This professional texts responds to NCTE's "Literacies of Disciplines" policy research brief. To be published in June 2014 as part of the Principles in Practice imprint, Real World Literacies profiles high school classrooms that engage students in reading, writing, and oral language development through authentic, project-based learning experiences.
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.
Teaming up to help youth compete, succeed. This op-ed piece, co-authored with Microsoft's Andrew Ko and published in U-T San Diego, responded to Microsoft's YouthSpark Initiative event hosted at USD.
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
Toward Globally Competent Pedagogy, a report from the Association of International Educators (NAFSA) describes the 2012 Colloquium on Internationalizing Teaching Education and features video clips of presentations by Shari Albright, David Moss, and Heather Lattimer.
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 just published in the November 2011 issue of Middle School Journal. It describes strategies for designing and implementing successful PBL learning experiences.
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.
Drawing on research in human cognition, reading development, and discipline-specific pedagogies, Reading for Learning (NCTE, 2010) provides practical, classroom-tested approaches to helping students access and critically respond to content-based texts.
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.
Funded by a grant from the California Department of Education, educators at middle schools in the High Tech High family of public, charter schools wrote this book about projects and practices in their classrooms and schools. Heather Lattimer, Editor.
This interview, published in the May 2010 edition of Educational Leadership, describes the relationship between a student teacher and cooperating teacher and explores the potential benefits to both partners.
This report, published by NAFSA, the Association of International Educators, profiles three universities that prioritize global education in their teacher education programs. USD's Department of Learning and Teaching is recognized in the report as a leader in this area.
Papers Presented at Conferences
Presented at the 55th World Assembly of the International Council on Education for Teaching. Glasgow, Scotland. 2011.
Gaining perspective: Recognizing the processes by which students come to understand and respect alternative viewpoints
Presented at the Annual Meeting of the American Educational Research Association. San Diego, CA. 2009.
Student voice and teacher quality: High school students define what it means to be an effective educator
Published in the 2008 Phi Delta Kappa International Summit Research Bulletin. San Antonio, TX.
Published in the 2007 International Council on Education for Teaching Yearbook. San Diego, CA.
Presented at the Annual Meeting of the American Educational Research Association. Montreal, Canada. 2005.
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.
Globalizing Teacher Education Website
The 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.
Lattimer, H., Neebe, D., & Roberts, J. (2012, November). They All Have Laptops. Now What?: Teaching English Language Arts in an Age of One-to-One Computing. Annual Conference of the National Council of Teachers of English. Las Vegas, NV.
Lattimer, H. Guchi, V, Meza-Ehlert, R. (2012, June). Stayin' alive: Using mobile devices to support student investigations of local and global health care and disease prevention. Annual Conference of the International Society of Technology in Education. San Diego, CA.
Albright, S.B., Lattimer, H., Moss, D.M. (2012, May). Colloquium on internationalizing teacher education. Annual Conference of NAFSA: Association of International Educators. Houston, TX.
RECENT AWARDS AND EVENTS
The Department of Learning and Teaching at SOLES has been selected to receive the Best Practice Award in Support of Global Diversity from the American Association of Colleges for Teacher Education (AACTE). The award was presented at the AACTE Annual Meeting in March, 2014 in Indianapolis, IN.
In collaboration with San Diego Unified School District, the Teaching Innovation Studio at SOLES was recently awarded a US Department of Education Magnet Grant "Advancing STEAM Education" worth $3.9 million.
On April 23, 2014 I'll be presenting "Bright Ideas: Preparing Digital Natives for Career Success" in cooperating with Microsoft's Youthspark Initiative.
Upcoming Panel Presentation
Upcoming Conference Presentations
Maria Kelly and I are presenting at the eLearning Africa conference in Kampala Uganda in May 2014 on our work with mobile technology in Kenyan schools.
I'm presenting on my newest book, Real World Literacies (NCTE 2014), at the NCTE conference in Washington D.C. in Novermber 2014.
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.
RECENT MEDIA INTERVIEWS
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.
YouthSpark Digital Yearbook. Microsoft. October 2013
YouthSpark San Diego. KNSD. March, 2013
Higher Education Online. U-T TV. April, 2013.
In Fall 2013, the Department of Learning and Teaching at USD launched a new online MEd degree program. Program specializations include 21st Century Literacy, Universal Design for Learning and Inclusive Education, and Science, Technology, Engineering, Arts, and Mathematics (STEAM). All courses prioritize applied learning that is responsive to K-12 student needs. Video Overview.
PhD in Teacher Learning and Educational Leadership
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.
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.
Still in the very early design stages, this initiative seeks to leverage new technologies to increase access to rigorous, relevant, and affordable higher education. Combining MOOC courses, face-to-face seminars, internships, and individualized advising and support Pathways will blend the critical thinking and life-long learning values of a liberal arts education with the immediacy and relevance of technical training and career immersion.
In July 2012, I traveled with a group of graduate students to Kenya to deliver iPads and iPods and provide training and support to teachers and students at Daraja Academy. This project is investigating possibilities for using mobile technology to enrich, extend, and transform student learning in secondary schools in East Africa. Data on student and teacher learning has been collected through surveys and Skype interviews during the year and onsite interviews and observations in July 2013. Initial analysis indicates that the mobile devices have spurred a "culture of research" in the words of one participant.
This edited volume, created in collaboration with High Tech High's Stacey Caillier, will share the experiences of practitioner researchers who engage in action research in their classrooms and schools. Structured as an edited volume, LTW will share suggestions, offer encouragement, and provide inspiration for colleagues engaged in the research process.
Project Based Learning at Daraja Academy
Daraja Academy has partnered with USD to develop strategies for developing university readiness, career preparation, and community leadership through an applied learning model. We piloted the use of project based learning using an oral history project with form two students in 2011. Students published their collected oral narratives in Behind the Beauty: Accounts of Life in Kenya. In 2012 students engaged in an interdisciplinary community health project that required them to investigate and respond to local health needs through research and an educational initiative.
Responding to the opportunities provided by the increased prevalence of smart phones and mobile devices in schools, this certificate program supports teachers and school leaders in developing the understandings and instructional strategies needed use technology as a tool to enrich, extend, and transform K-12 student learning.
“Advancing STEAM Education” US Department of Education Magnet Grant. $3.9 million. Partnership with San Diego Unified School District. Awarded 2013.
“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.
EDUC 557/558 -- Action Research for Secondary Teachers
This two course sequence focuses on action research in the secondary classroom setting. EDUC 557 focuses on the nature of action research and action research methodology. Candidate identify classroom-focused research questions, design appropriate research projects, and initiate those projects in their student teaching classrooms. EDUC 558 treats data analysis and reporting. It supports candidates as they work to analyze data collected in their classrooms and prepare to present their research as a capstone project.
EDUC 567 -- Master's Credential Cohort Student Teaching SeminarThis seminar guides candidates through their student teaching experiences, providing them with opportunities to share, discuss, and evaluate their current practice in creating positive classroom environments.
EDUC 579 -- 21st Century Learning in International Context Students in this global study course will investigate 21st century learning applications in an international context, with an emphasis on mobile device learning tools and project based learning (PBL). Students will collaborate with teachers at Daraja Academy in Nanyuki, Kenya to implement and assess technology applications and PBL units of study that respond to the local context including Kenyan educational standards, technology availability, and teacher and student interests.
EDUC 502 -- History Teaching SeminarThis course is designed for students interested in teaching history at the secondary, community college, university level as well as in out-of-school contexts. The course supports students in developing their philosophy of teaching and learning in history and the social sciences through readings, observations, and response. Theories of curriculum design and research in instructional delivery are addressed. History education pedagogies are demonstrated and applied.
EDUC 332/532 -- Curriculum and Methods of Teaching (Secondary)
This secondary methods course puts into practice teaching and learning theories that address the education of diverse middle level and secondary students. Candidates learn to use a range of interactive, interdisciplinary, and media based tools to craft lessons and design instruction to help students meet the Common Core State Standards, cultivate a global perspectives, and develop 21st century skills.
EDUC 334/534 -- Methods of Teaching Literacy in Secondary Schools
This secondary methods course prepares candidates to engage middle and high school students in effective text and digital reading, multimodal writing, speaking and listening experiences across content areas.
EDUC 535 -- Curriculum Design and EvaluationThis course takes students through the process of designing and implementing effective curriculum and evaluations appropriate to their area of interest. Students learn to identify goals worthy of enduring understanding, craft essential questions, design formal, informal, and project-based assessments, and develop lessons and instructional activities to engage students in the process of constructing deep understanding of the unit concepts. Particular attention is paid to the use of online, digital, and social media tools that can be used to enrich, extend, and transform student learning.