PROFESSIONAL PREPARATION

Ph. D. Educational Curriculum and Instruction, Texas A & M University, (August, 1991)

M. Ed. Educational Foundations and Administration, Bilingual Education emphasis, University of Arizona, 1985

M. A. Spanish, University of Arizona, 1982

B. A. Spanish, English, Education, Yankton College, Yankton, South Dakota, Magna cum laude, 1966

PROFESSIONAL EXPERIENCE

Professor Emerita, Spring 2008

Professor, Fall 2007, 50% retired.

    Advisory Committee for College of Education of Black Hills State University,
   Spearfish, South Dakota. Fall 2007.

Professor, as of Fall, 1997, Coordinator of the Multilingual Education Master's of Arts and Crosscultural Language and Academic Development (CLAD) Certificate program. Previous coordination: Master's of Arts in Curriculum and Instruction, Language Development Specialist Certificate, and the Multiple Subject Credential Program, California State University Stanislaus, Department of Teacher Education. 1991 to Present.

Instructor, The College of New Jersey in Mallorca, Spain. International Education Program, Summer 1997, 1998, 1999, 2003, 2007.

Assistant to the President, part-time, CSU Stanislaus, September 1997 to June 1998.

Faculty Development Committee Lead for CSU Stanislaus Faculty Development Committee, May 1996 to May 1998.

Graduate Teaching Assistant, Department of Educational Curriculum Instruction, Texas A & M University. Taught Reading for the Culturally Diverse to elementary education majors. Spring 1991.

Lecturer, Department of Educational Curriculum Instruction, Texas A & M University. Taught Reading for the Culturally Diverse and Reading in the Elementary Schools to elementary education majors. Taught Multicultural Education, Language Acquisition and Development, and Second Language Methodology to elementary and secondary education majors. Fall 1989, Spring 1990, Fall 1990.

Student Teacher University Supervisor. Department of Educational Curriculum Instruction, Texas A & M University. Supervised elementary and secondary ESL student teachers. Fall 1989 through Spring 1991.

Lecturer, Spanish Department, Texas A & M University. Language Proficiency Institute, 1990.

Bilingual Education Coordinator, Davis Joint Unified School District, Davis, California. Responsibilities included bilingual, ESL, migrant, and immersion programs. 1985 to 1989.

Title VII Director, Davis Joint Unified School District, Davis, California. Responsibilities included the writing and implementation of federal Title VII programs. 1985 to 1989.

Spanish Teacher, Benson Unified School District, Benson, Arizona. Taught Spanish I, II, III, & IV in high school and taught junior high school Spanish. Created and implemented Spanish Club and Spanish National Honor Society. 1979-1985.

Language Arts Teacher, Benson Middle School, Benson, Arizona. 1977-1979.

Dean of Women, Yankton College, Yankton, South Dakota. 1972-1973.

Instructor, Spanish Department, Yankton College, Yankton, South Dakota. 1971 -1972.

Teacher, Spanish Department, Great Valley High School, Malvern, Pennsylvania. 1966-1967.

Recent PUBLICATIONS 1997 to 2008

Wink, J., & Wink, D. (2008, January). Book Review of Critical pedagogy: Where are we now? Edited by Peter McLaren & Joe L. Kincheloe for Teachers College Record. Retrieved January 31, 2008, from, http://www.tcrecord.org/Content.asp?ContentId=14946

Wink, J., & Wink, D. (2008, January). Book Review of Have you ever seen? An American sign language (ASL) DVD/Book by Adonia K. Smith and E. Lynn Jacobowitz for Bilingual Basics of TESOL. (This review is connected to 2nd language acquisition and is not the same review as posted below.) Submitted 1.20.08

Wink, J. (2007, November). Manuscript review of ELL Seminar by Drs. Yvonne and David Freeman & Dr. Ann Ebe Book for Rigby ELL Professional Development Seminar.

Wink, J., & Wink, D. (2007, November). Book Review of Have you ever seen? An American sign language (ASL) DVD/Book by Adonia K. Smith and E. Lynn Jacobowitz for Teachers College Record, Retrieved November 28, 2007, from, http://www.tcrecord.org/Content.asp?ContentID=14677

Wink, J. (2002 to present). WinkWorld, a monthly electronic newsletter for teachers and families.
An archive is available at http://www.JoanWink.com/newsletter/archive.html.
Sign up is available at http://www.JoanWink.com/sign-up.html.

Wink, J. (2007, in process). New educational foundations: Linking the past, present, and future.. Boston: Allyn & Bacon. Draft of two chapters, plus nine other chapter overviews submitted 2.3.2005; 3.2006 two more chapters going out for review.

Putney, L., Wink, J., Perkins, P. (2006, Fall). Teachers as researchers: Using the Critical Action Research Matrix Application (CARMA) for reflexive classroom inquiry. Florida Journal of Teacher Education, pp. 23 - 25.

Wink, J., & Wink, D. (2006, May). Bilingual basics. Bilingual Education Interest Section E-Newsletter(8), 1, Teachers of English to Speakers of Other Languages (TESOL).

Wink, J. (2005). We didn't teach you everything in your teacher education program. Faculty Voices, pp. 56-59, Spring 2005.

Paterson, S. & Wink, J. (2005, Spring/Summer). Finding ways to combat a "pedagogy of coverage" through action research. In J. Towell & C. Morales-Jones, (Eds.), Florida Journal of Teacher Education (VIII). Boca Raton, FL: Florida Atlantic University, pp. 70 - 77.

Wink, J. (2004, 3/e) Critical Pedagogy: Notes from the REAL WORLD.Boston, MA: Allyn & Bacon.

Wink, J. & Wink, D. (2003). Teaching Passionately: What's Love Got To Do With It? Boston, MA: Allyn & Bacon.

Putney, L. G., & Wink, J. (2002). Breaking Rules: Constructing Avenues of Access in Multilingual Classrooms. In F. Schultz (Ed.), Annual Editions: Multicultural Education (9th ed., pp. 114-120). Guilford, CT: McGraw Hill/Dushkin.

Wink, J., & Putney, L. (2002). A Vision of Vygotsky. Boston, MA: Allyn & Bacon Longman.

Wink, J. (2002). Finding the freedom to teach and learn and live. In. W. Goodman (ed.), Multicultural Education: Shifting Perspectives. NH: Heinemann.

Brock, L., & Wink, J. (2002). Campbell, P., & Burnaby, B. (eds.). Participatory practices in adult education. Submitted to Critical Inquiry into Curriculum and Instruction of CADDO Gap Press (March 2002).

Mora, J, Wink, J. & Wink. D. (Fall, 2001). Dueling models of dual language Instruction. Bilingual Research Journal, Vol. 25/4 pp. 435-460.

Wink, J. (2000). Critical Pedagogy: Notes from the Real World (2nd ed.). NY: Addison Wesley Longman Publishers.

Wink, J. (January, 2000). Prairie Pedagogy: Deep Creek Elementary. The South Dakota Magazine, pp. 26-32.

Wink, J., & Putney, L. (2000). Turning transformative principles into practice: Strategies for English-dominant teachers in a multilingual context. In R. DeVillar & J. Tinajero, (eds.), The Power of Two Languages: Effective Dual Language Use Across the Curriculum for Academic Success. NY: McGraw-Hill, pp. 175-186.

Wink, J. (Summer/Fall). Letter from the Chair, Bilingual Basics of TESOL (1) 2, pp. 1 & 3.

Wink, J. (Winter/Spring, 1998). Letter from the Chair, Bilingual Basics of TESOL (1) 2, p.3.

Putney, L., Wu, Y., & Wink, J. (Winter, 1999). What Can English-Dominant Teachers do in a Multilingual Context? Stop, think, and Proceed with Care. The CA Reader 32(2), pp. 10-15.

Putney, L. & Wink, J. (Spring, 1998). Breaking rules: Constructing avenues of access in multilingual classrooms. TESOL Journal (7) 3, pp. 29-34.

California Consortium for Teacher Development (CCTD). (Spring, 1998). Technical Analysis of Proposition 227; written for policy makers in Sacramento; I was one of six authors of this document.

Wink, J. (Winter/Spring, 1998). Honoring the legacy of Paulo Freire. Bilingual Basics of TESOL(1) 1, pp.6-8.

Wink, J. (Fall, 1997). Remembering Paulo Freire. Taboo: The Journal of Culture and Education, (2), pp. 101-102.

Wink, J. and EDML 5400. (Fall, 1997). Those people: You know how they are. NAME Journal (National Association of Multicultural Education), 5(1), pp. 40-44.

Wink, J. (1997). Critical Pedagogy: Notes from the Real World. White Plains, NY: Addison Wesley Longman Publishers.

   Reviewed in: (Autumn, 1997). TESOL Quarterly(31)3, pp. 645-651.

Wink, J., (Winter, 1996). Jonathan: Linking critical pedagogy and literacy. The Journal of the California Literature Project Journal (CLiPs), 2(4), pp. 27-30.

SCHOLARLY PRESENTATIONS

International

TESOL 2008 (Teachers of English to Speakers of Other Languages): Imagining Multilingual
TESOL, New York, New York, April 2-5, 2008.

    Wink, J. (2008, April 4). Bilingual Basics/Multilingual Magic for the Academic Session for Bilingual Education Interest Section. Imagining Multilingual TESOL, with Jim Cummins, Tove Skuttnabb-Kangas, Robert Phillipson, Rita Silver, David Schwarzer, Shelley Taylor. Joshua Fishman, & Ofelia Garcia.

    Invited TESOL Quarterly publication to follow, May 2008. (in process)

TESOL 2004 (Teachers of English to Speakers of Other Languages): Soaring Far, Catching Dreams, Long Beach, California, March 31 - April 3, 2004.

    Wink, J., & Putney, L. (April 3, 2004). Visually Triangulating Vygotsky, Dewey, and Freire, (LBC/Seaside Ballroom B; 4/3/2004 2:00 PM - 2:45 PM)

TESOL 2002 (Teachers of English to Speakers of Other Languages): Language of the Human Spirit, Salt Lake City, Utah, April 9-13, 2002.

    Wink, J., & Putney, L. (2002). (April 11, 2002). Visually Vygotsky.

TESOL 2000 (Teachers of English to Speakers of Other Languages): Navigating the New Millennium, Vancouver, BC Canada, March 14-18, 2000. Past-chair of BE (Bilingual Education) in ESL interest section.

    Wink, J., Cummins, J., Freeman, D., Freeman, Y., McQuillan, J. & Tse, L. (2000). Freedom to teach and learn bilingually.

    Wink, J., Cummins, J., Freeman, D., Freeman, Y., McQuillan, J., and Tse, L. (March 2000). Academic Session. Invited presentation.

    Wink, J., Steinberg, S., Green, C. (March 2000). Fear and Learning at Hoover Elementary. Invited presentation.

    Wink, J. (March 17, 2000). Literacy Strategies for English Language Learners. Refereed proposal presentation.

    Wink, J., & Cowan, B. (March 2000). The Closet Author. Discussion Session.

TESOL 1999: Avenues to Success, New York, New York, March 1999. Chair of BE (Bilingual Education) in ESL Interest Section. Responsible for all coordination, articulation, proposals, and processes of the interest section (500 paying members).

    Wink, J. (March 1999). Political Literacy: Our Greatest Challenge.

    Wink, J., Cummins, V., Shin, F., Murray, D., Goodman, K. and Goodman, Y. (March 12, 1999). Linking All Language Educators. Academic session.

    Wink, J., Alatis, J., & Zelasko, N. (March 1999). Let the Dialogue Begin: Bilingual Education and ESL.

TESOL 1998: Connecting our Global Community, Seattle, Washington, March 17-21 1998

    Wink, J. (March 17-21, 1998). Partners Across Languages (PAL). Presented the goals of PAL for consortium of University of Arizona and Pima Community College.

    Wink, J. (March 17-21, 1998). Connecting Communities through Critical Pedagogy.

    Wink, J. Cummins, J., Ada, A.F., and Skutnabb-Kangas, T. (March 17-21, 1998). Honoring the Life and Legacy of Paulo Freire.

TESOL 1995, Long Beach, California, March 28 - April 1, 1995

    Wink, J. & Taylor, S. (March 31, 1995). The Critical Pedagogy Challenge: Altering Mindsets which Stigmatize Children.

    Wink, J., Faltis, C., & Schlessman, A. (March 31, 1995). Critically Reflecting on ESL within Bilingual Education.

TESOL 1992, Vancouver, BC Canada

    Wink, J. (1992). Critical Pedagogy and Bilingual Education.

National

    Wink, J., with Smith, A., & Jacobowitz, E. L. (May, 2009). ASL Phonology as a Stepping Stone to ASL & English Literacy for International Reading Association (IRA) in Minneapolis, MN, May 3-7, 2009. (Proposal submitted February 2008).

    Towell, J., & Wink, J. (July 17-20, 2008). Living and learning: Holistic Practices in multilingual classrooms. Whole Language Umbrella, Tucson AZ, Literacies for All Summer Institute, July 17-20, 2008. (Proposal accepted, February 20, 2008).

    Wink, J. (June 11 & 12, 2008). What can English-dominant teachers do in a multilingual context? Cross Cultural Institute, Clark County School District, Las Vegas, NV.

    Wink, J., & Towell, J. (March 4, 2006). The works of Woodson and Morales: Art and Action. Annual Conference on Literature and Literacy for Children and Adolescents, University of Arizona.

    Wink, J. (October 20-22, 2005). Critical Pedagogy: One Way of Opening Borders. Western Humanities Alliance, Tucson, AZ.

    Wink, J. (September 15-16). Teaching Passionately: What's Love Got To Do with It? Washington State University.

    Wink, J. (June 17 & 18, 2005). Critical Pedagogy: What's Love Got To Do With It? MidSouth Reading and Writing Institute, University of Alabama, Birmingham.

    Wink, J., & Wink, D. (January 19-22, 2005) Linguistic Human Rights. National Association of Bilingual Education (NABE), San Antonio, TX.

    Wink, J. (2004, on-going). Advisory Board Member for OneBranch.org, an electronic interactive library and newsletter for families and teachers. www.OneBranch.org of Austin TX.

   Wink, J., & Wink, D. (October 10, 2004). Teaching Passionately and Spiritually. ChildSpirit: The North American Conference on the Spirituality of Children and Youth. Asilomar, CA.

    Wink, J. (August 18, 19, & 20, 2004). Professional Development. Pine Ridge Reservations, South Dakota. Keynote address and follow-up sessions with the participants.

    Wink, J. (August 5-6, 2004). Critical Pedagogy in Music Education, Westminster Choir College of Rider University, Princeton, New Jersey. Keynote and follow-up sessions with the participants.

    Wink, J., & Wink, D. (August 9, 2004). Passionate Pedagogy or Poisonous Pedagogy? That Is the Question. Dripping Springs School District, TX.

    Wink, J. (June 11, 2004). Critical Pedagogy and School Leadership. University of North Carolina at Pembroke. Keynote and follow-up sessions with the participants.

    Wink, J., Putney, L., Clockow, J., Grace, E., & Malin, C. (November 21, 2003). Mentoring Partnerships in Learning: Examining Democratic Literacy Practices as a Form of Mentoring. National Council of Teachers of English (NCTE), San Francisco, CA

    Wink, J. & Wink, D. (September 21, 2002). Passionate Pedagogy; The Place of Love in Learning. TAWL, Tucson, AZ.

    Wink, J. (February 27, 2002). Second Language Acquisition Methods presentation for district administrators, followed by the same presentation for McLoughlin Middle School teachers. Medford School District 549C, Medford, OR.

    Wink, J. (Dec 4, 2001) Second Language Acquisition Theory presentation for district administrators, followed by the same presentation for McLoughlin Middle School teachers. Medford School District 549C, Medford, OR.

    Gallavan, N., Putney, L., & Wink, J. (November 7, 2001). Finding Strength to Fight Hate and Overcome Resistance to Cultural Competency. National Association of Multicultural Education (NAME) Annual Conference. Last Vegas, NV.

    Gallavan, N., Putney, L. & Wink, J. (August 8, 2001). Developing cultural competency to enhance success for every teacher and learner. Association of Teacher Education (ATE), "The Best for All Our Children Conference." Portland, OR.

    Wink, J. (August 6-7, 2001). Educational leadership in diverse communities. Featured speaker, Oregon Summer Bilingual Institute (OSBI), Woodburn, OR.

    Wink, J. (February 22, 2001). Mamas, meaning, motivation and mentoring: Our mutual interests. National Association of Teacher Educators Deaf/Hearing Impaired Teachers, San Diego, CA.

    Mora, J., Wink, J. & Wink, D. (February 24, 2001). Dueling models of dual language instruction. National Association of Bilingual Education (NABE), Phoenix, AZ.

    Wink, J. & Doorn, D. (2000). What can English-dominant teachers do in a multilingual context? National Council of Teachers of English (NCTE), Milwaukee, WI.

    Wink, J. (2000). Dual language immersion and evaluation of language proficiency. Davis Bilingual Magnet, Tucson, AZ.

    Wink, J. (February 15-19, 2000). Out with Freire. In with Phonemes. NABE (National Association of Bilingual Education) Conference. San Antonio, TX.

    Wink, J. (April 17, 1998). Witnessing to the Legacy of Paulo Freire. American Educational Research Association (AERA). I was one of a team of witnesses, including Maxine Green and Peter McLaren for the sessions entitled: Honoring the Legacy of Paulo Freire.

    Wink, J. & Peña, F. (February 7, 1997). The Power of Big Books. NABE '97, National Association of Bilingual Education, Albuquerque, New Mexico.

State

Wink, J. (August, 16 & 17, 2007). From the reservation: Responding to KAPPAN. Pine Ridge Indian Reservation.

Wink, J. (February 26, 2005). The Spiral of Literacy: What's Love Got To Do With It? Freemont Elementary School, Stanislaus Reading Council, in conjunction with the Mother Lode Council, San Joaquin Council, and Merced Council. Modesto, CA.

Wink, J. (February 8, 2005). English Learner Leadership Academy (ELLA). San Joaquin County Office of Education.

Wink, J. (November 16, 2004). Bilingual Basics. Shakelford Elementary, Modesto, CA.

Wink, J., & Peña, F. (October 16, 2004). Enhancing Students Love for Reading and Writing. California Association of Teachers of English to Speakers of Other Languages (CATESOL), Stanislaus County Office of Education, Modesto, CA.

Wink, J. (March 12, 2004). Language, Literacy, Learning, and Love. PIME Programs in International and Multicultural Education, Atwater School District.

Wink, J. (March 8, 2004). Panel discussion with Kenji Hakuta, Claudia Lockwood, Director of Multilingual Education and Kristi Rapinchuk, Coordinator of Categorical Programs of Oakdale School District.

Wink, J., & Wink, D. (March 6, 2004). Powerful Conversations about Love, Life, and Learning. California Association of Bilingual Education (CABE), San Jose, CA.

Wink, J., Putney, L., & Wink, D. (March 5, 2004). Dual Language Programs in Action. A panel discussion with Linda Alaniz, Arturo C. Durán, Laura Cardenas, Maria Torres-Perez, Stella Montanez, Denise Beck, and Nadine Pinkerton. California Association of Bilingual Education (CABE), San Jose, CA.

Wink, J., Putney, L., & Wink, D. (March 5, 2004). Teachers as Language Mentors: Examining Language Potentials Through the Work of Vygotsky and Freire. California Association of Bilingual Education (CABE), San Jose, CA.

Wink, J. (2004-2005, continuing from previous years): English Language Learners Academy (ELLA). Liaison for CSU Stanislaus with San Joaquin County Office of Education. My role is as the keynote speaker at the beginning and end of the academic year for various groups of teachers from the Central Valley of California.

California Reading Association (CRA): Literacy Brings the World to You. Sacramento, California, (November 7-9, 2002).

  November 7, 2002. Paterson S., Pena F., & Wink, J. From Visual Arts to Literacy Histories.

  November 8, 2002. DeVoogd, G., Pearson D., Vogt M., & Wink, J. Critical Literacy Panel Presentation

Mora, J. (Convener). (February 1, 2002). CABE Conference Institute on Teacher Credentialing; a day-long institute with CSU colleagues. My responsibilities will include focusing on various models for redesigning models for the CLAD/BCLAD Programs.

Wink, J. (March 3, 2001). Keynote address for ProjectVoice of Fresno Pacific University Bilingual Teacher Training Program, Fresno, CA.

Wink, J. (February 16, 2001). Tulare School District, both high schools. All day consultation with administrators and high school teachers to analyze their reading/writing programs and scores.

2000 to the present: Multidistrict Trainer of Trainers Institutes (MTTI). Liaison for CSU Stanislaus with San Joaquin County Office of Education.

    Wink, J. (April 1, 2004). What Does Love Have To Do With It? Multidistrict Trainer of Trainers Institute (MTTI). San Joaquin County Office of Education, Stockton, CA.

    Wink, J. (December 11, 2003). Teaching Passionately: What's Love Got To Do With It? Multidistrict Trainer of Trainers Institutes (MTTI), San Joaquin County Office of Education.

    Wink, J. (March 9, 2002). What is the Place of Love in Learning? Multidistrict Trainer of Trainers Institutes (MTTI), San Joaquin County Office of Education.

    Wink, J. (March 16, 2002). A Vision of Vygotsky. Multidistrict Trainer of Trainers Institutes (MTTI), San Joaquin County Office of Education.

    Wink, J. (February 8, 2001). The Best of Our Stories. Multidistrict Trainer of Trainers Institutes (MTTI), San Joaquin County Office of Education.

    Wink, J. (September 5, 2001). The Power of the Narrative. Multidistrict Trainer of Trainers Institutes (MTTI), San Joaquin County Office of Education.

2000 to 2001. English Language Institutes (ELL). Liaison for CSU Stanislaus with San Joaquin County Office of Education. Multiple all-day inservices with teachers from Central Valley and North California.

    Wink, J. (October 27, 2001). Critical Pedagogy: Notes from the Real World. ELL, San Joaquin County Office of Education, Stockton.

    Wink, J. (October 20, 2001). Critical Pedagogy: Notes from the Real World. San Joaquin County Office of Education, Stockton.

    Wink, J. (September 22, 2001). Critical Pedagogy: Notes from the Real World. CSU Stanislaus and area schools.

    Wink, J. (September 15, 2001). A Vision of Vygotsky. Stockton, San Joaquin County Office of Education.

    Wink, J. (September 9, 2001). A Vision of Vygotsky. William Land Elementary Schools, Sacramento.

    Wink, J. (May 19, 2001). What's Love Got To Do With It? South Tahoe area schools, sponsored by SJCOE/CSUS.

    Wink, J. (May 12, 2001). What's Love got To Do With It? Yolo County, Davis/Woodland Schools, sponsored by SJCOE.

    Wink, J. (May 5, 2001). Pedagogy: Theory and Practice. Stockton, San Joaquin County Office of Education.

    Wink, J. (April 28, 2001). Pedagogy: Theory and Practice. Stockton, San Joaquin County Office of Education.

    Wink, J. (March 9, 2000). CSU Stanislaus and area schools.

Dissertation Committees

Respondent on dissertation committee for Carol Anderson; subject of dissertation, Developing an expert model of Academic Language using a Delphi process. University of La Verne, CA. Spring, 2008, in process. Dr. Larry Machi, chair.

Member of dissertation committee for Je Kan Adler-Collins of University of Bath; title of dissertation: Developing an Inclusional Pedagogy of The Unique: How Do I clarify, Live, and Explain My Educational Influences in My Learning As I Pedagogise My Healing Nurse Curriculum in a Japanese University. January 2008, successfully defended.

Member of dissertation committee for Heather O'Hearn of Capella University; subject of dissertation: Kolb's Experiential Learning Theory and his Adaptability Learning Style inventory and the ex post facto design to see if there is a relationship between teachers' adaptive flexibility score and students' standardized tests score results. Graduation: June 2005.

Sharon Whitehead Van Loben Sels Member of dissertation committee for Sharon Van Loben Sells of Capella University; subject of thesis: the effects of Prop 227 and its implications for oppression of minority language students. Graduated: August 2002.

Masters' Committees in Process

Supervisor of Honors Project for Ashley Flory (Spring, 2008)

Chair of Committee; Valencia, L. (2008). The connections between teachers' attitudes and parental involvement.

Completed MA committees

Chair of Committee: Gill, T. (2006, Summer). Engagement and Literacy in Reluctant Secondary Learners.

Member of Committee: Machado, L. (2006, Summer). Reading-Aloud in the Multiculturally Diverse Middle School Classroom.

Member of Committee: Baker, B. (2006, Spring). Optimizing the Effectiveness of Literature Circles: An After-school Reading Club Intervention Model.

Member of Committee: Murray, S. (2006, Spring). Learning the Writing Process through Writer's Workshop.

Member of Committee: Klein, S. (2006, Spring). A Survey of the Relationship between Perceptions of Probationary Elementary School Teachers and Administrators on Teacher Preparation.

Chair of Committee: Medeiros, K. (2006, Spring). Reading Fluency and Its Impact on Reading Comprehension in Intermediate Level Second Language Learners of Elementary School age.

Chair of Committee: Hamann, M. (2006, Spring). The Rationale and Relevance for Foreign Language Education.

Chair of Committee: Price, S. (2006, Spring). The Connections Between Brain Gym and Students' Achievement.

Chair of Committee: McClymont, K. (2006, Spring). Open a Book, Open a Classroom, Open a Mind: An Exploration of Multicultural Literature in Secondary Schools.

Chair of Committee: Figueiredo, C. (2006, Spring). An Exploration of Socratic Dialogues in the Secondary English Learner Science Classroom.

Member of Committee: Ferguson, B. (2006, Spring). The Effectiveness of a Dresscode on Students' Behavior at a Middle School.

Member of Committee: Leticia Hurtado. (2006, Spring). Latino Families and Homework to Validate the Orate Tradition.

Member of Committee: Lisa MacKenzie. (2005, Fall). A Handbook for Second Grade Teachers to Aid with Comprehension Strategies.

Member of Committee: Sherri Webb (2005, Spring). Guided Conversational Dialogue.

Member of Committee: Robyn Kvale. (2005, Spring). Comprehensive Strategies for Primary Struggling Readers.

Member of Committee: Susan Keehr. (2005, Spring). Interactive Word Walls.

Member of Committee: Rosie Ramos. (2005, Spring). A Critique of Reading Fluency Measures in a Dual Language Immersion Classroom.

Chair of Committee: Kari Nelson. (2005, Spring). The Effects of Gender on Learning and Second language acquisition.

Chair of Committee: Angelica Ozuna. (2005, Spring). Family Involvement with Latino Families and Literacy.

Member of Committee: Francisco Romo: Title of Thesis: Specially Designed Academic Instruction in English (SDAIE) and Word Processing: The Achievement and Attitudinal Effects on the Writing Composition Processes of Second Language Acquisition Students. Graduation: Spring 2005.

Chair of Committee: Vicky Murphy: Title of Project: A Site-based Staff Development Model for K-3 Teachers. Graduation: Summer 2004.

Chair of Committee: Dee Hawksworth-Lutzow: Title of Thesis: What Middle School Boys Like to Read with Suggestions for Appropriate Instructional Strategies. Graduation: Summer 2004.

Chair of Committee: Chyllis Sauress. Title of Thesis: Athletes or Non-athletes: Does Athletic Participation Influence Student Academic Achievement? Graduation, Summer 2004.

Chair of Committee: Andrea Katotakis. Title of Thesis: The Effects of Homework. Graduated: Spring 2004.

Chair of Committee: Pam Warner Franklin, Title of Thesis: Homeschooling: An Alternative to Traditional Classroom Education. Graduated, Spring 2004.

Member of Committee: Lillaana Camille Fortier Home, Title of thesis: The Dynamics of Educational Discourse in African-American Families: A Participatory Research Study in San Joaquin County. Graduated, Spring 2004.

Member of Committee: Michelle McCabe. Title of thesis: An Examination of the Effect of Class Size on the Achievement of Students at the Second Grade Level. Graduation: Fall 2003.

Member of Committee: Lang Patt: Title of Thesis: The Effects of Student Attitude, Parent Background, and Generation Status on Academic Achievement. Expected graduation: Summer 2004.

Chair of Committee: Alicia Manzo. Title of Thesis: Factors that Influence the Academic Achievement of Mexican/Mexican American Migrant Students Sally Casanova Award Winner; I am the faculty sponsor for this project. Graduated: Fall 2003.

Member of Committee: Amy Valladao. Subject of thesis: An Examination of Parents' comfort Levels Toward Reading and Writing with Their Pre-Kindergarten Children Based on Early Literacy Intervention. Graduated, Spring 2004.

Member of Committee: Kay Anderson: Title of Thesis: Making informational Text comprehensible for Struggling Readers in the Intermediate Grades. Graduation: Spring 2004.

Member of Committee: Elizabeth teVelde: Title of Thesis: The Benefits of Readers' Theater: Graduation: Spring 2004.

Member of committee: April Befumo: Title of thesis: The effects of the Literature Connection Program on reading achievements for grades 2nd through 6th. Graduation: Fall 2003.

Chair of Committee: Chao Lee: Title of thesis: Academic Achievement of First Generation Hmong Women Refugees A Descriptive Study of Southeast Asian students who have become teachers in California. Expected graduation: August 2002.

Chair of Committee: Pat Graham: Title of thesis: Teachers' Philosophies of Education: A Reflective Guide. Graduation: August 2002.

Member of committee: Heather Hurst: Title of thesis: Initial and long-term effects on reading achievement for Reading Recovery students. Graduated: May 2002.

Chair of Committee, Undergraduate Seniors' Honors Project: Tiffany Perrone: Title of thesis: Life Literacy Model of Education: The Possibilities of a Cross-disciplinary Elementary Education. Graduated: May 2002.

Member of Committee: Sara Valentine: Title of Thesis: Title of thesis The Effects of Reading Naturally with 4th, 5th and 6th grade students in a reading lab; graduated Spring 2003.

Chair of Committee: Lyn Brock: Title of Thesis: Effect of supplemental instruction on academic performance of community college students; graduated Spring 2003.

Member of Committee: Guillermo Jimenez Jr.: Title of Thesis: The Effects of Grade Retention on Students' SAT 9 Scores: of students in grade Second through Sixth; graduated Spring 2003.

Member of Committee: Amelia Jimenez: Title of thesis: The difference in reading scores for those students participating in Success for All (SFA) and those student not participating in the SFA reading program; graduated Spring 2003.

Member of Committee: Jill Norman: Title of thesis: The effects of phonemic awareness and phonics on first graders; graduated Spring 2003.

Member of Committee: Lisa Hoover: Title of thesis: The effect of word processing on students' writing; graduated Spring 2003.

Member of Committee: Pam Collingsworth, Title of thesis: The Effect of the EACH ONE REACH ONE Intervention Program on Middle School Student Attendance, Behavior, and Academic Performance; graduated Spring 2000.

Chair of Committee: Donna Endsley: Title of thesis: A Question of Understanding: Theoretical Literacy Constructs of Whole Language Teachers in California's Primary Classrooms; graduated August 2000.

Chair of Committee: Chris Kerfoot: Title of thesis: The Effects of First Language Knowledge in Working with Second Language Students; graduated, December 1999.

Member of Committee: Jan Gohn: Subject of thesis: the socialization of Mexican American adolescent girls by European American female teachers; graduated, August 1999.

Chair of Committee: Meg Bozarth; community building; graduated, Spring 1999.

Chair of Committee: Cathi Lopez: Subject of thesis: creating family literacy in a bilingual community; graduated, Spring 1999.

Member of Committee: Marilee Milican: communicative strategies within secondary foreign language classes; graduated, Winter 1998.

Member of Committee: Iris Haapenan: a comparison of bilingual methods in elementary schools in the central valley; graduated, Winter 1997. Iris is now an assistant professor at CSU Stanislaus.

Member of Committee for Manuel Correia. Subject of project: Language loss in the Portuguese-American community; graduated, Winter 1997. M. Correia is now in the doctoral programs UC Berkeley.

Member for David H. Yeakle. Subject of thesis: Understanding cooperative learners: profiles of elementary students who succeed in interactive settings; graduated, Spring 1997.

Member of Committee: Maria Almanzo: Subject of thesis: a sociolinguistic exploration on the language of mediation among bilingual students in a wholelingual multi-age classroom setting; expected graduation, Spring 1996. María is a now full-time doctoral student at UC Berkeley.

Chair of Committee for Cindy Bender. Subject of thesis: the effectiveness of multicultural teacher education programs in the state of California; graduated, Fall 1996.

Chair of Committee for Valerie Dougherty. Subject of thesis: extending the curriculum for all students within a multi-age context; graduated, Fall 1996.

Chair of Master's Committee for Heidi Mendes. Subject of thesis: emergent literacy in primary age children; graduation, Spring, 1996.

Chair of Committee for Theresa A. Heffernan. Subject of thesis: a defensible argument for written literacy in primary grade students to emerge in natural and holistic environment: a case study; graduated Spring 1996.

Committee Member for Sue Thompson. Subject of thesis: the relationship between early language status classification and the academic success of second language learners; graduation, Spring 1996.

Chair of Master's Committee Marty Fauria. Subject of thesis: variables within effective inservicing; graduation, Fall 1995.

Chair of Master's Committee for Robert Mireles. Subject of thesis: teacher practices and parental involvement which support language minority childrens' success in elementary schools; graduation, Spring 1996.

Member of Committee for Juan Vazquez. Subject of thesis: Analysis of awareness by Hispanic parents of middle school students of goals 2000; graduation, Spring, 1996.

Chair of Committee for Irma Bravo-Lawrence. Subject of thesis: application of Vygotskian concepts to educational programs for linguistically diverse parents; graduation, Spring 1996.

Chair of Committee for Bev Souza. Subject of thesis: second language acquisition staff development; graduation, Spring 1995.

Chair of Committee for Doris Moore. Subject of thesis: a collaborative model for affective, cognitive, and language development for second language students; graduation, Spring 1995.

Member of Committee for Rita Pryor. Subject of thesis: sheltered within the secondary bilingual program; graduation, Spring 1995.

Chair of Committee for Richard Holgate. Subject of thesis: a case study of secondary bilingual student who speech is emerging; graduation, Spring 1996.

Chair of Master's Committee Yira Gonzalez. Subject of thesis: multi-age classrooms; graduation, Fall 1996.

Committee Member for JoDee Albritton. Subject of thesis: relationship between children's literature and math; graduated, Spring 1994.

Chair of Master's Committee for Rosalie Reberg. Subject of thesis: journal writing; graduated, Spring 1994.

Chair of Master's Committee for Sharon Whitehead. Subject of thesis: the effectiveness of state-mandated language dominance tests on bilingual and English-only students; graduated, Spring 1994. Sharon is now working on the dissertation for her Ph. D.

Member of Committee for Debbie Russell. Subject of thesis: elementary children's depression; graduated, Spring, 1994.

Member of Committee for Lois Hanlin Campbell. Subject of thesis: feelings vocabulary in a Spanish/English bilingual second grade class; graduated, Spring 1994.

Chair of Committee for Craig Hughes. Subject of thesis: interactive journal writing; graduated Spring 1993. Craig is now an assistant professor at Washington State University.

Chair of Committee for LeAnn Putney. Subject of thesis: use of sheltered strategies with social studies; graduated Spring 1993. LeAnn is now an assistant professor at University of Las Vegas.

Committee member for Maureen Webster. Subject of thesis: use of sheltered language strategies with English-dominant students and with students who are dominant in other languages; graduated Spring 1993.

Committee member for Chriss Elberg during exit orals of the Reading Specialist Credential: Spring 1992.

Committee member for Janice Jones during exit orals of the Reading Specialist Credential: Spring 1992.

University and Community Service

2008-present Riverbank Language Academy, First Year Evaluation (due August 2008)

2007-present Black Hills State University College of Education Advisory Committee

2006-2007 RPT Liberal Studies

2005-present Teacher Quality and Recruitment Grant, CSU Primary Investigator (PI)

• California State University, Stanislaus has partnered with Modesto City Schools and UC Berkeley as recipient of a $3.3 million grant to recruit, develop, and retain teachers at "high-needs" schools. The grant from the United States Department of Education will allow CSU Stanislaus to update teacher preparation programs at every stage and to model, teach and support culturally responsive instructional methods as developed by the Center for Research on Education, Diversity & Excellence (CREDE) at UC Berkeley. The grant will involve 75 teachers who instruct students from multi-cultural or English-as-a-second language backgrounds. They will learn to use CREDE's instructional model for diverse students. Heavy emphasis will be placed on academic and language development skills through use of interactive instructional methods.
  
  CSU Stanislaus faculty will also help teacher education students at the undergraduate and teacher credential graduate levels turn CREDE's instructional model into practical and effective instructional curriculum. A number of Modesto City Schools teachers will also receive CREDE coach training and eventually serve as mentors at their campuses to help other teachers develop similar curriculum.
  
  (This description is taken from the press release, which was released by CSU Sanislaus.)

2005-present Riverbank Dual Language Academy advisory council. Riverbank School District. Rosie Ramos/charter school board

2004-2005 Faculty Voices

Spring 2005 RPT Committee Member, Department of Physical Education

Spring 2005 Phi Kappa Phi Literacy Grant with Abundant Books for Children (ABC). The purpose of the project is to create a family involvement component of the ABC grant, which is aligned with CSU Stanislaus. (Submitted 1.2005 - not funded)

Fall 2004-07 Grant: Key Leadership Team Member for Reading Institute for Academic Preparation (RIAP) with Great Valley Writing Project (GVWP). The purpose is to provide teachers instruction, which will help eliminate the need for remedial English courses at CSUS. The grant is a critical reading and analytical writing institute for 25 junior and senior teachers to support college-bound students passage of English Placement Tests.

Fall 2004 Presidential Committee on Diversity, CSU Stanislaus

Fall 2004 Chair of LIBS RPT Committee, College of Arts, Letters, and Sciences, CSU Stanislaus

Spring 2004 CSU Search Committee for Equipment Technician II

Fall 2003 Faculty Development Use Committee

Fall 2003 Focus Group to review Global Learning initiatives for CSU Stanislaus

Fall 2003 Mary Stuart Rogers Faculty Development Use Committee

2001-present Co-chair of University Retention, Promotion, and Tenure (URPT) committee

2000-present University Retention, Promotion, and Tenure (URPT) committee

2001-Present Mentor for Alicia Manzo, Sally Casanova CSU pre-doctoral Student

2000-Present Peer Mentor Program, CSU Faculty Development Center Mentor for Dr. Rosanne Roy of Psychology Department (AY 2000-2001) and Dr. Stephanie Paterson (AY 2001-2001)

11-23-2001 NCATE Accreditation Visit; responsible for program documents and processes for MA Curriculum and Instruction

2000-Present College of Education Alternate, Awards Committee; Scholarship Committee

2001-Present Immediate Past President of California Professors of Reading/Language Arts. Responsible for creating the slate of candidates for next election

2000-2001 President of California Professors of Reading/Language Arts

2000-2001 Grayson Elementary School Reading/Language Arts Committee

1998-Present Demergasso Graduate Scholarship Committee

California State University, Stanislaus: Class Evaluations

Fall 2006

• EDMS 4100 Foundations of Education in a Diverse Society
• EDUC 5990 Thesis: Karalee McClymott, Kim Medeiros
• EDUC 5960 Project: Sarah Price
• EDUC 7005 Theresa Gill, Lorena Valencia, Stella Montanez
• 5980 Independent Study: Sarah Klein

Spring 2006

• EDUC 5960 Project: Sarah Price
• EDUC 7005 Theresa Gill, Lorena Valencia, Stella Montanez Karalee McClymott, Kim Medeiros, Michelle Hamann
• EDUC 5980 Independent Study: Sarah Klein, Julie Haynes

Fall 2005

• EDUC 5990 Thesis: Karalee McClymott, Michaela Hamann
• EDUC 5960 Project: Theresa Gill

Spring 2005

• EDUC 5990 Thesis: Karalee McClymott, Corrina Kim Medeiros, Karie Nelson
• EDUC 5960 Project: Michelle Hamann, Theresa Gill, Mari Gutierrez, Lorena Valencia, Stella Montanez
• EDUC 7005: Mari Gutierrez
• EDMS 4100: Foundations of Education in a Diverse Society
• EDML 5400: Theory of Multilingual Education
• LIBS 1000: Liberal Studies: Beginning Field Experience

Fall 2004

• EDUC 5001 Theory of Multilingual Education
    IDEA Student Evaluation: High; 4.7 on 5.0 scale
• LIBS 1000 Liberal Studies: Beginning Field Experience
• EDMS 4100 Foundations of Education in a Diverse Society
    IDEA Student Evaluations: High; 4.8 on 5.0 scale
• EDUC 5990 Thesis: Stella Montanez, Corri Figueiredo
• EDUC 5960 Project: Lorena Valencia, Theresa Gill
• EDUC 7005 Project: Mari Gutierrez

Student Evaluations (Idea Short Form, 5.0 scale) All raw and adjusted scores fall within the Excellence range.

Spring 2004

• LIBS 1000-001 Liberal Studies: Beginning Field Experience
• EDML 5400-001 Theory of Multilingual Education
• EDML 5001-001 Multilingual Education Evaluation
• EDUC 5990/5960/7005 Thesis/Project: Dee Hawksworth-Lutzow, Pam Franklin Angelica Ozuna, Chyllis Scott, Corri Figueiredo, Andrea Katotakis, Vicky Murphy, Lorena Valencia, Mari Gutierrez

Fall 2003

• EDML 5400 Theory of Multilingual Education
• EDML 5001 Multilingual Education Evaluation
• EDUC 5990/5960 Thesis/Project: Alicia Manzo, Dee Hawksworth-Lutzow, Pam Franklin, Angelica Ozuna, Chyllis Scott, Andrea Katotakis, Vicky Murphy

Spring 2003

• EDML 5400 Theory of Multilingual Education
• EDML 5000 Multilingual Education in the Content Area
• EDUC 5990/5960 Thesis/Project
• EDUC 4840

Fall 2002 Leave-of-Absence

Spring 2002

• EDML 5400 Theory of Multilingual Education (20 enrolled); Overall Excellence of Teacher, Adjusted 5.0; Overall Excellence of Course, Adjusted 5.0

Fall 2001

• EDML 5001 Multilingual Education Evaluation (?? Enrolled); Overall Excellence of Teacher, Adjusted 5.0; Overall Excellence of Course, Adjusted 4.9

Spring 2001

• EDML 5000 Multilingual Education in the Content Area (22 enrolled); Overall Excellence of Teacher, Adjusted 4.7; Overall Excellence of Course, Adjusted 4.7
• EDML 5400 Theory of Multilingual Education (25 enrolled); Overall Excellence of Teacher, Adjusted 4.9; Overall Excellence of Course, Adjusted 5.0
• EDUC 5990 Thesis Chair for: Alicia Manzo, Chao Lee, Pam Franklin, Pat Graham. Member of committee for Yolanda Pedraza;, Pam Franklin. Member of Committee for Michelle Conners; April BeFumo; Amelia Jimenez; Guillermo Jimenez; Michelle McCabe, Sara Valentine, Lisa Hoover, Heather Hurst, Janice Matthews
• EDSB 4815/4816 Five Student Teachers: Osborn; weekly visits for Pilot Project

Fall 2000

• EDML 5001 Multilingual Education Evaluation (9 enrolled); Overall Excellence of Teacher, Adjusted 4.8; Overall Excellence of Course, Adjusted 4.5.
• EDSB 4816/4816 Six Student Teachers: Osborn; weekly visits for Pilot Project
• EDUC 5990: Chair of Thesis: Yolanda Pedraza

Summer 2000 - Mallorca Spain, The College of New Jersey: no quantitative scores available

Spring 2000

• EDSB 4815 and EDSB 4816 (12 student teachers) positive qualitative reviews
• EDML 5000 (21 enrolled); Overall Excellence of Teacher, Adjusted 4.6; Overall Excellence of Course, Adjusted 4.6.
• EDML 5400 (11 enrolled); Overall Excellence of Teacher, Adjusted 5.0; Overall Excellence of Course, Adjusted 4.8.

Fall 1999

• EDML 5001 (17 enrolled) Overall Excellence of Teacher, Adjusted 4.7; Overall Excellence of Course, Adjusted 5.0.
• EDSB 4110 (7 enrolled for pilot weekend course) Overall Excellence of Teacher, Adjusted 4.3; Overall Excellence of Course, Adjusted 4.3.
• EDSB 4815 and EDSB 4816 (5 student teachers); positive qualitative reviews.
• EDUC 5990 (1 student)

Summer 1999 - Mallorca Spain, The College of New Jersey: no quantitative scores available.

Fall 1998 - Spring 1999 Sabbatical Year

Spring 1998

• EDML 5400 (17 enrolled) 94% - Overall
• EDSB 4816 (4 student teachers)

Fall 1997

• EDSB 4110 (23 students), 99% - Overall

Spring 1997

• EDML 5000 Multilingual Education in the Content Area (26 students) 4.37 on Teaching Effectiveness; pilot evaluation for CSU Stanislaus.
• EDML 5400 Theory of Multilingual Education (17 students) 94% - Overall 4.69 (5 pt. scale) on Teaching Effectiveness; pilot evaluation for CSU Stanislaus.
• EDUC 5990 Thesis (1 student)
• EDUC 5980 Independent Studies (2 students)

Fall 1996

• EDSB 4110 Reading and Language Arts: A Holistic Perspective Spanish Bilingual (15 students) 99% - Overall
• EDML 5400 Theory of Multilingual Education (16 students) 94% - Overall
• EDUC 5990 Chair of Graduate Theses (4 students)

Spring 96

• EDML 5400 - 001 Theory of Multilingual Education 97% - Overall
• EDML 5400 - 002 Theory of Multilingual Education 99% - Overall
• EDUC 5700 - 001 Graduate Seminar
• EDUC 5990 Thesis
• EDUC 5960 Project
• EDUC 5980 Independent Study

Winter 1996

• EDML 5000 Multilingual Education in the Content Area Weekend pilot course 98% - Overall

Spring 1995

• EDML 5400 Theory of Multilingual Education 81 % - Overall
• EDML 5000 Multilingual Education in the Content Area 88% - Overall (both graduate classes highly over enrolled; 40-50 in each class)
• EDUC 5990 Thesis

Fall 1995

• EDML 5400 Theory of Multilingual Education 94% - Overall
• EDBL 3110 Reading Language Arts Bilingual Spanish 99% - Overall
• EDUC 5990 Thesis
• EDUC 5980 Independent Study

Spring 1994

• EDML 5000 Multilingual Education in the Content Area 96% - Overall
• EDML 5400 Theory of Multilingual Education 99% - Overall
• EDUC 5990 Thesis
• EDUC 5980 Independent Study

Fall 1994

• EDML 5001 Multilingual Education Evaluation
• EDRG 3251 Elementary Curriculum and Instruction Reading -- Spanish 99% - Overall
• EDBL 3110 Elementary Curriculum and Instruction Bilingual Language Arts
• EDUC 5990 Thesis
• EDUC 5980 Independent Study

Spring 1993

• EDUC 5950 Theory of Multilingual Education
• EDBL 5000 Multilingual Education in the Content Area
• EDUC 5990 Thesis
• EDBL 4810 MSCP Bilingual Student Teaching

Fall 1993

• EDRG 3251 Elementary Reading - Bilingual Spanish 98% - Overall
• EDML 5001-001 Multilingual Education Evaluation 92% - Overall
• EDML 5001-002 Multilingual Education Evaluation
• EDUC 5990 Thesis

Spring 1992

• EDMS 3110-03 Elementary Curriculum & Instruction: Language Arts 99% - Overall
• EDBL 5000 Sheltered Language in the Content Area
• EDRG 4240 Reading Instruction in the Primary Grades
• EDMS 3815 MSCP Student Teaching
• EDBL 4810 MSCP Bilingual Student Teaching

Fall 1992

• EDBL 5001 ESL Evaluation, Testing, and Assessment: 98% - Overall
• EDRG 3251 Elementary Reading - Bilingual Spanish 92% - Overall
• EDUC 5990 Thesis
• EDUC 5980 Independent Study

Fall 1991

• EDMS 3110-04 Elementary Language Arts 98% - Overall
• EDMS 3110-02 Elementary Language Arts 99% - Overall
• EDRG 3251 Elementary Reading - Bilingual Spanish 93% - Overall
• EDBL 5001 ESL Evaluation, Testing, and Assessment
• EDMS 3815 MSCP Student Teaching