The School of Education has a major part to play in providing nonpartisan, research-based education policy analysis and recommendations, and to prepare leaders to influence and enact policies that meet the needs of their students and teachers. Several faculty are experts in education policy and leadership, we offer a PhD emphasis in leadership and policy as well as offer a one-year Master’s degree in education policy.
Justice on Both Sides: Toward a Restorative Justice Discourse in Schools
Monday, November 16, 2015
5:30 p.m. – 7:30 p.m.
MUII, Memorial Union, UC Davis
The UC Davis School of Education and the Graduate Group in Education along with the Social Justice Education Coalition and the School of Education Alumni Annual Fund are pleased to present Professor Maisha Winn.
Too often school district leaders focus so much on operations and compliance with state and federal policy that they don’t pay enough attention to teaching and learning, according to Thomas Timar, professor of education at the UC Davis School of Education. The result is a cacophony of efforts, often working at cross-purposes.
Associate Professor Michal Kurlaender has been named a co-director of Policy Analysis for California Education (PACE), an independent, nonpartisan research center based at Stanford University, UC Berkeley, the University of Southern California, and UC Davis.
PACE seeks to define and sustain a long-term strategy for comprehensive policy reform and continuous improvement in performance at all levels of California’s education system, from early childhood to postsecondary education and training. Learn more about PACE at http://www.edpolicyinca.org/.
The School of Education’ Center for Applied Policy in Education (CAP-Ed), in partnership with the Poverty Research Center at UC Davis, hosted leading education advocates in panel discussion about education policy in California and the ramifications of the November election on school finance in the state. “Education Policymaking in a Time of Uncertainty: Reflections from the Third House” was organized by Michal Kurlaender, associate professor of education policy and leadership. View the discussion online.
Paul Heckman knows firsthand the power of a community that takes charge of its own destiny. In fact, he believes communities made up of empowered parents have schools that function better.
Usually schools talk to parents: administrators and teachers tell them what their children are doing in school and report on their academic progress. It is a one-way conversation, according to Heckman.
Faculty ProfileEMPHASIS AREA: SOEP. developmental education in colleges, the effects of grade retention, the returns to for-profit colleges, the impacts of school facility investments, and community college tuition subsidies
Francisco (Paco) Martorell joined the School as an assistant professor in July 2014. Martorell completed his PhD in economics at UC Berkeley. Prior to joining the School, he was an Economist at the RAND Corporation and was a professor at the Pardee RAND Graduate School since 2006. He has broad research interests in both higher education and K-12 policy. Current projects cover areas including developmental education in colleges, the effects of grade retention, the returns to for-profit colleges, the impacts of school facility investments, and community college tuition subsidies.
Faculty ProfileEMPHASIS AREA: SOEP. Latina/o and Native American identity formations in P-20 systems; Transition to college for students of color in K-12, Access; Retention and Educational equity in P-20 systems
Cassandra Hart is assistant professor of education policy. She evaluates the effects of school, state and national education programs, policies, and practices on overall student achievement, and on the equality of student outcomes. Hart’s recent work has focused on school choice programs, school accountability policies, early childhood education policies, and effects on students of exposure to demographically similar teachers. She is also interested in the effects of virtual schooling on student outcomes, both in K-12 and post-secondary settings.
Marcela Cuellar joined the School of Education in July 2014 as an assistant professor in higher education & leadership. She received her doctorate in Higher Education and Organizational Change at the UCLA Graduate School of Education & Information Studies. Her research focuses on Latino student access and success in higher education, Hispanic-Serving Institutions, and the development of emerging HSIs.
Faculty ProfileEMPHASIS AREA: SOEP. Education Policy and Governance; Educational Leadership; Graduate education issues; Hispanic culture; History of Latinos in the U.S.; History of higher education; History of the University of California; Minority leadership issues
Faculty ProfileEMPHASIS AREA: SOEP. Curriculum theory and change; Educational Ecology of communities; Educational Leadership; School, curriculum and community change; School restructuring: Organizational arrangements and structures; School culture: change and cognition
Faculty ProfileEMPHASIS AREA: SOEP. Education Policy; Educational Program evaluation; Educational stratification and equity; Access and success and postsecondary schooling; Desegregation; Economics of education; Quantitative methods; Sociology of education
Michal Kurlaender investigates students’ educational pathways, in particular K-12 and postsecondary alignment, and access to and success in postsecondary schooling. She has expertise on alternative pathways to college and college readiness at both community colleges and four-year colleges and universities. In addition to working with national data, Kurlaender works closely with administrative data from all three of California’s public higher education sectors–the University of California, the California State University and the California Community College systems.
Office hours: Fall Quarter 2016 — By Appointment Only
Gloria M. Rodriguez’s current research explores notions of educational investment that reflect efforts to build upon community strengths in order to address community needs within and beyond educational settings. Dr. Rodriguez also engages in research that focuses on the political economic conditions and educational trajectories of Chicana/o-Latina/o communities, other communities of color, and low-income populations in the U.S.