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
Ph.D., Curriculum and the Study of Schooling – University of
California, Los Angeles – 1982
Awards and Honors
Member, Professors of Curriculum. 1988.
Who’s Who in American Education. 1988.
Who’s Who in the West. 1985.
Current Activities and Service
Member, Advisory Board of Project Life Lab
Member, Board of Directors of the National Center for
Community Education (Flint, MI)
Governing Council Member. SOAR (United Way of King County).
Keynote Speaker. Learning across the Hours Conference.
Vancouver, WA. 2003.
Panel Discussant. Center for Community Partnerships, 10th
Anniversary International Conference. Philadelphia, PA. 2003.
Keynote Speaker. Annual School’s Out Washington Training of
Trainer Events. Seattle, WA. 2003.
Member. Advisory Group – Indicators Project on Education
Organizing – Cross City Campaign for School Reform. Chicago, IL.
Member. Citizen’s Advisory Committee. Families and Education
Levy, City of Seattle. 2003-2004.
Participant. Afterschool for All: Project 2010 (Afterschool
Presenter. August Symposium: Classroom Transformation to
Eliminate the Achievement Gap. Seattle, WA. 2002.
Discussant. After-School Programs & Supplementary Education
Conference. New York, NY. 2002.
Panel Discussant. National School-Age Care Alliance Annual
Conference. Memphis, TN. 2002
Roundtable Participant. The Civil Rights Project, Harvard
University, and National Institute for Urban School Improvement,
University of Colorado, Denver. Cambridge, MA 2001.
Member. Editorial Board Consultants: Journal of Research and
Development in Education. 1990-1995.
Member. Board of Directors. National Center for Community
Member. American Educational Research Program. 1981-present.
Nearing the end of a five-year study funded by the National
Science Foundation, Professors Jamal Abedi and Paul Heckman have
learned much about the status of formative assessment in
mathematics and are looking forward to the launch of a website
with tools for teachers and administrators early next year.
The work is important because assessing student knowledge during
instruction—the heart of formative assessment—empowers teachers
to address possible deficiencies in student understanding and
increase student learning.
Federal and state leaders need to focus more on
policies that improve educational attainment and college and
career success and less on test scores
In November, the U.S. Department of Education released new
high school graduation rates for each state, using what the
department called a “common, rigorous measure.” The picture is
bleak for California, which ranks 32 among other states in high
school completion. More troubling are the persistent disparities
between racial/ethnic groups; white graduation rate is 85
percent, whereas Latino and African American graduation rates are
70 percent and 63 percent respectively.
In an article about the prevalence of online education degrees,
Paul Heckman, associate dean of the School of Education,
commented on the contention that we don’t know how to measure
learning: “Children are educated and learn over a period of time,
but we have this notion that children are to make a year’s growth
for every year they’re in school. This is … a problem, because
children do not develop in nine-month chunks except during
Read the article here.
Professors Jamal Abedi, principal investigator, and Paul Heckman,
co-investigator, received a five-year $3.2 million dollar grant
from the National Science Foundation. Work on “Formative
Assessment in Mathematics: Current Status and Guidelines for
Future Developments” starts on September 1, 2010.