Professor Terri Patchen is an Associate Professor in the Department of Elementary and Bilingual Education. She regularly teaches EDEL 325, Cultural Pluralism in Schools, and EDEL 315, Introduction to Elementary Classroom Teaching, as well as courses in the Multiple Subject Credential Program and the graduate program. Professor Patchen has also worked with CSUF students in a Service Learning and Internship program in Shanghai, China, and is a member of EPOCHS, a CSUF program dedicated to mentoring ethnic minority graduate students.

After finishing her BA in Political Science at UCLA, Professor Terri Patchen began work as a bilingual elementary school teacher on an emergency credential in an inner-city school, before returning to UCLA for graduate work. In graduate school, she earned an MA in Latin American Studies, an MA in Urban Planning, and a PhD in Education, with an emphasis in Urban Education. She was also the recipient of a Spencer Research Fellowship, a Fulbright Fellowship for research in Guatemala, a Constance Coiner Graduate Fellowship, and a University of California All Campus Collaborative on Research for Diversity (UC ACCORD) Dissertation Fellowship as a Ph.D. student.

Professor Patchen’s research on issues related to classroom participation, educational equity, science education, and urban education has been published in Teachers College Record, Journal of Teacher Education, Science Education, and Multicultural Education. She is also co-author with another faculty member, Amy Cox-Petersen, of the book, Teaching science to culturally and linguistically diverse elementary students.

Patchen, T. (2012). Capitalizing on participation: Latina/o adolescents and the classroom economy. The Urban Review, 44(5), 511-533.

Patchen, T. (2012). “Little Rascals” in the “City of God”: Film reflection and multicultural education. International Journal of Progressive Education, 8(2), 60-83.

Patchen, T. (2011). From gardeners to tour guides: The epistemological struggle revealed in teacher-generated metaphors of teaching. Journal of Teacher Education, 62(3), 286-298.

Patchen, T. (2008). Constructing cultural relevance in science : A case study of two elementary teachers. Science Education, 92(6), 994-1014.

Patchen, T. (2006). Engendering participation, deliberating dependence : Inner-city adolescents perceptions of classroom practice. Teachers College Record, 108(10), 2053-2079.

Patchen, T. (2005). Prioritizing participation : Five things that every teacher needs to know to prepare recent immigrant adolescents for classroom participation. Multicultural Education, 12(4), 43-47.

Dr. Nawang B. Phuntsog is an associate professor of education in the Department of Elementary, Bilingual, and Reading Education at California State University at Fullerton, and received his doctorate of education in 1993 from the University of Massachusetts at Amherst. His areas of specialization include multicultural education, curriculum development, and teacher education.

He has been selected as a Fulbright Research Scholar to India for the year 2011-2012 by the Fulbright Foreign Scholarship Board consisting of Presidentially appointed 12-member Board, responsible for establishing worldwide policies for the Fulbright Program and for the selection of Fulbright recipients.   Dr. Phuntsog will conduct research that will primarily explore the causal relationship between the effects of Heritage Language (independent variable) on math and science achievements (dependent variables) of 6th grade Tibetan children in India.

He has been invited nationally and internationally to present scholarly papers on bilingual education, multicultural education, and schooling of children in the Diaspora.  He also examines the role of language, race, and culture in the schooling process and has thus an enduring interest in developing programs that would prepare future leaders grounded in a culture of inclusion, integrity, and social justice.

Selected professional sample works:

Phuntsog, N. (Eds). (2011) Schooling & Tibetan Culture in Transnational Context.  (Symposium Monograph) Irvine, CA: University of California, Irvine, May 2011.

Phuntsog, N. (2010, June).  Strengthening Bilingual Education: The heart of academic & social sustainability in the Tibetan Plateau.  Paper presented at University of Oslo, Norway.

Phuntsog, N. (2009. April).  Bilingualism and Minority Education in the United States: Lessons & challenges for the Tibetan case.  Paper presented at Tibetan Education and Language Policy Symposium, University of Virginia, Charlottesville, VA.

Phuntsog, N. (2006, February). Rethinking schooling in Tibet: From social-cultural perspectives. Paper presented at Fairbank Center for East Asian Research, Harvard University, Cambridge, MA.

Jennifer Ponder is an Assistant Professor in the Department of Elementary and Bilingual Education at California State University, Fullerton.  Dr. Ponder teaches in the credential and masters program, specializing in social studies methods and civic education.  She has also presented at local and national conferences in the areas of civic education and social action curriculum.  Her research interests include democratic citizenship education, social action curriculum, mentoring programs for beginning teachers, and infusing the arts into the curriculum.  Prior to earning her Ph.D. in Curriculum and Instruction at Indiana University, Dr. Ponder taught elementary school for 5 years. Dr. Ponder currently serves at the Admissions Coordinator and the TPA Coordinator for the Multiple Subject Credential Program.

Kristine Quinn received her Teaching Credential and Masters of Science in Curriculum and instruction degree at California State University, Fullerton, where she received the Edwin Carr Fellowship award.  She received National Board Certification in 2000, and has worked to promote the certification process.  While teaching in the Placentia Yorba Linda Unified School District, she was named Outstanding Teacher of the Year in 2000.   She served as GATE coordinator at her school site and continues to be involved with the California Association for the Gifted.  She has presented at various professional seminars.  Kristine serves as a block leader and teaches courses including Math Methods, Social Studies Methods, Science Methods and Foundations.  Kristine has also shared her experience in teaching the visual performing arts.

Dr. Chris Renne is a professor in the Department of Elementary and Bilingual Education.  Prior to coming to CSUF in 2000, she was at the University of Washington, Bothell. Her research interests and specialties revolve around classroom practices, especially socio-cultural aspects such as classroom discourse, access to instruction, and gender. Another interest is how to incorporate technology in service of the teaching/learning process. She has published in journals such as Curriculum Inquiry, Teacher Education Quarterly, Educational Foundations, and Teaching Children Mathematics.  

Dr. Renne currently serves as the Director of the Faculty Development Center and as a member of the university WASC Steering Committee.  Previously, she served as the Director of the Center for Careers in Teaching for four years which included overseeing two collaborative U.S. Department of Education grants.   She also taught at the University of California, Riverside and was an elementary teacher for more than a decade. She earned her Ph.D. in Curriculum and Instruction at the University of California, Riverside.

Dr. Valenciana joined the faculty in 2001 after receiving her Ph.D. from the University of California, Riverside.  Her research interests include Latino teacher education, the educational impact on Mexican American children unconstitutionally deported during the 1930s and the literacy of U.S. Mexican children.  She has published articles in Action in Teacher Education, Multicultural Education and The Urban Review.  Dr. Valenciana teaches courses in Language Arts and Reading Instruction, Methods for Teaching English Learners, as well as Methods and Inquiry for BCLAD Candidates in the Multiple Subject Credential Program.  She also teaches Reading in the Language Arts and Family, Community and Professional Partnerships in the Master’s Degree Program.

Dr. Valenciana’s professional background includes experiences as a social science middle school teacher, an elementary bilingual classroom teacher, a bilingual and GATE resource teacher, a school district administrator, a coordinator of paraeducator programs and principal in southern California, Colorado and Texas.

Michelle Vander Veldt is an Assistant Professor in the Department of Elementary and Bilingual Education. She joined the California State University, Fullerton faculty in 2006 after completing her Ph.D. in Curriculum and Instruction at the University of Nevada, Las Vegas. Her research interests focuses on examining epistemological and ontological beliefs, exploring civics education through active citizenship projects and investigating effective mathematics instruction. Dr. Vander Veldt is a member of the American Educational Research Association (AERA), the National Council of Teachers of Mathematics (NCTM), the Association of Teacher Educators (ATE), and the Northern Rocky Mountain Education Research Association (NRMERA).

Curriculum Vita

Dr. Lisa Winstead joined the faculty in 2006 after receiving her doctorate from the University of the Pacific in Curriculum and Instruction with an emphasis in Language, Literacy, and Culture. She speaks Spanish, French, and Japanese. Before coming to CSUF, she taught English for two years in Japan and then taught another nine years in middle school in northern California. Three of those nine years teaching were spent as Chair of English Language Development and implementing an alternative dual language program for Spanish-speaking newcomers. Prior experiences include consulting for the Commission on Teacher Credentialing, social studies curriculum leader at the middle school level working closely administrators and the Sacramento County Office of Education, River City Network, and Middle School Partnerships.

Dr. Winstead regularly presents at regional, national, and international conferences including the such as National Middle School Association, California Association for Bilingual Education, Children’s Identity and Citizenship in Europe, and the American Educational Research Association. Conference presentations focus on cognition, literacy development, dual languages, and issues of language and social justice. She has published articles in Equity and Excellence in Education, Educational Research Quarterly, and The Social Studies, and Educational Research Quarterly. Dr.Winstead teaches courses in language arts, social studies and English learner inquiry and methods as part of the Multiple Subject Credential Program as well as graduate courses in curriculum and theory, second languages, and social studies. Before becoming an educator, she wrote articles for the California Journal and reported on the plight of migrant workers, local Latino role models, and education for ABC affiliates in Sacramento and Redding, California.

Links to recent publications:

Shand, K., Winstead, L., &  Kottler, E. (2011). A journey through medieval China. The Social Studies (In Press).

Winstead, L. (2011). The impact of NCLB and accountability on social studies: Teacher experiences and perceptions about teaching social studies. The Social Studies, 102(5), 221-227.

Fitts, S., Winstead, L., Weisman, E., Flores, S., & Valenciana, C. (2008). Coming to voice: Preparing bilingual-bicultural teachers for social justice. Equity and Excellence in Education, 41(3), 357-371.

Winstead, L. (2006). Authentic language opportunities. An alternative dual language model. Eric Digest. ED491745, 1-55.

Winstead, L. (2004).  Increasing academic motivation and cognition in reading, writing, and mathematics: Meaning-making strategies. Educational Research Quarterly, 28(2), 29-47.   

Winstead, L. (2004). Tales from dual language learners. Middle Ground, 7(4), 35-37.

Dr. Ruth Yopp-Edwards joined the faculty at CSUF after earning her Ph.D. in Educational Psychology at the University of California, Riverside. She teaches literacy courses in the Department of Elementary and Bilingual Education and co-directs three teacher recruitment and development programs, including a $2.5 million project funded by the National Science Foundation, a local BTSA Induction Program, and the Teacher Recruitment Project. Her research and writing activities focus on the use of informational text in the primary grades, comprehension and vocabulary instruction, and early literacy development. Dr. Yopp-Edwards is co-author of six books: Vocabulary Instruction for Academic Success, Literature-based Reading Activities, 50 Strategies for Active Teaching: Engaging K-12 Learners in the Classroom, Purposeful Play for Early Childhood Phonological Awareness, Oo-pples and Boo-noo-noos: Songs and Activities for Phonemic Awareness, and Ready for Reading: A Handbook for Parents of Preschoolers. She has publications in national and international journals, serves on several editorial advisory boards, and has been a member of numerous state and national policy committees. Dr. Yopp-Edwards taught in the upper elementary grades for ten years prior to joining the faculty at CSUF and was recipient of the Orange County Teacher of the Year Award. In 2000, she was inducted into the California Reading Association’s Hall of Fame for her contributions to literacy in the state.

Teacher Recruitment Project

Reading Teacher article

ReadWriteThink lesson

Young Children article

Dr. Hallie Yopp Slowik, a professor in the Department of Elementary and Bilingual Education, teaches literacy courses to preservice and inservice teachers and co-directs the CSU system’s Center for the Advancement of Reading (www.calstate.edu/car). Her primary areas of expertise are early literacy, academic language, and comprehension of narrative and content texts. She has written numerous articles, serves on several editorial advisory boards, and she is the co-author of six books: Purposeful Play for Early Childhood Phonological Awarenessand Vocabulary Instruction for Academic Success (both Shell Education), Literature-Based Reading Activities (5th ed.) and Ready for Reading: A Handbook for Parents of Preschoolers (both Allyn and Bacon), 50 Strategies for Active Teaching: Engaging K-12 Learners in the Classroom (Merrill), and Oo-pples and Boo-noo-noos: Songs and Activities for Phonemic Awareness (2nd ed., Harcourt School Publishers).  She works closely with practitioners in school districts and preschools, sharing research and effective pedagogy. She is also active in service to the community and the campus.  Hallie taught elementary school for years, primarily in kindergarten and first grades, including eight years in bilingual settings.  She was named the Outstanding Professor of the Year at CSUF and also received the CSU system’s Wang Family Excellence Award. Hallie is an inductee into the California Reading Hall of Fame.Links to a sampling of publications:Supporting Phonemic Awareness in the Classroom in The Reading Teacher

Viewing Vocabulary: Building Word Knowledge through Informational Websites in ReadWriteThink  

Phonological Awareness is Child’s Play in Young Children  

Dr. Karen Ivers began her career at CSU Fullerton in 1994.  Over the years, she has taught graduate level technology courses, research classes, and methods (credential) courses.  She has also worked with doctoral students and supervised student teachers.  She helped design the online MSIDT program and CalStateTeach, serving as CSUF’s first director of the CST program.  She has published numerous books and articles on educational technology, as well as presented at local, national, and international conferences. She has numerous creativity activities, as well, including the development of computer software, videos, workshops, handbooks, and so on.  She has received multiple grants and oversaw system-wide technology grants while she worked at the Chancellor’s Office.  She served as Chair of the Department of Elementary and Bilingual Education and Associate Dean for the College of Education.  Her current research and creative interests include educational technology; online learning; innovative approaches to promoting creativity, critical thinking, collaboration, and communication; mathematics literature; gender issues; and early childhood education.

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Terri Patchen is a Professor in the Department of Elementary and Bilingual Education at California State University, Fullerton. Committed to supporting scholarship at all levels of the university, Prof. Patchen currently serves as a Faculty Fellow for Student Creative Activities and Research, and a Faculty Development Center Coordinator for Scholarly and Creative Activities. A former bilingual school teacher in Boyle Heights, California, Prof. Patchen joined the faculty at CSUF in 2002 after graduate studies at UCLA that included two Masters (in Latin American Studies and Urban Planning), and a Ph.D. in Education. She is the recipient of a Spencer Research Fellowship, a Fulbright Fellowship for research in Guatemala, and a UC ACCORD Dissertation Fellowship, as well as multiple intramural grants. Her research on educational equity in relation to classroom participation, science education, and teacher education has been published in Teachers College Record, Journal of Teacher Education, Science Education, Journal of Research in Science Teaching, and The Urban Review. She is also co-author of the book, Teaching science to culturally and linguistically diverse elementary students.

Patchen, T. & Smithenry, D. (2015). More than just chemistry: The impact of a collaborative participant structure on student perceptions of science. Research in Science Education 45(1), 75-100. doi:10.1007/s11165.
 
Patchen, T. & Smithenry, D. (2014). Diversifying instruction and shifting authority: A cultural historical activity theory (CHAT) analysis of participant structures. Journal of Research in Science Teaching 51(5), 606-634. doi: 10.1002/tea.21140

Patchen, T. & Smithenry, D. (2013). Framing science in a new context: What students take away from a student-directed inquiry curriculum. Science Education 97(6), 801-829. doi: 10.1002/sce.21077

Patchen, T. (2012). Capitalizing on participation: Latina/o adolescents and the classroom economy. The Urban Review, 44(5), 511-533.

Patchen, T. (2012). “Little Rascals” in the “City of God”: Film reflection and multicultural education. International Journal of Progressive Education, 8(2), 60-83.

Patchen, T. (2011). From gardeners to tour guides: The epistemological struggle revealed in teacher-generated metaphors of teaching. Journal of Teacher Education, 62(3), 286-298.

Patchen, T. (2008). Constructing cultural relevance in science : A case study of two elementary teachers. Science Education, 92(6), 994-1014.

Patchen, T. (2006). Engendering participation, deliberating dependence : Inner-city adolescents perceptions of classroom practice. Teachers College Record, 108(10), 2053-2079.

Patchen, T. (2005). Prioritizing participation : Five things that every teacher needs to know to prepare recent immigrant adolescents for classroom participation. Multicultural Education, 12(4), 43-47.

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Dr. Carolina Valdez taught elementary school in Los Angeles while completing her Ph.D. in Urban Schooling at the University of California, Los Angeles. Her research interests include critical ethnic studies pedagogy in the elementary classroom and teacher organizing. She organized in Los Angeles in several grassroots organizations, and helped found the People’s Education Movement (People’s Ed) in 2012, an organization for critical educators of color. The organization’s work was documented in her co-authored article “Solidarity with the People: Organizing to Disrupt Teacher Alienation” in Equity and Excellence in Education in 2016. Dr. Valdez is the Co-chair of Communication for the Critical Educators for Social Justice SIG within the American Educational Research Association.

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Dr. Armando Garza joined the Elementary and Bilingual Education Department in fall 2017, after teaching at Texas A&M University-Kingsville. A former middle-grades bilingual mathematics teacher, he received his Ph.D. in Culture, Literacy, and Language from the University of Texas-San Antonio. As an immigrant himself, Dr. Garza’s research interests are shaped by and focused on biliteracy and bilingualism of Latina and Latino students in U.S.-schools, the success of emergent bilinguals in the areas of mathematics and science, bilingual teacher preparation programs, multicultural-multilingual education, Spanish literacies of Latino immigrant families, transnational educational experiences of Latinx students, and issues of immigration and education in both sides of the U.S.-Mexico border. Using sociocultural theories of learning, he has conducted research in Mexico and the United States where he has explored language-use in and out of school settings. Dr. Garza has presented his work at international and national conferences in the United States, Mexico, Canada, Italy, and Belgium.

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