ConnectEd Magazine 2011

connect university of california, berkeley • graduate school of Education

SPRING 2011

GROUNDBREAKER Seeds of Science/Roots of Reading Sprout Literacy Together

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From the Dean

I am pleased to be writing my first column for Connected as the new Dean of the Graduate School of Education at UC Berkeley.

Looking through these pages I am struck by the power of our global education community. We have GSE students in Brazil and Ethiopia, alumni in Iran and Norway and distinguished faculty, award-winning teachers and innovative programs making a difference around the world.

I hope you take pride, as I do, that these achievements circle back here to the School of Education with our internationally renowned faculty and engaging offerings.

While the current financial climate has challenged all of us, it has also inspired us to seek creative ways to pursue our critical mission. As you will read inside, our Developmental Teacher Education program (DTE) has been reorganized and has admitted a new cohort of students for the 2011 academic year following a one-year hiatus in admissions. The Masters and Credential in Science and Mathematics Education (MACSME) program was rescued from budget cuts. And we continue to find new ways to do more with less.

I invite you to join us as we chart our course for the future, and urge you to consider a gift to support our talented and committed GSE students. There has never been a more important time to invest in future educators and the kinds of accomplishments that shine on the following pages.

Your interest and support enhances our ability to prepare the next generation of education scholars, recruit and educate the best possible teachers and leaders for our schools, and pursue a high quality education for all children.

Judith Warren LittleDean and Carol Liu Professor of Education Policy [email protected]

DEAN

Judith Warren Little

ASSOCIATE DEAN FOR ACADEMIC AFFAIRS

Frank C. Worrell

INTERIM DIRECTOR FOR PROFESSIONAL PROGRAMS

Richard Sterling

HEAD GRADUATE ADVISER

Sarah W. Freedman

ASSISTANT DEAN FOR ADMINISTRATION

Lisa Kala

GSE ADVISORY BOARD

Al AdamsStacey BellMary Catherine BirgeneauMary Jane BrockmeyerJerry CorazzaPat CrossPauline FaccianoLily Wong FillmoreNed FlandersChad GraffMiranda Heller, Chair

Gary HoachlanderLucinda Lee KatzJudith Warren LittleCarol LiuKerri LubinPhilip LumJoyce NgAlceste T. PappasBrian RogersAnthony M. SmithCarolyn Sparks

Richard SterlingMary Ellen VogtLynn WendellVic Willits Mike WoodHeather McCracken Wu

Spring 2011 1

connected

Departments 2 School News

First Period

DTE Reopens

Grading the Teachers Forum Measures Value-Added Methods

6 FacultySpotlight: Claire Kramsch

Book These Titles

Amen To Ammon

Math Equals

New Faces: Rebecca Cheung

Bridging Divisions

BEAR Feats

Equitable Science

10 StudentsSpotlight: Danfeng Soto-Vigil Koon

State of Education Gets Airing

Lewis Sisters

Honors

20 AlumniSpotlight: Jeff Duncan-Andrade

Class Notes

Distinguished Alumni Award

24 FriendsSpotlight: Pat Cross

Donors

connectedSPRING 2011 • Volume 5

Connected is published annually by the University of California, Berkeley,Graduate School of Education for alumni and friends.

Editor/Writer: Steven Cohen

Graphic Design: Nina Zurier

Contributing Writer: Christopher Haugh

Alumni Council:Paula Argentieri, Diana Arya, J.R. Atwood, Christine Cziko, Emmy Fearn, Andrew Galpern, Maryl Gearhart, Huriya Jabbar, Susan Roberta Katz, Pamela Lichtenwalner, Terry Maul, Jeremy Nevis, Sophia Rabe-Hesketh, Heather McCracken Wu, Daphannie Stephens, Leo White

Contributing Photographers:Steven Cohen, Steve Dunphy, Anne Hamersky, Peg Skorpinski, Bijan Yashar

Printer: Perry Granger Print Management

connectedUniversity of California Graduate School of Education 1501 Tolman Hall Berkeley, CA 94720-1670

Phone: 510/643-9784 E-mail: [email protected] Fax: 510/643-2006 Web: gse.berkeley.eduTo subscribe to gsE-news and receive Connected and the gsE-bulletin bye-mail, please visit gse.berkeley.edu/admin/communications/subscribe.html©2011 by the Regents of the University of California. All rights reserved.

Second-grade students at Oxford School in Berkeley discuss how a Seeds/Roots book relates to the hands-on science investigation. Photo: Steve Dunphy

COVERS

Front: Jacqueline Barber and David Pearson, principal investigators for the Seeds of Science/Roots of Reading program, discuss the role of argumentation in science. Photo: Peg Skorpinski

Back: Oakland students at Glen-view Elementary test light tubes to gather evidence about how light travels. Photo: Steve Dunphy

Features12 Line Mine Numbers Project Digs Deep and Points to Success

BY STEVEN COHEN

14 GroundbreakerSeeds of Science/Roots of Reading Sprout Literacy TogetherBY STEVEN COHEN

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2 connected

schoolnews

RIDE SALLY RIDESally Ride, the first woman and the youngest American to fly to space, rode into Assistant Professor Dor Abramson’s Cal Teach class in early February to speak to future teachers on their role in society.

The former astronaut would certainly like them to have a larger role in classrooms. The founder of Sally Ride Science, a science education company to bring more children—girls, especially—into the fold, said it’s essential to have teachers with a deep understanding of the material. She praised the Cal Teach program and students in Abramson’s course, “Knowing and Learning in Mathematics and Science.”

Ride said she hoped Americans would embrace science as they did when she was growing up in the 1960s during the Space Race with the Soviet Union. “When I was growing up... it was really cool to be a scientist or engineer,” she said. “We need to make science cool again.”

CONNECTED ETHIOPIAN EDITIONJason Atwood, a doctoral student in Hu-man Development and Education, spent this past summer in Ethiopia where he built a solar-powered computer learning center for 750 K–8 students in the town of Kaliti.

The project, called Ethiopia ConnectED, grew from Atwood’s research on construc-tivist learning and information communi-

cations technology, and was inspired by a GSE course Atwood took from Erin Murphy-Graham on international education.

“Ideas must be animated with action to move the world,” says Atwood. “This is among the hallmark lessons I have learned as a graduate student at Berkeley. We have an obligation, I think, to contribute to a greater and common good — to actualize our classroom daydreams.”

Atwood described the trip and his dis-coveries at TEDxBerkeley in February at Zellerbach Hall. The TEDx event showcased leading Bay Area visionaries and storytellers who spoke to the theme of “Engaging the World: ideas and solutions that will posi-tively impact global communities through innovative technologies, fresh thinking and new ideas.”

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ATDP TO THE RESCUEA recent New York Times article (“Gifted Programs Go on Block as Schools Must Do With Less,” Feb. 19, 2011) addressed the disappearance of much needed educational support for academically talented students in public schools.

In that article, GSE Professor Professor Frank C. Worrell, faculty director of the Academic Talent Development Program (ATDP), said that investing in gifted-education programs is one of the surest ways to recreate the “Sputnik moment” that President Obama called for in his January State of the Union speech.

“We have focused on bringing up the bottom,” Worrell told the Times, “but we have failed to recognize that by ignoring the top, we are creating another problem. We are not sparking the creativity of those who have the most potential to make outstanding contributions, ranging from iPads to Post-it notes.”

While state money for Gifted and Talented Education (GATE) is at risk, the need for talent development for students at all income levels continues to rise, and it is clearly evident in ATDP’s 2011 applicant pool. Nearly all of the program’s more than 70 courses have a waiting list, and many applications come with letters from students pleading to get in.

CAL PREP GRADUATES FIRST CLASS All 17 high school seniors from California College Preparatory Academy (CAL Prep) are headed to four-year colleges, while 70 percent of the parents of all CAL Prep students did not graduate from college.

To date, CAL Prep students have received a total of 67 college acceptances, including admissions to UC Berkeley and most University of California and California State University campuses, as well as schools such as Notre Dame De Namur, Dillard, University of Idaho, Arizona State, Mills College, Morehouse College, Fisk, Dominican and University of San Francisco. Many of these schools have offered generous scholarships to CAL Prep students.

A key feature of CAL Prep has been its learning culture — one that is shared by all partners according to UC Berkeley community psychologist Rhona Weinstein, who, along with GSE Professor Frank C. Worrell, have served as CAL Prep’s co-director for Research and Development. Weinstein writes in a recent report that “the key underpinning of that culture is that through collaborative work — work that draws upon teacher, student and parent perspectives, evaluation and research studies — the school’s organizational capacity is continually improved.”

The public charter school, co-designed by UC Berkeley and Aspire Public Schools, will graduate its first senior class on June 12 at 2 p.m. at UC Berkeley’s Pauley Ballroom.

The good times will roll for the Graduate School of Education at the American Education Research Association (AERA) annual conference in New Orleans this month as several GSE faculty, alumni and students have earned AERA awards.

Cynthia Coburn, Early Career Award

Elfrieda Hiebert, New Fellows for Outstanding Education Research Accomplishments

JuliAnna Avila, AERA Writing and Literacies SIG Excellence in Early Scholarship Award

Dafney Dabach, Bilingual Education SIG Dissertation Award

Linda Platas, Early Education and Child Development SIG Outstanding Dissertation Award

In addition, professors Frank C. Worrell and Zeus Leonardo were named new editors of the AERA Journal Review of Educational Research; and Leonardo, Coburn, David Pearson, Alan Schoenfeld, Janelle Scott and Sarah Woulfin will be making presidential session presentations.

Far from New Orleans, Mariana Levin, two other UC Berkeley EMST/SESAME graduates, Orit Parnafes and Nathaniel Brown, and Professor Andrea diSessa received a grant through AERA to host a research conference in Marin County this June. And lest we forget that GSE was also a mile high in Denver last May at the 2010 AERA Conference when presented its highest presidential honor, the Distinguished Contributions to Research in Education Award, to Pearson; while longtime GSE Professor Geoffrey Saxe was honored for Significant Contributions to Educational Research.

ALL A’S AT AERA

Cynthia Coburn returns to the podium in 2011.

4 connected

schoolnews

Following a one-year hiatus in admissions, the

Developmental Teacher Education Program

(DTE) has been reorganized and has admitted

a new cohort of students for the 2011–12

academic year.

Founded in 1980 as an experimental two-

year program, DTE will be returning as a

15-month Multiple Subject Credential and

M.A. program that continues to emphasize

the study of human development as a

foundation for teaching, but one that is better

aligned with the current fiscal resources of

California and UC Berkeley.

Aside from recent budget cuts, DTE’s

redesign was precipitated by the impending

retirements of its longtime director Paul

Ammon (see page 8) and Della Peretti, who

has served DTE as a supervisor and program

coordinator for more than 20 years.

“The need to redesign DTE has actually

given the GSE an opportunity to re-examine

more broadly the connection between

developmental studies and the preparation of

educational practitioners,” says Ammon. “The

GSE can take the lead once again, in a greatly

expanded effort to link the preparation of

educators to the study of development, given

the remarkable past history and current

resources in both of those fields at Berkeley.”

He cites a major initiative from the National

Commission on Accreditation of Teacher

Education (NCATE) that calls for much more

attention to the study of development in the

education of educators. NCATE cites DTE as

a program that has already demonstrated the

value of what they are advocating now for all

teacher education programs.

“Combining Paul’s theoretical knowledge

and my practical experience, we have

always been able to incorporate external

requirements without losing our integrity,

something that has not been easy to

do in this era of standardization and

depersonalization,” says Peretti.

As for the imminent reopening of DTE,

Ammon says, “It is most reassuring to know

that the new version of the program will have

excellent leadership.” David Pearson, former

Dean and current GSE professor, will serve

as interim director until a more permanent

director is recruited; and Elisa Salasin, who

received her M.A. and teaching credential in

DTE, as well as her Ph.D. in GSE’s Language

and Literacy program will serve as new

program coordinator.

In addition, the newly designed program

will benefit from the continued participation

of several faculty members who have taught

and advised DTE students in the past.

Ammon appreciates the continuing service of

Salasin, who has served as a master teacher,

supervisor and lecturer, as well as the effort

she has put into designing the new program

together with other GSE faculty members,

including a steering committee appointed

by Dean Judith Warren Little and chaired by

Professor Kathleen Metz.

More details on the revised program are available from DTE’s website:gse.berkeley.edu/program/DTE/dte.html

DTE Reopens with New Model GRATITUDEHundreds of DTE graduates have carried the program into classrooms. Here is a brief sampling of their gratitude about program co-founder/director Paul Ammon and supervisor/coordinator Della Peretti:

Della and Paul made reflection a cornerstone of our DTE training, and it has kept me going as I enter my ninth year of teaching. With every reflection, I adjust my teaching day-to-day, year-to-year. Reflecting pushes me forward in an otherwise jaded testing world. –Christopher Lock, ’03

I am thankful to both Paul and Della for their tireless attention to both diversity in terms of cultural and linguistic diversity and to the arts as modes of expression… I stand on their shoulders as do many of the other teachers they have come in contact with. –Lori Falchi, ’02

I did not realize how powerful Della and Paul’s influence on my teaching would be until after the program ended. Often times, when I am teaching or interacting with a student, I will hear Paul in my head and say “Now, what do you think about that?” Or other times, I will hear Della in my mind when I am planning my lessons and I will make sure to insert some sort of art form and music (almost every day!). I really could not be more grateful. –Melissa Pasa, ’10

Della: Your unwavering efforts to create programs to develop quality instructional leaders has served as both a blueprint for how I approach my work, as well as a source of inspiration. Paul: I will always cherish the personal touch you brought to our class discussions, your gentle and gracious approach to challenging us to expand our thinking… I was blessed to get a glimpse into your brilliant mind, and even more blessed to be mentored by your sense of humility. –Sam Platis, ’98

Elisa Salisan will lead DTE’s next chapter

Web Extra The Grading the Teachers website has links to the event video, research, media coverage and additional resources at gse.berkeley.edu/admin/events/gradingtheteachers.html

Spring 2011 5

Emotions ran high, but discussions remained mostly civil, when more than 200 educators, parents, union activists, researchers and journalists filled UC Berkeley’s Banatao Auditorium September 27 for the first and largest public forum to consider the methods and implications of the controversial Los Angeles Times series “Grading the Teachers,” which published ratings of some 6,000 elementary school teachers in August.

So what, if anything, did the diverse group of expert panelists agree on? Very little.

“If there was any agreement, it was that the “value-added” methodology employed by the Times should not be used as the sole criterion on which to evaluate a teacher,” wrote moderator Louis Freedberg, a senior reporter focusing on education issues for California Watch.

That point was driven home from the opening round of panelists when GSE Professor Mark Wilson, a member of the Testing and Assessment Panel of the National Research Council of the National Academy of Sciences panel, urged caution in using value-added methodology (VAM). Sophia Rabe-Hesketh, Wilson’s GSE collegue, described in some detail the modeling perspectives on deriving teacher value added from student test scores. She cited the gaping margin of error in calculating value-added scores. “Do not use teacher value-added measures for high-stakes decisions, or for naming and shaming,” she said candidly.

The Hoover Institution’s Eric Hanushek had a different view. The economist countered that, while imperfect, value-added methodology is better than not doing anything at all —a view shared by Jason Felch, the lead reporter on the Times “Grading the Teachers” report. Hanushek claimed that at least some of the flaws Rabe-Hesketh noted could be corrected. Just listing the defects of value-added methodology, he said, gives an impression that value added methodology is “useless and it is not.”

Richard Rothstein, a visiting School of Education professor from the Economic Policy Institute, argued that despite the LA Times and Felch’s insistence to the contrary, their report had effectively legitimized using the method as a sole criterion, and he warned “there are serious consequences of using one measure when you know it’s not the whole picture, because it distorts the institution of education.”

Oakland’s Sequoia Elementary School Principal Kyla Johnson-Trammell, a Principal Leadership Institute graduate, currently enrolled in GSE’s Leadership for Educational Equity Program, suggested that the context of individual teachers, classrooms and schools matters. She observed that great teaching may look different in diverse, high-poverty communities than in other settings.

Two other panelists suggested some promising new assessment methods. Secondary science coach Anthony Cody touted the peer-assisted review program he has participated in within the Oakland schools. David Plank, Executive Director of Policy Analysis for California Education (PACE), praised the portfolio evaluation used by the National Board for Professional Teaching.

“Top performing countries and regions on international measurements have shown us that teachers welcome effective appraisal systems,” said GSE assistant professor Xiaoxia Newton, who has co-authored research studies in education journals as well as an op-ed with GSE Professor Bruce Fuller in the Los Angeles Times. “Unfortunately it is very difficult to reconcile the flexibility of school-based formative assessments with the standardization required to assure certain statistical properties of scores.”

Grading the Teachers Forum Measures Value-Added Methods

A SECOND LOOKSince the “Grading the Teach-ers” report in August and GSE’s public forum in Septem-ber, interest in value-added measurements has not let up:

• Hundreds of articles, opinion piec-es, research studies and blog posts have been written on the topic.

• In January, PACE and Pivot Learn-ing Partners organized another suc-cessful UC Berkeley event: “Rede-signing Evaluation Processes.”

• A growing list of states and school districts have adopted value-added-based accountability policies.

Given the size and speed of the VAM wave, one might expect a great deal of agreement about value-added measures. Yet several recent re-ports have highlighted the fact that the fault lines in the debate are still wide. One study that has gained no-ticeable attention is authored by GSE graduate and University of Colorado Associate Professor Derek Briggs.

Briggs and Ben Dominique released a detailed reanalysis of the data used by the LA Times through the National Education Policy Center (NEPC) that concluded that the research on which the Times teacher effectiveness rat-ings were based was not capable of producing valid ratings of individ-ual teachers. In early February, the Times covered the NEPC research and gave the article an unlikely title, “Separate study confirms many Los Angeles Times findings on teacher effectiveness,” even though the Briggs study confirms very few of the Times’ conclusions—and none of the key ones.

Web Extra This article was adapted from “A Different Kind of Language Syllabus,” which is available on the College of Letters and Science website: ls.berkeley.edu/?q=arts-ideas/archive/different-kind-language-syllabus

6 connected

Professor of Education and German Claire Kramsch was sitting in her kitchen writing her most recent book, The Multilingual Subject, when she had an out-of-body experience.

“On the radio I heard the president talking on the anniversary of the 9/11 attacks,” recalls Kramsch, “and I thought, ‘Oh, those poor Americans. How horrible that all must have been for them.’”

For just a moment, seated at the kitchen table in her house in Paris listening to President Obama’s speech translated for French radio, Kramsch felt detached from her experience as an American. Though she had been home in the U.S. when the 9/11 attacks took place, hearing about the event later in French briefly stripped the fateful day of its historical and symbolic meaning, becoming, merely, le onze septembre.

“When it is said in French, it is a date on the calendar, disassociated and lacking in any ideology,” Kramsch says. “The experience only lasted a few seconds, but it is what language learners experience all the time in the classroom.”

Kramsch, who teaches in the Graduate School of Education and was founding director of the Berkeley Language Center, is a specialist in applied linguistics with a particular emphasis on how language is learned. In the new book she tackles the subject from a more personal angle, looking at how language students build an intimate relationship with a new language, making meaning of new words by reconciling nuanced differences in meaning and sound between languages.

“When an instructor is working with students, the native language is not left at the door,” Kramsch says. “It is always there, introducing new ideas. They are learning that in one language death is masculine, and that in another it is

faculty

Spotlight

Claire Kramsch World ViewBY KATE RIX

feminine. Students are forever crossing over between languages.”

Her approach is unique in the existing scholarly literature about language acquisition. So much so, that she received this year’s prestigious Kenneth W. Mildenberger Prize, given annually by the Modern Language Association. Kramsch also won the Mildenberger Prize in 1994 for her book Context and Culture in Language Teaching, published the previous year (also by Oxford University Press).

Kramsch’s research into why the inner experience of language learners matters offers recommendations to the field of teaching. And it’s one not lost on her GSE doctoral students.

“Claire’s passion for languages and their learning dovetails beautifully with the interests of students in our program,” says Usree Bhattacharya, a Ph.D. candidate in the Language, Literacy, Society and Culture (LLSC ) area. “One can expect to be stimulated, inspired and challenged in every interaction with her.”

Adds Dave Malinowski, another doctoral candidate in LLSC and student of Kramsch’s: “The notion that there are irreducible differences in worldviews expressed in different languages has stayed with me as one of the key lessons I’ve learned from Claire. She has taught me, and many others I’m sure, the need to think beyond English.”

Kramsch believes that the emotional, human aspect to language learning ought to be integrated into instruction. Exercises like translation — unpopular today in language teaching — would make the interaction between native tongue and new language more explicit. Instructors should slow down, Kramsch says, and even encourage students to re-read material.

“There is a lot of pleasure in re-reading books. The body has a memory and it needs time to remember and identify new things,” she says. “By learning more than one language we become sensitive to the way things are said. We realize what we’re missing by not understanding even more languages. The minute we learn another language, we realize that there is more than one way of looking at the world.”

Spring 2011 7

How We Think: A Theory of Goal-Oriented Decision Making and its Educational Applications (Routledge)

In How We Think,

Alan Schoenfeld

proposes a

groundbreaking

theory and model

for how we think

and act in the classroom and beyond. Journal for Research in Mathematics Education reviewers

place Schoenfeld among rare company:

somewhere between George Boole’s history

of mathematical philosophy and logic and

Thomas Dewey’s history and philosophy of

education. They write: “How We Think is an

important resource for mathematics education,

as well as the decision making… The book is

highly recommended to anyone interested in

self analyzing teaching practice, researching

teacher practices, building a program of

research or simply interested in how we think.”

Women and Family in Contemporary Japan (Cambridge University Press)

Japanese women

are often singled

out for their strong

commitment

to the role of

housewife and

mother. But they are now postponing marriage

and bearing fewer children. Why are so many

Japanese women opting out of family life? How

do these women interpret and respond to the

barriers and opportunities of contemporary

Japan? To answer these questions, GSE

Professor Susan Holloway draws on in-depth

interviews and extensive survey data to

examine Japanese mothers’ perspectives

and experiences of marriage, parenting and

family life.

Book These TitlesNEW AND INFORMATIVE BOOKS FROM GSE FACULTY

Leading from the Inside Out: Expanded Roles for Teachers in Equitable Schools (Paradigm)

Leading from the Inside Out by GSE

Professor W. Norton Grubb

and Principal

Leadership

Institute (PLI)

Coordinator Lynda Tredway draws on many

aspects of PLI and leadership support to

present the kinds of roles teacher-leaders and

school leaders (including assistant principals

and principals) can play in designing new

roles, allocating money and resources,

understanding government policy, crafting

school reform and addressing equity in

all schools.

Leadership Challenges in High Schools: Multiple Pathways to Success (Paradigm)

Principals are

responsible for an

increasing range

of duties in an era

of school reform,

standardized

testing and more. These responsibilities are

even greater in high schools than elementary

and middle schools. Yet little has been written

on the special challenges of high schools and

their leadership. Based on interviews with

more than 50 principals and district officials

in California, Professor W. Norton Grubb

shows how principals and other leaders can

address the complexities of multiple pathways,

or efforts to create theme-based trajectories

through high school. Looking to the future,

he offers alternative ways of preparing

professionals for high schools, and the

responsibilities of districts for improving high

schools and their leadership.

Multilevel Modelling (Sage Publications)

Professor Sophia Rabe-Hesketh and Anders

Skrondal from

the Norwegian

Institute of Public

Health have

edited this four-

volume anthology

for the Sage Series

on Benchmarks

in Social Research Methods. Multilevel

modeling is a cutting-edge research method

that is widely used in education, medicine,

and many other areas to analyze data with a

hierarchical structure, such as students nested

in classes and schools. The contributions have

been carefully chosen to cover the important

methodological and practical issues, as well as

being accessible to social scientists.

Research and Practice in Education: Building Alliances, Bridging the Divide (Rowman and Littlefield)

Associate Professor Cynthia Coburn

and Mary Kay

Stein present

findings from

a series of

interlocking case studies of The National

Writing Project, Success for All, Learning

Technologies in New Schools and seven other

successful, nationally known research-and-

development projects in order to shed light

on how research can join practice to spur

productive education reform. They focus on

how researchers and practitioners actually

worked together, and the policy, social and

institutional processes that either enabled or

hindered their work.

8 connected

AMEN TO AMMON

Paul Ammon has been at the Graduate School of Education “just” 44 years and 268 days (as of press time). But who’s counting?

Certainly not his GSE students, colleagues and friends: They don’t want him to leave. Besides, he tried doing that five years ago when he became a professor emeritus. He didn’t get very far. Ever since joining the faculty as an assistant professor on July 1, 1966, Ammon has been a dedicated presence, always putting his students first.

“Paul showed such interest in our understandings of the material we were studying,” says Tarie Lewis, a 1998 Developmental Teacher

Education (DTE) graduate. “He was calm, patient and interested. He had an amazing way of making my ideas feel important, which fueled my engagement. I hope I make my students feel as valued in my own classroom as Paul always made me feel in his.”

The feeling is mutual and Ammon says that he will miss working with “a lot of very wonderful students, colleagues and friends on the GSE staff.”

So what’s next for the beloved professor? “I would like to remain active professionally, somewhere at the intersection between teacher education and arts education,” says Ammon. “One thing I’d like to do for sure is resume some earlier research on the long-term development of teachers’ ways of thinking about their work.”

Beyond work, he looks forward to spending more time with his family, (which just grew larger with the recent arrival of his first grandchild), and pursuing outside interests, which includes learning to play the violin “well enough so that other musicians are willing to let me play with them.”

Before that, Ammon will take most of his last 88 days to move out of the office he has occupied for nearly 45 years. “I was kind of hoping I could sneak out of Tolman Hall unnoticed,” he jokes.

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NEW FACES

Rebecca Cheung, the Principal Lead-ership Institute’s (PLI) new academic coordinator, has spent her entire career working in the Oakland and Berkeley school districts, so she knows what she’s getting into dur-ing the economic downturn that has dev-astated local schools.

“In crisis you need better school leader-ship than in good times,” says Cheung, who has spent the last 10 years in Berkeley Unified where she now serves as director of evaluation and assessment for the dis-trict. “You need more innovative, creative leadership.”

Cheung, who was principal of Berkeley’s Longfellow Middle School prior to her district position, has supervised many PLI students and graduates, and currently teaches PLI’s data class.

“The combination of those two experi-ences gave me great respect for the high quality of PLI, and it aligned our mutual interest of helping to grow the next genera-tion of school leadership in the Bay Area.”

Cheung, a first generation Chinese-American from the East Coast, trained as a classical pianist in New York before earn-ing a B.A. in Music from UC Berkeley. After receiving her M.A. from Mills College, she earned her Ed.D in the Joint Doctoral Pro-gram in Leadership for Educational Equity.

She became a teacher in Oakland then went to Berkeley where she held positions as assistant principal, principal and prin-cipal on special assignment before taking her current BUSD position. Her husband works as K-12 science manager for Oakland schools.

“Rebecca brings a long history of suc-cess as a leader in many dimensions criti-cal to the PLI and shares a commitment to the equity work that is the foundation of the program,” says Lynda Tredway, who is leaving PLI after developing the model program for its first 11 years.

Cheung officially begins June 1. She and Tredway will enjoy a long transition period, which includes co-teaching this summer.

MATH EQUALSA research team that includes UC Berkeley Graduate School of Education Professor Marcia Linn is again offering proof that the mathematical skills of boys and girls, as well as men and women, are substantially equal. Linn and her fellow researchers examined existing studies between 1990 and 2007 that looked mainly at grade- and high-school students and published the results in the Psychological Bulletin, an American Psychological Association journal. Linn has been part of three other large studies on gender differences in mathematics and/or science achievement.

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Spring 2011 9

EQUITABLE SCIENCE

Corey Professor of Education Andrea diSessa is working on a three-year, $500,000 grant from the Spencer Foundation entitled “Pathways to Equitable Science Instruction Based on Culturally Common Intuitive Knowledge.” Says diSessa: “We want to research intuitive knowledge that is largely common across cultures to provide an equitable basis for science instruction. This is another bridging activity. We are attempting to join some of the best socio-cultural approaches to ameliorating inequities with the best of cognitive, knowledge-oriented study.” The veteran GSE faculty member is building more bridges with a proposal to the National Science Foundation to support the same work.

BEAR FEATS

Berkeley Evaluation and Assessment Research (BEAR) Center Director Mark Wilson reports that the BEARistas are restless with at least four new projects:

Engaging Learners in Scientific Practices aims to develop an integrated model of how the scientific practices of argumentation, explanation and scientific modeling interrelate and work together.

Learning Progressions: Developing an Embedded Formative and Summative Assessment System to Assess and

Improve Learning Outcomes for Elementary and Middle School Students with Learning Disabilities in Mathematics seeks to develop and validate a new formative and summative classroom assessment system for assessing mathematics learning for students with mathematics learning disabilities (MLD). The focus is on a methodology for developing and validating assessments that assist teachers to monitor progress and identify the learning needs of MLD students.

The Desired Results Developmental Profile—School Readiness (DRDP-SR) is an assessment instrument based on teacher observation of incoming kindergarteners, to be completed by teachers within 60 days of students entering school. DRDP-SR provides to the teacher descriptors and behavioral examples defining four successive levels of development in each of 29 separate developmental areas. Based on

item-response calibration that uses the 29 developmental observations as assessment items, DRDPtech software transforms teacher observations into psychometric measurement for each child in the four domains of development that are most important for school readiness. Adaptions are used if a child’s home language is something other than English.

The Assessment and Teaching of 21st Century Skills is a partnership with Cisco, Intel, Microsoft, governments, leading research institutions and others that aims to solve a critical challenge: how to assess skills, competencies and experiences relevant for the 21st century within current education practices that will address emerging skills the public and private sector need from employees today.Wilson and Kathleen Scalise from BEAR and the University of Oregon is heading the study on information and communication technology (ICT) literacy.

BRIDGING DIVISIONS

GSE Professor Sarah Freedman and co-project director Karen Murphy of Facing History and Ourselves are examining how high school students develop as engaged citizens. Their study, funded through a 3.5-year grant from the Spencer Foundation and co-sponsored by UC Berkeley’s Human Rights Center, is situated in social studies classes in three areas where the Facing History curriculum is taught: New Haven, Connecticut; Cape Town, South Africa; and Belfast in Northern Ireland (United Kingdom). “We’re putting a microscope on what it means to live in a divided society,” says Freedman. “We’re hoping to learn more about kids growing up in societies where there are divisions and how they navigate and bridge those divisions.”

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Danfeng Soto-Vigil Koon Potent Combination

What do you want to be when you grow up?It’s a harmless, though thorny question for many to answer. Even for a bright, ambitious and focused GSE doctoral student named Danfeng Soto-Vigil Koon.

Koon’s wide-ranging academic interests, lust for learning and strong sense of purpose to work towards a more just society were already evident when the Bay Area native arrived at Cal as an undergraduate in 1994.

She embarked on a daunting double major of economics and molecular cell biology, but neither business nor medicine called to her. Her niche was elsewhere: Koon organized against Prop 209 as well as to strengthen student-led recruitment and retention efforts, and volunteered at, and later, directed REACH! the Asian/Pacific Islander Recruitment and Retention Center on campus. She spent most of her time inside Oakland and Richmond schools and community centers working with low-income, refugee communities to help close the achievement gap — an experience that proved both fulfilling and vexing.

“I realized that I could do a lot of work with youth outside of classrooms,” Koon says, “but I figured that if I really wanted to have any impact on their life trajectory I needed to better understand how schools worked.”

After receiving an Ed.M. from Harvard in 2000, Koon was back in the classroom again. She became enchanted with the small school model after visiting Deborah Meier‘s Central Park East Secondary School in New York, and worked six years

teaching science in small public schools in both New York and the Bay Area. She was proud to be a founding teacher of the June Jordan School for Equity in San Francisco’s urban Bayview-Hunters Point neighborhood.

As a teacher, Koon learned that she would need to understand the larger context of the nation’s public schools to make a bigger impact in education. She decided to move east to be with her husband, and return to school. In 2003, she entered the University of Maryland School of Law on a leadership scholarship, and returned to finish her degree at Berkeley Law.

“[Eventually] I discovered that the avenues available to do legal work in education is limited by the law itself,” Koon reflects.

So the mother of two entered GSE in 2009 with a strong desire to understand and reform urban education, and brought her significant academic, legal, teaching and community activist experience with her.

Koon’s research interests are focused on finding how litigation or threatening litigation can actually impact a school, particularly schools with low-income students of color. “ ‘Under what conditions would it have an impact? How does a school actually change after being sued, if at all?’ It gives me a chance to think a lot about the intersection of law, education and policy.”

Koon has an ability to synthesize research in special ways according to associate professor Cynthia Coburn, one of her advisers. “She crosses a lot of relevant boundaries,” says Coburn, “and it gives her a unique lens to study public schools and policy implementation.”

So what will this trained lawyer, experienced teacher, successful community activist and education scholar do when she “grows up”? A lot of people are anxious to find out so they can get the impact player on

their team.

BY CHRISTOPHER HAUGH

students

Spotlight

STUDENT HONORSMinjeong Jeon, a Quantitative Methods and Evaluation doctoral student, received the prestigious Harold Gulliksen Psychometric Research Fellowship from the Educational Testing Service (ETS). The fellowship is usually

awarded to only one or two eligible doctoral students per year. During the summer, Jeon will participate in the Summer Internship Program for Graduate Students.

Connie Wun, a second-year doctoral student in Policy, Organization, Measurement and Evaluation (POME); and Jennifer King Chen, a second-year doctoral student in Education in Math, Science and Technology (EMST), were awarded prestigious National Science Foundation Graduate Research Fellowships (NSF GRF). GSE now has three GRF Fellows. Jeremy Bearer-Friend, a second-year doctoral student in POME, received a GRF award in 2009.

Mariana Levin, a Graduate Group in Science and Mathematics Education (SESAME) doctoral student, received a grant from the American Education Research Association entitled “Integrating Knowledge Analysis and Interaction Analysis Approaches to Learning and Conceptual Change.”

Nicole Migliarese, a Development in Mathematics and Science doctoral candidate, was awarded a Mildred E. Mathias Graduate Student Research Grant for 2009-10.

Kenzo Sung, a POME doctoral candidate, was awarded three fellowships this spring: a Ford Foundation/National Research Council Dissertation Fellowship, a State Farm Companies Foundation Doctoral Dissertation Award and a summer dissertation residency fellowship from Washington State University.

Angie Little, a Graduate Group in Science and Mathematics Education (SESAME) doctoral student, was elected to serve on the executive committee of the American Physical Society Forum on Education.

Becky Tarlau, a Social and Cultural Studies Ph.D. student, received two fellowships: an International Institute of Education Fulbright and an Inter-American Foundation (IAF) Grassroots Development Fellowship Programaward. Tarlau will be undertaking her research in rural areas of Brazil.

Susan Woolley, a doctoral candidate in Language, Literacy, and Culture, was awarded a 2010–11 American Dissertation Fellowship from the American Association of University Women (AAUW).

Nicole Jackson, a Ph.D. student in Policy, Organization, Measurement and Evaluation (POME), has won her second award as an outstanding reviewer from the Academy of Management.

Erica Turner, a POME doctoral student, has won a $10,000 State Farm Companies Foundation Doctoral Dissertation Award.

Jason Atwood; Ronli Diakow, POME; and Lanette Jimerson, LLSC; earned outstanding Graduate Student Instructor (GSI) awards for 2009–10; and Candice Director, CD/MACSME; Irenka Dominguez-Pareto, CD/Human Development; Elizabeth Jaeger, LLSC; and Nicola McClung, CD/Human Development for 2010–11.

STATE OF EDUCATION GETS AIRINGThe Berkele y Re view of Education (BRE)—the peer-reviewed interdisciplinary journal, published online and edited by GSE students which debuted online in March 2010—sponsored a one-day symposium in March that brought together leading education scholars and policymakers from across California to discuss “crucial issues of the economic, political and social dimensions of public education during the current fiscal crisis and beyond.”

Speakers were UC Berkeley Chancellor Robert J. Birgeneau, former California Superintendent of Public Instruction Jack O’Connell, Superintendent of Oakland Unified School District Anthony Smith, UC Davis Professor Cristina Gonzalez, and GSE professors Cynthia Coburn, Bruce Fuller, Norton Grubb, Judith Warren Little and David Pearson.

Founding BR E Editor Shlomy Kattan, LLSC ’10, said that the successful forum was a great chance to discuss and analyze issues before designing strategies to do necessar y work.

“It’s good work,” he concluded. “My friend [GSE alumnus] K. Wayne Yang calls it dirty work because we don’t get a lot of respect and appreciation for it, but we do it.”

The second issue of The Berkeley Review of Education (http://escholarship.org/uc/ucbgse_bre) returns in May with a special issue devoted to the successful one-day symposium. The third BRE issue is expected in Fall 2011.

Spring 2011 11

SISTER ACTColleen Lewis was an undergraduate at Cal; Katherine (Katie), her big sister, was living in Chicago and contemplating going to graduate school in education.

“I started researching UC Berkeley’s Graduate School of Education as an evil ploy to get Katie to move to back to California,” jokes Colleen. “Apparently I was successful.”

And the sisters have made the most of their time here.

“UC Berkeley is the most supportive and least competitive environment I could ever imagine,” says Katie. “The students and faculty are all interested in supporting each other so everyone can do their best work. The only advantage I have is that I can pester Colleen to give me feedback during days that most people would think of as holidays.”

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TALE OF THE TYPE

High School

Undergraduate College

GSE Program

Year at GSE

Research Focus

Advisers

Grants awarded

Colleen

Edison High, Fresno

UC Berkeley

SESAME

Fourth

Computer science education

Andrea diSessa/Michael Clancy

NSF Transforming Undergraduate Education

Katherine

Edison High, Fresno

Notre Dame

EMST

Seventh

Mathematical learning disabilities

Alan Schoenfeld/Geoff Saxe

Spencer Dissertation Fellowship

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Line Mine

BY STEVEN COHEN

Jennifer Pfotenhauer’s classroom at Berkeley’s Malcolm X Elementary School looks more like

a television studio as five video cameras capture every word and move. But her fourth graders

are hardly camera shy, and it doesn’t take much for her to spur a lively exchange.

“What’s our sub-unit?” asks the Developmental Teacher Education (DTE) graduate. As hands

pop up and kids clamor for attention, she asks one student to locate the point on a number line

on the board.

Teachers and students like those in Pfotenhauer’s class as well as surrounding Bay Area

schools have grappled with mathematics problems like these over the past year as part of the

Learning Mathematics through Representations (LMR) research and development project.

Directed by School of Education professors Geoffrey Saxe and Maryl Gearhart and funded

by the U.S. Department of Education’s Institute for Education Sciences, LMR is piloting and

evaluating a new fourth- and fifth-grade curriculum sequence designed to improve student

understanding of integers and fractions. These concepts have befuddled U.S. students for

years, yet the topics are a bridge to learning algebra and other secondary mathematics topics.

0 1-4-5-6 -3 -2 -1

features

Numbers Project Digs Deep and Points to Success

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Spring 2011 13

32 4 5 6

Since 2007, 15 GSE doctoral students from six different

programs have contributed to various strands of the LMR

project: investigating mathematical learning, designing

curriculum and professional development, and conducting

this year’s evaluation study. Many of the 20 teacher

participants are DTE graduates. Pfotenhauer, ’05 and Rick

Kleine, ’87 have been collaborating teachers since 2008, and

Sara Dornisch, ’04; Pooja Govil, ’04; and Alison Merz, ’06

piloted the lessons this fall.

The LMR curriculum evaluation study launched with

a professional development institute in August, and

continued with additional meetings throughout the fall to

support the teachers as they implemented lessons on hard-

to-learn-and-teach mathematical ideas.

“These teachers have been passionate about fine-tuning

the lessons and teaching methods, and they really value

our focus on big ideas and inquiry based instruction,”

says Gearhart, “so we’re paying careful attention to their

suggestions for revisions.” more >

Collaborating teacher Rick Kleine makes a point as, from left, project director Geoffrey Saxe, teacher Sean Keller, mathematics specialist and GSE graduate Julie McNamara, and teacher Alison Merz look on.

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“One of the strengths of this curriculum—but also what makes it different from others—is the basic use of the number line as a consistent tool and a consistent representation throughout the lessons.” Rick Kleine

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ADDRESSING PROBLEMS

LMR’s lessons address well-recognized problems in U.S.

mathematics education: curriculum materials cover too

many topics with little depth and treat mathematical

topics as unrelated. Saxe argues that the U.S. treatment

of integers and rational numbers is a prime example of

those problems.

The LMR project addresses these curriculum

weaknesses, Saxe explains, by promoting connected

understanding of integers and fractions using the

number line as the core representational context.

LMR teachers engage their classes with non-routine

problems such as the one shown in Figure 1 below.

Students make observations and, with the teacher’s guidance,

create a mathematical definition—in this case, a definition

for the principle of order: For whole numbers on the number

line, numbers increase in value from left to right. In a later

lesson on negative integers, students and teachers explore the

logical consequence of their prior definition of order when they

compare the values of negative numbers on the number line.

features

N 6

Which number is greater, N or 6?

Figure 1

FRACTION TRACTION: GSE/LMR faculty member Maryl Gearhart walks the line in Tolman Hallway, with teachers Carolyn Dobson and Sean Keller, and graduate student Bona Kang, with video camera.

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“These teachers have been passionate about fine-tuning the lessons and teaching methods, and they really value our focus on big ideas and inquiry based instruction.” Maryl Gearhart

Spring 2011 15

Over 20 lessons, students construct interconnected

definitions to cover the representation of both integers

and fractions on the line. As a result, Saxe says that

in LMR classrooms, mathematical authority resides

in students’ use of definitions rather than in the

teachers or texts. He explains that the definitions

become a basis for their mathematical argumentation

as students make conjectures

and reason about topics like

negative numbers, absolute values,

equivalent fractions, fractions

between fractions and the density

of rational numbers on the

number line.

“One of the strengths of this

curriculum—but also what makes

it different from others—is the

basic use of the number line as a

consistent tool and a consistent

representation throughout the

lessons,” says Kleine, a veteran

fifth grade teacher at Berkeley’s

Jefferson Elementary.

“Rick and his students

used mathematical principles and definitions as

justification for their methods of solving problems,”

says Saxe, who videotaped all of Kleine’s classes during

the fall semester. “It was fascinating to see so many

students so engaged in using core ideas in whole class

discussions and partner work.”

LMR staff will complete data collection this spring,

but they are already digging into the analysis phase

of the project. They have collected video records,

interviews with teachers and students, student pre

and post assessments, sociograms and a large body of

observations. Ahead lie the analyses of quantitative

indicators of student learning and teacher practices,

as well as qualitative analyses of the ways that

mathematical ideas emerge and travel over the course

of the lessons.

Early indications of the results are very promising.

Participating teachers are committed to using the

curriculum with some modifications in the future. Lisa

Keeley, a fourth grade teacher in Albany Unified’s Cornell

Elementary School, is representative:

“The kids were SUPER engaged, even ones I wouldn’t

expect to be,” says Keeley. “It [LMR] was really challenging

them to think deeper, but they were up to the task.”

FACULTY

Geoffrey SaxeMaryl Gearhart

COLLABORATING TEACHERS

Rick KleineJenn Pfotenhauer

FACULTY CONSULTANTS

Deborah Loewenberg BallHyman BassSophia Rabe-Hesketh

POST-DOCTORAL FELLOW

Meghan Shaughnessy

PH.D. STUDENTS

Nicole BuchananKenton de KirbyJen CollettRonli DiakowDarrell EarnestLina Chopra HaldarBona KangDavid Torres IrribarraMarie LeKatherine LewisAmanda McKerracherYasmin SitabkhanLissa TryerYing Zheng

LEARNING M ATHEM ATICS THROUGH REPRESENTAT IONS

Collaborating teacher and GSE graduate Jennifer Pfotenhauer discusses LMR with teachers Lisa Keeley, left, and Mary Martin.

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“Kids are getting a 150 percent package through the instruction that we are promoting.

Bad math? No.

It’s the advantage you get when students are learning literacy in the context of science.”Jacqueline Barber

Spring 2011 17

If necessity is the mother of invention, then science will find its way back into elementary classrooms.

Jacqueline Barber became the mother of intervention about a decade ago when the associate director of the Lawrence Hall of Science (“the Hall”) contacted then-new Graduate School of Education Dean David Pearson about joining forces on a proposal for the National Science Foundation (NSF) to pilot an integrated science and literacy curriculum program.

At that time The No Child Left Behind Act of 2001 was winding its way through Congress, and the national average for elementary school science instruction averaged about two hours per week.

Barber didn’t need a crystal ball much less Einstein’s theory of relativity to see that science was dropping out of the curriculum. She had already witnessed the decline firsthand from her more than 15 years in elementary classrooms.

“Our motivation at the time was simply to get more science in the curriculum,” Barber recalls. “I had no idea that this collaboration with David and his literacy team would result in creating a more effective approach to teaching and learning science.”

In a matter of months, Barber and Pearson became co-principal investigators of the NSF-funded Seeds of Science/Roots of Reading (Seeds/Roots) program, receiving funding from 2003–06 to develop several integrated science-literacy curriculum units for grades two and three, and conduct a proof-of-concept study in 90 classrooms around the country.

Pearson helped pull in several School of Education experts, starting with two of his post-doctoral scholars: Gina Cervetti, now an assistant professor at University of Colorado, Boulder; and Marco Bravo, currently in the same position at Santa Clara University. A whole crop of other GSE experts followed: Megan Goss, Jen Tilson, Elizabeth Shafer and Elfrieda Hiebert on the literacy side; and Suzanna Loper and Kimi Hosoume for science.

150 PERCENTFrom its inception, the Seeds/Roots team had a dual purpose: to design and develop a new generation of rigorously researched integrated science-literacy curricula, and to contribute knowledge about curriculum integration to the education community through research and theory-building.

Barber says that, unlike many science programs that claim to integrate literacy, Seeds/Roots’ materials take on an equivalent number of literacy and science learning goals, and provide students with explicit instruction, opportunities for practice and increasing independence in using literacy strategies to make sense of and communicate about the natural world.

“Kids are getting a 150 percent package through the instruction that we are promoting,” says Barber. “Fifty percent is bona fide reading, writing and speaking instruction and 100 percent is science instruction. Bad math? No. It’s the advantage you get when students are learning literacy in the context of science.”

CLOCK TICKINGBy 2007 Bay Area elementary school teachers were spending less than an hour each week teaching science according to a revealing study led by GSE graduate Rena Dorph and her research staff from the Hall and WestEd. Concurrently, and not surprisingly, basic proficiency in science continued to plummet to new

BY STEVEN COHEN

Groundbreaker Seeds of Science/Roots of Reading Sprout Literacy Together

Left: A student demonstrates her progress on an activity that asks students to build an “anti-gravity machine” in the Gravity and Magnetism unit.

Right: Students put the finishing touches on a procedure they have written.

photos: Steve Dunphy

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lows. (A total of only 56 percent of fourth grade students and 44 percent of eighth grade students in big city public schools reached the standard for basic proficiency in science, compared to 71 percent for the nation as a whole according to scores on the 2010 National Assessment of Educational Progress.)

The Hall/GSE team was also aware that rigorous research and development takes significantly more time than it takes for commercial developers to pump out materials. Plus, each Seeds/Roots curriculum unit is stacked with a teacher’s guide, custom-written student science books, a student investigation notebook, a summative assessment booklet, and a materials kit including everything teachers will need to present the unit.

Still, the team’s attention to detail brought promising news with results from the first random control study of Seeds/Roots, completed in 2007. The program not only resulted in students making greater gains in science vocabulary and reading comprehension than students in comparison classrooms, but students in Seeds/Roots classrooms made greater outcomes on science content as well. In other words, it found that Seeds/Roots is a better way to learn the content of science as well as literacy strategies and science vocabulary. And it brought curricular economy at the same time.

On the strength of these results, the National Science Foundation awarded the team a second grant, intended to support the creation of a full program for grades two through five comprised of 12 instructional units.

“The literacy results didn’t surprise us because unlike in the ‘typical inquiry science’ comparison group, the Seeds/Roots approach includes an explicit focus on reading and writing,”

says Barber. “But the students also learned the science better. And that did surprise us. With the integrated approach they were learning both [science and literacy] better. So it really is synergistic in that kids are coming out better on both sides of the equation.”

In an April article in the magazine Science, “Literacy and Science: Each in the Service of the Other,” Pearson and two co-authors examined the synergies between inquiry science and literacy teaching in schools more closely.

“We were pleased to find that not only can reading, writing and language help science, it’s also the case that science is a great place for students to become better readers and writers,” says Pearson. “Put simply, reading certainly doesn’t suffer when doing science.”

The GSE professor and reading expert says that students using the Seeds/Roots curriculum in their classrooms learn high-level science concepts through multiple modalities: firsthand investigations, student-to-student discussion, reading science texts and writing. They call it the “Do-it, Talk-it, Read-it, Write-it” model.

ENGLISH LANGUAGE LEARNERSBoth Pearson and Barber were especially pleased by the outcomes related to the benefit of the Seeds/Roots program for English Language Learners (ELL) and students who are struggling with reading and writing.

At McPherson Elementary in Napa, CA, a school with a population of 80 percent English Language Learners, teachers

Glenview Elementary students in Oakland use the Light Energy unit to learn about converting light to electricity using a photocell.

“We were pleased to find that not only can reading, writing and language help science, it’s also the case that science is a great place for students to become better readers and writers.”

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David Pearson

Spring 2011 19

looked to Seeds of Science/Roots of Reading to develop the students’ background knowledge and vocabulary, because students were not transferring vocabulary from their basal reading program into other areas of school.

Instead they chose to use science to drive English Language Arts, splitting the literacy time between their basal literacy program and the Seeds /Roots curriculum. As a result, science scores on the state test increased dramatically, and their English Language Arts scores went up as well.

“The data speaks for itself!” says Cathy O’Connor, the school’s science coordinator. “There’s a renewed enthusiasm that you can feel walking through the school. Teachers are commenting on how much background knowledge students are coming to them with, and they are able to take them farther than they ever have before.”

The Seeds/Roots team’s own research showed that English Language Learners in Seeds/Roots classrooms outperformed the ELL students in other randomly assigned classrooms on measures of reading comprehension, and science vocabulary, conceptual learning and writing.

“People who work with ELL students look at our materials and recognize that they have characteristics that research says that ELL students need,” says Barber. “And yet it is important to say that this is not a dumbed-down curriculum. Educators will look at this curriculum and comment on the complexity of the ideas that we engage kids with. One of our benchmarks is that every unit should bring kids to a level of expertise in science knowledge and that even adults should be learning.”

IMPLEMENTATIONTeachers are now using Seeds of Science/Roots of Reading during science, English Language Arts, English Language Development, summer school and other supplemental educational settings. In each case, administrators are finding increased student and teacher engagement, as well as increased student achievement in both science and literacy.

“What we have are these compelling, fun units that have proven to be effective with kids who face challenges in reading and writing,” says Barber, “and they’re as rigorous as what they’re getting during the school year. They’re just more accessible.”

Minneapolis elementary schools jumped at the chance to pilot Seeds/Roots for their nearly 3,000 diverse students in 16 elementary school sites during the summer. Like other school districts where science has been squeezed out because its state only tests in reading and mathematics, the program filled a glaring need.

“Science kept getting pushed to the back burner,” says Daren Johnson, the district program facilitator for curriculum and instruction. “By integrating science and literacy together we were able to bring science back into the classroom.”

MODEL MOVES UPIn January 2010, Seeds/Roots secured a three-year, $3 million grant from the Bill & Melinda Gates Foundation to extend the model program to grades six through eight.

The new Seeds/Roots middle school program will be produced and marketed for broad, nationwide dissemination beginning with a yearlong Earth and Space Science curriculum in early 2013. On the strength of a proven model of curriculum, the Hall/GSE team expects success in raising additional funds to enable release of a year-long Life Science curriculum in 2014, and a year-long Physical Science curriculum in 2015.

“By the time they hit middle school, we don’t teach them anything about literacy,” says Pearson. “Suddenly English class becomes about literature. We assume that these 12 to 14 year olds can read content-area texts, and just leave them to their own devices. We pretty much push kids off a cliff.”

Months after the Gates Foundation made the grant, it identified the Seeds/Roots approach as a “next generation teaching tool” that “enables teachers… to reinforce the skills students need to succeed in college,” and the Carnegie Corporation described the Seeds/Roots curriculum as one of two “pioneering approaches to integration [of science skills within literacy development].”

In eight years, Seeds/Roots has become the model for science-literacy integration.

And Barber and Pearson are two proud parents.

More information is available on the Seeds of Science/Roots of Reading website at http://www.scienceandliteracy.org

Seeds/Roots literacy developer Elizabeth Shafer and Minneapolis curriculum administrator Daren Johnson work through activities on a unit on digestion at a teacher professional development session.

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alumni

Sporting a black and silver Raiders’ jersey, baggy jeans and a pair of black sneakers, Dr. Jeff Duncan-Andrade could easily be mistaken for a high school student when he struts into his classroom to teach English at Oakland’s Mandela High School.

Then again, it’s not the clothes that make this man. The 2002 GSE graduate has a dynamic, unconventional teaching style, one befitting an education iconoclast. Duncan-Andrade’s work reflects a passion for equity and social justice, whether he’s teaching 12th grade English Literature at Mandela or dissecting critical pedagogy in urban schools as an assistant professor of Raza Studies and Education Administration and Interdisciplinary Studies at San Francisco State University.

Duncan-Andrade dove headfirst into his life’s calling after graduating from UC Berkeley with a B.A. in English Literature in 1992. Bouncing between Oakland’s public schools, Duncan-Andrade’s teaching style is predicated on love and commitment. Beyond preparing lesson plans or grading papers, he drives his underprivileged students home and has their phone numbers. There is no clocking out in his classroom.

Duncan-Andrade’s teaching tools range from hip-hop to sports. What resonates with his students is what he uses in his classroom, whether controversial or not. Take, for example, Tupac Shakur.

“No matter how you might feel about ‘Pac,’ what is not arguable is the depth and breadth of his impact on young people,” he says. “As educators, it is incumbent upon us to try and understand what it is about Pac’s message that resonates with so many young people regardless of race, regardless of class, regardless of geographic origin [and harness it].”

A dedicated teacher, Duncan-Andrade had to be convinced to apply to GSE by fellow Oakland High School teacher Ernest Morrell, now an associate professor of urban schooling at UCLA (see page 22). He reluctantly returned to Cal and entered the School of Education 15 years ago.

Despite an intense workload, Duncan-Andrade managed to balance his teaching job at Oakland High School with studies in Language, Literacy, Society and Culture. He would teach high school and drive to Berkeley for classes on mornings, then return to coach basketball in Oakland. After practice, he would grade papers, prepare lesson plans, and finally finish his GSE reading and research.

Duncan-Andrade returned to Tolman Hall in October, filling the Education Psychology Library Children’s Room to discuss his new book, The Art of Critical Pedagog y: Possibilities for Moving from Theory to Practice in Urban Schools. He augmented the provocative discussion with insights from his recent paper: “Hope Required When Growing Roses in Concrete,” published in Har vard Educational Review.

While the GSE appearance might belie 20 years teaching at-risk youth in Oakland, Duncan-Andrade wouldn’t have it any other way. The GSE alum has no room for the petty trappings of scholarly presentations. As a teacher, professor and a person true to his character, Duncan-Andrade ‘s top priority is his students—whether they love their education and, more importantly, themselves.

BY CHRISTOPHER HAUGH

Spotlight

“As educators, it is incumbent upon us to try and understand what it is about Pac’s message that resonates with so many young people.”

Jeff Duncan-AndradePracticing What He Teaches

Web Extra Haugh’s feature article on Duncan-Andrade, “A Rose in Concrete”, appeared in the Daily Cal, 10/12/10: http://www.dailycal.org/article/110734/a_rose_in_concrete

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Spring 2011 21

…class notesKenneth Peterson, Ph.D. ’76, received a faculty

excellence award from Portland State Univer-

sity for excellence in teaching, scholarship and

service. Peterson, a professor of curriculum

and instruction and a cohort leader in the

Graduate Teacher Education Program, was

honored for his “spirit of humanism, civility

and collegiality with particular dedication to

students and loyalty to the University.” Prior

to his position at PSU, he supervised a math/

science credential program at GSE and also

taught at the University of Utah.

1980sRichard Silberg, M.A. ’80,

is celebrating his 30th year

as a teacher in Berkeley,

and the past 19 years

at Martin Luther King

Middle School, where he

has mostly taught drama.

This spring he received the Berkeley Public

Education Foundation’s Distinguished Educa-

tor Award as a leader in literacy education “for

giving students the opportunity to use drama

as a way to explore meaning in life, language

and texts.”

Obert Fittje, Ph.D. ’82, is enjoying her seventh

year in retirement, working in her art studio

in the mornings. One of her black and white

images is licensed to Hallmark Cards UK, and

some of her paintings have been exhibited.

Elizabeth Stone, Ph.D ’89, is interim director

of Peninsula Havurah High School, a program

of the Bureau of Jewish Education of San Fran-

cisco. She also maintains a private practice in

college admissions counseling and educational

consulting, The Education Planner.

If you would like to submit a Class Note please fill out the form at gse.berkeley.edu/admin/communications/classnotes.html. We would love to hear from you any time but Class Notes for future issues must reach us by February 2012.

1950sPatrick Groff, Ed.D. ’55, is Professor of Educa-

tion Emeritus at San Diego State University,

where he taught for 40 years. He has written

extensively, primarily about children’s reading

instruction. “When I applied for entry into

UC Berkeley, I considered this a shot in the

dark,” he writes. “As it turned out, it was by far

the greatest event in my life, for which I will

always be grateful.”

1960sTerry Maul, M.A. Education ’68, Ph.D. ’70,

recently retired as professor and department

chair of San Bernardino Valley College’s School

of Psychology. Like his son, Andy (see ’08 Class

Note), he is still devoted to GSE, where he

serves on the Alumni Council.

1970sJohn Bilorusky, Ph.D. ’72, founded the Western

Institute for Social Research (WISR) in 1975

and has been president and on the faculty

ever since. WISR is a non-traditional, state-

approved, degree-granting institution in

Berkeley. Students design individual programs

of study in collaboration with faculty in a

multicultural learning community for work-

ing adults who are committed to educational

innovation, community improvement and/or

social change. Bilorusky lives in Oakland with

his wife and twins.

Jeff Duncan-AndradePracticing What He Teaches

SUPE’S ONTom Torlakson, multiple subject credential ’72, M.A. ’77, was elected to a four-year term as California’s 27th State Superintendent of Public Instruction on November 2, 2010. As chief of California’s public school system and leader of the California Department of Education, Superintendent Torlakson says that he will apply his experience as a

science teacher, high school coach and state policymaker to benefit students and improve the state’s public education system.

In a June 2010 interview with Tom Chorneau from the School Innovations and Advocacy Cabinet Report, Torlakson said his vision is to return to methods and programs that have proved successful in the past, to give teachers and principals the resources they need and target spending. An example of this, he said is how the state has used funds from the Quality Education Investment Act that Torlakson helped create out of a lawsuit with the governor in 2006 and resulted in sending $2.9 billion to low-performing schools.

SEATTLE SETTLERSTom Stritikus, M.A. ‘97, Ph.D. LLSC ’00, became Dean of the University

of Washington College of Education in fall 2010, replacing Patricia Wasley who served the College as dean for a decade.

Stritikus, who has been a faculty member at the University of Washington since 2000, was associate dean of academic programs and associate professor in curriculum and instruction. His work focuses on the context and process of adjustment for immigrant students and the educational opportunities —from a policy and practice perspective— that schools and districts make available to them. Stritikus has received competitive extramural funding for his research from state and federal sources, and has published his work in the top education journals in the field of education.

While Stritikus may be the first UC Berkeley Graduate School of Education graduate to become a Dean at University of Washington, he is hardly the first to join the UW faculty ranks. Others GSE graduates there are Maresi Nerad, ’88; Marge Plecki, ’91; Phil Bell, ’98; and Dafney Dabach, ’09 (see class notes). In addition, William Zumeta, ’78; and Francis Contreras, ’94, earned degrees at UC Berkeley.

1990sJim Spira, Ph.D. ’91, is director of the National

Center for PTSD in the Department of Veterans

Affairs, where he is responsible for active

duty personnel, telemedicine and cross-

cultural issues.

Wendy Coyle, Ed.D. ’93,

recently returned to the

Middle East and Iran

where she once lived

and taught, for research

and re-connection after

retiring from the San

Francisco Unified SD.

Her new book, Iridescent Iran, is a “sociological

memoir” of her life in Iran in the 1960s and

’70s. She writes, “My vantage point was

influenced by Berkeley study and great

professors, Carol Stack, Lily Wong-Fillmore

and Judith Warren Little.”

22 connected22 connected

Lisa Griffin, single subject credential ’02, M.A.

MUSE ’03, is a new lecturer in GSE’s Language

and Literacy, Society and Culture area. She

received her doctorate from the University of

Rochester. Griffin and her husband happily

announced the birth of their second son, Ando

Kenneth Naruishi, born in July.

Cassandra Roberts, M.A. ’05, PLI ’06, a

distinguished teacher at Everett Middle

School in San Francisco and a graduate of

the Principal Leadership Institute Cohort 5,

passed away on August 14. “She was always a

bright light, committed to students and to

high standards of rigor,” said PLI coordinator

Lynda Tredway. “I encountered her when

Janette [Hernandez] was principal at Everett

and thought then she would be a good

candidate for PLI.

Stephanie Sisk-Hilton,

Ph.D ’05, an assistant

professor of elementary

education at San Francisco

State University, is the

author of a new book,

Teaching and Learning in

Public: Professional Development Through

Shared Inquiry (Technology, Education-

Connections). The book explores a group of

teachers that engaged in inquiry about their

own practice in order to support inquiry

learning in their students.

Teri Hu, M.A. teaching credential DTE ’97, has

taught English in Fremont, CA since she left

UC Berkeley, and is now teaching AP English

Literature and Creative Writing. Her son is

currently an undergraduate student at Cal.

Helena Worthen, Ph.D.

’97, is a clinical associate

professor at University

of Illinois. She has been

working with labor

unions, workforces and

individuals for 11 years.

“I’ve used a great deal of what I learned at GSE

in my work, both my research and teaching,”

she writes. She is looking forward to taking an

early retirement this summer and returning,

with husband Joe Berry to the Bay Area.

2000sMichael Meyer, M.A. teaching credential ’01,

was awarded a 2010 Guggenheim Fellowship,

as well as residency at the New York Public

Library’s Cullman Center for Scholars &

Writers, where he is writing a book about

Manchuria.

JuliAnna Avila, M.A. ’02, Ph.D. ’07, an assistant

professor at the University of North Carolina,

Charlotte, received the 2011 AERA Writing and

Literacies SIG Excellence in Early Scholarship

Award. The Steve Cahir Award is presented to

those members who show excellence in early

scholarship in writing and literacies research,

and who meet the criteria of excellence on

all fronts including theory, literature review,

methods, findings, significance of the research

and writing quality.

THE MORRELL HIGH GROUNDErnest D. Morrell, M.A.

’97, Ph.D.’01, Teachers College (TC) Columbia University has appointed Ernest Morrell as the new director of its Institute for Urban and Minority Education (IUME). Morrell is currently on the faculty in the Urban Schooling Division of the Graduate School of Education and Information Studies at UCLA. He will assume a tenured full professorship at TC and the directorship of IUME offices in September, succeeding the Institute’s founding director, Edmund W. Gordon.

Morrell has made his mark in higher and secondary education in Los Angeles and beyond. At UCLA, he has done research and teaching in the fields of literacy, critical pedagogy, cultural studies, urban education and ethnic studies. As Associate Director of UCLA’s Institute for Democracy, Education and Access (IDEA), he has worked with high school students in Los Angeles on in-school and out-of-school literacy instruction, cultural studies, and civic involvement. Through IDEA he has taken busloads of teenage students to the state capital to lobby for more state support of education.

Morrell’s interest in urban minority education was a natural progression from a childhood spent mostly in Oakland, California, where his mother taught school and his father was a preacher.

EINSTEIN’S MACSME ROOTSStaci Richard, M.A. MACSME ’97, a science

teacher at Laguna Blanca School in Santa Barbara, CA, was selected for the Albert Einstein Distinguished Educator Fellowship Program. The prestigious award offers elementary and secondary science, technology, engineering and math (STEM) teachers, who have demonstrated excellence in teaching, an opportunity to serve in the national education or public policy arenas. Richard was one of only 32 teachers selected from a nationwide pool of applicants as a 2010-11 Einstein Fellow.

During the past 15 years, Richard has taught and developed curricula for both physical and life sciences at the elementary, middle school, high school and AP levels. She says the innovation of which she is most proud is the Senior Research Seminar course, which accepts top science students and exposes them to academic and industrial labs, scientists, field trips and scientific papers on diverse topics. “I have been moved by the willingness of doctors, lab technicians, researchers, business people, academics and engineers to come and share their experiences,” she says.

Richard earned a B.A. in Biology and Geological Sciences from Albion College in Michigan. She has completed graduate work in paleo-climatology and oceanography at the UC Santa Barbara, and was one of the first graduates of the Masters and Credential in Science and Mathematics Education (MACSME) program at the School of Education.

HEART OF A SAINTScott Fujita, M.A. Athletes and Academic Achievement ’02, played

linebacker for the 2010 world champion New Orleans Saints. But Fujita, who will play for Cleveland next season, may have left his heart in New Orleans. He has donated $25,000 from his playoff earnings to two Louisiana groups that specialize in coastal restoration, and last June he returned to New Orleans to help organize a fundraiser to aid in efforts to clean up the BP oil spill. “The people of this city and region have been so good to me and my family that we just felt strongly about doing something to protect the city we have come to love so much,” said Fujita, who earned his undergraduate degree from Cal in political science. “And helping on the coastal issue has been on the back of my mind since I first got here.”

Spring 2011 23

Ou Lydia Liu, Ph.D.

QME ’06, was selected

as recipient of the Jason

Millman Promising

Measurement Scholar

Award from the National

Council on Measurement

in Education for 2011. The award recognizes

an early career scholar whose research

makes a major contribution to the field of

education. GSE Professor Mark Wilson, one of

Liu’s mentors at UC Berkeley, nominated the

Educational Testing Service research scientist.

John Kole, M.A. ’07, is a doctoral candidate at La

Trobe University in Australia.

Thomas Philip, M.A. ’04, Ph.D. ’07, has won a

Spencer/National Academy of Education Post-

doctoral fellowship, a follow-up to his GSE

dissertation Exploring Teachers’ Racialized

Reasoning to Re-conceptualize Teacher

Education in the Era of “Color-blind” Racism.

Katherine (Kit) Richert, Ph.D. School

Psychology ’07, has been applying her

knowledge of child development and learning

to make recommendations for design

interactions at nukotoys in San Francisco.

Maria Veronica Santelices, Ph.D. ’07, an

assistant professor at the Department of

Education at the Catholic University of Chile,

and GSE Professor Mark Wilson co-authored

unfair treatment?: The Case of Freedle, the SAT, and the Standardization Approach to Differential Item Functioning in the Spring 2010 issue of the Harvard Educational Review.

Linda Platas, Ph.D. ’08, won AERA’s 2011

Early Education & Child Development SIG

Outstanding Dissertation Award.

Jacquelyn Moore, Ed.D.

Educational Leadership

’09, became the new

principal of Davis Senior

High School in fall

2010, having served as

vice principal at Florin

High School in the Elk Grove Unified School

District, where she held administrative

positions for six years.

Jessica Parker, Ph.D. LLSC ’09, an assistant

professor at Sonoma State, is the author of

the recently released book Teaching Tech-Savvy

Kids: Bringing Digital Media into the Classroom, Grade 5-12. The book brings together different

voices to discuss how the study of new

media environments can help to broaden

understanding of literacy, promote a much-

needed dialogue concerning new media

technologies and highlight the changing

nature of learning. Teaching Tech-Savvy Kids is

based on McArthur Foundation research by

the late professor Peter Lyman. GSE Professor

Glynda Hull wrote the foreword.

Dafney Blanca Dabach, Ph.D.’09, who joined

the University of Washington faculty this fall

as an assistant professor in the College of Edu-

cation, won the 2011 AERA Bilingual Education

SIG Dissertation Award.

Leah Walker McGuire, QME Ph.D. ’10, is a

new assistant professor at the University of

Minnesota-Twin Cities.

Ariana Mangual, Ph.D. ’10,

joined the faculty at Rut-

gers University’s Graduate

School of Education as

assistant professor.

Adena Young, Ph.D. School Psychology ’10, is

doing post-doctoral work for the Academic Tal-

ent Development Program (ATDP), continu-

ing her work on mathematics learning and

metacognition. Young is working with GSE

professors Alan Schoenfeld and Frank Worrell—combining the language and re-

search from both disciplines.

Former San Francisco Mayor Gavin Newsom awarded Redding Elementary Principal Bonnie Lo, M.A., PLI ’09, a Certificate of Honor.

THE NorWAY“My wife (Diana Arya, LLSC ’10) and I (Andy Maul, QME ’08) have learned that there are two words for “education” in the Norwegian language. The first, utdanning, corresponds roughly to what is typically meant by “education” in the formal sense: the acquisition of knowledge and understanding of traditional academic subjects. The second word, dannelse, is harder to translate directly into English. I am variously told that it means wisdom, character, broad perspective, open-minded, well rounded and creative. It is cultivated by exploration of the arts, literature, sports

and the outdoors, as well as travel —even by participation in social events, like the long, raucous dinners with their many songs and toasts with copious amounts of aquavit that are so popular here in the winter months.

But both of us came here to work. And

indeed, we have worked, and never harder… not because we are in any way forced to, but because we have found deeply engaging and enjoyable research and teaching opportunities. In fact, Norway is putting together its first-ever psychometric research unit, which involves all manner of opportunities for professional development for me. Diana is working with a multi-national team of educators promoting awareness of climate change.

Beyond the work, we have been taken in a little by the wider Norwegian lifestyle: boating, skiing, song, artistry, cozy candlelit evenings and people who, when they first meet you, ask questions such as, ‘What do you like to do?’ instead of ‘What do you do?’

Norway is a remarkable country and we are lucky to be here. We came for the utdanning, but who knows…we just might stay for the dannelse.”

Distinguished Alumni AwardThe GSE community is seeking nomina-tions for our inaugural Distinguished Alumni Award. The criteria for the award is as follows:

UC Berkeley’s Graduate School of Educa-tion recognizes alumni who represent the best of what GSE offers by doing exemplary work in the field of education, and whose impact is felt on a national or international level. Honorees work to effect positive change in schools, colleges and universities; they serve as advocates for all learners; they focus on achieving the best outcomes for students and on making a difference in their lives; and they provide leadership in addressing the greatest challenges facing educators, stu-dents and communities.

Nominations may be sent via e-mail to [email protected] or [email protected] by September 1, 2011.

24 connected

friendsSpotlightPat Cross Professor of PhilanthropyThe remainder of this life income gift will

provide an endowment to support all aspects

of GSE’s future activities—from scholarships

to programs.

“We have always recognized Pat for her

tremendous academic leadership and her

remarkable contributions to the advancement

of teaching and learning in higher education,”

said GSE Dean Judith Warren Little at the

announcement in February. “We are especially

grateful to Pat for her philanthropy and

leadership. This generous gift creates a

tremendous legacy that will benefit GSE now

and well into the future.”

As a token of the University’s appreciation,

Dean Little and Mary Catherine Birgeneau

presented Dr. Cross with GSE’s “Distinguished

Professor of Philanthropy” and a special quilt

stitched together from colors of her academic

regalia representing the many colleges and

universities that she has been associated with

over her distinguished career.

An internationally known scholar of higher

education as well as an author of several

award-winning books on classroom teaching,

learning and assessment, Dr. Cross was the

Elizabeth and Edward Conner Professor of

Higher Education from 1988–1993, and the first

professor to hold the David Pierpont Gardner

Endowed Chair in Higher of Education from

1993–95. She retired from GSE in 1995.

Her career in higher education began in 1953

as Assistant Dean of Women at the University of

Illinois. She has also served as Dean of Students

at Cornell, Director of College and University

Programs, Distinguished Research Scientist for

the Educational Testing Service, and Professor

and Chair of the Department of Administration,

Planning and Social Policy at Harvard.

Dr. Cross has served as a trustee of The

Carnegie Foundation for the Advancement

of Teaching and the American Association

for Higher Education. She was elected to the

National Academy of Education, and awarded

15 honorary degrees in addition to her Ph.D. in

Social Psychology from the University of Illinois.

Since 1996, she has sponsored the K.

Patricia Cross Future Leaders Award, created

the Elderhostel K. Patricia Cross Doctoral

Research Grant, the Cross Endowed Chair in

the Scholarship of Teaching and Learning at

Illinois State University, and the Cross Papers,

a competition for community college teachers

to promote scholarship in teaching across diverse

fields.

Kee Scholarship Established

School of Education alumnus Daniel Kee, Ph.D. ’74, has established an annual scholarship in memory of his parents. The Wilson and Mildred Kee Memorial Scholarship will be awarded to an outstanding student at GSE’s annual Scholar’s Tea.

Wilson Kee was born on a farm in Oregon and raised with nine brothers and sisters. His wife Mildred, an only child, was born and raised in San Francisco’s Chinatown by her godparents.

“Willie and Millie met at a USO dance during World War II,” said Daniel. “During his career, my father was a program analyst in San Francisco’s Presidio. He was an inspirational leader for his family, entertaining musician and dedicated husband. His unfulfilled dream was a college degree. He was a big Cal Bears football fan!

“Mom completed high school, raised a son and worked part-time as a bookkeeper and medical secretary. Everyone liked my Mom. The door was always open at our home.”

Thanks to Daniel for the honor he brings to his parents and to the Graduate School of Education.

GSE Professor Emerita Patricia Cross has established a Charitable Remainder Trust for the benefit of the School of Education with a gift of real estate worth approximately $800,000.

Spring 2011 25

Aspiring teachers surrounded Mrs. William Brinton, founder of the Flanders California Fellows Program, at her last Scholarship Tea in April. GSE’s great friend passed away in November. An obituary in the San Francisco Chronicle described Brinton as a “selfless humanitarian devoted to her family and to many social causes.”

Kenneth Behring with a commemorative portrait unveiled at the 10th anniversary of The Kenneth E. Behring Principal Leadership Institute at Danville’s Blackhawk Museum in February 2010.

From left, GSE Advisory Board member Mary Catherine Birgeneau, Professor Emerita Patricia Cross and Dean Judith Warren Little in front of a patchwork quilt made from an assortment of Cross’s academic regalia (see “Spotlight,” page 24).

From left, Derek Van Rheenen, director of Cultural Studies of Sport in Education; Elizabeth Simons; and Vincent Minjares, Herb Simons Athletes and Education Award recipient at the Scholarship Tea.

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26 connected26 connected

$1,000-$4,999Neal H. Brockmeyer &

Mary Jane Busch Brockmeyer

Richard C. Davis &

Kathleen T. Davis

The Walt Disney Company Foundation

Dr. Allan P. Gold

Cathleen A. Kennedy

Margaret E. Kidd

Karla Winkenhofer Knapp

Mark J. Liebling, M.D. &

Cheryl Rappaport Liebling, Ph.D.

Alison Armstrong Ogden

Robert A. Rice & Esther P. Rice

Gary S. Valdez

Vanguard Charitable Endowment

Program

Linda C. Wing

Jonathan Wu &

Heather McCracken Wu

$500-$999Alberto Arenas

Debrah Evans Baker

J. Wilson Bowman

Roslyn Ruggiero Elms Sutherland

Jeffrey P. Fearn & Emilene J. Fearn

Susan Bragg Fox

John R. Harter

Richard V. Jones, Jr. & Myrna J. Jones

John F. Latting & Caroline Fohlin

Lucinda Lee Katz

Karen L. Mendonca

Susan E. Newman

Glenn H. Rankin, Ph.D. &

Nancy Messinger Rankin

Dr. James E. Richmond

Shell Oil Company Foundation Inc.

Allan C. Tappe &

Phyllis Marie E. Tappe

Jeffrey R. Williams &

Patricia Fuller Williams

$250-$499AT&T Inc. Foundation

Daniel J. Archuleta

Stacey Bell

Dr. Ralph M. Berrier

Jeffrey P. Braden, Ph.D.

Dr. Donald B. Chambers

The Clorox Company Foundation

David G. Fleming &

Elyse Schwartz Fleming

Professor Barbara R. Foorman

Andrew J. Galpern

Ellen Hershey

Winifred Lehman Hohlt

Donald W. Kelsey, P.E. &

Colette Granlund Kelsey

John B. Lee

Jane Pechman Stern & David S. Stern

Barbara Scheppler Walker

Richard L. Young

$100-$249Joseph Adwere-Boamah &

Norma Adwere-Boamah

Srijati M. Ananda

David W. Anderson &

Sandra S. Anderson

Rena M. Bancroft, Ph.D.

Aurora Calimquim Barrozo, Ph.D.

Colleen Morris Bender

Allen E. Black

Anna Montgomery Blackman

Lucia L. Blakeslee

Steven P. Burke &

Alison Everett Burke

Ann E. Carey

Horace G. Cattolico &

Berit Boysen Cattolico

Shelley Baumberger Caviness

Yueh-Wen Chang

June Bender Chaudet

Alice Chen Rico

Dr. Robert K. Cheng &

Jinny S. Wong

Bernadette S. Chi

Shirley M. Convirs

Dr. Leslie W. Crawford

Janine L. Crowe

Lillian Wilson Cunningham

Michael B. Dodd & Jade T. Dodd

Barbara Kaeppel Duff

Walter A. Eagan

Richard J. Edelstein

Andrew R. Elby & Diana D. Perry-Elby

Karen E. Eshoo

Fidelity Charitable Gift Fund

Marilyn E. Flood, Ed.D.

Rex C. Fortune, Jr.

Professor Jesus Garcia

Dr. Michele Garside

Peter H. Gelpke

Thomas A. Gielow &

Judith McCarthy Gielow

Loren C. Grossi

Yukiyo R. Hayashi

Linda C. Henderson

George S. Herring

Alan J. Hill & Margaret Hawkins Hill

Bonnie S. Ho & Melvin K. Ho

Kathleen S. Hurty

Eileen Segal Ingenthron

Proverb G. Jacobs, Jr. &

Mimi Johnson-Jacobs

Harriett Wood Jenkins

Rita H. Jones

Michael F. Kelleher &

Jocelyn Blakeman Kelleher

Penelope Mertens La Preziosa, M.A.

Fred A. Lado &

Marianne L. Engelman-Lado

Stephen P. Lazzareschi, Jr. &

Linda Dougherty Lazzaresc

Ronald E. Leonard

Anne Sokolow Levine, Ph.D.

Sally Clark Lorang

Jane D. Maldonado

David B. Manchester &

Anne Pollard Manchester

William P. Marquis, Ph.D.

Prof. Emer. William A. McCormack

Barbara M. Means

Antoinette S. Mitchell

Alison Miller Moser

Frederick E. Murray

Dr. Arnethia Wright Okelo

Ruth S. Omatsu

Marie Luise Otto

Phelana W. Pang

Hyun-Sook Park

Douglas A. Penfield

Royce Salisbury Peterson

Laura Clark Post

Nilesh Shah & Bina Shah

Marilou Loskutoff Shankel

Victor Tien-Cheng Shen

Robert P. Sherwood

John D. Shultz &

Joanne Person Shultz

Richard J. Silberg

John P. Smith, III

L. G. Soderbergh &

Melinda Soderbergh

C. Clifford Solari &

Kathy McMickin Solari

Itsuko Terada

Robert L. Terrell

Kevin M. Waesco

Paula Hollmann Walker

Melinda S. Wallace

Rosalind L. Walton

Peter V. Wehausen

M. Linda Forsyth Weidenhamer

The Graduate School of Education gratefully acknowledges the following individuals, institutions and foundations that supported our efforts to advance education and provide opportunity for all.

a n nua l f u nd donor s

d o n o r s j u l y 1 , 2 0 0 9 , t h r o u g h j u n e 3 0 , 2 01 0

l e a der ship donor s a nd r e se a rch f under s

$1,000,000 or more

Mary Jane Brinton and William M. Brinton

Bill and Melinda Gates Foundation

$500,000-$999,999James Irvine FoundationSpencer Foundation

$100,000-$499,999Kenneth E. BehringFord FoundationStuart Foundation

$50,000-$99,999AnonymousAmerican Israeli Cooperative

EnterpriseEstate of Helen Murphy

Neumann

$5,000-$49,999Mara W. Breech FoundationEast Bay Community

FoundationMiranda Heller and the

Clarence E. Heller Charitable Foundation

Let’s Go Learn Inc.

Willie West, Jr.

Roy L. Whalin &

Kathleen Moore Whalin

Professor Barbara Y. White

Prof. Emer. Alan B. Wilson

Kelly K. Wong

Otis N. Wong & Teresa Chung Wong

Larry J. Wornian

Professor Helena H. Worthen

David Zeff, Ed.D.

$1-$99Penelope Hearn Adams

Timothy K. Allen

Dr. Joan Piekarski Avis

Susan Mowat Berkman

Mary–Claire Tarlow Bernstein, Ph.D.

Marlene A. Botto

Sarah L. Bremer

Joseph J. Brulenski, Jr.

Gerald J. Brunetti

Douglas A. Buck & Jandre H. Buck

Barbara A. Burton

Karen Carroll,

Cary I Sneider Consulting

Rossan M. Chen

Leo R. Croce & Pina M. Croce

Anne L. DiPardo

Phi Nhu Do–Lui

Kathy J. Dodsworth–Rugani

& Richard L. Rugani

Edith Wright Don

Charles Dorn

Jordan B. Emmart

Margaret Pecharich Erickson–Freeburn

Mary K. Fairbanks

Jennifer Tune Fenwick

Olga Garcia

Brooks W. Geiken

Rosalie Agegian Gifford

Alice Radebaugh Giuffre

Dr. Renee R. Golanty–Koel &

Bertram S. Koel

Doris Bucilla Goldthwaite

Gordon Y Yamamoto Professional Corp

Catherine H. Gross

Cynthia Kramer Guyer

Elaine F. Harris

Laurie R. Harrison

Clara Y. Hashimoto

Otto Heinz &

Grete Unger Heinz, II, Ph.D.

Bradford K. Hill

Kenneth J. Holbert

Mark A. Holman

Victor W. Huang & Joan C. Huang

Richard C. Hunter

William A. Hutchings

Jack L. Jackson, Jr.

Nan Christine Haymet Jackson

William G. Jager

Dr. Muriel M. James

Charlene F. Kalagian

Brenda Guthrie Kangas

Belinda Rosson Kesser

Bertram S. Koel &

Renee R. Golanty–Koel

Joan G. Kramer

Wesley J. Lai

Robert W. Lawson &

Donna Bourdon Lawson

Dasil G. Mathews

Marilyn J. McCammon

Dana E. McCauley

Shannon M. McCoy

Billiejean McElroy–Durst

Dr. Carol R. McKenzie

Mary E. Molesworth

Douglas J. Moody

Gail Hall Morgan

Szasha A. Ozard

Elizabeth I. Ozol

Carol M. Penara

Shirley Paintner Perkins

Patricia Barnard Player

Fannie Wiley Preston

Linda Raben–Beckstrom &

Robert J. Beckstrom

Christopher J. Rampoldt

Mary A. Rettig–Zucchi

Peter A. Rosenfield

Daniel C. Rowland &

Robin Johnson Rowland

Carol Meyer Rowley

Richard L. Rugani &

Kathy J. Dodsworth–Rugani

Dr. William H. Rupley

Sharon B. Sacks

Judith Schalk Sam

Arthur G. Sanguinetti

Ruth Robinson Saxton

William W. Schofield, III &

Carol Sippola Schofield

Lawrence G. Selna &

Lynn Shufelt Selna

Lisa Sidhu

Doris S. Smith

Cary I. Sneider

Markus O. Spiegelberg

Mimi H. Steadman

Tia C. Streeter

Douglas I. Sugano &

Linda Campau Sugano

Michael L. Swindell

Arturo V. Taboada &

Diane F. Sharken Taboada

Gene J. Tankersley

Laura E. Telep

Jeffrey M. Thomsen &

Elizabeth Coleman Thomsen

Regi Wermer Topol &

Stephen A. Topol

Roger W. Torrey

Susan Duckworth Tullis

Burr Tyler

Daniel L. Ustick

Jason M. Valadao

Judith Lieberman Van Hoorn

Maya M. Vanputten

Greta Vollmer

Juliette A. Wade

Mary Lou Brooks Wallace

Robert F. Whitlow

Frances Carlson Willms

Keith R. Wilson

Christopher Y. Wu

Gordon Y. Yamamoto

schol a r ship f u nd donor s

$5,000-$9,999MAKO Foundation

Julie Stevenson & Tom Meyer

$1,000-$4,999Albert A. Andersen

Robert J. Breuer

David Dansky &

Barbara Cline Dansky

Homer L. Dawson &

Rosette Girolami Dawson

Kathryn A. Duncan

Dr. Eugenia Smith Fitzgerald

Anonymous

Margaret Gabbert Saulsberry

Dr. Allan P. Gold

Robert A. Goodin &

Marjorie C. Goodin

Professor Jack A. Graves

Terry R. Haws &

Jacqueline Nino Haws

Lenore Bertagna Heffernan &

Frank M. Heffernan, Jr.

Karen Ohme Hobbs

Sara De Vore Hopkins–Powell

Mark D. Lubin & Kerri Collinge Lubin

Kenneth T. Martin

Teresa McGuire

MPR Associates Inc.

Phi Delta Kappa

Pamela A. Routh

William T. Selby &

Marilyn Ransford Selby

Chi–Kwan A. Shea

Raynor Weingard Voorhies &

Michael W. Voorhies

Wendell Family Foundation

Victor Wm. Willits &

Arlene McLaughlin Willits

Daniel J. Zimmerlin

$500-$999Bernard L. Buteau

Ceinwen L. Carney

Caleb L. Cheung & Rebecca E. Cheung

Christine M. Cziko

Donald J. Dal Porto &

Shirley Hierlihy Dal Porto

Dr. Allan P. Gold

Verna J. Arnest

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Sumner Marshall &

Hermine H. Marshall, Ph.D.

Richard C. Nicoll &

Catherine Smith Nicoll

Mary H. Schwartz

Freda Crane Shamma

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Suzanne Linden Stein

Siv Larson Wheeler &

Anthony J. Wheeler

$100-$249Albert M. Adams, Ed.D. &

Susan C. Adams

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Norma Adwere–Boamah

Benjamin P. Bowman, Jr.

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Crail–Johnson Foundation

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Gerald L. Dunbar

Tom Finn, Ph.D.

Austin C. Frank

Professors Maryl Gearhart &

Geoffrey B. Saxe

Lorraine Fradkin Hauser &

Frank E. Hauser

Gerald C. Hayward &

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Pauline Huang

Robert P. Huston &

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Microsoft Corporation

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Pacific Gas & Electric Company

John S. Peterson &

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Richard C. Ponzio

Cleo H. Protopapas

Ruth Holdsworth Rentz

Jennie F. Savoldelli

Professors Geoffrey B. Saxe &

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Mary L. Soltis

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$1-$99Eleanor Olney Arnberg

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Guy A. Molina &

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MarthaElin Vernazza Mountain

Victoria C. Mui

Oakland Unified School District

Jose R. Olivares

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Peter S. Pan & So Mui S. Chang

Michael L. Penzer &

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Shirley Paintner Perkins

Jesse Perry, Jr.

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pr i ncipa l l e a de r ship i ns t i t u t e schol a r ship f u ndMatin Abdel–Qawi

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Janine Sheldon

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e d190 be t he ch a nge f u nd

Rachel L. Carlston

Justin Chou

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Candice M. Director

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Franklin Resources, Inc.

Professors Maryl Gearhart &

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Corey A. Harkey

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Thomas A. Nielsen &

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Ryan M. Vaughan

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gi f ts i n honor a nd i n me mory

AT DP I N M E MORY OF

T HOM A S R AY MON D NG

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I N HONOR OF

P. DAV I D PE A R SON A N D

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Albert M. Adams, Ed.D. &

Susan C. Adams

Neal H. Brockmeyer &

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Miranda Heller and the Clarence E.

Heller Charitable Foundation

Charles W. Fisher &

Elfrieda H. Hiebert

Professors Maryl Gearhart &

Geoffrey B. Saxe

Mark D. Lubin & Kerri Collinge Lubin

Teresa McGuire

Professor P. David Pearson &

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Professor Michael A. Ranney

Professors Geoffrey B. Saxe &

Maryl Gearhart

Professor Alan H. Schoenfeld &

Jean Snitzer Schoenfeld

Professor Ingrid Seyer–Ochi

Janine Sheldon

Carolyn Morledge Sparks

Victor Wm. Willits &

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Mike C. Wood

Professor Frank C. Worrell

I N M E MORY OF ROBE RT FOO

UC Chinese Alumni Foundation

I N M E MORY OF

W I L SON W. K E E A N D

M I L DR E D K E E

Daniel W. Kee

I N M E MORY OF R AJ K U M A R I

Jitender Chopra & Jeannie Lin Chopra

I N M E MORY OF

NA DI N E L A M BE RT

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L E ONA R D M A R A SCU I L O

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I N M E MORY OF

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Xerox Corporation

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Victor Wm. Willits & Arlene

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