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217 Social Sciences I
Santa Cruz, CA 95064

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1:00 - 4:00 pm
*No morning office hours on the first Wednesday of each month*


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Kip Tellez

Kip Tellez   
    Title:  Department Chair
    Specialization:  Language, Literacy and Culture
    Email:  ktellez@ucsc.edu
    Phone:  (831) 459-2208 Office
    Office:  Social Sciences 1, 217B
    Personal Page:  http://people.ucsc.edu/~ktellez/

Education History 
Ph.D., Education and Educational Linguistics
Claremont Graduate School

Courses Taught 
EDUC 203 Methods of English Language Development: Multiple Subject Credential
EDUC 235 Introduction to Educational Inquiry
Educ 260C Math Education and Latinos

Research Focus 
Teacher education, preparation of teachers for linguistic and cultural diversity, second language learning, studies of the school curriculum, educational assessment.

Selected Publications 

Téllez, K. (in press). Have conceptual reforms (and one anti-reform) in preservice teacher education improved the education of multicultural, multilingual children and youth? Teachers and Teaching: Theory and Practice.

Téllez, K. (in press). What student teachers learn about multicultural education from their cooperating teachers. Teaching and Teacher Education.

Téllez, K., & Waxman, H.C. (2006). A meta-synthesis of qualitative research on effective teaching practices for English Language Learners. In J.M. Norris & L. Ortega (Eds.), Synthesizing Research on Language Learning and Teaching (pp. 245–277). Amsterdam: Johns Benjamin.

Téllez, K., Flinspach, S., Waxman, H. (2005). After data: Program evaluations and their role in the implementation and elimination of language education. In R. Hoosain & F. Salili (Eds.), Language in multicultural education. Greenwich, CT: Information Age Publishing.

Téllez, K. (2005). Preparing teachers for Latino children and youth. The High School Journal, 88(2) , 43-54.

Téllez, K. (2003). Three themes on standards in teacher education. Teacher Education Quarterly,30(1), 9-18.

Téllez, K. (1999). Mexican-American student teachers and the intransigency of the elementary school curriculum. Teaching and Teacher Education,15(5), 555-570.