The Center for Collaborative Research and Extension Services for Schools, or CRESS Center, was established at UC Davis 25 years ago to put educational research into practice and to improve K-12 teaching and learning. Now two decades later, the needs of our partners in the field and our knowledge of best practices have grown and evolved. To ensure our ability to expand and refine our work, the CRESS Center has adopted a new organizational structure and name: REEd (Resourcing Excellence in Education).
REEd’s mission is aligned with the UC Davis School of Education’s strategic vision and with the leading edge of educational needs in California and the nation. We have developed a framework to guide the scope of our activities consisting of two distinct yet complementary areas of focus: Networked Improvement Community (NIC) and Education Support Services (ESS). NIC provides a platform to test promising programs, tools, and practices that will be offered in the form of direct services through ESS.
This reorganization comes out of a year-long strategic planning process that identified the opportunity to better provide for collaborative and professional growth opportunities and to move away from the CRESS Center’s “center within a center” model. Most importantly, we believe the new structure will allow us to be more intentional and strategic in meeting our partners’ needs and in moving research to practice.
In line with our strategic plan, we felt it was time to refresh and capture the energy and new direction of our work. The CRESS identity has served us all well for many years, but our new look and name better reflect our orientation toward collaboration, partnership and growth.
In addition to its functional meaning, the name REEd makes a metaphorical connection with the “reed,” the slender marsh grasses that are native to the Sacramento Delta region where UC Davis is located. Just as the health of the Delta ecosystem is key to the well-being of the entire watershed, excellent K-16 education is key to the health of our society. The roots and leaf structures of the reed are a keystone of the wetland ecosystem. Likewise, REEd provides a network of support for building capacity in California’s school system that is strong and flexible.
Our essential character and mission haven’t changed. Our commitment to building the capacity of education systems to eliminate inequities is paramount. We honor the deep ties our researchers and staff have to the education community. We are proud of the more than two decades of work we have accomplished together as CRESS. We look forward to a future of innovation and collaboration as REEd.
The School of Education has been awarded $5.8 million to lead a statewide initiative that will provide K-12 teachers throughout California resources and training that will help them teach their students more effectively.
Susan O’Hara, Ph.D., joined the School of Education in 2013 with a wealth of experience and background in public education, working closely with teachers, researchers and community leaders. An educator for 20 years, Susan began teaching mathematics and science to middle and high school students in Ireland. She has a master’s degree in applied mathematics from the University of Southern California and a PhD in science and technology education from the UC Davis School of Education. In 2000, Susan was appointed assistant professor in teacher education at Sacramento State University. Most recently, she was associate professor and founding executive director of the Center to Support Excellence in Teaching (CSET) at Stanford University.
Ph.D., Mathematics, Science, and Technology Education, University of California, Davis, 2000
M.A., Applied Mathematics, University of Southern California, 1995
B.A., Mathematics and Mathematical Physics, University College, Dublin, Ireland, 1988
2012-2014: Heising-Simons Foundation. Promoting Effective Math Instruction for Young Children. (Deborah Stipek, PI; Susan O’Hara and Megan Franke: Co-PI)
2012-2017: Office of English Language Acquisition: National Professional Development Grant. Academic Literacy Support for Novice Teachers: A Capacity Building Approach. (Susan O’Hara: PI; Kenji Hakuta and Betty Achinstein: Co-PIs)
2011-2014: Institute of Education Sciences Research Grant. Improving the quality of English language arts teaching through the use of an observation protocol (Pam Grossman: PI, Susan O’Hara and Susanna Loeb: Co-PIs). (Co-PI).
2012-2013: Breech Foundation Professional Development Grant. The Stanford Teaching Studio for Humanities Teachers.
2011-2012: Silver Giving Foundation Professional Development Grant. A systemic approach to develop instructional leadership within a corps of San Francisco Public School principals (Area 1) and among key district leaders (with Ann Jaquith).
O’Hara, S., Zwiers, J., & Pritchard, R. (Invited paper under review). Framing the teaching of academic language: A Delphi study of expert consensus. TESOL Quarterly
O’Hara, S. & Pritchard, R. (Accepted pending revision). Using new technologies to support the academic language and literacy development of adolescent English learners. Journal of Adolescent & Adult Literacy (JAAL)
O’Hara, S., & Pritchard, R. (2013). Learning to integrate new technologies into teaching and learning through a design-based model of professional development. The Journal of Technology and Teacher Education (JTATE).
O’Hara, S. & Pritchard, R. (2012). Professional degree programs for the development of accomplished teachers: A case for the National Board Certification process. Journal of Educational Research and Practice (JERAP).
O’Hara, S., Pritchard, R., & Huang-DeVoss, Cammy. (2012). The Teaching Using Technology Studio (TUTS): Innovative professional development to meet the needs of English language learners. TESOL Journal.
Arthur Beauchamp has been the Director of the Sacramento Area Science Project with UC Davis School of Education, CRESS Center since January 2000. In addition to his work in science literacy and development of the Science Literacy Framework, Arthur’s areas of interest include the implementation of model-based reasoning in secondary science instruction, lesson study as a professional growth tool and the use of science notebooks in teaching and learning. Until 2005, Arthur was a high school science teacher in urban and suburban settings for over 20 years. He was honored with the 2012 California Exemplary Science Educator award.
California Teaching Credential, California State University, Sacramento, 1984
M.S., Science/Biology, California State University, San Diego, 1983
B.A., English Literature/Biological Sciences, University of the Pacific
Beauchamp, A., Kusnick, J., & McCallum, R. (2011) Success in science through dialogue, reading and writing. Davis, CA: The Regents of the University of California, Davis.
Dr. Joanne Bookmyer is the Director of Collaborative Projects in the School of Education CRESS Center at University of California, Davis. She joined CRESS in 2001.
Her interests are in the areas the areas of teacher professional development and K-16 school reform and she has an extensive background in conducting program evaluation and educational research including evaluations of state and national grant initiatives, collaborative research and project management.
Ph.D., Educational Leadership and Policy Studies, concentration in Evaluation and Policy Research, Arizona State University, 2001
Pacific Coast Teacher Innovation Network T-BAR Grant, California Department of Education, 2009-2014
Effective Education Systems Study (EESS), Stuart Foundation, 2013
Algebra Success Academy, California Teachers Association Institute for Training, 2009-2014
Publications and Working Papers
Bookmyer, J., Watson, V., Gallimore, W., and Bell, M. (2012). The Algebra Success Academy, Institutional Collaboration and Teacher-Driven Change. Presented at the American Educational Research Association Conference, Vancouver, Canada, 2012. (Unpublished)
Bookmyer, J., Gallimore, W., and Rohall, K. (2011). Motivation to Learn: The Role of the Allison Algebra Project in fostering confident and capable learners. (Unpublished)
Bookmyer, J. and Niebuhr, D. California Healthy Start: Seed Funding to Build Partnership for Student Success. May 2011. (Available online: http://partnerforchildren.org/)
Gallimore, W., Rohall, K., and Bookmyer, J. (2010). Learning from Parent Involvement in the Warren A. Allison Elementary School Algebra Project prepared for UC Davis CRESS Center. (Unpublished).
Renee Nolte Newton’s career has spanned the fields of public health and public education working at both county and state agency levels. In 2001, Renee joined the CRESS Center where she directed a statewide health access program administered through the Healthy Start Field Office.
She was named director of the Center for Community School Partnerships (CCSP) in 2005 where she leads a multidisciplinary team in support of school and community partnerships. In this role, Renee worked with state leaders to launch the California Afterschool Network, providing oversight for designing its governance structure, and developing an initial strategic plan that has focused on expanded learning policy and practice straggles.
As Director of CCSP, Renee has been responsible for attracting over $12 million in extramural funding, tripling the size of CCSP staff, and focusing greater emphasis on program evaluation, applied research, technical assistance and dissemination of community school partnership resources. She also served as Interim Executive Director of the CRESS Center from November 2011 through June 2013.
M.P.A., Specialization: Applied health policy analysis and program evaluation, University of Southern California, 1992
B.S., Applied Behavioral Sciences, University of California, Davis, 1989