Faculty

Mina Kim, Associate Professor of Elementary Education at San Francisco State University, has an established expertise in the field of Early Childhood Education. She is a coordinator of the undergraduate ECE courses for prospective teachers and co- coordinating the Early Childhood Education (ECE) master program at SF State. She holds a B.A. in Child Development & Education, a M.S. in Early Childhood Education, and a Ph.D. in Curriculum and Instruction. She has participated in multiple presentations and has many publications focused on issues of early childhood curriculum development, paying specific attention to teacher action research, issues of math and science instruction, multicultural perspectives, and integrated play based curriculum in cross cultural contexts. She has served as a co-chair of ECE Interest Group at Action Research Network of the Americas (ARNA) for the past three years. She has served on two early childhood teacher education journal editorial boards, in which she reviews articles related to educational action research, integrated math & science curriculum and multicultural education.

Daniel Meier is Professor of Elementary Education at San Francisco State University. He teaches in the M.A. program in Early Childhood education, the Multiple Subject Teaching Credential Program with an Early Childhood emphasis, and the Ed.D. program in Educational Leadership. He teaches courses in reading/language arts, multilingual development, narrative inquiry and memoir, educational research, and international education. Dr. Meier received his B.A. in English literature from Wesleyan University, Ed.M. in Reading and Language from Harvard University, and Ph.D. in Language and Literacy from the Graduate School of Education, University of California at Berkeley. He has written numerous articles and books on early childhood education, language and literacy education, international education, narrative inquiry, and reflective practice and teacher research. Dr. Meier works with local early childhood inquiry groups in the Bay Area as well as teaching preschool in the area of language and literacy development.

Selected Publications:

• Meier, D.R. & Sisk-Hilton, S. (Eds.). (2020). Nature education in early childhood education: Integrating inquiry and practice (2nd Ed.). New York: Routledge. https://www.routledge.com/Nature-Education-with-Young-Children-Integrati...
• Meier, D.R. (2020). Toward a Strength-Based Approach to the Literacy Education of Preschool Children of Color. New York: Routledge. https://www.routledge.com/Supporting-Literacies-for-Children-of-Color-A-...
• Kroll, L.K. & Meier, D.R. (2017). Documentation and inquiry in the early childhood classroom: Research stories of engaged practitioners in urban centers and schools. New York: Routledge. https://www.routledge.com/Documentation-and-Inquiry-in-the-Early-Childho...
• Sisk-Hilton, S. & Meier, D.R. (2016). Narrative inquiry in early childhood and elementary school: Learning to teach, teaching well/em>. New York: Routledge. https://www.routledge.com/Narrative-Inquiry-in-Early-Childhood-and-Eleme...
• Kroll, L.R. & Meier, D.R. (Eds.). (2015). Educational change in international early childhood contexts: Crossing borders of reflection. (Co-Published). New York: Routledge. Washington, DC: Association for Childhood International. https://www.routledge.com/Educational-Change-in-International-Early-Chil...
• Meier, D. (2011). Teaching children to write: Constructing meaning and mastering mechanics. (Co-Published). New York, NY: Teachers College Press. Berkeley, CA: National Writing Project. https://www.tcpress.com/teaching-children-to-write-9780807752388
• Meier, D. (2009). (Ed.). Here's the story: Using narrative to promote children's language and literacy learning. New York: Teachers College Press. https://www.tcpress.com/here-s-the-story-9780807749791
• Meier, D. & Henderson, B. (2007). Learning from young children in the classroom: The art and science of teacher research. New York: Teachers College Press. https://www.tcpress.com/learning-from-young-children-in-the-classroom-97...
• Meier, D. (2004). The young child's memory for words — First and second language and literacy. New York: Teachers College Press. https://www.tcpress.com/the-young-child-s-memory-for-words-9780807744291
• Dajani, M. & Meier, D. (2018). The role of narrative in culturally responsive literacy education: A collaborative project in U.S. and Palestinian preschools. International Journal of Early Years Education, 1-14. https://doi.org/10.1080/09669760.2018.1458599
• Escamilla, I.M., Khales, B., Meier, D.R., & Melgoza, M. (2018). Reflecting across borders — Palestinian and U.S. early childhood educators engage in collaborative science inquiry. Voices of Practitioners, 58-65. https://doi:10.2307/26558923
• Escamilla, I.M. & Meier, D.R. (2017). The promise of teacher inquiry and reflection: Early childhood teachers as change agents. Studying Teacher Education, 14(1), 1-19. https://doi.org/10.1080/17425964.2017.1408463
• Khales, B. & Meier, D. (2013). Toward a new way of learning: Promoting inquiry and reflection in Palestinian early childhood teacher education. The New Educator, 9(4), 287-303. https://doi.org/10.1080/1547688X.2013.841504
• Meier, D.R. (2013). Promoting content and mechanics integration for young dual language learners. Young Children, 68(1), 20-26. https://search.proquest.com/openview/d43c6cfdf111924bdc43f55c26da7685/1?...
• Meier, D.R. & Stremmel, A. (2010). Reflection through narrative: The power of narrative inquiry in early childhood teacher education. Journal of Early Childhood Teacher Education, 31(3), 249-257. https://doi.org/10.1080/10901027.2010.500538
• Meier, D. (2008). Poems as stories: Memories illuminating the lives of experienced early childhood teachers. Journal of Early Childhood Teacher Education, 29(1), 59-65. https://doi.org/10.1080/10901020701878677

Stephanie Sisk-Hilton is a Professor in the Department of Elementary Education. Her teaching and research focus on the intersections of children’s science learning, cognition and development, and collaborative teacher learning. Her current research explores how young children come to understand and use challenging science concepts when they are engaged in pedagogically ambitious approaches to teaching and learning. She also investigates how teachers develop and share science teaching knowledge through collaborative professional development. Dr. Sisk-Hilton leads professional learning experiences for early childhood and elementary school teachers throughout the Bay Area with the goal of developing classroom environments where every child has rich opportunities to grow in their science knowledge and identity.

Dr. Sisk-Hilton currently serves as Department Chair for the Department of Elementary Education. She also coordinates the One-year Multiple Subject Teaching Credential Program as well as the MA in Elementary Education for recent credential graduates. Her departmental work focuses on building teaching and learning partnerships between the teacher education program and the elementary schools that mentor future teachers to work with diverse learners.

Dr. Sisk-Hilton received certification through the National Board for Professional Teaching Standards and has taught elementary and middle school in Prince George’s County, MD, Atlanta, GA, Brooklyn, NY, and Oakland, CA. She remains an active teacher of elementary school science as part of her research and professional learning.

Education

• Ph.D., Cognition and Development (Education in Math, Science, and Technology), University of California, Berkeley, 2005.

• MA, Education Policy and Administration, Stanford University, 1997

• BA, Cognitive Science, Johns Hopkins University, 1993.

Selected Publications

• Meier, D., and Sisk-Hilton, S., eds. (2020). Nature education with young children: Integrating inquiry and practice 2nd ed. New York: Routledge.

• Metz, K. E., Cardace, A., Berson, E., Ly, U., Wong, N., Sisk-Hilton, S., Metz, S. E. & Wilson, M. (2019). Primary Grade Children’s Capacity to Understand Microevolution: The Power of Leveraging Their Fruitful Intuitions and Engagement in Scientific Practices. Journal of the Learning Sciences, 1-60.

• Sisk-Hilton, S., K.E. Metz, & E. Berson (2018). Jumping into natural selection: Using thought experiments and first hand investigation of crickets to construct explanations of natural selection. Science and Children, 55(6), 29-35.

• Sisk-Hilton, S. and Meier, D. (2017). Narrative inquiry in early childhood and elementary school: Learning to teach, teaching well.

• Sisk-Hilton, S. (2009). Teaching and Learning In Public: Professional Development Through Shared Inquiry. Teachers College Press, New York, NY.

Dr. Doris Flowers is a Professor in the College of Education at San Francisco State University where she serves as the Co-coordinator of the Center for Adult Education as well as the Equity and Social Justice Program. Dr. Flowers teaches courses in Equity and Social Justice and Adult Education. Originally from Washington, DC, Dr. Flowers has served as faculty and research associate in the Communications Department at Purdue University and has taught at the University of Virginia, Howard University and the University of the District of Columbia.

Dr. Flowers received her Bachelor’s and Masters’ degree from the University of the District of Columbia in Speech and Language Pathology. Her Ph.D. was received from the University of Virginia in 1991 in education with a major in language and communication and a minor in neuroscience.  She is a speech-language pathologist by profession and has worked in various educational and clinical settings with adults and children.  Over the past 20 years, Dr. Flowers has broadened the scope of her research to include how language is racialized and used to exclude. She has conducted research focusing on an African Centered perspective in language and literacy in adult learning.  She has taught in the areas of race, class, language, gender, education policy and African Centered perspectives in teaching and learning.

Dr. Flowers’ research over the past 20 years has focused on examining the impact of race, class, gender and language issues in adult educational settings as well as other work environments. Dr. Flowers has written many journal articles and books chapters on language as it is related to cultural and race study. She has served as member and chair of the 2008-2009 Adult Education Research Conference (AERC) Steering Committee. Over the past 10 year, Dr. Flowers has also served as member of the AERC African Diaspora Preconference and the past 6 years has coordinated the conference planning. She has made many presentations at international, national, state, and local conferences and published numerous articles on language and race and continues to contribute to the literature in the field of Adult Education as well Equity and Social Justice.

Dr. Lee’s teaching and research interests include adult learning theories, immigrant adult leaners, impact of interlocking power system on educational contexts, and transformative learning in the cross-cultural setting. She currently teaches, advises, and co-coordinates the Adult Education MA & credential program and Equity and Social Justice MA program. Dr. Lee is the recipient of an outstanding teaching award in 1996 and a national research award in 1999. She has presented at international conferences and published in areas of adult immigrant students, adult learning, and equity & social justice in education. She has also served her professional community by playing a leadership role in hosting international research conference in 2003 and serving editorial board for Adult Education Quarterly, Adult Learning and Horizon, three major publications in Adult Education. She served as university liaison for a community based literacy program, long-term consultant for a Chinese American non-profit organization and has being involved in college-wide international initiatives.

Educational Background

• B.A. 1989, National Cheng-chi University, Taiwan,
Major in Education and Minor in English Literature
• M.Ed. 1992, University of Illinois at Urbana-Champaign, Curriculum and Instruction
• Ed.D.,1997, University of Georgia, Athens, Adult Education with Graduate Certificate in Women’s Studies

Research & Publications

Lee, M., Hemphill, D., Perea, J. (2016). Teaching in transnational spaces: Journeys of short-term study abroad program in China. In S Kuo., & Y Kuo. (Eds.), Spotlight on China: Chinese Education in the Globalized World. Netherlands : Sense Publisher.

Lee, M. (Nov, 2013). Teaching in transnational spaces—An example of internationalizing curriculum in higher education. Lecture presented at the Global Citizen and Internationalization of Education Conference. South China Normal University, Nan-hai, China

Lee, M., Drobner, S. & Wilson, S. (April 19, 2011). Adult Social Justice Education. Paper presented at California Council for Adult Education (CCAE) & Commission on Adult Basic Education (COABE), San Francisco, California.

Huang, H & Lee, M. (2010). Teaching abacus in a multicultural context. The Proceedings of 2010 World Abacus Day Conference, p. 30-40. Bilingual (Chinese & English).

Lee, M. (2010). Expanding the racialized discourse—An Asian American perspective.

In V. Sheared, S. Brookfield., J. Johnson-Bailey., & S. Colins, III. (Eds.), The Handbook on Race and Racism in Adult and Higher Education: A Dialogue among Adult Educators. San Francisco: Jossey-Bass.

Lee, M., & Jalipa, A.(Eds.). (2010) The Fifth Asian Diaspora Pre-conference Proceedings. San Francisco State University, San Francisco, CA.

Courses taught at SFSU

• ISED 706 The Methods and Principles of Adult and Workplace Education (3 units)
• ISED 717 Social Foundations of Cultural and Equity in Education (3 units)
• ISED 735 Seminar on the Adult Learner (3 units)
• ISED 736 Leadership and Policy for Formal and Non-formal Education (3 unites)
• ISED 739 Education and Community Development: Equity and Diversity (3 units)
• ISED 781 Educational Praxis: Curriculum Development and Pedagogies (3 units)
• ISED 891 Educational Practice in Transnational Spaces (3units)
• ISED 895/898 Culminating Experience: Field Study & Mater Thesis (3 units)

Dr. Irina S. Okhremtchouk is an Assistant Professor of Educational Administration in Equity, Leadership Studies, and Instructional Technologies (ELSIT) Department at SFSU’s Graduate College of Education. Her expertise is in the area of school organization and policy, and school finance with a focus on language different/emergent bilingual students and marginalized populations. Dr. Okhremtchouk directs research projects and oversees the ReRighting Education team.

Education Background

• Ph.D. Stanford University
• A.M. Stanford University
• M.A. San Jose State University
• B.S. Bowling Green State University

Teaching Credentials

California Bilingual Cross-Cultural Life Specialist Credential
California Community College Life Credential in Ethnic Studies, Professional Education and Spanish
California Single Subject Life Teaching Credential in Spanish and Speech
New York Permanent Teaching Certificate with Specializations in Spanish and Speech for Grades 7 through 12
Ohio Permanent Single Subject Teaching Credential in Spanish and Speech

Certification/ Certificates

Cultural Diversity in Clinical Research, Certificate Awarded by University of South Florida,
College of Nursing, Orlando, Florida, May 2000
Advanced Certificate in GESA (Gender/ Ethnic Expectations and Student Achievement)
Awarded by Graymill, June 1991
Certified by the Los Angeles County Office of Education as a GESA (Gender/ Ethnic Expectations and Student Achievement) Facilitator, December 1987

Gilda M. Bloom, Ph.D. was trained as a Sociolinguist and a Cultural Anthropologist at Stanford University. She served on the National Education Association (NEA) Board of Directors for seven years. During her time at NEA, she was a Congressional Federal lobbyist on behalf of public education. Currently, she is an elected delegate to the California Teachers Association State Council, CTA’s highest governing body. During Barack Obama’s presidency, Dr. Bloom was recognized as a National Hispanic Leader and she was invited to attend and participate in the White House Hispanic Community Action Summit.

Awards and Fellowships

• National Education Association Award for Advancing the Cause of Public Education, 2015
• California Community College Association Recognition Award for Advancing Social Justice in Public Schools, 2015
• California Teachers Association Award for representing CTA on the National Education Association Board of Directors, 2015
• California Teachers Association (CTA) Recognition of Outstanding Service Award to the CTA State Council (the governing body of CTA) by Gilda Bloom, June 2010.
• AERA, Hispanic Research Interest Group Recognition Award for Service to the Hispanic SIG, April 2009.
• Commendation from the San Francisco State University Academic Senate for my work as Chair of the Committee for the Protection of Human Subjects, 2001.
• PSSIs Awarded to Dr. Bloom by SFSU President Corrigan, 1999 and 2000.
• Teaching For A Change Fellow, 1997
• Cesar Chavez Research Award, 1995
• Center for Enhancement of Teaching Recognition of Teaching Certificate, San Francisco State University, 1993
• Rockefeller Foundation Award, 1985
• Proctor and Gamble Gift Fund Award, 1983
• Bilingual Education Teacher Training Fellow for 5 years, Title VII, Stanford University
• Phi Delta Kappa Induction, Stanford University

Educational Background

• Michigan State University, 2006, Ph.D. in Curriculum, Teaching, and Educational Policy (concentration: Second Language Literacy)
• Beijing Normal University, 2000, M.A. in English Literature (concentration: Teaching of English as a Second/Foreign Language)
• Shanghai International Studies University, 1995, Fulbright Graduate Fellow, in American Studies
• Capital Normal University (Beijing), 1992, B.A. in English Literature

Dr. Yanan Fan is currently a Professor in the Department of Secondary Education. She studies literacy learning of immigrant adolescents and teacher education. She started her work in language education in 1992, as a teacher of English in Beijing, China. After obtaining a Master's Degree in Teaching English as a Foreign Language from Beijing Normal University, she worked with secondary teachers and students in Michigan. Dr. Fan completed her doctoral degree in Teacher Education in 2006 from Michigan State University, and joined the faculty at San Francisco State the same year. Her major research interests are related to the social and cultural processes of second language literacy. She has examined how immigrant students negotiate language and academic demands, as well as the social and identity issues of adolescence amid the linguistic, socioeconomic, and cultural complexities of central city schools. She has also published studies of language learning and teaching experiences of teacher candidates.

Selected Publications/peer reviewed journal articles

• Fan, Y. (in press). Content area pre-service candidates learning language teaching with adolescent immigrants in an urban PDS middle school. Journal of the Scholarship of Teaching and Learning.
• Woodrich, M. & Fan, Y. (2017). Google Docs as a Tool for Collaborative Writing in the Middle School Classroom. Journal of Information Technology Education: Research, 16, 391-410.
• Fan, Y. (2013a). Every teacher is a language teacher: Preparing teacher candidates for English language learners with service learning. International Journal of Community Research and Engagement, 6, 77-92.
• Fan, Y. (2013b). "Good" English language learners: Understanding different perspectives on immigrant students in an urban public school. Journal of Interdisciplinary Education, 12, 75-92.
• Peer Reviewed Journal Articles
• Fan, Y. & Han, X. (2012).The teacher’s stories at a Chinese maintenance school. New Waves: Educational Research and Development, 15, 46-61.
• Fan, Y. (2009). Lost in institution: Learning to write in Midwestern urban mainstream classrooms. Journal of Southeast Asian American Education & Advancement, 4, 1-17.
• Fan, Y. (2009). How mainstream teachers learn from ELL students. Essential Teacher (TESOL), 6, 31-33.
• Fan, Y. (2008). When English Language Learners Write: Connecting Research to Practice, K-8. Book Review. Journal of Early Childhood Literacy, 8, 116-119.
• Fan, Y. (2008). Building a community of love: What can teachers learn from Vietnamese immigrant students. International Journal of Interdisciplinary Education, 8, 228-240.
• Fan, Y. & Han, X. (2007). Negotiating the English language and researcher role: A reflection of two NNESTs. Nonnative English Speakers in TESOL (NNEST) Caucus Newsletter, 9, 2-4.
• Fan, Y. & Han, M. (2000). Assessing listening competence in China’s National Matriculation English Examination. Foreign Language Teaching In Schools, 23, 8-11.
• Fan, Y. (1999). Exploring teaching and learning English with word processors at college. Foreign Languages and Their Teaching, 125, 172-173.
• Peer-Reviewed Book Chapters
• Fan, Y. (2011) Negotiating languages and practices: Field experience of a pre-service high school teacher of Chinese. In Rong, X. L. & Endo, R. (Eds.). Asian American Education – Asian American Identities, Racial Issues, and Languages (pp. 181-200). Greenwich, CT: Information Age Publishing.
• Fan, Y. (1998). Scaffolding EFL writing: Classroom activities in a computer-assisted composition class. In Liang, Y (Ed.). Selected articles of foreign language teaching and research (pp. 33-40). Beijing: World Books Press.
• Books
• Fan, Y. & Qin, A. (2001). Those happy times: Selected English reading passages for EFL high school students. Beijing: Beijing Publishing House.
• Fan, Y. & Zhang, C. (1997). Tourism English. Beijing: Tourism Education Press. 
• Edited Book
• Liu, X. & Fan, Y. (Eds.) (2000). Guide to spoken English test of National College Entrance Examination in China. Changchun: Jilin Educational Press.

Grants

Development of Research and Creativity (DRC) Grant for research project, “Mathematics, the Common Core, and language learning: A case study in a high school ESL classroom,” California State University, 2017

Teaching and Learning with Technology SED Collaborative Grant for online course development of SED790 Second Language Development and SED751 Classroom Environment and Management, Graduate College of Education, 2017

California State University Mini Grant, 2011-2012.

TESOL (Teachers of English to Speakers of Other Languages) Professional Development Scholarship, 2010.

California State University Faculty Affirmative Action Grant, 2009.

Community Scholarship Faculty Grant, 2008 – 2010.

Faculty International Development Grant, 2007.

California State University Faculty Affirmative Action Grant, 2007.

California State University Summer Stipend, 2006.

2008                      Ph.D., University of California, Davis, CA. Science Education

1994                      M.A., San Francisco State University, San Francisco, CA.  Secondary Education

1984                      B.A., University of California, Davis, CA. Zoology

1986                      Single Subject Clear Credential, Life Science, Sonoma State University, Rohnert Park, CA.

Dr. Horvath earned his Ph.D. in Science Education in 2008 from the University of California, Davis. He has taught middle school science and high school Biology and Chemistry for thirteen years in California and internationally. His research interests include the teaching and learning of science through inquiry and the development of STEM teacher leaders committed to careers in urban schools. Dr. Horvath is currently the lead science faculty member at the San Francisco State University Center for Science and Math Education (CSME).

BOOK CHAPTERS – PUBLISHED

Horvath, L. & Marshall, J. (2014, September 7). The Natural Sciences: Understanding the Natural World. Chapter in Marshall, J. & Donahue, D., Art-Centered Learning Across the Curriculum: Integrating Contemporary Art in the Secondary School Classroom. Teacher’s College Press.

PRESENTATIONS JURIED

Horvath, L., Keller, J. & Nelson, F., Digrius, D., & Coble C. (2015, June 3). Recruiting and Preparing STEM Teachers through Partnerships and Engagement in Mathematical, Scientific, and Engineering Practices. Roundtable presentation at the APLU Science and Mathematics Teacher Imperative National Conference, New Orleans, Louisiana.

Horvath, L., Brownstein, E., & Whittaker A. (2015, January 9). Bringing Together the NGSS, edTPA and Science Teacher Preparation: A Roundtable with Seasoned Implementers. Roundtable presentation at the Association of Science Teacher Educators International Conference, Portland, OR.

Horvath, L.  & Avani N. (2014, October 25). Transitioning from the PACT to the edTPA: What do we Gain and what do we Lose? Presentation at the 2014 PACT and edTPA Implementation Conference, Los Angeles, CA.

Bissell, J., Nelson, F., Ellis, M., Keller, J. & Horvath, L. (2014, June 4). California State University (CSU) and the New Standards: Partnerships supporting the CCCSS, NGSS and College and Career Readiness Standards. CSU panel presentation at the APLU Science and Mathematics Teacher Imperative National Conference, Milwaukee, WI.

Horvath, L., Chan, J. & Chau, D., Russo-Tait, T., & Evans, A. (2013, November 18). Educators, Equity, Enrichment: STEM Ed at San Francisco State. Presentation at the California STEM Symposium, Sacramento, CA.

Horvath, L. Marshall J. (2013, February 8). Science, Art and the Four Dimensions of Understanding. Workshop presented at the Contra Costa Office of Education Science, Technology, Engineering, Art and Mathematics (STEAM) Colloquium, San Ramon, CA

Keller, J., Bonsangue, M., Andrews, D., & Horvath, L. (2012, June 7). Robert Noyce Scholarship Programs: Promising Strategies for Promoting Science and Mathematical Teacher Quality in Recruitment, Preparation, Mentoring/Induction and Professional Development. CSU panel presentation at the APLU Science and Mathematics Teacher Imperative National Conference, Alexandria, VA.

Horvath, L. (2012, June 7). The San Francisco State Robert Noyce Teacher Scholarship Program: Preparing STEM Teacher Leaders and Researchers. Poster presented at the APLU Science and Mathematics Teacher Imperative National Conference, Alexandria, VA.

Horvath, L. & Avani, N. (2012, March 30). Embedding the Performance Assessment for California Teachers (PACT) in Secondary Education at San Francisco State University: Using “TASKSTREAM” for credential candidate support in successfully completing the TPA and to inform program improvement. Paper presented at the California Council on Teacher Education Spring Conference, San Jose, CA.

Horvath, L. (2012, January 6). The STEM Summer Institute: Opening the STEM Teaching Pathway for     Community College Students. Group roundtable presentation at the Association of Science Teacher Educators Conference, Clearwater Beach, FL.

Avani, N. & Horvath, L. (2011, January 7). “Using TASKSTREAM for Success:” Passing the Performance Assessment for California Teachers for Candidates in Secondary Education. Poster presentation at the 9^th Annual Hawaii International Conference on Education, Waikiki, HI

Horvath, L. (2010, January 15). Prospective science teacher’s perspectives on inquiry in the context of engaging in summer research internships. Poster presented at the Association of Science Teacher Educators Conference, Sacramento, CA.

Horvath, L. & Passmore, C. (2008, April 2). Pre-service science teachers’ construction of inquiry in the context of planning and teaching inquiry-based lessons.  Paper presented at the National Association of Research in Science Teaching Conference, Baltimore, Md.

Horvath, L. & Passmore, C. (2008, January 11). Tangled up in inquiry: Pre-service science teachers changing perspectives on inquiry in the context of planning and teaching inquiry-based lessons.  Paper presented at the Association of Science Teacher Educators Conference, St. Louis, MO.

PRESENTATIONS NON-JURIED

Horvath, L. (2014, June 19). The San Francisco State Robert Noyce Teacher Scholarship Program. Poster presented at the Eighth Annual NSF Robert Noyce Teacher Scholarship Program, Washington, DC.

Horvath, L., Sessoms, D. & Grant, M. (2014, May 5). Embedding the NGSS in Teacher Preparation Programs. Presentation and Workshop at the CSU Regional Professional Learning Meeting on Educator Preparation held at Sacramento State University, Sacramento, CA.

Horvath, L. & Marshall J. (2013, October 9). Science and Art and the Four Dimensions of Understanding. Workshop presented for the Bay Area Writing Project at the Chabot Space and Science Center, Oakland, CA.

Horvath, L. (2013, May 30). The San Francisco State Robert Noyce Teacher Scholarship Program. Poster presented at the Eighth Annual NSF Robert Noyce Teacher Scholarship Program, Washington, DC.

Horvath, L. (2012, May 24). The San Francisco State Robert Noyce Teacher Scholarship Program. Poster presented at the Seventh Annual NSF Robert Noyce Teacher Scholarship Program, Washington, DC.

Horvath, L.  & Avani N. (2011, October 20). Using PACT data for program improvement. Presentation at the 2011 PACT/TPAC Implementation Conference, San Diego, CA

Horvath, L., Avani, N., Nelson, C. & Felton, M. (2010, November 4). Ramping up Quickly: Engaging faculty and staff with the PACT. Presentation at the 2010 PACT/TPAC Implementation Conference, San Diego, CA

Horvath, L. & Avani, N. (2009, October 22). Ramping up Quickly: “Living the Tipping Point.” Presentation at the 2009 PACT Implementation Conference, Santa Barbara, CA

WORKS SUBMITTED FOR PUBLICATION

Horvath, L. & Brownstein, E. (Submitted July 2015). Preservice Science Teacher’s Shifting Perspectives on Inquiry During Student Teaching. Journal of Science Teacher Education (JSTE).

WORKS IN PROGRESS

Horvath, L. & Brownstein, E.  The Next Generation Science Standards (NGSS) and the edTPA: Evidence of engaging students in the practices of Inquiry. IRB protocol #E15-128.

Horvath, L. & Passmore, C. Preservice Science Teachers’ Construction of inquiry in the Context of Planning and Teaching Inquiry-based Lessons. Unpublished manuscript

Horvath, L. & Avani, N. Shifting to the edTPA in a California Context. Unpublished manuscript

2011 - 2016          PI San Francisco State Robert Noyce Teacher Scholarship Program. Dr. Eric Hsu Mathematics and Dr. Adrienne Cool Physics and Astronomy, co-PIs.  $1,200,000. National Science Foundation

2013 - 2014           PI Western Region Noyce Initiative, subcontract with Fresno State University for planning and hosting Western Regional Noyce Conference in San Francisco, Fall 2014. $51,000. National Science Foundation

2013 – 2015          Co-PI Western Region Noyce Initiative. Dr. David Andrews, Fresno State PI with Dr. John Keller, Cal Poly SLO and Dr. Donna Ross, San Diego State Co-PIs. $1,400,000 National Science Foundation

2014 – 2017          Lead Professional Developer supporting the NGSS. Integrating Engineering and Technology with Math and Science (ITEAMS) Grant. Math and Science Partnership with San Rafael City Schools. PI Dr. Eric Hsu, San Francisco State University. $1,5000,000 California Department of Education

2012 – 2014          Lead Science Education Faculty, Foundational Level General Science Working Group. San Francisco State Center for Math and Science Education. $125,000    Bechtel Foundation

2009 – 2014          CSU Liaison for the STEM Teacher’s as Researchers (STAR) program. PI Dr. John Keller, Cal Poly San Luis Obispo Center for Excellence in Science and Math Education (CESaME). National Science Foundation

March 2015          PI Robert Noyce Track 3 grant proposal. Exceptional Teachers Require Exceptional Mentors Project: Elevating the Early Clinical Experiences of Secondary STEM Teachers. Dr. Eric Hsu Mathematics, SFSU, Dr. Adrienne Cool Physics and Astronomy, SFSU, Dr. Megan

Development team member and writer for the edTPA Secondary Science Assessment Handbook, Middle Level Science Assessment Handbook, and the Secondary and Middle Level Science Thinking Behind the Rubrics. Stanford Center for Assessment, Learning and Equity (SCALE) and Pearson publications.

5/2015                   Invited by The Stanford Center for Assessment Learning and Equity (SCALE) and the American Association of Colleges for Teacher Education (AACTE) to join the edTPA National Academy as an Implementation Support Consultant

6/2013                   Outstanding Service Award for Leadership as the PACT Coordinator for Secondary Education presented by the San Francisco State University Department of Secondary Education, San Francisco, CA

10/2012                  Letter of commendation from the National Teacher Performance Assessment Consortium, Stanford University, for work with the Performance Assessment for California Teachers (PACT) and the National Teacher Performance Assessment (edTPA).

6/2007                   Award for Outstanding Leadership and Service to Education presented by the Graduate Group in Education, University of California, Davis, CA.

9/2001 – 6/2007      Block Grant Fellowships, School of Education, University of California, Davis, CA.

1/2007                   Graduate Studies Travel Grant, University of California, Davis, CA.

9/2006                   Graduate Teaching Fellowship, School of Education, University of California, Davis, CA.

7/2006                   Summer Research Fellowship, School of Education, University of California, Davis, CA.

1/2002 – 6/2006      Teacher Education Fellow, School of Education, University of California, Davis, CA.

8/2014 – present      Invited to serve as a member of the edTPA National User’s Advisory Group, Stanford Center for Assessment, Learning and Equity (SCALE).

1/2012 – present      Collaborating researcher with Strategic Education Research Partnership (SERP) San Francisco and Oakland

9/2012 – 6/2013      Member of SED faculty working group to re-think the SFSU single subject teacher preparation program

1/2011 – 6/2013      Consultant and Instructor for the STEM Summer Institute at City College of San Francisco

9/2010 - present       Lead Science Faculty for the Center for Science and Math Education, San   Francisco State University

9/2010 – present      Consultant for the National Teacher Performance Assessment Consortium (TPAC), Stanford University

9/2010 – 6/2014      Served on the Area B Subcommittee for General Education Course Certification, San Francisco State University

9/2009 – present      Proposal reviewer for the annual Association of Science Teacher Educators International Conference

9/2009 – 1/2011      Served on the College of Education Sabbatical Committee, San Francisco State University

9/2009 – 12/2009     Served on the search committee for the Director of The Center for Science and Math Education, San Francisco State University

8/2009 – 6/2014      Served on the Teacher Credentialing Committee, San Francisco State University

6/2009 – 8/2013      CSU Liaison for the STEM Teachers’ as Researchers (STAR) program at Lawrence Berkeley National Laboratory, San Francisco State University, Romberg Tiburon Center, and the SLAC National Accelerator Laboratory

9/2008 – 6/2013      PACT Coordination and Support, Secondary Education, San Francisco State University        

10/2007 – 6/2011     Secondary Education representative on the College of Education NCATE Evaluation Committee, San Francisco State University.

9/2007 – 12/2008     Member of the California Science Teachers’ Conference Committee for the 2008 conference, San Jose, CA.

9/2007- 7/2008        Member of the Student Teaching Task Force, Secondary Education, San Francisco State University

9/2005 – present      Benchmarker and Trainer of Trainers for the Performance Assessment for California Teachers (PACT) Consortium, Stanford University

Mayumi Hagiwara is an assistant professor in the Extensive Support Needs (moderate/severe disabilities) Program in the Department of Special Education. Before joining the faculty at SFSU, she was a postdoctoral researcher at University of Kansas, focusing on promoting self-determination and inclusive community participation for people with extensive support needs. Her primary teaching responsibilities include courses in instruction of students with extensive support needs and transition planning. Her research interests focus on inclusive education, self-determination, family-school partnerships, transition planning, and inclusive adult outcomes for people with extensive support needs.

Educational Background

• 2019 University of Kansas, Lawrence, KS Ph.D. in Special Education
• 2009 Illinois State University, Normal, IL M.S. in Special Education
• 2006 Illinois State University, Normal, IL B.S. in Special Education

Recent Publications

• Hagiwara, M., Shogren, K. A., Lane, K. L., Raley, S. K., & Smith, S. A. (in press). Development of the Self-Determined Learning Model of Instruction coaching model: Implications for research and practice. Education and Training in Autism and Developmental Disabilities.
• Raley, S. K., Burke, K. M., Hagiwara, M., Shogren, K. A., Wehmeyer, M. L., & Kurth, J. A. (in press). The Self-Determined Learning Model of Instruction and students with extensive support needs in inclusive settings. Intellectual and Developmental Disabilities.
• Shogren, K. A., Raley, S. K., Anderson, M. H., & Hagiwara, M. (in press). Exploring the Relationship Between Student and Teacher/Proxy-Respondent Scores on the Self-Determination Inventory. Exceptionality.
• Dean, E. E., Hagiwara, M., Shogren, K. A., Wehmeyer, M. L., & Shrum, J. (2019). Promoting career development in young adults with autism spectrum disorder. Manuscript submitted for publication.
• Dean, E. E., Kirby, A., Hagiwara, M., Shogren, K. A., Tekin Ersan, D., & Brown, S. (2019). Family role in the development of self-determination for youth with intellectual and developmental disabilities: A scoping review. Manuscript submitted for publication.
• Hagiwara, M., Shogren, K. A., & Lockman Turner, E. (2019). Examining perceptions about self-determination and people with disabilities: A meta-synthesis. Manuscript submitted for publication.
• Hagiwara, M., Shogren, K. A., & Rifenbark, G. G. (2019). Examining the impact of personal factors on scores on the Self-Determination Inventory: Adult Report (SDI:AR). Manuscript submitted for publication.
• Hagiwara, M., Shogren, K. A., & Rifenbark, G. G. (2019). Exploring the Impact of Environmental Factors on Scores on the Self-Determination Inventory: Adult Report. Manuscript submitted for publication.
• Thompson, J. R., Walker, V. A., Snodgrass, M. R., Nelson, J. A., Carpenter, M. E., & Hagiwara, M. (2019). Planning supports for students with intellectual disability in general education classrooms. Manuscript submitted for publication.
• Hagiwara, M., Amor, A. M., Shogren, K. A., Thompson, J. R., Verdugo, M. A., Burke, K. M., Uyanik, H., & Aguayo, V. (2019). International trends in inclusive education intervention research: A literature review. Education and Training in Autism and Developmental Disabilities, 54, 3-17.
• Hagiwara, M., Palmer, S. B., Hancock, C. L., & Shogren, K. A. (2019). Sibling roles in family-school partnerships for students with disabilities during transition planning. Career Development and Transition for Exceptional Individuals, 42, 194-200. doi: 10.11772165143418792045
• Hagiwara, M., Shogren, K. A., & Shaw, L. A. (2019). Examining the impact of respondent-level factors on scores on the Supports Intensity Scale – Children’s Version. American Journal on Intellectual and Developmental Disabilities, 124, 309-323. doi:10.1352/1944-7558-124.4.309
• Amor, A. M., Hagiwara, M., Shogren, K. A., Thompson, J. R., Verdugo, M. A., Burke, K. M., & Aguayo, V. (2018). International perspectives and trends in research on inclusive education: A systematic review. International Journal of Inclusive Education. Advance online publication. doi:10.1080/13603116.2018.1445304
• Burke, K. M., Raley, S. K., Shogren, K. A., Hagiwara, M., Mumbardó-Adam, C., Uyanik, H., & Behrens, S. (2018). A meta-analysis of interventions to promote self-determination for students with disabilities. Remedial and Special Education. doi:10.1177/0741932518802274
• Dean, E. E., Shogren, K. A., Hagiwara, M., & Wehmeyer, M. L. (2018). How does employment influence health outcomes? A systematic review of the intellectual disability literature. Journal of Vocational Rehabilitation, 49, 1-13.
• Shogren, K. A., Thompson, J. R., Shaw, L. A., Grandfield, E. M., & Hagiwara, M. (2018). Detecting changes in support needs over time. American Journal on Intellectual and Developmental Disabilities, 123, 315-328. doi:10.1352/1944-7558-123.4.315
• Hagiwara, M., Shogren, K., & Leko, M. (2017). Reviewing research on the Self-Determined Learning Model of Instruction: Mapping the terrain and charting a course to promote adoption and use. Advances in Neurodevelopmental Disorders, 1, 3-13. doi:10.1007/s41252-017-0007-7
• Kurth, J. A., Zagona, A., Hagiwara, M., & Enyart, M. (2017). Inclusion of students with significant disabilities in SWPBS evaluation tools. Education and Training in Autism and Developmental Disabilities, 52, 383-392.
• Meadan, H., Thompson, J. R., Hagiwara, M., Herold, J., Hoekstra, S., & Manser, S. (2009).
• Evaluating the acceptability and effectiveness of family assessment portfolios. Education and Training in Developmental Disabilities, 44, 421-430. <Book Chapters>
• Hagiwara, M., Dean, E. E., & Shogren, K. A. (2019). The Self-Determined Career Design Model: Supporting young people with developmental disabilities and their families in home and community settings. Promoting Social Inclusion: Co-Creating Environments That Foster Equity and Belonging (pp. 201-220). Bingley, United Kingdom: Emerald.
• Hagiwara, M., & Shogren, K. A. (2018). Collaborate with families to support student learning and secure needed services. In J. McLeskey, L. Maheady, B. Billingsley, M. Brownell, & T. Lewis (Eds.), High leverage practices for inclusive classrooms (pp. 50-64). New York, NY: Routledge.
• Shogren, K. A., Thompson, J. R., Wehmeyer, M.L., Seo, H., & Hagiwara, M. (2017). Assessment in the application of positive psychology to intellectual and developmental disabilities. In K. A. Shogren, M. Wehmeyer, & N. Singh (Eds.), Handbook of positive psychology in intellectual and developmental disabilities (pp. 37-46). Cham, Switzerland: Springer.

Educational Background

Pam Hunt is a professor in the Department of Special Education and coordinator of the Moderate/Severe Disabilities Program Area. She completed a BA degree from the University of California, Berkeley in psychology, a teaching credential and MA degree from San Francisco State University under the mentorship of Dr. Wayne Sailor, and a PhD from the University of California, Berkeley, through the Joint Doctoral Program in Special Education (UC, Berkeley, and San Francisco State University).

Research Interests

Dr. Hunt's research interests include communication and social competence for students who experience significant disabilities; inclusive education and the development of social supports for students with intensive support needs who are members of general education classrooms; and collaborative teaming and school restructuring to create school communities in which all students are valued and fully participating members. Dr. Hunt has a demonstrated publication record of research in each of these areas and has presented her research studies at numerous national and state educational conferences.

Dr. Hunt has been directly involved in 12 federal grants and contracts from the US. Department of Education in the role of principal investigator, co-principal investigator, or director--procuring a total of $14,300,000 in external grant funding: $5,150,000 in research grants, $3,400,000 in personnel preparation grants (which supports students’ tuition), and $5,750,000 in technical assistance and training grants. Currently she is the principal investigator for three federal grants totaling $6,625,000. Her most recent $2,750,000 research grant was funded in 2015 by the U.S. Department of Education, Institute of Education Sciences. The results of the study that she, with Dr. Elizabeth Kozleski at the University of Kansas, will conduct will provide guidance to educators on effective models for implementing systematic reading instruction to students with significant disabilities in general education classroom settings with general education peers participating in the lessons as “reading buddies.”

In 2016, Dr. Hunt received the Distinguished Faculty Award for Excellence in Professional Achievement from San Francisco State University.

Recent Publications

McDonnell, J., Hunt, P., & Jameson, M. (2015). Achieving equity and belonging: From segregated to inclusive education. In M. Agran, F. Spooner, & K. Gee (Eds.), TASH 40^th Anniversary.

McDonnell, J., Hunt, P., Ryndak, D., & Jackson, L. (2014). Educational standards for students with significant intellectual disabilities: A response to Lou Brown. TASH Connections, 38(4), 30-35. Invited response.

McDonnell, J., & Hunt, P. (2013). Inclusive education and meaningful school outcomes (pp. 155-176). In M Agran, F. Brown, C. Hughes, C. Quirk, & D. Ryndak (Eds.), Equity and full participation for individuals with severe disabilities. Baltimore: Paul H. Brooks.

Hunt, P., McDonnell, J., & Crockett, M. (2012). Reconciling an ecological curricular framework focusing on quality of life outcomes with the development and instruction of standards-based academic goals. Research and Practice for Persons With Severe Disabilities, 37(3), 139-152.

Mortier, K., Hunt, P., Leroy, M., De Schauwer, E., & Van Hove, G (2010). Communities of practice in   inclusive education. Educational Studies, 36(3), 345-355. The most downloaded article published in Educational Studies in 2010 and, therefore, included in the Routledge Education Class of 2011.

Mortier, K., Hunt, P., Desimpel, L., Van Hove, G. (2009). With parents at the table: Creating supports for children with disabilities in general education classrooms. European Journal of Special Needs Education, 24(4). 337-354.

Hunt, P., Doering, K., Maier, J., & Mintz, E. (2009). Strategies to support the development of positive social relationships and friendships for students who use AAC (pp. 247-264). In G. Soto & C. Zangari (Eds.), Practically speaking: Language, literacy, & academic development for students with AAC needs. Baltimore: Paul Brookes.

Kathleen Mortier is an assistant professor in the Extensive Support Needs (moderate/severe disabilities) Program in the Department of Special Education. Before joining the faculty at SFSU she was involved in systems change and inclusive education in Central America and in Belgium. Her primary teaching responsibilities include courses in instruction of students with extensive support needs, research methods, and inclusive education. Her research interests focus on inclusive education, communities of practice, family-school partnerships for Latinx families with children with disabilities, and literacy instruction for students with extensive support needs.

Educational Background

• Ghent University, Ghent, Belgium
  Ph.D. Pedagogical Science, October 2010
   
• San Francisco State University, San Francisco, California
  M.A. Special Education, May 1998
   
• Sint-Andreas Institute, Bruges, Belgium
  B.A. Pedagogical Science, June 1991

Publications

Journal articles

• Hunt, P., Kozleski, E., Jaehoon, J., Mortier, K., Fleming, D., Hicks, T., Balasubramanian, L., Leu, G., Bross, L., Munandar, V., Dunlap, K., Stepaniuk, I., Aramburo, C., & Oh, Y. (2019). Implementing comprehensive literacy instruction for students with significant disabilities in general education classroom. Exceptional Children, doi.org/10.1177/0014402919880156
• Mortier, K. & Aramburo, C. (in press). Collaborative teaming to support quality inclusive education for students with disabilities. In Jung, L.A. (Ed.), Special Education Section; D. Fisher (Ed.), Routledge Encyclopedia of Education (online). New York: Taylor & Francis.
• Mortier, K. (2018). Communities of practice: a conceptual framework for inclusion of students with significant disabilities. International Journal of Inclusive Education, DOI:10.1080/13603116.2018.1461261
• Mortier, K., & Vandelanotte, P. (2017). Belgium. In M. Wehmeyer & J. Patton (Eds.), The Praeger International Handbook of Special Education: Vol. 2 (pp. 249-262). New York: Praeger
• Mortier, K., & Ranschaert, I. (2015). Inclusieve waarden en normen in ons onderwijs: waarom en hoe? [Inclusive norms and values in education: why and how?]. School- en klaspraktijk, 23(1), 2-12.
• Mortier, K., Hunt, P., Desimpel, L., & Van Hove, G. (2012). Participatie van kinderen met een beperking en hun ouders in de realisatie van inclusief onderwijs [The participation of children with disabilities and thier parents in the realization of inclusive education]. Tijdschrift voor Orthopedagogiek, 51(4), 319-330.
• Mortier, K., Desimpel, L., De Schauwer, E., & Van Hove, G. (2011). ‘I want support, not comments,’ children’s perspectives on supports in their life. Disability and Society, 26(2), 207-221.
• Mortier, K., Hunt, P., Leroy, M., Van de Putte I., & Van Hove, G. (2010). Communities of practice in inclusive education. Educational Studies, 36(3), 345-355.
• Mortier, K., Van Hove, G., & De Schauwer, E. (2010). Supports for children with disabilities in regular education classrooms: an account of different perspectives in Flanders. International Journal of Inclusive Education, 14(6), 543-561.
• Mortier, K., Hunt, P., Desimpel, L., & Van Hove. (2009). With parents at the table: creating supports for children with disabilities in general education classrooms. The European Journal of Special Needs Education, 24(4), 337-354.
• Mortier, K., Van Hove, G., De Schauwer, E., Van de Putte, I., & Loots, G. (2008). “Het is gewoon een kind”- Onderzoek over inclusief onderwijs, ervaring van leerkrachten [“It's just a kid” - Research on inclusive education, teachers' experiences]. Signaal, 64(4): 4-21.

Books

• Mortier, K. (2010). Creating supports for children with disabilities in general education classrooms, from an expert model to a partnership model. Gent: Orthopedagogische Reeks.
• Mortier, K. De Schauwer, E., Van de Putte, I., & Van Hove, G. (2010). Inclusief onderwijs in de praktijk [Inclusive education in practice]. Antwerpen: Garant.
• Mortier, K., De Schauwer, E, & Van Hove, G. (2005). Het onderzoek inclusief onderwijs [The inclusive education study]. Gent: Orthopedagogische Reeks.
• Devroey, A. & Mortier, K. (2002). Polyfonie in de klas. Een praktijkboek voor inclusie [Polyphony in the class: a manual for inclusion]. Leuven: Acco.

Janelle Rodl (née Lawson), Ph.D., is an assistant professor of special education in the Department of Special Education.  She currently serves as one of the California Council for Exceptional Children (CA-CEC) officers and is a California Technical Assistant Facilitator in the area of significant disproportionality.  Her primary teaching responsibilities include courses related to understanding, assessing, and instructing individuals with mild/moderate disabilities.  Dr. Rodl’s primary research interests include developing equitable measures of special education teacher efficacy, examining disproportionality in special education and discipline, and increasing individuals’ positive attitudes toward individuals with disabilities.

Educational Background

• Ph.D., Special Education, University of California, Los Angeles, and California State University, Los Angeles, Joint Doctoral Program, 2015
• M.A., Special Education, California State University, Los Angeles, 2011
• B.A., Sociology, University of California, Los Angeles, 2006 

Publications

Rodl, J. E., Bonifay, W., Cruz, R. A., & Manchanda, S. (in press). A survey of school administrators’ training and support related to evaluating special education teachers. Journal of School Administration Research and Development.

 Cruz, R. A., & Rodl, J. E. (2018). An integrative synthesis of literature on disproportionality in special education. Journal of Special Education, 52(1), 50-63.

 Lawson, J. E., & Cruz, R. A. (2017). Evaluating special educators’ classroom performance: Does rater ‘type’ matter? Assessment for Effective Intervention. Advance online publication. doi: 10.1177/1534508417736260

 Lawson, J. E., & Firestone, A. R. (2017). Building the field: The case for community service learning. Teacher Education and Special Education. Advance online publication. doi: 10.1177/0888406417727042

 Lawson, J. E., Cruz, R. A., & Knollman, G. A. (2017). Increasing positive attitudes toward individuals with disabilities through community service learning. Research in Developmental Disabilities, 69, 1-7. doi: 10.1016/j.ridd.2017.07.013

 Lawson, J. E., & Cruz, R. A. (2017). Evaluating special education teachers’ classroom performance: Rater reliability at the rubric item level. Teacher Education and Special Education. Advance online publication. doi: 0888406417718250.

 Lawson, J. E., & Knollman, G. A. (2017).  Evaluating special education teachers: School administrators’ perceptions of the process. The Journal of Special Education Leadership, 30(1), 6-18.

 Lawson, J. E., & Cmar, J. L. (2016). Implications of state policy changes on mental health service models for students with disabilities. The Journal of Special Education Apprenticeship, 5(1), 1-15.

 Lawson, J. E. (2014). Value-added modeling: Challenges for measuring special education teacher quality. InterActions: UCLA Journal of Education and Information Studies, 10(1), gseis_interactions_20131. Retrieved from http://escholarship.org/uc/item/9r67085n

Twitter: @TVI_ting

Dr. Ting is a Teacher of Students with Visual Impairments (TVI) and assistant professor in the Program for Visual Impairments in the Department of Special Education. Her primary teaching responsibilities include method courses in visual impairment (VI) such as Medical, Educational, and Rehabilitative Implications of Visual Impairment; Special Populations; Issues in VI; Assessment Strategies and coordination of student teachers and related seminar program. Ting’s research prioritizes connections between research and practice. Her areas of interest and work span the follow areas: Role of communities of practice to support itinerant teachers’ professional development; Development of educational practices and technology that support multimedia accessibility; Teacher adoption of technology including professional use, assessment, and implementation with students.

Educational Background

• Ph.D, University of California at Berkeley & San Francisco State University, 2015
• M.A., University of Arizona, 2006
• B.S., Boston University, 2002

Recent Publications

• Morash, V. S., Siu, Y. T. (2016). Social predictors of assistive technology proficiency among Teachers of Students with Visual Impairments. ACM Transactions on Accessible Computing (TACCESS), 9(4). DOI: http://dx.doi.org/10.1145/0000000.0000000
• Siu, Y. (2016). Designing for all learners. Educational Designer, 3(9).
• Siu, Y. (2016). A Virtual Water Cooler: The Ecology of an Online Community of Practice to Support Teachers’ Informal Learning (doctoral dissertation). University of California, Berkeley. DOI: http://dx.doi.org/10.13140/RG.2.1.1163.5605
• Morash, V. S., Siu, Y-T., Miele, J. A., Hasty, L., & Landau, S. (2015). Guiding novice web workers in making image descriptions using templates. ACM Transactions on Accessible Computing (TACCESS), 7(4), 12.
• D’Andrea, F. M., Siu, Y. (2015). Students with visual impairments: Considerations and effective practices for technology use. In D. Edyburn (Ed.), Advances in Special Education Technology, Vol. 1, Efficacy of Assistive Technology Interventions (pp. 111-138). United Kingdom: Emerald.
• Siu, Y., Morash, V. (2014). Teachers of students with visual impairments and their use of assistive technology: Measuring teachers’ proficiency and their identification with a Community of Practice. Journal of Visual Impairment and Blindness, 108, 384-398
• Siu, Y. (2013). This mattered to me. Journal of Visual Impairment & Blindness. 107(3), 106-108.

Recent Grants/Awards

Consultant (2016-2017)

Disability Communications Fund

Awardee (2016)

CIRCL Cyberlearning Buddy

Awardee (2015)

TEACH California Distinguished Teacher

Awardee (2014)

American Printing House for the Blind Scholar

Fellow (2011-2015)

National Leadership Consortium in Sensory Disabilities (NLCSD)

Awardee (2006)

Presidential Volunteer Service Award

Collaborative Partners

• Smith-Kettlewell Eye Research Institute
• San Francisco Lighthouse for the Blind
• Touch Graphics, Inc.
• Benetech (DIAGRAM Center, Bookshare)
• UC Berkeley
• Perkins School for the Blind
• Bay Area public school districts
• NYC Department of Education

Marcia Raggio, Ph.D., FAAA, CCC-A, Professor in the Department of Speech, Language, and Hearing Sciences and Audiology Clinic Coordinator. Research interests include investigation of the representation of peripheral electrical stimulation in primary auditory cortex via cochlear implants. She has received NIH funding for her cochlear implant research, American Academy of Audiology President’s Award, and California Academy of Audiology Leadership Award for Outstanding Service to the California Audiology Community. She currently serves as Vice-Chair of the Speech-Language Pathology and Audiology and Hearing Aid Dispensers Board, appointed by Governor Jerry Brown. She serves as the Chair of the American Academy of Audiology’s Academic & Professional Standards Council, and has served as Chair of the AuD Task Force for the CSU Chancellor’s Office.

Educational Background

• 1992 University of California, San Francisco, Ph.D., Speech and Hearing Science
• 1980 San Francisco State University, M.S., Communicative Disorders
• 1978 San Francisco State University, B.A., Communicative Disorders

Certification and Licenses

• Certificate of Clinical Competence in Audiology, American Speech-Language-Hearing Association, 1980-present
• California State License (Audiology and Hearing Aid Dispensing), 1980-present

Recent Publications

• Hearing Loss and Hearing Aids – Consumer Facts, Speech-Language Pathology and Audiology and Hearing Aid Dispensers Board, www.speechandhearing.ca.gov, 2018.
• Beitel, Ralph E., Vollmer, Maike, Raggio, M.E., Schreiner, C.E.,, Perceptual learning changes of temporal processing in the long-deafened cat primary auditory cortex and inferior colliculus. Neuroscience (In Preparation).
• Schreiner, C.E. and Raggio, M.W., Neuronal Responses in Cat Primary Auditory Cortex to Electrical Cochlear Stimulation. V. Comparison to Acoustic Maps," Journal of Neurophysiology (In Preparation).
• Beitel, Ralph E., Vollmer, Maike, Raggio, M.E., Schreiner, C.E., Perceptual Learning Enhances Cortical Temporal Processing in Neonatal Deafened Juvenile Cats. Journal of Neurophysiology, 106:944-959. 2011.
• Raggio, M.W. Hearing Aid Candidacy in Adults (Chapter Five), "Hearing Loss: The Otolaryngologists Guide to Amplification." Derebery, Jennifer and Luxford, William (Eds.), Plural Publishing, 2009.
• Raggio, M.W., Otoscopes, Hearing Journal, 2008.
• Raggio, M.W. and Del Mugnaio, A., "Speech-Language Pathology and Audiology Board Sunset Review Report, 2006-2007” (Prepared for California State Legislature, Sunset Review Committee).

Abstracts

• Christoph Schreiner, Brian Malone, Magnus Teschner, Marcia Raggio, Patrick Hullett, Bryan Seybold: Cortical Processing of Signals in Noise: From Neurons to Filters to Behavior International Workshop on Brain, Computation and Learning, Indian Institute of Science, Bangalore, India, 2017
• Vollmer, M., Beitel, R.E., Raggio, M.W., Schreiner, C., "Auditory Experience Affects Temporal Processing in the Long- Deafened Cat Primary Auditory Cortex," Conference on Implantable Auditory Prostheses, Lake Tahoe, CA, July, 2009.
• Beitel, R.E., Vollmer, M., Raggio, M.W., Schreiner, C., "Behaviorally Relevant Auditory Experience Improves Temporal Processing in Deaf Juvenile Cat Primary Auditory Cortex," Conference on Implantable Auditory Prostheses, Lake Tahoe, CA, July, 2009.

Selected Presentations

• 2018 American Academy of Audiology, Advocacy Workshop, State Level Advocacy, Nashville, TN, April 18
• 2017 California Academy of Audiology, “Legislative Update, Sacramento, September 8
• 2016 California Academy of Audiology, “Legislative Update, San Diego, September 9
• 2015 California Academy of Audiology, “Legislative Update, San Jose, September 11
• 2014 California Academy of Audiology, “Legislative Update, Pasadena, September 19
• 2013 California Academy of Audiology, “Legislative Update, Sacramento, September 27
• 2013 American Academy of Audiology, State Leaders Network Workshop, “State of the States” Anaheim, CA, April 3
• 2012 American Academy of Audiology, State Leaders Network Workshop, “Audiology in America,” Boston, MA, March 28

Dr. Gloria Soto is a Professor in the Department of Special Education. She teaches graduate coursework in special education, cultural diversity, augmentative communication and curriculum-based language and communication intervention.

Her area of professional expertise is in augmentative and alternative communication (AAC). Her areas of research interest include applied educational issues such as multiculturalism, collaborative teaming, inclusive education and professional preparation, as well as more basic areas such as narrative language in AAC, language development through augmented means and the impact of graphic symbol use on language development. She is a frequent speaker at national and international conferences related to communication intervention and special education. She has published numerous articles and book chapters.

Educational Background

• B.S. (1988), Universidad Pontificia, Spain
• M.S. (1991)
• Ph.D. (1994), Purdue University

Recent Publications

• Savaldi-Harussi, G., Lustigman, L., & Soto, G. (in press). The Emergence of clause constructions in children who use SGDs. Augmentative and Alternative Communication.
• Solomon-Rice, P. L., Soto, G., & Robinson, N. B. (2018). Project Building Bridges: Training Speech-Language Pathologists to Provide Culturally and Linguistically Responsive Augmentative and Alternative Communication Services to School-Age Children With Diverse Backgrounds. Perspectives of the ASHA Special Interest Groups, 3(12), 186-204.
• Savaldi-Harussi, G., & Soto, G. (2018). Changes in adult scaffolding in conversations with children who use aided AAC. Communication Matters, 32(3), 4-6.
• Savaldi-Harussi, G., & Soto, G. (2018). Early verbal categories and inflection in children who use speech-generating devices. Augmentative and Alternative Communication, 34, 194-205.
• Soto, G., & Clarke, M. T. (2018). Conversation-based intervention for adolescents using AAC. Augmentative and Alternative Communication, 34, 180-193.
• Solomon-Rice, P. L., Soto, G., & Heidenreich, W. (2017). The Impact of Presupposition on the Syntax and Morphology of a Child Who Uses AAC. Perspectives of the ASHA Special Interest Groups, 2(12).
• Soto, G., & Clarke, M. T. (2017). Effects of a conversation-based intervention on the linguistic skills of children with motor speech disorders who use augmentative and alternative communication. Journal of Speech, Language, and Hearing Research, 60(7), 1980- 1998.
• Clarke, M. T., Soto, G., & Nelson, K. (2017). Language learning, recasts, and interaction involving AAC: background and potential for intervention. Augmentative and Alternative Communication, 33(1), 42-50.
• Savaldi-Harussi, G., & Soto, G. (2016). Using SALT: Considerations for the analysis of language transcripts of children who use SGDs. Perspectives in Augmentative and Alternative Communication, ASHA Division 12. December 2016, Vol. 1 (SIG 12), 110-124.
• Soto, G., & Starowicz, R. (2016). Narrative Development and aided communication. In M. Smith and J. Murray (eds). The Silent Partner? Language, Interaction, and Aided Communication. J&R Press, UK.
• Boenisch, J., & Soto, G. (2015). The Oral Core Vocabulary of Typically Developing English-Speaking School-Aged Children: Implications for AAC Practice. Augmentative and Alternative Communication, 31, 77-84.
• Solomon-Rice, P., & Soto, G. (2014). Facilitating vocabulary in toddlers using AAC: A preliminary study comparing focused stimulation and augmented input. Communication Disorders Quarterly, 35, 204-215.
• Soto, G., & Yu, B. (2014). Considerations for the provision of services to bilingual children who use AAC. Augmentative and Alternative Communication, 30, 83-92.
• Robinson, N., & Soto, G. (2014). AAC in the Schools: Best Practices for Intervention. WI: Attainment.
• Dukhovny E., & Soto, G. (2013). Speech Generating Devices and Modality of Short-term Word Storage. Augmentative and Alternative Communication, 29, 246-258.
• Soto, G. (2012). Training partners in AAC in culturally diverse families. Perspectives on Augmentative and Alternative Communication, 21 #4, ASHA Division 12, 144-150.
• Henneberry, S., Kelso, J., & Soto, G. (2012). Using standards-based instruction to teach language to children who use AAC. Perspectives on Augmentative and Alternative Communication, 21 #3, ASHA Division 12, 92-97
• Soto, G. & Solomon-Rice, P. (2012). Relación entre la experiencia, la rehabilitacion y el desarrollo del lenguaje. In E. Soro, C.Basil & C. Rusell (Eds). Intervención Comunicativa para Alumnos con Pluridiscapacidad (Communication Intervention for Students with Multiple Disabilities). Barcelona, Graó.
• Solomon-Rice, P.L. & Soto, G. (2011). Co-construction as a facilitative factor in supporting the personal narratives of children who use AAC. Communication Disorders Quarterly, 32, 70-82.
• Solomon-Rice, P.L. & Soto, G. (2009). Language modeling as an efficacious early language intervention approach with young children demonstrating complex communication needs. Perspectives on Augmentative and Alternative Communication, ASHA Division 12, 21-27.
• Soto, G. (2009). Academic adaptations for students with AAC needs. In G. Soto & C. Zangari (Eds.), Practically Speaking: Language, Literacy and Academic Development of Students with AAC Needs (Chapter 6 pp. 131-142).  Baltimore, MD: Paul Brookes Publishing Co.
• Soto, G. & Zangari, C. (2009). Practically Speaking: Language, Literacy and Academic Development of Students with AAC Needs. Baltimore, MD: Paul Brookes Publishing Co.
• Soto, G., Solomon-Rice, P. & Caputo, M. (2009). Enhancing the personal narrative skills of elementary school-aged students who use AAC:” The effectiveness of personal narrative intervention. Journal of Communication Disorders, 42, 43-57.
• Soto, G., & Dukhovny, E. (2008). The effect of shared book reading on the acquisition of expressive vocabulary of a 7 year old who uses AAC. Seminars in Speech and Language, 29, 133-145.
• Soto, G., Yu, B., & Kelso, J. (2008). Effectiveness of multifaceted narrative intervention on the stories told by a 12 year old girl who uses AAC. Augmentative and Alternative Communication, 24, 76-87.
• Soto, G., Yu, B., Henneberry, S. (2007). Supporting the development of narrative skills of an 8 year-old child who uses an augmentative and alternative communication device: Case Study. Child Language Teaching and Therapy, 23, 27-45.
• Soto, G., Dukohvny, E., & Vestly, T. (2006). Increasing storybook reading for children who use AAC. In L. Justice (Ed.).Clinical approaches to emergent literacy intervention. (chapter 9 pp. 289-320). San Diego, CA: Plural Publishing.
• Soto, G., & Hartmann, E. (2006) Analysis of narratives produced by four children who use augmentative and alternative communication. Journal of Communication Disorders, 39, 456-480.
• Soto, G., Hartmann, E., & Wilkins, D. (2006). Exploring the elements of narrative that emerge in the interactions between an 8 year-old child who uses a device and her teacher. Augmentative and Alternative Communication, 22, 231-249.
• Liboiron, N., & Soto, G. (2006). Shared Storybook Reading with a Student who uses AAC: An Intervention Session. Child Language Teaching and Therapy, 22, 69-95.
• McCord, M.S., & Soto, G. (2004). Perceptions of AAC: An ethnographic investigation of Mexican-American families.Augmentative and Alternative Communication.
• Hunt, P., Soto, G., Maier, J., Liboiron, N., &, Bae, S. (in press). Collaborative teaming to support preschoolers with severe disabilities who are placed in general education early childhood programs. Topics in Early Childhood Special Education.
• Soto, G. (in press). Mas alla del habla: Estrategias alternativas al habla en la intervencion en problemas de comunicacion. (Beyond Speech: Alternative Communication Strategies).
• Arnaiz, P. & Soto, G. (2003). Special education in Spain at the beginning of the 21st century: The challenge to educate in an unequal and multicultural society. Journal of Inclusive Education, 17, 375-388.
• Hunt, P., Soto, G., Maier, J., & Doering, K., (2003). Collaborative Teaming to Support Students at Risk and Students with Severe Disabilities in General Education Classrooms. Exceptional Children, 69, 315-332.
• Soto, G., & Wine-Seligman, W. (2003). Childdriven development of alternative communication: A case study. In S. von Tetzchner and N. Grove (Eds.), Augmentative and alternative communication: Developmental issues. (chapter 9 pp. 211-228). London, UK: Whurr.
• Soto, G., & von Tetzchner, S. (2003). Supporting the development of alternative communication through culturally significant activities in shared educational settings. In S. von Tetzchner and N. Grove (Eds.), Augmentative and alternative communication: Developmental issues. (chapter 13 pp. 287-299). London, UK: Whurr.
• Soto, G., & Grove, N. (2002). Multimodal transcription in augmentative and alternative communication: Theoretical and methodological considerations. In S. von Tetzchner & J. Clibbens (Eds.) Understanding the theoretical and methodological bases of augmentative and alternative communication. Proceedings of the Sixth Research Symposium of the International Society for Augmentative and Alternative Communication. Toronto, Canada: ISAAC.
• Müller, E., & Soto, G. (2002). Capturing the Complexity of Aided Interactions: A Conversation Analysis Perspective. In S. von Tetzchner & J. Clibbens (Eds.) Understanding the theoretical and methodological bases of augmentative and alternative communication. Proceedings of the Sixth Research Symposium of the International Society for Augmentative and Alternative Communication. Toronto, Canada: ISAAC.
• Sutton, A., Soto, G., & Blockberger, S. (2002). Grammatical Issues in Graphic Symbol Communication. Augmentative and Alternative Communication, 18, 192-204.