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.
Urban Educational Reform
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.