Stanfordeducator Education Alumni Spring 2009 Newsletter

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, making 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

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