Project Director and Principal Investigator
Trish Stoddart
Dr. Trish Stoddart is a Professor of Education at the University of California, Santa Cruz. Dr. Stoddart is an expert at improving the teaching of science in culturally and linguistically diverse classroom. She has extensive experience in research on instructional innovation and science education and has led several large federally funded projects including the NSF funded Effective Science Teaching for English Language Learners (ESTELL) project, the NSF funded Local Systemic Initiative LASERS (Language Acquisition through Science Education for Rural Schools) which brought together seven school districts to improve the teaching of science to English Language learners in California's Central Valley and the USDOE Federal Eisenhower Project CCTD (California Consortium for Teacher Development) which brought together 18 CSU and UC campuses in a research and development project on preparing pre-service teachers to work with diverse learners. She is the author of over 70 journal articles and monographs on science education, teacher education and educational policy and reform.
Co-Principal Investigators
David Whitenack – Co-Principal Investigators
Dr. David Whitenack is an Associate Professor of Education in the Department of Elementary Education at San José State University, where he teaches courses on meeting the needs of English language learners and teacher leadership, and advises MA students in the Critical Research Academy (CRA) and Literacy Across the Curriculum for an Equitable Society (LACES) programs. Dr. Whitenack's research focuses on professional development that integrates academic English language development and content-area instruction, including in professional development school (PDS) contexts.
Eduardo Mosqueda – Co-Principal Investigators
Dr. Eduardo Mosqueda is an Assistant Professor of Education at UC Santa Cruz. He completed his doctoral studies at the Harvard Graduate School of Education and was awarded a Spencer Dissertation Fellowship. His quantitative background includes linear and non-linear methods in large-scale data analysis that include longitudinal analysis and multilevel modeling. He also has a background in methods in educational measurement. His primary research uses the Education Longitudinal Study of 2002 (collected by the National Center of Education Statistics) and analyses the relationship between the English proficiency of non-native English speakers, their access to rigorous courses and their performance on standardized mathematics assessments.
Marco Bravo – Co-Principal Investigators
Dr. Marco Bravo is an Assistant Professor of Teacher Education at San Francisco State University. Dr. Bravo is an expert in the integration of science language literacy and teaching science to ELL and has published seven articles on this topic in the past five years. He is an expert curriculum developer and teacher educator. He previously served as a postdoctoral researcher on the NSF funded Seeds of Science: Roots of Reading project.
Project Coordinator
Joanna Sherman Gardiner
Joanna Sherman Gardiner is the Project Coordinator for two currently research funded projects, the U.S. Department of Education, English Language and Literacy Integration in Subject Areas (ELLISA) and the National Science Foundation, Secondary Science Teaching with English Language and Literacy (SSTELLA). Joanna assists Project Principal Investigator Professor Trish Stoddart in implementing and maintaining on all aspects of the ELLISA and SSTELLA project management. The ELLISA and SSTELLA projects have five subcontracts with six collaborating institutions and other universities. Joanna works with the Pl.’s and administrators at each of the following sites. University of California, Santa Cruz, Arizona State University, University of Arizona, University of Texas, San Antonio, San Francisco State University and San Jose State University. Joanna received a B.A. in Sociology and an M.A. in Education from UCSC.
More InfoGraduate students
Joe Chee
Joe Chee is a graduate student researcher on the ELLISA Project and an education PhD candidate at the University of California, Santa Cruz. His research interests include preservice teacher education and development, preparing teachers to teach in linguistically and culturally diverse classroom contexts, and using video in teacher education and professional development. In addition, Joe has taught foundations courses in UC Santa Cruz's teacher education program, and graduate-level education courses at Santa Clara University.
More InfoAssociate Professor
George C. Bunch
George C. Bunch is Associate Professor of Education at the University of California, Santa Cruz. His research focuses on language and literacy challenges and opportunities for English learners in K-12 and higher education; on policies and practices designed to serve such students; and on the preparation of teachers for working with them. An experienced K-12 teacher and teacher educator, he holds a PhD in educational linguistics from Stanford University and a MA in bilingual education and teaching English to speakers of other languages (TESOL) from the University of Maryland, Baltimore County. He has served on the English Learner Authorization Advisory Panel for the California Commission on Teacher Credentialing and is a founding partner of the Understanding Language Initiative, designed to heighten awareness of the role that language and literacy play in the Common Core State Standards and Next Generation Science Standards and to use the new standards to improve the education of English learners. A former National Academy of Education/Spencer Postdoctoral Fellow, his work has appeared in venues such as Review of Research in Education, Journal of Research in Science Teaching, Science Education, Issues in Teacher Education, TESOL Quarterly, TESOL Journal, Linguistics and Education, Language and Education, Bilingual Research Journal, Journal of Second Language Writing, and Journal of Hispanic Higher Education. He has also authored or co-authored chapters in the Yearbook of the National Society for the Study of Education (edited by Christian Faltis and Guadalupe Valdés) and Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able To Do (edited by Linda Darling-Hammond and John Bransford). His research has been funded by the Spencer Foundation and the William and Flora Hewlett Foundation, and he is currently a co-investigator for the NSF-funded Secondary Science Teaching with English Language and Literacy Acquisition (STELLA) project.
More InfoCollaborators
Ed Lyon
Edward Lyon is an Assistant Professor of Science Education in the School of Education at Sonoma State University. He was formally Assistant Professor of Science Education at Arizona State University. Dr. Lyon conducts K-12 science education research to understand how core instructional and assessment practices enhance learning for ELs, including how science teachers are prepared to enact those practices. Dr. Lyon’s dissertation work, exploring the development of pre-service science teachers’ expertise at ambitious assessment received a $20,000 UC-ACCORD Dissertation Fellowship, the 2012 Outstanding Dissertation Award from the California Council of Teacher Education, and the 2013 NARST Outstanding Paper Award. Dr. Lyon is currently engaged in two primary research. He is Co P.I. on the NSF DR K-12 Secondary Science Teaching with English Language and Literacy Acquisition (SSTELLA) project to study the impact of a teacher education model on novice science teachers' beliefs, knowledge, and practice of teaching science to ELs. He is also P.I. of the Ambitious Assessment in Secondary Science classrooms (AASC) Project funded by a Mary Lou Fulton Teachers College Internal Grant and a Fulton Scholars Challenge Award to refining research tools and a conceptual framework for assessing science in secondary science classrooms with ELs. Dr. Lyon formally taught biology and chemistry for in culturally and linguistically diverse high schools.
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