March 2009

Stephanie Blackman, PACE student, honored

Hands On Greater Portland and the Portland Trail Blazers recognized GSE doctoral student Stephanie Blackman at a special awards luncheon February 17. Ms. Blackman earned the Heart of the Community Hands On Greater Portland Volunteer Award for a significant body of volunteer work in the community. While juggling her doctoral class load around her work in the GSE’s Educational Leadership and Policy department, she organized PSU capstone students in the University Studies program (all in different majors) to work on community projects. These include: Project Homeless Connect, the Children’s Book Bank, Portland Parks and Recreation Clean-up Days, Loaves and Fishes activities and much more. Working with Hands On Greater Portland, she places an average of 15 students per class in up to six projects per term.

Ms. Blackman recently coordinated a GSE faculty volunteer project to work at the Oregon Food Bank. She also gave a free lecture in the Women’s Resource Center on “Exploring the Current and Historical Role of Women in Service and Civic Affairs.”

Ms. Blackman has two master’s degrees, one in Postsecondary, Adult and Continuing Education (PACE), and one in teaching social sciences. Her doctoral work is in PACE, where she specializes in service-learning and civic education. In addition to placing students in volunteer positions, she frequently works alongside them, and also volunteers for many other projects by herself. “I really like the variety of activities the work provides and I truly enjoy meeting so many kinds of people in the community. It gives me a really good feeling to give back.” She is a strong advocate for service-learning and community involvement as a way to provide awareness and social justice to the disenfranchised.

2.6 million dollar grant awarded to study autism

Helen Young, Ruth Falco, and Joel Arick, of the Special Education Department at Portland State University, received a grant from the United States Department of Education, Institute of Education Sciences (IES) to study the Comprehensive Autism Program Using Strategies for Teaching Based on Autism Research (CAPSTAR) model. This model was developed by Drs. Arick, Falco, Young, and others. Components of the model have been used over the past five years in the development of Regional Autism Program Training Sites throughout Oregon, in collaboration with the Oregon Department of Education. The IES grant provides the opportunity to systematically study the effectiveness of this model in comparison to usual early childhood special education practices. The study will involve 60 preschool classrooms in Oregon and Washington.

One in 150 children in the United States and one in 88 in Oregon are affected by some form of autism spectrum disorder (ASD), according to 2007 data from the Office of Special Education Programs and the Centers for Disease Control and Prevention. A National Research Council summary of research in 2001 clearly indicated that as soon as a child is diagnosed with ASD, the child should be enrolled in an early childhood special education program. The program should be specifically designed to teach important communication, social, academic, and life skills to young children with ASD. Public school special education programs need effective, research-based curricula for teaching these children.

The CAPSTAR model implements the practices recommended by the National Research Council (NRC, 2001) and other recent research on instruction for children with ASD. The CAPSTAR model uses the STAR curriculum (Arick, Loos, Falco, & Krug, 2004) and specifically addresses the learning needs of young children with ASD. The needs of each child are carefully assessed to identify an individualized plan. Teaching methods use research-based strategies of applied behavior analysis, including discrete trial teaching, pivotal response training, and the use of naturalistic teaching methods and visual systems of support within daily routines at preschool and at home. The STAR curriculum provides specific lesson plans and methods for using on-going assessment to ensure each child is making progress. Frequent, planned interactions with typically developing children and extensive involvement of families provide important components to help children use their skills in meaningful ways. Low student-teacher ratios and intensive time in intervention at school and home are additional research-based components. Extensive, on-going staff training for the CAPSTAR model is developed through a training-of-trainers system, to enable school personnel to maintain the model. Few other models for preschool children with ASD provide as comprehensive a set of research-based components as the CAPSTAR model. And few models for children with ASD are developed in public preschool settings, as is the case for the CAPSTAR model.

While outcomes previously documented by PSU faculty in Oregon classrooms show that CAPSTAR uses promising practices (Arick, Young, Loos, Falco, Krug, & Gense, et al., 2003), a rigorous study of the model, comparing it with usual special education preschool practices, is required to determine if the model is effective and to better understand components of the model that are related to its effectiveness. CAPSTAR researchers Drs. Young, Falco, and Arick emphasize that the new IES research funding enables them to carry out a greatly needed study of the effects of the CAPSTAR model and the success of the model in achieving intended outcomes. They believe that the study should provide new insights and contribute to the further development of research-based models that can be used successfully by educators in public preschool settings to serve children with ASD and their families.

Thoughts on the budget crisis

The entire world is struggling right now with economic challenges and PSU is certainly not immune from the problems. The Graduate School of Education has been asked to cut its budget for next year by a very significant amount. I’m not going to lie to you. The budget cuts will hurt. We will, of course, maximize efficiencies, but the magnitude of the cuts we must make is far beyond what we can accomplish through efficiency measures.

Though we will make reductions, we will make every effort not to sacrifice the quality of our programs. President Wiewel reminds us that it does students no good to have access to poor quality programs.

This budget crisis will test our ingenuity, our emotional intelligence, and our leadership abilities. We must find innovative ways to generate revenue and continue great programs with fewer resources. We will be required to call upon our best emotional intelligence as we debate and negotiate solutions. As leaders we must maintain optimism and enthusiasm, while guarding against blame and cynicism.

I feel blessed to be part of such a wonderful school of education with so many great students, faculty, alumni, and friends. I have every confidence that the GSE will emerge from this budget crisis stronger and better able to serve our students, the profession and the community.

Randy Hitz, Dean

Learning Gardens Laboratory grows new programs

Photo: Bryan Montes, Kevin Huynh, and Trina Nguyen, sixth-grade students at Lane Middle School, work with LGL staffer Jen Anderson on a project called “Worms, Wildlife and Weather.” Every sixth grade student at Lane Middle School spends 90 minutes per week at the garden.

Take a typical student garden project and multiply it times 50, and you start to get a sense of the scope of activity going on at the Learning Gardens Laboratory in Southeast Portland. Not only does the Learning Gardens Laboratory combine several programs for youth through adults (see sidebar), it also links with important community partnerships that include Portland Public Schools, Portland Parks and Recreation, Metro and most recently Oregon State University’s Extension Service.

OSU Assistant Professor Weston Miller, along with new program coordinator Beret Halverson, are now on-site to supervise activities and take over maintenance duties in the garden. These urban horticulturists, who began July of 2008, bring years of experience and a depth of expertise to the garden. “It’s very rare for an urban university and a land grant university to be in a partnership project,” says Rosalyn McKeown, PSU associate professor and director of the Learning Gardens Laboratory. “This gives us an opportunity to increase the capacity of the Learning Gardens and carry it into a new era.”

Mr. Miller says the first improvement he made at the LGL was reduce the size. “We constricted the footprint and planted cover crops to better manage the site,” said Mr. Miller, who says they are now better able to keep up with maintenance. “The cover crops serve as compost material and are used to demonstrate organic gardening techniques.” The OSU Master Gardener Organic Gardening Certification is now offered through the OSU Extension Service at the site. Mr. Miller sees much potential for expanding the garden to include even more adult programs in the future.

School garden projects continue to pop up all over the country as the trend for community and place-based learning increases. In addition to providing academic research access to elementary school students who visit from many schools, LGL staff hope to encourage students to eat healthier by introducing them to vegetables they can easily grow. The PPS “Harvest of the Month” project promotes local agriculture and helps kids understand where food comes from. In addition, the students are growing lettuce for school lunch salads.

New research is also looking at how gardening may improve student academic achievement through an ongoing study by PSU faculty looking at student behavior in garden programs. Dr. Dae Kim leads the study, along with PSU colleagues Ellen Skinner and Thomas Kinderman. “Initial path analysis results indicate a strong positive relationship between the level of student engagement measured in the garden program and student academic achievement, controlling for student demographics and prior achievement,” says Dr. Kim.

Why is the garden such a big success in an urban environment? “Because Portland is a “foodie” culture and Oregon is already on the leading edge of school gardening programs,” says Mr. Miller, who hopes one day to add a teaching kitchen to the site. Garden programs can make students more aware of healthy food choices and better able to manage their eating habits—a fact not lost on the Oregon Department of Education and the Oregon Department of Agriculture, which have both recently hired experts to figure out how to better integrate gardening and nutrition into school programs.

Focus on ELP faculty—Dilafruz Williams


Dilafruz Williams loves hummingbirds. She delights in planting hummingbird-friendly shrubbery in her garden to attract the tiny birds. But outside her garden, a hummingbird would be hard-pressed to keep up with Professor Williams. From gardens to kindergartens, she cultivates partnerships and projects across the metropolitan area.

Born in Mumbai, India, Dr. Williams was lucky to have access to an education. She excelled in school, always landing at the top of the class in her British-system school, where she was instructed in one of her five languages—English. She also speaks Gujarati, Hindi, Dari (Persian Dialect), and Urdu. The oldest of four children, she had to work her way through college by tutoring others. At the University of Bombay she earned two bachelor’s and two master’s degrees.

She taught biology for the university and eventually took a job teaching general science, biology, and math in a girls’ secondary school in India, where she taught for five years. “Seventh and eighth graders were my favorite. They were creative, motivated, and full of life and vitality,” she shares.

In 1978 she won a competitive fellowship to Harvard that launched her into a successful career in higher education. When she landed in America that September she had only two suitcases—one full of gifts for people she had yet to meet.

In 1982 she moved to New York with her family and obtained a doctorate from Syracuse University. Her dissertation, Democracy and Civic Education, reflects her belief that a healthy democracy requires robust public education. Her related areas of scholarship and research include: service-learning, sustainability education, and strong community-school-university partnerships.

Dr. Williams held several positions at Syracuse University, including program director and assistant professor in urban teacher preparation, emphasizing her focus areas of sustainability, partnerships and social justice. “I always had a passion for sustainability, even before it was a popular topic,” she says. “Coming from the east, I bring broad and diverse perspective to research, teaching, and service.”

This experience made her a great candidate for a position in the Graduate School of Education at PSU. When she visited PSU for a job interview, she was very impressed. “The committee that interviewed me was an awesome group! They made me feel so welcome and wanted that when I was offered the job I could not say no,” she says.

“I had also done research on Portland Public Schools and was blown away with its reputation, confirmed by the high quality of materials they sent me about schools. My son started first grade at Duniway School and I made a commitment to public education. For the past 19 years I have been deeply engaged.”

As a recipient of several awards, including the prestigious Ehrlich Award for Faculty Service-Learning, Dr. Williams was selected by the Education Commission of the States to the “100 District Leaders for Civic Engagement and Service-Learning Network.” She is also a Fulbright Senior Scholar.

A scholar of international stature, Dr. Williams is sought for lectures on a wide range of topics: learning gardens, environmental sustainability, civic engagement, and educational policy. She serves on the editorial board of journals and has scores of publications and presentations. Her co-edited book, Ecological Education in Action: On Weaving Education, Culture, and the Environment, captures her interdisciplinary approach to teaching. One of her advisees, Marcia Thomas, says, “Where education is in action, Dilafruz shows up with a compassionate heart, applauds the good she sees, then walks away pondering how to make it better for more people. Dilafruz Williams’ way of living portrays sustainability in education and many students are inspired.”

Dr. Williams is founding director of the Leadership in Ecology, Culture, and Learning program and of the Learning Gardens Laboratory at PSU. In 1995, she also co-founded the Environmental Middle School, now expanded to the popular K-8 Sunnyside Environmental School in Portland Public Schools.

A member of the PSU faculty since 1990, Dr. Williams embodies the university’s motto, Let knowledge serve the city. In her role as director of Community-University Partnerships in the late 1990s, she brokered dozens of partnerships across disciplines and colleges and worked with faculty to integrate community-based learning in their curriculum and teaching.

In 2003, Dr. Williams was elected city-wide to the Portland School Board, following her son, James, who had served as student representative. She was reelected in 2007, and is now the board chair. She spends her days at an exhaustive pace, constantly buzzing from campus classes to school board and city meetings. Professor Williams serves on a variety of regional and national policy organizations, and is also secretary-treasurer of the Council of Great City Schools, comprised of 67 large urban school districts representing over seven million diverse students.

Portland Public Schools Superintendent, Carole Smith, has worked with Dr. Williams for many years. “She’s changed the way we think about schools as part of our community and our environment.” says Superintendent Smith. “Her energy and focus have helped schools bring students outside into vibrant gardens where they learn and grow in new ways. She’s also helped connect parents to teachers and to each other. All these things have an impact on student learning.”

In both her scholarship and practice, she reflects high energy—much like that of her good friends … the hummingbirds.

Research project looks at educational administration

Rarely do faculty members from competing university programs have an opportunity to collaborate extensively, but the benefits have been entirely positive from such an effort in Oregon. A statewide group of administrative licensure program directors and faculty from school administrator preparation programs began working together in 2005 to examine how standards for school administrators were working in Oregon. The standards were many years old and did not align with new national standards adopted by the Interstate School Leadership Licensure Consortium. The program directors, working together with other professional organizations and the Oregon Department of Education, changed Oregon’s educational administration standards in 2005 to better reflect diversity, cultural competence, and teaching and learning in instructional leadership. The goal was to improve student outcomes in order to close the achievement gap. The new standards reflect measurable knowledge, skills, and dispositions among licensure candidates, and include a full time practicum.

Professor Carolyn Carr, worked with colleagues to continue this initial effort at collaboration, and was founding president of the Oregon Professors of Educational Administration (ORPEA), a nonprofit affiliate of the National Council of Professors of Educational Administration. Membership consists of faculty who teach in school administrator preparation programs from all Oregon education administration providers, including Portland State University, Lewis and Clark College, George Fox University, University of Oregon, Southern Oregon University, Concordia University, Willamette University, and the University of Portland. The group has found an effective way to communicate important points regarding school leadership development to state policymakers and stakeholders. “And we’ve been able to compare and differentiate the strengths of each program,” says Dr. Carr.

This statewide collaboration is unique in the United States and has brought considerable recognition to Oregon at national conferences, such as the University Council of Educational Administration and the National Council of Professors of Educational Administration. A special February 2008 edition of the Education Leadership Review was devoted entirely to Oregon’s change to the new administrative licensure standards with 21 contributing Oregon authors’ submissions.

As research director of ORPEA, Dr. Carr directed a research study for the Oregon Leadership Network (OLN) in 2007-2008 funded by a grant from the Wallace Foundation’s national leadership initiative. The grant project had several components, including a review of literature on administrator preparation, professional development for school administrators in Oregon and how school districts assess their administrators. Each component of the research focused on the new elements in Oregon’s standards: diversity, cultural competence, and teaching and learning. Findings revealed no systematic plan for continuing professional development of administrators other than in the university licensure process. This resulting 100-page report will be available from the Oregon Department of Education in spring 2009, and has resulted in another grant to ORPEA.

The 2008-2009 OLN Grant, also led by Dr. Carr, will investigate student satisfaction with their administrative preparation through a survey sent to all licensed administrators in Oregon, duplicating a survey sent in 2002 prior to adoption of the new standards. The preparation programs will determine what coursework and field activities are most helpful to individuals in the field, and whether programs address leadership, instruction, and cultural competence sufficiently. Other points of interest will include how students select their preparation programs, and factors influencing program completion. In addition, this new study will examine revisions in the national standards that Oregon might need to consider.

Portland State’s own administrator preparation program was cited in the Phi Delta Kappan recently as one of the most forward thinking and innovative programs in the country. The PSU Initial Administrator License cohort program (IAL) features a “spiraling” curriculyn themes carry through from term-to-term and culminates in year-long school leadership projects that contribute to school improvement. In addition, the IAL program requires community service hours and practicum hours at all school levels. The Continuing Administrator Licensure (CAL) program requires a field based practicum in each of the required seven courses in the program, demonstrating rigor in highly relevant assignments. Both programs assess student work with carefully developed rubrics.

Oregon may be ahead of the game in its administrator standards, but ORPEA is aware that constant review and retooling of our programs and standards are expected. “There’s already a need to add expectations for technology expertise to the standards when they are next revised,” says Dr. Carr. Portland State, the largest administrator preparation program in Oregon, will again be in the lead as changes are needed to prepare outstanding school leaders.

Two CEED faculty receive recognition

Two faculty from Continuing Education’s popular Children’s Book Conference have received recognition for their recently published works.

Marla Frazee, author-illustrator of A Couple of Boys Have the Best Week Ever, (Harcourt, Inc.), received a 2009 Caldecott Honor Book award from the American Library Association. Ms. Frazee has several other books, including: Roller Coaster, Santa Claus the World’s Number One Toy Expert, and Walk On! In addition to her yearly appearance at the Children’s Book conference, she teaches children’s book illustration at the Art Center College of Design in Pasadena, California.

Children’s Book Conference Director, Linda Zuckerman’s recent children’s book, A Taste for Rabbit, was one of two winners of the 2008 Oregon Book Award for Young Adult Literature. She has been the director of the Pacific Northwest Children’s Book Conference since its inception. Within her numerous children’s books titles, she has three Caldecott Medals and two Newbery Honor citations.

Scholarship alums in the news: Making a difference

David Moen, MS ’08, (2004 David Kimmel Memorial Scholarship), was featured in a front page Oregonian article for his work researching condors. Moen is a species recovery biologist working with the Oregon Zoo and hopes his discovery contributes to returning these endangered birds to Oregon. A segment of Oregon Field Guide on OPB also featured his research.
Leadership for Ecology, Culture, and Learning program in the Department of Educational Leadership and Policy.

Ted Cramer, MEd ’03, (2002 Michael & Marjorie Fiasca Endowed Scholarship), has students who love science and learning about use of natural resources in his alternative energy resource class. He met with Energy Trust of Oregon and proposed the idea of installing a wind turbine at the Hood River Valley High School Earth Club where he advises. The students embraced the idea and sold the community on it. He helped them apply to the Trust to fund the project. The turbine was installed next to the football field. (Oregonian January 30, 2009 front page, How We Live section)
GTEP math/science dedicated cohort, Curriculum and Instruction.

Daphne Bussey, MEd ’06, (2005 Eleanor Hardt Endowed Memorial Scholarship in Teacher Education), was selected as spokesperson for teachers at the recent Schoolhouse Supplies Spelling Bee fundraiser attended by more than 400 people. Community leaders remember Bussey’s eloquent 2006 speech at the GSE 50th anniversary luncheon celebration. Now in her third year of teaching at Rosa Parks Elementary, Ms. Bussey recently brought her students to campus where they visited the Dean’s office. Her message to her students is not IF you will go on to college, but where.
GTEP elementary, Portland Teachers Program: a partnership with Portland Community College, Portland Public Schools, and PSU.

Integrating social justice into adult education

How do we know that GSE students are gaining proficiency in the understanding of social and cultural issues in developing learning communities? What gains have we made in helping students understand these issues?

In 2000, the Postsecondary, Adult and Continuing Education (PACE) program was significantly revised to incorporate and integrate diversity objectives into the entire program, beginning with the vision and mission statements, applied to the admissions process, and also embedded in course content and capstone projects.

Professors Christine Cress and Janine Allen recently conducted a study of students completing the PACE master’s program in order to specifically measure student proficiency in the GSE’s diversity and inclusiveness learning outcome. “We were really curious to see what kind of impact our focus on social justice and diversity had on student learning,” says Dr. Allen. Their research question was, are students developing an informed understanding and concomitant skill base for advancing social justice in adult education? Using qualitative methodology, they analyzed data collected from 86 students’ final projects produced from 2004 to 2007. They discovered three predominant themes: the student’s personal transformation process, the procedures that helped students rethink social justice, and the opportunity for students to apply new knowledge to future practice.

Students described a transformative process during their program. They articulated how they had significantly changed their views, even when they came into the program with confidence about their view of diversity. “Upon reflection, I realize how superficial my response was at the time,” stated one student who became more interculturally competent as a result of her experience in the program.

The second predominant theme students noted was how powerful learning tools in PACE courses—provocative readings, reflective writing, teaching activities—helped challenge original thinking for both majority and minority students. Students began to realize that even though people don’t intend to be racist, we are all raised in existing systems and cultures that support dominant perspectives. A student of color wrote, “Learning about the concept of white privilege helped to remind me that people are not always aware of their privilege …I have also become more inclusive about what is defined as culture, acknowledging that it is more than just race and ethnicity.”

Theoretical perspectives gained in courses were integrated into professional practice. Students learned they have a role in and a responsibility for promoting cultural awareness and social justice in their work. Many are finding ways to integrate it into their post-PSU lives. One student noted, “Learning more about social and cultural issues has transformed my thinking, and in turn, I will be a better educator, as well as a social change agent.”

Drs. Allen and Cress, along with Professor Emerita Mary Kinnick, are already planning the next step: a new research project to examine whether graduates have been able to continue to address social and cultural issues in their work outside PSU. “We are interested infinding out how these adult educators enact principles of social justice in their professional, family, and community lives,”  says Dr. Cress. “The results will further inform our pedagogical strategies in helping prepare adult education leaders in being responsive to individual, organizational, and community needs.”

History of Education Administration at PSU

Prior to 1974, the only program leading to a school administrator certificate in Oregon was through the University of Oregon in Eugene. Portland State College (PSC) professors Errett Hummel and George Timmons wanted to change all that.

Hummel, Timmons, Lind

During the fall of 1967, members of an advisory committee representing PSC, the Oregon Department of Education, and school administrators in the area worked with the School of Education to develop a certificate program in school administration. Drs. Hummel and Timmons, both with extensive public school administration backgrounds, were appointed to spearhead the project. The administrative certificate program received institutional approval during the 1969–1970 academic year and was implemented during the 1970 summer session. The program goal was “to prepare qualified candidates for positions of educational leadership and responsibility at the building operation or principalship level.” Continued program development responded to factors that were directly related to the University as a dynamic urban institution.

In 1971, John Lind was hired as the third full-time faculty member in the program. Dr. Lind, with his doctorate from the University of Montana, was previously director of administrative services in the Beaverton School District and was working toward his administrative certificate at Portland State.

In 1972, the Oregon Department of Education evaluated the basic and standard certificate, and Timmons developed and submitted a revised program. The Oregon Teacher Standards and Practices Commission approved the revision in the summer of 1974.

From 1975 on, there was rapid growth and, in addition to the burgeoning on-campus program, faculty and adjuncts offered a large number of on-campus extension classes—as many as 75 during one term. Off-campus school administration courses were also offered in Oregon and Southwest Washington school districts. During this period of time, an estimated 70 percent of all school administrators in Oregon obtained their administrative certificates through Portland State University.

This amazing achievement was accomplished through a continuing mix of both on- and off-campus offerings, including highly concentrated and intensive summer term practica. Dr. Lind worked with three large cadres of school administrators during three consecutive summer sessions to help students secure their certificates. Dr. Timmons frequently offered independent study courses to accommodate students who were struggling to meet certification requirements. As a result, these students became loyal supporters of the University.

The founding years of the Program in Administration were also noteworthy because Hummel, Lind, and Timmons advanced proposals for creating the superintendent’s certificate and the doctorate in education. Further, their pioneeing efforts provided the foundation for the more comprehensive Educational Leadership and Policy Department programs that exist today.

News and notes

Kathleen Ward-Curatolo, student in the Visually Impaired Learner (VIL) program, has been awarded a Delta Gamma Sorority Fellowship to attend the Josephine L Taylor Leadership Institute, sponsored by the American Foundation for the Blind, in Washington DC in March. The purpose of the Josephine L. Taylor Leadership Institute (JLTLI) is to improve the quality of programming and services to blind and visually impaired children, adults, and their families. This fellowship is given annually to 10 students across the country studying at a master’s or doctoral level. Portland State has been fortunate that one of our students has been selected every year for the last six years.

Choice Magazine has named Professor Yer Thao’s book, The Mong Oral Tradition: Cultural Memory in the Absence of Written Language, to its annual Outstanding Academic Title list. The list, published in the January 2009 issue of Choice magazine, is compiled by Choice editorial staff and chosen for “their excellence in scholarship and presentation, the significance of their contribution to the field, and their value as important—often the first—treatment of their subject. Dr. Thao’s book was published in 2006 by McFarlane and Company.

Tina Anctil was selected by the National Center for Special Education Research to attend the National Longitudinal Transition Survey 2 (NLTS) data training.

Ruth Falco and Paula Stanovich, Special Education faculty, received Mobius Inclusion Awards from the Northwest Down Syndrome Association on January 14. Dr. Falco received the Early Childhood Educator Inclusion Award and Dr. Stanovich received the School-Age Inclusive Educator Award.

Dilafruz Williams, education faculty and chair of the Portland School Board, has been appointed to the Metro Policy Advisory Committee (MPAC) established by the Metro Charter originally approved by voters in 1992. The 28-member committee of local government representatives and citizens advises the Metro Council on the amendment or adoption of the Regional Framework Plan that includes regional transportation, management of urban growth boundary, protection of lands outside the urban growth boundary, and planning responsibilities required by state law.

Joan Strouse, Educational Policy, Foundations, and Administrative Studies faculty emerita, will be a faculty member on the spring 2009 voyage of Semester at Sea, sponsored by University of Virginia.



Farahmandpur, R. (2008). Class, ideology, and hegemony: Rethinking marxist educational theory. Saarbrücken, Germany: VDM Publishing House.


Green, W. L., Caskey, M. M., Musser, P. M., Samek, L. L., Casbon, J., & Olson, M. (2008). Caught in the middle again: Accountability and the changing practice of middle school teachers. Middle Grades Research Journal, 3(4), 41-72.

Lenski, S. J., & Caskey, M. M. (2009). Using the lesson study approach to plan for student learning. Middle School Journal, 40(3), 50-57.

Machalicek, W. (2009). Using videoconferencing to support teachers to conduct preference assessments with students with autism and developmental disabilities. Research in Autism Spectrum Disorders, 3, 32-41.

McKeown, R., & Hopkins, C. (2009). EE and ESD: Two paradigms, one crucial goal. In B. Chalkley, M Haigh & D. Higgit (Eds.), Education for sustainable development: Papers in honour of the United Nations Decade of Education for Sustainable Development (2005 – 2014), 221–224. London: Routledge.

McKeown, R., & Dendinger, R. (2008). Teaching, learning, and assessing environmental issues. Journal of Geography, 107, 161-166.

Mukhopadhyay, S. (2009). The decorative impulse: Ethnomathematics and Tlingit basketry. ZDM, 41(1-2), 117-130.

Smith, M. J. (2009). Right directions, wrong maps: Understanding the involvement of low-SES African American parents to enlist them as partners in college choice. Education and Urban Society, 41(2), 171-196.


Cress, C.M. (2009, February). Just ASK—Attitudes, Skills, and Knowledge: An inclusive pedagogical model for service learning and community engagement. Invited keynote for the North Carolina Campus Compact Civic Engagement Institute, Elon University, Elon, NC.

Job, A., (2009, January). Managing organizational change.Invited presentation to the Impact Northwest SUN AmeriCorps, Portland, OR.

Sanford, A. (2009, January). Overview of the school wide beginning reading model for effective behavior and instructional support systems coaches. Paper presented at the Positive Behavior Support Coaches Conference, Corvallis, OR.

Sanford, A., Lolich, E., & Ingram, K. (2009, January). Comprehensive evaluation of specific learning disabilities in a response to intervention framework: Legal prerequisites and best practices. Paper presented at the Oregon Response to Intervention (OrRTI) Winter Sustaining Training, Troutdale, OR.

Sharp, M. L. (2009, February). Teaching interpersonal neurobiology: Reflections from Portland State University’s certificate program. Poster session presented at the Learning and the Brain Conference: Using Social Brain Research to Enhance Learning, San Francisco, CA.

GSE Faculty Lecture series

Celebrating the Whole Child: Life’s Lessons and the Learning Environment

Featuring Dilafruz Williams, PhD

Wednesday, April 29, 4:30-6:30 pm

PSU University Place Multnomah Falls Room 310 SW Lincoln

The public is invited. Light refreshments will be served.

RSVP 503-725-4697 or email julit@pdx.edu


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