EDUCATION

2000–2005     Stanford University, Stanford, California: PhD. in Education, Administration and Policy Analysis (conferral date: January 6, 2006).

1995–1998     San José State University, San Jose, California: M.A. in Educational Leadership;  Preliminary Administrative Credential.

1982–1985     University of California, Santa Cruz, California: Teaching Credential. August 1985; B.A. in Psychology, June 1984.

CREDENTIALS

Preliminary Administrative
Multiple Subject with Bilingual Certificate of Competency (Spanish)

DISSERTATION

"Decision Making in Schoolwide Professional Communities " A qualitative in-depth study of two public schools serving low-income minority students that have built site-based teacher collaboration and decision-making into their structure. While the research on school reform is fairly consistent in its recommendation for teacher collaboration, schoolwide implementation of such practices is rare. This study examines how these two schools have managed to create cultures that foster collaborative practices in the service of improving classroom instruction.

Reading Committee: Dr. Linda Darling-Hammond (advisor), Dr. Ann Lieberman, Dr. Shelley Goldman.

TEACHING EXPERIENCE

2005–Present     Assistant Professor: School of Education, California State University Monterey Bay, Seaside California: Have taught or am teaching the following courses:

Teacher Credential courses:

• ED 607 Adolescent Development
• ED 611 Teaching and Learning
• Supervision of Student Teachers

Masters of Arts in Education courses:

• MAE 622 Qualitative Research
• MAE 635 Professional Literature Seminar
• MAE 637 Multicultural Curriculum
• MAE 638 Technology as a Tool for Creativity (online and traditional formats)
• MAE 644 Critical Social Foundations of Education
• MAE 670: Capstone Seminar

Doctorate in Education courses:

• Educ 274: Perspectives on Learning, Teaching, and Using Literacy
• Educ 275G Research Seminar in Educational Reform

I teach courses across various programs: Multiple Subject Credential, Single Subject Credential, Masters of Arts in Education, and Ed.D. Besides developing and teaching courses, I also advise students at the credential, master's and doctoral levels. I worked with our department in preparing for an NCATE and CTCC review, particularly on Standard 2, assessment systems. I serve on the Academic Senate, University Educational Planning and Policy Committee, Department recruitment committee, and on the CSU Doctorate in Education Committee.

1999–2005     Lecturer: Education Department, San Jose State University, San Jose, California: Taught the following courses in the Elementary Education Credential Program:

• EDEL 143A/B: Orientation to Teaching Seminar (co-taught with Dr. Kathryn Gray)
• EDEL 103: Socio-Multicultural Foundations of Education
• EDEL 102: Psychological Foundations of Elementary Education
• EDEL 262: Classroom Issues in Second Language Development & Emergent Literacy
• EDTE 225: Theory and Practice of Dual Language Instruction

Duties included: Developing syllabi for each course; Selecting appropriate readings for the courses, including creating class readers; Planning and developing the class sessions and lectures; Providing feedback on and grading assignments; Supervising student teachers; Working with cooperating teachers of those student teachers, including facilitating monthly professional development meeting; Developing and using interactive website to enhance class communication and assignments; Holding open office hours.

2001–2004     Teaching Assistant: Stanford University School of Education: Worked as a TA for the following courses:

• ED 480: Practitioner Seminar: Creating an Authentic Assessment System
• ED 246C: Teaching Practicum on Assessment
• ED 151X: Introduction to Qualitative Research Methods

Responsibilities included leading group discussions, co-planning sessions, providing feedback on and grading papers, and holding office hours.

1997–2000     Title VII Bilingual Resource Teacher: Campbell Union School District, California.
Duties included: Leading staff development for program teachers at four schools; Facilitating peer coaching; Researching effective program models and teaching practices; Modeling effective teaching practices; Developing curriculum; Developing program assessment tools; Collecting and analyzing data on program effectiveness; Organizing parent meetings; Conducting staff and parent presentations; Facilitating teacher meetings.

1986–1997       Bilingual Elementary Teacher: (Spanish/English) Various Schools.
(8/90-6/97) Alisal Union School District, Salinas, CA
(9/88-6/90) Oakland Unified School District, Oakland, CA
(9/86-6-88) Hollister School District, Hollister, CA
Taught as a bilingual elementary teacher in grades one through six in the Hollister, Oakland, and Alisal school districts. Often worked in multi-graded classrooms. Served on various leadership committees as well as union leadership positions. Helped develop and implement SB1274 "restructuring" grant.

RESEARCH EXPERIENCE

2006–present Assistant Professor, CSUMB
As instructor for the qualitative research methods course, I have acted as lead investigator on several group research projects. Projects so far have been: an examination of the perspectives of Special Education teachers in regards to the No Child Left Behind Act; an examination of the role of computer technology in public schools; and a look at the perspectives of alumni of a small progressive charter school. The results of these projects are currently being prepared for submission for publication.

9/01-6/04     Research Assistant: School Redesign Network, Stanford University.
Duties included: Writing case studies of schools involved in school redesign; Conducting ongoing research of resources on effective practices for web-based resource guide on school redesign; Managing content of web site on school redesign; Guiding educators on study tours of exemplary schools in New York City.

WORKSHOPS AND PRESENTATIONS GIVEN

• Preparing Pre-Service Teachers to Work with English Language Learners (with Dr. Serna), CABE Two-Way Conference, Monterey, CA, July 2009
• Preparing Pre-Service Teachers to Work with English Language Learners (with Dr. Serna), University of Oregon Biliteracy Conference, June 2009
• Preparing Pre-Service Teachers to Work with English Language Learners (with Dr. Serna), CCTE Conference, March 2009
• Preparing Pre-Service Teachers to Work with English Language Learners (with Dr. Serna), Faculty Scholarship and Creativity Showcase, March 2009
• Use of Computer Technology for Instruction in Public Schools, Faculty Scholarship and Creativity Showcase, March 2009
• Models of Teacher Action Research: A work in progress, North Dakota Study Group, Mundelein, IL, February 2009
• A Sustainable Solution: The Comprehensive Teacher-Researcher Model, 29th Annual Ethnography in Education Research Forum (Panel), University of Pennsylvania, Philadelphia, February 2008
• Bilingual Education and Progressive Education—The Intersection: Progressive Education Network, San Francisco, CA, October 2007
• How to Protect Children in the Existing Schools? (with Deborah Meier): Eleventh Soloveychikovskie Reading, Moscow, Russia, September 2007
• NCLB and Special Education Teachers: Professional Development Series, CSU Monterey Bay, November 2006
• Political Action: Progressive Education Network, Saratoga, CA, October 2006
• Challenges for Beginning Teachers: Tri-County ESL Symposium, Salinas, CA, September 2006
• Critical Collegiality: Why Teachers Need to Learn to Disagree and Why a Democratic Public Should Care: AERA, San Francisco, April 2006.
• Creating a Writers' Workshop: 2 day in-service, San Jose Unified School District, June 1999
• Developing Voice & Style for Second Language Learners: San Jose Unified School District, April 1999
• Developing Voice & Style for Second Language Learners: California Association of Bilingual Educators (CABE) Conference, Los Angeles, March 1999
• Scaffolding Writing Response Groups: Asilomar Reading Conference, Monterey, March 1997 and March 1999
• Writer's Workshop: Sanborn Elementary School, Salinas, August 1997
• Writer's Workshop: San Jose State Writing Project, July 1997
• Effective Literacy Centers: Sanchez Elementary Summer School in-service, Salinas, June 1997
• Writer's Workshop: Central California Writing Project, UC Santa Cruz, January 1996
• Writing in the Classroom: Hyde Elementary, Watsonville, CA, March 1995

PUBLICATIONS

(2009). Reading First. Critical Literacy, 3(2), 69-83.
This article exmaines the finidngs of a study done on the results of the Reading First federal grant, and then looks at the implications of that research through the lenses of different theories of learning to read.

(2009, May 21). Review of the book Coaching whole school change: Lessons in practice for a small high school. Teachers College Record. ID 15631

(2007, November 1). Can computers free teachers to teach more creatively? Monterey County Weekly.
Commentary on the role of using computers for programmed instruction, and likely effects of such an approach.

(2003). Eastside High School: Case study. Stanford (web document): School Redesign Network. Retrieved 7/2, 2003.
This is a case study of how a large failing comprehensive high school in a major urban area is attempting to restructure itself into small learning communities.

(2001). Peer writing response groups in a language minority classroom. Teaching & Learning: The Journal of Natural Inquiry & Reflective Practice, 16(1), 7-16.
An examination of the author's classroom practice of using peer writing response groups in a bilingual 5/6 grade classroom. Along with the issue of how this strategy helps in improving writing arose questions of classroom culture and student empowerment.

(1999). A fabric of half-truths: A response to Keith Baker on structured English immersion. Phi Delta Kappan, 80(9).
Meier examines the research on bilingual education and English immersion in response to Baker's claim that English immersion has been demonstrated to be the most effective method of teaching language minority students.

GRADUATE LEVEL COURSES AT STANFORD

Education Courses
History of School Reform     Dr. Marshall Smith
Effective Schools: Research, Policy and Practice     Dr. Larry Cuban
Urban Youth and their Institutions     Dr. Milbrey McLaughlin
Policy Analysis in Education     Dr. Linda Darling-Hammond and Dr. Milbrey McLaughlin
Educational Politics     Dr. Michael Kirst
Sociology of Education     Dr. Daniel MacFarland
Seminar in Teacher Education     Dr. Linda Darling-Hammond
Education and Society     Dr. Francisco Ramirez
History of U.S. Education     Dr. Joy Williamson
Economics of Education     Dr. Suzanna Loeb

Social Psychology Courses
Social Psychology     Dr. Mark Lepper and Dr. Lee Ross
Social Psychology of Organizations     Dr. John Jost
Seminar in Social Psychology Research     Dr. Robert Zajonc

Research Methods Courses
Introduction to Statistics in Education     Dr. Kenji Hakuta
Statistical Analysis of Education Research     Dr. Suzanna Loeb
Research Design     Dr. Anthony Antonio and Dr. Michael Copland
Qualitative Methods     Dr. David Fetterman
Conduct of Qualitative Inquiry     Dr. Shelley Goldman and Dr. Denise Pope
Qualitative Methods in Sociology     Dr. Monica McDermott

OTHER PROFESSIONAL ACTIVITIES

2007–2009-- Founding School Board Member. Voices College-Bound Language Academy, Charter School in the Franklin-Mckinley School district, San Jose, CA. This is a K-2 (growing to K-8) small two-way immersion (Spanish-English) charter school serving primarily low income Latino families.

Updated 9/18/09