PhD – University of Pittsburgh
Master of Science – University of Illinois
Bachelor of Science – University of Illinois
Professional Experience
Research Psychologist, Science Research Association – Chicago,
IL
Faculty & Administration – Pennsylvania State University
Associate Dean & CIO – Northeast Ohio College of Medicine
Distinguished Professor of Educational Psychology – City
University of New York (CUNY) Graduate Center (1991-present)
Research & teaching – UC Davis (1969-1991)
Activities
Research studies on how children learn to read and spell
Supervise research of PhD students
Chris Faltis holds degrees from San Francisco State University,
San José State University, and Stanford University, where he
earned an MA and PhD. Prior to coming to UC Davis, he served on
the faculties of Arizona State University and the Universities of
Alabama and Nevada. Faltis was a Fulbright Senior Research
Scholar at the National Autonomous University of Honduras, and a
Visiting Scholar at UC Berkeley.
Second language reading and literacy development; best practices
for preparing preservice and inservice teachers to work with
English learners; preservice teachers and the role of reflection
in their growth as teachers; preservice teachers and pedagogy
that furthers their thinking about issues of diversity; high
school reform/restructuring.
Education
Ph.D., Education: Language and Literacy – University of
California, Davis – 2001
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
Ed.D., Counseling – Psychology, University of San Francisco, San
Francisco – 1993
Research Interests
Classroom management/Discipline; Counseling; In-service and
preservice teacher learning; Mental health promotion in schools;
School psychology issues; Teacher education research and polic
Activities and Service
Fellow, Bilingual/Mulicultural Education Program, California
State University, Sacramento 1975-1977
Member. California Council for the Education of Teachers
(CCET)
Language assessment and acquisition in bilinguals; Bilingual and
second language education; Classroom discourse; Elementary
education; English learners; Latina/o education issues; Literacy
development through science; Teacher action research; Teacher
development & performance assessment
Education
Ph.D., Education and Linguistics – Stanford University, Stanford
– 1976
Deb Niemeier is a professor with a joint appointment at the
School of Education and the Department of Civil and
Environmental Engineering. In September 2015, after a
positive vote by Senate faculty in the spring, then Chancellor
Linda Katehi approved Niemeier¹s joint appointment in the School
of Education.
To paraphrase Dostoevsky, the quality of a society should be
measured by the quality of its schools, particularly the
quality of its schools educating the most disadvantaged
children.
Thomas Timar’s areas of expertise include education finance,
policy, and governance. In addition to his faculty
responsibilities, he is also director of the UC Davis Center for Applied Policy in
Education (CAP-Ed) and a member of the steering committee for
Policy Analysis for California Education (PACE).
Anthropology of consciousness; Bilingual Education; Child
Development; Classroom discourse; Classroom research; Community
and rural development; Critical discourse analysis; Cultural
studies; Education in Developing Countries; Ethnography and
Ethnographic research; Feminist theory; Geographical areas of
Hawai’i and Solomon Islands; Indigenous epistemology; Language
Acquisition; Language development and socialization; Language
socialization theory; Linguistic anthropology; Literacy and
Language policy; Organizational structure/effectiveness;
Pidgin/creole langu
PhD (Educational Psychology) – University of California, Berkeley
(1962)
Master of Arts (Educational Psychology) - University of
California, Berkeley (1958)
Bachelor of Arts (Psychology) - University of California,
Berkeley (1956)
Professional Expertise
Learning; teacher education; phenomenological method;
phenomenology of education; the study of education as a regional
ontology; philosophical anthropology; “The Pretoria School of
Educational Thought;” fundamental-, psycho-, didactic-, socio-,
ortho-pedagogics.
