SELECTED PUBLICATIONS 

Published July 2014, this professional text responds to NCTE's "Literacies of Disciplines" policy research brief as part of the Principles in Practice imprintReal World Literacies profiles high school classrooms that engage students in reading, writing, and oral language development through authentic, project-based learning experiences.  

Surviving and Thriving with Teacher Action Research: Reflections and Advice from the Field
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. Structured as an edited volume, LTW provides suggestions, encouragement, and inspiration for colleagues engaged in the research process.  Under contract with Peter Lang, the book is expected to be published in spring 2015.

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. 

This report describes teaching practices in affordable private schools serving students in very-low income urban and rural communities that are part of the 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.


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.

What really matters in supporting the development of effective urban teachers? This text seeks to respond to this question by reporting on a study of the professional growth of twelve high school teachers identified as effective by both administrators and students at their school sites. Originally written as a doctoral dissertation, the full text was published in 2009 by Lambert

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.

Presented at the Annual Meeting of the American Educational Research Association. San Diego, CA. 2009.

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.


Curriculum Guides
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

UNESCO Mobile Learning Presentation
***Just Announced*** Our proposal for Mobile Learning Week 2015 was accepted.  PhD Candidate Maria Kelly and I will be presenting on the role of mobile devices in supporting education and empowerment for girls in sub-Saharan Africa.  MLW 2015 is sponsored by UNESCO and UN Women and will take place in Paris, February 23-27, 2015.

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.

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.

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. 

Department 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.


SELECTED MEDIA AND PRESENTATIONS

***Upcoming*** I'll be featured as a university expert in a new web-based resource for educators "Reading and Writing in the Disciplines," created by WGBH with the support of the Annenberg Foundation.  Filming took place in classrooms throughout the country over the past year (here's an article from a classroom in Boston).  The site is expected to launch early in 2015.

Print Articles:

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. 

Media Interviews: 
YouthSpark Digital Yearbook. Microsoft. October 2013
YouthSpark San Diego.  KNSD. March, 2013
Higher Education Online. U-T TV. April, 2013.

Webinar:
On April 23, 2014 I presented "Bright Ideas: Preparing Digital Natives for Career Success" in cooperation with Microsoft's Youthspark Initiative.  View recording.  

Conference:
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).


DEPARTMENT PROGRAMS

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.   


GRANTS
“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.


WEBSITE
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.


FUTURE PROJECT
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.