Stanford University School of StanfordEducator Education Alumni Spring 2009 Newsletter

Teaching for the World School of Education Welcomes Education Faculty Share Their Expertise New Faculty Members Across Borders By Amy Yuen By Marguerite Rigoglioso This academic year, Stanford University School round the world, economic globalization is pushing education of Education brought seven new faculty members issues to the forefront. The need to tackle concerns so familiar on board, the largest group of professors to join A to U.S. educators—including literacy, multiculturalism, student the School at one time. Four professors, profiled learning and assessment, and teacher training—has become all the more here, joined the School last fall. Three more, acute in developing countries that face pressures to build a globally com- Paulo Blikstein, Jonathan Osborne, and Mitchell petitive workforce but lack the expertise to do so. As longtime Education Stevens, joined this January and will be profiled Professor Francisco Ramirez says, “Globalization has made it much harder in the next issue. for any country to imagine that it could be completely self-contained.” continued on page 3 Given Stanford’s own thrust toward addressing international issues in recent years, Ramirez observes that the School of Education’s International Comparative Education program has moved from being a “dessert” on the Table of Contents academic menu to one of the main courses. Not only are more School of Inside Page Education faculty examining educational challenges in an international con- text, but a growing number of countries—from Malaysia to South Africa to Teaching for the World 1 Bhutan—are calling upon faculty members to provide counsel in such areas School of Education Welcomes New Faculty Members 1 as higher education management, teacher professional development, and Faculty Votes for “Open Access” 2 economic development. In Memoriam: Nathaniel Gage 4 The Educator spoke with four School of Education faculty members who are investigating issues facing village elementary schools, Faculty News 6 urban high schools, and major universities around the Darling-Hammond Leads Obama Transition Team 7 globe. Assistant professors Jennifer Adams and Christine Forum Question: Preparing Global Citizens 12 Min Wotipika, comparativists by training, began their primary research interests outside the United States, while The School of Education & The Stanford Challenge 14 Associate Professor Prudence Carter, a sociologist, and Alumni News 18 Professor Arnetha Ball, a teacher education expert A Teacher with a Mission 20 http://ed.stanford.edu continued on page 8 SchoolNews

School of Education Faculty Votes for ‘Open Access’ to Scholarly Articles By Amy Yuen

n a move designed to broaden public access to faculty research and scholarship, the School of Education faculty unani- Imously voted last June to make their scholarly articles available online for free, mak- ing the School of Education the first education school in the nation to enact a mandatory open access policy. “Educational researchers have a responsi- bility to ensure that their findings are accessible to anyone who can use the new knowledge developed to improve student learning,” said Dean Deborah Stipek. “This policy is more than a symbolic stand. It will have the tangible effect of making the most recent findings related to effective education available to the people who can use them most—policy makers, administrators, and teachers.” Professor John Willinsky sits by the academic journal collection at the Cubberley Library. Willinsky is a member of the faculty committee who presented the open access proposal to School of Education faculty. Under the new policy, the School of Education has begun to make peer-reviewed articles authored by its the Khosla Family Professor of Education and a member of the faculty members freely available to the public through the SUSE faculty committee who presented the open access proposal. “Open Open Archive, its new online database launched in October. The access to this body of work, which often appears in the very best contents of the archive are searchable and available to such search journals in the field, will add to the educational and deliberative engines as Google Scholar. The policy requires authors to give quality of democratic life.” Stanford University a world- The Stanford School of Education faculty vote to adopt the wide, nonexclusive license to open access policy comes at a time of increasing concern that StanfordEducator exercise the copyright in the trends in the scholarly publishing system, including the dramatic CREDITS final, peer-reviewed draft increases in the costs of journals, are not ensuring maximum public Deborah Stipek, Dean versions of their articles as access to current research. Rebecca Tseng Smith, long as the articles are prop- In February 2008, the Harvard University Faculty of Arts and Associate Dean for External erly attributed to the authors Sciences voted to create “open access” copies of all of their published Relations and are not sold for a profit. work. The Harvard Law School faculty followed suit in May with a Amy Yuen, Editor Faculty members may request similar initiative. In addition, the National Institutes of Health are Marguerite Rigoglioso, Kathleen a waiver of the policy for now requiring all researchers who receive funding to make a version Sullivan, Holly Materman, Rebecca particular articles where this of their publications freely available. Tseng Smith, Contributing Writers is preferable. School of Education faculty, as well as staff and students, Elaine Kwong Design, “In passing this motion, are gradually populating the new online archive with working Design the faculty saw that providing papers and published articles. While the archive is still in its early the widest possible access to stages, visitors can access articles covering topics that include youth knowledge of this sort was research and technology, bilingualism, continuation schools, and entirely in accord with the teacher education. To explore the SUSE Open Archive and learn very work of a school of edu- more about the School of Education’s open access policy, visit cation,” said John Willinsky, http://openarchive.stanford.edu/. SE

2 StanfordEducator New Faculty Members situations where a student’s ideas might tions and spending on student be perceived as incorrect or off-track. outcomes in higher education. He continued from page 1 She has investigated how children received a BA in economics from Assistant Professor Nicole Ardoin, a become differently accountable to each Brigham Young University and a PhD new addition to the Curriculum and other and to the text when the teacher in economics from the Massachusetts Teacher Education (CTE) program deliberately steps away from a position Institute of Technology. In 2007, faculty, holds a joint appointment with of primary textual authority, and she he won the undergraduate teaching the School of Education and the Woods has explored what those findings might award from the Weatherhead School Institute for the Environment. Her mean to teachers in professional devel- of Management. research focuses on motivations for opment settings. Aukerman holds a BA Leah Gordon, a new assistant pro- environmental behavior, with a recent in Religion from Williams College, and fessor in the Social Sciences, Policy, and emphasis on the links among sense of an MA and PhD in Education from the Educational Practice (SSPEP) program, place, geographic scale, and environ- University of California at Berkeley. is an intellectual and cultural historian mental behavior. She also evaluates Eric Bettinger, a new Social whose scholarship integrates the history environmental education programs Sciences, Policy, and Educational of American education, the history of and conducts visitor research in such American social thought, settings as natural history museums, and African American his- zoos, aquariums, parks, and environ- tory. Her research interests mental education centers, and with include the social science audiences of all ages. Ardoin holds of race relations, school a BBA in International Business and desegregation, and shifting French from James Madison University, conceptions of racial jus- and an MS in Natural Resource Manage- tice and equality in the ment (Environmental Education and twentieth century United Interpretation) from the University States. She examines the of Wisconsin. She completed her PhD Assistant Professors Nicole Ardoin, Maren Aukerman, and Leah politics of knowledge pro- in social ecology at the Yale School of Gordon (L to R) joined the School of Education faculty last fall. duction, the relationship Not pictured: Eric Bettinger. Forestry and Environmental Studies between expert and popu- last fall. Practice (SSPEP) associate professor, lar social theory, and the American ten- Assistant Professor Maren Aukerman comes to the School of Education from dency to “educationalize” social prob- joins the CTE program from the the Weatherhead School of Manage- lems. Gordon received dissertation University of Pennsylvania Graduate ment at Case Western University, fellowships from the Spencer Foundation, School of Education. Her research where he was an associate professor the University of Pennsylvania’s School focuses on the relationship between of economics. His research focuses on of Arts and Sciences, the University of classroom discourse and reading com- the ways in which organizational struc- Pennsylvania Center for Africana Studies, prehension, with emphasis on how ture and policy influence educational and the Woodrow Wilson Foundation children talk about literature and math achievement of students of different for her dissertation, “The Question of and science texts. She examines the races, genders and income levels. Prejudice: Social Science, Education, pedagogical possibilities engendered Bettinger has assessed the effects and the Struggle to Define the Race by classrooms that allow ample oppor- of charter schools on public schools Problem in Mid-Century America, tunity for children to explore their own within the same community and the 1935-1965.” She recently completed and each other’s textual interpretation. effects of vouchers on student out- a joint doctorate in the Department In much of her work, Aukerman has comes in Colombia. His current work of History and the Graduate School sought to better understand alternative aims to bring an understanding of the of Education at the University of methods that teachers use in evaluating effects of class size, teacher qualifica- Pennsylvania. SE

Spring 2009 3 SchoolNews

INMEMORIAM

Nathaniel Gage, ‘Giant Among Educational Researchers,’ Dies at 91 This story is adapted from an article by Kathleen J. Sullivan that originally appeared in the August 22, 2008 issue of the Stanford Report.

athaniel "Nate" Lees Gage, decade and affected government funding the Margaret Jacks Professor of for the next 20 years," Berliner said of the Education, Emeritus, who has book, which was published in 1963 and is Nbeen called the "father of mod- now in its fourth edition. ern research on teaching," died August 17 In 1965, Gage co-founded the Stanford at Stanford Hospital from complications Center for the Research and Development after a fall. He was 91. in Teaching with $4 million in funding from Colleagues said Gage was motivated by the federal government. He held various the belief that teachers should be respected posts at the center, which was later and should be effective, and that science renamed the Center for Educational could help them achieve both objectives. Research at Stanford, including co-director, He outlined his view in two books, The chair of the executive board, and program Scientific Basis of the Art of Teaching director of the Program on Teaching (Teachers College Press, 1978) and Hard Effectiveness. Gains in the Soft Sciences (Phi Delta Kappa, In the mid-1970s, Gage received a 1985). He also served as the founding Guggenheim Fellowship and served as a editor of Teaching and Teacher Education: visiting scholar at the National Institute of An International Journal of Research Education. In 1979, he was elected to the Nathaniel “Nate” Lees Gage and Studies. National Academy of Education. He received “Teaching is properly done by hunch, by who met and married in the United States. the prestigious E. L. Thorndike Award for intuition, by experience, by ideology; what He earned a BA and PhD in psychology at Career Achievement in Educational it also needs is a basis in scientific research,” the University of Minnesota and Purdue Psychology from the American Psychological he explained in a 1987 interview with the University, respectively. Gage began his aca- Association in 1986. When Gage was in his Stanford News Service. demic career at Purdue, where he taught for early 80s, he flew to Europe to accept an Arizona State University Professor and a year as an assistant professor. In 1948, he honorary doctorate from the Université de longtime colleague David Berliner (PhD ’68) accepted a job at the University of Illinois at Liège in Belgium. wrote about Gage in an essay in Educational Urbana-Champaign, where he taught for 14 Even in retirement, Gage devoted atten- Psychology: A Century of Contributions. In years as a professor of education and of tion to his life's work. He had recently finished it, he wrote, "Gage's empirical work and his psychology. writing the book, A Conception of Education theoretical defense of scientific research on In 1962, Gage joined the Stanford (Springer Publishers, 2009), which has just teaching have been tenacious and are, in no School of Education faculty, with a courtesy been published. small part, the basis of our contemporary appointment in the university's Psychology Gage, whose wife Margaret Burrows faith that there is a role for traditional sci- Department. By then, he was close to com- died in 2006, is survived by his daughters ence in educational research, in particular, pleting a book project he had begun several Sarah and Annie Gage of Seattle, WA and and the social sciences, in general. It is years earlier, the Handbook of Research on Elizabeth Gage of Hollister, CA; son Tom Professor Gage's achievements as an empir- Teaching (Rand McNally, 1965), a 1,200- Gage of Sunnyvale, CA; and three grand- ical scientist and as a defender of the role of page tome he edited and that Berliner children. A memorial service for family, science in education that brings him the described as an "intellectual milestone" in friends and colleagues was held at the respect of the community of educational the field of educational research. Cubberley Library at Stanford University on psychologists.” "It structured the field of research on November 2. The family requests that com- Born in Union City, N.J., in 1917, Gage teaching, directed attention to important memorative gifts be made to the Stanford was the second child of Polish immigrants topics, influenced the research agenda for a University School of Education. SE

4 StanfordEducator Vicki Oldberg Retires as Senior Associate Dean of Finance and Administration By Holly Materman The School of Education extends its Education as Associate Dean from 1993-2000. heartfelt congratulations and gratitude Dean of Finance and “She was the steadying to Vicki Oldberg, Senior Associate Administration. force—the keel of the Dean of Finance and Administration, Oldberg has made an ship underlying the who is retiring after 15 years of service immeasurable impact on Dean at the helm.” to the School. the School of Education. Dean Deborah Oldberg has had an extensive Her numerous accom- Stipek agrees. “It is career in the education field, starting plishments include hard to imagine life at as a middle school English teacher expertly sheltering the the School of Education at Crystal Springs Uplands School in School from numerous without Vicki,” she Hillsborough. She served later as a budget crises throughout says. “She has played junior high math teacher in the Newark the years, working closely Vicki Oldberg a central role in every public schools and as an instructor of with three deans and three university function of the School. The School adult education classes that included presidents, brightening the interior of Education has benefited from her teaching communication skills for and exterior spaces of our three build- talent and her steadfast loyalty. Vicki parents, skills she believes later proved ings, serving as an advocate of the has been a good friend and will be invaluable as Associate Dean. Shortly School across the university, and stead- missed greatly.” after coming to Stanford in 1986 to work fastly championing the needs of School “Rather than being remembered at the Stanford Institute for Economic faculty and staff. Described by many for my financial contributions, I hope Policy Research, she completed her as “honest as the day is long,” Oldberg I’ll be remembered for contributing MBA at Santa Clara University, all is recognized as the Dean’s right arm to the environment of SUSE,” says the while wondering how she might and the voice of the staff. Oldberg. Upon retirement, she plans blend her passion for education and “Vicki is brilliant and totally com- to spend more time with her four her skills as a financial administrator. mitted to the School” says Professor grandchildren and enjoy walks on

In 1993, she joined the School of Richard Shavelson, who served as the beach. SE

Friends, Family Celebrate Inauguration death in a tragic car accident near Las Vegas at the age of 28. Amir was a first-year student who had a passion for making education of the Amir Lopatin Fellowship more exciting and accessible through technology. Thanks to the By Holly Materman generosity of 300 family members and friends of the Lopatins, this riends and family of the late Amir Lopatin, a doctoral stu- new endowment will support School of Education doctoral students dent in the Learning, Design and Technology program who involved in community-level fieldwork that uses technology and Fdied in 2004, gathered at Wallenberg project-based learning to make education Hall on September 23 to celebrate the inaugu- more engaging to primary and middle ration of the Amir Lopatin Fellowship. school students. Establishment of the fellowship has been a The school is deeply grateful to the longtime dream of the Lopatin family, who cre- Lopatin family for honoring Amir in this ated a fund in Amir’s memory following his way and looks forward to making the first awards this spring. To donate to the Amir Amir Loptatin’s sister Shoshana Lopatin Wainer, mother Sara Lopatin, and brother Uri Lopatin (L to R) at the inau- Lopatin Fellowship, please contact Lisa guration of the Amir Lopatin Fellowship in September. Rying at [email protected]. SE

Spring 2009 5 FacultyNews

Maren Aukerman received a National Academy of Eamonn Callan was reappointed as the Associate Dean Education/Spencer Postdoctoral Fellowship to examine for Student Affairs at the School of Education. His reap- how children in bilingual classroom settings make use of pointment allows David Labaree to begin his sabbatical classroom dialogue and textual resources to formulate after serving in this role for three years. Callan formerly their understanding of first- and second-language read- served as Associate Dean from 2001 to 2005. aloud picture books. Arnetha Ball Linda Darling-Hammond received the Asa G. Hilliard Arnetha Ball was awarded a Spencer Foundation Award for Outstanding Achievement in Racial Justice Residential Fellowship. The fellowship supports the work and Education Equity at the first annual National Summit of partners of the Spencer Foundation in academia, policy, for Courageous Conversation held in New Orleans in and practice. October. The award recognizes Darling-Hammond for her equity achievements that have immensely impacted Brigid Barron and Linda Darling-Hammond published the development of underserved students of color. In Powerful Learning: What We Know About Teaching for December, she was honored with the Educational Hilda Borko Understanding (Jossey-Bass, 2008), with P.David Pearson, Research Award from the Council of Scientific Society Alan H. Schoenfeld, Elizabeth K. Stage, Timothy D. Presidents for outstanding achievement in education Zimmerman, Gina N. Cervetti, and Jennifer L. Tilson. The research that has measurably improved children’s learning book explores effective classroom practices and innova- and understanding. tive teaching strategies that generate meaningful K-12 student understanding. Pam Grossman received the 2009 Outstanding Journal of Teacher Education Article Award from the American Pam Grossman Hilda Borko received a two-year, $493,000 grant by the Association of Colleges for Teacher Education for her arti- W.T. Grant Foundation and the Spencer Foundation for cle, “Responding to Our Critics: From Crisis to Opportunity her study, “Measuring Quality Assessment in Science in Research on Teacher Education,” which was published in Classrooms through Artifacts and Self-Report,” with the January/February 2008 issue of the Journal of Teacher co-principal investigators Jose Felipe Martinez of UCLA Education. The article is based on her vice-presidential and Brian Stecher of the RAND Corporation. address to Division K (Teaching and Teacher Education) of the American Educational Research Association. Bryan Brown, with doctoral candidate Kihyun Ryoo John Krumboltz (MA ’04), won the 2009 Journal of Research in Science John Krumboltz gave the keynote address at the Teaching Award from the National Association for Research International Career Development Conference in Los in Science Teaching (NARST) for the article, “Teaching Angeles last November. Science as a Language: A ‘Content-First’ Approach to Science Teaching,” published in the Journal of Research Ira Lit published The Bus Kids (Yale University Press, 2009), in Science Teaching. They will receive the award at the a detailed examination of the experiences of a group of NARST Annual International Conference in April. kindergarten students in California participating in a vol- Ira Lit untary school desegregation program. The book explores Professor Emeritus Robert Calfee received the 2008 the daily lives of a group of minority children bussed from Lifetime Distinguished Researcher Award from the their poor-performing home school district to an affluent National Conference on Research on Language and neighboring district with high-performing schools. Literacy. He will present an address to the association in Phoenix this spring. Calfee is currently collaborating Susanna Loeb was promoted to full professor of educa- with Tom Stahovich from UC Riverside’s Graduate School tion. She and Pam Grossman were awarded a two-year, of Engineering on the use of pen-based computers $236,000 grant by the W.T. Grant Foundation and the to enhance instruction in basic courses for freshman Spencer Foundation for their study, “Making a Difference: engineering students, of whom approximately 40% tend Examining Classroom Practices in Middle School English to drop out. Language Arts.”

6 StanfordEducator Darling-Hammond Leads Obama’s Education Policy Review

By Amy Yuen If Obama’s teaching proposals redesigning schools to better support Last fall, President Barack Obama are implemented well, “we should be students, providing early warning named Linda Darling-Hammond, able to ensure that every child in this and integrated services, and improv- the Charles E. Ducommun Professor country has a teacher who is really ing high school curriculum as well of Education, to lead his transition well prepared, and well supported to as higher education opportunities. team’s review of education policy. do a good job in the classroom, to stay Darling-Hammond has three Darling-Hammond, who served as in the classroom, and then to share decades of experience working to an advisor to Obama during his presi- his or her expertise with the next improve the quality of teaching in pub- dential campaign, played a lead role generation of teachers coming up,” lic schools. Her research and policy in shaping the President’s ambitious said Darling-Hammond in an interview work have focused on issues of school education plans, particularly his call to with The California Report. reform, teaching quality, recruit and retain high quality teachers In addition to focusing and educational equity at to boost the educational outcomes of on teacher recruitment, the federal, state, and local the nation’s students, who are lagging retention, and learning, levels. At Stanford, she has behind their international peers. Obama’s administration founded and oversees the Teacher recruitment and retention seeks to reform the No School Redesign Network, proposals include: providing $1 billion Child Left Behind Act by which works across the in Teacher Service Scholarships to improving student learn- nation to transform schools attract highly qualified candidates to ing assessment models that to teach 21st century skills

enter high-need districts and to special- can evaluate higher-order Professor Linda Darling- and to support school suc- ize in subject areas such as math and skills, including students’ Hammond has played a lead cess through innovations role in developing Barack science; preparing teachers to work abilities to problem-solve, Obama’s ambitious plans in school organization, cur- in high-need schools through Teacher think critically, and conduct for improving U.S. schools. riculum, and assessment. Residency Programs; creating opportu- research. Other proposals include: She has also founded and co-directs the nities for beginning teachers to be men- providing $10 billion a year to support Stanford Center for Opportunity Policy tored by accomplished teachers, who preschool programs for all children; in Education, which conducts research are supported to take on new respon- establishing a challenge grant program and policy analysis on issues affecting sibilities and offer their expertise in for states and districts to support educational equity and opportunity. high-need schools through a $3 billion strong school principals; recruiting Darling-Hammond previously served Career Ladder Initiative; and experi- high-quality math and science teach- as faculty sponsor for the Stanford menting with new methods of rewarding ers and enhancing science instruction Teacher Education Program, as well effective teachers with greater support, and student assessments; and reducing as the Stanford New Schools-run East

pay, and professional accountability. the high school dropout rate by Palo Alto Academy: High School. SE

Professor Emerita Nel Noddings’ most recent book, When School Woody Powell was selected as a 2008-2009 Fellow at the Center Reform Goes Wrong (Teachers College Press, 2007) invites readers for the Advanced Study in the Behavioral Sciences. to think critically about the ideas underlying the No Child Left Behind Act, the reform movement that shaped it, and the process- John Willinsky received an honorary doctor of law degree in June es it has put into play. Noddings is currently working on a new book from York University for his contribution as a critical education scholar, tentatively titled Care Ethics: From Maternal Instinct to Morality, and as well as for his public engagement in educational and social issues, is enjoying her retirement on the Jersey Shore. original scholarship, and passion for the intellectual life.

Denise Pope and Ann Porteus were promoted to senior lecturers. continued on page 11

Spring 2009 7 Feature

Teaching for the World continued from page 1

(see sidebar on page 11), first studied multi- culturalism and racial integration in the U.S. school system before proceeding to South Africa. Their research demonstrates the breadth and quality of the School’s efforts to address some of the most challenging educational issues facing the world today.

Exploring Cultural Dynamics in Post-Apartheid South Africa In 2004, Associate Professor Prudence Carter met with Principal Caryn Billups* at a high school twenty miles outside of Johannesburg. Carter, who was conducting a field study of the cultural responses to desegregation in four urban high schools in Cape Town and the East Rand, asked Billups Associate Professor Prudence Carter with students at a township school in the Gauteng province of South Africa in August. about her school’s policies. Billups respond- ed by clearly laying out the student groom- so far failed to promote policies and atti- One phenomenon she observed was ing rules. “We don’t allow dyed and colored tudes that would allow for true integration. that ethnic and racial groups tended to stick hair, dreadlocks, braiding, and all of those She seeks to raise awareness about how the to themselves outside the classroom. things,” she said. “Those are regarded as country needs to change its rules and prac- “Students attributed this to ‘taste’ and not fancy hairstyles.” tices in such schools in order to develop an racism, but they were nevertheless acquiesc- Such “fancy” hairstyles, she explained to educated citizenry that can move the country ing to racial boundaries,” Carter observes. Carter, who sat in Billups’ office wearing her successfully into the future. Perhaps more important, their behavior own braided arrangement, are simply not “If school leaders can resist negating mirrored—and, she believes, mimicked— “normal, neat, and respectable.” Wearing ethnic practices that don’t conform to that of their teachers, who split up into the hair in braids and twists as a reflection of one’s ‘white’ tastes, and that have nothing to do same ethnic and racial groups in their private African heritage, Billups said, is immaterial. with academic achievement, then schools interactions. “The teachers, 90 percent of For Carter, a scholar who examines the will play an effective role in helping South whom are white, are themselves children of prevalent cultural reasons that are used to Africa to achieve one of its major aims—the apartheid and are really struggling with explain mobility differences among racial development of a non-racialist, rainbow these issues,” she says. Not surprisingly, the and ethnic groups, this mandate for black nation,” says Carter. divide persists even in the parent-teacher students to conform to white cultural stan- Using surveys, interviews, and on-site association, where very few parents of color dards is just one of the many ways in which observations of student and teacher interac- participate. The issue is unrelated to eco- many South African schools perpetuate tions, Carter teased out various social nomic status, Carter emphasizes, because “ethno-racial hierarchy”—which fuels social dynamics that either reinforce racially both white and African students who attend inequality. aligned boundaries, or push black and mul- South Africa’s desegregated schools are While formerly “white-only” state schools tiracial students to acculturate in ways that middle class. may have opened their doors to black, may cause them to compromise their ethnic Carter has found that old-regime atti- Indian, and mixed-race students in the wake identity. “Black and mixed-race students tudes on the part of decision makers have of apartheid’s demise in 1994, Carter found constitute the numerical majority, yet resulted in a conspicuous lack of program- that South Africa’s educational system has remain the social and cultural ‘minority’ in matic activities designed to help students

* A pseudonym. these schools,” she notes. reach across barriers, including efforts such

8 StanfordEducator as in-class exercises to promote cross-cul- ambitious study in a book that compares without adult supervision or heat,” notes tural teamwork, open discussions about eth- the experiences of both minority and white Assistant Professor Jennifer Adams, an nic differences and similarities, or talk youth in eight “good” schools in the United expert in children’s schooling and social groups dedicated to openly addressing States and South Africa. welfare in China. Because many of them are social inequality. Moreover, such embedded “An analysis of students’ experiences in not fed well, they have trouble focusing in attitudes have led to the institutionalization these two highly racialized nations will con- the classroom. “It’s also heartbreaking to of “unofficial” disciplinary codes that treat tribute to our universal understanding see kids lying around after school because black students more harshly than whites. about not only how inequality operates in they have no energy to play,” she says. They have also resulted in school policies the educational system but also what best To help Chinese policy makers get to the that exclude the use of native languages in practices help to dissolve boundaries and root of the problem and develop workable the more economically advantaged schools— promote healthier learning environments,” solutions, Adams created the Rural Education thereby forcing blacks and other ethnic says Carter. Action Project (REAP) in collaboration with groups to assimilate. Scott Rozelle, the Helen F.Farnsworth Senior Fellow at the Freeman Spogli Institute for International Studies, as well as researchers “Globalization has made it much harder for any country from various Chinese universities and insti- to imagine that it could be completely self-contained.” tutes. This long-term research effort is pro- – Francisco Ramirez viding not only metrics, but also immediate and tangible improvements in the lives of children and educators in Chinese villages in Students of color are not the only ones Sowing Seeds of Hope in Rural China Shaanxi, a northwestern province. who suffer from such lack of diversity. On the other side of the globe, children are In the critical area of early education, for “Many of the best public schools do not similarly feeling the effects of a nation’s example, REAP has paid full tuition for 200 offer either Xhosa or Zulu, the two most growing pains. Determined to raise its eco- four-year-olds to attend preschool this year, widely spoken tongues of South Africa’s nomic profile, China has made the reform of and in August worked with Plan International power elite in government and business,” its entire educational system a top priority continued on page 10 Carter observes. “White students in my over the past decade. But despite the coun- Assistant Professor Jennifer Adams enjoys a laugh study recognized that it would be beneficial try’s dramatic achievements over the past with a student at a rural boarding school in the to learn to speak these languages to remain two decades—near universal primary edu- Shaanxi province of China. competitive in various sectors of the growing cation, sharp increases in middle school South African economy.” enrollments, a narrowed gender gap, and Carter is currently analyzing data that new opportunities in higher education— similarly explores the experiences of stu- many children and families, particularly in dents in four multiracial and predominantly rural areas, are continuing to fall through black schools in the United States. Her goal considerable cracks. is to understand how school practices and Parents, for example, may amass crip- codes either help or hinder students’ abili- pling debt just to send one child to second- ties to be culturally flexible. “After all,” she ary school and university. Often they says, “if schooling supports how students migrate to find work—and must leave their can lead multifaceted lives and acquire the children in the village with grandparents cultural currency to participate in various who struggle to manage the farm and child- cultural environments in our global commu- care alone. Children are frequently sent to nity, then we might have to worry less about centralized boarding schools that lack prop- how and why American students of color er facilities and staffing to house them. resist ‘acting white’ and the negative impli- “Young children, eight-, nine- and ten-year- cations of this to their academic outcomes.” olds, are sleeping many to a bed in She plans to combine both parts of this extremely cramped rooms that are often

Spring 2009 9 Feature

Teaching for the World shape successful policies Assistant Professor Christine to improve K-12 educa- Min Wotipka recently completed continued from page 9 a cross-national study of the tion for China’s rural poor. emergence of women’s studies to provide teacher training in ten townships. “We hope that all of in higher education with Professor Francisco Ramirez. This June, the REAP team will assess the skill these programs will have levels of students who were able to attend an impact so they can be preschools gratis or who were instructed by scaled up,” she says. the women’s studies roster REAP-trained teachers, and will contrast being the Republic of them with the skills of children in a control Women’s Studies Georgia in 2005. group who received no such benefits. “We as a Global Innovation Most important, Wotipka expect this will give decision makers data on In contrast to the country- elucidates two major factors how subsidizing preschool tuition and fund- specific projects of that have led to the adop- ing teacher training can help with what has Adams and Carter, Assistant Professor tion of such curricula internationally. One is been a major problem in rural China— Christine Min Wotipka’s research spans diffusion—or the general phenomenon of preparing children adequately for elemen- numerous borders and takes a broader, the spread of ideas across borders. In her tary school,” she says. more theoretical perspective. Her passion is study, she found that the initial creation of Last August, the REAP team also trained the politically driven realm of women’s stud- women’s studies courses or programs tended dorm mothers in six regional elementary ies, and how this field, pioneered in the to occur in years following a flurry of such boarding schools, instructing them in child- United States, has influenced the interna- activity in other countries. “In other words, hood development and psychology, tional educational arena. countries are influenced by what other hygiene, nutrition, and health. In June, Wotipka’s work shows that women’s countries are doing,” she says. Adams will return to study whether children studies curricula in universities have slowly A second factor is the occurrence of are focusing better, behaving better, and but surely sprouted throughout the world international women’s conferences and getting higher grades, and whether some of since San Diego State University established women-related development activities. The the problematic conditions in the dorms the first such program in 1970. She treats commencement of women’s studies curricula have improved. this development as a manifestation of what was often correlated with the two-year win- dow just before and after such events, as “It’s not just liberal democracies or wealthy nations that can be seen, for example, in several African countries. “It may be that such academic are adopting women’s studies curricula now,” programming is established beforehand to – Christine Min Wotipka help universities prepare for and shine at such events, or afterward as a result of the Adams and her colleagues are currently she calls “the globalization of a logic of learning that has taken place there,” developing an effort to improve nutrition in inclusiveness” inspired by the social justice Wotipka explains. the boarding schools in more comprehen- movements of the 1960s. Over time, these dynamics have super- sive ways, from providing vitamin supple- In a recent study, co-authored with seded factors that were more important ments, school lunches and dinners, or non- Professor Francisco Ramirez, Wotipka briefly early on, such as a country’s political or eco- meat sources of protein where refrigeration surveyed the rise of women’s studies courses, nomic status. “It’s not just liberal democra- is lacking, to offering nutrition education for programs, or degrees abroad. She found cies or wealthy nations that are adopting parents and teachers. Also on the horizon that various Asian countries, such as India, women’s studies curricula now,” she are plans to provide university scholarships Japan, and Korea were early entrants in the observes. In short, the operative factor has to poor high school students, and to assess 1970s, with China following suit in the 1980s. become “awareness”—nothing short of a how such funds positively affect student Led by Nigeria and South Africa, women’s spreading worldwide consciousness about achievement and family livelihood. studies in Africa developed in the late 1980s women’s rights. Adams, who began her career teaching and early 1990s. Eastern European countries “Our work shows how important it is for primary school in greater China for five years, had to wait until after the fall of the Iron women to become linked to the global has high hopes for REAP’s role in helping Curtain, with the most recent addition to continued on page 14

10 StanfordEducator In South Africa, Developing Multicultural Classroom Teachers as Agents for Change By Marguerite Rigoglioso Shortly after Nelson Mandela was elected South Africa’s and other basic subjects. She decided to have students write president in 1994, Professor Arnetha Ball went to South essays, poetry, and scripts about issues in their home com- Africa with a mission: to learn more about the conditions munities, sometimes incorporating their own languages into under which poor students of color were expected to learn. the works. Students were required to research these issues— Her contribution was to help prepare teachers who were AIDS, childhood pregnancy, and a host of others—by inter- committed to becoming excellent instructors of marginal- viewing local people and conducting basic research. In addi- ized students and advocates for social justice. “I wanted to tion to performing their work for school audiences, students help cultivate what I call ‘Carriers of the Torch,’” says Ball. were tasked with writing up solutions to the problems. In 2006, Ball published the results of her monumental In her analysis of Nomha’s classroom experiences over ten-year project in Multicultural Strategies for Education and the course of the project, Ball observed a significant trans- Social Change (Teachers College Press), which highlights formation taking place. “Nomha became ‘generative’— the stories of eight teachers—both in South Africa and meaning she took the pedagogical concepts offered in the United States—who took a course she designed to help my course and adapted her own curriculum accordingly,” them work with students from culturally and linguistically says Ball. Instead of dictating what topics students had to diverse backgrounds. In it, she discusses the many ways in cover, for example, the South African teacher modified her which these teachers consequently succeeded in bringing approach to have students generate their own ideas. Essays out the very best in their students, turning them into effec- revealed that students also became “generative” in their tive writers, critical thinkers, problem-solvers, and agents thinking about such issues as how to improve race relations, for social change. or how the government could better address social problems. One teacher Ball traces is Nomha, who served students of Nomha and her students also became social advocates, different ethnic groups in an under-resourced black township fulfilling the vision Ball had laid out at the beginning of her high school. This shy young woman had grown up in class- study. “Student after student has told me of their detailed rooms in which rote learning in English was the norm, “even,” plans to go into political leadership, gain further schooling, she says, “if we were saying things we did not understand.” or become entrepreneurs,” Ball says. Nomha intends to con- Nomha avidly read the theorists Ball had selected for the tinue the legacy by opening her own school in the township professional development course—scholars such as Henry in which she grew up, where fresh pedagogical approaches Giroux, Lisa Delpit, and bell hooks—and thoughtfully com- that incorporate student diversity are sorely needed. pleted the writing assignments designed to stimulate her Meanwhile, Ball continues to offer teacher trainings own thinking. Then she launched into the “action research” in multiculturalism in the United States and South Africa. component of the course, developing a research question “My hope is that teacher education programs across national and investigating it in her own classroom. boundaries will make cultural and linguistic diversity the cen- Nomha sought to draw on her students’ own backgrounds tral focus of their teaching,” she says. “This issue is critical if

and languages as a means of reinforcing her lessons in English we are to truly improve student learning and achievement.” SE

Faculty News continued from page 7 Sam Wineburg was awarded a grant in February from the Library of Thinking Matters, a website co-launched by Congress to support “Teaching with Primary Sources” activities to Wineburg, won the 2008 James Harvey deepen history teachers’ content understanding and build critical Robinson prize from the American Historical thinking and analysis skills. The grant signifies Stanford’s inclusion as Association for its outstanding contribution to the California representative of the Library of Congress’ Teaching the teaching and learning of history in any field with Primary Sources Educational Consortium. Last October, Historical for public or educational purposes. Sam Wineburg

Spring 2009 11 ForumQuestion

What does it mean to prepare students as global citizens? What are the implications for preparing teachers?

Worku Negash, MA ’85 (Sociology), MA ’87, PhD ‘88 Vice President of Administrative Services, Mission College Founder and Executive Board Chair, Dynamic International University College in Addis Abbaba, Ethiopia Senior Editor, International Journal of Ethiopian Studies Senior Government Higher Education Policy Advisor for Zambia, Uganda, and Papua New Guinea [email protected]

Gary Mukai, MA ’81 A Shared Privilege and way to transfer knowledge and “raise the Director, Stanford Program on International Responsibility water mark” is by collaborating with and Cross-Cultural Education (SPICE), African educational institutions. Many Freeman Spogli Institute for International Studies Global citizenship is a shared privilege U.S. universities and colleges have devel- Former teacher in Japan (1977–80) and and responsibility—a privilege because it oped ties with African universities to in California public schools (1981–88) gives opportunities to partner for good facilitate student and faculty exchange [email protected] and a responsibility because it obliges us programs, as well as transfer educational to ultimately serve as keepers of our equipment and materials. The benefit for Exchanging Experiences brothers and sisters. U.S. institutions is two-fold: universities across Borders in Teacher The environmental challenges facing gain valuable research opportunities, Professional Development Africa today are a case in point. While and meet a higher goal of benefiting our most Western countries are inundated global community. For many years, I have participated in with critical information about protecting Furthermore, teachers who engage teacher institutes on the Japanese attack on the environment, many African commu- their students on specific African proj- Pearl Harbor with Americans and Japanese nities remain unfamiliar with current ects should first pursue opportunities to alike. One of the most memorable talks I methods of sustainable development experience Africa themselves. Teachers attended was by a professor of Native and rely on subsistence routines that must be enlightened to enlighten others. Hawaiian descent. Through lecture and song, cause irreversible damage to the land. In They then can start to chip away at this he suggested that the United States created the small rural village in northwestern monumental challenge. a military target on Oahu by moving the U.S. Ethiopia where my grandparents lived, Many African countries may indeed Pacific Fleet into Pearl Harbor, a place con- for example, decades of daily firewood fare well from the heightened interest sidered sacred by many Native Hawaiians. consumption have left nearby mountains and involvement in all things Africa as a His talk, along with lectures by Japanese and once covered by thick forests vulnerable result of President Barack Obama’s ties American scholars that highlighted U.S. and to erosion and desertification. These to Kenya. This would exemplify true Japanese perspectives on the attack, helped developing communities stand a global citizenship. teachers see the importance of teaching a stronger chance of restoring their land if subject from multiple perspectives, especially we actively shared our knowledge and on controversial topics. practices in sustainability with them. Discussions about differences in how To make the proverbial glass entirely American and Japanese schools teach about full, we need to form partnerships to the Pearl Harbor attack have invariably led to escape collective collapse. One proven comparisons with how the atomic bombings

12 StanfordEducator In every issue, the Educator poses a question about a timely topic. Selected members of the community (alumni, faculty, and students) are invited to respond. If you have a suggestion for a future Forum Question, or would like to be a respondent for a particular topic, please email the editor at [email protected].

of Japan are taught. By bringing together basic dignity and human rights. The horrors American and Japanese teachers from of World War II gave human rights a limited such disciplines as literature, art, and history but distinctive boost via the Universal to discuss pedagogical approaches to Declaration of Human Rights, which in mutually important teaching topics, these turn led to the expansion of international institutes have helped underscore the value human rights organizations, treaties, and of interdisciplinary teaching. Teacher-led conferences. The human rights movement curriculum demonstrations about the is a global and increasingly educational destructive effects of the Pearl Harbor movement. So too is the environmental attack and atomic bombings—from deaths movement, which emphasizes intercon- to environmental degradation to weapons nectedness and the growing sense that of mass destruction—reinforce the impor- Francisco Ramirez we are all in this together. Advances in tance that we teach students about the Professor of Education and (by courtesy) communication technology, including the interconnectedness of our world—from Sociology Internet, have greatly facilitated the our shared values in improving human [email protected] spread of global consciousness. health, to our mutual interests in protect- This tilt toward global citizenship is ing the environment and ensuring peace The Emergence of reflected in our* ongoing research on the and security. Human Rights Education contents of textbooks around the world. Teachers can empower students to and Global Citizenship We find an increased emphasis on human think critically and sensitively about interna- rights and diversity that is linked to both a tional events and issues, understand how Global citizenship sure sounds like a common humanity and the rights of all they fit into this increasingly interrelated fuzzy concept. Linking this idea to school- individuals. We also find an increased stu- world, and ultimately, consider how they ing may seem even fuzzier. National dent-centered emphasis in these texts. can become powerfully engaged citizens. citizenship and teaching civic education to These tilts do not displace the traditional promote national citizenship have a more stress on national civic education, but the familiar tone. But of course, three latter does face the challenge of addressing centuries ago, mass schooling for national evolving cosmopolitan and multicultural “Teachers can empower citizenship was nowhere to be seen. The frameworks. This challenge calls for a major students to ultimately world then was not made up of people rethinking of the preparation of social consider how they can who imagined themselves bonded by a studies, civics, and history teachers. SE become powerfully territorially-based national solidarity linked to a central administrative state. The idea *I have been engaged in collaborative research engaged citizens.” on human rights and human rights education with that the masses could be transformed into Sociology Professor John Meyer and Assistant – Gary Mukai, MA ’81 national citizens by compulsory schooling Professor of Education Christine Min Wotipka of had yet to emerge, much less triumph Stanford, Assistant Professor of Policy, Planning, and Development David Suarez (MA ’02, PhD ’06) worldwide. Now, the universal diffusion of of the University of Southern California, alum schooling for national citizenship makes it Rennie Moon (PhD ’09), and doctoral student difficult to consider alternative solidarities Patricia Martin, as well as numerous graduates of Stanford’s Sociology Department. and their curricular implications. Global citizenship posits an alternative transnational solidarity based on ideas about a collective humanity facing common problems and about individuals sharing

Spring 2009 13 School of Education & The Stanford Challenge

Principal Fellows Program Takes Shape By Rebecca Tseng Smith

The Stanford Principals Fellows Program, one of the first programs to emerge from the Initiative on Improving K-12 Education, launched last June with a three-day institute attended by 22 principals from six local school districts. The summer institute featured seminars taught by faculty from the School of Education and the Graduate School of Business (GSB), covering topics ranging from building skillful teacher leadership to differentiating instruction for English Language Learners. Participating principals identified specific results they intend to achieve at their schools,

and created a platform for their work East Palo Alto Academy: High School Principal Bonnie Billings, Dean Deborah Stipek, and Stanford over the next twelve months. Principal Fellows Program Director Gay Hoagland (L to R) relax between seminars at the Stanford Principal Fellows Summer Institute. Since then, the fellows have been meeting regularly to pursue bench- participating this year in four seminars, this year’s cohort, “Their priority for marks they have set for their schools, including a shared day with their prin- the year is to get past the rhetoric and engaging with Stanford faculty, and cipals this April. The program seeks two unpack specific action steps to achieve working with executive coaches from outcomes: to strengthen leadership for strong teacher leadership focused on the GSB to strengthen such essential schools where students can achieve and student achievement—the only way to leadership skills as providing construc- thrive, and to advance knowledge for significantly improve instruction. They tive feedback, coaching, and building this critical field. are determined to assess and improve high performance teams. The fellows’ Gay Hoagland, BA ’59, director of their own ability to lead, support, and district superintendents are also the Principal Fellows Program, says of sustain that kind of change.” SE

Teaching for the World Building a Cadre of World Education Scholars The work of Carter, Adams, and Wotipka demonstrates the richness continued from page 10 and diversity that characterizes education-related research at women’s movement,” says Wotipka, who directs the master’s pro- Stanford across a spectrum of countries and topics. “Their ongoing grams in International Comparative Education and International investigations are helping the university build an interdisciplinary Educational Administration. “This is really what’s carrying the and internationally focused community of researchers and policy momentum and inspiring greater inclusion of women and women’s analysts,” says Professor Ramirez, who is currently studying the rise issues in our curricula worldwide.” Ultimately, she notes, women’s of human rights education around the world. “These scholars are studies is valuable not only for what it provides women, but for what enhancing the global reputation of the International Comparative it offers the educational system. With its inherent critique of the Education Program at Stanford, which over the decades has been patriarchal structures in which academia is entrenched, and its shaped by world-renowned academics such as Paul Hanna, Hans vision of alternative approaches to teaching, women’s studies “is a Weiler, Alex Inkeles, and Martin Carnoy. It’s clear from this work hub for pedagogical innovation,” says Wotipka. that the legacy of these pioneers continues.” SE

14 StanfordEducator Gift to STEP Honors Jean Lythcott By Rebecca Tseng Smith tice and who are as com- Jean Lythcott, a STEP lecturer and mentor, is the hanks to a generous gift to the fortable in a university inaugural Geballe Family Stanford Teacher Education classroom as they are in a Clinical Associate for Program (STEP) to support the high school or elementary Science Education. T improvement of K-12 science schools setting,” stated their student teaching. teaching, the School of Education has Dean Deborah Stipek in Stipek appointed Lythcott appointed Jean Lythcott as the inaugural a letter informing Lythcott to the position at the rec- Geballe Family Clinical Associate for of her appointment. “Your ommendation of STEP Science Education. experience and accom- directors Rachel Lotan A STEP lecturer and mentor since 2000, plishments will serve as a and Ira Lit. Lythcott coaches STEP candidates to build model for future clinical The position was classroom communities where they relin- associates for STEP and made possible by a $1 quish power and abandon the belief that for the field of education.” million gift made in June teachers should act as the performer and Through establishing 2007 from Sissy and Ted unquestioned authority in the classroom. the first endowed clinical associate’s Geballe, longtime volunteers and sup- She also researches why people become position, the School aims to recognize the porters of the School of Education and teachers, and has helped develop a new sci- extraordinary contributions of Lythcott, as Stanford. Their gift, along with resources ence curriculum at East Palo Alto Academy: well as the important teaching and mentoring allocated by the university, created a $2 mil- High School that has proven successful in role of clinical associates. Clinical associates lion endowment for science education in raising science scores and engaging stu- are scholar practitioners with experience in STEP. This is the first time a gift of endow- dents in high-level, hands-on experiments. teaching at both the K-12 and university ment, which is typically used for professor- “Your work in STEP exemplifies the levels—a dual background considered ships held by chaired faculty members, has importance of educators who can effectively essential to their work in the STEP classroom been directed toward the support of a clini- provide a bridge between theory and prac- and in the schools where STEP students do cal associate. SE

Forging a Fine Partnership By Rebecca Tseng Smith

The First United Methodist Church of Palo Alto has teamed up with Professor Guadalupe Valdes to significantly strengthen volunteer outreach efforts for Valdes’ Ravenswood English program. Valdes presented the program, which pairs adult volun- teers with young immigrant children who have little access to English in their schools and communities to expose them to rich English language interactions, to members of the congregation last fall. Several individuals who served as vol- Ravenswood English volunteer coordinator Ashley McCollough, unteers last year enjoyed their experience so much that when BS ’92 (R), chats with volunteer Ted Dolton and Professor Valdes expressed the need for a volunteer coordinator, the Guadalupe Valdes at the First United Methodist Church. church identified funds to support the position. The gift, To learn more about the Ravenswood English Program and designated for community outreach, comes from the estate its volunteer program, visit http://www.stanford.edu/dept/SUSE/ of the late Giovanna C. Schamberg. RavesEng/Welcome.html. SE

Spring 2009 15 School of Education & The Stanford Challenge

15 Minutes with John Levin Interviewed by Rebecca Tseng Smith

ohn Levin (MA ’70, JD ’73), with Day School and Marin Academy. Associate his wife Terry (BA ’74, MA ’81) Dean Rebecca Tseng Smith recently sat made a gift of $1 million to the down with John to discuss his commitment JSchool of Education to establish to public service and his support of the The John and Terry Levin Fund for School’s efforts to improve K-12 education. Improving K-12 Education to support research, development, and dissemination You stepped up to be the first chair of of information and practices directed the Advisory Council before Maddy Stein toward K-12 school reform. As passionate accepted this position. Is that how you advocates of public service, the couple con- would describe it? tributed $3.75 million in 2007 to establish the John and Terry Levin Center for Public J: Well, I wouldn’t say that. I had productive Service and Public Interest Law at Stanford conversations with Deborah as she consid- Law School. The Center makes public service ered the formation of the Advisory Council. part of every law student’s experience, no I told her that I did not want to be the chair, matter his or her career path. but I was happy to chair as an interim during

the first few meetings while she searched John Levin (MA ’70, JD ’73), with his wife John Levin is a founder of the law firm of for a real leader. Terry (BA ’74, MA ’81), made a $1 million gift to support efforts to reform K-12 schools. Folger Levin & Kahn and a longtime Stanford volunteer. A member of the School of She absolutely thinks of you as the first Education Advisory Council since 2003, John chair (laughs)! Now that you’ve been a J: In the United States, we have two institu- also serves as a Dean’s Advisory Council part of the board from the beginning, do tions of absolute critical importance: educa- member for Stanford Law School and as you see any changes with the board? tion and medicine. It’s hard to find anyone vice chair of the Stanford Board of Trustees, who doesn’t think that these are pillars of a as well as on the boards of Team-Up for J: I sit on a number of councils, boards, and civilized society. It’s also hard to find any- Youth, the Jay and Rose Phillips Family advisory groups around the University, and body who doesn’t think each is substantially Foundation, and the Louise and Claude I sit in on many others. SUSE has done a degraded and going in the wrong direction. Rosenberg, Jr. Family Foundation. He has terrific job with the Advisory Council on There is much gravity weighing on the edu- also served on the boards of Marin County many important levels, including attracting cation infrastructure in the U.S., and the high quality people who approach educa- problems are enormously complex. For tion thoughtfully and in different ways. The Stanford to add value to the conversation, it “Teacher training, diversity of thought brings substance to the has to be specific, concrete, and ambitious leadership in schools, group. The School continues to provide an in its aspirations. For a volunteer, it’s useful are the right interesting structure for our conversations, to ask difficult questions and get meaningful and policy fostering a consistently rich dialogue on the answers before a gift gets fully executed. things to focus on. direction of the School of Education and That’s true of philanthropy in general, but Progress will be difficult, education policy in the United States. especially so when a university takes on a structural struggle as formidable as public but Stanford is pointing The process that you followed in making education in the United States right now. the ship in the right your gift was great and productive for direction. us. You thought long and hard about it I agree that medicine and education are and were willing to work with us and to weighed down by expectation and inertia. – John Levin (MA ’70, JD ’73) challenge us. Why did you follow that In the case of education, everyone has a process? stake in it and a particular approach. For

16 StanfordEducator example, with the K-12 Initiative, we J: We started Team-Up for Youth ten years It’s now ten years old and proven to be very found that when people say, “I really care ago because conditions in severely under- powerful, having reached 75,000 kids so far about K-12 school reform,” they mean served and distressed communities were in the Bay Area and soon to expand to other different things. What do you think getting worse by the minute for kids. It’s parts of California and perhaps the country. needs to be addressed? even worse now, but back then, it was becoming clear that government cutbacks What’s your favorite part about being a J: I very much respect the way that SUSE is were putting great pressures on school sys- volunteer at Stanford? approaching this. Teacher training, leader- tems. The school days were getting shorter. ship in schools, and policy are the right Schools cut back on sports programs, the J: I love Stanford on so many levels. It’s things to focus on. Progress will be difficult, arts, and other so-called “extracurricular been so important in my life, in Terry’s life, but Stanford is pointing the ship in the right activities.” Students were being let out of in the lives of our children, who are under- direction. class at 1:30 in the afternoon, only to return graduates now. Stanford has a breathtaking to the mean streets of their communities. opportunity to influence the course of What’s your hope in creating the Levin Center at the Law School? “If Stanford can get demonstrable outcomes from the J: The Center actually shares commonalities K-12 Initiative, it will make a huge mark on the direction with the School of Education. Law schools of the country and the world.” – John Levin (MA ’70, JD ’73) and lawyers need to return to the notion that law is a profession and a service. It’s about adding value to clients. There’s been confu- We looked at different ways to approach events in our country and the world, and it sion about that over the last 30 to 40 years in this problem, and concluded that sports starts with the production of well-educated, the United States, and the reputation of presented some special opportunities. outstanding citizens. Stanford is doing an lawyers has declined for good reasons. I think Physical activity is a wonderful vehicle to ever better job of attracting the best and to attack the problem, we need to start with address health issues like nutrition, obesity, the brightest to its campus and producing the academic community that trains the and diabetes. We believed that sports was innovative leaders who can make society lawyers. We need to remind students that not an end in itself, and we didn’t have any better. A 21st century university can and they are getting tools to further the lives of interest in developing athletes. In fact, should think in systematic ways about how others. If it’s in a for-profit context, it’s about we believed that the kids who were good its students and faculty can address the the clients. If it’s in a nonprofit or government athletes probably would end up on their challenges of the world outside the four context, it’s about the clients. Practicing law is feet—literally, of course, and in many cases, corners of its campus, now and in the future. about helping others, and the same is true in figuratively. But we thought that those who Elite universities, including Stanford, can education. People should go into education weren’t athletes should have the chance to harness their academic and research capac- understanding and motivated by the participate in activities that would build ities to impact society in ways that they never prospect that they’re going to add significant values and skills that many of us take for have. You could apply that to medicine, the value to their communities and the country by granted, like teamwork, trust, discipline, environment, international relations, and inspiring young people and building future showing up on time, sharing accomplish- many other areas of urgent importance. generations of better educated citizens. ment or disappointment with your peers, And that’s certainly true of education. If and being with caring adults who model Stanford can get demonstrable outcomes This also makes me think about your work considerate and constructive behavior. from the K-12 Initiative, it will make a huge with Team-Up for Youth. The threads that We concluded that this was an interesting mark on the direction of the country and run through your involvement are educa- medium to promote growth in young peo- the world. SE tion, public service, and community serv- ple that could be measured by physical, ice. Why did you start Team-Up for Youth? mental, social, and educational outcomes.

Spring 2009 17 AlumniNews

hare your latest news by mailing us the attached enve- Donald Edgar, PhD ’69, recently published The New lope or submitting your update at: ed.stanford.edu/ Child—In Search of Smarter Grownups (Wilkinson S suse/alumni/keep-in-touch.html Publications, 2008) with his wife Patricia Edgar. Their book calls for an integrated approach to children’s policy 1950s that restores a sense of community-wide responsibility Doreen Wiley, MA ’52, a retired teacher,has published her for the development of children. memoir, Recipe from an Oyster (Media Weavers LLC, 2008). Doreen Wiley, The book is a collection of personal essays and poetry 1970s MA ’52 about Wiley’s life in the U.S. following her grim experi- Donald Holsinger, PhD ’72, recently retired from Brigham ences growing up in the Philippines during World War II. Young University. In his last year, he served as associate academic vice president and professor of education and George Selleck, MA ’57, a member of the Stanford development at Brigham Young’s Hawaii campus. Prior to Basketball Hall of Fame, is working on his eighth book, his work in Hawaii, Holsinger served as senior education Kids Sense: Advice to Parents and Coaches from Kids in advisor with USAID/Egypt and lived in Maadi, a suburb of Sports, to be published by CoachesChoice.com. He also Cairo, for two years with his wife Ellen. In 2004, Holsinger George Selleck, MA ’57 developed the Anaheim Unified High School District returned to the Farm to deliver the presidential speech at coaching education program. Due largely to Selleck’s the annual meeting of the Comparative and International leadership, Anaheim became the first district in the Education Society. Last summer, he returned to Utah nation to receive national accreditation of its coaching from Vietnam, where he serves as a frequent consultant education program through the National Council for for the Asian Development Bank. Accreditation of Coaching Education (NCACE). 1960s Mary Jean Montgomery, MA ’73, retired from the Iowa State Board of Education after serving as a board member Francis Trusty, Harlan Limmer, BA ’60, taught and served as an education EdD ’60 for 15 years. She also served on the board of Iowa Public administrator for more than 20 years. Following his career Television and is currently a member of the Leadership as an administrator, he attended a Lutheran seminary and Partnership program, which guides the work of the was a pastor and minister for another 20 years. Limmer Wallace Foundation in Iowa. In September, the School of lives in Wisconsin and appreciates the education he Education welcomed Montgomery as a new Advisory received at Stanford. Council member. Francis Trusty, EdD ’60, recalls the Administration and Donald Edgar, Policy Analysis program with Dr. Odell fondly. After grad- Ron Blankenhorn, MA ’74, served as a faculty teaching PhD ’69 uation, he served as a high school principal and a profes- specialist for 10 years at Stanford Athletics, where he sor at the University of Rochester and the University of focused on the history and philosophy of East Asian Tennessee. Trusty directed a statewide evaluation project fighting arts and the psychology of aggressive fighting. for school administrators in Tennessee and was selected He works as a facilitator for transactions between top U.S., as a distinguished professor by the National Academy of Asian, and European companies in the semiconductor School Administrators. He also served on an international industry. Currently on sabbatical, Blankenhorn teaches international financial management at Zhong Yuan evaluation team in Hungary related to educational admin- Donald Holsinger, istrative programs. Later in his career, Trusty was awarded University of Technology in China, through the Henan PhD ’72 a Fulbright Scholarship to Thailand. Educational Association for International Exchange.

Don Sharpes, MA ’68, an emeritus professor at the Paul Reville, MA ’74, was appointed Massachusetts Arizona State University, published The Evolution of the Secretary of Education by Governor Deval Patrick last Social Sciences (Lexington Books, 2009). At the 2008 March. In his role, Reville oversees the recently created annual meeting of the American Educational Research Executive Office of Education and is responsible for the

Association, he was awarded a Lifetime Achievement state’s Department of Early Education and Care, Ron Blankenhorn, Award by the International Studies Special Interest Group. Department of Elementary and Secondary Education, MA ’74

18 StanfordEducator Department of Higher Education, and the University of Miles Bryant, MA ’81, EdD ’86, a professor of educational Massachusetts system. A former president of the Rennie administration at the University of Nebraska-Lincoln Center for Education Research and Policy, Reville also (UNL), gave the commencement address to the doctoral served as director of Harvard’s Education Policy and graduates of UNL in August. Management Program and a lecturer on educational policy and politics. He edited the book, A Decade of Urban Caroline S.V. Turner, PhD ’88, is a professor in the School Reform: Persistence and Progress in the Boston Division of Educational Leadership and Policy Studies at Paul Reville, Public Schools (Harvard Education Press, 2007). Arizona State University, as well as the Lincoln Professor of MA ’74 Ethics and Education and the doctoral program director James Holland, MA ’75, and his wife Nancy Noble for Higher and Postsecondary Education. In 2008, she Holland, MA ’75, live and work in Pasadena, CA. James received the Dean’s Faculty Excellence Award from the teaches English at the Westridge School, and Nancy con- Mary Lou Fulton College of Education, and the Senior ducts music and performs regularly in and around Pasadena. Scholar Award from the Association for the Study of Higher Education Council on Ethnic Participation. Turner Nelly Stromquist, PhD ’75, recently joined the recently co-edited Understanding Minority-Serving James Holland, MA ’75, and his wife Institutions (State University of New York Press, 2008). The University of Maryland as professor of international devel- Nancy Noble Holland, opment education, examining issues related to social book focuses on issues concerning institutional mission, MA ’75 change and gender from a critical sociology perspective. faculty governance, student engagement, social justice, She served on the faculty of the University of Southern federal policy, and accreditation. California for several years. 1990s Carlos Ornelas, MA ’78, PhD ’80, published Politica, Julie Thompson, MA ’90, works in Geneva as a human- poder y pupitres—Politics, Power, and Student Desks itarian affairs officer at the United Nations Office for the Coordination of Humanitarian Assistance. (Siglo XXI Editores, 2008), in which he proposes a reformist Carlos Ornelas, path for the Mexican education system. Currently on MA ’78, PhD ’80 sabbatical from the Metropolitan Autonomous University Werner Garciano, MA ’95, was named director of Texas in Mexico City, Ornelas is a visiting professor of education Instruments’ Teachers Teaching with Technology (T3) and transcultural studies at Teachers College, Columbia program last August. As director of professional develop- University. In September, the National Council of Science ment for Texas Instruments for the past five years, he has and Technology promoted him to the highest level of made frequent presentations about the effectiveness of the National System of Researchers, which recognizes Texas Instruments’ graphing calculators to teachers at math conferences throughout the U.S. outstanding and ongoing work by Mexico’s most impor- Miles Bryant, tant researchers. MA ’81, EdD ’86 Elsa Billings, MA ’97, PhD ’04, is an assistant professor Frans Lenglet, PhD ’79, was appointed director of the at San Diego State University’s College of Education in new Swedish International Centre on Education for the Department of Policy Studies in Language and Cross- Sustainable Development at the University of Gotland in Cultural Education. Until last year, Billings worked closely Visby, Sweden in September. He previously directed the with Professors Kenji Hakuta and Guadalupe Valdes as international training program of the International Labour director of the Stanford California Teachers of English Organization in Torino, Italy. Learners/Cross-Cultural, Language and Academic Development (CTEL/CLAD) Program. More information Werner Garciano, MA ’95 1980s about the program can be found at http://ellib.stanford.edu. continued on page 21 Gail Donovan, PhD ’80, recently moved to New York City to direct the leadership development program at New Visions for Public Schools.

Spring 2009 19 AlumniNews

ALUMNISPOTLIGHT A Teacher with a Mission By Holly Materman Uri Manzo (BA ’07, MA ’08) teaches math at East Palo Alto Academy: High School (EPAAHS), the public charter school run by Stanford New Schools and overseen by the School of Education. Manzo’s commitment to improving access to education in the East Palo Alto community runs deep. As a senior at Stanford, he tutored at EPAAHS in art, math, science, and Spanish through the Haas Center for Uri Manzo (L), seen here with one of his advisees, Jorge Gaytan, developed a passion for teaching and Public Service. The following year, he mentoring East Palo Alto youth as a Stanford undergraduate. joined STEP and served as a student- teacher in geometry and AP statistics Someone with your credentials and Tell me how STEP prepared you for at the high school. Now in his first experiences probably had opportuni- your first year of teaching. year of professional teaching, Manzo ties to teach elsewhere. Why did you smiles easily when asked about his decide to come to East Palo Alto U: Teaching is probably the most students, especially those he coaches Academy High? complex art on the planet, and on the EPAAHS Bulldogs varsity soccer Stanford helped me understand team, who were undefeated this season U: I tutored in East Palo Alto for that complexity. Before I began at 14-0. Holly Materman caught up several years as an undergrad before I STEP, I thought I knew what to do with Manzo to discuss his experience joined STEP, so I developed a passion in the classroom. “What’s so hard in STEP, his passion for teaching and for working with the students there. about teaching math?” I thought. I mentoring, and his hopes for the After STEP, I had offers from seven was humbled tremendously. I had an future of the school. or eight different places. I remember amazing supervisor in STEP named calling my dad for advice and he said, Nancy Lobell. I called her “coach.” What originally attracted you to “It’s a pretty easy decision. You go She came in three times a quarter, teaching? where your heart is.” So I came back observed my classes, and gave me with a mission. Unlike other nearby feedback that was difficult to hear, Uri: Growing up, although I came from high schools that cream the best stu- but it made me a better teacher. an underprivileged background, I knew dents from the district, East Palo Alto Now, I have an awesome planning I had all the intelligence necessary Academy accepts anyone in the area partner at the high school who shares to succeed but lacked the resources. and gives them a competitive, equitable a similar philosophy. Even though we Fortunately, the doors opened for me. education. That’s why I came back. teach in our own style, we collaborate. The possibility of doing the same for I also realized it’s more important It reminds me of the collaborations even a handful of students attracted to serve, get the training, and really I had with my colleagues in STEP. me to teaching. Using education as a impact students in a much smaller tool for upward social mobility is one school instead of a huge place where What is it like teaching at East Palo of my life missions. kids can fall through the cracks. Alto Academy as a STEP alum?

20 StanfordEducator 2000s U: It’s like a train that hits you full Li-Jen Kuo, MA ’00, an assistant professor of educational psychology force. Life comes at you a hundred at Northern Illinois University, was named a 2008-10 National miles per hour because you are not Academy of Education/Spencer Postdoctoral Fellow. She is currently only a teacher here, but a parent. conducting a research project that investigates the similarities and Our kids experience things that differences in language and literacy development between mono- not many adults have gone through. lingual children and bilingual children. Kuo received the Early Career They are emotionally, psychologically, Award from the American Psychological Association in the Division Li-Jen Kuo, MA ’00 and economically challenged, and yet of Educational Psychology. they persevere and make it. Teaching here is emotionally, mentally, and Kathy Madjidi (Wiatt), MA ’00, was awarded the 2008 William E. Taylor Fellowship by physically difficult, but I can’t imag- the Social Sciences and Humanities Research Council. She co-edited Comparative and ine teaching anywhere else because International Education: Issues for Teachers (Teachers College Press and Canadian it’s so rewarding. I’m not going to Scholars Press, 2008), with Karen Mundy and Kathy Bickmore, PhD ’91. She is a doctoral be a hypocrite and say I wake up with student in the Comparative, International and Development Education program at the a smile everyday, but I have a reason University of Toronto. to wake up. I walk into class with the understanding that I’m going to affect April Chou, MA/MBA ’01, assumed the role of development partner at NewSchools at least a couple lives everyday. Venture Fund, where she is building the NewSchools Network, a community of education, nonprofit, policy, and business leaders working to accelerate education reform. Prior to Are there any teaching strategies this position, she served as a principal at NewSchools and was a management consultant you have found especially successful and nonprofit practice community fellow with McKinsey & Company. at the high school? Risha Krishna, MA ’01, was honored by the California League of High Schools with the U: It’s difficult to isolate a few strate- Outstanding Educator Award for Region 4 (Alameda, Contra Costa, Marin, Napa, San gies since there is so much overlap Francisco, San Mateo, and Solano counties) in November. Krishna teaches ethnic studies between the curriculum, the students, and world history at Mission San Jose High School in Fremont, CA. SE and me. Literacy development, group work, and strong formative assessment practices are essential to my teaching. Waheed Hassan, MA ’80, PhD ’87, was elected I’ve also been successful at motivating Vice President of the Maldives last October in the first students by revising textbook content democratic elections in the nation’s history. Along with and word problems to include more President-Elect Mohamed Nasheed, he defeated long- familiar contexts. I also include their time incumbent President Maumoon Abdul Gayoom. names in math content, which keeps The first Maldivian to receive a doctorate at Stanford, them on their toes! Hassan was elected to the Maldivan Parliament by a land- slide in 1989. However, his reformist views eventually led What do you find most inspiring to persecution and exile. He then pursued a career in the United Nations, where about working here? he developed educational programs for countries including Mozambique, Tanzania, and Bangladesh, and served as senior advisor at UNICEF Headquarters U: I wake up with a mission every day in New York. After the fall of the Taliban, Hassan led reconstruction efforts in because I think about what happens Afghanistan, rebuilt its education ministry, and became head of UNICEF to young people who have at least Afghanistan. He then returned to New York, where he helped direct the United a few tunnels to get them to the top. Nations Development Group Office, the body responsible for reforming U.N. My parents came across the border on organizations. In 2005, Hassan resigned from his post and returned to the

continued on page 22 Maldives to help bring democracy to his home country. SE

Spring 2009 21 StudentNews

Laura McCloskey, a doctoral candidate in the Minority Student Achievement,” with Professor Administration and Policy Analysis program, and Kenji Hakuta and Nathan Pellegrin at the Karen Thompson, a doctoral student in the “Proposition 227 and Beyond: Connecting Educational Linguistics program, co-presented Research, Policy and Practice” conference. their paper, “Proposition 227 in California: A The conference took place in November at Long-Term Appraisal of its Impact on Language California State University, San Marcos. Laura McCloskey Karen Thompson

Piya Sorcar, a doctoral candidate in the Learning Sciences and Technology Design and International Comparative Education programs, has expanded her TeachAIDS.org initiative into numerous countries. The TeachAIDS.org materials were recently accepted by the head of Curriculum Development and Evaluation in Botswana and will be implemented in every primary, secondary and tertiary STEPPINGSTONESINTERNATIONAL institution there. Sorcar’s team is evaluating the efficacy of HIV-prevention programs by conducting studies on hundreds of students in Central Johannesburg College in South Africa and numerous middle schools in China. She is also working with CARE-International in Rwanda and the Stanford Program on International and Cross-Cultural Education to develop more effective HIV-

education materials for youth. Sorcar’s work was recently profiled in a new book Students in Botswana learn about HIV/AIDS prevention titled Health Communications in the New Media Landscape (Springer Publishing, through Piya Sorcar’s TeachAIDS.org animation tutorial. 2008) and spotlighted as part of Leading Matters, a series of Stanford gatherings held around the world that explores how the university is tackling some of the world’s biggest challenges. SE

A Teacher Where do you see yourself and the prepared teachers who can help us school in the future? send more kids to college. It’s a cycle. continued on page 21 Sooner or later, I see more of our a bus with nothing but five hundred U: I want to leave a legacy. My fresh- students going to elite universities. dollars and two bags. A couple years man high school teacher inspired When we match our most under- later, I attended Stanford and my me to go to Stanford, and I made it. privileged students with some of the brother attended UC Santa Barbara. I want to pass that same shoot-for- best prepared educators, our students What can I do to make that happen the-stars mentality to my advisees and will soar. When that kid in baggy jeans here? What happens when more indi- students. We’re planting seeds, and who has persevered through so much viduals like me receive a world-class they are finally starting to grow. Our adversity realizes he’s just as smart as master’s training and bring it to the kids go from: not even thinking about the next college applicant and is given 'hood? Human beings aren’t that dif- college, to putting one toe in the water, proper resources, there’s no telling ferent. There are so many genius kids to planning for college, to getting what he can do. When our kids realize at this school. Some of our kids may ready for college. Getting into college that poverty has nothing to do with not know what it’s called, but they is the legacy I want to leave. When we their culture, when they realize that do crazy trigonometry in their heads. move to our new site in 2011, we’re poverty isn’t in their genes but that The public doesn’t associate East Palo going to change the image of the it’s a matter of accessing resources, Alto with geniuses, but they’re here. school. More donors will be interested, our kids just explode. Our students

which will bring in even more well- can change the world. SE

22 StanfordEducator StaffNews

Mindy Hollar joined the School of Laurie Stapleton (PhD ’08), is Education as Associate Director of the new director of Stanford’s Development in January. In her role, Teachers for a New Era (TNE) she builds support from major gift project, a teacher education reform donors, prospects, corporations, initiative sponsored by the Carnegie and foundations for a wide range Corporation of New York, the of School of Education programs Annenberg Foundation, and the and initiatives. Hollar leads and Ford Foundation. A recent graduate coordinates fundraising efforts for East Palo Alto Academy, of the Curriculum and Teacher Education doctoral the K-12 public charter school operated by Stanford New program, she previously served as a STEP supervisor and Schools, and provides staff leadership to the School of taught in the secondary education program at San Jose Education’s Advisory Council. She previously worked as State University. Her dissertation investigated the listening Associate Director of International Development at the practices of supervisors and teacher candidates who met London office of the University of Chicago, where she weekly to engage in mutual support, collegial inquiry, and developed and managed cross-border tax-efficient giving collaborative problem-solving. As the TNE director, Stapleton programs, as well as general donor solicitation and steward- coordinates the Partner School Induction Program, which ship throughout Europe. As a volunteer, she served as PTA aligns STEP clinical practices and experiences with STEP president in the Arlington, Virginia public school system graduates who are in the first two years of teaching. She and developed career and science programs for hundreds will also work with principal investigator Pam Grossman to of K-8 students. Hollar earned a BS in psychology at institutionalize initiatives developed under the TNE grant. Southern Methodist University and an MA in liberal studies Stapleton received her BA in literature/creative writing at from Georgetown University. the University of California at Santa Cruz.

Lisa Rying (MA ’03 in English) Heather Coleman Trippel is the new Director of is the new Manager of the Annual Development for the Initiative on Improving K-12 Fund and Donor Relations. In her Education, an interdisciplinary effort of the Stanford role, she manages planned giving Challenge. Trippel has championed the programs of appeals, stewardship, events for the the K-12 Initiative since August 2006 in her previous role School of Education’s donors, and as the Associate Director of Development at the School of gift processing, as well as the direct Education. She brings extensive experience in university appeal and telemarketing portions development, having served as of the annual giving program. As a Stanford graduate Associate Director of Major Gifts student, Rying participated in the Women and Youth at Santa Clara University and the Supporting Each Other program in East Palo Alto, CA. University of Chicago. Trippel Upon graduation, she taught British literature and writing received her BS in political science at Pinewood High School in Los Altos Hills. Rying previ- from Santa Clara University and ously served as director of admissions and marketing at an MA and PhD in political science

Stanbridge Academy, a K-12 school for students with mild from Purdue University. SE to moderate learning differences in San Mateo. Rying received her BA in English from Duke University.

Spring 2009 23 Stanford University Non-Profit Org. School of Education U.S. Postage 485 Lasuen Mall PAID Stanford, CA 94305-3096 Permit No. 28 Palo Alto, CA

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