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Dr. Don Cardinal
Dr. Joel A. Colbert
Dr. Anaida Colon-Muniz
Dr. Frank Frisch
Dr. Roxanne Miller
Dr. Michael Hass
Dr. Judy Montgomery
Dr. Suzanne Soohoo
Dr. Anna Wilson

Faculty Scholarly Projects

Dr. Don Cardinal, Professor and Dean

Cardinal_D TASH 2006
The Anatomy of Facilitated Communication and the Assumption of Incompetence

This presentation will deconstruct the practice of facilitated communication to reveal that little of it is actually new. The origin and evidence for the use of each individual practice will be presented. If the uniqueness of FC lies only in the combination of previously accepted practices, then what about this specific combination of practices causes controversy in the field? This investigator will propose that the dramatic impact that FC has had with some individuals crosses an unspoken threshold of assumed incompetence held by some people in the field.

Faculty website

Dr. Joel A. Colbert, Professor and Director of the Doctoral Program

Colbert_J

Published by Routledge in 2008 (with the American Association for Colleges of Teacher Education Innovation and Technology Committee), The Handbook of Technological Pedagogical Content Knowledge (TPCK): An Integrated Framework for Educators. This monograph addresses how to infuse technology into teacher education programs.

Faculty website

Dr. Anaida Colon-Muniz, Associate Professor of Education

Project CONNECT
Project CONNECT, is a Title III federal grant from the Department of Education aimed at supporting the professional development of pre- and in-service teachers to be able to work more effectively with English learners. The total yearly amount of the grant is $299,214 each year for five years, totaling $1,496,070. However, we subcontract $173,189 to the OCDE to offer the alternative classes, offer in-service opportunities and maintain the webpage. Chapman University keeps the rest to support our teacher candidates, faculty development and other PD opportunities.

This grant was designed to meet the need of providing quality professional development opportunities to present and future teachers of English Learners (ELs) in Orange County, Calif. The project provides participants with enhanced course work leading to the California state licensing requirements for qualified teachers. It is implementing alternative settings for professional development, including a dynamic website that is available nationally for teachers of English Learners. It has also developed a local network of expert coaches and professional development instructors that provides group and individualized assistance and support to teachers seeking to become qualified to meet the needs of the increasing population of ELs in their schools. Project CONNECT is meeting the needs of current and future teachers by providing quality professional standards, a system of ongoing support, and alternative settings for the taking of course work leading to a state certification.

Faculty website

Dr. Frank Frisch, Professor of Biology

Science Teaching and Research (STAR) Institute
The STAR Institute is a $3.7 million initiative for its initial three years of operation. As of fall 2006, over $2.4 million has been raised to support the program and its research. At least five CES faculty members are using the institute to partially fund their research efforts. When the institute is fully funded, more faculty and students will have the opportunity to work within the STAR Institute framework to help support their teaching and research. It is important to note that faculty outside of the CES are actively involved in the institute projects ($2.4 million).

Dr. Roxanne Miller, Assistant Professor of Education

Project Director
STAR (Science Teaching and Research) Institute

The Science Teaching and Research (STAR) Institute, directed by Dr. Miller in Chapman's College of Educational Studies, has received financial support from the Edison International Foundation and Washington Mutual to establish the first Science Instructional Materials Center (SIMC) dedicated to durable science teaching equipment and technology clearinghouse in Orange County. Through this award, teachers in O.C. public schools will be provided with training in various hands-on science equipment such as probeware, videomicroscopes and electronic balances, and then be able to check out this equipment from the SIMC and use it in their classrooms. Principals and teachers have enthusiastically endorsed this project, as it addresses the needs of schools that normally cannot acquire such durable equipment and technology due to its cost. All teachers and students participating in the SIMC will evaluate the effectiveness of using the equipment toward enhancing science instruction and student learning, and share their results with the public.

The Read-Write Cycle Project, funded by IES; 2005-2009; $1,549,795
The four-year grant, titled The Read-Write Cycle: An Integrated Model for Instruction and Assessment of Reading Comprehension through Reading and Writing in the Disciplines, aims to raise student achievement in reading though research-based reading and writing activities in content-area subjects such as science, social studies and mathematics. More information on the grant can be found at http://www.readwritecycle.org

Project SMART (Science, Math, Reading, and Technology), funded by California Postsecondary Education Commission, 2007-2011, $901,000
Based on Dr. Miller's prior research, CPEC has funded Project SMART which will serve 90 K-2 teachers in the Anaheim City School District and aims to raise their content knowledge in science and mathematics and help the teachers to implement integrated instruction in their classrooms from 2008-2011. Project SMART will bring together Chapman's education faculty, science and math faculty, the OC Dept. of Education, and additional science education agencies in this effort. More information on the grant can be found at http://www.project-smart.org.

Faculty website

Dr. Michael Hass, Professor of Education

Hass_M Dr. Hass is a board member for the California Association of School Psychologists. He is also a member of the Editorial Board for the California School Psychologist. He is currently working on a research project examining resiliency and how “successful” foster youth account for their success. He is also working with Dr. John Brady on a qualitative research project looking at how school psychologists understand competence and successful practice.

Dr. Hass is consultant for the Los Angeles County Department of Education, assisting in the development of protocol and procedures for the screening and assessment of adult participants in the Greater Avenues to Independence (GAIN) program.

He is also a national trainer for the Woodcock Johnson III Tests of Achievement and Cognitive Battery.

redarrowright Faculty website

Dr. Judy Montgomery, Professor of Education

Healthy Hearing, Special Olympics International
Dr. Judy Montgomery serves as global clinical coordinator for Healthy Hearing, Special Olympics International. Graduate students are trained to use state-of-the-art hearing screening tools (oto-acoustic emissions, typanometry, otoscopy, pure tone audiometry) to assess the hearing acuity of athletes with intellectual disabilities (ID). The screening events take place twice a year in Orange County, every two years internationally. Students are part of international health-screening teams in Alaska (2001); Dublin, Ireland (2003); Mexico City (2004); Murau, Austria (2004); Nagano, Japan (2005); and planned for Shanghai (2007). This is part of their field experience.

Program Improvement at local School
Sycamore Junior High School, Anaheim, Calif., is the site of a full-inclusion program for adolescents with identified mild/moderate learning disabilities. In this large Program Improvement (PI) school of 2,000 students, 87 general education and special education teachers have created an RTI program to assure that all students are academically successful. Through a field grant with Orange County Department of Education, Dr. Montgomery supports the teacher-team, provides in-services, helps to build the new infrastructure and assigns student teachers to the site. In their fourth year of program improvement, Sycamore is a lab school environment in a high-poverty area.

START-IN
START-IN, a Responsiveness to Intervention (RTI) program authored by Dr. Montgomery, has been nationally implemented. Twenty-seven school districts in nine states are using the program and are being followed to measure effectiveness. Teacher teams are trained in person, or by a video-streaming technique. This is an attempt to duplicate the original research, conducted in 2002-2004 in Los Angeles County by the author, and published in 2005. The age range is currently expanding to high school (Georgia). Eighteen local schools are also using the START-IN program as an RTI alternative to the severe discrepancy formula previously used to determine learning disability.

redarrowright Faculty website

Dr. Suzanne Soohoo, Professor of Education

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How Teachers Perceive their Success as Multicultural Educators: a study of graduates from the College of Educational Studies, 1992 – 2001, in collaboration with Dr. Anaida Colon-Muniz and Dr. John Brady, Chapman University.

Bully Blindness: an examination of the forces in schools that maintain the invisibility of girl bullying.

Memories of Paulo Freire: a tribute to Freire and his contributions to education.

National and International Perspectives of Social Justice Education
CES Mission: The College of Educational Studies is committed to the development of critical scholarship and skillful leadership that inspires and respects individuals, serves communities, enriches diversity, and ensures a socially just society. Social justice is central to the mission of the College of Educational Studies because education is a powerful tool in understanding and responding to social inequities. Our teacher education, masters in education and doctoral program have a commitment to a vision of social justice. I teach in all three of these programs and I would like to gain a deeper understanding of the national and international picture of social justice in teacher education programs across the nation.

redarrowright Faculty website

Dr. Anna Wilson, Associate Professor of Education

Scholarship in Process

My current scholarship unpacks the role of white privilege in the LGBT community. Each of the following scholarship projects represents a particular approach to this issue.

Positionality, Identity, and Privilege: Queering Privilege through the Lens of Whiteness

Do You Need My Queerness to Define Your Straightness?

Queer Rights in a ‘Postcolonizing” Context

As a qualitative researcher engaged in life stories or oral histories, knowing the route that led me to a particular destination is important, especially as we understand that life stories are not simply out there to be found and discovered. Rather, these life stories are mutually constructed through dialogue and negotiation. My current research emerges from my own history and desire to understand the lives of marginalized groups, especially those of teachers and students whose self-reflection, self-critique, and common language empowers them to live in multiple cultures while maintaining a clear sense of integrity. My initial assumptions are continually challenged. I examine how my own autobiography, culture and historical contexts influences my ways of seeing and making meaning of people's life stories. My line of inquiry consciously connects me to a clear sense of the realities of structurally generated inequalities that play a potent role in the life worlds of those marginalized by the dominant culture.

redarrowright Faculty website

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