» Faculty Publications and Research

The research of the faculty of the Attallah College of Educational Studies has been recognized both nationally and internationally for tackling the most pressing educational and social issues that confront communities, families, schools, and children. This selected list of publications and ongoing projects shows the breadth and depth of faculty research topics.

A Revolutionary Subject book coverA Revolutionary Subject: Pedagogy of Women of Color and Indigeneity
By Lilia D. Monzó

Dr. Lilia D. Monzó's book is a call to radical educators, grassroots organizers, and others on the left to recognize the enormous historical legacy of and potential for revolutionary praxis that exists among Women of Color and Indigeneity. This book revitalizes Marx’s dialectics to challenge class-reductionism, highlighting a class struggle that is also necessarily anti-racist, anti-sexist, and against all forms of oppression.



Hass Interviewing for Assessment book coverInterviewing for Assessment: A Practical Guide for School Psychologists and School Counselors
By Michael Hass

Practical and easy to read, this book by Attallah College's Dr. Michael Hass is an indispensable guide for school psychologists and school counselors on assessment interviewing. It provides step-by-step guidelines for structuring interviews for different purposes, communicating respect and understanding, and strategies for gathering information from children of different ages, cultures, and social standings. Interviewing for Assessment is an ideal resource for school-based practitioners and graduate courses in assessment, counseling, and seminars attached to fieldwork.



Let's Chat book coverLet’s Chat: Cultivating Community University Dialogue – A Coffee Table Textbook on Partnerships
by Suzanne SooHoo, Patricia Huerta, Patty Perales Huerta-Meza, Tim Bolin, and Kevin J. Stockbridge

From the home of the Paulo Freire Democratic Project and the nonprofit community organization Padres Unidos, the Chapman University Padres Unidos Partnership presents this truly unique coffee table textbook, Let’s Chat. The volume presents a collection of community stories, concepts, and analyses that highlight the journey of border crossings between two co-existing neighbors: a nonprofit community organization and a university. Written with and by the community, this book is accessible, aesthetic and attractive to both community and university audiences.



Leading Against the Grain book cover

Leading Against the Grain: Lessons for Creating Just and Equitable Schools
By Jeffrey S. Brooks and Anthony H. Normore
  Contributions by Attallah College's Margaret Grogan, Whitney McIntyre Miller, and Peter McLaren

In this lively, accessible volume, the editors have brought together an impressive group of senior and early-career educational scholars to study the lives and contributions of a wide range of outstanding historical and contemporary leaders from the United States and across the globe. Leading Against the Grain is a rich collection of brief biographical commentaries profiles leaders like Wangari Mathaai, John Tippeconic III, Fannie Lou Hamer, Saul Alinsky, Antonia Pantoja, Jimmy Carter, Golda Meir, Sun Yat Sen, José Rizal, and Jesus Christ. The book includes contributions by Attallah College's Dean Margaret Grogan, Dr. Whitney McIntyre Miller, and Dr. Peter McLaren.



PACE SEL report cover

 Enacting Social-Emotional Learning: Practices and Supports Employed in CORE Districts and Schools
By Julie A. Marsh, Susan McKibben, Heather Hough, Michelle Hall, Taylor N. Allbright, Ananya M. Matewos, and Caetano Siqueira

Social-emotional learning refers to the beliefs, attitudes, personality traits, and behaviors that students need to succeed in school and life. This study looks closely at 10 “outlier schools” in California’s CORE districts with students that report strong social-emotional learning outcomes compared to other, similar middle schools. The brief and infographic—based on a longer technical report—describe the surprising breadth and variety of social-emotional learning practices found in these outlier schools, as well as commonalities in their approaches and implementation challenges that some are facing. The findings offer ideas and lessons learned that may benefit other schools and districts seeking to implement social-emotional learning at scale. Attallah College's Dr. Michelle Hall co-authored this report for Policy Analysis for California Education.



PACE LCFF policy report cover

How Stakeholder Engagement Fuels Improvement Efforts In Three California School Districts
By Daniel C. Humphrey, Julia E. Koppich, Magaly Lavadenz, Julie A. Marsh, Jennifer O'Day, David N. Plank, Laura Stokes, and Michelle Hall

California’s Local Control Funding Formula (LCFF) was signed into law in 2013, and represents the most significant change in California education finance and governance in 40 years. The LCFF Research Collaborative has been following the implementation of LCFF since the first year of LCAP planning. After studying LCFF implementation for 4 years, the LCFF Research Collaborative identified and documented the work of school districts that have been particularly innovative in their implementation efforts. Attallah College's Dr. Michelle Hall co-authored this report for Policy Analysis for California Education.



Cover of LGBT Health journalHealth and Safety of LGBT Youth in California
By Kris De Pedro, John Elfers, and Melissa Goodman

The LGBTQ Youth Research and Advocacy Project is a collaboration of Attallah College faculty, the American Civilian Liberties Union (ACLU) of Southern California, and the Central Coast Coalition. The goal of the LGBTQ Youth Research and Advocacy Group is to generate awareness of the experiences of LGBTQ students in California public schools and to advocate for LGBTQ-inclusive educational policies. In order to achieve this goal, stakeholders, which include researchers, community leaders, and legal advocates, analyze and disseminate public data on LGBTQ youth to schools, districts, county offices of education, and community-based organizations throughout California.



 Image of Cosier book coverEnacting Change from Within: Disability Studies Meets Teaching and Teacher Education
By Meghan Cosier and Christine Ashby

This book provides a useful and compelling framework for re-envisioning the possibility of education for all students. However, the philosophies of Disability Studies (DS) can be seen as contradictory to many mainstream values and practices in K-12 education. In an ever-shifting educational landscape, where students with disabilities continue to face marginalization and oppression, teachers and teacher educators are seeking ways to address these educational inequities. They desire realistic and specific ways to work toward social justice, from within the confines of current education systems. The book received a favorable review in Teachers College Record. 



McLaren book coverRadical Imagine-Nation: Public Pedagogy & Praxis 
By Peter McLaren and Suzanne SooHoo

Radical Imagine-Nation provides a platform for critical educators, public intellectuals and activists from all over the world to promote, share, and discuss various new issues and developments in critical education and social movements.

The book engages dialogically with critical scholarship and activist work in accessible ways that serve the common good. It serves as a meeting place for progressive educators, from scholars and practitioners to community activists and other cultural workers. It constitutes a space where critical theorists, community activists, internationalists, and Freirean educators present new ideas for creating social relations. 



 Cover of Inclusive Education bookBecoming a Great Inclusive Educator
By Scot Danforth

This second edition offers educators the guidance and resources to become great inclusive educators by engaging in a powerful process of personal and professional transformation. Inclusive education continues to grow in popularity and acceptance in the United States. But most teachers, both general and special educators, are poorly prepared to be successful in inclusive classrooms and schools.

Undoubtedly, the challenge to professionals involves the acquisition of new knowledge and skills. But inclusion requires far more. It calls upon educators to trouble everything they think they know about disability, to question their deepest ethical commitments, to take up the work of the Disability Rights Movement in public schools, and to leap headlong into the deepest waters of the rich craft tradition of inclusive teaching.



Yeh book coverReimagining the Mathematics Classroom
By Cathery Yeh, Mark W. Ellis, and Carolee Koehn Hurtado

Reimagining the Mathematics Classroom presents a comprehensive systems approach to examining mathematics teaching. It synthesizes and illustrates current research on the essential elements of mathematics teaching and learning, unpacking each component—the classroom physical space; mathematical discourse, tasks, assessments; and families and communities—and providing concrete practical strategies and tools teachers can apply directly to their work.