Eduardo Mosqueda June 2015

141 Hagar Ct.

Santa Cruz, CA 95064

Equity and Access in Mathematics and Science Education; English Language Learner Mathematics Achievement; Latino Immigrant Education; Academic Language in Content Area Teaching and Learning; Urban Education; Academic Tracking and Course-taking Patterns; Large-scale Dataset Analysis; Quantitative Methods; Formative Assessment in Mathematics

PUBLICATIONS

Mosqueda, E. & Tellez, K. (2015). Expanding Latino Immigrant Alternative High School Completion Opportunities. In G. Q. Conchas (Ed.). Critical Case Studies in Latino Education: Narratives of Inequality and School Success. New York, NY: Teachers College Press.

Mosqueda, E., Bravo, M. A., Solis, J. L., Maldonado, S. I., De La Rosa, J. (In Press). Assessing Latina/os’ Mathematical Understanding, Academic Language, and ELP. Bilingual Review.

Stoddart, T. & Mosqueda, E. (In press). Teaching science to English language learners: A study of pre-service teacher preparation. Teacher Education and Practice, 26(4).

Tellez, K. & Mosqueda, E. (2015). Developing teachers' knowledge and skills at the intersection of language learners and language assessment. Review of Research in Education, 39(1), 87-131.

Bravo, M. A., Mosqueda, E., Solis, J. A., Stoddart, T. (2014) Possibilities and Limits of Integrating Science and Diversity Education in Preservice Elementary Teacher Preparation. Journal of Science Teacher Education, 25(5), 601-619.

Shaw, J.M., Lyon, E. G., Stoddart, T., Mosqueda, E. & Menon, P. (2014). Improving Science and Literacy Learning for English Language Learners: Evidence from a Pre- Service Teacher Preparation Intervention. Journal of Science Teacher Education, 25(5), 621-643.

Mosqueda, E. & Maldonado, S. I. (2013). The effects of English language proficiency and curricular pathways: Latina/os' mathematics achievement in secondary schools.

Equity & Excellence in Education 46(2), pp. 202 – 219.

Stoddart, T., Bravo, M. A., Mosqueda, E., & Solis, J. L. (2013). Restructuring pre-service teacher education to respond to increasing student diversity. Research in Higher Education Journal, 19, pp. 1 – 19.

Mosqueda, E. & Maldonado, S. I. (2013). Racial and linguistic achievement disparities: Mathematics course-taking in urban school contexts. In M. M. Capraro, R. Capraro & C. Lewis, Improving Urban Schools: Equity and Access in K-16 STEM Education for All Students. Charlotte, NC: Information Age Publishing.

Mosqueda, E. (2013). Academic tracking of Latino English learners and mathematics achievement at the end of high school. In R. Verdugo & B. Gastic (Eds.). The Education of the Hispanic Population, Volume 2. Charlotte, NC: Information Age Publishing.

Rodriguez, L. F., Mosqueda, E., Nava, P., & Conchas, G. Q. (2013). Reflecting on the Institutional Processes for College Success: The Experiences of Four Chicano Males in the Context of Crisis. Latino Studies Journal, 11, 3, pp. 411 – 427.

Mosqueda, E. (2012). Linguistic Minority Students' opportunities to Learn High School Mathematics. In Yasuko Kanno and Linda Harklau (Eds.) Linguistic Minority Students go to College: Preparation, Access, and Persistence. Routledge, Taylor & Francis Group.

Mosqueda, E. (2011). Teacher Quality, Academic Tracking and the Mathematics Performance of Latino ELs. In Téllez, K., Moschkovich, J.N., & Civil, M. (Eds.). Latinos and mathematics education: Research on learning and teaching in classrooms and communities. Charlotte, NC: Information Age Publishing.

Mosqueda, E. (2010). Compounding Inequalities: English proficiency and tracking and their relation to mathematics performance among Latina/o secondary school youth. Journal of Urban Mathematics Education, 3(1), pp. 57-81.

Oseguera, L., Conchas, G. Q., & Mosqueda, E. (2010). Beyond Family and Ethnic Culture: Understanding the Preconditions for the Potential Realization of Social Capital. Youth & Society, XX(X), pp. 1-31.

Under Review

Mosqueda, E., Maldonado, S. I., Capraro, R., & Capraro M. M. (In review). Mathematics policy implications for urban language minority students’ opportunity to learn. American Educational Research Journal.

Mosqueda, E., Lyon, E. G., Buck, Z. & Maldonado, S. I. (In review). Gateway to language minorities’ secondary science achievement: The interplay of rigorous coursework and English language proficiency. School Science and Mathematics Journal.

2013-14 National Science Foundation, Building Community and Capacity for Data- Intensive Research in the Social, Behavioral, and Economic Sciences and in Education and Human Resources (BCC-SBE/EHR) Grant, “BCC: Developing a Comprehensive Regional Approach to Data Set Integration to Support Data-Intensive Research in Education in Silicon Valley” PI: Ogawa, R., Co-PIs: Brandt, S. A., Maltzahn, C. G., Bonett, D. G., Glass, R., Co-Researcher: Eduardo Mosqueda. ($356,542)

2013-14 U.S. Department of Agriculture baccalaureate degree-level project in food and agricultural sciences, “An Institutional Partnership Model For Sustainable Agriculture Curriculum Development And Recruitment Of Underrepresented Students In California” PI: Philpott, S. M., Co-PIs: Letourneau, D. K., Press, D., & Shennan, C., Grant Evaluation: Tellez, K. & Mosqueda, E. ($749,999)

2011-16 U.S. Department of Education “English Language and Literacy Integration in Subject Areas (ELLISA): Building capacity in pre-service teacher education” PI: Stoddart, T., Co-PI: Mosqueda, E., Bravo, M., Whitenack, D. ($1,868,270)

2011-12 UCSC Hellman Fellows Program “Linguistic Segregation and Educational Achievement in California Schools” PI: Mosqueda, E. ($8,000)

2010-2012 UCSC Special Research Grant, Academic Senate Committee on Research: "Generation 1.5 students in community college: Language demands, students’ voices, and academic progress” Co-Principal Investigators: Bunch, G. & Mosqueda, E. ($8,000)

2009-11 National Science Foundation "Silicon Valley Consortium for Mathematics and Science Teaching" PI: Doris Ash, Co-PIs: Tellez, K., Mosqueda, E., and Stoddart, T. ($74,836).

2009-10 UC Santa Cruz Faculty Research Grant ($1,350).

2008-13 National Science Foundation “Effective Science Teaching for English Language Learners (ESTELL)” PI: Trish Stoddart, Co-PIs: Rodriguez, A., Bravo, M., Senior Research Analyst: Mosqueda, E. ($3.42 Million)

“Urban empowerment: Latina/o English learners’ mathematics achievement” (with Lopez, A., Juarez, L., Molina, M., Maldonado, S. I.). Presented at the American Educational Research Association, San Francisco, CA, April 2013.

“Effective Science Teaching Practices for English Language Learners (ESTELL): A pre- service teacher professional development research project across three sites in California” (with Stoddart, T., Rodriguez, A., Bravo, M. A., Shaw, J., Quita, I., Whitenack, D., Solis, J., Tolbert, S., Zozakiewicz, C. & Lyon, E). Presented at the National Science Foundation DR-K-12 Discovery Research Program, Washington D.C., June 2012.

“U.S. linguistic minority students’ opportunities to learn high school mathematics: A comparative analysis of Asians and Latinos.” Presented at the Comparative International Education Society Conference, San Juan, Puerto Rico, April 2012.

“Latino Linguistic Minority Students’ Mathematical Achievement: Generational Status, English Proficiency, and Curricular Pathways” (with Maldonado, S. I.). Presented at the American Educational Research Association, Vancouver, Canada, April 2012.

“Linguistic Minority Students’ Opportunities to Learn High School Mathematics” (with Maldonado, S. I.). Presented at the American Educational Research Association, Vancouver, Canada, April 2012.

“Estimating the Influence of Course-Taking Patterns and English-Language Proficiency on Science Achievement” (with Buck, Z. E., Maldonado, S. I., Lyon, E. G.). Presented at the National Association of Research on Science Teaching, Indianapolis, IN, March 2012.

“Preparing pre-service elementary teachers to teach science to English language learners” (with Stoddart, T., Bravo, M. A., Solis, J. L.). Presented at the Hawaii International Conference on Education, Honolulu, HI, January 2012.

“Situating responsive science pedagogy with preservice teachers” (with Solís, J.L., Bravo, M., & Mckinney De Royston, M.). Presented at the American Educational Research Association, New Orleans, LA, April 2011.

“Effective science teaching for English Language Learners” (with Stoddard, T., Rodriguez, A., Bravo, and M., Solís, J.L.). Presented at the American Educational Research Association, New Orleans, LA, April 2011.

“Integrating science and diversity Education: Examining novice teacher practices and Impact on student writing achievement” (with Bravo, M., Solís, J.L., & Collett, J.).

Presented at the American Educational Research Association, New Orleans, LA, April 2011.

“Scaffolding English Language Learners' experiences with science texts” (with Solís, J.L., & Bravo, M.). Presented at the National Science Teachers Association, San Francisco, CA, March 2011.

“Integrating Science & Diversity Education: A Model of Pre-Service Elementary Teacher Preparation Program” (with Roland Tharp, Trish Stoddart, Marco Bravo, Jorge Solis, Maxine Mckinney de Royston, and Jennifer Collett). Poster presented at the Institute of Education Sciences (IES) in Washington, D.C., June 2010.

“Minimizing Vulnerability to School Failure: The Experiences of Mexican-origin Youth in a Continuation High School.” Presented at the American Educational Research Association, Denver, CO, May 2010.

“Differential Mathematics Achievement Outcomes Among Latino and Asian Native and Non-native English Speakers.” Presented at the California Educational Research Association, San Francisco, CA, November 2009.

“Race/Ethnicity, SES, Language, Opportunities to Learn and their Relation to Secondary School Mathematics Achievement.” Guest Lecturer in an English Language Learners in Mathematics and Science Course at Santa Clara University, Santa Clara, CA, October 2009.

“Latino and Asian Secondary School Student Mathematics Performance: Differences in Opportunities to Learn and their relation to English Proficiency Among Native and Non- Native English Speakers.” Presented at TERC, Cambridge, MA, May 2009.

“The Heterogeneity of English Language Fluency and its Relation to the School Context and Mathematics Achievement Among Latino and Asian Secondary School Youth.” Presented at the American Educational Research Association, San Diego, CA, March 2009.

“Understanding the dropout process from continuation high school Latino immigrant and non-immigrant students.” Presented at the Harvard Graduate School of Education Alumni of Color Conference, Cambridge, MA, February 2009.

“What can we learn about the dropout process from continuation high school Latino immigrant and non-immigrant youth?” Presented at the Sociology of Education Conference, Asilomar, CA, February 2009.

“Teachers’ attributions of language proficiency, mathematics achievement, and school context measures: an exploratory study.” International Group for the Psychology of Mathematics Education Conference, Morelia, Michoacan, Mexico. (July, 2008)

“Different Strokes for Different Folks: Identifying Variability in the Post-High School Paths of African American/Black, Mexican American/Mexican, and Southeast Asian and Pacific Islander Youth.” Presented at the American Educational Research Association, New York, NY, April 2008.

“Race/Ethnicity, SES, and the Urban School Context: Understanding how institutional factors impact the mathematics achievement of 2004 U.S. high school seniors.” Presented at the American Educational Research Association, Chicago, IL, April 2007.

“The Mathematics Achievement of Immigrant and U.S.-born Latino High School Seniors: An analysis of English Proficiency, Tracking, and Urban School Context Factors.” Presented at the American Educational Research Association, Chicago, IL, April 2007.

"Academic Tracking, Immigration Status, Language Proficiency, and the Mathematics Achievement of Latino High School Students in U.S. Schools.” Presented at the American Educational Research Association, San Francisco, CA, April 2006.

"Institutional Structures, Instructional Context and the Mathematics Achievement of Mexican-Origin Immigrant and Non-Immigrant High School Students." Presented at the American Educational Research Association, San Francisco, CA, April 2006.

“English Proficiency and the Mathematics Achievement of Immigrant and U.S.-Born Latino High School Students.” Presented at the Comparative International Education and Society’s Annual Conference (CIES) at Stanford University, Palo Alto, CA March 25, 2005

“Learning and Relearning Complex Mathematics in Alternative High School Settings: Student Perspectives.” Presented at the Student Research Conference, Harvard University, Cambridge, MA, February 25, 2005.

“Latino Immigrant High School Mathematics Achievement: The Impact of Tracking and English Proficiency.” Mexican Migrant Students: US/Mexican Responses. Universidad de Monterrey, Monterrey, Mexico, December 3, 2004

“Latinos and Education: Implications for Teacher Leadership.” Guest Lecturer in Dr. Katherine Boles’ Teaching and Learning: Links between Theory and Practice course. Harvard University, Cambridge, MA, August 24, 2005.

Panel Presenter, “Opportunity Lost: The Story of Latino Student Achievement in California,” Education Trust West’s New Media Ethnic Media Education News Briefing and Training, San Francisco, CA, February 2010.

Planned and Facilitated Discussion Sessions for “The First Symposium of The Project SEED Initiative: Promoting Educational Equity and Diversity in Science, Technology, Engineering, and Mathematics” an initiative of the Harvard Civil Rights Project, Friday, January 20, 2006

Developed curriculum units in math and science to teach powerful concepts in schools with limited resources. The science curriculum unit is available on-line at: http://mamba.bio.uci.edu/~pjbryant/biodiv/Teachers/Earthquakes.htm

UC Irvine Summer Academic Enrichment Program, Irvine, CA

Four week intensive research and graduate school preparation program, June 1995

Panel Presenter, “Education and the Working Family”

Student speaker on a panel with President Clinton at the Pacific Rim Economic Conference, Portland, OR, June 15, 1995.

PROFESSIONAL AFFILIATIONS

American Education Research Association National Council of Teachers of Mathematics Comparative International Education and Society California Educational Research Association

REFERENCES

Dr. John B. Willett

Charles William Eliot Professor of Education Harvard Graduate School of Education Gutman 448, Appian Way

Cambridge, MA 02138

(617) 496-4814

john_willett@gse.harvard.edu

Dr. Patricia Gándara

Professor of Education

University of California, Los Angeles 2069 Acad. Surge

Davis, CA 95616

(530) 752-8262

pcgandara@ucdavis.edu

Dr. Tom Hehir

Professor of Practice

Director, School Leadership Program Harvard Graduate School of Education Gutman 414, Appian Way

Cambridge, MA 02138

(617) 496-8535

hehirth@gse.harvard.edu

Dr. Vivian Louie

Assistant Professor

Harvard Graduate School of Education Larsen 504, Appian Way

Cambridge, MA 02138

(617) 496- 3963

vivian_louie@gse.harvard.edu

Dr. Fernando Reimers

Ford Foundation Professor of International Ed. Director, International Education Policy Program Gutman 461, Appian Way

Cambridge, MA 02138

(617) 496-4817

fernando_reimers@gse.harvard.edu

Dr. Richard Durán

Professor of Education

Gevirtz Graduate School of Education University of California, Santa Barbara Santa Barbara, CA 93106-9490

(805) 893- 3555

duran@education.ucsb.edu