Home / About / Education Newsletter1

Winter & Spring 2020

    Publications

  • Bunch, G. C., Schlaman, H., Lang, N. W., & Kenner, K. (in press). “Sometimes I do not understand exactly where the difficulties are for my students”: Language and literacy for the New Mainstream in community colleges." Community College Review Read it here.

     

    Bunch, G. C. (in press). Preparing the “New Mainstream” for college and careers: Academic and professional metagenres in community colleges. Teaching English in the Two-Year College (TETYC).   

     

    Bunch, G. C., Endris, A., & Kenner, K. A. (in press). First-year composition faculty in a changing community college policy landscape: Engagement, agency, and leadership in the midst of reform. In M. Siegal & B. Gilliland (Eds.). First year composition at the community college: Empowering the teacher. Ann Arbor, MI: University of Michigan Press.

     

    Bunch, G. C., & Schlaman, H. (in press). Policies impacting multilingual writers from high school to higher education: A guide for inquiry across contexts. In K. Crosby, and L. Alatriste (Eds.). L2 writing across PK16 contexts: Intersections of teaching, learning, and development. Ann Arbor, MI: University of Michigan Press.

     

    George Bunch’s book, with Aída Walqui, was published in Summer, 2019: Amplifying the Curriculum: Designing Quality Learning Opportunities for English Learners. Our student Heather Schlaman is co-author of a chapter in it. Read it here

     

    Chavez, N. R., Race, A., Bowers, M., Kane, S., & Sistrunk, C. (2019). Engaging Underrepresented Adolescents in Authentic Scientific Settings: Scientist Role Models and Improving Psychosocial Outcomes. Journal of STEM Outreach, 1–11.

     

    Lewis, C. (2020). Emotion, Critical Response, and the Transformation of Signs: The Fundamentals of Language Arts. Language Arts, 97, 274-278. Read it here

     

    Kenner, K.A. (2019). A community college intervention program: The affordances and challenges of an educational space of resistance. Journal of Diversity in Higher Education.  

     

    Based on the success of its initial run, Amanda Lashaw's co-edited book Cultures of Doing Good: Anthropologists and NGOs has now been published in paperback form.  (The site is down at the moment, but here's the link). Read it here

     

    Sal Huitzilopochtli’s paper was accepted for presentation at the 14th International Congress On Mathematical Education (ICME­14) in Shanghai, China, Huitzilopochtli, S., López-Adame, D., and Moschkovich, J.N. “Using writing to support mathematical arguments in early algebra.” The authors include an undergraduate Koret Scholar for 18-19 who is now an MA-C student. 

     

    Lucia Alvarado Cantero published a chapter on precaritization of academic labor in a volume on the effects of neoliberal models in public universities.

     

    English Learners in STEM subjects: Transforming classrooms, schools, and lives: A report from the National Academies of Science, Engineering, and Medicine (2019). D. Francis (Ed.). NRC: Washington, DC. [Member of the Consensus Committee that wrote this volume]. 

     

    Moschkovich, J. N. (2019). Code-switching and mathematics learners: How hybrid language practices provide resources for student participation in mathematical practices, reasoning, and communication. To appear in J. MacSwan & C. Faltis (Eds.). Critical Perspectives on Codeswitching in Classroom Settings: Language Practices for Multilingual Teaching and Learning. New York, NY: Routledge.

     

    Moschkovich, J. N. (2019). A naturalistic paradigm: An introduction to using ethnographic methods for research in mathematics education. In G. Kaiser & N. Presmeg (Eds.) Compendium for Early Career Researchers in Mathematics Education. Dordrecht: Springer.

     

    Jolene Castillo had the following papers accepted at AERA 2020: 

    • “Preservice Teachers’ Perspectives of Culturally Relevant Read-Alouds” (round table) with Kip Tellez, 
    • “Capturing Bilingual Preservice Teachers’ Math Instruction with the Mathematics Classroom Observation Protocol” (paper session) with colleagues from Santa Clara University and the University of Texas at San Antonio, and

     

    Jolene Castillo and Yuzhu Xia had the following paper accepted at AERA 2020:

    • “Somos Problem Solvers”: Pedagogical Translanguaging in Two-Way Immersion Mathematics” (round table) with colleagues from the University of Texas at San Antonio, and

     

    Adria Patthoff  and Jolene Castillo had the following paper accepted at AERA 2020:

    • “Digital Discourse: Using Technology to Amplify Student Talk in Dual-Language Elementary Mathematics” (Poster session) with a colleague from the University of Texas at San Antonio

    • Grants

  • Cynthia Lewis is Co-PI for a Spencer Foundation Grant (Learning Community Program). Advancing Learning Sciences for a New Generation, ALSiNG. $150,000.

     

    Professor Moschkovich received the Department of Education HSI Initiatives Supplement, SEMILLA TEACH Co-PI ($150,000)

     

    Nora Lang received a Doctoral Dissertation Grant from The International Research Foundation for English Language Education (TIRF) [a nonprofit that began as an initiative of TESOL International Association].

     

    Benjamin James is currently a California State University Chancellor’s Doctoral Incentive Program (CDIP) Scholar (it is a program that provides mentoring and modest funds for doc students in hopes of attracting them to become CSU professors).

     

    The History and Civics Project at UC Santa, housed in the Education Department, has been funded for its second year of professional development for history and social studies teachers, under the leadership of Founding Director Dr. Daisy Martin and Professor George Bunch: Read about it here  

    • Awards

  • Judit Moschkovich with her award

    Judit Moschkovich received the 2019 Martin M. Chemers Award for Outstanding Research

     

    The volume The Anthropology of Education Policy, edited by Terri McCarty & Angelina Castagno, has been named Finalist (runner-up) for the 2019 Council on Anthropology and Education's Outstanding Book Award.  Amanda Lashaw's contribution to the volume is called "The Ambiguous Political Power of Liberal School Reform." 


    George Bunch was awarded a new project, funded by the Institute of Education Sciences and led by the Community College Research Center at Teachers College, Columbia University: Exploring the Experiences and Outcomes of English Learners in Community College.   


    Kip Téllez was awarded the 2018-19 Career Center Honored Faculty Sammy Award for advancing the UC Santa Cruz Career Center mission and vision. 


    Ron Glass was selected as the President-elect of the Philosophy of Education Society, and will serve as the Society's 78th President in the 2021-2022 academic year and will now begin serving a three-year appointment on the Society's Executive Committee. This honor reflects several decades of distinctive contributions to the field, and Professor Glass will host the 2022 annual conference in San Jose.  


    Sheeva Sabati, Ph.D. 2019, was selected as a finalist for the 2020 AERA Division J (Post-Secondary Education) Dissertation of the Year Award. Her study, Ethical Elisions: Unsettling the Racial-Colonial Entanglements of U.S. Higher Education, situates how knowledge production practices and universities themselves produce epistemic erasures of racial-colonial violence. She draws from anti-colonial feminisms, settler colonial studies, and critical ethnic studies scholarship to reframe the social and cultural contexts of higher education, particularly public land grant universities, in cohering processes of settler colonialism and imperialism. Dr. Sabati currently serves as a Lecturer in Feminist Studies, Critical Race and Ethnic Studies, and in multiple colleges at UCSC

    • Events

  • Photo from deans and directors meeting

    The Education Department hosted the University of California Deans and Directors of Schools and Departments of Education Meeting on October 28-29.  The meeting focused on common goals and challenges as well as possibilities for reimagining teacher education and including ethnic studies in teacher education programs.  For the latter, we were joined by Carla Gonzalez, ethnic studies teacher from Salinas High School (and former MA/C student in Social Sciences Education, who shared her personal story, her pedagogical commitments, and her inspiring curriculum.  

     

    Julianne Foxworthy presented a poster at the Research Conference at the Annual Meeting of the The National Council of Teachers of Mathematics, San Diego, CA “Responsiveness and intellectual work in whole class mathematics discussions.”

     

    Moschkovich, J.N. (2019, July). What do teachers need to pay attention to language in mathematics classrooms? Invited opening plenary presentation at the Association for Mathematics Education of South Africa (AMESA) yearly conference, Durban, South Africa.

     

    Moschkovich, J.N. (2019, April). Mathematics and language: Recommendations for mathematics instruction for students learning the language of instruction. Invited opening plenary presentation at the working conference “Mathematics teaching practices and design principles for fostering students’ language(s) for learning mathematics,” Dortmund Technical University, Dortmund, Germany.

     

    This past summer, 22 teachers participated in a four-day workshop led by The History & Civics Project housed in the Education Department at UC Santa Cruz. Focused on integrating primary sources and environmental literacy into the K-12 history curriculum and sponsored by the Library of Congress Teaching with Primary Sources program and the CA Environmental Literacy Initiative,  the workshop brought together experts in various fields, including Language and Literacy, history education, environmental history, local Native history, and classroom teaching. The week was jam-packed with activities, including a model lesson investigating the causes of the Dust Bowl through primary and secondary sources; presentations regarding the history of the Amah Mutsun Tribal Band and the shrinking Aral Sea; and a guided tour of the Cowell Lime Works Historic District. Themes of place-based historic inquiry and human-environment interaction, and concepts such as geographic scale and resource use, helped cohere the week’s activities, while participants developed lessons for their own classrooms using workshop ideas, sources, and tools. This was one of several events produced by The History & Civics Project in its first year. The Project is the newest  regional site for the statewide California History-Social Science Project [CHSSP], and is led by Dr. Daisy Martin and Professor George Bunch. Please visit the Project’s website for more information.

     

    Kylie Kenner was lead organizer for a workshop sponsored by the Underground Scholars Initiative at UC Santa Cruz: “Opportunities and Challenges for Students Impacted by the Criminal Justice System”

     

    Kip Téllez will lead a CRES-sponsored teaching credential workshop on May 7th for humanities graduate students focusing on simultaneously pursuing a teaching credential and master's degree in education while completing a doctoral degree in the humanities. 


    New Generation Learning (formerly ALSiNG) is sponsoring research flash talks by NGL graduate student researchers on May 29th from 2:00-4:00. Presenters will share a one-minute presentation on research focused on the cultural strengths of learning by children and students from historically underserved populations and ways to leverage those strengths in formal and informal settings for learning.

    • Conference Presentations

  • Moschkovich, J.N. (2020, April). Talk Plus Inscriptions: How Visual Representations Ground Meaning in Mathematical Discussions. Paper presented as part of the symposium “Complicating Accounts of Oral and Written Discourses of Multilingual Learners” at the Annual Meeting of the American Education Research Association, San Francisco, CA.

     

    Moschkovich, J.N. (2019). An ecological approach to academic literacy in mathematics in linguistically diverse settings. naturalistic paradigm and ethnographic methods for research in mathematics education.” Presentation in Research Forum “Researching mathematics education and language diversity: The theories we use and develop, and what they enable us to see, say or do.” Proceedings of the 43rd Annual Meeting of the International Group for the Psychology of Mathematics Education. Pretoria, South Africa.

     

    Foxworthy, J. & Moschkovich, J. N. (2019). Responsiveness and intellectual work in whole class mathematics discussions. Poster, Research Conference at the Annual Meeting of the National Council of Teachers of Mathematics, San Diego, CA.

     

    Jolene Castillo (4th year PhD Candidate), Yuzhu Xia (3rd year PhD Student), and Adria Patthoff (2nd year PhD Student) presented at the National Association of Bilingual Educators in Las Vegas in February. The sessions were well attended and received. 

    • Jolene and Yuzhu presented "Mathematical content and language learning through translanguaging in two-way immersion programs" with colleagues from the University of Texas San Antonio. 
    • Yuzhu and Adria presented "Lesson Study with Video: A Professional Development Model for Mathematics, Language, and Literacy Integration." 
    • Adria and Jolene presented "Digital Discourse: The potential of technology to amplify student-led discourse in elementary mathematics" with a colleague from the University of Texas at San Antonio.  

     

    Adria Patthoff  also presented “A Teacher Learning Progressions Approach to Understanding and Improving Teachers’ Formative Feedback with English Learners: Empirical Studies with Preservice Teachers” alongside colleagues from San Jose State University at the NCME Special Conference on Classroom Assessment in Boulder, CO, Fall 2019.

    • PhD Program Milestones

  • Dissertation Proposal Defense: Julianne Foxworthy, Kylie Kenner

     

    Qualifying Exams: Sarah Rapp, Brittany Caldwell, and Charley Brooks have advanced at the start of Winter 2020

     

    2nd Year Papers approved: Esra Bozkurt, Alexandra Race, Kimberly Vachon, Yuzhu Xia

     

    2nd Year Proposals approved: Melissa Svigelj Smith, Adria Patthoff

    • Blog

  • Professor Moschkovich recently published a blog post “Recommendations for Equitable Mathematics Teaching Practices for English Language Learners,” in the Equity Alliance Blog, at the ASU Mary Lou Fulton Teachers College. https://equityallianceatasu.org/content/recommendations-equitable-mathematics-teaching-practices-english-language-learners