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. She received her Ph.D. in Education with an emphasis in Cultural Perspectives and Comparative Education from UCSB. 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. Clara is the World Language Content Supervisor and she has also had the pleasure to be a co-instructor for Language & Culture in Teaching & Learning (ED 261), Foundations of Academic Language (ED 318/319), and ELD/SDAIE Methods & Procedures (ED 361).
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. He is 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.
Ann Carlyle teaches Ed M 320 (Math Methods) for MST. She also is a MST supervisor and academic coordinator at Ellwood School. 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.
Dorothy Chun is a Professor in the Department of Education and teaches the SST World Language Content Methods course for TEP. Although her Ph.D. from UC Berkeley is in historical Germanic linguistics, she has been exploring the fields of second language acquisition and applied linguistics ever since. Her passions are the exploration of how second languages are learned and research on the use of technology to enhance the learning of language and culture. She is particularly interested in how we learn the rhythm and melody of languages other than our native language, the cognitive processes involved in reading a foreign language, and how we can further intercultural understanding through online exchanges with partners abroad. She was recently involved in an interdisciplinary project supported by a Mellon grant to study how technology can be used to promote learning in college classrooms in a variety of subjects.
Tim Dewar is the Secondary Credential (SST) Program Coordinator, 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.
Patrick Faverty is the instructor for the TEP technology course (ED 324/325: Application of Technology to Educational Purposes). He has an Ed.D. in Organizational Leadership & Professional ASC from University of La Verne, an M.A. Ed. in Counseling Psychology and PPS Credential from UCSB, and a B.A. in Communications & Secondary Education from Utah State University. He has served as teacher and coach in middle and high school, counselor, principal of elementary and middle schools, district superintendent in two school districts as well as serving as headmaster of a private school. One of his favorite memories was when he spent two years as Senior Director, Professional Development and School Services of The Galef Institute, a member of the seminal and influential New American Schools coalition. In this position, he provided Comprehensive School Reform (CSR) professional development for teachers in large, urban middle schools in New York, Houston, Louisville, and Los Angeles. He is very proud to serve as an Apple Distinguished Educator (ADE), one of only 2000 world-wide.
Andrew Fedders is the Education Specialist Credential (ESC) 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.
Maryanna Gray serves as Site 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 the Site Supervisor at Dos Pueblos High School, where she had taught German for over 30 years, and at Goleta Valley Junior High School. 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.
Sarah Jacobs is the Elementary Credential (MST) Program Coordinator. 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 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 past Secondary Credential (SST) Program Coordinator and Content Instructor & Supervisor in SST History. A TEP lecturer/supervisor since 1981, he currently teaches the elementary history methods course (ED HSS 320).
Ann Lippincott 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 received her B.A. in Biopsychology, M.A., and Ph.D in Education with an emphasis on Special Education, Disabilities, and Risk Studies from UC 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 included 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.
Christopher Ograin is a Lecturer with Security of Employment in the Department of Education. He teaches the SST Math Content Methods course for TEP. After graduating from UCLA with a B.S. in mathematics and M.Ed. degree, he returned to the high school he attended, Damien High School in La Verne CA, and taught calculus and pre-calculus for 10 years. He returned to the University of California, Irvine, where he earned a Ph.D. in mathematics. His research at UCI focused on mathematical modeling. He also had the opportunity to teach a variety of different undergraduate math classes and participate in outreach programs for high school students. His role at UCSB is unique and interesting, as he has a joint position with the Department of Mathematics and the Gevirtz Graduate School of Education. In GGSE he serves as a lecturer for the Science and Mathematics Initiative (SMI), which is dedicated to improving the quality and quantity of science and math teachers in California. In the Department of Mathematics, he teaches a sequence of upper division content courses for undergraduates pursuing a B.A. in mathematics with a concentration in high school teaching. The dual nature of his position allows him to reach and make connections for a broad range of students, mathematicians and educators. He considers himself very fortunate to teach at a great campus like UCSB and hopes that his enthusiasm for mathematics and teaching inspires students to find fulfillment in all their pursuits.
Eva Oxelson has been involved in TEP since 2004, teaching the Social Foundations course and working with M.Ed. candidates. She is also the Returning M.Ed. Coordinator and a Site Supervisor for MST at Franklin and Roosevelt Schools. She was a bilingual classroom teacher in the central San Joaquin Valley for seven years before returning to school for graduate work. For her Ph.D. research in the Cultural Perspectives emphasis, she was 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. & Ph.D. in Education from UC Santa Barbara.
Jason Raley is a Lecturer with Security of Employment in the Department of Education. He teaches the M.Ed. course series for TEP (ED 265). 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. She is the SST Math Content Supervisor, Site Supervisor at Santa Barbara Junior High School and Santa Barbara High School, and she 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.
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.
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.
Pamela VanderHeide, Site Supervisor at San Marcos High School, was nominated for Who’s Who in America’s Teachers over twenty times. She taught at Dos Pueblos High School for 34 years and 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 is an instructor in the ESC program. He 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. 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.