Spring/Summer 2020 Rising Newsletter | SJSU Lurie College of Education Ed.D. Leadership Program

RISING Ed.D. Leadership Program San JosĂŠ State University

Graduating Students

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Student Achievements

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Alumni Achievements

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Faculty Achievements

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SPRING/SUMMER 2020

Graduating Students

The fourth cohort of the Ed.D. program started in Summer 2017 and will complete the program in Spring 2020.

Congratulations, Cohort 4 students!

Travis Beecher

Jesus Contreras

Dissertation Title: A Documentary Analysis of How the Foster Care Placement Process Affects the Educational Outcomes of Minority Males Dissertation Chair: Dr. Saili Kulkarni

Christopher Cox

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Heidi Eisips

Heidi Emberling Dissertation Title: How does alignment between policymakers and the general public affect expansion and improvement of high-quality childcare/preschool in California?

Dissertation Chair: Dr. Emily Slusser

Angela Lyte-Crowther

Tri Nguyen

Angela Maria Rengifo

Dissertation Title: Understanding the Barriers, Bridges, and Bases to Inclusion Instruction for Secondary Students with Mild to Moderate Disabilities Dissertation Chair: Dr. Noni Reis

Dissertation Title: Construction of Classroom Community in a Full Inclusion District: Comparative Case Studies with Elementary School Teachers Dissertation Chair: Dr. Allison Briceno

Dissertation Title: The impact of the language of instruction on second-grade Latinx emergent bilingual students’ understanding of place value and the communication patterns used for discussion around this topic in transitional Spanish-English bilingual classrooms Dissertation Chair: Dr. Cheryl Roddick

Laura Shroder

Prabhjot Singh

Sonia Vargas

Dissertation Title: The role of socioeconomic status and prior industry exposure on the attitudes, career goals and career decision self-efficacy of undergraduates studying hospitality and tourism management Dissertation Chair: Dr. Paul Cascella

Dissertation Title: Examining the Effects of a Peer-Mediated Social Skills Intervention on the Prosocial Behaviors of Elementary Students with Emotional Behavioral Disorders Dissertation Chair: Dr. Lisa Simpson

Dissertation Title: Disproportionate Discipline Rates of Latino Male Students: Causes Impossible Solutions Dissertation Chair: Dr. Robert Gliner

Kevin Wan

Jennifer Wang Dissertation Title: Developing Teachers’ Technological, Pedagogical, and Content Knowledge (TPaCK) with Design Thinking and Community of Practice Dissertation Chair: Dr. Mark Felton

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Student Achievements Student Success and Writing Advisor at SJSU Heidi Livingston Eisips is now in her fourth semester working with Aerospace Engineering (AE) graduate students on their master's thesis/project writing. In addition, this semester she took on a larger role in this capacity as an Academic Advisor to Sophomore, Junior, and Senior undergraduates. In the Lucas College of Business, Heidi was named the faculty advisor for the GoAL program (Generation of Aspirational Leaders, www.sjsugoal.com) which is a campus-wide initiative focused on student success around the three “C's” of community, curriculum, and career.

Winner of the Lurie College Student Research Award Furwa Rizvi received the Lurie College Student Research Award for the Fall 2019 and Spring 2020 semesters. It was Furwa’s paper titled “The Barriers that Hinder the Success of First-Generation College Students and their Leadership Development” that earned her this award. The motivation behind her project is to support underrepresented students by giving voice to the complex experiences they encounter as undergraduates. For Furwa, this research engagement is essential to her professional development due to the leadership opportunities it affords. In addition to providing a voice to underrepresented students, she believes she can contribute opportunities for them to benefit from leadership resources on campus and beyond, paving their path to a successful future.

Caucus Chair for the Association of Collegiate Registrars & Admissions Officers Tricia Ryan has been chosen to serve as the 2020-2021 Asian and Pacific Islander (API) Caucus Chair for the American Association of Collegiate Registrars & Admission Officers (AACRAO) beginning April 2020. AACRAO's API Caucus strives to provide a communal space for members who are ready to discuss issues, developments and initiatives for individuals of Asian and Pacific Islander descent in higher education. This Caucus, which strives to educate other members about the history, contributions, and concerns of Asian Americans and Pacific Islanders, is open to all members of AACRAO. Chair of the California Private Security Disciplinary Review Committee Leslye Tinson has been reappointed by Governor Gavin Newsom to the California Private Security Disciplinary Review Committee, North, where she has served since 2015. This committee is comprised of five members, appointed by the Governor, to hear appeals from individuals applying to become security guards, private patrol operators, and similar licensed positions. They can also affirm, modify, or overturn fine assessments of licensees that were imposed by the bureau. She has served as the chair of this committee since 2018, and is proud to have been reappointed under Governor Newsom’s administration.

Chair of Trainer Corps for the NAFSA: Association of International Educators Parinaz Zartoshty completed her 2-year national leadership position with NAFSA: Association of International Educators as Chair of Trainer Corps and Professional and Learning Services Liaison.

Trainer Corps is comprised of 400 volunteers dedicated to training and advancing international education globally. She has also continued to present at the regional and national level at NAFSA conferences. This past fall at the regional NAFSA conference in Pasadena, she co-chaired an all day workshop titled "Advanced F-1 gray area regulations" and co-presented 2 other sessions. She will be the chair of the Current Topics Workshop entitled "J-1 Advanced Lab" at the NAFSA 2020 annual conference in St. Louis and will also be a co-presenter in a session on Fulbright opportunities for international educators.

In addition, Parinaz served as one of six panelists at an event last summer hosted by UCSC extension entitled "Silicon Valley Women in Leadership." There, she represented the voice of a foreign-born woman in a leadership position in international education.

She was also asked to review and provide an endorsement for a new publication titled The International Education Handbook: Principles and Practices of the Field, last spring. The textbook identifies the research, trends, challenges, and expectations of good practice that inform the profession of international education.

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Punteney, K. (2019). The international education handbook: principles and practices of the field. Washington, DC: NAFSA: Association of International Educators.

Alumni Achievements Leading in Arts Education Dr. Marie-Helene Bauguil recently accepted a new position as Visual Arts Specialist with the Khan Lab School (KLS) in Mountain View. She finds it very exciting to work at KLS and to be part of a team that is creating a new model of education and is thrilled to have found this opportunity after studying arts education in depth for the three and a half years over the course of her doctoral studies.

Dr. Bauguil is in charge of developing and teaching the art program for the lower school (equivalent of K-6th grades), which is a combination of art studio and arts-integrated and PBL projects.

The environment at KLS is very cooperative and flexible, though also intense as educators are constantly trying new approaches and adjusting them for continuous improvement.

Diversity Consultancy Founder Dr. Angela Birts, a proud alumna of San Jose State University’s inaugural Ed.D. Leadership Program cohort, is a professional educator, diversity consultant, social entrepreneur and college lecturer based out of the San Francisco Bay Area. In 2018, Angela left her full-time job as a senior administrator to start a diversity consulting firm, Birts Equity and Inclusion Solutions LLC, which focuses on training and consultation for non-profit organizations, colleges/universities, K-12 schools, and agencies seeking to expand their commitment to diversity, equity, and inclusion. To learn more, visit: www.deicapacitybuilding.com and facebook.com/BEISolutions18.

Publishing and Presenting on School Climate Assessment Dr. Anji Buckner’s recent publication, based on her dissertation, was accepted by the American Educational Research Association’s (AERA) annual meeting on April 17th. Her presentation is titled Measuring California Superintendents’ Beliefs About School Climate Assessment: New Insights from Item Response Theory Analysis. The abstract can be found below and full details on her presentation at http://tinyurl.com/v9cr9ge.

Abstract: School climate is an important factor influencing academic outcomes. Accountability across schools and school districts to inform decision making depends on superintendents’ beliefs about school climate data and its potential uses. This study examined a sample (n=298) of California superintendents with a 37 item Likert-style survey. Employing a multi-dimensional Item Response Theory (IRT) Model, we found evidence for three constructs related to superintendents’ beliefs about school climate data: Importance, Capacity, and Trustworthiness. Regression analysis showed that compared to superintendents serving in rural districts, those serving in suburban districts believed more in the importance of school climate data and trusted their data more for continuous improvement. Reliability and validity evidence show we can dependably identify three groupings among respondents.

Publishing and Presenting Strategies on Advancing Student Achievement Dr. Carrie Holmberg Articles Duckor, B. & Holmberg, C. (2019/2020). Seven high-leverage formative Assessment moves to support ELLs. Educational Leadership, 77(4), 46-52.

Excerpt: Sound in-class assessment strategies can make a big difference in deepening ELLs' learning.

In our 2017 book, Mastering Formative Assessment Moves (ASCD), we outlined seven high-leverage formative assessment strategies that promote ambitious teaching and deeper learning. Since then, we've been working with pre- and in-service teachers who are implementing the new English Language Development Standards (2014) in California, and we have begun to see how these strategies can serve as the natural bridge to help English language learners reach greater proficiency in their understanding of academic language. Research tells us that the assessment choices teachers make in their classrooms matter.

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John Hattie's findings (2009, 2012) remind us that student achievement outcomes can be mapped to specific high-leverage practices. We know, after years of top-down reforms, that formative assessment is more than just a buzzword. For teachers working with English language learners, these sound formative assessment practices can help make a difference minute by minute.

Holmberg, C. & Muwwakkil, J. (2020). Conversation in the classroom. Phi Delta Kappan, 101(5) 25-29.

Moving Up Dr. Rebecca O’Brien recently took a promotional position as Director of Special Education with the Morgan Hill Unified School District. She had been in her new role for about two weeks when she realized that she was facing some major restructuring. Upon reflecting on how to proceed, she realized she had taken an Ed.D. course in organizational change. From this realization, she saw that she had all the tools she needed at her fingertips and knew what needed to be done.

Administrator of the Year Dr. Michael Paynter has been selected as the Student Services Administrator of the Year by the Association of California School Administrators (ACSA) Region 10. He is very grateful to his peers for this award, as, in his words “only in relationship with each of them do we make an impact on the thousands of students in Santa Cruz County. Together, countywide, we have met as Student Services Directors for more than 3 years, collectively supporting each other and making progress on important learning supports for districts, schools and students. The latest work, which I am honored to facilitate, is our Schools Integrated Behavioral Health Initiative which aims to bring increased understanding, communication, resources, connections and skills to the myriad ways mental health and substance use challenges affect students, schools, families and communities. Given there are many wonderful efforts underway, we ask, how can we use MTSS and other frameworks to maximize serving the whole child as well as attend to the whole staff and parents doing that important work.”

National Conference Presenter Dr. Hyon Chu Yi-Baker recently presented at the Asian Pacific Americans in Higher Education National Conference. The title of her presentation was "Daring Greatly: From Hurt to Healing – Owning Our Own Stories." This pre-institute workshop explores how the model minority stereotype and the pursuit for "perfectionism" has hurt the AAPI community and impacted their journey. In the words of Dr. Yi-Baker, “we begin the road to healing by being the architects of our own personal ecology.”

Faculty Achievements Publishing and Presenting Locally and Internationally Rebeca Burciaga Presentations Burciaga, R. (2019, November). Testimonio as a culturally sustaining pedagogy. College of Social Sciences Dean’s Symposium, San José State University, San José, CA. Testimonio as a culturally sustaining and emancipatory pedagogy in higher education.

Burciaga, R. (2019, October). Publishing in the Social Sciences and Humanities. Invited presentation. The Ford Foundation: 2019 Conference of Ford Fellows, San Juan, Puerto Rico.

A workshop on writing and publishing for new Ford Foundation Pre-Dissertation, Dissertation, and Postdoctoral Fellows.

Burciaga, R. & Tavares, A. (2020, February). Latinas Leading Schools: An Act of Resistance. School Leaders of Color Conference. Las Vegas, Nevada.

A review of Latina school leadership innovations in research and practice. The workshop addresses the

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challenges Latinas face by collectively addressing the obstacles on an individual and systemic levels by sharing the innate strengths of their collective work.

Podcast Alemán, E. & Burciaga, R. (Speakers). (2019, November 4). Weaving the Personal with the Work [Latinx Intelligentsia Audio podcast]. Retrieved from https://podcasts.apple.com/us/podcast/latinx-intelligentsia/id1477651063.

Publication Whitenack, D., Golloher, A., & Burciaga, R. (2019). Intersectionally reculturing educational leader preparation and practice for all students. Journal of the California Association of Professors of Educational Administration, 31 Abstract: Situated in the context of U.S. educational outcomes, education policy in California, and UNESCO’s definition of inclusive education, we examine how schools have addressed student diversity.

Methods of identifying students with disabilities are not adequately designed to identify English learners with disabilities. In part to address that problem, we introduce the concept of intersectional reculturing as an approach for educators to consider students’ intersectional identities in order to address inequitable educational outcomes. We then present a theoretically grounded proposal for intersectionally recultured preparation of educational leaders, including use of a framework aligned with universal design for learning (UDL).

On School and Educational Administration Arnold Danzig Book Danzig, A. & Black, W. (Eds). (2019). Who controls the preparation of school administrators? Charlotte, NC: Information Age Publishing.

Book Chapters Danzig, A., Black, W., & Aravamudhan, R. (2019). Introduction to volume: Academic drift and institutional production. In A. Danzig & W. Black,. (Eds). Who controls the preparation of school administrators? (pp. 3-25). Charlotte, NC: Information Age Publishing.

Black, W., & Danzig, A. (2019). Principal preparation or leadership education? Examining administrative licensure production and graduate employment in three state contexts. In A. Danzig & W. Black,. (Eds).

Who controls the preparation of school administrators? (pp. 53-80). Charlotte, NC: Information Age Publishing.

Conference Papers and Participation World Education Leadership Symposium (2019). Symposium Organizer and Session Participant. Who Controls the Preparation of Education Administrators: Institutional Production, Academic Drift, and Epistemic Drift. Zug, Switzerland, September 22 - 27, 2019.

University Council for Education Administration (2019). Faculty Mentor. Graduate Student Symposium. New Orleans, LA: November 20, 2019.

University Council for Education Administration (2019). Ignite Session, Organizer and Participant.

Who Controls Education Administration? New Orleans, LA: November 20-24, 2019.

Publishing and Presenting Strategies on Advancing Student Achievement Brent Duckor Article Duckor, B. & Holmberg, C. (2019/2020). Seven high-leverage formative Assessment moves to support ELLs. Educational Leadership, 77(4), 46-52.

Excerpt: Sound in-class assessment strategies can make a big difference in deepening ELLs' learning.

In our 2017 book, Mastering Formative Assessment Moves (ASCD), we outlined seven high-leverage formative assessment strategies that promote ambitious teaching and deeper learning. Since then, we've been working with pre- and in-service teachers who are implementing the new English Language Development Standards (2014) in California, and we have begun to see how these strategies can serve as the natural bridge to help English language learners reach greater proficiency in their understanding of academic language. Research tells us that the assessment choices teachers make in their classrooms matter.

John Hattie's findings (2009, 2012) remind us that student achievement outcomes can be mapped to

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specific high-leverage practices. We know, after years of top-down reforms, that formative assessment is more than just a buzzword. For teachers working with English language learners, these sound formative assessment practices can help make a difference minute by minute.

Exploring the Development of Argumentative Reasoning Mark Felton Articles Miralda-Banda, A., Garcia-Mila, M. & Felton, M. (in press). Concept of evidence and the quality of evidence-based reasoning in the elementary graders. Topoi: An International Review of Philosophy.

DOI:10.1007/s11245-019-09685-y This article explores how children's explicit concept of what evidence is and how it used informs their implicit reasoning. The data suggest that although children show many of the characteristics of strong argumentative reasoning (producing claims, evidence, justification and counterargument) at a young age, argumentative competence may require a more conscious awareness of the role that argument plays in knowledge and knowing.

Felton, M., Crowell, A., Garcia-Mila, M. & Villarroel, C. (2019). Capturing collaborative argument: An analytic scheme for coding deliberative dialogue. Learning, Cognition and Social Interaction. Advance online publication DOI: 10.1016/j.lcsi.2019.100350 This article presents an analytic scheme for coding argumentative discourse and reviews a series of studies designed to highlight the unique features of collaborative argumentative reasoning and its potential for learning.

Advocating for Democratic Education Saili Kulkarni Publication A Collaborative Self-Study: Advocating for Democratic Principles and Culturally Responsive Pedagogy in Teacher Education in The Educational Forum

By Saili S. Kulkarni, Jennifer Stacy (Cal State Dominguez) and Heather Kertyzia (University of Peace, Costa Rica) This paper presented a collaborative self-study of three teacher educators and how they understood, practiced, and promoted democratic education in response to the divisive rhetoric of 2015–2016 at a Hispanic-Serving Institution (HSI) in Southern California. The prevalence of neoliberal ideologies throughout the 2016 election season challenged understandings of democratic education. Therefore, the paper explored how teacher educators promote democratic education and pedagogy during times of political uncertainty. The paper was also accepted as a paper presentation for the 2020 San Francisco American Educational Research Association under the Peace Education SIG and for the World Education Research Association Conference in Santiago de Compostela, Spain this summer.

Award-Winning Dissertation Eduardo Muñoz-Muñoz Award Dissertation title: De-standardizing the standard(s): Ideological and Implementational Spaces in Preservice Teacher Education Dr. Muñoz-Muñoz received the best dissertation award from AERA's Second Language Research Special Interest Group Publications “English Language Learners and the Local Control Funding Formula Implementation Challenges and Successes from Two District Cases” Jointly published by the Policy Analysis for California Education (PACE) and Pivot Learning, this article explores the implications, local successes, and challenges of the current budgeting system in California schools for English Learners.

Preparing Bilingual Teachers to Enact Culturally Sustaining Pedagogy in Handbook of Research on Diversity and Social Justice in Higher Education (edited by Dr. Jared Keengwe) Coauthored with Drs. Claudia Rodriguez-Mojica and Allison Briceño, this book chapter explores

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pedagogies to empower aspiring educators from minoritized backgrounds to enact transformational pedagogies.

¿Qué español debo enseñar en mi clase? Permanezcamos en silencio, escuchemos, apreciemos y aprendamos Linguistic-autoethnographic account employing a Spanish-English translingual repertoire, Coauthored with Dr. Fernando Rodriguez-Valls Presentations “Teachers as Semiotic Agents: The Case for Linguistic Landscape Pedagogy in the US and Overseas” 5th International Bilingual Conference, University of Córdoba (Spain)

“Past, Present, and Future Directions of Dual Language Immersion in California Post Proposition 58” National Association of Bilingual Education (NABE) Conference, with Dr. Matthew Love and Marcella McCollum, reporting on a project funded by SJSU’s Lurie College of Education Leadership for Social Justice Bradley Porfilio Publications Porfilio, B.J., Strom, K., Lupinaci, (2019). Getting Explicit About Social Justice in Educational Doctoral Programs in the U.S.: Operationalizing an Elusive Construct in Neoliberal Times. The Journal of Educational Foundations 32 (1-4).

Selected Presentations Porfilio, B.J. & Reynolds, W. ( June 2020) Backwoods Boys and their Hick-Hop and Indigenous Hip-Hop Culture. Curriculum Studies Summer Collaborative. Georgia State University.

Porfilio, B.J. & Colleagues (2020). Reelin' In the Years": International Critical Media Literacy and Liberation. 16th Annual Globalization, Diversity, and Education Conference. Washington State University.

Porfilio, B.J. (2020). (Discussant). Eco-Critical Curriculum Philosophies: Radical Social and Environmental Justice Responses to Climate Change. American Educational Research Association Conference.

Porfilio, B. J. and Colleagues (2020). (Paper). Leaders for Justice Restoring Dignity in Urban Schools Through the Narratives of Black and Latinx Parents.

Publishing with the SJSU’s Early Childhood Institute and Ed.D. Alumni at AERA Emily Slusser Conference Publications American Educational Research Association Annual Meeting: “Early Children Education and Quality Care: The Parents' Perspective” by Buu Thai & Emily Slusser.

This paper reports the findings from Dr. Thai's dissertation work, which explores early childhood care and education from the parents' perspective, a stakeholder group that is surprisingly absent from most evaluations of value and quality.

American Educational Research Association Annual Meeting: “Digital Literacy and the Common Core: What Does Instruction Look Like in Early Elementary Classrooms?” by Delnaz Hosseini & Emily Slusser.

This paper reports the findings from Dr. Hosseini's dissertation work, which provides insight into digital literacy development in the early elementary grades and underscores the need for equitable opportunities to use digital technologies and to develop 21st Century Skills.

Critical Questions in Education Conference: “Schooling Alone? An Investigation into Online Learning Environments” by Sara Douglas & Emily Slusser.

This paper reports the findings from Dr. Douglas's comprehensive evaluation of online learning environments, revealing that learning experiences can be isolating, and while benefits of peer collaboration and discourse are widely recognized in face-to-face instruction, online students rarely, if ever, engage in these activities.

Article CalMatters: “Support for each and every child from the start: A call for affordable, high-quality care and education for babies and toddlers across the state” by Emily Slusser, Andrea Golloher, and Maria Fusaro.

Members of SJSU's Early Childhood Institute draw on current research to make the argument that

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California policymakers must strive to ensure that members of the early childhood workforce earn a worthy wage, have incentives to expand infant and toddler care, and receive the necessary support for quality improvement and training to meet the needs of each and every child, from the start.

Exploring Inequity and Privilege in Higher Education Megan Thiele Thiele, Megan and Karen Jeong Robinson. August 2019. “Within Elite Academic Walls: Inequity and Student Experience on Campus." Case Study in Education and Society, a University of California Press textbook. Editors, Andrew Penner, Ben Gibbs, Thad Domina and Lisa Nunn.

This case study explores the class, racial and gender inequity on an elite college campus. A great read for students interested in how privilege is maintained within the ivory towers of elite universities.

Professors Colette Rabin and Grinell Smith visited Tokyo as part of a collaborative project with Noriyuki Inoue, Professor of Education in the College of Human Sciences at Waseda University. The on-going project centers on understanding similarities and differences in the way educators in Japan and in the USA conduct action research, with the goal of increasing the power and reach of the action research tradition in both countries.

Grinell Smith was an invited presenter at the UC–CSU Environmental and Climate Change Literacy Summit (ECCLPS) at UCLA in December, where he shared from his work on climate change and sustainability education. The Summit, which featured keynote speakers Former Governer Jerry Brown, UC President Janet Napolitano, CSU Chancellor Tim White, and National Academy of Sciences President Marsha McNutt, focused on the goal of advancing PK–12 environmental and climate change literacy by focusing on the preparation of current and future teachers.

Colette Rabin Publications Rabin, C. (2019). Co-Teaching Toward Collaborative and Caring Teacher Preparation. Journal of Teacher Education, 46, 4, 67-92.

Swanson, P., Rabin, C., Smith, G., Briceño, A., Ervin, Kassab, L., Sexton, D., Mitchell, D., Whitenack, D., Asato, J. (2019). Trust your Team: Our Journey to Embed Social and Emotional Learning in a Teacher Education Program Focused on Social Justice. Teacher Education Quarterly, 46, 4, 67-92.

Watson, M., Daly, L., Smith, G., & Rabin, C. (in press). Building a Classroom Community that Supports Students’ Social/Moral Development. Teacher Education Quarterly, 46, 4, 10-31.

Presentations Rabin, C. & Smith, G. (November 2019). American Education and the Larger Purpose of Social Justice and Caring. Invited Lecture at Waseda University, Tokyo, Japan.

Grinell Smith Publications Watson, M., Daly, L., Smith, G., and Rabin, C. (2019) Building a Classroom Community that Supports Students’ Social/Moral Development. Teacher Education Quarterly, 46(4), 10-30.

Swanson, P., Rabin, C., Smith, G., Briceño, A., Ervin-Kassab, L., Sexton, D., Mitchell, D. Whitenack, D. A., Asato, J. (2019). Trust your team: Our journey to embed social and emotional learning in a teacher education program focused on social justice. Teacher Education Quarterly 46 (4), 67-92.

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One Washington Square San JosĂŠ, CA 95192-0064 (408) 924-4098 edd-leadership@sjsu.edu www.sjsu.edu/edd