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 Caillier, 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, Real World Literacies profiles high school classrooms that engage students in reading, writing, and oral language development through authentic, 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.
Papers Presented at Conferences
Written in to support and respond to my presentation at the May 2014 NAFSA Colloquium on Internationalizing Teacher Education.
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.
RECENT AWARDS AND CURRENT PROJECTS
USD's online MEd program was recently named as among the best online Master's of Education programs in the country -- Ranking #13 out of a field of more than 250 by Best College Reviews. A significant accomplishment considering that we started in Fall 2013 and just graduated our first class in May 2015!
WGBH and Annenberg Learner have created an online 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.
UNESCO Mobile Learning Presentation
Charles Mbuto, Dean of Academics at SOLES partner school, Daraja Academy in Kenya, and I presented at UNESCO and UN Women's Mobile Learning Week 2015 Symposium, Feb. 23-27, 2015 in Paris, France. Our presentation focused on the use of mobile technology as an empowerment tool for teachers and students in East Africa.
Featured Conference Presentation & Article
I presented on my newest book, Real World Literacies: Disciplinary Teaching in the High School Classroom, in a featured presentation the NCTE conference in Washington D.C. in Novermber 2014. An article based on the book, Hands-On Disciplinary Literacy in the Classroom was published in the November 2014 edition of the Council Chronicle (p.6-9). The article includes an interview with me as well as profiles of several of our USD program graduates and adjunct faculty.
High Tech High Board of Directors
I'm honored to join 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.
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.
Microsoft Grant to Support Youth Voices Project
During my 2014-15 sabbatical year, I'll be working with young adults to investigate, capture, and share the experiences of their peers as they work to navigate high school, college, job preparation, career entry, and career mobility in a technology-rich environment. This Youth Voices project will focus particularly on first generation students whose voices are often left out of the larger conversation around higher education and career preparation. Youth researchers who participate in the program will receive stipends provided by the Microsoft grant as well as training in research methodologies, video production, online media, and writing support.
San Diego Unified 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. 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.
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.
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.
YouthSpark Digital Yearbook. Microsoft. October 2013
YouthSpark San Diego. KNSD. March, 2013
Higher Education Online. U-T TV. April, 2013.
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).
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.
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.
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.
“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.
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.