Directory » VALERIE HILL-JACKSON
527
845-2716
Dr. Valerie Hill-Jackson received her Interdisciplinary Doctorate in Educational Leadership degree, summa cum laude, in 2003 from St. Joseph's University in Philadelphia, Pennsylvania. She joined the Department of Teaching, Learning, and Culture at Texas A&M University in September 2004 and taught courses, as a clinical professor, in the teacher education, educational leadership, and multicultural/urban program areas. In 2018, Dr. Hill-Jackson was appointed by the Office of the Dean as the Director of Educator Preparation and School Partnerships. Hill-Jackson was appointed as the Assistant Dean of Educator Preparation and School Partnerships (2019-2021). In January 2022 Dr. Hill-Jackson joined the Educational Administration and Human Resource Development Department as an Assistant Professor in the P12 Public School Administration program.
Hill-Jackson is a highly-awarded/recognized educator, having garnered: 2007 Maybelline / People Magazine Women Who Empower Through Education Award; the 2008 Texas A&M University (TAMU) Association of Former Students Award for Distinguished Teaching; 2008 Transfer Camp Namesake (TAMU); 2010 Student-Led Award for Teaching Excellence (SLATE) at TAMU; 2010 Outstanding Panhellenic Professor; 2011 National Society of Collegiate Scholars Inspire Integrity Top 10 Finalist award; Honorary Guest Coach for the Texas A & M University Women's Basketball Team, 2011 NCAA Champs, at the McNeese U. Home Game 2011; 2013 Upton Sinclair award; 2015 Aggies Commit to Transforming Lives Administrative Fellow; and the 2016 Educational Institution Image Award by the Edwards Ministerial Association. Hill-Jackson developed three new graduate courses including one that is integral to the Educational Leadership in Curriculum and Instruction program. Dr. Hill-Jackson's teaching philosophy is best explained with her simple quote, "students first through action research."
Dr. Hill-Jackson's books include: Transforming Teacher Education: What Went Wrong with Teacher Training and How We Can Fix It (Stylus, 2010); Better Principals, Better Schools: What Star Principals Know, Believe, and Do (IAP, 2016); Better Teachers, Better Schools: What Star Teachers Know, Believe, and Do (IAP, 2017); Teacher Confidential: Personal Stories of Stress, Self-Care, and Resilience (iUniverse, 2018) and; What Makes a Star Teacher: 7 Dispositions That Support Student Learning (ASCD, 2019).
As a publicly engaged scholar, Dr. Hill-Jackson's research interests include: (a) critical educator preparation for P12 teachers and leaders, (b) instructional equity and leadership for P12 educators, and (c) counter storytelling in qualitative studies for P12 underserved learners and communities. This work is highly consistent with the mission of the P12 Public School administration program in EAHRD. Her research and funding portfolio is notable as she has a track record of garnering over $40.1 million in internal and external grants/contracts from local, state, and federal agencies with over $31.4 million directly attributable as the grant writer and principal investigator. The most notable sponsors are Spencer Foundation, Fulbright Foundation, US Department of Education, and the Greater Texas Foundation.
Early in her career, Dr. Hill-Jackson received the prestigious American Educational Research Association / Spencer fellowship for her qualitative dissertation and was conferred with the LEAD Poisoning Star Award for her research in community education. In 2013, Hill-Jackson won a Traditional Core Fulbright Award and was hosted by the Center for Critical and Cultural Theory at the School of English Communication and Philosophy at Cardiff University in Cardiff, Wales. Hill-Jackson received a 2018-2019 Melbern G. Glasscock NTT Faculty Research Fellowship. She became a fellow with the Advance National Center for Faculty Diversity and Development (NCFDD) Faculty Success in 2023.
Hill-Jackson is a highly-awarded/recognized educator, having garnered: 2007 Maybelline / People Magazine Women Who Empower Through Education Award; the 2008 Texas A&M University (TAMU) Association of Former Students Award for Distinguished Teaching; 2008 Transfer Camp Namesake (TAMU); 2010 Student-Led Award for Teaching Excellence (SLATE) at TAMU; 2010 Outstanding Panhellenic Professor; 2011 National Society of Collegiate Scholars Inspire Integrity Top 10 Finalist award; Honorary Guest Coach for the Texas A & M University Women's Basketball Team, 2011 NCAA Champs, at the McNeese U. Home Game 2011; 2013 Upton Sinclair award; 2015 Aggies Commit to Transforming Lives Administrative Fellow; and the 2016 Educational Institution Image Award by the Edwards Ministerial Association. Hill-Jackson developed three new graduate courses including one that is integral to the Educational Leadership in Curriculum and Instruction program. Dr. Hill-Jackson's teaching philosophy is best explained with her simple quote, "students first through action research."
Dr. Hill-Jackson's books include: Transforming Teacher Education: What Went Wrong with Teacher Training and How We Can Fix It (Stylus, 2010); Better Principals, Better Schools: What Star Principals Know, Believe, and Do (IAP, 2016); Better Teachers, Better Schools: What Star Teachers Know, Believe, and Do (IAP, 2017); Teacher Confidential: Personal Stories of Stress, Self-Care, and Resilience (iUniverse, 2018) and; What Makes a Star Teacher: 7 Dispositions That Support Student Learning (ASCD, 2019).
As a publicly engaged scholar, Dr. Hill-Jackson's research interests include: (a) critical educator preparation for P12 teachers and leaders, (b) instructional equity and leadership for P12 educators, and (c) counter storytelling in qualitative studies for P12 underserved learners and communities. This work is highly consistent with the mission of the P12 Public School administration program in EAHRD. Her research and funding portfolio is notable as she has a track record of garnering over $40.1 million in internal and external grants/contracts from local, state, and federal agencies with over $31.4 million directly attributable as the grant writer and principal investigator. The most notable sponsors are Spencer Foundation, Fulbright Foundation, US Department of Education, and the Greater Texas Foundation.
Early in her career, Dr. Hill-Jackson received the prestigious American Educational Research Association / Spencer fellowship for her qualitative dissertation and was conferred with the LEAD Poisoning Star Award for her research in community education. In 2013, Hill-Jackson won a Traditional Core Fulbright Award and was hosted by the Center for Critical and Cultural Theory at the School of English Communication and Philosophy at Cardiff University in Cardiff, Wales. Hill-Jackson received a 2018-2019 Melbern G. Glasscock NTT Faculty Research Fellowship. She became a fellow with the Advance National Center for Faculty Diversity and Development (NCFDD) Faculty Success in 2023.
Education
Ed.D., Educational Leadership, St. Joseph's University (2003)
M.A., Conservation and Environmental Education, Rowan University (1999)
B.S., Environmental Studies and Biology, Rutgers University (1994)
SCHOLARLY AWARDS/RECOGNITIONS
1. Co-editor, Journal of Teacher Education, 2021
2. Advance National Center for Faculty Diversity and Development (NCFDD) Faculty Success Fellow, 2023
3. Book Award Nomination, Society of Professors of Education: What Makes a Star Teacher (ASCD, 2019)
4. Book Award Nomination, American Association of Colleges for Teacher Education: What Makes a Star Teacher (ASCD, 2019)
5. Melbern G. Glasscock NTT Faculty Research Fellow (2018-2019)
6. Fulbright Scholar: Traditional Core Award – Cardiff, University United Kingdom (2013)
7. Upton Sinclair Award (2013)
8. AERA / Spencer Dissertation Fellowship
7. Geraldine R. Dodge Outstanding New Teacher Fellowship
AWARDS
2020-Book Award Nomination, American Association of Colleges for Teacher Education: What Makes a Star Teacher (ASCD, 2019)
2020-Book Award Nomination, Society of Professors of Education Outstanding: What Makes a Star Teacher (ASCD, 2019)
AERA/Spencer Fellowship (2001)
Fulbright Scholar: Traditional Core Scholar Award – Cardiff, University United Kingdom (2013)
Honorary Guest Coach for TAMU Women's basketball. Team 2011 NCAA Champs, McNesses Univ. Home Game. (2011)
Outstanding Panhellenic Professor Award. Award presented to outstanding professors of service by TAMU Collegiate Panhellenic Council. (2010)
Association of Former StudentsTeaching Award. Assocation of Former Students. (2008)
College Level Teaching Award Committee Chair (2014)
Cook College & Edgar Morris Bacon Award (1992)
Geraldine R. Dodge. Fellowship.. (1997)
LEAD STAR Award (2002)
National Society of Collegiate Scholars Award. National Society of Collegiate Scholars: Inspire Integrity Top 10 Finalist Recognition Award. (2011)
Upton Sinclair Award (2013)
T-Camp Namesake. Texas A&M University. (2008)
Teaching Award. Student Led Award in Teaching Excellence. (2010)
Time Inc. /Maybelline. Empowerment Through Education National Award.. (2007)
Educational Institution Image Award Recipient. Edwards Ministerial Association. (2016)
EDITORSHIPS
Journal of Teacher Education, Co-editor
Journal of Higher Education Outreach and Engagement. Peer Reviewer (2012)
Journal of Interdisciplinary Studies in Education, Editorial Board (2019)
LEADERSHIP POSITIONS
International Association for Research on Service-Learning and Community Engagement (Board member)
Haberman Educational Foundation-Senior Researcher (2012)
OTHER NOTED ACCOMPLISHMENTS
Advance Diversity Champion, Dean of Faculties - TAMU
RESEARCH PROJECTS
USDoE Hawkins Grant, 2024-2027
2024-2029 US Department of Education, Hawkins Grant. Valerie Hill-Jackson (Grant writer, PI, & Executive Director); Britine Perkins (PI and Director) [External = $3,112,991.00]
LEADERS Grant (TQP, USDoE)
2022-2027 US Department of Education, Teacher Quality Partnership (TQP) Grant. Leading Equity Across Diverse Environments with Revolutionary Synergy (LEADERS). Beverly Sande (PI); Valerie Hill-Jackson (PI and Grant Writer); Ronald Goodwin, Patricia Miller, and Gwen Webb (Co-PIs) [External - $6,100,000 (Award) + $6,1000.000 (Match) = $12,200,000.00]
Teacher Education Residency Model (TERM) (TQP, USDoE)
2020-2025 US Department of Education, Teacher Quality Partnership (TQP) Grant. Teacher Education Residency Model (TERM): A Partnership among Local Education Agencies and Texas A&M University. Valerie Hill-Jackson (PI and Grant Writer); Shaun Hutchins, Andrew Kwok, Britine Perkins (Co-PIs) and Jerrel Moore (Co-I); [External - $6,657,837 (award) + $6,657,837 (match) = $13,315,674.00 (Award + Match)]
Brazos Valley Teach
2020-2024 Greater Texas Foundation – Brazos Valley Teach Grant. Valerie Hill-Jackson (PI + grant writer); Leann Smith (co-PI); Amy Jurica and Janice Meyer (Co-Executive Directors) [External - $729, 156.35]
aggieTERM: Texas Education Agency (TEA): 2019, Cycle 2
2019 Texas Education Agency (TEA)-Grow Your Own Grant for Teachers, Cycle 2/Path 3. Aggie Teacher Education Residency Model (aggieTERM). Valerie Hill-Jackson (PI + Grant Writer); Chery Craig, Marlon James, Miranda Walichowski, Andrew Kwok, and Barbara Ybarra (Co-PIs); Michele Kwok (Evaluator) [External - $220,000.00] + [Internal - $15,500], total is $235,500.00
aggieTERM: Texas Education Agency (TEA): 2020, Cycle 3
2020 Texas Education Agency (Texas Education Agency)-Grow Your Own Grant for Teachers, Cycle 3/Path 3. Aggie Teacher Education Residency Model (aggieTERM). Valerie Hill-Jackson (PI + Grant Writer); Sandra Acosta, Marcia Montague, Miranda Walichowski, and Barbara Ybarra (Co-PIs); Cassidy Caldwell (Evaluator) [External - $220,000.00]
GEAR-UP
2020-2027 US Department of Education - Heart of Texas GEAR UP Partnership Grant. Linda Castillo (PI); Marcia Montague and Patricia Lynch (Co-PIs); Cheryl Grenwelge, Dan Zhang, Lizette Ompendoguelet, Oi-Man Kwok, Robert Woodward, Valerie Hill-Jackson, and William Rae (Co-Is) [External - $6,328,505.00]
aggieTERM (Caldwell ISD)
2020 Caldwell Independent School District: Grow Your Own Grant partnership funding - Aggie Teacher Education Residency Model (aggieTERM). Valerie Hill-Jackson (PI + Grant Writer); [External - $103,000.00]
Raise Your Hand Texas
2020-2023 Raise Your Hand Texas-Raising Texas Teachers. Valerie Hill-Jackson (Lead Writer) [External - $450,000.00]
2012-2013 Fulbright Fellow: Traditional Core Award
AERA Spencer Fellowship
2012 DREAM-IT: Distance Resources for Engagement and Access to Multiculturalism through Innovative Technologies
US Department of Housing and Urban Development
2004-2006 Department of Housing and Urban Development (HUD) - United Parents Against Lead (UPAL): Lead Poisoning Community Outreach Grant. Served as an Outside Evaluator under a sub-contractor’s fee arrangement. [EXTERNAL - $2,000,000.00 grant total]
Upward Bound, US Dept of Education / TRIO Program
Maybelline Empowerment through Education National Award & Grant for Mentoring Pre-service Teachers & Creating College Readiness Program
SELECTED PUBLICATIONS
Books and Monographs
Hill-Jackson, Hartlep, N., & Stafford, D. (2019). What makes a star teacher:
7 dispositions that support student learning. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).
7 dispositions that support student learning. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).
Hill-Jackson, V., & Lewis, C.W. (Eds). (2010). Transforming teacher education: What went wrong in teacher training and how we can fix it. Sterling, VA: Stylus Publishers.
Stafford, D. & Hill-Jackson, V. (Eds.). (2016). Better principals, better schools: What star principals know, believe, and do. Charlotte, NC: Information Age Publishing.
Hill-Jackson, V. (Ed.). (2018). Teacher confidential: Personal stories of stress, self-care, and resilience. Bloomington, Indiana: iUniverse.
Hill-Jackson, V. and Stafford, D. (Eds.). (2017). Better teachers, better schools: What star teachers know, believe, and do. Charlotte, NC: Information Age Publishing.
Journal Articles
Farinde-Wu, A., Allen-Handy, A., & Hill-Jackson, V. (2020). This Issue: Black Women’s Work: Exploring Pipelines, Pedagogies, Policies, and Practices. Theory Into Practice, 59 (4), 1-4.
Williams, J.A. III, Hill-Jackson, V., Caldwell, C., & Craig, C.J. (2022). Teacher recruitment and retention: Local strategies, global inspiration. Journal of Teacher Education, 73(4), 333-337.
Hill-Jackson, V., & Craig, C.J. (2023). (Re)constructing teacher knowledge: Old quests for new reform. Journal of Teacher Education, 74(1), 5-9.
Craig, C.J, Assucao Flores, M., Van Overschelde, J.P., & Hill-Jackson, V. (2022). Problematizing the taken-for-granted: Talking across differences in teacher education. Journal of Teacher Education, 73(3), 221-224.
Hallman, H., Rios, A., Craig, C.J, & Hill-Jackson, V. (2022). Teacher education’s moment: From solution to challenge. Journal of Teacher Education, 73(2), 127-128.
Hill-Jackson, V. (2022). Schooling the system: A history of Black women
teachers. Journal of History, 57(1), pp. 141-143.
teachers. Journal of History, 57(1), pp. 141-143.
Hill-Jackson, V., Ladson-Billings, G., Craig, C.J. (2022). Teacher education and climate change: In navigating multiple pandemics, is the field forever altered? Journal of Teacher Education, 73(1), 5-7.
Hill-Jackson, V. (2020, January 5). Kindness reconsidered. [Review of the book A case for
kindness: A new look at the teaching ethic, by S. Broidy]. Teachers College Record. Retrieved from https://www.tcrecord.org/Content.asp?ContentID=23170
kindness: A new look at the teaching ethic, by S. Broidy]. Teachers College Record. Retrieved from https://www.tcrecord.org/Content.asp?ContentID=23170
Hill-Jackson, V. (2020). Special emphasis recruiting: Intentional recruitment of Black women to the teaching profession. Theory Into Practice, 59(4), 1-12 DOI: 10.1080/00405841.2020.1773187
Hill-Jackson, V., Wandix-White, D., & Gilley, T. (2020). Teacher residencies in Texas: Advanced clinical training for beginning teachers. TxEP: Texas Educator Preparation 4, 13-29.
Liao, L., Larke, P. & Hill-Jackson, V. (2011). Chinese papermaking: A multicultural and environmental education strategy for Pre-K teachers. Journal of Praxis in Multicultural Education, 6(1), 61-78
Bonner, F., Lewis, C., Bowman-Perrott, L., Hill-Jackson, V. & *James, M. (2010). Definition, identification, identity and culture: A unique alchemy impacting the success of gifted African American males in school. Journal for the Education of the Gifted, 33(2), 176-202
Hill-Jackson, V. & Lewis, C.W. (2008). Educating prospective Texas teachers About African American learners. Journal of the Texas Association of Black School Educators, 1 (1), 15-36
Lewis, C., *James, M., Hancock, S., & Hill-Jackson, V. (2008). Framing African American success and failure: A typology for change. Urban Education, 43 (2), 127-153
Hill-Jackson, V. (2007). Wrestling whiteness: Three stages of shifting multicultural perspectives among white pre-service teachers. Multicultural Perspectives, 9 (2), 29-35
Hill-Jackson, V., *Sewell, K.L., & *Waters, C. (2007). Having our say about multicultural education: Five dispositions of advocates and resisters in the multicultural classroom. Kappa Delta Pi Record, 43 (4), 174-18
Hill-Jackson, V. (2005). Culture matters in lead poisoned, high risk communities. Practicing Anthropology, 27 (3), 9-14
Hill-Jackson, V. (2004). The culture of lead poisoning in oppressed communities: Steps toward a pedagogy of possibility. Journal of Multicultural Nursing and Health, 10 (3), 55-60
Farinde-Wu, A., Allen-Handy, A., & Hill-Jackson, V. (Eds). (2020). Black women’s work: Exploring pipelines, pedagogies, and policies [Special issue]. Theory Into Practice, 59(4).
Hill-Jackson, V. (2019, March). Jessie Simmons: How a schoolteacher became an unsung
hero of the Civil Rights Movement. The Conversation. Retrieved from https://theconversation.com/jessie-simmons-how-a-schoolteacher-became-an-unsung-hero-of-the-civil-rights-movement-111811
hero of the Civil Rights Movement. The Conversation. Retrieved from https://theconversation.com/jessie-simmons-how-a-schoolteacher-became-an-unsung-hero-of-the-civil-rights-movement-111811
Hill-Jackson, V. (2020, January 5). Kindness reconsidered. [Review of the book A case for
kindness: A new look at the teaching ethic, by S. Broidy]. Teachers College Record. Retrieved from https://www.tcrecord.org/Content.asp?ContentID=23170
kindness: A new look at the teaching ethic, by S. Broidy]. Teachers College Record. Retrieved from https://www.tcrecord.org/Content.asp?ContentID=23170
Hill-Jackson, V. (2020). Special emphasis recruiting: Intentional recruitment of Black women to the teaching profession. Theory Into Practice, 59(4), 1-12 DOI: 10.1080/00405841.2020.1773187
Hill-Jackson, V., Wandix-White, D., & Gilley, T. (2020). Teacher residencies in Texas: Advanced clinical training for beginning teachers. TxEP: Texas Educator Preparation 4, 13-29. [published with student]
Book Chapters
Hill-Jackson, V. (2018).Getting personal with teachers [Introduction]. In V. Hill-Jackson (Ed.), Teacher confidential: Personal stories of stress, self-care, and resilience (pp. xv-xxi). Bloomington, IN: iUniverse.
Hill-Jackson, V. (2018). Joy rising: One family's fight to help an educator rediscover the secret to job satisfaction. In V. Hill-Jackson (Ed.), Teacher confidential: personal stories of stress, self-care, and resilience (pp. 43-55). Bloomington, IN: iUniverse.
Haberman, M. & Hill-Jackson, V. (2017). Gentle teaching in a violent society: A postscript for the 21st century. In V. Hill-Jackson and D. Stafford (Eds.), Better teachers, better schools: What star teachers know, believe, and do (pp. 13[48]1330). Charlotte, NC: Information Age Publishing.
Hill-Jackson, V. (2017). And then there were none: Reversing the exodus of Black females from the teaching profession. In A. Farinde-Wu, A. Allen, and C.W. Lewis (Eds.), Black female teachers: Diversifying the United States[48]19 workforce (pp. 9-48). Somerville, MA: Emerald Group Publishing, Inc.
Hill-Jackson, V. and Stafford, D. (Eds.). (2017). Better teachers, better schools: What star teachers know, believe, and do. Charlotte, NC: Information Age Publishing
Hill-Jackson, V., Stafford, D. & Hartlep, N., (2016). 5 dos of star teachers. In D. Sanchez, R. Faber and D.S. Jones (Eds.), American Association for Employment in Education (AAEE) Job Search Handbook for Educators (p. 58). Slippery Rock, Pennsylvania: AAEE.
Hill-Jackson, V., & Stafford, D. (in press). A star teacher for every classroom. In V. Hill-Jackson and D. Stafford (Eds.), Better teachers, better schools: What star teachers know, believe, and do (pp. ). Charlotte, NC: IAP.
Stafford, D. & Hill-Jackson, V. (2016). A star principal for every school [Introduction]. In D. Stafford and V. Hill-Jackson (Eds.), Better principals, better schools: What star principals know, believe, and do (pp. xiii-xviii). Charlotte, NC: IAP
Stafford, D. & Hill-Jackson, V. (2016). The case for selecting better principals. In D. Stafford and V. Hill-Jackson (Eds.), Better principals, better schools: What star principals know, believe, and do (pp. 63-79). Charlotte, NC: IAP.
Watson, R.E. & Hill-Jackson, V. (2016). No principal left behind? The core beliefs of nine urban elementary principals in a Midwest school district implementing No Child Left behind. In D. Stafford and V. Hill-Jackson (Eds.), Better principals, better schools: What star principals know, believe, and do (pp. 15-35). Charlotte, NC: IAP.
Hill-Jackson, V., (2013). "Downs, Karl Everette." African American National Biography. Ed. Henry Louis Gates Jr. and Evelyn Brooks Higginbotham. New York: Oxford UP, 2013. Published online at the Oxford African American Studies Center, January 2014
Hill-Jackson, V., *Fox, B., **Jackson, R., & *James, M.C. (2012). Given school dropout rates, especially among poor and minority students, should college attendance be the norm for all U.S. students? Counterpoint. In F. Brown, R. Hunter, & S. Donahoo (Eds.), Diversity in schools (pp. 123-132), a volume in C. Russo and A. Osborne (Eds.), Debating the issues in American education: A SAGE Reference set. Thousand Oaks, CA: Sage
James, M. C., & Hill-Jackson, V. (2012). 'Just don't quit on us': motivating and engaging African American males at a single gender middle school. In A. Cohan & A. Honigsfeld (Eds.), Breaking the mold of education for culturally and linguistically diverse students: Innovative and successful practices for the 21st century (pp. 141-150). Lanham, MD: Rowman & Littlefield
Hill-Jackson, V. & Lewis, C.W. (2011). Service loitering: Service learning in an underserved community. In T. Stewart & N.S. Webster, N. S. (Eds.). Problematizing service-learning: Critical reflections for development and action (pp. 295-324). Charlotte, NC: Information Age Publishing
Hill-Jackson, V., Self, N., & Ates, B. (2011). Issuing creative license: Three transformative acts to free the imaginations of prospective teachers. In H. Blythe & C. Sweet (Eds.), It works for me, creatively: Shared tips for the classroom (pp. 158-160). Stillwater, OK: New Forums Press
Hill-Jackson, V. & Lewis, C.W. (2010). Dispositions matter: Advancing habits of the mind for social justice. In V. Hill-Jackson & C.W. Lewis (Eds.), Transforming teacher education: What went wrong with teacher training, and how we can fix it (pp. 61-92).Sterling, VA: Stylus Publishers.
Hill-Jackson, V. & Lewis, C.W. (2010). Two rationales for transforming teacher education. In V. Hill-Jackson & C.W. Lewis (Eds.), Transforming teacher education: What went wrong with teacher training, and how we can fix it (pp. xix-xxv).Sterling, VA: Stylus Publishers
Lewis, C.W. & Hill-Jackson, V. (2010). This is our moment: Contemplating the urgency of now for the future of teacher education. In V. Hill-Jackson & C.W. Lewis (Eds.), Transforming teacher education: What went wrong with teacher training, and how we can fix it (pp. 249-252).Sterling, VA: Stylus Publishers
Hill-Jackson, V. (2007). Introducing Jean Lave. In J.L. Kincheloe and R.A. Horn, (Eds.). The Praeger Handbook of Education and Psychology, 1, 148-153.
COURSES TAUGHT
EDCI485. Directed Studies
2009A
EDCI485. DIRECTED STUDIES
2016A
EDCI601. DISC KNOW RESRCH IN C & I
2015A
EDCI602. Cultural Foundations Of Educ
2009A
EDCI643. Teaching In Urban Environmt
2005C
EDCI644. CURRICULUM DEVELOPMENT
2012A
EDCI644. Curriculum Development
2008B,2008A,2007C,2007B,2006C
EDCI645. SOC&EDUC IN WORLD PERS
2018B
EDCI646. Instruction Theory
2008C
EDCI648. URBAN SCHOOLS & COMMUN
2019A,2017B
EDCI680. PROSEMINAR
2019B,2019A,2018C,2018B,2015A
EDCI683. FIELD PRACTICUM
2017B
EDCI684. PROF INTERNSHIP
2019A,2018C,2017A,2016A
EDCI689. Special Topics In Urban Schools And Communication
2009A
EDCI689. Special Topics In Trnsfrmative Schls
2008B
EDCI689. SPECIAL TOPICS IN
2016A
EDCI692. PROFESSIONAL STUDY
2020B,2020A,2019C,2019B,2019A
INST222. FOUND EDUC MULTICULTURAL SOCTY
2020B,2019A,2018C,2018A,2017C
INST322. EDUC MULTICULTURAL
2013C,2013B,2012C,2012A
INST322. Educ Multicultural
2009B,2009A,2008C,2008A,2007C
INST322.
2006A,2005B,2005A,2004C
TEED302. Teaching/learning Processes
2006B
FORMER DOCTORAL STUDENTS
Jessica Leah Duenez, Ed.D. (Fall 2020)
Julie Renee Schillreff (Spring 2019)
Michele Diane Staley (Spring 2018)
Dena Marie Cook (Fall 2017)
Rebecca Anne Neill (Fall 2017)
Rasheedah Muhammad Farooq (Fall 2017)
Billy Ray Woodson (Fall 2016)
Darrell Gililland (Summer 2015)
Karen Herrera (Summer 2013)
Marcia Talkmitt (Spring 2013)
Tory Hill (Spring 2013)
Li-Yuan Liao (Summer 2011)