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Transcript of ConnectEd Magazine 2011
connect university of california, berkeley • graduate school of Education
SPRING 2011
GROUNDBREAKER Seeds of Science/Roots of Reading Sprout Literacy Together
ed
Ann
e H
amer
sky
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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Spring 2011 3
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.
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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.
faculty
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.
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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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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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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.
Stev
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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 &
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Dr. Allan P. Gold
Verna J. Arnest
Christopher P. Hadley
Sumner Marshall &
Hermine H. Marshall, Ph.D.
Richard C. Nicoll &
Catherine Smith Nicoll
Mary H. Schwartz
Freda Crane Shamma
Marc R. Stein &
Suzanne Linden Stein
Siv Larson Wheeler &
Anthony J. Wheeler
$100-$249Albert M. Adams, Ed.D. &
Susan C. Adams
Joseph Adwere–Boamah &
Norma Adwere–Boamah
Benjamin P. Bowman, Jr.
Iris Rae Christeson
Norma Brennan Cox
Crail–Johnson Foundation
Christopher S. Crook &
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Suzanne Godshall Douglas
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 &
Linda Malmstrom Hayward
Pauline Huang
Robert P. Huston &
Jean Arthur Huston
Robert M. Jecmen & Diane R. Fujii
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Kristine L. Kimura
Llewellyn Stevens Kirby
Maya H. Klein & Steven G. Klein
Diane Greenhill Kopchik
Michael J. Leonard
Robert RS Leonard &
Naomi R. Leonard
Nessa Mahmoudi
Terry L. Maul
Charles L. Meier
Microsoft Corporation
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Pacific Gas & Electric Company
John S. Peterson &
Kathleen Panovich Peterson
Richard C. Ponzio
Cleo H. Protopapas
Ruth Holdsworth Rentz
Jennie F. Savoldelli
Professors Geoffrey B. Saxe &
Maryl Gearhart
Kristina M. Seher
Professor Ingrid Seyer–Ochi
Mary L. Soltis
George E. Stelmach
Miye M. Takagi
Allyson Werner Purcell
Patricia Holmes Wheeler, Ph.D.
Professor Mark R. Wilson
Janice Wong
Rebecca J. Zwick
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$1-$99Eleanor Olney Arnberg
Bonny Redhead Babb
Patricia J. Beringer
Stacie C. Chea
Edward Chu
Carolyn J. Daoust
Cesar De La Garza
Barbara Kaeppel Duff
Gloria Bell Edwards
Viola Muth Egli
Dana T. Elmore, Ret. &
Marjorie Stoner Elmore
Nancy Erbstein
Matthew P. Fishbach
Nina L. Floro
Margaret L. Gebhard
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Sheila Cumming Gurnee
Robert M. Houghteling &
Elizabeth R. Fishel
Marilyn File Hulsoor
Ralph G. Jennings
Anne E. Just
Ted M. Kahn & Frona Star Kahn
Gary L. Katz
Nancy Shapiro Kornfield
Lauren G. Lyon
Teresa McGuire
Julia E. Menard–Warwick
Guy A. Molina &
Katherine Weinberg Molina
MarthaElin Vernazza Mountain
Victoria C. Mui
Oakland Unified School District
Jose R. Olivares
Jessica J. Ostler
Linda W. Ownby
Peter S. Pan & So Mui S. Chang
Michael L. Penzer &
Elaine Gong Penzer
Shirley Paintner Perkins
Jesse Perry, Jr.
Julie T. Quan
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Diane Tickton Schuster &
Jack H. Schuster
Meghan M. Shaughnessy
Letitia Williams Shelby
Dr. Thalia Pappas Silverman
Maryann Smetzer
Delores G. Snell
Richard N. Stevens
Scott J. Swanton
Anhphuong T. Tran
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Brook S. Williams
Frances Carlson Willms
Christopher J. Wright
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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
Larissa K. Adam
Sondra D. Aguilera
Dhameera C. Ahmad
Marisa J. Alfieri
Lisa S. Allphin
Audrey J. Amos
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Educ8 Inc.
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Debra D. Eslava–Burton
Angienette D. Estonina
Thomas R. Fairchild
J C M. Farr, III
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Margo A. Fontes
Karen B. Francois
Deborah R. Friedman
Sarah K. Gahl
Shawna L. Gallo
Glendaly Gascot
Susan L. Gaylord
Carin D. Geathers
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Robert A. Goodin &
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Chad J. Graff
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Erica B. Grubb
Judith A. Guilkey–Amado
Anya B. Gurholt
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Laura M. Hackel
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Irma T. Munoz
Bita Nazarian
Joyce E. Ng
Ho H. Nguyen
Lauren J. O’Leary
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Hector H. Perez &
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Mignon L. Perkins
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Janine Sheldon
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Michelle C. Sousa
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Teel Family Foundation
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Lena Van Haren
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Basil M. Viar
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Solomon Wheat &
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Dana R. Wheeler & Jane M. Wheeler
Mark B. Wiesinger &
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Carrie L. Wilson
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Jonathan Wu &
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gse progr a m a nd commu ni t y support
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Curtissa Clay
Pauline R. Facciano
Julia Gelormino
Donna Jurich & Jim Vandergriff
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Robert Meylan & Diane G. Meylan
Ann McCallum Murray
National Writing Project
Professor P. David Pearson &
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Douglas C. Reaney & Gary H. Sosenko
Michael A. Rogers & Leslie A. Woolley
Gary H. Sosenko & Douglas C. Reaney
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ac a de mic ta l e n t de v elopme n t progr a m f u nd
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Yi–Tso J. Chen & Mei K. Chen
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e d190 be t he ch a nge f u nd
Rachel L. Carlston
Justin Chou
Jim Dillard
Candice M. Director
Heather N. Fotion
Franklin Resources, Inc.
Professors Maryl Gearhart &
Geoffrey B. Saxe
Corey A. Harkey
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Thomas A. Nielsen &
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Laura Poncia
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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
M A RY A LYC E PE A R SON
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 &
Mary Alyce Pearson
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 &
Arlene McLaughlin Willits
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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I N M E MORY OF
L E ONA R D M A R A SCU I L O
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Louella Lovely Maxwell
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Joseph M. Messina & Susan E. Messina
Clifford S. Orloff &
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Marvin Schlaff & Marcia Schlaff
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Murray A. Sperber &
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Gail I. Splaver
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Benjamin J. Turman
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Professors Rhona & Harvey Weinstein
Xerox Corporation
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Dr. Carne S. Clarke
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Victor Wm. Willits & Arlene
McLaughlin Willits
Spring 2011 29
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