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Teacher Education Program
Teacher Education Program Faculty
A-H I-N O-Z
Clara Vaz Bauler earned her B.A. in English, Portuguese, and Linguistics at the Federal University of Rio de Janeiro (UFRJ), where she also received her M.A. in Linguistics and Portuguese Language. Since then, she has become a researcher in Language and Social Practices, Digital Literacies and Education. In 2007, she came to the Gevirtz Graduate School of Education at UCSB to pursue a Ph.D. in Education with emphasis in Cultural Perspectives and Comparative Education. Her research interests include Second Language Teaching and Learning Practices, Second Language Writing, and Technologies as Educational Environments. She has been teaching Portuguese and English as a Foreign and Second Language since 2001. Currently, Clara works as the World Language Content Instructor and Supervisor, and she has also had the pleasure to be a co-instructor for Language & Culture in Teaching & Learning (ED 261).
Charles Bazerman's research and pedagogic interests started from the teaching of writing to encompass the ways we make use of reading in our writing and then the ways in which academic writing is organized around the literatures of the several disciplines. He is particularly focused on scientific writing in his book Shaping Written Knowledge: The Genre and Activity of the Experimental Article in Science. In his most recent book The Languages of Edison's Light he examines how technical discourses and projects intersect with many other discourses of civic, economic, and cultural life. Other books and articles consider aspects of academic and professional writing as well as writing across the curriculum. Bazerman has also written many textbooks for teaching university reading and writing and the relation between them. He also edits a book series on Rhetoric, Knowledge and Society. Currently he interested in exploring how the history of literate forms and practices is related to the developing complex organization of modern social life and consciousness, and how we use language to understand the environment and our relationship to it.
Katie Blackwell is a Lecturer in the Teacher Education Program and Coordinator of the Pre-Professional Education Program. She earned a B.A. in 2000 and a Single Subject Teaching Credential in 2002 from Cal Poly San Luis Obispo. In 2007 she earned an M.A. in English and American Literature from the University of Kent at Canterbury, England. Prior to coming to UCSB, Katie worked as a secondary teacher of English, History, and ESL. She earned National Board Certification in 2006.
Julie Bianchini is an Associate Professor in Science Education and Faculty Director of CalTeach. She received both her undergraduate degree in Biological Sciences and Ph.D. in Curriculum and Teacher Education from Stanford University. Between degree programs, she served as a biology and physics teacher at an all-girls high school in San Francisco. Her expertise rests in issues of equity and diversity in science and science education; the history, philosophy, and sociology of science; and teacher education and professional development. She also has experience in curriculum development and groupwork instruction.
Betsy Brenner is a Professor and the Chair of the Department of Education. In her research Brenner looks at the effect of culture on learning, particularly in the area of mathematics. In much of her research she works with teachers to find methods of instruction that will enhance the academic achievement of students who have traditionally underachieved in American schools. She also does research in other nations because she believes that there is much to be learned from studying educational processes in a variety of different contexts.
Jarice Butterfield received her undergrad degree at University of Wyoming in Elementary
Education with a minor Special Education. She obtained a Masters degree at California
State Northridge in Educational Therapy and one at University of California Santa
Barbara in Education Leadership & Organizations with an emphasis on special education.
She also completed her Ph. D. at University of California Santa Barbara in Education
Leadership & Organizations. Her dissertation focused on the impact of leadership
practices as various levels on the retention of special educators. Jarice holds certification
in the State of California and Washington in Elementary Education, Special Education,
Language Development Specialist, and is a Certified Brain Injury Specialist. Jarice also
has background and training in school psychology, English language development and
special education. She worked for many years in bilingual schools as a resource
specialist, assistive technology specialist, English language development (ELL), and
GATE instructor. She has written several grants to fund and implement model English
language development programs for parents and students incorporating technology-
assisted instruction, as well as mental health programs to serve students. She has
previously worked as a Special Education and Bilingual Program Director in various
school districts and counties for many years. She is currently serving as the Special
Eduction Local Plan Area (SELPA) Director for Santa Barbara County.
Jarice provides staff state-wide in California and nationally on Meeting the Needs of
English learners with Disabilities, Best Practice IEPs, Working with Students with Brain
Injury in Schools, and Collaboration. She recently helped to co-author the forth coming
CDE English Learners with Disabilities handbook titled So All Can Succeed. She has
provided information and advisement for various publications through LRP.
Jarice currently serves as the Chair Person to the State SELPA Directors’ Association
English Learner Committee, sits on the Ventura Brain Injury Group Professional
Advisory Board, and Conference Committee for Brain Injury of America California
(BIACAL). Jarice has worked as a part time lecturer at California State University
Channel Islands and currently works as a part time lecturer at University of California
Santa Barbara.
Jarice Butterfield oversees the special education programs and services for all 22 Local
Education Agencies in Santa Barbara County. She is frequently at schools attending IEP
meetings for students with disabilities.
Ann Carlyle teaches Ed M 320 (Math Methods) for MST. She also is a MST supervisor and academic coordinator, currently at El Camino and Harding Schools. Ann was an elementary teacher in Goleta for more than 37 years. She was appointed by the California State Board of Education to the Curriculum Development and Supplemental Materials Commission from 1989-1993 where she chaired the Mathematics Subject Matter Committee. She is the 1993 California recipient of the Presidential Award for Excellence in Mathematics Teaching and the 2000 recipient of the George Polya Memorial Award from the California Mathematics Council. Ann was elected to the National Council Teachers of Mathematics Board of Directors for 1997-2000. She has chaired the Editorial Panel for Teaching Children Mathematics and served on the OnMath Editorial Panel for the National Council of Teachers of Mathematics.
Willis Copeland My research is aimed at discovering how teachers understand their work, how and why they come to teach as they do, and how they can be helped to improve their own teaching. I am convinced of the importance of carefully considering the context within which teachers work before any effort is made to improve that work. I believe that teachers’ own thoughts about their work – how they make meaning of that they do – offer potentially fruitful insights into the nature of the classroom context. I am working to uncover the implicit but important understandings that good teachers depend upon and also to discern the processes of professional development by which good teachers develop these understandings. My coming to this present research focus has, itself, been an evolution, from my time as a junior high school history teacher and coach, through my graduate studies at The University of Notre Dame and my work as a young professor in the Teacher Education Program here at UCSB, to my work in recent years on understanding the workings of classrooms and on applications of technology to educational purposes. This evolution is continuing, influenced greatly by the students with whom I work. I hope it will contribute to a genuine improvement in teaching based on a clearer understanding of the tasks teachers face, the ways they think about them and how they strive to improve their own work.
Tim Dewar is currently the Director of the South Coast Writing Project at the University
of California Santa Barbara and a lecturer in the Gevirtz Graduate School of Education’s
Department of Education where he teaches undergraduates, credential candidates, and
graduate students. He is a specialist in the teaching and assessment of writing, in research
on classroom practices, and in the professional development of teachers of English and
the language arts.
After receiving his PhD in English education from University of California, Santa
Barbara, Tim Dewar joined the faculty in the Department of Secondary Education at the
State University of New York, New Paltz, where he was an Assistant Professor, teaching
courses in English education and coordinating the undergraduate English education
program. There he also was a co-director of the Hudson Valley Writing Project.
Previously, Tim had been a co-director of the South Coast Writing Project (SCWriP), and
a supervisor of credential candidates in the Teacher Education Program in the Gevirtz
Graduate School of Education at UCSB. A fellow and teacher-leader of SCWriP since
1994, Tim participated in numerous SCWriP advanced institutes, and served for many
years as a widely valued presenter and classroom coach, and coordinator for SCWriP
inservice programs in schools. He is also a former member of the California Writing
Project’s Institute for the Study of Academic Writing and served for two years as
coordinator for a major research project sponsored by the National Writing Project to
assess the impact of SCWriP inservice programs in schools.
Tim is a veteran of 13 years of teaching in secondary school classrooms. He has taught in
public and independent schools in urban, rural, and suburban settings, grades 7-12. He
piloted a heterogeneous ninth grade English course that was later adopted by the
department, team-taught an interdisciplinary American studies course for high school
juniors, and taught Advanced Placement courses. He has also taught in Nepal and
Tanzania.
Andrew Fedders is the Education Specialist Credential program coordinator in the Gevirtz Graduate School of Education. He received his BA in English from UCSB in 2001. During his undergraduate years, he was a goalie for the varsity water polo team. After finishing his BA, Andrew began a career in special education working as an instructional assistant in classrooms serving students with autism and emotional/behavioral disorders. In 2004, he completed his Education Specialist Credential at UCSB and became a special education teacher in local Santa Barbara schools. While working as a teacher, he continued his graduate education, completing his MA in Education with an emphasis in Special Education, Disabilities, and Risk studies in 2008. After four years of teaching, Andrew decided to leave the profession and pursue a PhD in Education at UCSB. From 2008 to 2010, he worked as a program supervisor for Koegel Autism Consultants while also assisting the Education Specialist Credential program coordinator and director in the Teacher Education Program at UCSB. His 10 years in special education have given him a wide range of valuable experiences, especially working with students with autism that have severe behavior problems and communication delays. Andrew is interested in research on teacher preparation, beginning teacher supports, and professional development for special education teachers, in addition to research on evidence-based instructional practices for teaching students with moderate and severe disabilities. In his private life, Andrew is a husband, father, and uncle. He is a musician who has toured the US and Western Europe, playing both bass guitar and upright bass. He likes listening and playing all types of music, as well as swimming, following sports, commuting via bicycle, reading fiction, and loving the family cat.
Michael Gerber is Professor of Education and contributes to the Special Education, Disabilities, and Risk Emphasis as well as to the Educational Leadership and Organizations Emphasis both in the Education Department. Since 1994, he has been the director of a Center for Advanced Studies of Individual Differences in the Institute for Social, Behavioral, and Economic Research (ISBER). Gerber is also a founding member of UCSB's Interdisciplinary Graduate Emphasis in Cognitive Science. In 2009, he became the President-elect for the Division for Learning Disabilities in the Council for Exceptional Children.
Maryanna Gray serves as University supervisor at La Colina Junior High School. Earning her B.A. in both English and History at UCSB, she went on to complete her teaching credential and additional graduate work here. After teaching in both Long Beach and in Japan, she taught English and history at La Colina Junior High School for thirty-five years, retiring in 2003. In addition, she served as the Santa Barbara High School District coordinator of the Gifted Education Program from 1989 – 2003. She continues to serve Gifted Education in California by serving in a variety of leadership capacities. During her teaching career she served as a cooperating teacher for thirty-two years and as site supervisor at La Colina both before the Partnership Program began and in the years following its introduction. In her work with TEP, she has also been a presenter and an advisor for a M.Ed group. Following her retirement, in addition to working for TEP, she has served as an educational consultant in differentiated instruction, gifted education and collaborative learning communities. Maryanna Gray has received numerous local and state educational awards including Santa Barbara County Teacher of the Year.
Danielle Harlow teaches elementary science methods in TEP. She has a Ph.D. in science education from the University of Colorado at Boulder. Prior to starting her Ph.D., Danielle completed a M.S. in geophysics at Stanford and taught physics in Tanzania, East Africa for two years. Her primary research interest is on how elementary teachers learn science content and how they use their understanding of science and inquiry when teaching science.
Claudia Hardy is currently the Site Supervisor at Dos Pueblos High School, where she had taught German for over 30 years. She is a graduate of the University of Denver with a B.A. in German and Education and received her M.A. from Middlebury College in German Literature.
Linda Hollingsworth received her bilingual cross cultural teaching credential from UCSB in 1992. She then taught at Peabody Charter School and was part of the staff who wrote the original charter. She has been working as MST supervisor since the fall of 2006.
Marsha Honnold graduated in 1964 from the then Western Washington State College (now WWSU) with a B. of Ed. In History and minor in Library Science. She has worked with educators and children as a teacher/or librarian in Washington, California, Colorado, Texas, Nevada and at Ramstein AFB, Ramstein, Germany (as a school librarian for K-6). Marsha has been with the TEP program since 2004 and is honored to be able to share with teacher candidates what other mentor teachers have taught her all these years.
Sarah Jacobs is an Academic Coordinator for MST. Sarah earned her B.A. and teaching credential at UC Berkeley. She has been with TEP since 1991.
Susan Johnson is a Lecturer in the Teacher Education Program and Academic Coordinator of the Science and Mathematics Initiative. She received a M.A. in Science Education and a Ph.D in Curriculum and Instruction from the University of Wisconsin, Madison. Prior to coming to UCSB she taught middle and high school science for over 30 years, worked as the instructional resource teacher for 6-12 science teachers, and was a researcher at the National Center for Improving Student Learning and Achievement in Mathematics and Science at the University of Wisconsin, Madison. Her classroom is described in the book How Students Learn: Science in the Classroom. In 1995 she was received the Presidential Award for Excellence in Science and Mathematics Teaching. Her research interests include teacher education, conceptual models, and nature of science.
Ron Kok is an Academic Coordinator for SST (social studies). Ron earned his B.A. and M.A. in History at Cal State Fullerton. He has served as a UNESCO consultant in Indonesia, developing a social studies curriculum for Indonesian schools, and training educators and professors for Indonesian teacher training schools. He has been a TEP lecturer/supervisor since 1981.
Christine Kovell came to UCSB in 2001 as a lecturer in the Gevirtz School and also at the California State University Northridge School of Secondary Education. She has her B.A. from Western Michigan University in art education, her MACT from Michigan State University, and an English minor through the University of London, England. Before relocating to California, she had been actively involved with student exchange programs and World Affairs Council of America in Washington, D.C. She has over 30 years teaching experience: 6-12 grade art, language arts, and social studies in Michigan and overseas. She has taught and supervised at WMU, Aquinas College, and CSUN.
Jason Levin is a UCSB graduate and proud to be back pursuing his Ph.D. at the Gevirtz School. He was the Director of Education for the Institute of Reading Development for five years and has also been a professional writer for almost twenty years. His first book, From the Desert to the Derby, was published in 2002. He co-taught the Literacy and Differentiation classes in the TEP program last year and is a Literacy Supervisor this year, studying the SST side of the current TEP cohort for his dissertation.
Ann Lippincott is Associate Director of the Teacher Education Program. In this capacity, she directs the M.Ed. program for the Gevirtz Graduate School of Education. She received a BA in Comparative Literature and an elementary life credential from the University of Southern California. She received an M.A. in Education: Second Language Acquisitions and a Ph.D. in Education: Language/Culture/Literacy from UCSB. She has been with TEP since 1982. Her teaching focus is in the area of the special needs of English Language Learners. Her research interests include professional development among new and experienced teachers, focusing especially on contexts in which teachers engage collegially in problem solving in order to understand their work in schools. In addition to her professional activities in the United States, Ann has earned an international reputation for her work with teachers in Micronesia, Argentina, Chile, Perú, and Uruguay. She has been a Fulbright Scholar and an Academic Specialist for the United States Information Agency.
Amber Moran is currently a doctoral candidate in the Special Education program at the University of California, Santa Barbara. She entered the program after teaching middle school children with mild to moderate disabilities in Louisiana. As a doctoral student, her research interests include students with difficulties in Mathematics problem solving, classroom based assessment to inform instruction, and teacher education for students with disabilities.
Dennis Naiman, a UCSB Graduate (Class of 1960), is married with 2 sons and 4 grandchildren. Dennis worked for Goleta Union School District for 37 years (1960-1997) as a teacher, elementary school counselor, Miller-Unruh Reading Specialist, District Curriculum Consultant, and principal. He created the “America Reads Program” for UCSB and coordinated it for five years. He has supervised Administrative Credential Candidates from 1997 to the present for UCSB, Fielding Institute, and Santa Barbara County Office of Education, while also working as a field supervisor in the multiple subject teaching credential program for five years. Dennis is also a UCSB Extension advisor for educational programming and a “coach” for administrators new to the profession in the SB School District.
Eva Oxelson has been involved in TEP since 2004, teaching the Social Foundations course and working with M.Ed. candidates. She was a bilingual classroom teacher in the central San Joaquin Valley for seven years before returning to school for graduate work. She is currently a Ph.D. candidate in the Cultural Perspectives emphasis and is part of a research team involved in an ongoing ethnographic study of a school. She received her B.A. in Psychology from the University of San Francisco, her teaching credential from California State University at Fresno, and her M.A. in Education from UC Santa Barbara.
Jason Raley is a Lecturer with Security of Employment in the Department of Education. His research interests are: teacher education; educational philosophy; educational equity; learning; anthropology; social interaction; social relations. As a researcher and teacher, he attempts to answer the questions: How are schools able to make so much learning possible at the same time that so many kids get sorted out of school? How do the ways we use and think about language structure our experience as teachers and learners? And what might we take from the way things are to help us re-imagine how things could be?
Elissa Goer Ross is a graduate of UCSB with a B.A. and also has a Masters in Education Administration from California Lutheran University. She has taught in several public schools from 1987-2000, both elementary and secondary. The past 10 years she has been at UCSB working in the UCSB Gevirtz Graduate School of Education. She has worked with students in many capacities both as faculty and supervisor. Having supervised on four secondary campuses, she supports students in the field and acts as a liason between the university and sites as well as doing formal observations of Teacher Candidates in their classrooms and has follow-up conversations with them about the teaching/learning that takes place.
As faculty, she works with Single Subject Math candidates in ED 393. She also works with undergraduates in the Education minor teaching CAT 1 and CAT2 courses, which are part of the Science Math Initiative series designed for STEM students who have an interest in education as a career.
Shadi Roshandel earned her B.A. in Psychology and Linguistical Anthropology at University of Michigan, Ann Arbor. She then moved further east to New York City where she taught middle school math in Brooklyn for three years. She also earned her M.S. in Education with a specialty in Math from CUNY Brooklyn College. In 2007, she came to the Gevirtz Graduate School of Education to pursue her Pd.D. in Education with an emphasis in Child and Adolescent Development. Her research interests include social and cognitive development, motivation, and the influences of teachers on adolescents’ identity development. Currently, Shadi works as the Math Content Instructor and Supervisor and has had the pleasure to be a co-instructor for Language & Culture in Teaching & Learning (ED 261) and a M.Ed. Facilitator at the Teacher Education Program. She has also taught Culture, Development, and Education (ED 123), an undergraduate requirement for the minor in Education.
Jennifer Scalzo currently directs the M.Ed. program and is an instructor for Foundations of Education, ELD/SDAIE Methods (English Language Development and Specially Designed Academic Instruction in English), and M.Ed. courses for Single Subject and Multiple Subject teacher candidates. She began her teaching career in Goleta, California working with students who were transitioning from bilingual classes into “English only.” She developed a passion and appreciation for the complexity involved in teaching English language learners whereby students acquire both content knowledge and English simultaneously. She has taught sixth grade for the majority of her teaching career. In 2001, she went to Sao Paulo, Brazil where she taught English to adult language learners. She received her B.A. in Psychology, teaching credential, M.A., and Ph.D in Education with an emphasis on Cultural Perspectives from UC Santa Barbara.
George Singer is a a professor and a member of the Special Education, Disability, and Risk emphasis group in the Graduate School of Education. His research interests are: children and youth with severe disabilities and their families; behavioral parent training; psychosocial interventions for families; history and disability; social policy and families; parent self-help and advocacy; family-school relations; distance learning. Singer sees his work as primarily aimed to provide pragmatic insights, methods, materials, and policies that will be useful in the lives of people with disabilities and their families.
Joanne Singer coordinates the moderate/severe educational specialist credential. She received her B.A. at the University of California at Berkeley, and her M.A. and Ph.D. at the University of Oregon. She was a special educator in Oregon, receiving the Teacher of the Year Award for Lane County in 1988. Joanne spent many years providing consultation to schools, agencies, and parents to support students with disabilities in inclusive education and community life in Oregon, Vermont, New Hampshire, and southern California. Before coming to UCSB, Joanne was an assistant professor at Dartmouth Medical School and conducted research to support families having a child with special caregiving needs through the Department of Pediatrics. She co-directed a five year federal grant to implement family-centered developmental practices in three newborn intensive care units in Santa Barbara County. She helped create the educational specialist credential Level I program seven years ago, and has this year started to implement the Level II ESC program.
Tine Sloan is the Director of the Teacher Education Program. She has taught courses in the Early Childhood and Adolescent Developmental program, in the Teacher Education Program, and in the Teacher Education and Professional Development specialization of the Teaching and Learning emphasis. Her courses focus on issues in human development, educational psychology, teacher education, and assessment. Tine’s primary research interests revolve around teacher education, particularly with respect to teacher and teacher educator learning, as well as to the role that policy and context play in this learning and in program development. Related to this is her interest in understanding, developing, and using valid and reliable assessments of teacher and student learning. All of her work is framed by her primary interest in understanding and advocating for the well being of children in educational contexts. Prior to coming to UCSB, she spent three years in Singapore as a member of the faculty at the National Institute of Education in Nanyang Technological University. She taught graduate seminars and teacher education courses in the Psychological Studies Division, supervised student teachers, and directed two research projects focused on children’s mathematical problem solving. Tine completed her teacher certification at California Polytechnic State University, San Luis Obispo in 1988, and her master’s and doctoral work at the University of California, Los Angeles in 1996.
Anissa Stewart is the PACT Coordinator and teaches the ED 323 Curriculum Planning and Assessment course for SST candidates. She also teaches the ED 103 Technology for Teachers course, a prerequisite for entering the Teacher Education Program. Currently, Anissa is working on her PhD. in Teaching and Learning. She has an MEd. from George Mason University and before coming to UCSB, she taught high school Social Studies in Northern Virginia and Maryland. Her research interests include studying how different types of technology enhance learning.
Pamela VanderHeide, nominated for Who’s Who in America’s Teachers over twenty times, taught at Dos Pueblos High School for 34 years. Her specialty was Advanced Placement English, which she offered for the first time in Santa Barbara in 1980. Additionally, Pam is an attorney who specialized in Education Law for several years before deciding teaching was her real passion and the classroom her home.
Mian Wang received his first Ph.D. from the University of Patras, Greece, in Developmental Psychology with an emphasis on Cognitive Development of Children with Intellectual Disabilities and his second Ph.D. in Special Education from the University of Kansas with a focus on Family and Disability Policy. Prior to Mian’s experience of working in the field of disability and special education in several countries such as Canada, Greece, and USA, he completed his undergraduate and graduate studies in Psychology in China and worked as an instructor and lecturer in a Chinese university for 9 years. His research interests include: child and family outcomes of early childhood services, family-professional partnership, atypical child development, positive behavioral support in cultural context, and disability policy. In recent years, his research has primarily been focused on examining family outcomes of early childhood services (e.g., early intervention programs and early childhood special education programs), particularly in the areas of family quality of life and family-professional partnership. As a primary researcher of the research team at the Beach Center on Disability of the University of Kansas, Mian participated in two federal funded research projects by National Institute on Disability and Rehabilitation Research (NIDRR) and Office of Special Education Programs (OSEP) of the U.S. Department of Education that have led to the development and validation of two family outcome measures: Family Quality of Life Survey and Family-Professional Partnership Scale.
Julian Weissglass, professor emeritus, received his Ph.D. in mathematics from the University of Wisconsin, Madison and was a member of the UCSB Mathematics Department for over 30 years, joining the Department of Education in 2001, where he taught courses on educational change, race and ethnicity, U.S. education, and studying and teaching the Holocaust. He has taught mathematics to elementary classes, written about education and educational change, and spoken and led workshops on learning and educational change in the U.S., Europe, Australia, and Mexico. His early career was focused on mathematics research. He has worked extensively doing professional development in mathematics education, receiving more then 14 million dollars in extramural funding over his career. He started the Tri-County Mathematics Project (a site of the California Mathematics Project) in 1983. He was Director of the NSF funded Equity in Mathematics Education Leadership Institute, which developed leadership capacity for equity in mathematics education, and is currently director of the National Coalition for Equity in Education.
Sabina White has been the Director of Health Education at UCSB for 30 years and still comes to work excited about her job. She currently teaches a series of courses on “life skills” and how to apply them in a college setting. In addition, she teaches Ed 109, Health Education and ED 313, Child, Family & Community. She has written several articles on college health and presents regularly at national and international health conferences. She was recently honored to receive the Margaret Getman Award for outstanding service to students. She was an undergrad and grad student here at UCSB and spends her personal time hanging out with her 17-year-old daughter, swimming, going to the theater, reading, or gardening.