Translating Theory into Practice: Making Meaning of Learner Centered Education Frameworks for Classroom Based Practitioners
This article, published in the October 2015 edition of the International Journal of Educational Development, builds off of my work with secondary schools in Kenya. It provides a descriptive analysis of two mathematics classrooms to identify the discrete instructional practices that distinguish learner-centered educational environments.
This June 2015 article shares some of the early results from my sabbatical research working with first generation college-going students to explore the transition from high school to college. Written with Jean Kluver, charter school consultant, the article focuses in on graduates of High Tech High, examining the challenges that they encounter as they move from a progressive, student-centered, project based learning environment in high school to more traditionally-structured university campuses.
Published in May 2015, this edited volume, created in collaboration with High Tech High's Stacey C
aillier, shares the experiences
of practitioner researchers who engage in action research in their classrooms and schools. It provides suggestions, encouragement, and inspiration for fellow educators who wish to strengthen their practice through AR. Endorsements include the following:
Published July 2014, this professional text responds
to NCTE's "Literacies of Disciplines" policy research brief as part of the Principles in Practice imprint, Re
al World Literacies profiles high school classroo
ms that engage students in re
ading, writing, and oral language development throughauthentic, project-based learning experiences.
Authored collaboratively with colleagues Michele McConnell and Helene Mandell, this article shares twelve tips for educators as they enter the teaching profession. It was published in the California Council on Teacher Education's December, 2014 Newsletter.
Engaging Kenyan students in an Oral History Project: Education as emancipation Published in the International Journal of Educational Development, this article investigates the viability of learner-centered, emancipatory pedagogies using a case study approach.
Agents of change: Teacher leaders strengthen learning for their students, their colleagues, and themselves This invited article was published in the December 2012 edition of the Australian Educational Leader, official journal of the Australian Council for Educational Leaders. Using a case study approach, the article explores strategies for empowering and sustaining teacher leaders.
Defining global education. This article, co-authored with SOLES colleague, Dr. Sarina Molina, was published in 2013 in the peer review international journal Policy Futures in Education. The article builds on the research conducted while identifying resources for the website Globalizing Teacher Education. It looks at differing perspectives and understandings among teachers as they work to define "global education" in the K-12 context.
Kenya Independent School Association (KISA). It documents the instructional practices of KISA’s most effective teachers so that their work may serve as a model toward which others may aspire through professional development, support and assessment. Pilot study description
Action research in pre-service teacher education: Is there value added? This study was published in the Spring 2012 issue of Inquiry in Education. Using a comparative research approach, it examines the value added by engaging candidates in classroom based action research as part of their pre-service teacher preparation.
This article was published in the November 2011 issue of Middle School Journal. It describes strategies for designing and implementing successful PBL learning experiences.
Drawing on research in human cognition, reading development, and discipline-specific pedagogies, Reading for Learning published by the National Council of Teachers of English provides practical, classroom-tested approaches to helping students access and critically respond to content-based texts.
Developing a policy for an international experience requirement in a graduate teacher education program: A cautionary tale
This article, originally published in the journal Teaching Education, was recently re-printed in a book entitled Internationalization of Teacher Education. The article was co-authored with Dr. Sandy Buczynski, Dr. Nori Inoue, and Dr. Viviana Alexandrowicz; the journal and book were edited by Dr. Reyes Quezada.
Published in NCSS's Flagship publication Social Education, this article responds to the questions: What are essential questions? Why are essential questions appropriate in the history classroom? and How can essential questions be effectively utilized in the history classroom?
Published in the September 2007 edition of Educational Leadership, ASCD's flagship journal, this article describes four school characteristics that support teacher growth.
Being able to read and write in a variety of genres is a common requirement for today's students. Thinking through Genre (Stenhouse, 2003) supports English teachers who seek to engage their students in genre studies in the reading and writing workshop. My first book, Thinking through Genre has now sold more than 25,000 copies.
Funded by a grant from the California Department of Education, this book features educators at middle schools in the High Tech High family of public, charter schools sharing information about projects and practices in their classrooms and schools.
Published in the May 2010 edition of Educational Leadership, this article describes the relationship between a student teacher and cooperating teacher and explores the potential benefits to both partners.
Working with Teaching Matters, these curriculum guides were developed to support teachers in implementing genre-based writing workshops in middle school classrooms. Lattimer is the primary author for units in Short Fiction, Memoir, Feature Articles, and Editorials.
WGBH and Annenberg Learner created open educational resource for middle- and high-school teachers in all content areas that addresses how to effectively engage students in discipline-based literacy practices. The videos feature classroom learning in action as well as commentaries from disciplinary literacy experts. I was honored to be included as an expert in the "Reading and Writing in History" segment.
Globalizing Teacher Education Website
USD's website Globalizing Teacher Education features a series of video case studies that are designed to encourage conversation among teachers, aspiring teachers, and teacher educators about the role of global education in K-12 classrooms. It was created with the support of a grant from the Longview Foundation.
“Youth Voices: Empowering Young Adults to Share Narratives of Education, Employment, and Technology” Microsoft Community Foundation. $3,000. Awarded 2014.
“Advancing STEAM Education” US Department of Education Magnet Grant. $3.9 million. Partnership with San Diego Unified School District. Awarded 2014.
“Dyslexia and Inclusive Education Professional Learning Symposia” The Johnson Family Foundation, annual award of $35,000 per year. Awarded 2012-2014.
“Mobile Technology in Kenyan Secondary Schools: A Pilot Study.” $21,100. Primary Investigator. SOLES Mobile Technology Learning Center. Awarded 2012.
“Learning Centered Education in Kenya’s Low-Cost Private Schools” USD International Opportunity Grant. $1500. SOLES Global Faculty Grant. $5000. Awarded 2012.
"Teaching American History Grant" U.S. Department of Education. $1.4 million. Partnership with San Diego County Office of Education, USD Department of History, and CSU San Marcos. Awarded 2009.
“Forging global education connections between teacher education and K-12 education.” Longview Foundation. $22,000. Primary Investigator. Awarded 2009.
BOARDS & AWARDS
High Tech High Board of Directors
I'm honored to serve on the High Tech High Board of Directors. High Tech High is a collection of innovative charter schools organized around four design principles -- Personalization, adult world connection, common intellectual mission, and teacher as designer. I also continue to serve as a member of the advisory board for the Teacher Leadership program in their Graduate School of Education and as a member of the editorial board for Unboxed, an HTH published journal focused on adult learning in schools.
Ali Institute for Education Advisory Board
At the invitation of the Ali Institute of Education in Lahore Pakistan, I have joined the Teacher Educators Consortium to provide advice and support for teacher education to universities and the Ministry of Education in Pakistan.
AACTE Global Diversity Award
The Department of Learning and Teaching at SOLES received the Best Practice Award in Support of Global Diversity from the American Association of Colleges for Teacher Education at AACTE's annual meeting in March, 2014 in Indianapolis, IN.
San Diego Teacher Academy
A proposed partnership with San Diego Unified School District and Southern New Hampshire University, the San Diego Teacher Academy aims to prepare a new generation of highly skilled educators who are dedicated to transforming the lives of San Diego's children and youth. Offering both an accredited university bachelor's degree and California teaching credential, SDTA is designed for paraprofessionals, working adults, and recent high school and community college graduates who have a demonstrated commitment to diversity and urban schools. Currently in the exploratory phase, this integrated program would prioritize "learning by doing" through intensive, mentored classroom practice.
Pathways College Proposal
Can we reinvent higher education in the 21st century to make it more rigorous, relevant, and affordable? This document offers a critique of our current higher education system and proposes an alternative approach. Begun as a thought experiment, the proposal considers how we might leverage open educational online resources, industry and business partnerships, purposeful mentorship, and hands-on interdisciplinary learning experiences to create pathways to academic and professional success.
A collaboration with colleagues from DaVinci Schools in Los Angeles, College for America, and Schools that Can, "Pathways Beyond" is a blended learning college program that will offer online AA and BA degrees paired with onsite academic coaching, internship placements, and career mentoring. The model, being piloted in Los Angeles in 2016-17, is designed to strengthen college access for students from historically marginalized communities, boost persistence and graduation rates, and provide a pathway to career success. I'll serve as principal investigator during the initial year, assessing the success of the LA pilot and facilitating a series of study groups in New York, Newark, Chicago, Pittsburgh, and Cleveland to identify opportunities for future growth.
Youth Voices: Transitions from High School to College for First Generation Students
During my 2014-15 sabbatical year, I worked with a dedicated team of youth researchers to investigate the experiences of first generation students as they transition from high school to postsecondary. Funded in part by a grant from Microsoft, results from this research have been presented at the Linked Learning Hubs of Excellence Fall 2015 Learning Institute (see powerpoint presentation) as well as through a YouthSpark Webinar.
Created in consultation with USD's Mobile Technology Learning Center, the Technology Integration Matrix is designed to support professional learning communities, researchers, and individual educators as they work to strengthen instructional practice through the integration of technology. The design of the matrix allows for variation along two intersecting continua - (a.) Teacher-centered v. learner-centered (X-axis) and (b.) Low v. high level of technology integration (Y-axis). The matrix is currently being piloted with schools in San Diego, Houston, and El Paso.
San Diego Unified School District Magnet Partnership Grant
In Spring 2014, in collaboration with San Diego Unified School District, the Teaching Innovation Studio at SOLES was awarded a US Department of Education Magnet Grant "Advancing STEAM Education" worth $3.9 million. During the 2014-15 and 2015-16 school years, TIS and faculty from the Department of Learning and Teaching will provide professional development at selected magnet schools in the district through a learning study approach based on the Japanese lesson study model.
A volunteer stint with the International Rescue Committee (IRC) led me to investigate educational opportunities accessible to students in refugee camps around the world. In most cases, K-12 is under-resourced and higher education is non-existent. However a consortium of U.S. and European universities, in partnership with the UNHCR has partnered together to provide access to certificate and degree programs through an online platform with onsite support. I have been honored to teach academic writing courses for students living in refugee camps in Jordan, Afghanistan, Kenya, and Thailand.
RECENT CONFERENCE PRESENTATIONS
SELECTED MEDIA AND PRESENTATIONS
California lifts one-year cap on teacher-prep programs. Education Week. September 6, 2013
Test scores:Above average but no growth. U-T San Diego. August 8, 2013
Teaming up to help youth compete, succeed. U-T San Diego. March 8, 2013.
Toward Globally CompetentPedagogy. Association of International Educators (NAFSA). 2012.
Want to improve content literacy? Try teaching teams. NCTE Council Chronicle. November 2011.
Internationalization of Teacher Education: Three Case Studies. Association of International Educators (NAFSA). 2009.
I was interviewed recently for a story on KPBS about the legacy of Alan Bersin, former superintendent of San Diego Unified School District.
Response to the Obama Administration Guidelines on Limits to Standardized Testing, KUSI 5:00 News. October 2015.
YouthSpark Digital Yearbook. Microsoft. October 2013
YouthSpark San Diego. KNSD. March, 2013
Higher Education Online. U-T TV. April, 2013.
On April 23, 2014 I presented "Bright Ideas: Preparing Digital Natives for Career Success" in cooperation with Microsoft's Youthspark Initiative. View recording.
On March 28, 2014, I was a featured speaker at the First Annual STEAM Connect Conference at Qualcomm. This was a great opportunity to share information about our online MEd specialization in Science Technology Engineering Art and Mathematics (STEAM).
TEACHER EDUCATION PROGRAMS AT USD
The MCC program is a signature program of the Department of Learning and Teaching, providing a California teaching credential and master's degree to highly qualified candidates. I founded MCC as a one year program for single subject candidates in 2008-09. It has now been expanded to include multiple and single subject candidates as well as special education candidates through both one and two year program formats.
Recently ranked as among the best in the nation, the Department of Learning and Teaching's online MEd degree program featured specializations in 21st Century Literacy, Universal Design for Learning and Inclusive Education, Science, Technology, Engineering, Arts, and Mathematics (STEAM), and School Leadership. All courses prioritize applied learning that is responsive to K-12 student needs. Video Overview. The program was launched in Fall 2013 and will graduate our 100th student in summer 2016.
In cooperation with the Department of Leadership Studies, the Department of Learning and Teaching is finalizing plans for a PhD in Teacher Learning and Educational Leadership to launch in Fall 2015. This doctoral program specialization will feature courses in teacher education and professional learning, K-12 teaching and learning, and education policy. It is designed to prepare future teacher educators, school and district instructional and curricular leaders, educational researchers, policy makers, consultants, and educational advocates.
Responding to the opportunities provided by the increased prevalence of smart phones and mobile devices in schools, MTLC provides research and professional development to support school districts in their efforts to significantly change the way learning is delivered. Established in 2011 by a grant from Dr. Irwin and Joan Jacobs, MTLC is the only university-based research center specializing in the field of mobile technology in K-12 education.