2018 TTEF Fellows

2018 Transformative Teacher Education Fellowship Fellows

Yolanda Abel is an associate professor in Teaching and Learning at the School of Education and a faculty affiliate with the National Network of Partnership Schools at the Center for Social organization of Schools at Johns Hopkins University. Her current research focuses on family and community engagement related to students (3rd-5th) STEM experiences. She was co-principal investigator on student achievement in Baltimore Elementary Schools grant (NSF 12-518 MSP-Targeted Awards) awarded in 2012. Her most recent publication is co-authored with Drs. Galindo and Sanders and appears in the Centennial Edition of the American Educational Research Journal. Dr. Abel is finishing her term as secretary/treasurer for the Family, School Community Partnership SIG within AERA. Her dissertation, African-American Father Involvement in Their Children’s School-Based Lives, earned the 2008 Judith Ruchkin Research Award from the Maryland Association for Supervision and Curriculum Development. In 2017 she was awarded the inaugural Excellence in Mentorship Award for providing a quality mentoring experience for junior faculty at the school.

Carey Andrzejewski  is an associate professor of educational foundations and research methods at Auburn University. She also enjoys a courtesy appointment in the Department of Theatre. Having earned a Ph.D. in teacher education policy and leadership from Ohio State and an M.A. in dance and related arts from Texas Woman’s University, she joined the Auburn faculty in 2008. Carey thinks of professional identity as having three components as a teacher educator, critical researcher, and dance artist. Regarding the first, she teaches an undergraduate social foundations of education course focused required for all preservice teachers at Auburn. She also teaches graduate-level research methods courses that serve programs in the College of Education and beyond. These courses focus on qualitative research methods, mixed methods, teacher evaluation and supervision, and social network analysis. Carey’s research interests are many; she has published studies on the role of touch in teacher-student relationships, dance education and pedagogy, expert teachers’ practices, and smaller learning communities. Her recent work has focused more exclusively on the development of critical consciousness in preservice teachers, inequitable school discipline in Alabama, and youth participatory action research with rural and alternative school students. Before becoming a researcher and teacher educator, Carey taught secondary math in schools in Alabama and South Carolina. She also has a long history as a dance artist: performing, choreographing, and teaching students aged 3-70. She continues to dance whenever her, and her family’s, schedules permit it.

Christian Bracho is an Assistant Professor in the LaFetra College of Education at the University of La Verne, a Hispanic Serving Institution. At ULV, he works with pre-service teachers in the single-subject program, and serves on the executive board of the newly launched Center for Educational Equity and Intercultural Research (CEEIR). His research focuses on the relationships between teacher identity, educational reform, and social movements, topics raised in his case study of a radical teachers’ union in Oaxaca, Mexico, as well as his work on nonviolence education at the Ahimsa Center for Nonviolence at Cal Poly Pomona. Dr. Bracho also explores intersectional lived experiences in his work, as in a co-authored study about undocumented LGBT immigrants, and in a study of teacher candidates navigating diversity courses. Dr. Bracho is the son of Mexican immigrants and grew up in the San Gabriel Valley, where he was educated and later worked as a high school English teacher and professional development facilitator. With the Los Angeles County Office of Education and the La Puente Valley Regional Occupational Program, he collaborated with school districts to develop training for K-12 teachers related to the Common Core, English Language Development standards, Career Technical Education, and the Partnership for 21st Century Skills. Outside of the USA, he has led pedagogy workshops for the Council of International Educational Exchange (CIEE), facilitating professional development for professors in Prague, Barcelona, and Seville. Dr. Bracho is proud to have been recently selected as an ELEVATE fellow at the Penn Center for MSIs.

Katy Crawford-Garrett is an Assistant Professor in the Department of Teacher Education, Educational Leadership and Policy at the University of New Mexico. Her research and teaching specializations focus on examining policy initiatives, supporting teacher inquiry and activism, and considering how teachers learn to teach within an against an era shaped by neoliberal reform. Her academic interests stem, in part, from her eight years of classroom teaching experience in urban schools in Boston and Washington, DC where she designed localized inquiries that leveraged students lived experiences and fostered academic competency. Most recently, Katy completed a Fulbright Fellowship to New Zealand in which she conducted a phenomenological qualitative study on TeachFirst New Zealand (TFNZ), an alternative certification program that places novice educators in high-poverty schools serving Maori and Pasifika youth. This study offers a portrait of the tensions, contradictions, possibilities, and problems inherent within an initiative like TFNZ that aims to remedy educational inequity on a national scale. When not teaching or researching, Katy enjoys cooking, hiking, camping, doing yoga and traveling with her husband and three children.

Sherry Deckman is an assistant professor of education at Lehman College, the City University of New York. Her current research and teaching focus on how educators are formally prepared to work with students from diverse race, class, and gender–including sexuality–backgrounds, as well as how educators address issues of race, class, and gender inequity in schools. She is also interested in how undergraduate students from diverse backgrounds negotiate race, class, and gender while participating in culturally focused performing arts groups. Dr. Deckman’s research has appeared in venues such as the Journal of Teacher Education and Urban Education and selected publications include “Managing Race and Race-ing Management: Teachers’ Stories of Race and Classroom Conflict” (Teachers College Record, 2017), and “Engaging Critical Diversity in Educational Reform” (in Leading Educational Change, Teachers College Press, 2013). She is also co-editor of Humanizing Education: Critical Alternatives to Reform (Harvard Education Press, 2010). Dr. Deckman began her work in education as a volunteer in Philadelphia public schools while pursuing her undergraduate degree, an experience which ultimately incited her path in education and social justice. Since then, she has been a high school teacher in Washington, DC and Fukuoka, Japan, and has supported beginning and pre-service teachers in Boston and Cambridge, MA, upstate New York, and across New York City.

Jocelyn Glazier – I’m an Associate Professor in the School of Education at the University of North Carolina at Chapel Hill. Through my teaching and research, I seek to support pre-service and in-service teachers in creating and enacting meaningful, equitable and transformative curricula and pedagogy. My current work explores the potential of embedding experiential education in teacher education to shift teachers’ beliefs and practices and their PK-12 students’ experiences of school. My practice is guided by my commitments to equity and social justice, informed by my work with school and community partners, and enriched by my conversations with my high school teaching husband and my fifth grade son. My research has appeared most recently in journals such as The New Educator, the Journal of Experiential Education and Teaching Education.

Nini Hayes is an Assistant Professor in Environmental Education at Western Washington University. Their teaching, learning, and research is centered on equity, justice in education, and the laboring of critical and justice-centered faculty of color, their work both within and beyond the academy. Prior to graduate school, they were a former fifth grade teacher and environmental educator. They are looking forward to better articulating the intersection of transformative teacher education and critical environmental education.

Betina Hsieh is an assistant professor of Teacher Education at California State University, Long Beach. Her teacher education work is informed by 10 years of urban middle school classroom experience, K-12 literacy coaching and work as co-director of the Bay Area Writing Project. Current research interests include identity-informed mentoring in teacher education spaces, the emergence and development of a teacher (and teacher educator) professional identity, the development of cross-content literacy practices and the development and uses of 21st century literacy practices in schools and universities. At the heart of Dr. Hsieh’s work is the exploration of how who we are shapes what we do (and the choices we make) as teachers and teacher educators. She is deeply committed to creating more equitable spaces as a teacher educator that promote the success, sustenance and empowerment of teacher candidates from marginalized subgroups both through credential programs and as they enter classroom spaces. Outside of work, Dr. Hsieh is a wife and mother to 4 children (ages 3-28) and a small dog. She runs half marathons and loves delicious food. She’s actively involved in her church’s social justice committee and gospel choir, and every so often, she tries to get some sleep. She is constantly pursuing better work-life balance.

Tanya Maloney, Ed.D. is an assistant professor in the Department of Secondary and Special Education at Montclair State University’s (MSU) College of Education and Human Services. She teaches undergraduate and graduate courses in the college’s urban teacher preparation program. She is also co-created MSU’s Critical Urban Speaker Series, a biannual event that brings leading national scholars to the university to engage attendees in performances, lectures, and workshops focused on social and cultural issues influencing urban schools and communities. Prior to Montclair, she coordinated the Mentorship Program for Teach For America corps members enrolled in the Master of Arts in Urban Education program at the University of Pennsylvania, where she also earned her doctorate. Dr. Maloney has also served as a teacher development consultant to public and private schools in California, New Jersey, New York, Ohio, Pennsylvania, and Virginia. She began her career in education as a high school mathematics teacher at Robeson High School in Chicago, IL. Her research broadly centers on issues of race, racism, and equity in teacher education. More specifically, she examines the preparation and development of anti-racist and culturally relevant mathematics and science teachers for Black and Latinx students. Her work is currently published in Cognition and Instruction, Berkeley Review of Education and Perspectives on Urban Education and she has a forthcoming chapter in NCTM’s Access and Equity: Promoting High-Quality Mathematics in Grades 9-12.

Oscar Navarro is an Assistant Professor of Secondary Education at California Polytechnic State University’s School of Education in San Luis Obispo. His experiences as a high school teacher and member of the People’s Education Movement in Los Angeles inform his research and teaching on social justice education, critical professional development, and students of Color in K-12 schools.

Tracy Quan is an assistant professor of Spanish and applied linguistics in the Department of Languages, Literatures, and Cultures at the University of Delaware. She specializes in second language acquisition and Spanish applied linguistics. She teaches undergraduate and graduate courses in Spanish language, linguistics, and pedagogy, and advises K-12 World Language teachers. Her research explores the linguistic development and identity construction of language users in classroom, community, and immersion settings. She is particularly interested in contesting monolingual and standard language ideologies that permeate language teaching, learning, research, and policies. Before moving to the East Coast in 2016, she had collaborated with Latina mothers in California to engage in literacy practices and bilingual development, and hopes to do the same with Spanish-speaking communities in Pennsylvania and Delaware.

Kristin Reimer, PhD is a Lecturer in the Faculty of Education, Monash University, Melbourne, Australia. Kristin’s teaching and research focus broadly on social engagement and relational approaches in education. Originally from Canada, one of Kristin’s first teaching jobs was in North Korea, in 2005. Her time there revealed much about the humanity of people and the brutality of systems. She came to understand teaching as a powerful, subversive and connective activity; that education, when done well, has power to help individuals grow and society flourish. Before becoming a teacher, Kristin worked in the area of restorative justice (RJ), an approach that also has the capability to transform individuals and societies. As such, she is particularly interested in the potential of approaches – such as restorative justice – to facilitate educational spaces characterized by connection and coherence rather than control and confusion. Kristin’s doctoral research was an exploration of the student experience of RJ in schools. She found that although potentially transformative, RJ can also be used as a mechanism of social control. Kristin’s first book, Adult intentions, student perceptions: How restorative justice is used in schools to control and to engage, is due out later this year. Kristin continues to research ways that we organise schooling to both engage and control students, and seeks to move our practices more toward engagement, to assist individuals and collectives to thrive.

Kelly Sassi currently works at North Dakota State University in Fargo as an Associate Professor with a joint appointment in English and Education. She is married to an Italian citizen, and they are raising two bilingual children. Kelly has served as director of the Red River Valley Writing Project since 2014. Sassi got her start as a teaching assistant at the University of Alaska-Fairbanks in 1992, and went on to teach high school English in Fairbanks for six years before moving to the “Lower 48” for doctoral study in the Joint Program of English and Education at the University of Michigan (PhD, 2008). Along the way, she taught winter mountain biking workshops, tutored at Eastern Washington University, and participated in student teaching experiences at the Athabaskan village of Tanacross and the Japanese village of Akaigawa. Sassi’s most recent publication is a chapter titled, “Bending the Arc of Writing Assessment Toward Social Justice: Enacting Culturally Responsive Professional Development at Standing Rock” in the book Writing Assessment, Social Justice, and Advancement of Opportunity edited by Mya Poe, Asao Inoue, and Norbert Elliott. Sassi has co-authored three books about writing on demand with Anne Gere and Leila Christenbury. She has also published articles on anti-racist teaching practices in English Journal, mentorship as methodology in Qualitative Inquiry, “warm demander” pedagogy in Urban Education, and immersive field experience in Multicultural Education. Sassi is of Finnish heritage on her mother’s side and Norwegian on her father’s side. She carries the Sami genotype, which could be why she loves winter, cross-country skiing, and nature.

Michelle Wilkerson – I study how young people learn with and about computational representations – things like computer simulations, data visualizations, or interactive graphics. Rather than asking whether or how technology might be used to improve education, I recognize it is already an important part of professional and everyday life. People use simulations, visualizations, and analysis tools to conduct scientific and social investigations, to communicate about contemporary socioscientific issues, and even to tell stories in popular media. My research explores how youth learn to make sense of and use these tools, and how to support such sensemaking through the design of software, curricula, and teacher professional development. A major goal of this work is to enable youth to see themselves as authors of ideas, capable of judging the validity of scientific and data-based arguments and contributing to the scientific enterprise if they choose. Therefore I design tools that start by allowing youth to share their ideas about scientific phenomena in ways they are already likely to know well: things like sketching, storytelling, or flip book animation. They can then augment or overlay these constructions with programmed rules that allow critique, testing, and revision through reasoned argument and evidence. I am a participatory design-based researcher, and consult with teachers, learners, and after-school professionals to ensure my research is usable, and the theories we create really help us understand and improve how people teach and learn. While my focus is on students, some of my research also explores how teachers make sense of computational representations as both a scientific and pedagogical tool.