Summer 2010 Newsletter

Department Receives University Grant to Support Development of Online MA in Education
M.Martinez, B. Hinga, L. Richland (seated)

The UCI Graduate Division has recognized the Department of Education with a Graduate Growth Incentive Award (GgIA) to assist in the development of an online, self-sustaining Master of Arts degree program in Education. The program will be designed to enrich the professional growth of practicing teachers by exploring current research on human cognition and development, teacher learning, and other emerging areas of scholarship as they impact classroom practice.

The project staff are Professors Michael E. Martinez, Lindsey E. Richland, and Deborah Lowe Vandell, with support from Graduate Student Researcher Briana Hinga.

Beginning in the fall of 2010, the project will survey online master's programs at other institutions, conduct a market survey, refine the program model, and construct the proposal for submission to the UCI campus and system-wide committees.

The development of the online MA in Education will build on the Department's track record of experience with online coursework, which began in 1997. The Department was one of the first in the UC system to offer online courses; more recently, the DoE has worked with UCI's OpenCourseWare Project to offer streaming video content, including colloquia and course lectures. During last spring quarter, Department tech staff worked with OpenCourseWare and Professor Martinez to post a complete video lecture series for the undergraduate course Education 173, Learning and Cognition in Education Settings, on iTunes University and the OIT media server. The project was recently featured, along with other UC initiatives exploring the potential of online programs, in a presentation to the UC Regents.

Research examining the impact of online course delivery on student engagement and performance will inform the course structure, delivery modes, and technical specifications for the online Master’s. As an online program, the proposed MA will not be bound by geography and so could potentially enroll students from anywhere the world.


UCI Writing Project Enters 33rd Year of Programs for Teachers and 27th Year of UCI Summer Youth Program
Teachers' Summer Workshop

This summer the UCI Writing Project (UCIWP) has entered its 33rd year of operation. Established in 1978 by Senior Lecturer Carol Booth Olson and the late Professor Owen Thomas (English, Linguistics, and Education), UCIWP is the oldest of the California Subject Matter Projects on the UCI campus and one of 200 sites of the National Writing Project (NWP).

During the past 33 years, UCIWP has trained over 800 teacher/consultants from 87 local school districts and 13 colleges and universities. UCIWP’s in-service programs, residential institutes, summer programs, school year mini-institutes, and conferences have trained an additional 30,000 teachers county- and state-wide. For 10 years, from 1993-2003, UCIWP served over 2,000 beginning teachers through the Beginning Teachers Support and Assessment Program (BTSA).

UCIWP also is the oldest of the Summer Youth Programs in the NWP network. Established in 1984, the UCIWP Summer Youth Program has attracted students from throughout California and the U.S. and from China, Korea, and Taiwan.

This summer the Summer Youth Program has introduced four new courses: SAT Preparation Class, Young Poets, Young Artists, and Theater Class. These new additions join the Young Writers for Grades K-12, designed to enhance reading and writing abilities identified in the California English/Language Arts Content Standards, and Young Math and Science for Grades K-8.

During the summer student work is showcased at Gallery Walks at Barnes and Noble Bookstore.

Complete Article

First Group of UCI Undergraduates Awarded Certificate in After School Education
Iris Wang, Leigh Ray, Amanda Zia

Eight UCI undergraduates have earned their Certificate in After-School Education (CASE). Introduced in Fall 2008, the CASE program provides a combination of classroom instruction and supervised fieldwork across a sequence of courses offered through the department. Students completing CASE requirements gain: (a) basic knowledge in child or adolescent development; (b) core knowledge in theory, research, and evaluation of after-school programs and activities; and
 (c) practical skills working with, and developing quality programming for, children and adolescents in after-school settings.

To earn a Certificate, UCI students must complete a minimum of five courses totaling 20 quarter units and a minimum of 70 fieldwork hours.

Over the past two years the Department of Education has partnered with selected after-school program providers across Orange County to give CASE students practical field experience at sites that:

  • address a variety of after-school program skill sets (e.g., literacy, technology, arts, math/science, sports and physical education), and
  • serve children and youth who are racially/ethnically diverse, economically disadvantaged, and in need of academic assistance.

Earning 2010 Certificates are True Chen (Sociology Major), Kathleen Crawford (Political Science Major), Tony Jiang (Psychology Major), Traci Otsuki (Sociology Major), Michelle Palaganas (Sociology Major), K. Leigh Ray (Criminology, Law, and Society and Psychology and Social Behavior Majors), Iris Wang (Psychology Major), and Amanda Zia (Sociology Major).

The UC Irvine CASE program, the first of its kind in the country, is directed by Associate Professor Joseph Mahoney.

More about CASE

Twenty Ed.D. Graduates Hooded During UCI's 2010 Commencement
UCI Commencement - June 2010

The Department of Education congratulates its 20 new and pending Doctors of Education who were recognized during this year's UC Irvine Commencement Ceremony on June 5, 2010, at the UC Irvine Bren Events Center.

Those recognized had progressed through one of two Joint Ed.D. programs offered by the department in partnership with either UCLA or a California State University (Fullerton, Long Beach, Los Angeles, or Pomona). Both joint programs were desigined for working professionals.

The UCI/UCLA Joint Ed.D. in Educational Administration admitted 10 cohorts of students from 1994 through 2003, a total of 101 students. Sixty-nine (69) have graduated from the program so far.

The CSU/UCI Joint Ed.D in Educational Administration and Leadership admitted 65 students from 2003 through 2007. Students in the four cohorts pursued one or a combination of four emphases: K-12 Instructional Leadership (with CSU Fullerton); Community College and Higher Education Leadership (with CSU Long Beach); Urban Educational Leadership (with CSU Los Angeles); and Educational Technology Leadership (with Cal Poly Pomona). To date 30 students have completed their Ed.D. degree in this joint program.

In 2007 DoE introduced its Ph.D. in Education program. Of the 49 students currently in the Ph.D. program, six have been awarded their Master of Arts degree on the path to the Ph.D. and three have advanced to candidacy.

2010 Ed.D. Graduates, Dissertation Titles, and Degree Emphases

Theater of Translation, Innovative Program to Engage High School Students in English Language Learning, Ends Academic Year with Drama Production
On the set of "Parental Advisory"

Responding to documentation showing that Latino high school students often face serious challenges in learning the English language, faculty members Joseph Jenkins, Rossella Santagata, and Claudia Pineda designed a school-based intervention to facilitate and provide motivation for the study of English Language Arts.

Introduced two years ago, “Theater of Translation” (TOT) is engaging Godinez high school students, with support from their drama teacher, UCI faculty, and UCI undergraduate assistants, in writing, rehearsing, and presenting a play about their understandings of cultural crossroads.

Dr. Jenkins explains, "The TOT literacy community that has been created at Godinez brings together the high school students, who participate as cast and crew, and UCI college students, who serve as TOT teaching assistants and as models of successful students who have entered higher education. TOT provides an engaging and emotionally positive environment where students practice writing in English with self-determined aims. We hope that through performance of their work, which is designed to generate audience engagement with student ideas, Godinez students will learn to enjoy the power of writing and conveying their voices before an interested public."

The most recent TOT performances, entitled “Parental Advisory,” took place at the Godinez Fundamental High School Performing Arts Center in Santa Ana, on May 26, 27, and 28, 2010. The performance, focused on problems of translation, concerning languages, sub-cultures, and idioms, contrasted stories written by the students in their local youth languages with both (i) a narrator/scientist character who speaks in Standard Written English and (ii) a selection of relevant Shakespeare scenes performed in Elizabethan English.

Complete Article

Chair's Advisory Board Spring 2010 Meeting: Fostering Thinking and Learning in Mathematics

The Chair's Advisory Board Spring meeting explored thinking and learning in mathematics. The session included four presentations that addressed research, education, and community partnership for mathematics instruction and mastery:

Complete Article

Distinguished Professor of Education Greg Duncan Delivers Keynote at Singapore Conference
Greg Duncan

Distinguished Professor Greg Duncan delivered a keynote address at the recent International Conference on Stress, Human Capital, and Families in Asia: Research and Policy Challenges. The conference was jointly organized by the Ministry of Community Development, Youth, and Sports (MCYS) Family Research Network and five departments and institutes within the National University of Singapore (The Changing Family Cluster, Asia Research Institute [ARI]; Department of Sociology; Department of Social Work; Institute of Policy Studies [IPS]; and Department of Epidemiology and Public Health). Dr. Duncan’s address was entitled: "The Long Reach of Early Childhood Poverty."

Abstract: Most poor children achieve less, exhibit more problem behaviors, and are less healthy than children reared in more affluent families. We look beyond correlations such as these to a recent set of studies that attempt to assess the causal impact of childhood poverty on later attainment. We pay particular attention to the potentially harmful effects of poverty early in childhood, and to links between early poverty and such adult outcomes as earnings, work hours, criminal arrests, and health status. Evidence suggests that early poverty has substantial detrimental effects on school achievement, adult earnings, and work hours, but on neither general adult health nor such behavioral outcomes as out-of-wedlock childbearing and arrests.

Three Professors Join DoE as Affiliated Faculty
Gillian Hayes

Gillian Hayes
Assistant Professor of Informatics Gillinan Hayes has joined DoE. She now holds a joint appointment with the Donald Bren School of Information and Computer Sciences and the Department of Education. Dr. Hayes' research interests include ubiquitous computing, computer supported cooperative work, human computer interaction, assistive technology, educational technology, and medical technology. As affiliated faculty, Dr. Hayes can serve as advisor and chair and serve on dissertation committees.


Ruben Rumbaut

Ruben Rumbaut
Professor of Sociology Ruben Rumbaut has joined DoE and now holds a joint appointment with the School of Social Sciences and the Department of Education. Professor Rumbaut's interests include International Migration, Ethnicity, Intergenerational Mobility, and Structural Inequality. As affiliated faculty, Dr. Rumbaut can serve as an advisor for Ph.D. in Education students and chair and serve on dissertation committees in both the School of Social Sciences and the Department of Education.


James Diego Vigil

James Diego Vigil
Professor of Criminology, Law, and Society James Diego Vigil has joined DoE and now holds a joint appointment with the School of Social Ecology and the Department of Education. Professor Vigil's interests include Urban Research, Urban Poverty, Culture Change, Socialization & Education, Psychological Anthropology, Street Gangs In Cross-Cultural Perspective, Mexico & U.S. Southwestern Ethnohistory, and Comparative Ethnicity. As affiliated faculty, Dr. Vigil can serve as an advisor for Ph.D. in Education students and chair and serve on DoE dissertation committees.

Department of Education Affiliated Faculty

The Department of Education seeks to promote educational success and achievement
of ethnically and economically diverse learners of all ages
through our collective research, teaching, and service activities that foster learning and development
in and out of school.