Professional Development Academies in Education

Professional Development Programs in Information Studies

UCLA’s School of Education & Information Studies is home to two departments. Each is a leader in their field, helping to pioneer what's next in the Education and Information worlds.

UCLA Ed&IS faculty are at the forefront of their fields, addressing issues of equality, access and social justice in the fields of education and information. Their scholarship has an international reputation for excellence and commitment to addressing the most critical issues facing our society.

An ecosystem of K-12 teaching schools where UCLA partners to develop, study, share, and advance innovative best practices.

The work at UCLA Ed&IS is guided by the principles of individual responsibility and social justice, an ethic of caring, and commitment to the communities we serve. Learn more about our mission and values, our commitment to diversity, equity and inclusion in our faculty and students, our history and more.

Justice, Equity, Diversity, and Inclusion

Justice, Equity, Diversity, and Inclusion are defining features of UCLA Ed&IS and we embrace them as a source of strength.

Department of Education 2023 Information Sessions

Department of Information Studies Programs

Department of Information Studies 2023 Information Sessions

Learn more about the undergraduate and graduate academic programs we offer, when program information sessions are being offered and how to apply.

Addressing Real World Change through Excellence

Departments and Degrees

UCLA Ed&IS students believe in imagination over convention. They see education and information as extrapersonal pursuits and approach scholarship with an eye on the universal potential of evolving how we learn, teach and research.

We are two departments united under the banner of knowledge, dedicated to challenging systems that create inequity in 21st century education and information fields.

Learn More about the Department of Education

The UCLA Department of Education is forever championing diversity of thought, social justice, and the democratization of knowledge. It is our belief that education can transform and advance culture.

Department of Education

Learn More about the Department of Information Studies

The UCLA Department of Information Studies is a powerhouse in a vital field and a leading architect of the agenda for how information is disseminated and deployed in the 21st century.

Department of Information Studies

Learn More about Undergraduate Programs at Ed&IS

UCLA has been a leader in the study of education practice and policy since its inception at the turn of the 20th century. Faculty members in UCLA Ed&IS not only conduct research at the forefront of their respective fields, but are also deeply committed to teaching and the preparation of future researchers, policy analysts, teachers, and administrators.

Undergraduate Education

UCLA Ed&IS provides pathways for all. Let’s see where you fit.

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We're two departments united under the banner of knowledge, dedicated to challenging systems that create inequity in 21st century education and information.

UCLA Ed&IS Departments and Degrees

Four students from the UCLA School of Education and Information Studies (SEIS) have been honored by the UCLA Office of Equity, Diversity and Inclusion (EDI) with the UCLA EDI Student Leadership Award, in recognition of exceptional leadership in work that aligns with and contributes to the EDI Office’s mission and priorities. Among seven winners from across UCLA disciplines are SEIS PhD candidates Sonya Brooks and Cameron Burris-Greene; EdD candidate Hernando Sevilla-Garcia; and Education and Social Transformation major Satema Lopez.

Brooks is a UCLA alumna (’19, BA, History), on her way to becoming a triple Bruin. She is on track to earn her master’s in public health in 2025 and plans to defend her doctoral dissertation in the Urban Schooling in 2026. She also holds her master’s of science degree in education policy from Brown University. Brooks currently serves as vice president of the Graduate Student Association, and as a member on the boards of the UC Graduate and Professional Students’ Council, the UCLA Alumni Association, the UCLA Black Alumni Association, and the Coordinating Committee on Graduate Affairs from the Office of the President. In addition, Brooks is currently president of the Black Graduate Student Association.

UCLA alumna Sonya Brooks ('19, BA, History) is on track to become a triple Bruin, with her MPH and PhD in Urban Schooling.

“I knew that to pursue my desire to change systems for the betterment of all, UCLA was the avenue in which to do it,” she says. “Diversity is the reason why UCLA is the best university in the world, and because I began my academic journey here, I wanted to conclude it here as well. Even after graduating from an Ivy League school, the education and opportunities UCLA has provided me are bar none! Thus, my commitment to ensuring and building upon the excellence in diversity at SEIS and UCLA is unyielding.”

Brooks has also served as a StAR (Student Advocate to the Regents) advocating for graduate housing, access to mental health resources and culturally representative therapists, graduate mentorship, graduate student parents and caregivers, and basic needs; helped create the Graduate Division of Education Yield Day, which welcomes newly admitted UCLA graduate students; and created her own organizations that build gardens with students and families in marginalized communities. These projects are centered on intergenerational relationships, as well as another that helps non-traditional adults attend higher education institutions.

“Every event and program I create is uniquely aimed at fostering a more inclusive and sustainable environment at SEIS and UCLA and is designed to ensure no one feels the pain of being ostracized just for being themselves,” says Brooks. “My sincerest hope is to make a difference in the community that is long-lasting and replicable—even if only one person feels a sense of belonging in UCLA spaces because of something I created, I have done well.”

Sevilla-Garcia is a second-year doctoral student in the Educational Leadership Program (ELP). His research explores the intersection of internationalization and diversity, equity and inclusion, specifically looking at how international partnerships increase access for underrepresented minority students to study abroad programs.

Satema Lopez is an undergraduate in the SEIS Education and Social Transformation program, with a minor in American Indian studies.

Sevilla’s professional life has led to pursuit of an advanced degree in education. He is currently a diversity, equity, and inclusiveness consultant at Ernst and Young, working on an internal team to implement strategies for retention of underrepresented minority professionals, and previously worked at The Institute for the International Education of Students as a diversity relations manager and assistant director of a recruiting and advising team, helping Hispanic-serving institutions to implement strategies to increase the number of underrepresented minority students that study abroad.

“I was born and raised in Cali, Colombia, and even though I spent the majority of my life here, home is Colombia, and I'm intensely proud to be Colombian,” says Sevilla-Garcia. “I started school at the University of Pennsylvania, and I really struggled there with a sense of belonging and issues of being othered by an institution, by the people at that institution.

“I became interested in diversity, equity, and inclusion because I think it's a way to support those marginalized identities that that are navigating an uncharted territory. Working in this field for almost a decade now has allowed me to support others who look like me and who are going through the same kind of challenges that I went through in the higher education system as a first-generation immigrant.”

Lopez is pursuing her bachelor’s degree in the Education and Social Transformation program at SEIS, with a minor in American Indian studies. A member of the Apache tribe, she has served as  chapter secretary of the American Indian Science and Engineering Society (AISES) at UCLA, meeting with UCLA deans and faculty to advocate for increased representation and support of Native students in STEM.

Lopez is also Bruin Ambassador for UCLA Undergraduate Admission, which collaborates with UCLA American Indian Recruitment (AIR).

“This year we have been able to outreach to Indigenous youth and prospective students at Sherman Indian High School, United American Indian Involvement (UAII), Pukúu, and Anawakalmekak International Baccalaureate World School,” says Lopez, who has made presentations about the UC application process and shared her positive UCLA experience by leading workshops and tabling at cultural events with AIR at these community sites.

Cameron Burris-Greene is a PhD candidate in the division of Higher Education and Organizational Change.

“Also, I have completed community-engagement internships with AIR and Yolotzonyo [at UCLA]. During my internships, I have had the opportunity to serve as a femtor to support local youth in achieving community goals while encouraging students to pursue higher education.”

Sevilla-Garcia says that while diversity, equity and inclusion may be under political attack, the EDI Student Leadership Award demonstrates UCLA’s commitment to furthering the discussion and opportunity for EDI.

“At a time when DEI is under attack in the Supreme Court [and] in state legislatures, you see UCLA as the number-one public institution, sending a strong statement to this country and really, the world, that as a global institution we're going to double down on EDI [and] that we believe in the power [it] has in transforming an institution and its surrounding community,” he says. “The Hispanic-Serving Institution Initiative is good example of UCLA’s commitment to DEI. But it’s not enough to just [attain] a federal designation, you have to actually embed the number of Latinx students on campus.

“Being a DEI scholar practitioner has taught me that institutions and individuals in power at these institutions need to be held accountable to make progress to serve communities that have been othered and marginalized historically in [spaces] like these,” notes Sevilla-Garcia. “It's developed my understanding that even though change, when it comes to DEI, is slow and is under attack… it’s again, about holding institutions accountable, working with them hand-in- hand. We're not asking for preferential treatment. We're asking for the same opportunities.”

Lopez’s career goal is to address health disparities impacting Indigenous communities and serve as an advocate for health equity through becoming a physician and a professor.

“I am a part of the UCLA McNair Research Scholars Program and my project seeks to understand how we can restore trust in the healthcare system and provide culturally competent care to Indigenous patients,” she says. “My research project is interdisciplinary and draws upon knowledge from my Education and Social Transformation major and my American Indian Studies minor.”

Lopez says that she chose UCLA because, “I was inspired by the positive impact that Native Bruins have within the UCLA community and beyond. During my senior year of high school. I attended a virtual Native youth conference with my younger brother through Visalia Unified School District (VUSD). At the conference a Native Bruin from Visalia, Makailah Hernandez, shared her student experience and encouraged us to apply to UCLA.

“Also, I was inspired to attend UCLA by meeting current Native students at Native Bruin Admit Weekend, hosted by the American Indian Student Association (AISA). I was able to learn more about AISA’s two projects, AIR and Retention of American Indians Now! (RAIN!). As an admitted student, I felt very excited to be joining a welcoming and supportive community on campus.”

Brooks says that she hopes, “This award will inspire those who have been shunned and excluded from spaces to recognize that what is within is not only enough, but they are fearfully and wonderfully made! I hope they establish communities that permeate health, healing, and joy. Drawing from personal experiences of exclusion, which fostered resilience and resourcefulness, I actively support the equity, diversity, and inclusion goals of UCLA SEIS. I am intentional about promoting awareness and education about EDI initiatives while ensuring inclusive dialogue and discussions that respect diverse opinions.

“My phenomenological perspectives allow me to actively listen to and consistently highlight the diverse perspectives of those most impacted by unforgiving and unrelenting systems, which helps me to deepen an understanding that leads to critical and essential engagement. Above all, I hope everyone will integrate equity, diversity, and inclusion into their daily lives and lifestyles, thereby enabling them to create institutions that guarantee no one feels devalued or excluded.”

Sevilla-Garcia is a second-year doctoral student in the Educational Leadership Program (ELP). 

Sevilla-Garcia says that he is “humbled and honored” by the UCLA EDI Student Leadership Award.

“I'm really proud honestly, to be recognized not only for my work, but for the communities I serve and for the students I work with,” he says. “For me, it's about holding the door open for the next generation that comes behind me, so I just couldn't be prouder of this recognition. The other part is [that] it’s a confirmation that my parents leaving Colombia and leaving everything behind for me to have an educational and academic opportunities that don't exist anywhere else in the world was the right decision, no matter how hard that was for them, for my family, and for myself.

“I just want to thank my faculty, my program director and everyone for their support, but most importantly, Dr. Robert Cooper who nominated me and is someone I deeply admire. I'm honored and grateful for the support I've been given at UCLA, but most importantly, [I thank] parents for everything they’ve done for me and taking that leap so I can have opportunities like I'm having now at a place like UCLA. This award is dedicated to them.”

Lopez says that she hopes that students across UCLA will be inspired by the efforts of the Office of Equity, Diversity and Inclusion in bestowing the EDI Student Leadership Award to her and her fellow Bruins.

“I hope the EDI Leadership Award will inspire students to continue advocating for our communities,” she says. “I would like my peers to know that they are not alone in their leadership and EDI advocacy efforts. Together we can truly make a positive impact at UCLA and in the greater community.”

Sonya Brooks, Cameron Burris-Greene, Satema Lopez, and Hernando Sevilla-Garcia represent the School’s EDI focus.

Four from SEIS Honored with UCLA Equity, Diversity and Inclusion Student Leadership Award

A new report published by the UCLA Civil Rights Project, The Unfinished Battle for Integration in a Multiracial America – from Brown to Now, discusses the present realities of school segregation and the patterns of change over 70 years since the Brown v. Board ruling. 

“We desegregated our schools when a serious effort was made and there were major benefits for all students. However, there has been no significant effort to support integration for nearly 50 years, and we are betting our educational and social future on inaction, which has never produced equal opportunity,” said report co-author Gary Orfield, the co-director of the Civil Rights Project/Proyecto Derechos Civiles at UCLA.

 “We are witnessing a multi-decade retreat from school integration, which undermines the potential of our public education system to reduce prejudice, tackle social inequality, and thus shore up the foundations of democracy,” adds Ryan Pfleger, Senior Policy Research Analyst at  the Civil Rights Project/Proyecto Derechos Civiles and a co-author of the report.  

Brown v. Board of Education was a turning point in American law and race relations. In a country where segregated education was the law in seventeen states with completely separate and unequal schools, Brown found that segregation was “inherently unequal” and violated the Constitution.  

The high point of integration for Black students occurred in the 1980s, but there has been steady resegregation since the Rehnquist Supreme Court changed desegregation policy with the Dowell decision in 1991. The turning point toward greater segregation came after the Court decided desegregation requirements could only be temporary, and control should be turned back to the institutions that discriminated before Brown. 

The Supreme Court also recognized the desegregation rights of Latino students in 1973 but there was little enforcement. Latino students, who had often been in diverse schools, became as segregated as Blacks by the 1980s. 

Seventy years later the school integration that came with the civil rights movement continues to be dismantled. The new report shows that when Brown was decided, and the 1964 Civil Rights Act took hold, four in five U.S. students were white, but that percentage is now just 45%. Schools presently are about a sixth Black, and immigration has spurred the growth of Latinos from 5% to 28% of all U.S. students, while Asians are now the fastest growing racial group.

The report shows that major gains for Blacks occurred in all Southern states after the Civil Rights Act was enforced. At its high point in the 1980s, 43% of Black Southern students attended majority white schools, up from 0% when Brown was decided in 1954. Now the percentage is down to 16%.  Segregation today is highest in our nation’s big cities where Black and Latino students attend schools with an average of more than 80% nonwhite classmates.  Major sectors of suburbia are changing fast and have serious segregation. Rural areas are less segregated. 

Over the last 30 years, the proportion of schools that were intensely segregated (with zero to 10% whites) has nearly tripled, rising from 7.4% to 20%. These schools are now doubly segregated by race and poverty with an average of 78% poor students. 

A large body of research shows that such schools typically lack key resources and have much weaker outcomes for students. White and Asian students attend middle-class schools at much higher proportions. Moreover, the data show that the declining share of white students in the nation’s schools are less isolated from nonwhite students than in the past. As their numbers grow, nonwhite students are, however, substantially more isolated from whites and the white share of students drops as immigration has changed the racial profile of the society.

School choice policies have contributed to the resegregation of the nation’s schools. Both magnet and charter schools could be used to desegregate but are now substantially segregated, charter schools more intensely so. 

The Civil Rights Project will be publishing a report in late April comparing magnet and charter school segregation.

The Unfinished Battle for Integration in a Multiracial America – from Brown to Now is available on the Civil Rights Project website.

“We are witnessing a multi-decade retreat from school integration"

UCLA Civil Rights Project Assesses School Segregation 70 Years After Brown

Along with more than 200 presenters from among faculty and students in the UCLA Department of Education, the Annual Meeting of the American Educational Research Association (AERA) will also highlight UCLA alumni and faculty who are being honored by the organization.

UCLA Distinguished Professor of Education Noreen Webb will deliver the Robert L. Linn Distinguished Address at AERA on April 13.

Invited talks by UCLA scholars will highlight SEIS faculty innovation. Distinguished Professor of Education Sandra Graham, recipient of the 2023 Sylvia Scribner Award, will deliver the Division C Sylvia Scribner Session on Saturday, April 13, 9:35- 11:05 a.m., and Distinguished Professor of Education Noreen Webb will deliver the Division D Robert L. Linn Distinguished Address on Saturday, April 13, 11:25 a.m.-12:55 p.m.

In addition, Dolores Delgado Bernal, professor of educational leadership for social justice at Loyola Marymount University and UCLA Education alumna, will deliver the AERA Wallace Foundation Distinguished Lecture on Sunday, April 14, 1:15-2:45 p.m. All three events will take place in the Michael A. Nutter Theater, Pennsylvania Convention Center, Floor: Level 100.

UCLA alumna Dolores Delgado Bernal, professor of educational leadership for social justice at Loyola Marymount University, will deliver the Wallace Foundation Distinguished Lecture at AERA on April 14.

Graham is a professor in the Human Development and Psychology division in the Department of Education at UCLA and the UC Presidential Chair in Education and Diversity. In 2023, she received the Sylvia Scribner Award, given annually by AERA Division C to scholars in the field of learning and instruction in recognition of outstanding scholarship and contributions. The award recognizes a program of work that has significantly influenced thinking and research in the field of learning and instruction. Graham was elected to the National Academy of Education in 2015 and is a principal investigator on grants from the National Science Foundation and the National Institute of Child Health and Human Development.

Webb, who serves as vice chair of the UCLA Department of Education and teaches in the division of Social Research Methodology, was honored with the AERA Robert L. Linn Award in 2023. The award recognizes the contributions of Robert L. Linn to educational measurement and assessment policy and honors a scholar whose work has resulted in a widespread positive impact on the field of educational measurement. Professor Webb was elected to the National Academy of Education in 2015, and received the Early Career Award for Programmatic Research from AERA. She is a Fellow of the American Psychological Association and AERA.

Delgado Bernal is a professor of educational leadership for social justice at Loyola Marymount University. Her scholarship bridges the fields of education and Chicanx studies and draws from Chicana feminist and critical race scholarship to investigate education inequities, Latinx educational pathways, and student resistance. Among her numerous contributions to the field is her groundbreaking 1998 article for the Harvard Educational Review titled, “Using a Chicana Feminist Epistemology in Educational Research.” Delgado Bernal was named an AERA Fellow in 2023 and received the AERA Scholars of Color Mid-Career Contribution Award in 2010. The Critical Race Studies in Education Association honored her with the Derrick Bell Legacy Award in 2015.

Associate Professor of Education David G. García will also be honored at AERA with the Henry T. Trueba Award for Research Leading to the Transformation of the Social Contexts of Education from Division G. 

Associate Professor of Education David G. García will be honored at AERA with the Henry T. Trueba Award for Research Leading to the Transformation of the Social Contexts of Education.

A triple Bruin, García is one of a few historians in the United States documenting Chicana/o community histories of education, with an interdisciplinary research trajectory that explores Chicana/o teatro as public revisionist history; the pedagogy of Hollywood’s urban school genre; and Chicana/o educational histories. García’s award-winning book, "Strategies of Segregation: Race, Residence, and the Struggle for Educational Equality" (University of California Press, 2018) exposes a separate and unequal school system and its purposeful links with racially restrictive housing covenants in Oxnard, California.

Professor García will receive the award at the Division G. Business Meeting on Saturday, April 13, 6:45 p.m., at the Philadelphia Marriott.  

UCLA Education alumni who are in faculty and leadership positions across the nation will also be honored at the Annual Meeting. This is a current list at the time of this post:

Media, Culture, and Learning SIG's Graduate Student Research Excellence Award for “Secondary Practices of Critical Media Literacy as a Tool for Advancing Social Justice”

Nichole M. Garcia, assistant professor of higher education and educational psychology, Rutgers-New Brunswick Graduate School of Education University

2024 AERA Scholars of Color in Education Early Career Contribution Award

Mayra Puente, assistant professor, The Gervitz School, UC Santa Barbara
Veronica Velez, associate dean for academic affairs, Woodring College of Education, Western Washington University

AERA Division J (Postsecondary Education) Outstanding Publication Award for“Platicando y Mapeando: a Chicana/Latina Feminist GIS Methodology in Educational Research”

Mary Senyonga, assistant professor, California State University, Sacramento

2024 Division G (Social Context of Education) Dissertation Award

Allyson Tintiangco-Cubales, professor of Asian American studies, San Francisco State University

To notify The Latest of other AERA awards for faculty and students, please contact Joanie Harmon via email at harmon@gseis.ucla.edu.

Distinguished Professors of Education Sandra Graham and Noreen Webb and UCLA alumna Dolores Delgado Bernal to deliver major lectures at Annual Meeting in Philadelphia; David G. García to be honored with the Henry T. Trueba Award.

Groundbreaking UCLA Scholars to Be Honored by AERA Awards

In setting the theme for the 2024 annual meeting of the American Education Research Association (AERA), UCLA Professor of Education and AERA President Tyrone C. Howard challenges the education research community to “engage in a massive undertaking of attending to the simultaneous act of dismantling racial injustice and constructing educational possibilities across P–20 systems.” This year’s theme asks researchers, practitioners, and policymakers to “imagine boldly what education spaces free of racial injustice can look like.”

UCLA students, research staff and faculty have responded. Almost 200 members of the UCLA community will travel to the AERA meeting in Philadelphia, April 10-14 to share their research on the impact of race and racism on educational opportunity, to illustrate the need for and power of equity and racial justice in education, and to offer ideas and examples of practices that can create new educational possibilities for all students.

Professor Howard leads the way, beginning with a conversation Thursday night with opening night keynote speaker Kimberlé W Crenshaw, a professor of law at UCLA and Columbia University who in the face of ongoing attacks on critical race theory will discuss her groundbreaking work on intersectionality and structural racism. Among other sessions, Howard will also chair the invited speaker session, “Lessons and Reflections From Ghana: Toward Justice and Freedom in the U.S. Education System,” with participation from UCLA’s Keara Williams, Demontea Thompson, Gene McAdoo and Jaleel Howard.  And don’t miss Howard’s AERA Presidential Address Saturday evening, “Examining Our Past to Imagine a Better Future: Recognition and Redress of Racial Injustice in Education.”

UCLA Education Professor Eddie R. Cole addresses the urgency of the moment in Black Education, sharing his research “W. E. B. Du Bois and New Directions in Future Research on Black Higher Education.” Cole’s presentation offers commentary on more than 100 years of scholarship on Black higher education, including W. E. B. Du Bois 1898 article titled, “The Study of the Negro Problems,” and will make the case why AERA 2024 is the ideal moment to reflect on Du Bois and the scholarship of his contemporaries, while assessing new directions and possibilities.

“The study of the Black past is essential to making sense of the academy present. Black thinkers have long confronted the challenges of suppressed speech, global conflicts, and attempts to stifle how history is taught,” Cole says.  “To have this discussion about Du Bois and other Black intellectuals as a presidential session during AERA is a testament to the urgency of the current moment in American education.”

UCLA Distinguished Professor of Education and Presidential Chair in Education and Diversity Sandra Graham also weighs in, taking part in the AERA presidential session,  “Moving the Needle: Promising Practices and Innovative Approaches for Educators, Administrators, and Practitioners to Imagine Spaces Free of Racial Injustice and Dismantling the Preparation Pipeline.” The session will address the urgent need to create racially just educational systems that equip educators with the tools to grapple with and respond to racial inequities within their classrooms and schools. Graham will join with Deborah Rivas Drake of the University of Michigan to discuss research examining the benefits of community schooling as a promising practice for developing racially just schools.

Undergraduate students at UCLA are also taking part in the conversation at AERA.

In an invited poster session, third-year UCLA student and research assistant in the UCLA Center for Critical Race Studies, Sarahy Torres, shares her research, “Understanding the Experiences of Farmworking Children: Microaggressions and Microaffirmations Among First-Generation Latina/o Undergraduates at UCLA.”  The research sheds light on how first-generation Latina/o undergraduates from farm working backgrounds navigate microaggressions and utilize microaffirmations as forms of resistance and empowerment within UCLA's academic environment. Torres’ study also proposes future directions, including expanding the research to include perspectives from graduate students who are also farm-working children, potentially providing deeper insights into the farm-working children’s experiences and coping mechanisms within higher education settings.

And in the invited speaker session,” Learning From Colleagues - Taking Action to Dismantle Racial Injustice” Leyda Garcia, associate director for professional learning at the UCLA Center for Community Schooling, joins in a conversation highlighting the work of colleagues acting to dismantle racial injustice amid significant legislative pushback on diversity, equity, and inclusion work. The panelists will speak to the legal, policy, activist, and collaborative approaches central to continuing the march toward social justice across P-20+ educational systems and share the expertise and perspectives of policy experts actively engaged in the effort to further diversity, equity and inclusion.

A partial list highlighting additional UCLA sessions addressing issues of race, equity, justice and educational opportunity includes:

 “The Undercurrents of Institutionalization: How AANAPISIs Navigate a Racialized Process to Promote Pacific Islander Student Success, Demeturie Toso-Lafaele Gogue, Saturday, April 13, 11:25 a.m., PCC 2nd Floor Exhibit Hall A

 “We Exist”: Dismantling Colonial Racial Injustice – The Possibilities and Promise of Indigenous Language Schooling, Teresa L. McCarty, Michael H. Seltzer, Kyle Hall Erby, Thomas Jacobson,  Sun, April 14, 11:25 a.m., PCC Level 100, Room 111B

The Inclusive Classroom: A Path to Praxis for LGBTQ+ Educators and Students, Dariusz Ciszek, Thurs, April 11, 7.45 a.m. Marriott Level 4, Room 410

Lifting the Veil: The Role of Social Justice College Access Programs in Resisting Racial Discrimination in Schools, Jaylen Lowe, Thurs, April 11, 2.:30 p.m. Jaylen Lowe, PCC L 100, Room 103 A

Navigating Fronteras: How Physical and Symbolic Borders Manifest for Latinx Teachers in Schools, Julieta Rico, Thurs, April 11, 12:40 pm, PCC L 100, Room 105A

To find additional sessions by UCLA students, researchers and faculty please search the AERA 2024 meeting website.

UCLA Ed & IS Addresses Issues of Race, Justice and Opportunity at AERA 24

Cecilia Rios-Aguilar, UCLA professor of education and chair, UCLA Department of Education, will lead a cadre of student researchers at the Annual Meeting of the American Educational Research Association (AERA) in April, as they present their research on the academic and career benefits of the California Community College Baccalaureate (CCB) program.

Rios-Aguilar and Davis Vo, a doctoral student researcher in the SEIS division of Higher Education and Organizational Change (HEOC), have co-authored a recent report, “Latinos in California’s Community College Bachelor’s Degree Programs: What We Know so Far,”  published by the UCLA Latino Policy & Politics Institute. Their report examines the enrollment, academic success, labor market experiences, and loan rate of Latino students in the CCB Program, and suggests that CCBs offer an accessible and affordable public pathway to bachelor’s degree attainment for Latino students. They will present their research on CCBs in an AERA Symposium session on Saturday, April 13 titled, “Examining Community College Baccalaureates (CCBs) as Tools for Social Mobility and Equity.”

UCLA Professor of Education Cecilia Rios-Aguilar will present her research on the California Community College Baccalaureate program at the Annual Meeting of AERA.

More than 1.3 million Latino students are enrolled in California colleges, the state’s largest population of college students.  But historically, fewer Latino students in California have had access to four-year colleges such as the California State University system (CSU) or the University of California which offer bachelor’s degrees, and still fewer attain a baccalaureate degree.

Continuing inequities in bachelor’s degree access and attainment compared to the state’s non-Latino population pose a significant challenge to the state’s system of higher education and stand as barriers to learning, opportunity, and achievement for the state’s largest population group. The Latino community represents almost 40 percent of California’s population, but only 20 percent of its bachelor’s degree holders. Established by the state in 2014 and expanded in 2021, the CCB program enables a limited number of California community colleges to offer bachelor’s degrees in specific subject areas that address unmet workforce needs in a local community or region, such as biomanufacturing or health information management.   

“Latinos in California represent a tremendous pool of talent that can help to fuel the future of our state,“ says Rios-Aguilar. “But for too long, inadequate and inequitable funding across K-12 schools, few geographically accessible colleges and universities in areas with high concentrations of Latinos, and high college tuition costs have posed roadblocks to college attendance and degree completion.  We need to do more to create pathways to the opportunities a bachelor’s degree can provide.”

The symposium will include the papers, “Exploring Economic and Workforce Development Alignment: A Content Analysis of California’s Community College Baccalaureate Program Applications” by Professor Rios-Aguilar and Vo; and “Examining the Postgraduate Labor Market Success of Black and Latino/a/e Community College Baccalaureate Graduates,” by Liza Chavac, HEOC doctoral candidate; Professor Rios-Aguilar, and Vo.

UCLA alumnus Adrian H. Huerta (’16, Ph.D., Education; ’12, MA, Higher Education), assistant professor at the USC Rossier School of Education, will also present his paper, “Examining Employers’ Perspectives and Needs for Community College Baccalaureate Degree Programs,” during this session.

The symposium, “Examining Community College Baccalaureates (CCBs) as Tools for Social Mobility and Equity” will take place 3:05- 4:35 p.m., Pennsylvania Convention Center, Floor: Level 100, Room 115A.

In addition, Professor Rios-Aguilar will present, “Calculus Completion Among Community College Students: The Role of Institutional and Individual Precarity,” during a paper session on “Unlocking Student Success: Insights From Community College Research.” This session will take place on Sunday, April 14, 1:15- 2:45 p.m., Pennsylvania Convention Center, Floor: Level 100, Room 107A. She will be joined by her co-authors, Mia Elliott and Karina Ramirez, UCLA Education Minor students, and Brianna Wright, HEOC graduate student researcher.

Professor Cecilia Rios-Aguilar and UCLA student researchers share their work on the potential of CCBs.

UCLA Researchers Present Findings on the Promise of California’s Community College Baccalaureate at AERA

Mary Jo Madda began her career as a teacher and administrator. She then became a journalist, and now is the senior program manager on the Education for Social Impact team at Google.  Madda has significant training, knowledge and skills, but has come to believe that maybe who she knows is as important as what she knows in making those career transitions.

“I’ve realized that so much of my ability to make those jumps was because of the people I knew, and the resources I was able to access through those relationships,” Madda acknowledges. “I’m fascinated by the connections between people’s relationships and the outcomes they lead to.”

At Google, Madda works on Code Next, a project founded by Black and Latino/Hispanic Googlers who felt that the tech sector needed to do more for Black and Latino/Hispanic students.  To open access and encourage participation in computer science and the technology sector, they felt the tech world needed to help students develop relationships and connections, they had a responsibility to offer students of color opportunities to grow and develop their social capital.

Madda had been interested in pursuing a doctoral degree in education but wanted to take part in a quality program where she could continue her work at Google.  She was also intent on participating in a program with a strong focus on social justice, and where she could learn from and collaborate with others in a cohort of students.   In 2020, right in the middle of the COVID-19 pandemic, she enrolled in the Education Leadership Program at the UCLA School of Education and Information Studies.  Building on her interest in the effects of relationships, she began digging into research on social capital. In 2023, Madda earned a doctoral degree from the program, completing her dissertation, “Tech Social Capital in Black and Latino High School Communities: A Growing Aspect of Computer Science Education and Workforce Development.” 

Madda’s research acknowledges that computer science education has increasing value in preparing students for the developing workforce, but contends that computer science education too often focuses on hard skill development, overlooking the value of interpersonal networks and other related resources that may be referred to as social capital.  A summary of her research is highlighted this spring in the Education Leadership Program Dissertation Brief series.  

Madda’s study explored Black and Latino/Hispanic high school students’ experiences in an afterschool computing program, paying particular attention to the development of their “tech social capital.” To conduct the study, Madda interviewed 20 Black and Latino high school students participating in the Code Next program. Those interviews informed the adaptation of a quantitative survey given to 88 students regarding their pre-program and current relationships and resources.

Highlighting the potential of afterschool programs to help develop students’ social capital, the research finds that relationships matter in the computer science interest and exploration of students, and that participation in such programs may increase the tech social capital of Black and Latino students.  Importantly, Madda contends that a single relationship can add multiple resources to a student’s life. 

“One of my favorite findings is that the multiplicative nature of relationships is fundamental to understanding the difference between the ‘bridging’ type of bond of social capital and ‘bonding’ social capital,” Madda says.  “One of the major differences between bridging and bonding social capital is whether there is more focus on individuals (bonding) or more focused on acquiring previously inaccessible resources (bridging). And I think what I learned was, as much as it's wonderful to introduce someone to a number of different individuals, sometimes what's even more impactful is if you introduce them to one individual that has access to a variety of different resources. One connection, multiple resources.”

As an example, Madda highlights the experience of a student who met a librarian who not only gave the student access to 3-D printers, but also showed them how to use them and understand the programming behind them. 

“This librarian gave this student access to 3-D printers during and after school hours,  and then she would also teach and tutor her, providing her opportunities to ask questions and things like that. And while that seems pretty basic, here's a teacher that's both giving the student access to this technology and also supporting them and tutoring them. You could argue that that is a multiplicative relationship because this student acquires more than one resource through this singular connection,” Madda says.

Madda’s research also underscores the importance of familial relationships and the need to avoid deficit thinking.  Every student in the study reported having at least one significant relationship with a family member that encouraged their computing journey. 

“When I did my landscape analysis, one of the things I noticed was a lot of the research out there doesn't really consider family relationships – we’re talking parents, grandparents, relatives, and close family friends -- as social capital, or just does so casually without actually thinking about what a student has to bring to the table,” Madda said.  “I think the thing that really made me excited was the significance of those relationships. In most of the cases with the students that I interviewed and surveyed, those individuals provided the initial push or inspiration that got students interested in computer science education.”

“Additionally, even though their parents or guardians or friends may not have had experience or connections, the resources they provided to the students were motivation and connections to opportunities,” she added. “ A lot of the students talked about how someone in their family saw an ad for a program and said, ‘Hey, I think you should do this.’ I think it underscores the fact that the deficit mindset, especially around students of color, is completely false, and that most of the students came into the computer science education space because of relationships they had prior to that engagement.” 

Madda contends that educators and others in learning environments have an opportunity to help develop students’ tech social capital and her dissertation brief offers recommendations for practitioners. Those recommendations focus on connecting students with institutional agents and resources, understanding how to work better with families, and intentionally building and measuring relationships. 

“I would like people to consider the idea of trying one or two tactics they believe can help increase the social capital for whatever kinds of learners are in their community,” Madda says. “I'd also encourage folks to review the survey I assembled and think about how they could produce and use something similar in their communities. Give their students a survey at the beginning of the year and the end of the year, and then look at the data and analyze it, and think about it.”  

Madda is following her own advice – running her survey a second time with more students in the Code Next program, seeking to validate her research and to understand the differences between students studying in person and those working online.

“The UCLA Education Leadership Program gave me the opportunity to deepen my research expertise,” Madda says.  “Before ELP, I didn't think of myself as an academic, but now I feel more confident in my ability to parse through research and conduct quantitative studies.  Even if I don't choose to go back into teaching or administration, having ELP in my background gives me a well-rounded level of expertise to handle a lot of what goes on in the K-12 Space.” 

Madda’s dissertation brief, “It’s Not Just About Skills: Tech Social Capital,
a Growing Aspect of Technical Workforce Development” is available online on the ELP website here.  

"It’s Not Just About Skills: Tech Social Capital, a Growing Aspect of Technical Workforce Development”

UCLA ELP Research Dissertation Brief Makes Case for Helping Students Develop Tech Social Capital

In a 2013 Smithsonian documentary, “The Real Story: The DaVinci Code,” Maryanne Wolf posits that Leonardo da Vinci was more than likely dyslexic, based on multiple characteristics including the extent and probable rapidity of his mirror writing in one codex after another. This is a skill that is attributed to some individuals with dyslexia whose brain’s right hemisphere is used more extensively in reading than the greater use of the left hemisphere in typical readers.

Today, Wolf serves as the director of the UCLA Center for Dyslexia, Diverse Learners, and Social Justice and a professor-in-residence in the UCLA Department of Education, continuing to contribute globally to the knowledge around reading and the brain. The author of more than 160 scientific articles, Wolf designed the RAVE-O reading intervention for children with dyslexia, which she is currently redesigning to include an arts component. She also co-authored the RAN/RAS naming speed tests, a major predictor of dyslexia across all languages, in collaboration with Martha Denckla, a pioneer in the field of developmental cognitive neurology.

Drawing from her personal experience of parenting a son with dyslexia, Wolf discusses the benefits of arts education in the wake of Prop. 28 and how it can open doors for diverse learners who might otherwise fall through the cracks academically, socially, and emotionally.

Ed&IS Magazine: What have you found to be the links between dyslexia, diverse learning styles, and the arts?

Maryanne Wolf: One of the great known strengths of dyslexia is an ability to see differently. My life lesson from my own son is the absolute importance of looking at how the arts and pattern-perception are manifested in many of our individuals with dyslexia. I have been both blessed and given an incredible example of what happens to children with dyslexia, particularly the emotional detritus that often comes when they can’t learn to read like other children. They all too often feel as if the world does not understand them and that too many people think that they are less intelligent because they can’t learn to read like everyone else. To this moment, this completely false assumption ruins the potential of some of the most interesting brains our species possesses.

My own son went through six different schools in an effort to find the right fit, until he went to the Rhode Island School of Design. Until he was in a school for the arts with other individuals who are artists–a school where probably 30-40% of the students had a history of dyslexia–it was the first time he could soar. The Rhode Island School of Design is next to Brown University, so the students do their studio work at RISD and take very difficult classes at Brown. I will never forget that as a junior, Ben called me and said, “Mom, you won’t believe it—I’m on the dean’s list.” He had his first 4.0, in philosophy, German literature, and his studio art. Ben could finally be his full self.

Ben’s experience taught me how essential it is not simply to give space for the [artistic] talents, but for them to have recognition by their worlds—both of the various gifts [people with dyslexia] were given, and also of the perseverance that they require for their success. It has been many years now since my son graduated from RISD. He’s now a wonderful artist with two studios, one in New York and one in L.A., and is a lecturer at Yale, where he helps critique young artists. It is not coincidental that so many of the people that he works with have a dyslexic background. There is a propensity towards the arts in individuals with dyslexia, as well as towards entrepreneurial professions.

Leonardo da Vinci gives us an example par excellence of how strengths and weaknesses live right next to [each other in] the same brain. This unbelievable genius had weaknesses that he probably never understood. If I had a time machine, I would wager a great deal that da Vinci possessed a form of dyslexia characterized by issues in fluency and word-retrieval. The mirror writing is ultimately a red herring that actually reflected his strengths. But the historian Vasari described how da Vinci thought of himself as an “analphabetica,” one who couldn’t learn Latin and whose favorite wish was to have someone to read to him.

da Vinci did not become a lawyer like his father wanted, because he could not learn Latin. Remember that Leonardo’s mother tongue was Italian, which is based on Latin. It is my hypothesis that this characteristic in da Vinci is part of a profile in which weaknesses in the word-retrieval system are revealing the slower speed with which the visual andlinguistic areas of the brain are connected. These connections and their automaticity are the basis of reading’s development, and their impediments are the basis of reading difficulty like dyslexia.

Ed&IS: What are some of the strengths of individuals with dyslexia that give them a unique advantage, especially in the realm of the arts?

Wolf: Many but not all individuals with dyslexia have visual-spatial abilities that allow them to see the world differently. My son started out in Hollywood in set design, and what he was so good at was finding solutions to immediate problems in whatever set was there. He could “see” what was needed before anyone else. He brings that same visualization to problems in many other realms, not just in art and design. He makes connections that are often “out of the box” till you realize that he sees and thinks and solves problems in a whole different way.

I’ve [spoken at] conferences arranged by very important international and national companies, corporations that wanted to know why so many entrepreneurs are dyslexic. Silicon Valley is full of CEOs and startup managers who are dyslexic. At one of the conferences, they had these small, intimate groups of multimillionaires [and] entrepreneurs who were dyslexic. Each of them had a different background, but the three things they all said were that they can see visually and spatially in different ways. That leads them to solve problems in different ways—they visualize the problem [and] they can translate what they see as a problem into a kind of pattern that they then use as the basis for solution.

A great many architects have an unusual characteristic: [they] can’t spell. It is non coincidental that a lot of my son’s friends are architects, and they are dyslexic and can’t spell. Yet they can draw and do things spatially that other people simply can’t do. Again, it is this extraordinary mix of advantages and disadvantages that underlies the cerebrodiversity that made our species survive. The dyslexic brain existed millenia before literacy was invented! We would be the less if that brain hadn’t helped us survive.

Ed&IS: What are some of the societal costs of a lack of understanding for dyslexia and other learning challenges?

Wolf: There is no coincidence that some of the studies out there show as many as 60% of people in prisons have some form of learning disability. In some states, they project the amount of prison beds needed on the basis of 3rd or 4th grade reading scores. The societal and economic losses are horrific when the potential of these youth is lost.

There’s a wonderful film called “How Do You Spell Murder? Illiteracy and Crime,” that highlights the life of an African-American man who when he was 18, accompanied someone on what he never realized would turn out to be an armed robbery. The leader of his group panicked, shot, and killed a person. As a result, this [other] man spent his life in prison. When the filmmakers interviewed him about why he was there, he asked, “How do you spell ‘murder’?” This is one example of a thousand in which our youth enter the prison pipeline when they are never given the tools to read, whether through dyslexia or other struggles. We can’t lose these youth, many of whom were never diagnosed with a reading difficulty and never had a chance to contribute their potential.

One of the areas that the UC-CSU Collaborative on Neuroscience, Diversity, and Learning is pursuing is to change that pipeline. One way towards that change is the combination of early screening, differential instruction, and intervention that enables our young to show their strengths. For those with dyslexia, emphases on the arts and other strengths can be, literally, a life-saver.

Ed&IS: You designed the RAVE-O reading intervention system many years ago and have now revamped it to include a focus on the arts. What are the “minute stories” you are now using?

Wolf: The subtitle of RAVE-O is, “Where Science meets Story.” For me, story is a metaphor for the arts and also, for what I call “deep reading”. We are emphasizing the strengths of dyslexic individuals, all the while we use our understanding of the reading brain to work on the weaknesses. We are using the strengths to strengthen the weaknesses.

A few schools in Orange County are using our newly redesigned RAVE-O and a few more in Massachusetts. It is a work in progress and very rewarding. I have taken and rewritten little “minute stories,” as we call them, that will emphasize the arts and empathy, critical thinking, and perseverance. And then at almost every unit, the children will have a chance to do something in the arts as part of what they’re learning. When I say arts, I mean drawing, music, charades for theater, and motoric activities too. 

Ed&IS: How will Prop. 28 support students with dyslexia and other diverse learners across California?

Wolf: I think this initiative, which gives art teachers and art a focus of attention in our schools, could not be better conceptualized to help our individuals with neurodiverse patterns. The Arts and Music in Schools Funding Guarantee and Accountability Act is a well-timed but difficult initiative to bring to life and to implement for our children. It will have to be done well, but it has great potential to release the potential of our children. We have studies that show that giving music instruction in kindergarten is correlated with higher reading scores later. Never cancel the arts to increase literacy!

It’s an example of what society and this kind of initiative [can] do for these individuals…give them an opportunity to show their strengths. One of the darker shadows of my research is that if we can’t get them fluent enough by 4th grade, we lose the potential of some of our most interesting minds and fascinating brains. These children get passed on through the grades, but the teachers don’t know what to do with them [and] the children think they’re failures. These wounds last a lifetime if they are never treated along the way. The more we can disseminate our ever-expanding research on dyslexia the better the prospects for our young. For, the more a teacher knows about dyslexia the better that teacher will teach all children.

Professor Wolf is the author of more than 160 scientific articles. Among her awards are the Fulbright Fellowship, the Chapman University Presidential Fellow, the Norman Geschwind and Samuel Orton Awards. She received the Christopher Columbus Award for Intellectual Innovation for her work as co-founder of Curious Learning, a global literacy initiative with deployments in Africa, India, Australia, and rural United States. Among Wolf’s publications are “Proust and the Squid: The Story and Science of the Reading Brain” (2007), and “Reader, Come Home: The Reading Brain in a Digital World” (2018).

Maryanne Wolf, director of the UCLA Center for Dyslexia, Diverse Learners, and Social Justice, shares how the arts reveal and develop the hidden strengths of students with dyslexia and other diverse learners.

UCLA Ed&IS Magazine: The Art of Seeing Differently

Teaching is central to the mission and work of UCLA.  The university was founded as a teacher training school, and today the UCLA School of Education and Information Studies Teacher Education Program prepares talented, dedicated teachers to teach in urban schools in the Los Angeles area. The school is also deeply engaged in research and actions that seek to understand, inform and improve teacher development, teaching practice, and the policies that shape and strengthen the teaching profession.

In April, in events ranging from poster sessions on teacher collaboration to symposia on teacher preparation and placement, UCLA students, research staff, and faculty will spread out across AERA 24 in Philadelphia to share what they are learning about teachers and teaching and their ideas for improving teacher development and practice.

One important symposium, “Pedagogies for Ethnic Studies Teacher Education,” takes place Saturday, April 13 at 11.25 at the Philadelphia Convention Center.  Chaired by UCLA Teacher Education Program Director Emma Hipolito, the symposium brings together UCLA scholars to share their research, experiences, and thinking about the development of pedagogical approaches that support the preparation of K-12 Ethnic Studies teachers amid tensions that have emerged throughout the process of teaching teachers how to teach ethnic studies.

“California Assembly Bill 101 establishes Ethnic Studies as a requirement for graduation and by the 2025-26 school year all high schools in California have to offer ethnic studies instruction.  The state needs Ethnic Studies teachers,” says Hipolito.  “We are committed to helping to meet that need and we want the most qualified, the best prepared, the most committed people to do that work. I think this session speaks to what TEP has been doing to make that happen. Hopefully, it will  inspire others to think about what they're doing to support ethnic studies teachers.”

In the symposium,  UCLA Teacher Education Program Advisors Darlene Lee and Eduardo Lopez share their research, “Ethnic Studies Teacher Candidate Core Competencies: What should beginning Ethnic Studies teachers understand and be able to know and do?” Lee and Lopez will share and discuss the development of the UCLA TEP  Ethnic Studies Teacher Education Pathway and how TEP defines Ethnic Studies pedagogy and its core pedagogical and content knowledge.

“Our work is really for teachers. We started this program nine years ago and are very focused on preparing teachers for teaching Ethnic Studies and on learning about Ethnic Studies teacher preparation,” says UCLA Teacher Education Program Advisor Darlene Lee.  “A very large and collaborative collective of folks have done a lot of thinking and teaching and learning and leading in this area. It’s not just one person, we are contributing to a broader movement of change.

“I think we've learned a lot about the needs of teachers, and what it means to what it means to prepare them in ways that help sustain them in the profession. I hope what we have learned over these nine years might be interesting and informative.  One thing in particular is the importance of collaboration and relationships, I think this pathway necessitates cultivating relationships with others working in the field of Ethnic Studies so that we can think together about what we're doing.” 

Lee also joins Urban Schooling graduate students Julieta Rico and Keara Williams to discuss their research on Ethnic Studies teacher field supervision, highlighting the role field supervision plays in supporting ethnic studies teachers in navigating competing perspectives and demands while making concrete decisions about what and how to teach. Urban Schooling Doctoral candidates Mariana E. Ramirez, Sara Jasmin Diaz-Montejano, and alumni Eduardo F. Lopez also present, “Ethnic Studies Pedagogy Development: Understanding How Beginning ES Teachers Apply Their Theoretical and Political Commitments.”

A highlight of the symposium is a presentation of research, “Lands/Waters-Based Pedagogies in Ethnic Studies Teacher Education.” UCLA Ed&IS  faculty members Ananda Marin and Lorena Guillen join with students AnMarie Ramona Mendoza and Sara Jasmin Diaz-Montejano and colleagues at other institutions to discuss their research on the development of “Teaching and Learning in Tovaangar,” a collaborative effort that brought together faculty, graduate students, and Tongva and other local Indigenous educators to create a learning community that develops lands/waters-based approaches in teacher preparation.  The study portrays their understanding of how faculty can leverage courses to support pre-service teachers in the development of pedagogical practices grounded in lands/waters-based pedagogies within a K 12 Ethnic Studies pathway. Their analyses reveal restraints to enacting lands/waters-based pedagogies and highlight pedagogical opportunities for deepening understandings of lands/waters-based approaches to K-12 Ethnic Studies.

Scholars from UCLA are presenting a range of additional sessions focused on teachers and teaching over the 4-day AERA meeting.  A partial list of highlights includes:

“Teachers' Reported Characterizations and Supports for Students in Mathematics.”

Thursday, April  11, 10:50 am.  Pennsylvania Convention Center, L 100, Room 103B

Knowing what students know mathematically is seen as an essential component of productively engaging students in learning mathematics and leads to more effective teaching practices. UCLA Education Professor Megan Franke and doctoral student Christine Roberts share research investigating whether teachers in kindergarten through second grade characterized their students mathematically in ways that would enable them to take up the details of their students’ mathematical ideas. Their findings show an increase across both districts in non-math characterizations in higher grade levels, as well as more general practices being utilized, such as ability grouping, to support students.

“TEP (Teacher Education Program) Deserts: The Link Between Teacher Shortages and the Location of Teacher Education Programs”

Sat, April 13, 11:25 am, Pennsylvania Convention Center, Floor: Level 100, Room 104A

UCLA CTS California Educator Diversity Project director Kai Mathews, CTS graduate student researchers Cathy Balfe and Hui Huang, and doctoral researcher Erika Yagi discuss their research on teacher education deserts and the implications for the development of the teacher workforce. The research finds the location of teacher education programs impacts educator workforce patterns across the state and suggests policymakers and educators look beyond recruitment and retention to the physical pipeline structures that may be impacting efforts to stabilize the profession.

“California Teacher Preparation and Placement Data: What Do We Know? What Can We Learn?:

Thu, April 11, 12:40 pm, Pennsylvania Convention Center, Floor: Level 100, Room 104A

California’s data system detailing its teaching workforce lags behind that of other states. UCLA CRESST research scientist Christine Ong describes California’s Teacher Education Research and Improvement Network (CTERIN) large-scale teacher-level data set,  and shares findings on new teacher demographics, differences in entry into the teacher pipeline, and attrition rates of those entering the profession with emergency/waiver permits. Ong will also discuss how these findings along with qualitative research may support efforts in humanizing teacher work.

“The What and How of Supporting Teachers: Experienced Teacher-Facilitator Perspectives to Teach Algorithmic Injustices Within High School Computing Classrooms.” 

Thu, April 11, 4:20 tpm, Pennsylvania Convention Center, Floor: Level 100, Room 118B

Gail Chapman, UCLA Director of National Outreach - Exploring Computer Science, shares preliminary analysis of research exploring the needs of experienced teachers new to teaching critical Artificial Intelligence Markup Language (AIML) within introductory high school computing classrooms, and teacher views on how new teachers can be better supported to meet those needs.

For information about additional UCLA sessions at AERA 24 search the AERA meeting website

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