REEd is a university-based intermediary with deep ties to the K-12 education community. We are committed to moving research findings into practice and to building the capacity of education systems to improve teaching and learning and to reduce inequities.
Guarantee all California students high-quality instruction and a nurturing school environment by resourcing excellence in K-16 education systems.
REEd is pleased to share our recent report describing the status of the Center’s progress over the past decade. In particular, we highlight recent organizational changes and the refocusing of REEd’s mission that have taken place between 2013-16. We hope that you take time to learn more about REEd’s significant contributions. We are particularly proud of our efforts to move research findings that positively impact teaching and learning into practice.
Resourcing Excellence in Education (REEd) at UC Davis School of Education will be hosting free, one-day Deep Dive sessions to share new resources designed to support implementation of the Common Core State Standards and the new California Frameworks: the SOAR Teaching Frames® for Mathematics and the SOAR Teaching Frames® for Literacy (with an
Designed as a task force capable of re-shaping the way principals and teachers interact, the Principal Excellence Project (PEP) seeks to promote High-Leverage Leadership Practices in our schools by increasing the involvement of our principals. Following suit with recommendations from the California Department of Education to improve teacher evaluation processes, the PEP Task Force was charged with developing a report that:
Today more and more schools and districts recognize that coaching is essential to strengthening the instructional capacity of teachers. REEd is pleased to offer a free, three-part online course via Canvas, a learning management system. The course is designed for administrators, evaluators, supervisors, instructional and peer coaches, and all others responsible for observation and feedback. Click here to register.
Under the California Department of Corrections and Rehabilitation
REEd at UC Davis School of Education has been contracted by the California Department of Corrections and Rehabilitation (CDCR) to evaluate the department’s Career Technical Education (CTE) Programs in the state. CDCR currently operates CTE Programs at 35 sites in the state, with the capacity to serve 8,805 inmates. CTE programming is designed to be aligned with appropriate career pathways and industry established standards. CTE curriculum is designed to provide training and skills th
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, REEd 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, REEd (formerly the CRESS Center) at UC Davis. She joined REEd 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
Uyen Do is the Program Manager at the University of California, Davis School of Education. Uyen has earned a Bachelor’s degree in Human Development and Psychology, Masters Degree in Education, as well as a Multiple-Subject Teaching Credential from the University of California, Davis, and pursuing her Ed.D. in Educational Leadership and Policy. She spent five years in the classroom and over 15 years working with administrators, teachers, students, in a variety of educational settings including Expanded Learning Programs.
Dr. Lisa Sullivan brings both qualitative and quantitative data analysis experience to the CEES team, as well as research experience in the areas of school readiness, special education, reading assessments and teacher education. Her dissertation research examined the role of social attention in learning and school readiness for preschool children.
Lisa was formerly a classroom teacher in Los Angeles and was a Teacher Education Fellow at UC Davis, supervising middle school teachers in the credential program. Her main area of interest is in working with educators to translate research into practice that will improve outcomes for all students.
Ph.D. in Learning and Mind Sciences, University of California, Davis, 2010
M.A. in Educational Psychology, University of California, Davis, 2006
B.A. in Psychology, Phi Beta Kappa, cum laude, University of California, Irvine, 1986
Publications and Working Papers
Franzone, E., Kucharczyk, S., Sullivan, L., & Szidon, K. (2012). Facilitating the use of evidence based practices in classrooms: The national professional development center model for implementation. In Mundy, P. & Mastergeorge, A. (Eds), Autism for Educators, Thousand Oaks, CA: Sage Publications.
Sullivan, L. (2010). Joint attention: Interactions with word learning and school readiness. Dissertation Abstracts International: Section B: The Sciences and Engineering, Volume 71(11-A), pp.3902.
Abedi, J., Kao, J.C., Leon, S., Mastergeorge, A., Sullivan, L., Herman, J., & Pope, R. (2010). Accessibility of segmented reading comprehension passages for students with disabilities. Applied Measurement in Education, 23 (2), 168-186.
Mundy, P., Sullivan, L., & Mastergeorge, A. (2009). A parallel and distributed-processing model of joint attention, social cognition and autism. Autism Research, 2(1), 2-21.
Abedi, K., Kao, J., Leon, J., Sullivan, L., Herman, J., Pope, R., Nambiar, V., & Mastergeorge, A. (2008). Exploring factors that affect accessibility of reading comprehension assessments for students with disabilities: A study of segmented text (Report No. 746), 80pp. Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
Manuscript Currently Under Review
Sullivan, L., Mundy, P., & Mastergeorge, A. Joint Attention, Social Behavior and School Readiness in Preschool Children.