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• Dr. Karen Cadiero-Kaplan

Dr. Karen Cadiero-Kaplan

Karen Cadiero-Kaplan (kcadiero@mail.sdsu.edu) is Professor in the Department of Policy Studies in Language and Cross Cultural Education. She has a range of publications concerned with the role of education and language policies in curriculum development and teacher's professional development for meeting the needs of English learners and diverse student populations. Her overriding concern is how literacy processes are utilized, developed, and integrated into classroom practice, teacher development, school curriculum and policy. And further, how these processes are influenced by political ideologies.

Education
Projects, Grants and Research
Publications
Courses
Vitae

Education

• 2001: Ph.D., Education: Curriculum & Development for Multicultural Education & Critical Pedagogy
  Awarded by: Claremont Graduate University and San Diego State University Joint Doctoral Program
• 1994: Master of Arts, Education: Multi-Cultural Education Teacher Development Awarded by: San Diego State University, College of Education
• 1989: Bachelor of Arts: Psychology and Elementary Education Awarded by: University of San Diego, College of Arts & Sciences

Professional Affiliations

LEADERSHIP

• Affiliate Council Leader: Teachers of English to Speakers of Other Languages (TESOL) (Elected 2009 – Term of Service: 2009-2012)
  http://www.tesol.org/s_tesol/seccss.asp?CID=1028&DID=4379
• President, (2008-present). Californians Together: Statewide coalition of parents, teachers, education advocates and civil rights groups committed to securing equal access to quality education for all children.
  http://www.californianstogether.org
• Executive Board Liaison to Californians Together (2008-present). California Association of Teachers of English to Speakers of Other Languages (CATESOL).
  http://www.catesol.org/
• President, (2005-2007). California Association of Teachers of English to Speakers of Other Languages (CATESOL).
  http://www.catesol.org/

MEMBERSHIP

• American Education Research Association (AERA) http://www.aera.net
• California Association of Teacher of English to Speakers of Other Languages (CATESOL) http://www.catesol.org/
• International Organization of Teachers of English to Speakers of Other Languages (TESOL) http://www.tesol.org
• California Association of Bilingual Education (CABE) http://bilingualeducation.org
• Californians Together http://www.californianstogether.org
• National Council of English Teachers (NCTE) http://www.ncte.org

Projects, Grants and Research

• Co-Principal Investigator: Professional Development for Pre-service Bilingual Special Education Teachers of English Learners: Acquisition of Language Skills and Academic Literacy (ALAS). July 2007-August, 2012. Co- Principal Investigator: Dr. Alberto Ochoa. Website: http://edweb.sdsu.edu/alas/
  The overall goal of the ALAS project is to address the need for qualified bilingual (English-Spanish) special education teachers in California who are trained to teach K-8 English language learners (ELLs) with special needs. This dual credential teacher preparation program is designed for Bilingual individuals proficient in Spanish and English seeking a Bilingual Credential and who are interested in obtaining an additional credential as an Education Specialist in Mild / Moderate disabilities. This is an intensive two-year credential program for highly committed individuals interested in meeting the specific needs of English language learners in California.
• Project Investigator: Family Literacy Coaching. 2008-present. California Department of Education. The Family Literacy Coaching grant assists in providing additional technical assistance to local Even Start projects. Specifically, the grant supports technical assistance and professional development to support California Even Start program projects and personnel in the four program components of Adult Education, Early Childhood Education (ECE), Parenting, and Parent Child Interaction. Project Director has agreed to provide coaching support and training to local projects. The grant will support program expenditures in the following areas: 1) Conduct a minimum of six on-site technical assistance visits to local Even Start projects 2) Host a minimum of four local project network meetings 3) Conduct a minimum of three monitoring project reviews for the state 4) Assist with the delivery of four state trainings for Center for Improving the Readiness of Children for Learning and Education (CIRCLE).
• *Project Investigator: Even Start Family Literacy Program: Project ACCESS, 2008-present. California Department of Education.
  The ACCESS Even Start program incorporates all four components of Even Start (Adult Education, Parenting, PCILA and Early Childhood Education) On a weekly basis the program is designed to provide eligible participants with classes five days a week from 8:00 am-12:00 p.m. Twenty hours of adult education, twenty hours of early childhood education (Preschool 3-5years), and three hours of parenting and parent child interaction (PCILA) activities. Preschool children are the focus age of the Family Access program. The project serves Edison and Balboa Elementary Schools in the San Diego City School.

Publications

• Books
  • Peregoy, S., & Boyle, O. (2008). Reading, writing and learning in ESL: A resource book for teaching K-12 English learners (5th Edition) (K. Cadiero-Kaplan, Contributing Author). Pearson Allyn & Bacon: Boston, MA.
  • Cadiero-Kaplan, K. (2004). The literacy curriculum and bilingual education: A critical examination. New York: Peter Lang Publishers, Counter Point Series. Series Editors: Joe Kincheloe and Shirley Steinberg.
  • Cadiero-Kaplan, A. Ochoa, J. Rodriguez & N. Kuhlman (Eds.). (2006). The living work of teachers: Ideology and practice with and in community. Los Angeles, CA: The California Association for Bilingual Education.
• Articles & Book Chapters
  • Cadiero-Kaplan, K. (2010). Naming the world & becoming a being in the world: One teacher's journey on the path of empowerment. In A. Colon-Muniz, P. Park, & T. Wilson (Eds.), Memories of Paulo. Rotterdam: Sense Publishers.
  • Heck, M. & Cadiero-Kaplan, K. (2010). Factors of Creative Conflict: Caring Relationships with Diverse Others Visual Art Experiences In Tonya Huber (Series & Vol. Ed.), In Teaching Learning Indigenous, Intercultural Worldviews: International Perspectives on Social Justice and Human Rights Series: Vol. 3. Storied inquiries in international landscapes: An anthology of educational research. Charlotte, NC: Information Age Publishing.
  • Cadiero-Kaplan, K. & Billings, E. (2008). Developing socio-political active teachers: A model for teacher professional development. Forum on Public Policy Journal. Forum on Public Policy Online, Spring 2008 edition. http://forumonpublicpolicy.com/papers08spring.html#ESL (accessed August 22, 2009).
  • Cadiero-Kaplan, K. & Rodriguez, J. L. (2008). The preparation of highly qualified teachers for English language learners: Educational responsiveness for unmet needs. Equity & Excellence in Education, 41(3), 372 -387.
  • Cadiero-Kaplan, K., Berta-Avila, M., & Flores, J. (2008). Highly qualified bilingual teachers: Developing standards for bilingual authorization. Multilingual Educator, pp. 22-25.
  • Cadiero-Kaplan, K. (2008). California standards for bilingual teaching authorization approved. CATESOL News, 39(4), 3.
  • Cadiero-Kaplan, K. (2007). In. G. Anderson (Ed.), Bilingual Education. Encyclopedia of activism and social justice (pp. 236-239). Thousand Oaks, CA: Sage Publications.
  • Cadiero-Kaplan, K. (2007). Critically examining beliefs, orientations, ideologies & practices towards literacy instruction: A process of praxis. In L. Bartolomé (Ed.), Ideologies in education: Unmasking the trap of teacher neutrality (pp. 117-154). New York: Peter Lang Publishing.
  • Cadiero-Kaplan, K. & Berta Avila, M. (2007). Bilingual education. In D. Gabbard (Ed.), Knowledge and power in the global economy: The effects of school reform in a neo liberal/neo conservative age (pp. 327-338). Mahwah NJ: Lawrence Erlbaum.
  • Cadiero-Kaplan, K., Berta-Avila, M., & Flores, J. (2007). CCTC and the process for reauthorization of bilingual teacher preparation standards: A critical-historical perspective. Association of Mexican American Educators Journal, 1-13.
  • Cadiero-Kaplan, K. (2006). Literacy ideologies: Critically engaging the English curriculum. In K. Cadiero-Kaplan, A. Ochoa, J. Rodriguez & N. Kuhlman (Eds.), Reclaiming our voices: Literacy ideology, teacher's beliefs, language policy and parent voice (pp. 1-20). Los Angeles, CA: California Association of Bilingual Education.
  • Cadiero-Kaplan, K. & Ochoa, A. (2006). Evaluating programs for English language learners: Possibilities for bi-literacy in urban school districts in California. In P. Anderson, K. Hayes, D. Griffith, D. & J. Kincheloe (Eds.), The Praeger handbook of urban education (pp. 397-408). Westport, CT: Greenwood Publishing Group.
  • Cadiero-Kaplan, K. (2005). Teachers & technology: Engaging pedagogy & practice. In L. Tan Wee Hin and R. Subramaniam (Eds.), Handbook of research on literacy in technology at the K-12 level. (pp. 452-468) Hershey, PA: Idea Group Publishing.
  • Hinchey, P. & Cadiero-Kaplan, K. (2005). Political education for teachers: A matter of survival. The Journal for Critical Education Policy Studies, 3(2). Available online at http://www.jceps.com/index.php?pageID=home&issueID=6.
  • Ochoa, A. & Cadiero-Kaplan, K. (2004). Towards promoting bi-literacy and academic achievement: Educational programs for high school Latino English language learners. The High School Journal, 87(3), 27-43.
  • Wang, M.J.. & Cadiero-Kaplan, K. (2003). Computer-assisted language learning-CALL. In Kovalchick, A. & Dawson, K. (Eds.), Educational and technology; An encyclopedia (pp. 134-152). Santa Barbara, CA: ABC-CLIO Publishers.
  • Cadiero-Kaplan, K. (2002). Literacy ideologies: Critically engaging the language arts curriculum. Language Arts Journal, 79(5), 372-392.

Courses

• PLC 553: Assessment & Evaluation
• PLC 600: Principles of Diocratic Schooling
• PLC 601: Language Policies & Practices
• PLC 601: Language Policy & Practices On-Line Reader 2005
• PLC 651: English Language Development/SDAIE: Curriculum, Teaching & Assessment in Diverse Settings
• PLC 652: Literacy and Language: A Critical Examination of Curriculum for Teaching
• PLC 686: Siinar in Multicultural Education: Engaging Critical Pedagogy in School Reform & Change Processes
• ED 801: Siinar on Social & Cultural Foundations of Multicultural Education
• PLC 915: Methods of Teaching ELD & SDAIE
  http://TeacherWeb.com/CA/SDSU/Cadiero/index.html Website (on-line @ Teacher Web)
• PLC 915A: Special Session http://TeacherWeb.com/CA/SDSU/Cadiero/index.html
• PLC 954: Humanistic & Social Aspects of Teaching in the Bilingual Classroom
• Teacher Resources: Practical Applications Workshop Website: http://coe.sdsu.edu/plc/faculty/kcadiero/cpb/practical_applications.htm

Vitae

Available upon request: kcadiero@mail.sdsu.edu

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Last Modified 01/29/12 10:35

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