives his underprivileged students home and has their phone numbers. There is no clocking out in his classroom. Duncan-Andrade’s teaching tools range from hip-hop to sports. What resonates with his students is what he uses in his classroom, whether controversial or not. Take, for example, Tupac Shakur. “No matter how you might feel about ‘Pac,’ what is not arguable is the depth and breadth of his impact on young people,” he says. “As educators, it is incumbent upon us to try and understand what it is about Pac’s message that resonates with so many young people regardless of race, regardless of class, regardless of geographic origin [and harness it].” A dedicated teacher, Duncan-Andrade had to be convinced to apply to GSE by fellow Oakland High School teacher Ernest Morrell, now an associate professor of urban schooling at UCLA (see page 22). He reluctantly returned to Cal and entered the School of Education 15 years ago. Despite an intense workload, Duncan-Andrade managed to balance his teaching job at Oakland High School with studies in Language, Literacy, Society and Culture. He would teach high school and drive to Berkeley for classes on mornings, then return to coach basketball in Oakland. After practice, he would grade papers, prepare lesson plans, and finally finish his GSE reading and research. Duncan-Andrade returned to Tolman Hall in October, filling the Education Psychology Library Children’s Room to discuss his new book, The Art of Critical Pedagogy: Possibilities for Moving from Theory to Practice in Urban Schools. He augmented the provocative discussion with insights from his recent paper: “Hope Required When Growing Roses in Concrete,” published in Harvard Educational Review. While the GSE appearance might belie 20 years teaching at-risk youth in Oakland, Duncan-Andrade wouldn’t have it any other way. The GSE alum has no room for the petty trappings of scholarly presentations. As a teacher, professor and a person true to his character, Duncan-Andrade ‘s top priority is his students— whether they love their education and, more importantly, themselves.
…class notes If you would like to submit a Class Note please fill out the form at gse.berkeley.edu/ admin/communications/classnotes.html. We would love to hear from you any time but Class Notes for future issues must reach us by February 2012.
1950s
Patrick Groff, Ed.D. ’55, is Professor of Educa-
tion Emeritus at San Diego State University, where he taught for 40 years. He has written extensively, primarily about children’s reading instruction. “When I applied for entry into UC Berkeley, I considered this a shot in the dark,” he writes. “As it turned out, it was by far the greatest event in my life, for which I will always be grateful.”
1960s
Terry Maul, M.A. Education ’68, Ph.D. ’70,
recently retired as professor and department chair of San Bernardino Valley College’s School of Psychology. Like his son, Andy (see ’08 Class Note), he is still devoted to GSE, where he serves on the Alumni Council.
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John Bilorusky, Ph.D. ’72, founded the Western Institute for Social Research (WISR) in 1975 and has been president and on the faculty ever since. WISR is a non-traditional, stateapproved, degree-granting institution in Berkeley. Students design individual programs of study in collaboration with faculty in a multicultural learning community for working adults who are committed to educational innovation, community improvement and/or social change. Bilorusky lives in Oakland with his wife and twins.
Kenneth Peterson, Ph.D. ’76, received a faculty excellence award from Portland State University for excellence in teaching, scholarship and service. Peterson, a professor of curriculum and instruction and a cohort leader in the Graduate Teacher Education Program, was honored for his “spirit of humanism, civility and collegiality with particular dedication to students and loyalty to the University.” Prior to his position at PSU, he supervised a math/ science credential program at GSE and also taught at the University of Utah.
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Richard Silberg , M.A. ’80, is celebrating his 30th year as a teacher in Berkeley, and the past 19 years at Martin Luther King Middle School, where he has mostly taught drama. This spring he received the Berkeley Public Education Foundation’s Distinguished Educator Award as a leader in literacy education “for giving students the opportunity to use drama as a way to explore meaning in life, language and texts.” Obert Fittje, Ph.D. ’82, is enjoying her seventh
year in retirement, working in her art studio in the mornings. One of her black and white images is licensed to Hallmark Cards UK, and some of her paintings have been exhibited.
SEAT TLE SET TLERS Tom Stritikus, M.A. ‘97,
Ph.D. LLSC ’00, became Dean of the University of Washington College of Education in fall 2010, replacing Patricia Wasley who served the College as dean for a decade.
Stritikus, who has been a faculty member at the University of Washington since 2000, was associate dean of academic programs and associate professor in curriculum and instruction. His work focuses on the context and process of adjustment for immigrant students and the educational opportunities —from a policy and practice perspective— that schools and districts make available to them. Stritikus has received competitive extramural funding for his research from state and federal sources, and has published his work in the top education journals in the field of education. While Stritikus may be the first UC Berkeley Graduate School of Education graduate to become a Dean at University of Washington, he is hardly the first to join the UW faculty ranks. Others GSE graduates there are Maresi Nerad, ’88; Marge Plecki, ’91; Phil Bell, ’98; and Dafney Dabach, ’09 (see class notes). In addition, William Zumeta, ’78; and Francis Contreras, ’94, earned degrees at UC Berkeley.
Elizabeth Stone, Ph.D ’89, is interim director
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of Peninsula Havurah High School, a program of the Bureau of Jewish Education of San Francisco. She also maintains a private practice in college admissions counseling and educational consulting, The Education Planner.
Center for PTSD in the Department of Veterans Affairs, where he is responsible for active duty personnel, telemedicine and crosscultural issues.
SU PE’S O N Tom Torlakson, multiple subject credential ’72, M.A. ’77, was elected to a four-year term as California’s 27th State Superintendent of Public Instruction on November 2, 2010. As chief of California’s public school system and leader of the California Department of Education, Superintendent Torlakson says that he will apply his experience as a science teacher, high school coach and state policymaker to benefit students and improve the state’s public education system. In a June 2010 interview with Tom Chorneau from the School Innovations and Advocacy Cabinet Report, Torlakson said his vision is to return to methods and programs that have proved successful in the past, to give teachers and principals the resources they need and target spending. An example of this, he said is how the state has used funds from the Quality Education Investment Act that Torlakson helped create out of a lawsuit with the governor in 2006 and resulted in sending $2.9 billion to low-performing schools.
Jim Spira, Ph.D. ’91, is director of the National
Wendy Coyle, Ed.D. ’93, recently returned to the Middle East and Iran where she once lived and taught, for research and re-connection after retiring from the San Francisco Unified SD. Her new book, Iridescent Iran, is a “sociological memoir” of her life in Iran in the 1960s and ’70s. She writes, “My vantage point was influenced by Berkeley study and great professors, Carol Stack, Lily Wong-Fillmore and Judith Warren Little.”
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EINSTEIN’S M ACSM E RO OTS Staci Richard, M.A. MACSME ’97, a science teacher at Laguna Blanca School in Santa Barbara, CA, was selected for the Albert Einstein Distinguished Educator Fellowship Program. The prestigious award offers elementary and secondary science, technology, engineering and math (STEM) teachers, who have demonstrated excellence in teaching, an opportunity to serve in the national education or public policy arenas. Richard was one of only 32 teachers selected from a nationwide pool of applicants as a 2010-11 Einstein Fellow. During the past 15 years, Richard has taught and developed curricula for both physical and life sciences at the elementary, middle school, high school and AP levels. She says the innovation of which she is most proud is the Senior Research Seminar course, which accepts top science students and exposes them to academic and industrial labs, scientists, field trips and scientific papers on diverse topics. “I have been moved by the willingness of doctors, lab technicians, researchers, business people, academics and engineers to come and share their experiences,” she says. Richard earned a B.A. in Biology and Geological Sciences from Albion College in Michigan. She has completed graduate work in paleo-climatology and oceanography at the UC Santa Barbara, and was one of the first graduates of the Masters and Credential in Science and Mathematics Education (MACSME) program at the School of Education.
TH E MO RRELL HI GH GROU N D Ernest D. Morrell, M.A. ’97, Ph.D.’01, Teachers College (TC) Columbia Universit y has appointed Ernest Morrell as the new director of its Institute for Urban and Minorit y Education (IUME). Morrell is currently on the facult y in the Urban Schooling Division of the Graduate School of Education and Information Studies at UCLA. He will assume a tenured full professorship at TC and the directorship of IUME offices in September, succeeding the Institute’s founding director, Edmund W. Gordon. Morrell has made his mark in higher and secondary education in Los Angeles and beyond. At UCLA, he has done research and teaching in the fields of literacy, critical pedagogy, cultural studies, urban education and ethnic studies. As Associate Director of UCLA’s Institute for Democracy, Education and Access (IDEA), he has worked with high school students in Los Angeles on in-school and out- of-school literacy instruction, cultural studies, and civic involvement. Through IDEA he has taken busloads of teenage students to the state capital to lobby for more state support of education. Morrell’s interest in urban minorit y education was a natural progression from a childhood spent mostly in Oakland, California, where his mother taught school and his father was a preacher.
2000s
Michael Meyer, M.A. teaching credential ’01, Teri Hu, M.A. teaching credential DTE ’97, has
taught English in Fremont, CA since she left UC Berkeley, and is now teaching AP English Literature and Creative Writing. Her son is currently an undergraduate student at Cal. Helena Worthen, Ph.D.
’97, is a clinical associate professor at University of Illinois. She has been working with labor unions, workforces and individuals for 11 years. “I’ve used a great deal of what I learned at GSE in my work, both my research and teaching,” she writes. She is looking forward to taking an early retirement this summer and returning, with husband Joe Berry to the Bay Area.
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was awarded a 2010 Guggenheim Fellowship, as well as residency at the New York Public Library’s Cullman Center for Scholars & Writers, where he is writing a book about Manchuria. JuliAnna Avila, M.A. ’02, Ph.D. ’07, an assistant
professor at the University of North Carolina, Charlotte, received the 2011 AERA Writing and Literacies SIG Excellence in Early Scholarship Award. The Steve Cahir Award is presented to those members who show excellence in early scholarship in writing and literacies research, and who meet the criteria of excellence on all fronts including theory, literature review, methods, findings, significance of the research and writing quality.
H EART O F A SAINT Scott Fujita, M.A. Athletes and Academic Achievement ’02, played linebacker for the 2010 world champion New Orleans Saints. But Fujita, who will play for Cleveland next season, may have left his heart in New Orleans. He has donated $25,000 from his playoff earnings to two Louisiana groups that specialize in coastal restoration, and last June he returned to New Orleans to help organize a fundraiser to aid in efforts to clean up the BP oil spill. “The people of this city and region have been so good to me and my family that we just felt strongly about doing something to protect the city we have come to love so much,” said Fujita, who earned his undergraduate degree from Cal in political science. “And helping on the coastal issue has been on the back of my mind since I first got here.”
Lisa Griffin, single subject credential ’02, M.A. MUSE ’03, is a new lecturer in GSE’s Language and Literacy, Society and Culture area. She received her doctorate from the University of Rochester. Griffin and her husband happily announced the birth of their second son, Ando Kenneth Naruishi, born in July. Cassandra Roberts, M.A. ’05, PLI ’06, a
distinguished teacher at Everett Middle School in San Francisco and a graduate of the Principal Leadership Institute Cohort 5, passed away on August 14. “She was always a bright light, committed to students and to high standards of rigor,” said PLI coordinator Lynda Tredway. “I encountered her when Janette [Hernandez] was principal at Everett and thought then she would be a good candidate for PLI. Stephanie Sisk-Hilton, Ph.D ’05, an assistant professor of elementary education at San Francisco State University, is the author of a new book, Teaching and Learning in Public: Professional Development Through Shared Inquiry (Technology, EducationConnections). The book explores a group of teachers that engaged in inquiry about their own practice in order to support inquiry learning in their students.
Ou Lydia Liu, Ph.D.
QME ’06, was selected as recipient of the Jason Millman Promising Measurement Scholar Award from the National Council on Measurement in Education for 2011. The award recognizes an early career scholar whose research makes a major contribution to the field of education. GSE Professor Mark Wilson, one of Liu’s mentors at UC Berkeley, nominated the Educational Testing Service research scientist. John Kole, M.A. ’07, is a doctoral candidate at La
Trobe University in Australia.
Kids: Bringing Digital Media into the Classroom, Grade 5-12. The book brings together different voices to discuss how the study of new media environments can help to broaden understanding of literacy, promote a muchneeded dialogue concerning new media technologies and highlight the changing nature of learning. Teaching Tech-Savvy Kids is based on McArthur Foundation research by the late professor Peter Lyman. GSE Professor Glynda Hull wrote the foreword. Dafney Blanca Dabach, Ph.D.’09, who joined
the University of Washington faculty this fall as an assistant professor in the College of Education, won the 2011 AERA Bilingual Education SIG Dissertation Award.
Thomas Philip, M.A. ’04, Ph.D. ’07, has won a
Spencer/National Academy of Education Postdoctoral fellowship, a follow-up to his GSE dissertation Exploring Teachers’ Racialized Reasoning to Re-conceptualize Teacher Education in the Era of “Color-blind” Racism. Katherine (Kit) Richert, Ph.D. School Psychology ’07, has been applying her knowledge of child development and learning to make recommendations for design interactions at nukotoys in San Francisco. Maria Veronica Santelices, Ph.D. ’07, an assistant professor at the Department of Education at the Catholic University of Chile, and GSE Professor Mark Wilson co-authored unfair treatment?: The Case of Freedle, the SAT, and the Standardization Approach to Differential Item Functioning in the Spring 2010 issue of the Harvard Educational Review. Linda Platas, Ph.D. ’08, won AERA’s 2011
Early Education & Child Development SIG Outstanding Dissertation Award. Jacquelyn Moore, Ed.D.
Educational Leadership ’09, became the new principal of Davis Senior High School in fall 2010, having served as vice principal at Florin High School in the Elk Grove Unified School District, where she held administrative positions for six years. Jessica Parker, Ph.D. LLSC ’09, an assistant professor at Sonoma State, is the author of the recently released book Teaching Tech-Savvy
Leah Walker McGuire, QME Ph.D. ’10, is a new assistant professor at the University of Minnesota-Twin Cities. Ariana Mangual, Ph.D. ’10, joined the faculty at Rutgers University’s Graduate School of Education as assistant professor. Adena Young , Ph.D. School Psychology ’10, is doing post-doctoral work for the Academic Talent Development Program (ATDP), continuing her work on mathematics learning and metacognition. Young is working with GSE professors Alan Schoenfeld and Frank Worrell—combining the language and research from both disciplines.
Distinguished Alumni Award The GSE community is seeking nominations for our inaugural Distinguished Alumni Award. The criteria for the award is as follows: UC Berkeley’s Graduate School of Education recognizes alumni who represent the best of what GSE offers by doing exemplary work in the field of education, and whose impact is felt on a national or international level. Honorees work to effect positive change in schools, colleges and universities; they serve as advocates for all learners; they focus on achieving the best outcomes for students and on making a difference in their lives; and they provide leadership in addressing the greatest challenges facing educators, students and communities. Nominations may be sent via e-mail to gsealumni@berkeley.edu or gsenews@ berkeley.edu by September 1, 2011.
TH E N orWAY
“My wife (Diana Arya, LLSC ’10) and I (Andy Maul, QME ’08) have learned that there are two words for “education” in the Norwegian language. The first, utdanning, corresponds roughly to what is typically meant by “education” in the formal sense: the acquisition of knowledge and understanding of traditional academic subjects. The second word, dannelse, is harder to translate directly into English. I am variously told that it means wisdom, character, broad perspective, open-minded, well rounded and creative. It is cultivated by exploration of the arts, literature, sports and the outdoors, as well as travel —even by participation in social events, like the long, raucous dinners with their many songs and toasts with copious amounts of aquavit that are so popular here in the winter months. But both of us came here to work. And indeed, we have worked, and never harder… not because we are in any way forced to, but because we have found deeply engaging and enjoyable research and teaching opportunities. In fact, Norway is putting together its first-ever psychometric research unit, which involves all manner of opportunities for professional development for me. Diana is working with a multinational team of educators promoting awareness of climate change. Beyond the work, we have been taken in a little by the wider Norwegian lifestyle: boating, skiing, song, artistry, cozy candlelit evenings and people who, when they first meet you, ask questions such as, ‘What do you like to do?’ instead of ‘What do you do?’ Norway is a remarkable country and we are lucky to be here. We came for the utdanning, but who knows…we just might stay for the dannelse.”
Former San Francisco Mayor Gavin Newsom awarded Redding Elementary Principal Bonnie Lo, M.A., PLI ’09, a Certificate of Honor.
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friends
GSE Professor Emerita Patricia Cross has established a Charitable Remainder Trust for the benefit of the School of Education with a gift of real estate worth approximately $800,000.
Spotlight Pat Cross Professor of Philanthropy The remainder of this life income gift will provide an endowment to support all aspects of GSE’s future activities—from scholarships to programs. “We have always recognized Pat for her tremendous academic leadership and her remarkable contributions to the advancement of teaching and learning in higher education,” said GSE Dean Judith Warren Little at the announcement in February. “We are especially grateful to Pat for her philanthropy and leadership. This generous gift creates a tremendous legacy that will benefit GSE now and well into the future.” As a token of the University’s appreciation, Dean Little and Mary Catherine Birgeneau presented Dr. Cross with GSE’s “Distinguished Professor of Philanthropy” and a special quilt stitched together from colors of her academic regalia representing the many colleges and universities that she has been associated with over her distinguished career. An internationally known scholar of higher education as well as an author of several award-winning books on classroom teaching, learning and assessment, Dr. Cross was the Elizabeth and Edward Conner Professor of Higher Education from 1988–1993, and the first
professor to hold the David Pierpont Gardner Endowed Chair in Higher of Education from 1993–95. She retired from GSE in 1995. Her career in higher education began in 1953 as Assistant Dean of Women at the University of Illinois. She has also served as Dean of Students at Cornell, Director of College and University Programs, Distinguished Research Scientist for the Educational Testing Service, and Professor and Chair of the Department of Administration, Planning and Social Policy at Harvard. Dr. Cross has served as a trustee of The Carnegie Foundation for the Advancement of Teaching and the American Association for Higher Education. She was elected to the National Academy of Education, and awarded 15 honorary degrees in addition to her Ph.D. in Social Psychology from the University of Illinois. Since 1996, she has sponsored the K. Patricia Cross Future Leaders Award, created the Elderhostel K. Patricia Cross Doctoral Research Grant, the Cross Endowed Chair in the Scholarship of Teaching and Learning at Illinois State University, and the Cross Papers, a competition for community college teachers to promote scholarship in teaching across diverse fields.
Kee Scholarship Established School of Education alumnus Daniel Kee, Ph.D. ’74, has established an annual scholarship in memory of his parents. The Wilson and Mildred Kee Memorial Scholarship will be awarded to an outstanding student at GSE’s annual Scholar’s Tea. Wilson Kee was born on a farm in Oregon and raised with nine brothers and sisters. His wife Mildred, an only child, was born and raised in San Francisco’s Chinatown by her godparents. “Willie and Millie met at a USO dance during World War II,” said Daniel. “During his career, my father was a program analyst in San Francisco’s Presidio. He was an inspirational leader for his family, entertaining musician and dedicated husband. His unfulfilled dream was a college degree. He was a big Cal Bears football fan! “Mom completed high school, raised a son and worked part-time as a bookkeeper and medical secretary. Everyone liked my Mom. The door was always open at our home.” Thanks to Daniel for the honor he brings to his parents and to the Graduate School of Education.
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Peg Skorpinski
Aspiring teachers surrounded Mrs. William Brinton, founder of the Flanders California Fellows Program, at her last Scholarship Tea in April. GSE’s great friend passed away in November. An obituary in the San Francisco Chronicle described Brinton as a “selfless humanitarian devoted to her family and to many social causes.”
Kenneth Behring with
Peg Skorpinski
a commemorative portrait unveiled at the 10th anniversary of The Kenneth E. Behring Principal Leadership Institute at Danville’s Blackhawk Museum in February 2010.
From left, Derek Van Rheenen, director of
Peg Skorpinski
Steven Cohen
Cultural Studies of Sport in Education; Elizabeth Simons; and Vincent Minjares, Herb Simons Athletes and Education Award recipient at the Scholarship Tea.
From left, GSE Advisory Board member Mary Catherine Birgeneau, Professor Emerita Patricia Cross and Dean Judith Warren Little in front of a patchwork quilt made from an assortment of Cross’s academic regalia (see “Spotlight,” page 24).
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d ono r s j u l y 1, 2 0 0 9, t h r oug h j u n e 3 0, 2 010 The Graduate School of Education gratefully acknowledges the following individuals, institutions and foundations that supported our efforts to advance education and provide opportunity for all.
annua l fund donor s $1,000-$4,999
le adership donors and
r ese a rch funders $1,000,000 or more Mary Jane Brinton and William M. Brinton Bill and Melinda Gates Foundation $500,000-$999,999 James Irvine Foundation Spencer Foundation $100,000-$499,999 Kenneth E. Behring Ford Foundation Stuart Foundation $50,000-$99,999 Anonymous American Israeli Cooperative Enterprise Estate of Helen Murphy Neumann $5,000-$49,999 Mara W. Breech Foundation East Bay Community Foundation Miranda Heller and the Clarence E. Heller Charitable Foundation Let’s Go Learn Inc.
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Neal H. Brockmeyer & Mary Jane Busch Brockmeyer Richard C. Davis & Kathleen T. Davis The Walt Disney Company Foundation Dr. Allan P. Gold Cathleen A. Kennedy Margaret E. Kidd Karla Winkenhofer Knapp Mark J. Liebling, M.D. & Cheryl Rappaport Liebling, Ph.D. Alison Armstrong Ogden Robert A. Rice & Esther P. Rice Gary S. Valdez Vanguard Charitable Endowment Program Linda C. Wing Jonathan Wu & Heather McCracken Wu
$500-$999 Alberto Arenas Debrah Evans Baker J. Wilson Bowman Roslyn Ruggiero Elms Sutherland Jeffrey P. Fearn & Emilene J. Fearn Susan Bragg Fox John R. Harter Richard V. Jones, Jr. & Myrna J. Jones John F. Latting & Caroline Fohlin Lucinda Lee Katz Karen L. Mendonca Susan E. Newman Glenn H. Rankin, Ph.D. & Nancy Messinger Rankin Dr. James E. Richmond Shell Oil Company Foundation Inc. Allan C. Tappe & Phyllis Marie E. Tappe Jeffrey R. Williams & Patricia Fuller Williams
$250-$499 AT&T Inc. Foundation Daniel J. Archuleta Stacey Bell Dr. Ralph M. Berrier Jeffrey P. Braden, Ph.D. Dr. Donald B. Chambers The Clorox Company Foundation David G. Fleming & Elyse Schwartz Fleming Professor Barbara R. Foorman Andrew J. Galpern
Ellen Hershey Winifred Lehman Hohlt Donald W. Kelsey, P.E. & Colette Granlund Kelsey John B. Lee Jane Pechman Stern & David S. Stern Barbara Scheppler Walker Richard L. Young
$100-$249 Joseph Adwere-Boamah & Norma Adwere-Boamah Srijati M. Ananda David W. Anderson & Sandra S. Anderson Rena M. Bancroft, Ph.D. Aurora Calimquim Barrozo, Ph.D. Colleen Morris Bender Allen E. Black Anna Montgomery Blackman Lucia L. Blakeslee Steven P. Burke & Alison Everett Burke Ann E. Carey Horace G. Cattolico & Berit Boysen Cattolico Shelley Baumberger Caviness Yueh-Wen Chang June Bender Chaudet Alice Chen Rico Dr. Robert K. Cheng & Jinny S. Wong Bernadette S. Chi Shirley M. Convirs Dr. Leslie W. Crawford Janine L. Crowe Lillian Wilson Cunningham Michael B. Dodd & Jade T. Dodd Barbara Kaeppel Duff Walter A. Eagan Richard J. Edelstein Andrew R. Elby & Diana D. Perry-Elby Karen E. Eshoo Fidelity Charitable Gift Fund Marilyn E. Flood, Ed.D. Rex C. Fortune, Jr. Professor Jesus Garcia Dr. Michele Garside Peter H. Gelpke Thomas A. Gielow & Judith McCarthy Gielow Loren C. Grossi Yukiyo R. Hayashi Linda C. Henderson George S. Herring
Alan J. Hill & Margaret Hawkins Hill Bonnie S. Ho & Melvin K. Ho Kathleen S. Hurty Eileen Segal Ingenthron Proverb G. Jacobs, Jr. & Mimi Johnson-Jacobs Harriett Wood Jenkins Rita H. Jones Michael F. Kelleher & Jocelyn Blakeman Kelleher Penelope Mertens La Preziosa, M.A. Fred A. Lado & Marianne L. Engelman-Lado Stephen P. Lazzareschi, Jr. & Linda Dougherty Lazzaresc Ronald E. Leonard Anne Sokolow Levine, Ph.D. Sally Clark Lorang Jane D. Maldonado David B. Manchester & Anne Pollard Manchester William P. Marquis, Ph.D. Prof. Emer. William A. McCormack Barbara M. Means Antoinette S. Mitchell Alison Miller Moser Frederick E. Murray Dr. Arnethia Wright Okelo Ruth S. Omatsu Marie Luise Otto Phelana W. Pang Hyun-Sook Park Douglas A. Penfield Royce Salisbury Peterson Laura Clark Post Nilesh Shah & Bina Shah Marilou Loskutoff Shankel Victor Tien-Cheng Shen Robert P. Sherwood John D. Shultz & Joanne Person Shultz Richard J. Silberg John P. Smith, III L. G. Soderbergh & Melinda Soderbergh C. Clifford Solari & Kathy McMickin Solari Itsuko Terada Robert L. Terrell Kevin M. Waesco Paula Hollmann Walker Melinda S. Wallace Rosalind L. Walton Peter V. Wehausen M. Linda Forsyth Weidenhamer
Willie West, Jr. Roy L. Whalin & Kathleen Moore Whalin Professor Barbara Y. White Prof. Emer. Alan B. Wilson Kelly K. Wong Otis N. Wong & Teresa Chung Wong Larry J. Wornian Professor Helena H. Worthen David Zeff, Ed.D.
$1-$99 Penelope Hearn Adams Timothy K. Allen Dr. Joan Piekarski Avis Susan Mowat Berkman Mary–Claire Tarlow Bernstein, Ph.D. Marlene A. Botto Sarah L. Bremer Joseph J. Brulenski, Jr. Gerald J. Brunetti Douglas A. Buck & Jandre H. Buck Barbara A. Burton Karen Carroll, Cary I Sneider Consulting Rossan M. Chen Leo R. Croce & Pina M. Croce Anne L. DiPardo Phi Nhu Do–Lui Kathy J. Dodsworth–Rugani & Richard L. Rugani Edith Wright Don Charles Dorn Jordan B. Emmart Margaret Pecharich Erickson–Freeburn Mary K. Fairbanks Jennifer Tune Fenwick Olga Garcia Brooks W. Geiken Rosalie Agegian Gifford Alice Radebaugh Giuffre Dr. Renee R. Golanty–Koel & Bertram S. Koel Doris Bucilla Goldthwaite Gordon Y Yamamoto Professional Corp Catherine H. Gross Cynthia Kramer Guyer Elaine F. Harris Laurie R. Harrison Clara Y. Hashimoto Otto Heinz & Grete Unger Heinz, II, Ph.D. Bradford K. Hill Kenneth J. Holbert Mark A. Holman Victor W. Huang & Joan C. Huang Richard C. Hunter William A. Hutchings Jack L. Jackson, Jr. Nan Christine Haymet Jackson William G. Jager Dr. Muriel M. James Charlene F. Kalagian Brenda Guthrie Kangas Belinda Rosson Kesser Bertram S. Koel & Renee R. Golanty–Koel
Joan G. Kramer Wesley J. Lai Robert W. Lawson & Donna Bourdon Lawson Dasil G. Mathews Marilyn J. McCammon Dana E. McCauley Shannon M. McCoy Billiejean McElroy–Durst Dr. Carol R. McKenzie Mary E. Molesworth Douglas J. Moody Gail Hall Morgan Szasha A. Ozard Elizabeth I. Ozol Carol M. Penara Shirley Paintner Perkins Patricia Barnard Player Fannie Wiley Preston Linda Raben–Beckstrom & Robert J. Beckstrom Christopher J. Rampoldt Mary A. Rettig–Zucchi Peter A. Rosenfield Daniel C. Rowland & Robin Johnson Rowland Carol Meyer Rowley Richard L. Rugani & Kathy J. Dodsworth–Rugani Dr. William H. Rupley Sharon B. Sacks Judith Schalk Sam Arthur G. Sanguinetti Ruth Robinson Saxton William W. Schofield, III & Carol Sippola Schofield Lawrence G. Selna & Lynn Shufelt Selna Lisa Sidhu Doris S. Smith Cary I. Sneider Markus O. Spiegelberg Mimi H. Steadman Tia C. Streeter Douglas I. Sugano & Linda Campau Sugano Michael L. Swindell Arturo V. Taboada & Diane F. Sharken Taboada Gene J. Tankersley Laura E. Telep Jeffrey M. Thomsen & Elizabeth Coleman Thomsen Regi Wermer Topol & Stephen A. Topol Roger W. Torrey Susan Duckworth Tullis Burr Tyler Daniel L. Ustick Jason M. Valadao Judith Lieberman Van Hoorn Maya M. Vanputten Greta Vollmer Juliette A. Wade Mary Lou Brooks Wallace Robert F. Whitlow
Frances Carlson Willms Keith R. Wilson Christopher Y. Wu Gordon Y. Yamamoto
schol a r ship fund donor s $5,000-$9,999 MAKO Foundation Julie Stevenson & Tom Meyer
$1,000-$4,999 Albert A. Andersen Robert J. Breuer David Dansky & Barbara Cline Dansky Homer L. Dawson & Rosette Girolami Dawson Kathryn A. Duncan Dr. Eugenia Smith Fitzgerald Anonymous Margaret Gabbert Saulsberry Dr. Allan P. Gold Robert A. Goodin & Marjorie C. Goodin Professor Jack A. Graves Terry R. Haws & Jacqueline Nino Haws Lenore Bertagna Heffernan & Frank M. Heffernan, Jr. Karen Ohme Hobbs Sara De Vore Hopkins–Powell Mark D. Lubin & Kerri Collinge Lubin Kenneth T. Martin Teresa McGuire MPR Associates Inc. Phi Delta Kappa Pamela A. Routh William T. Selby & Marilyn Ransford Selby Chi–Kwan A. Shea Raynor Weingard Voorhies & Michael W. Voorhies Wendell Family Foundation Victor Wm. Willits & Arlene McLaughlin Willits Daniel J. Zimmerlin
$500-$999 Bernard L. Buteau Ceinwen L. Carney Caleb L. Cheung & Rebecca E. Cheung Christine M. Cziko Donald J. Dal Porto & Shirley Hierlihy Dal Porto Dr. Allan P. Gold Verna J. Arnest Christopher P. Hadley Sumner Marshall & Hermine H. Marshall, Ph.D. Richard C. Nicoll & Catherine Smith Nicoll Mary H. Schwartz Freda Crane Shamma
Marc R. Stein & Suzanne Linden Stein Siv Larson Wheeler & Anthony J. Wheeler
$100-$249 Albert M. Adams, Ed.D. & Susan C. Adams Joseph Adwere–Boamah & Norma Adwere–Boamah Benjamin P. Bowman, Jr. Iris Rae Christeson Norma Brennan Cox Crail–Johnson Foundation Christopher S. Crook & Lynn Jones Crook Suzanne Godshall Douglas Gerald L. Dunbar Tom Finn, Ph.D. Austin C. Frank Professors Maryl Gearhart & Geoffrey B. Saxe Lorraine Fradkin Hauser & Frank E. Hauser Gerald C. Hayward & Linda Malmstrom Hayward Pauline Huang Robert P. Huston & Jean Arthur Huston Robert M. Jecmen & Diane R. Fujii Timothy M. Kahn Kristine L. Kimura Llewellyn Stevens Kirby Maya H. Klein & Steven G. Klein Diane Greenhill Kopchik Michael J. Leonard Robert RS Leonard & Naomi R. Leonard Nessa Mahmoudi Terry L. Maul Charles L. Meier Microsoft Corporation Brandon L. Nicholson Pacific Gas & Electric Company John S. Peterson & Kathleen Panovich Peterson Richard C. Ponzio Cleo H. Protopapas Ruth Holdsworth Rentz Jennie F. Savoldelli Professors Geoffrey B. Saxe & Maryl Gearhart Kristina M. Seher Professor Ingrid Seyer–Ochi Mary L. Soltis George E. Stelmach Miye M. Takagi Allyson Werner Purcell Patricia Holmes Wheeler, Ph.D. Professor Mark R. Wilson Janice Wong Rebecca J. Zwick
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$1-$99 Eleanor Olney Arnberg Bonny Redhead Babb Patricia J. Beringer Stacie C. Chea Edward Chu Carolyn J. Daoust Cesar De La Garza Barbara Kaeppel Duff Gloria Bell Edwards Viola Muth Egli Dana T. Elmore, Ret. & Marjorie Stoner Elmore Nancy Erbstein Matthew P. Fishbach Nina L. Floro Margaret L. Gebhard Ellen E. Georgi Amanda J. Godley Sheila Cumming Gurnee Robert M. Houghteling & Elizabeth R. Fishel Marilyn File Hulsoor Ralph G. Jennings Anne E. Just Ted M. Kahn & Frona Star Kahn Gary L. Katz Nancy Shapiro Kornfield Lauren G. Lyon Teresa McGuire Julia E. Menard–Warwick Guy A. Molina & Katherine Weinberg Molina MarthaElin Vernazza Mountain Victoria C. Mui Oakland Unified School District Jose R. Olivares Jessica J. Ostler Linda W. Ownby Peter S. Pan & So Mui S. Chang Michael L. Penzer & Elaine Gong Penzer Shirley Paintner Perkins Jesse Perry, Jr. Julie T. Quan Leticia C. Rivera Susan A. Rounds Patricia Dyer Russell Diane Tickton Schuster & Jack H. Schuster Meghan M. Shaughnessy Letitia Williams Shelby Dr. Thalia Pappas Silverman Maryann Smetzer Delores G. Snell Richard N. Stevens Scott J. Swanton Anhphuong T. Tran Leah L. Walker Brook S. Williams Frances Carlson Willms Christopher J. Wright Suzanne M. Yee
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pr incipa l le a der ship inst i t u t e schol a r ship fund Matin Abdel–Qawi Larissa K. Adam Sondra D. Aguilera Dhameera C. Ahmad Marisa J. Alfieri Lisa S. Allphin Audrey J. Amos Susan M. Audap Peter A. Avila Christopher C. Barron Deborah Bellotti Claire F. Beltrami Jennifer L. Bender Felicity A. Bensch Maureen E. Benson Teresa M. Bergeson Betty M. Bispo Robert W. Blackburn & Barbara W. Blackburn Neal A. Bloch & Amanda Asdel Bloch Mark A. Bolton, M.A. Catherine A. Borquez Aryn E. Bowman Amy M. Boyle Fred S. Brill & Marie L. Melodia Neal H. Brockmeyer & Mary Jane Busch Brockmeyer Robert R. Broecker Melanie A. Buehrer–Buck Matthew J. Burnham & Megan M. Stelmach Maureen M. Byrne Ray F. Cagan Timothy E. Carlson & Carolyn Ortegren Carlson Maria D. Carriedo Virgilio V. Caruz Michael T. Case Alysse B. Castro Eleanor E. Castro Patricia Ceja Kennelyn D. Ceralde Linda J. Chambers Ryszard J. Chetkowski & Robin Rollens Chetkowski Margaret A. Clar Neal Clayton & Lottye Clayton Theresa Y. Clincy Diane Colborn William H. Conrad & Pamela L. Conrad Jennifer K. Corn Luis H. Covarrubias Mary L. Cranna Kathleen M. D’Or Brent A. Daniels Kristen M. De Andreis Miguel A. De Loza Kenan W. Delgado Virginia L. Dold
Jeanne M. Dowd Pamela L. Duszynski Mary L. Dybdahl Natalie R. Eberhard Educ8 Inc. Erica C. Ehmann Randall J. Enos Debra D. Eslava–Burton Angienette D. Estonina Thomas R. Fairchild J C M. Farr, III Professor Joseph J. Flessa Margo A. Fontes Karen B. Francois Deborah R. Friedman Sarah K. Gahl Shawna L. Gallo Glendaly Gascot Susan L. Gaylord Carin D. Geathers Kristin A. Glenchur Robert A. Goodin & Marjorie C. Goodin Chad J. Graff Louis J. Grice, Jr. Professor W. Norton Grubb & Erica B. Grubb Judith A. Guilkey–Amado Anya B. Gurholt Monica M. Guzman Laura M. Hackel George E. Haggerty, III John J. Hall Christine M. Halstead Bonnie J. Hansen Patricia A. Harmon Matthew P. Hartford Karen A. Haynes Alicia R. Heneghan Mark N. Herrera Jeremy B. Hilinski James Holloway Clifford R. Hong Thomas R. Hughes, III Matthew P. Huxley Beatrice A. Imada Robert R. Ingham Matthew J. Iverson–Comelo & Anita S. Iverson–Comelo Sharon L. Jeffery Willie E. Jeffery Lanette V. Jimerson Kyla R. Johnson Anne Johnston Edith M. Jordan Gail Kaufman Trent E. Kaufman Patricia Browne Kawahara Mark W. Kelley Kevin P. Kerr Dongshil J. Kim J Carlisle Kim Linda M. Kingston Gregory T. Ko Paul J. Koh Marilyn Zoller Koral Nicole E. Lamare
Nancy M. Lambert Cheryl A. Lana Jessica D. Lange Jessica Bogner Lapic Brianna R. Larkin Aubrey N. Layne Malcolm Leader–Picone Lucinda Lee Katz Sangyeon Lee Jonetta Leek Erica R. Lingrell Ilene Davis Linssen Professor Judith Warren Little Bonnie W. Lo Paul F. Lowery & Glenda S. Lowery Tasha Doyle Lowery Ana G. Lunardi Hanna L. Ma Elizabeth L. MacClain Moraima Machado Mark S. Mahaney & Patricia E. Mickens Deborah K. Mar Nancy Chew Mar Gregory W. Markwith Sonya E. Martin Ruth Mathis Jack M. Mayeda & Nancy Mayeda Jonathan J. Mayer Nicole Didonato McAuliffe Julie M. McCalmont Teresa McGuire Sarah B. McLaughlin Jeannette McNeil Richard L. Michaelson, Jr. Miller Brown & Dannis Lisa A. Miller Ashley B. Milton Margaret R. Minicozzi Professor Heinrich Mintrop Christopher A. Moore Monica C. Moreno–Bowie Eduardo R. Munoz–Munoz Irma T. Munoz Bita Nazarian Joyce E. Ng Ho H. Nguyen Lauren J. O’Leary Alicia D. Orner Kenneth C. Parker & Kristine Parker Karrie A. Passalacqua Robert S. Patrick Professor P. David Pearson & Mary Alyce Pearson Hector H. Perez & Angelica C. Alamillo–Perez Mignon L. Perkins Karl S. Pister & Rita Olsen Pister Norma P. Puck–Dahnken Kenneth W. Purser Myra T. Quadros–Meis Jessica Quindel Mark A. Rader Linda A. Rarden Michael G. Ratkewicz Michael P. Ray Paul R. Renaud
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Victor Wm. Willits & Arlene McLaughlin Willits Carrie L. Wilson Peter D. Wilson Jonathan Wu & Heather McCracken Wu Stephanie Young
Dana M. Nielsen Thomas A. Nielsen & Geri Dahl Nielsen Laura Poncia Lauren E. Speer Ryan M. Vaughan Lucas M. Yancey
gse progr a m and communi t y support
gif ts in honor and in memory
Brett Baccus & Diane Friedman Katharine A. Bamberg Curtissa Clay Pauline R. Facciano Julia Gelormino Donna Jurich & Jim Vandergriff Karl P. Mauks–Koepke Robert Meylan & Diane G. Meylan Ann McCallum Murray National Writing Project Professor P. David Pearson & Mary Alyce Pearson Douglas C. Reaney & Gary H. Sosenko Michael A. Rogers & Leslie A. Woolley Gary H. Sosenko & Douglas C. Reaney Jim Vandergriff & Donna Jurich
ac a demic ta le n t de v elopme n t progr a m fund Jacqueline Ancess Andrianna Armatos Beryl Banfield Lois A. Braun Yi–Tso J. Chen & Mei K. Chen Gary Fenstermacher & Virginia Richardson Robert Fried Dena D. Griffin Dorothy Hefner Joseph S. Husted & Carol S. Husted Robert D. Machatka Joyce E. Ng Michael J. Passow & Shirley S. Passow Virginia Richardson & Gary Fenstermacher Elaine L. Rigolosi John B. Tillson & Frances R. Tillson
AT DP I N M E MORY OF T HOM A S R AY MON D NG
Tom McGowan & Cathy McGowan I N HONOR OF P. DAV I D PE A R SON A N D M A RY A LYC E PE A R SON
Albert M. Adams, Ed.D. & Susan C. Adams Neal H. Brockmeyer & Mary Jane Busch Brockmeyer Miranda Heller and the Clarence E. Heller Charitable Foundation Charles W. Fisher & Elfrieda H. Hiebert Professors Maryl Gearhart & Geoffrey B. Saxe Mark D. Lubin & Kerri Collinge Lubin Teresa McGuire Professor P. David Pearson & Mary Alyce Pearson Professor Michael A. Ranney Professors Geoffrey B. Saxe & Maryl Gearhart Professor Alan H. Schoenfeld & Jean Snitzer Schoenfeld Professor Ingrid Seyer–Ochi Janine Sheldon Carolyn Morledge Sparks Victor Wm. Willits & Arlene McLaughlin Willits Mike C. Wood Professor Frank C. Worrell I N M E MORY OF ROBE RT FOO
UC Chinese Alumni Foundation
I N M E MORY OF L E ONA R D M A R A SC U I L O
William D. Bethell I N M E MORY OF MALVINA WALFORD MORLEDGE
Carolyn Morledge Sparks I N M E MORY OF M A R I LY N R A B Y
Anne Raby Gates & Will Gates I N M E MORY OF H E R B SI MONS
Missy Andrews Richard J. Bertman Santanu Bhattacharyve & Yasmin Singh John Chabinyc & Carole Chabinyc Eugene M. Chow Lawrence J. Cooperman Verda Feigl Delp Paula Diamond Richard J. Dishnica & Tamara Dishnica Paul S. Gill Philip Gross & Miriam Gross William Horwich & Mijo Horwich Joseph Laib & Joan Laib Edmund C. Levin David Levine & Diane B. Levine Louella Lovely Maxwell Paul J. Melmed, Ph.D. Joseph M. Messina & Susan E. Messina Clifford S. Orloff & Olga Shalygin Orloff Professor P. David Pearson & Mary Alyce Pearson Marvin Schlaff & Marcia Schlaff Elliott G. Segal & Faith D. Segal Elizabeth R. Simons Robert W. Smith & Joan Smith Murray A. Sperber & Aneta Wharry Sperber Gail I. Splaver William F. Taylor & Marjorie M. Taylor Benjamin J. Turman Professor Derek M. Van Rheenen Professors Rhona & Harvey Weinstein Xerox Corporation
I N M E MORY OF W I L SON W. K E E A N D
I N M E MORY OF H A R RY S T E H R
M I L DR E D K E E
Dr. Carne S. Clarke
Daniel W. Kee I N M E MORY OF DA L E T I L L E RY
ed 190 be t he ch ange fund Rachel L. Carlston Justin Chou Jim Dillard Candice M. Director Heather N. Fotion Franklin Resources, Inc. Professors Maryl Gearhart & Geoffrey B. Saxe Corey A. Harkey
I N M E MORY OF R AJ K U M A R I
Jitender Chopra & Jeannie Lin Chopra
Victor Wm. Willits & Arlene McLaughlin Willits
I N M E MORY OF NA DI N E L A M BE RT
Jeffrey R. Lambert Therese M. Pipe Jamal D. Splane Patricia Holmes Wheeler, Ph.D.
Spring 2011
29
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