» Dr. Kris De Pedro
Assistant Professor

College of Educational Studies
Dr. Kris De Pedro
Office Location:
Reeves Hall
Email:
Education
Columbia University in the City of New York, Bachelor of Arts in Cultural Anthropology
Harvard University, Master of Education
University of Southern California, Ph.D. in Education
Biography

Kris De Pedro is an Assistant Professor at the College of Educational Studies. He teaches primarily in the PhD and MA in Leadership Development programs and teaches courses in the Integrated Educational Studies (IES) program. He also coordinates the Leadership Studies emphasis in the PhD program, and advises doctoral students. He earned his Ph.D. in Urban Educational Policy at the Rossier School of Education, University of Southern California (USC). His research focuses on urban educational policy, school reform, and the development of supportive and inclusive school and campus environments. His most recent work is on LGBTQ youth and the children of military-service members. He has published in Teachers College Record, Review of Educational Research, and Educational Researcher. In addition, he has co-authored four guides for teachers, school leaders, pupil service personnel, and parents for Columbia University Teachers College Press. These books provide evidence-based and homegrown strategies that promote positive and healthy schooling experiences for children experiencing the stress of parental deployment and reintegration. Dr. De Pedro’s dissertation entitled The Role of School Climate in the Mental Health and Victimization of Students in Military-Connected Schools won the 2013 Outstanding Dissertation Award from the American Educational Research Association (AERA), Division E and the 2013 Dissertation of the Year Award at the USC Rossier School of Education. He is currently the principal investigator of Welcoming Practices that Facilitate the Transitions of Military Students, funded by the Department of Defense Educational Activity (DoDEA). This four year Consortium of universities and military-connected school districts aims to support the multiple school transitions of military students through the development of transition rooms and a web application for military families.

Prior to joining Chapman University, Dr. De Pedro helped develop and implement Building Capacity in Military-Connected Schools at USC from 2010-2013. Building Capacity was a four year Consortium of eight military-connected public school districts, community organizations, and universities aimed at educational reform for military-connected students. Prior to doctoral studies, he earned a B.A. in Anthropology from Columbia University, a master’s in educational policy from the Harvard Graduate School of Education, and spent several years as a special education teacher and leader in urban schools.

Scholarly Interests

Urban Educational Reform

Educational Policy

School Climate

Selected Publications

De Pedro, K. T., Esqueda, M. C., Cederbaum, J. A., & Astor, R. A. (2014). District, School, and Community Stakeholder Perspectives on the Experiences of Military-Connected Students. Teachers College Record, 116 (5), 1-32.

De Pedro, K.T., Astor, R.A., Gilreath, T., Benbenishty, R., and Esqueda, M.C. (2014). School climate perceptions among military and non-military students in military-connected schools. Military Behavioral Health Journal, 1(2), 3-13.

De Pedro, K. T., Atuel, H., Esqueda, M. C., & Malchi, K. (2014). Responding to the Needs of Military Students and Military-connected Schools: Perceptions and Actions of School Administrators. Children & Schools, cdt047.

Astor, R. A., De Pedro, K. T., Gilreath, T. D., Esqueda, M. C., & Benbenishty, R. (2013). The promotional role of school and community contexts for military students. Clinical Child and Family Psychology Review, 16(3), 233-244.

Esqueda, M., Astor, R.A., & De Pedro, K.T. (2012). A Call to duty: The Interstate Compact for Military Children. Educational Researcher. 41(2), 65-70.

De Pedro, K.T., Astor, R.A., Benbenishty, R, Estrada, J.N., Smith, G.A., Esqueda, M.C. (2011). The children of military service members: Challenges, resources, and future educational research. Review of Educational Research 81(4), 566-618.

Recent Creative, Scholarly Work and Publications
De Pedro, K. T., Astor, R. A., Gilreath, T. D., Benbenishty, R., & Berkowitz, R. (2014). School climate, deployment, and mental health among students in military-connected schools. Youth & Society, 0044118X15592296.
Garcia, E., De Pedro, K. T., Astor, R. A., Lester, P., & Benbenishty, R. (2015). FOCUS school-based skill-building groups: Training and implementation. Journal of Social Work Education, 51(sup1), S102-S116.
De Pedro, K.T., Astor, R.A., Gilreath, T., Benbenishty, R., & Berkowitz, R (In Press). Examining the relationship between school climate and peer victimization among students in military-connected public schools. In Press at Violence and Victims.
De Pedro, K. T. (2015). Child maltreatment and military-connected youth: developing protective school communities: school responses of referral and clinical interventions do not address needs of military families. Child abuse and Neglect.
Atuel, H. & De Pedro, K.T. (2014). Military families. In M. Danico (ed.). Asian American Society: An Encyclopedia. Thousand Oaks, CA: Sage Publications.
Esqueda, M.C., De Pedro, K.T.., & Atuel, H. (In Press). Examining the roles and responsibilities of institutions of higher education after nearly a decade of war. In J.E. Coll and E.L. Weiss, Student veterans in human services programs: A primer for administrators, faculty, and academic advisors. Chicago, IL: Lyceum Books.
Berkowitz, R., De Pedro, K. T., Couture, J., & Benbenishty, R. (2014). Military parents' perceptions of public school support for their children. Children & Schools, cdt024.
Cederbaum, J. A., Gilreath, T. D., Benbenishty, R., Astor, R. A., Pineda, D., DePedro, K. T., & Esqueda, M.C., & Atuel, H. (2014). Well-being and suicidal ideation of secondary school students from military families. Journal of Adolescent Health,54(6), 672-677.
Berkowitz, R., De Pedro, K. T., & Gilreath, T. D. (2014). A Latent class analysis of victimization among middle and high school students in California. Journal of School Violence, 14(3), 316-333.
De Pedro, K.T., Astor, R.A., Gilreath, T., Benbenishty, R., and Esqueda, M.C. (2014). School climate perceptions among military and non-military students in military-connected schools. Military Behavioral Health Journal, 1(2), 3-13.
De Pedro, K. T., Esqueda, M. C., Cederbaum, J. A., & Astor, R. A. (2014). District, school, and community stakeholder perspectives on the experiences of military-connected students. Teachers College Record, 116 (5), 1-32.
De Pedro, K. T., Atuel, H., Esqueda, M. C., & Malchi, K. (2014). Responding to the needs of military students and military-connected schools: Perceptions and actions of school administrators. Children & Schools, cdt047.
Astor, R. A., Jacobson, L., Benbenishty, R., Atuel, H., Gilreath, T., Wong, M., De Pedro, K.T., Esqueda, M. C., & Estrada, J. N. (2012). A school administrator’s guide to creating supportive schools for military students. New York: Teachers College Press.
Astor, R. A., Jacobson, L., Benbenishty, R., Atuel, H., Gilreath, T., Wong, M., De Pedro, K.T., Esqueda, M. C., & Estrada, J. N. (2012). A teacher’s guide to supporting military students in the classroom. New York: Teachers College Press.
Esqueda, M., Astor, R.A., & De Pedro, K.T. (2012). A Call to duty: The Interstate Compact for Military Children. Educational Researcher. 41(2), 65-70.
De Pedro, K.T., Astor, R.A., Benbenishty, R, Estrada, J.N., Smith, G.A., Esqueda, M.C. (2011). The children of military service members: Challenges, resources, and future educational research. Review of Educational Research 81(4), 566-618.