Doron Zinger, PhD
Director, CalTeach Science and Math Program
School of Education
Email: [email protected]
phone: (949) 824-0693
office: 137 Bison Modular
Director, CalTeach Science and Math Program
School of Education
Email: [email protected]
phone: (949) 824-0693
office: 137 Bison Modular
Responsibilities
Teachers play a critical role in the lives of children and can positively impact their learning trajectories. Because of this, I am dedicated to improving teacher learning opportunities so that teachers can design and implement meaningful science and math instruction for students from historically underrepresented backgrounds.
In my role as director of the CalTeach program, I focus on recruiting and preparing diverse science and math teacher candidates and preparing them to teach in schools serving large proportions of historically underserved students. Through this 4-year program, pre-service teachers can earn a Bachelor of Science in either science or math as well as their teaching credential.
I teach methods courses in the program, working directly with future teachers. I additionally conduct research on teacher preparation and see it as a critical way of improving teaching and student learning. As part of my research and mentoring efforts, I provide undergraduate students with opportunities to conduct their own research in education and encourage them to present their work and to pursue post-baccalaureate educational opportunities. I also work with faculty and in-service teachers to design, develop, and implement teacher professional development. My goal is to inform researchers and practitioners who prepare and teach teachers.
Biography
I began my career in education as a high school science teacher in Santa Ana, California, where I had a direct impact on students opportunities to engage in meaningful science learning. It was during these years that I learned that every student can learn, given the right opportunities. As a teacher, I helped develop a summer program to engage students in deeper learning and established the school’s science fair. I eventually transitioned to school administration and oversaw two schools with 60 teachers and staff, serving more than 600 students.
Publications
Kang, H., Zinger, D., (Forthcoming). Preparing preservice secondary science teachers for equity in the era of NGSS: What do the core practices of science teaching offer?
Zinger, D., Krishnan, J., Gilbertson, N., (Forthcoming). Leading teacher professional learning: Shared language for shared goals. In A. Normore, L. Long, & M. Javidi (Eds.) Handbook of Research on Strategic Communication, Leadership, and Conflict Management in Modern Organizations.
Zinger, D., Krishnan, J., & Warschauer, M. (2018). Bridging student digital divides by bridging teacher digital divides. In A. Normore, & A. Issa Lahera (Eds.) Crossing the Bridges of the Digital Divide: A Walk with Global Leaders. Charlotte, NC: Information Age Publishing.
Zinger, D., Naranjo, A., Gilbertson, N., Amador, I., & Warschauer, M., (2017). A design-based research approach to improving professional development of the Smithsonian Learning Lab. Contemporary Issues in Technology and Teacher Education, 17(3).
Zinger, D., Tate, T., & Warschauer, M., (2017). Learning and teaching with technology: Technological pedagogy and classroom practice. In J. Candinin, & J. Husu (Eds.) The SAGE Handbook of Research on Teacher Education. (pp. 577-593) London, UK: SAGE.
Zinger, D. & Normore, A. (2016). The STEM lab school: Providing support for teacher candidates in alternative certification programs. Journal of Authentic Leadership in Education, 5(2), 2-5.
Zinger, D. (2016). Developing instructional leadership and communication skills through online professional development: Focusing on rural and urban principals. In A. Normore, L. Long, & M. Javidi (Eds.) Handbook of Research on Effective Communication, Leadership, and Conflict Resolution (pp.354-370). Hershey, PA: Information Science Reference.
Issa Lahera, A., Zinger, D., Mendoza, M., & McMannus, H. (2015). Developing authentic non-traditional principals to lead underserved student populations: The case of charter and autonomous school leadership academy. Journal of Authentic Leadership in Education, 4(2), 4-9.
Teachers play a critical role in the lives of children and can positively impact their learning trajectories. Because of this, I am dedicated to improving teacher learning opportunities so that teachers can design and implement meaningful science and math instruction for students from historically underrepresented backgrounds.
In my role as director of the CalTeach program, I focus on recruiting and preparing diverse science and math teacher candidates and preparing them to teach in schools serving large proportions of historically underserved students. Through this 4-year program, pre-service teachers can earn a Bachelor of Science in either science or math as well as their teaching credential.
I teach methods courses in the program, working directly with future teachers. I additionally conduct research on teacher preparation and see it as a critical way of improving teaching and student learning. As part of my research and mentoring efforts, I provide undergraduate students with opportunities to conduct their own research in education and encourage them to present their work and to pursue post-baccalaureate educational opportunities. I also work with faculty and in-service teachers to design, develop, and implement teacher professional development. My goal is to inform researchers and practitioners who prepare and teach teachers.
Biography
I began my career in education as a high school science teacher in Santa Ana, California, where I had a direct impact on students opportunities to engage in meaningful science learning. It was during these years that I learned that every student can learn, given the right opportunities. As a teacher, I helped develop a summer program to engage students in deeper learning and established the school’s science fair. I eventually transitioned to school administration and oversaw two schools with 60 teachers and staff, serving more than 600 students.
Publications
Kang, H., Zinger, D., (Forthcoming). Preparing preservice secondary science teachers for equity in the era of NGSS: What do the core practices of science teaching offer?
Zinger, D., Krishnan, J., Gilbertson, N., (Forthcoming). Leading teacher professional learning: Shared language for shared goals. In A. Normore, L. Long, & M. Javidi (Eds.) Handbook of Research on Strategic Communication, Leadership, and Conflict Management in Modern Organizations.
Zinger, D., Krishnan, J., & Warschauer, M. (2018). Bridging student digital divides by bridging teacher digital divides. In A. Normore, & A. Issa Lahera (Eds.) Crossing the Bridges of the Digital Divide: A Walk with Global Leaders. Charlotte, NC: Information Age Publishing.
Zinger, D., Naranjo, A., Gilbertson, N., Amador, I., & Warschauer, M., (2017). A design-based research approach to improving professional development of the Smithsonian Learning Lab. Contemporary Issues in Technology and Teacher Education, 17(3).
Zinger, D., Tate, T., & Warschauer, M., (2017). Learning and teaching with technology: Technological pedagogy and classroom practice. In J. Candinin, & J. Husu (Eds.) The SAGE Handbook of Research on Teacher Education. (pp. 577-593) London, UK: SAGE.
Zinger, D. & Normore, A. (2016). The STEM lab school: Providing support for teacher candidates in alternative certification programs. Journal of Authentic Leadership in Education, 5(2), 2-5.
Zinger, D. (2016). Developing instructional leadership and communication skills through online professional development: Focusing on rural and urban principals. In A. Normore, L. Long, & M. Javidi (Eds.) Handbook of Research on Effective Communication, Leadership, and Conflict Resolution (pp.354-370). Hershey, PA: Information Science Reference.
Issa Lahera, A., Zinger, D., Mendoza, M., & McMannus, H. (2015). Developing authentic non-traditional principals to lead underserved student populations: The case of charter and autonomous school leadership academy. Journal of Authentic Leadership in Education, 4(2), 4-9.
