Who I am as a teacher is a direct result of who I am as a learner. I believe strongly in multiperspectivity. When people see beyond their own experiences they can begin to understand the complex framework in which education exists. Guided by the reflective judgment model, I hope my students learn how to learn; evaluating and synthesizing across bodies of knowledge. I employ dialogic teaching where I situate myself as a learner modeling active listening and engagement. I take pride in the reality that my students co-construct knowledge, making every course new and exciting for me.
My courses center on social issues in education with the goal of juxtaposing quantitative data with classroom practices. Using theoretical and empirical texts, I help my students examine the relationships between SES, race, language, gender, and learning outcomes.
Diversity & Equity in Education
This course is about opportunity and access in education. With an eye toward income-based tracking, students learn the difference between equal education and equitable education.
This course investigates the context of urban living including the relationship between neighborhoods and schools. Focusing on recurring themes in urban settings, students gain an appreciation of the social context of schooling.
Educational Research Methods
The goal of this course is to help students develop a critical eye when reading educational literature and data. Students learn the research process from conceptualization through manuscript preparation.
Youth Empowerment in the Neoliberal Age
This is a student-led community-based learning course that follows the Public Achievement model. In partnership with a local high school, undergraduates partner with high school freshmen to solve a community issue.
This course examines the intersection of educational policies, assessments and instructional practices. Students do assessments at multiple levels including programmatic, classroom, teacher and student.
Connecting learning and development, this course identifies mechanisms supporting learning, as well as the primary learning theories underlying pedagogical practices.
If you are interested in obtaining syllabi for courses, or would like course content converted to a workshop series, please contact me.
Policy and Politics in American Education
This course dissects major educational policies, as well as 'hot topics' in education. Topics such as teacher quality, testing, and school funding are examined at the national, state, and local level.
Popular reform efforts during the age of accountability form the crux of course content. After an examination of reformists and their methods, students are encouraged to develop a plan of action to save our schools.
Graduate Courses (Masters of Art in Teaching Program)
Educational Psychology for New Teachers
This course applies theories of learning and development to K-12 classrooms. Masters students learn to employ developmentally appropriate teaching methods.
Teacher and Teaching Identities
Graduate students turn the lens inward and investigate their own cultural identity and how it affects their pedagogical practices.