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Introduction
The Urban Schooling division is committed to advancing the scholarship, research and practice of urban schools. In partnership with other divisions, departments, institutions, and communities, we strive to challenge oversimplified “deficit” frameworks that fail to explore the complexity of issues facing urban schools and their communities. Our program also seeks to examine the consequences of current practices and policies as well as to develop alternatives to the present system that result in systemic change.
Through a multi-perspective and interdisciplinary approach to investigating the issues and policies of urban settings, our students engage in a course of study that allows them to explore the full range of phenomena that impact education in urban settings. Thus, the work of the faculty draws from and integrates many disciplines including, but not limited to, political science, sociology, economics, linguistics, psychology and history. The context for our empirical work is the urban school and surrounding community. In their coursework, then, students, using various methodologies and theoretical frameworks will develop both macro and micro, or situated, views of urban schooling and its policy implications.
Areas of research in urban schooling that involve our faculty and students include equal educational opportunity, diversity, language education, issues of poverty, social stratification in schools/classrooms, decentralization, alternative models of schooling and educational structures, urban teacher preparation and retention, community involvement, and school leadership.
Application & Admission
Applications to the US program are accepted once a year. The deadline to apply to US Fall 2009 cohort is December 1, 2008. Please note you may only apply to ONE graduate program per year at UCLA. For more information on the application process and admissions requirements, please visit the Office of Student Services website: www.gseis.ucla.edu/oss.
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James S. Catterall, Professor
3341 Moore Hall
jamesc@gseis.ucla.edu - 310.825.5572
Ph.D. Education, Stanford University, 1982
Areas of Interest: Learning in the arts in human development;
Artistic expression, creativity, and brain function; Evaluation and research in school and community-based arts programs;
School practices and cultures related to children at risk
Robert Cooper, Associate Professor
3331 Moore Hall
cooper@gseis.ucla.edu - 310.267.2494
Ph.D. UCLA, 1995
Master’s – Brandeis University, 1987
BA – Pomona College, 1984
Areas of Interest: Conducts research on the implementation and scale up of school reform models. His research focuses on the politics and policies of school reform, particularly as they relate to issues of race and equity for at risk students. Specializing in the use of a mixed methods approach, he has published and presented numerous papers on the varying aspects of school reform and school change, including recent articles in Urban Education, Journal of Negro Education, education and Urban Society and Journal of education for Students Placed at Riskodels. His research focuses on the politics and policies of school reform, particularly as they relate to issues of race and equity for at risk students.
Megan Franke, Associate Professor
Chair, Department of Education
2320C Moore Hall
mfranke@ucla.edu - 310.206.3511
Ph.D. Educational Psychology, University of Wisconsin, Madison, 1990
Areas of Interest:
current research interests focus on understanding the role of teacher knowledge in the teaching of elementary school mathematics. Specifically of interest is understanding the relationship between teacher knowledge and classroom practice for teachers attempting to change their mathematics teaching.
Patricia Gándara, Professor
3321 Moore Hall
gandara@gseis.ucla.edu - (310) 267-4875
Areas of Interest
Patricia Gándara is Professor of Education in the Graduate School of Education and Information Sciences at UCLA. She received her Ph.D. in Educational Psychology from the University of California, Los Angeles and recently returned there after many years away. She has been a bilingual school psychologist, a Social Scientist with the RAND Corporation, director of education research in the California Legislature (State Assembly) and Commissioner for Post-secondary Education for the state of California.
She is currently Co-Director of the Civil Rights Project/Proyecto Derechos Civiles at UCLA and Associate Director of the UC Linguistic Minority Research Institute.
Professor Gándara’s research focuses on educational equity and access for low income and ethnic minority students, language policy, and the education of Mexican origin youth. She has just completed a study, with her colleague Russell Rumberger, entitled Resource Needs for California’s English Learners, as part of the statewide adequacy project funded by four major foundations. She is the author of numerous articles and several books, including the forthcoming, Understanding the Latino Education Gap, Why Latinos Don’t Go to College, with Harvard University Press.
Tyrone Howard, Associate Professor, Director, Center X
2022B Moore Hall
thoward@gseis.ucla.edu - 310.267.4824
Areas of Interest: His background includes K-12 teaching experience in Compton, California and Seattle, Washington. His current research focus includes multicultural education, equity and diversity in schools, social studies, and urban education. His work also examines the schooling experiences of African American students. He has published in numerous educational journals, and books in which he addresses programs, practices, and people that are effectively educating today’s students in a diverse society. He has worked with teachers, administrators, and policy makers on the importance of creative inclusive school environments that grants all students an equitable opportunity for school success. Professor Howard’s work has also included work with in-service and pre-service teachers over the past six years. These efforts have been concerned with helping current and future teachers develop the necessary skills, knowledge, and beliefs necessary to become effective teachers at the elementary and secondary levels within urban contexts.
Maryilyn Kourilsky, Professor
3045 Moore Hall
kourilsky@gseis.ucla.edu - 310.825.2727
Areas of Interest: Dr. Kourilsky currently is Director of UCLA’s Institute for the Study of Educational Entrepreneurship and Innovation (ISEE). Through ISEE scholars and practitioners collaborate to investigate and analyze the current and potential impact of educational entrepreneurship — for profit, not for profit, and intra-organizational — as driving forces for promoting educational reform and equitable access in the public school sector.
Areas of Interest: Research on charter schools, constructivist-based curriculum theory and development, learning and instruction, economics and urban school reform, and organizational development and policy. She is the creator of extensively implemented educational reforms such as the Mini-Society and KinderEconomy - whose dissemination spans all 50 states and has impacted over 2 million participating students to date. Awards and honors include UCLA’s Campus-Wide Distinguished Teaching Award (Eby), the EUCLAN Award for Innovation in Teacher Education, the John C. Schramm National Leadership Award, and the Henry H. Villard National Research Award
Peter McLaren, Professor
3022 Moore Hall
mclaren@gseis.ucla.edu - 310.825.8348
Ph.D., Curriculum and Educational Theory, Ontario Institute for Studies in Education.
University of Toronto, Canada, 1983
Areas of Interest: Current research interests include the globalization of capitalism and educational policy; critical perspectives in the sociology of education, Marxist theories applied to curriculum development, educational policy and instruction; revolutionary social movements; and the development of pedagogical theory and practice from an historical materialist perspective.
Ernest Morrell, Associate Professor - Head, Division of Urban Schooling
2022 Moore Hall
morrell@gseis.ucla.edu - 310.825.7548
Areas of Interest: : Ernest Morrell is an associate professor in Urban Schooling and Associate Director for Youth Research at the Institute for Democracy, Education, and Access (IDEA) at the University of California at Los Angeles. For more than a decade he has worked with adolescents, drawing on their involvement with popular culture to promote academic literacy development. Morrell is also interested in the applications of critical pedagogy in urban education and working with teens as critical researchers.
Marjorie Orellana, Associate Professor
1032A Moore Hall
orellana@gseis.ucla.edu - 310.206.0102
PhD, Education (Language, Literacy and Learning), University of Southern California, 1994
Areas of Interest: Research that utilizes sociocultural perspectives to examine language, literacy and learning practices in immigrant schools, homes and communities. She has been focusing especially on the work that the children of immigrants do as language brokers for their families - considering the cognitive, linguistic, social and cultural demands of such situations, and identifying how the skills that children develop from these experiences can be leveraged for school learning. Her work is also informed by the New Childhoods study, which frames children as actors and agents who actively contribute to social processes. She has published in journals of education, sociology, human development, and sociolinguistics, including The Harvard Educational Review, the Reading Research Quarterly, Social Problems, and Educational Researcher.
Gary Orfield, Professor
2023 Moore Hall
orfield@gseis.ucla.edu - 310.206.4620
Areas of Interest: Gary Orfield is Professor of Education, Law, Political Science and Urban Planning at the University of California-Los Angeles. Professor Orfield is interested in the study of civil rights, education policy, urban policy, and minority opportunity. He was co-founder and director of the Harvard Civil Rights Project and is now co-director of Civil Rights Project /El Proyecto de CRP at UCLA Orfield's central interest has been the development and implementation of social policy, with a central focus on the impact of policy on equal opportunity for success in American society. Recent works include six co-edited books since 2004 and numerous articles and reports. Recent books include, Dropouts in America: Confronting the Graduation Rate Crisis, School Resegregation: Must the South Turn Back? (with John Boger), and Higher Education and the Color Line (with Patricia Marin and Catherine Horn). In addition to his scholarly work, Orfield has been involved in the development of governmental policy and has served as an expert witness in several dozen court cases related to his research, including the University of Michigan Supreme Court case which upheld the policy of affirmative action in 2003 and has been called to give testimony in civil rights suits by the United States Department of Justice and many civil rights, legal services, and educational organizations. He was awarded the American Political Science Association's Charles Merriam Award for his "contribution to the art of government through the application of social science research." He has been awarded the 2007 Social Justice in Education Award by the American Educational Research Association for “work, which has had a profound impact on demonstrating the critical role of education research in supporting social justice.” He is a member of the National Academy of Education. A native Minnesotan, Orfield received his Ph.D. from the University of Chicago and travels extensively in Latin America.
Thomas M. Philip, Assistant Professor
2339 Moore Hall
tmp@ucla.edu - 310.206.4620
Ph.D. UC Berkeley, 2007
Area Interest: Bridging Cognitive & Social Theory Perspectives on Race and Ideology, Ideological Change in Teachers, Equity & Justice in Science Education.
John Rogers, Associate Professor
1032 Moore Hall
rogers@gseis.ucla.edu - 310.206.4620
Areas of Interest: John Rogers is an Assistant Professor in UCLA’s Graduate School of Education and Information Studies and the Co-Director of UCLA’s Institute for Democracy, Education and Access (IDEA). He studies strategies for engaging urban youth, community members, and educators in equity-focused school reform. Rogers draws extensively on the work of John Dewey to explore the meaning of and possibilities for democratic education today. He is the Co-Director of the Principal Leadership Institute where his focus is on democratic leadership and the relationship between school leaders and community members.
Concepción M. Valadez, Associate Professor and Division Head
2119 Moore Hall
valadez@gseis.ucla.edu valadez@ucla.edu - 310.825.8382
B.A degree in Mathematics and Spanish Literature from the University of California, Berkeley. Masters and Ph.D. from Stanford University in Linguistics and Curriculum and Instruction. Teaching specializations: curriculum theory, curriculum design, language development, bilingualism, and bilingual education.
Areas of Interest: Dr. Valadez works on teacher education and language education issues nationally in this country as well with universities and Ministries of Education of Brazil, Paraguay, Chile and Spain. Current research interests include the relationship of mathematics and language development. Another area of research is the construct of “semilingualism,” ascribed to children with normal abilities who appear to be neither fluent in their first, nor their second language. She has a book in progress on language policies in countries where formerly oppressed languages have gained major rights and responsibilities. This book is based on her work with countries which have recently begun to move towards democratization. Her Los Angeles inner city work on basic literacy education for non-literate immigrants was awarded a UCLA Rosenfield Prize in 2005.
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Fall 2009-2010
Fall 2008-2009 |
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If you would like to speak to someone regarding our Urban Schooling program, please feel free to contact us.
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