Project Director and Principal Investigator
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
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.
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.
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.
Other Team Members
Joe Chee, Preetha Menon and Saul Maldonado are graduate student researchers in the UC Santa Cruz Education Department. Joanna Sherman-Gardiner is a research project manager in the UC Santa Cruz Education Department.