Untitled Document

PEOPLE

Bruce Burnam is currently a Ph.D. candidate in Psychological Studies in Education. Bruce has been teaching Educational Psychology and Learning Theory for the past years in the teacher credential program at California State University, Los Angeles. He also has been conducting research in the CRESST program at UCLA, which involves the implementation of a problem solving software tool in Los Angeles area secondary schools. Bruce has an interest in constuctivist learning, and has been focusing on the use of computers as mediational tools for children's learning. Bruce completed his masters with a project examining the moral reasoning of elementary aged school children in relation to computer and Internet use. He is currently following this up by expanding the study to include children's ethical thought patterns regarding Internet use in home versus school environments. Before his sudies at UCLA, Bruce spent a number of years in corporate finance, after serving in the Peace Corps in Korea. Bruce obtained a masters in education from California State University, Los Angeles, before applying to UCLA. He can be rached at bburnam@mediaone.net

Cynthia Carter Ching recently completed her PhD at UCLA in Psychological Studies in Education in Summer 2000. Her dissertation was a study of apprenticeship between experienced and inexperienced designers as a form of collaboration in learning through design. Her research focused on three components: the emergent forms of learning and teaching interactions among designers, how experienced and inexperienced designers think differently about the process of design and their interactions with each other, and what learning benefits (in programming skill and science understanding) are realized by students working in an apprenticeship environment versus traditional collaborative groups. She then worked at UC Irvine in the Division of Undergraduate Education, where she trained professors and graduate student TAs to make their undergraduate classes more interactive and authentic by incorporating elements of problem-based learning. As of August 2001, Cynthia is an Assistant Professor at the Graduate School of Education at the University of Illinois Urbana-Champaign. She can be reached at ccching@uiuc.edu

Ken Danizewski is a graduate student in Psychological Studies in Education at UCLA. Prior to coming to UCLA he had an extensive business career working in the areas of accounting and business information systems. In addition to his studies in educational psychology, he is the education chairperson for an organization which does community development work in Mexico. In that capacity, he is currently involved in opening a vocational training center for disadvantaged women in Tijuana. His other interests include the production of electronic media such as television programs and the study of ways to improve educational opportunities for disadvantaged populations. He can be reached at kdanisze@ucla.edu

Cathleen Galas is a Demonstration Teacher at Seeds University Elementary School, the laboratory school for the Graduate School of Education and Information Studies at UCLA. She teaches fourth, fifth, and sixth grades, primarily in math and science. Her research interests lie in teaching interventions in constructivist classrooms, especially in design projects in science. She has been active in research involving technology integration, including web-based concept mapping and logo design projects. She is the Chair of the UES Science Committee, and is responsible for writing, editing, and disseminating elementary science curriculum. Her work with the Graduate School of Education and Information Studies includes research project design and implementation, assisting graduate students with research, and training education interns.Her educational outreach involves writing for professional teaching journals, working with teachers and districts, presenting model lessons, and presenting at educational conferences. Cathleen consults with various outside organizations in staff development in school reform and technology integration, including NCREL and DoDEA.She can be reached at cgalas@ucla.edu

Sue Marshall completed the Ph.D. program in Educational Psychology at UCLA's Graduate School of Education and Information Studies in 2000. Her dissertation, titled "Planning in Context: A Situated View of Children's Management of Science Projects" used a sociocultural approach to examine children's collaborative planning. As a post-doctoral fellow at Northwestern University, she is currently engaged in design research focused on ways to support students' practices of reflective inquiry in science, as well as teachers' practices in inquiry-based learning environments. That research has also afforded opportunities to examine the integration of learning technologies into science curricula. Before joining the Ph.D. program at UCLA, Sue earned an M.A. in interactive educational technology from Stanford University and a B.A. in sociology from U.C. San Diego. Her previous professional experience included work for an educational software publisher and elementary teaching. She can be reached at smarshal@uci.edu

Kathryn Morrison is a doctoral candidate at the UCLA Graduate School of Education and Information Studies. Her areas of study include distance learning, instructional technology, and media literacy. Her dissertation study working title is "Children Reading Commercial Messages on Educational Web Sites: Perceptions of Advertising, Information, and Inviting Places." In 1998 Kathryn worked on a team creating educational sites for K-12 students and teachers -- at a Web-development company where commercial and educational interests clashed regularly. Working for Canter Educational Productions, Kathryn completed a project designing course evaluations for a distance learning master of education degree program. She has a bachelor's degree in journalism, with post-degree study in speech and oral communication. She currently teaches English Composition and Rhetoric at the Art Institute of Los Angeles. She is co-editor and co-publisher of the literary magazine LYNX EYE, which recently celebrated six years in publishing. She can be reached at kathrynm@ucla.edu.

Kate Muir is a Ph.D. student at the UCLA Graduate School of Education and Information Studies. She can be reached at katem@ucla.edu

Louise Yarnall jumped into the graduate school life three years ago after working for a decade as a daily newspaper reporter. Since the switch, she has been learning how to work computers, how to talk about various educational theories, and how to follow APA style. Despite the best efforts of her various mentors, all she wants to do is use technology for cross-cultural and civic education. She has completed a master's thesis that involves interviews with kids and teachers about which multimedia representational forms are most effective for communicating their ideas about presidential election politics. These interviews are based on a project helping the kids do research into the election on the WWW and create reports in HyperStudio. She squeezes graduate studies in between shuttling her two sons, Sam, 7, and Matt, 6, to birthday parties, play dates, and gymnastics lessons. Louise moved in January 1999 to SRI International while completing her thesis work.

Visiting Researchers

Anastasia Economou from the Institute of Education, Cyprus, visited from April to June 1999.

Iris Tabak, now at Ben Gurion University of the Negev, Israel, was a postdoctoral fellow sponsored by NIMH from September 1999 to July 2000.

REU

Research Experiences for Undergraduates
Sarah Abdelhamid, Jennifer Cao, Henri Cabillon, Melissa Cantu, Deborah Esalante, Elleni Koulos, Stephanie Lau, Thy Le, Chu-Jen Anne Lu, Sarah Munton, Jennifer Park, Van Phan, Meredith Roberts, Kristine Rolefson, Avi Rothman, Shelley Sakhuja, Julissa Saucedo


KAFAI Biography I Resume I Professional Statement I Publications and Presentations I KIDS Research I KIDS PEOPLE I KIDS Archive I

University of California, Los Angeles Graduate I School of Education & Information Studies I 2128 Moore Hall Mailbox 951521 I Los Angeles, CA 90095-1521 I Phone: 310.794.9503 I Fax: 310.206.6293

ybk - 09.15.00

	Bruce Burnam is currently a Ph.D. candidate in Psychological Studies in Education. Bruce has been teaching Educational Psychology and Learning Theory for the past years in the teacher credential program at California State University, Los Angeles. He also has been conducting research in the CRESST program at UCLA, which involves the implementation of a problem solving software tool in Los Angeles area secondary schools. Bruce has an interest in constuctivist learning, and has been focusing on the use of computers as mediational tools for children's learning. Bruce completed his masters with a project examining the moral reasoning of elementary aged school children in relation to computer and Internet use. He is currently following this up by expanding the study to include children's ethical thought patterns regarding Internet use in home versus school environments. Before his sudies at UCLA, Bruce spent a number of years in corporate finance, after serving in the Peace Corps in Korea. Bruce obtained a masters in education from California State University, Los Angeles, before applying to UCLA. He can be rached at bburnam@mediaone.net
	Cynthia Carter Ching recently completed her PhD at UCLA in Psychological Studies in Education in Summer 2000. Her dissertation was a study of apprenticeship between experienced and inexperienced designers as a form of collaboration in learning through design. Her research focused on three components: the emergent forms of learning and teaching interactions among designers, how experienced and inexperienced designers think differently about the process of design and their interactions with each other, and what learning benefits (in programming skill and science understanding) are realized by students working in an apprenticeship environment versus traditional collaborative groups. She then worked at UC Irvine in the Division of Undergraduate Education, where she trained professors and graduate student TAs to make their undergraduate classes more interactive and authentic by incorporating elements of problem-based learning. As of August 2001, Cynthia is an Assistant Professor at the Graduate School of Education at the University of Illinois Urbana-Champaign. She can be reached at ccching@uiuc.edu
	Ken Danizewski is a graduate student in Psychological Studies in Education at UCLA. Prior to coming to UCLA he had an extensive business career working in the areas of accounting and business information systems. In addition to his studies in educational psychology, he is the education chairperson for an organization which does community development work in Mexico. In that capacity, he is currently involved in opening a vocational training center for disadvantaged women in Tijuana. His other interests include the production of electronic media such as television programs and the study of ways to improve educational opportunities for disadvantaged populations. He can be reached at kdanisze@ucla.edu
	Cathleen Galas is a Demonstration Teacher at Seeds University Elementary School, the laboratory school for the Graduate School of Education and Information Studies at UCLA. She teaches fourth, fifth, and sixth grades, primarily in math and science. Her research interests lie in teaching interventions in constructivist classrooms, especially in design projects in science. She has been active in research involving technology integration, including web-based concept mapping and logo design projects. She is the Chair of the UES Science Committee, and is responsible for writing, editing, and disseminating elementary science curriculum. Her work with the Graduate School of Education and Information Studies includes research project design and implementation, assisting graduate students with research, and training education interns.Her educational outreach involves writing for professional teaching journals, working with teachers and districts, presenting model lessons, and presenting at educational conferences. Cathleen consults with various outside organizations in staff development in school reform and technology integration, including NCREL and DoDEA.She can be reached at cgalas@ucla.edu
	Sue Marshall completed the Ph.D. program in Educational Psychology at UCLA's Graduate School of Education and Information Studies in 2000. Her dissertation, titled "Planning in Context: A Situated View of Children's Management of Science Projects" used a sociocultural approach to examine children's collaborative planning. As a post-doctoral fellow at Northwestern University, she is currently engaged in design research focused on ways to support students' practices of reflective inquiry in science, as well as teachers' practices in inquiry-based learning environments. That research has also afforded opportunities to examine the integration of learning technologies into science curricula. Before joining the Ph.D. program at UCLA, Sue earned an M.A. in interactive educational technology from Stanford University and a B.A. in sociology from U.C. San Diego. Her previous professional experience included work for an educational software publisher and elementary teaching. She can be reached at smarshal@uci.edu
	Kathryn Morrison is a doctoral candidate at the UCLA Graduate School of Education and Information Studies. Her areas of study include distance learning, instructional technology, and media literacy. Her dissertation study working title is "Children Reading Commercial Messages on Educational Web Sites: Perceptions of Advertising, Information, and Inviting Places." In 1998 Kathryn worked on a team creating educational sites for K-12 students and teachers -- at a Web-development company where commercial and educational interests clashed regularly. Working for Canter Educational Productions, Kathryn completed a project designing course evaluations for a distance learning master of education degree program. She has a bachelor's degree in journalism, with post-degree study in speech and oral communication. She currently teaches English Composition and Rhetoric at the Art Institute of Los Angeles. She is co-editor and co-publisher of the literary magazine LYNX EYE, which recently celebrated six years in publishing. She can be reached at kathrynm@ucla.edu.
	Kate Muir is a Ph.D. student at the UCLA Graduate School of Education and Information Studies. She can be reached at katem@ucla.edu
	Louise Yarnall jumped into the graduate school life three years ago after working for a decade as a daily newspaper reporter. Since the switch, she has been learning how to work computers, how to talk about various educational theories, and how to follow APA style. Despite the best efforts of her various mentors, all she wants to do is use technology for cross-cultural and civic education. She has completed a master's thesis that involves interviews with kids and teachers about which multimedia representational forms are most effective for communicating their ideas about presidential election politics. These interviews are based on a project helping the kids do research into the election on the WWW and create reports in HyperStudio. She squeezes graduate studies in between shuttling her two sons, Sam, 7, and Matt, 6, to birthday parties, play dates, and gymnastics lessons. Louise moved in January 1999 to SRI International while completing her thesis work.
Visiting Researchers	Anastasia Economou from the Institute of Education, Cyprus, visited from April to June 1999. Iris Tabak, now at Ben Gurion University of the Negev, Israel, was a postdoctoral fellow sponsored by NIMH from September 1999 to July 2000.
REU Research Experiences for Undergraduates	Sarah Abdelhamid, Jennifer Cao, Henri Cabillon, Melissa Cantu, Deborah Esalante, Elleni Koulos, Stephanie Lau, Thy Le, Chu-Jen Anne Lu, Sarah Munton, Jennifer Park, Van Phan, Meredith Roberts, Kristine Rolefson, Avi Rothman, Shelley Sakhuja, Julissa Saucedo