Summer & Fall 2020


  • Bunch, G. C., & Martin, D. (2020). From “academic language” to the “language of ideas”: A disciplinary perspective on using language in K-12 settings. Language and Education

    Charley Brooks has the following article (in press): Discursive Differences in Teaching the Brown v. Board of Education of Topeka Decision and the Preservation of Narratives of American Progress, History Education Research Journal.

    Crampton, A. & Lewis, C. (2020). Artists as Catalysts: The Ethical and Political Possibilities of Teaching Artists in Literacy Classrooms. English Teaching: Practice & Critique, 19(4), 447-462.

    Lewis, C., Crampton, A., & Scharber, C. (in press). The Sociocultural Role of Imagination in Critical Digital Literacy. Pedagogies: An International Journal.

    Nojan, Saugher. 2020. “Muslim Students Combating Institutional Inertia with Participatory Action Research” In Confronting Critical Equity and Inclusion Incidents on Campus:  Lessons Learned and Emerging Practices, Edited by Hannah Oliha-Donaldson. New York: Routledge Press.

    Nojan, Saugher. 2020. "Why Ethnic Studies? Building Critical Consciousness Among Middle School Students." Middle School Journal 51(2): 25-35.

    Pease-Alvarez, L., Alvarez, L., & Davies Samway, K. (2020). "Supporting Newcomer Learners: Advocacy and Instruction for English Learners." W.W. Norton & Company, Inc.

    Screenshot of book coverThe authors of this recent volume argue for a form of teacher advocacy that conceives of teachers as active agents in promoting educational equity and newcomer students and families as legitimate, valuable, and active contributors to the future of a democratic and equitable society. Building on these perspectives, the authors make recommendations about how teachers can act as advocates for K-8 newcomer students who are new to English through: (1) their curricular choices and classroom practices, and (2) their actions beyond the classroom, paying special attention to collaborations that involve them with families and colleagues.

    Find more information here.


    Race, A., De Jesus, M., Beltran, R., Zavaleta, E. (in press). Comparative Study Between Outcomes of an In-person vs. Online Introductory Field Course. Ecology and Evolution

    Švigelj, M. M. (in press). Opportunities for Hope are Created. In M. W. Cole, S. M. Madison, A. D. Henze, & J. Sosnowski (Eds.), Flying Kites: Narratives of Prison Literacy in Essays & Art (p. -). DIO Press.

    Švigelj, M. M., (in press). The 'Radical' Dream of Liberation and Humanization in a Juvenile Detention Center. In R. Lake, E. Stein, & T. Kress (Eds.), Radically Dreaming: Illuminating Freirean Praxis and Emerging from Dark Times (p. -). DIO Press.

    Walqui, A., & Bunch, G. C. (2020). Reenvisioning literacy development for English learners: Amplifying the curriculum, amplifying leadershipJournal of Adolescent & Adult Literacy, 63(5), 577-582. 

  • Conference Presentations

  • Holmberg, C., Patthoff, A., Duckor, B., & Téllez, K. (Forthcoming, 2021, April). A teacher learning progressions approach to investigating preservice teachers’ real-time formative assessment practices with ELs. Paper to be presented at the annual meeting of the American Educational Research Association.

    Patthoff, A. (Forthcoming, 2021, April). Planning to Improvise: Understanding Pre-Service Teachers' Conceptualization and Enactment of Formative, Responsive Questioning Strategies. Paper to be presented at the annual meeting of the American Educational Research Association.

    Xia, Y., Patthoff, A., Bravo, M., & Téllez, K. (Forthcoming, 2021, April). Lesson Study with Video: A Professional Development Model for Mathematics, Language, Literacy Integration. Paper to be presented at the annual meeting of the American Educational Research Association.

  • Events

  •  Cynthia Lewis was a moderator for a University Forum on November 18th,  "Teaching and Learning in the Time of Covid."  A recording of the event can be found here.

    Johnnie Wilson:

    screenshot of mathgames youtube videoIn the spring I set out on a project to support students in mathematics during Covid by showing them how to make and play their own math games. The games I set out online cover elementary school topics in number and geometry and middle school topics such as prime factorization. I started by sharing a few familiar games and then went on to develop a number of games of my own.   Teachers and parents from around the world have sent me pictures of kids playing these games.   A teacher from a rural school in South Australia made the games a unit of study for her students. Her students created and shared games of their own and sent me a video of their work.  I sent along feedback on their projects.   It has been quite a successful project with many thousands of views.

    Build a Game Math Games Link Here

    Judit  Moschkovich was part of a team that produced materials for A Pathway to Equitable Math Instruction. This toolkit is an integrated approach to mathematics that centers Black, Latinx, and Multilingual students in grades 6-8, addresses barriers to math equity, and aligns instruction to grade-level priority standards. The toolkit supports educators as they navigate the individual and collective journey from equity to anti-racism.

    Colloquium Speaker: Rebecca Covarrubias, Associate Professor of the UC Santa Cruz Psychology Department, gave a colloquium titled “Cultivating Diverse University Collaborations to Work Toward Educational Equity in Higher Education” Learn more about it here.

    Colloquium Speaker: Rigoberto Marquéz, Lecturer & Associate Director of Academic Programs and Community Engaged Learning at Stanford University gave a colloquium titled “QueerCrit in Practice: an analytical framework for community-based education” Learn more about it here.

  • Graduate Students Milestones

  • Charley Brooks received a Campus Fellow Award for the 2020-21 year to work with the History & CIvics Project at UC Santa Cruz to develop antiracist workshops for history teachers.

    Heather Schlaman successfully defended her dissertation this morning: Shaping Equity, Access, and Quality Learning for English Learners: High School Administrators’ Mediation of Language Policy. Heather will have an opportunity to immediately integrate theory, research, and practice, as she begins her new job this December as Program Specialist for English Learner Services and Assessment in the Yolo County Office of Education. This is a new position in the county, which will allow Heather to shape efforts to improve education for English Learners in five school districts (West Sacramento, Davis, Woodland, Winters, and Esparto), which collectively serve students from a wide range of linguistic backgrounds.

    Sal Huitzilopochtli was recognized for outstanding reviews by a graduate student for the SIG RME program proposals for the 2021 AERA annual conference. Sal was also selected to participate in a reviewer mentoring program for the Journal for Research in Mathematics Education.