PhD – University of Pittsburgh
Master of Science – University of Illinois
Bachelor of Science – University of Illinois
Research Psychologist, Science Research Association – Chicago,
Faculty & Administration – Pennsylvania State University
Associate Dean & CIO – Northeast Ohio College of Medicine
PhD (Educational Psychology) – UC Berkeley
Distinguished Professor of Educational Psychology – City
University of New York (CUNY) Graduate Center (1991-present)
Research & teaching – UC Davis (1969-1991)
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.
Ph.D., Education: Language and Literacy – University of California, Davis – 2001
Ed.D., Counseling – Psychology, University of San Francisco, San Francisco – 1993
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
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.
Office hours: Wednesdays 3-5 or by appointment
Master’s Degree – Sacramento State University
Bachelor’s Degree – University of Colorado
Taught all elementary grades (1-8) in various states.
Supervisor of educational program at a private school in Rangoon, Burma.
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
Master of Arts (Educational Psychology) - University of California, Berkeley (1958)
Bachelor of Arts (Psychology) - University of California, Berkeley (1956)
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.