This document is Travis Bristol's curriculum vitae. It outlines his education, including a PhD in Education Policy from Columbia University and degrees from Stanford University and Amherst College. It also lists his awards, publications, research experience, policy work, teaching experience, and presentations. Bristol has extensive experience researching education issues, particularly related to black male teachers and students. He has held research and advisory roles with organizations like the Boston Public Schools, World Bank, and New York City Mayor's Office.
How Can Relationships and Relevance Influence the Scholastic Attitudes of Bla...Dr. Richard Glass, Jr.
This dissertation examines how relationships, culturally relevant teaching practices, and single-sex learning environments influence the academic attitudes of Black male students. The study uses phenomenological research methods, including interviews with 10 Black males currently enrolled in college, to understand their lived experiences.
Three key themes emerged from the interviews. First, positive relationships with teachers who believed in their abilities helped students feel more engaged and successful in school. Second, using culturally relevant curricula that students could relate to their own lives and identities as Black men increased engagement. Third, single-sex learning environments allowed for stronger peer relationships and teacher support, which many participants said better supported their academic needs compared to coeducational settings. The study provides implications for strengthening
This document provides an overview of Anthony M. Pellegrino's academic and professional background. It summarizes his educational qualifications including a Ph.D. from Florida State University and positions held as an Assistant Professor at George Mason University and Valdosta State University. It also lists the courses he has taught at various institutions and publications including books, peer-reviewed articles, and presentations.
Action research conducted as part of a MAT program. The research centers on overcoming aliteracy in middle school students using book talks, modeling, and the careful curation of a classroom library.
This document provides biographical and professional information about Theodore S. Ransaw Ph.D. It includes his contact information, education history, dissertation and thesis topics, current position as a research specialist at Michigan State University, previous positions held, university teaching experience, and research interests in areas related to gender, culture and racial implications in education.
This document provides biographical and professional information about Theodore S. Ransaw Ph.D. It includes his contact information, education background including a Ph.D. from the University of Nevada Las Vegas and dissertation topic. It lists his current position as an Equity Specialist at Michigan State University and previous positions including as a Research Specialist and Education Specialist. It outlines his university teaching experience and classroom experience outside of the university. It also lists refereed journal publications and academic book publications.
Peter M. Barker has over 10 years of experience in teaching history and social studies at the secondary and post-secondary levels. He has taught as an adjunct instructor at various community colleges and universities, and currently teaches at Yeshiva of Greater Washington. Barker developed curricula for various history courses and coached mock trial teams. He holds a Master's degree in U.S. political history from Miami University and a Bachelor's degree from the University of Cincinnati. Barker also has experience in research, customer service, and technology troubleshooting.
How Can Relationships and Relevance Influence the Scholastic Attitudes of Bla...Dr. Richard Glass, Jr.
This dissertation examines how relationships, culturally relevant teaching practices, and single-sex learning environments influence the academic attitudes of Black male students. The study uses phenomenological research methods, including interviews with 10 Black males currently enrolled in college, to understand their lived experiences.
Three key themes emerged from the interviews. First, positive relationships with teachers who believed in their abilities helped students feel more engaged and successful in school. Second, using culturally relevant curricula that students could relate to their own lives and identities as Black men increased engagement. Third, single-sex learning environments allowed for stronger peer relationships and teacher support, which many participants said better supported their academic needs compared to coeducational settings. The study provides implications for strengthening
This document provides an overview of Anthony M. Pellegrino's academic and professional background. It summarizes his educational qualifications including a Ph.D. from Florida State University and positions held as an Assistant Professor at George Mason University and Valdosta State University. It also lists the courses he has taught at various institutions and publications including books, peer-reviewed articles, and presentations.
Action research conducted as part of a MAT program. The research centers on overcoming aliteracy in middle school students using book talks, modeling, and the careful curation of a classroom library.
This document provides biographical and professional information about Theodore S. Ransaw Ph.D. It includes his contact information, education history, dissertation and thesis topics, current position as a research specialist at Michigan State University, previous positions held, university teaching experience, and research interests in areas related to gender, culture and racial implications in education.
This document provides biographical and professional information about Theodore S. Ransaw Ph.D. It includes his contact information, education background including a Ph.D. from the University of Nevada Las Vegas and dissertation topic. It lists his current position as an Equity Specialist at Michigan State University and previous positions including as a Research Specialist and Education Specialist. It outlines his university teaching experience and classroom experience outside of the university. It also lists refereed journal publications and academic book publications.
Peter M. Barker has over 10 years of experience in teaching history and social studies at the secondary and post-secondary levels. He has taught as an adjunct instructor at various community colleges and universities, and currently teaches at Yeshiva of Greater Washington. Barker developed curricula for various history courses and coached mock trial teams. He holds a Master's degree in U.S. political history from Miami University and a Bachelor's degree from the University of Cincinnati. Barker also has experience in research, customer service, and technology troubleshooting.
This curriculum vita summarizes Shelly J. Johnson's educational background and professional experience. It includes information about her areas of specialization, language skills, education history, awards, publications, presentations, teaching experience, and dissertation. Johnson received her Ph.D. in Philosophy from the University of Kentucky in 2016. Her dissertation was titled "A Pedagogy for Justice: Kant, Hegel, Marcuse and Freire on Education and the Good Society." She has taught various philosophy courses at the University of Kentucky and has experience in secondary education.
This document discusses research on the impact of African American teachers on the academic achievement of African American students. Several studies are cited that found African American teachers were more effective at teaching African American students due to shared cultural understanding and use of culturally relevant pedagogies. However, ensuring African American students have effective teachers raises ethical issues around potentially segregating schools. More work is needed to address how to provide African American students with teachers who can best support their learning and close achievement gaps.
Caitlin Homrich-Kneiling has extensive experience in anthropological research focused on social justice, inequality, and community organizing. She holds an M.A. in Anthropology from UMass Amherst and a B.A. from Central Michigan University. Her research has examined anti-racism education, social movements, and the process of political mobilization. She has participated in numerous research projects and presented her work at several academic conferences.
This document provides a curriculum vitae for Kelli Michelle Bippert, who is a doctoral candidate at the University of Texas at San Antonio studying interdisciplinary learning and teaching with focuses on reading, literacy, and instructional technology. It outlines her education background, research interests, teaching experience at the university level, K-12 teaching experience, publications, presentations, and awards.
Feminist perspectives focus on exposing gender inequalities in education. From a feminist viewpoint, education has maintained gender inequality by using gendered language, presenting traditional gender roles and stereotypes in textbooks and curriculum, and discriminating against girls in subject choice, exams, and encouragement for further education. While research and feminist perspectives have revealed these issues and led to changes reducing sexism, ongoing issues include the "hidden" presence of women in history and some subjects seen as masculine, as well as current concerns about boys' underachievement.
This document discusses integrating culturally responsive literature into the Common Core standards. It notes that the US student population is becoming increasingly diverse, with minorities projected to make up nearly 50% of students by 2023. However, the teaching population remains predominantly white females. The document advocates increasing teacher diversity and using literature that reflects students' cultures and backgrounds. It provides background on critical literacy and discusses how essential questions can frame curricular units to promote critical thinking about issues of power and social justice.
College students experiences of power and marginalitymehek4
This autoethnographic study examines the experiences of a Southeast Asian American female college student at the intersection of race and class. It uses her personal narrative and experiences to counter the model minority myth that Asian American students do not face challenges. The student came from a low-income background and was the first in her family to attend college. Through her story, the study aims to show how both her racial and socioeconomic identities impacted her college experience, despite Asians being perceived as an overrepresented and high achieving group. Critical race theory, specifically the concepts of intersectionality and voice, frame the analysis by recognizing the student's multiple, interconnected identities and knowledge gained from her experiences.
Adams_The College Experiences of Black Female Alumnae of PWIsladams3
This presentation was given by Lauren Adams on Saturday, November 2, 2014 at the 23rd Annual National Ronald E. McNair Research Conference and Graduate Fair sponsored MAEOPP and The University of Wisconsin-Milwaukee.
This dissertation acceptance document serves to formally accept Dru Delance Tomlin's dissertation, which examines a school administrator's literate life through dramaturgical and multimodal analysis. The dissertation committee and relevant officials certify that the dissertation meets the university's standards. Tomlin's dissertation analyzes interactions with various school stakeholders through dramaturgical metaphors and multimodal interaction analysis to understand how language and roles are negotiated in a school administrator's work. The acceptance of the dissertation fulfills degree requirements for Tomlin's Doctor of Philosophy in education.
A drastic shortage of black men exists within the United States’ teaching workforce. Centered on the assertion that both unsatisfactory, institutional conditions and racial insensitivity play key roles in black men’s decisions to exit the teaching profession, this portraiture case study, framed by Critical Race Theory, deeply examines this issue...
Addressing the Sensitive Topic of Sex Workers in the ClassroomSElspethPatterson
This document discusses addressing the inclusion of sex worker students in college classrooms. It begins with a quote from a former sex worker student who felt like an outsider in her women's studies classes. It then provides background on the presenter and outlines criteria for research participants. The presenter aims to understand how college students involved in sex work identify and what work they do. It also discusses the potential for disclosure and overlap between sexuality studies and discussions of sex work. The presenter provides a conceptual model for understanding sex workers as a diverse population, as sexual minorities, and as sexuality professionals. Strategies are suggested for other students and educators to foster inclusion, such as educator intervention and reflective journaling. The document calls for further
This article examines the association between gender-segregated peer preferences and sexism in adolescents. It studies 145 adolescents between 15-17 years old, assessing their preferences for same-gender peers in social and school contexts as well as their levels of two types of modern sexism: denial of continuing discrimination and antagonism towards women's demands. The results found gender differences - for boys, antagonism towards women's demands was associated with gender-segregated peer preferences in school and home, while for girls, denial of continuing discrimination was associated with gender-segregated peer preferences at home. The study provides insight into how gender segregation relates to sexist attitudes in adolescents.
This document summarizes a research project analyzing racial and socioeconomic inequities reproduced through the school system in White Plains, NY. The researcher conducted interviews with 8 alumni from various racial, class, and gender backgrounds about their experiences. The interviews suggest that white and affluent students tended to be supported into higher-level tracks, while Black and Latinx students received less support and were tracked into lower levels. The school appears to replicate the unequal local economy by preparing white students for professional careers and students of color for service jobs or sometimes criminalization.
This document provides a summary of Dr. Marilyn Patricia Johncilla's education and professional experience. It includes her educational background, areas of specialization, employment history, courses taught, publications, honors and awards. She has a Ph.D. in Sociology and Equity Studies in Education from OISE at the University of Toronto. Her areas of expertise include feminisms, diversity leadership, transnationalism, and African indigenous knowledge. She has worked as a sessional lecturer and consultant and founded the Canadian Academy for Diversity Leadership.
Dianne Kraft has extensive experience in student affairs, teaching, counseling, and research. She received her Ph.D. in Educational Administration and Human Resource Development from Texas A&M University. Currently, she is the Diversity Education Coordinator at Texas A&M University, where she manages diversity programs and presentations. She has taught courses in psychology, women's studies, education, and medical humanities at several universities. Kraft also has experience in counseling, research, and publishing on topics related to women, aging, identity, and diversity.
This document provides a vitae for Deborah A. Byrnes, including her educational background, current position as an educational consultant, and previous university positions as a professor. It details her extensive teaching experience at the college level, as well as K-6 teaching experience. It also lists many awards and honors she has received for her work. Finally, it provides a long list of her refereed and invited publications, chapters in books, and authored books on topics related to education, diversity, and social emotional learning.
Sociopolitical Contexts of Writing InstructionTodd Ruecker
This course examines the sociopolitical contexts that influence writing instruction from K-12 through college levels. It explores how policies like No Child Left Behind and Common Core have impacted classroom pedagogy. Readings cover theories from Bourdieu and Foucault to understand these contexts. The course also analyzes how broader societal factors like poverty, health care access, and immigration affect student writing abilities. Students will write responses on weekly readings, a book review, a policy analysis paper, and a larger seminar paper and presentation on a topic related to the sociopolitical influences on writing instruction.
Education, Citizenship and Social Justice-2015-Jones-Qual.Paper.pdf.md6fdmpBrandolyn Jones
This document summarizes a study that explored the lived experiences of five African American female professors who successfully attained tenure and promotion at predominantly White institutions. The study aimed to identify coping mechanisms and supports these professors relied on to navigate the tenure process, with the goal of providing strategies for supporting other African American female faculty. The background discusses challenges faced by these professors, such as disrespect, marginalization, shifting identities, and bullying. It also outlines institutional support strategies recommended by previous research, such as transparent tenure guidelines, formal support networks, and mentoring relationships. The study was grounded in theories of Black feminist thought and relational-cultural theory.
This document summarizes a study examining how courtesy stigma affects the academic performance of children from single mother, African American households. It reviews literature on teacher expectancy effects and self-fulfilling prophecies. The study uses regression analysis to analyze data on children's grades, behavior, and household characteristics. It finds some statistical significance between household type and performance, with single father households associated with better performance. However, it notes limitations and concludes one cannot fully understand these families through stereotypes alone.
Implicit bias among teachers is a significant contributor to the disproportio...Clementine Muthoni
This document is a dissertation proposal that examines implicit bias among teachers as a contributor to disproportionate out-of-school suspension rates in American schools. The proposal includes an introduction that provides background on implicit bias and outlines the problem statement, purpose, objectives, research questions, significance, and limitations of the study. It also includes a literature review chapter that discusses the theoretical framework of implicit theories, connectionist theories, and dual process theory of implicit bias. The chapter also examines themes related to implicit bias such as racism, gender, and lifestyle.
Gerrit Jan Pieter van Dijke is currently studying International Business Administration at VU University in Amsterdam. He received his secondary education from Johannes Fontanus College in Barneveld, Netherlands. His work experience includes positions as an assistant engineer at Ruiter B.V., a carpenter and construction worker at Estivo B.V., and customer support at Albert Heijn. He is also the co-founder of Studenten-Klus.
Robert D. White obtained his B.A. in Psychology from Miami University in 2015 with a minor in Applied Sociological Science and a 3.92 GPA. He conducted honors thesis research on perceived burdensomeness, thwarted belongingness, and acquired capability among groups with varying levels of suicidality. White has extensive research experience in suicide and related topics through projects at Miami University's REDS Lab and has presented his work at conferences. He also has clinical experience as a Big Brothers Big Sisters mentor and camp counselor.
This curriculum vita summarizes Shelly J. Johnson's educational background and professional experience. It includes information about her areas of specialization, language skills, education history, awards, publications, presentations, teaching experience, and dissertation. Johnson received her Ph.D. in Philosophy from the University of Kentucky in 2016. Her dissertation was titled "A Pedagogy for Justice: Kant, Hegel, Marcuse and Freire on Education and the Good Society." She has taught various philosophy courses at the University of Kentucky and has experience in secondary education.
This document discusses research on the impact of African American teachers on the academic achievement of African American students. Several studies are cited that found African American teachers were more effective at teaching African American students due to shared cultural understanding and use of culturally relevant pedagogies. However, ensuring African American students have effective teachers raises ethical issues around potentially segregating schools. More work is needed to address how to provide African American students with teachers who can best support their learning and close achievement gaps.
Caitlin Homrich-Kneiling has extensive experience in anthropological research focused on social justice, inequality, and community organizing. She holds an M.A. in Anthropology from UMass Amherst and a B.A. from Central Michigan University. Her research has examined anti-racism education, social movements, and the process of political mobilization. She has participated in numerous research projects and presented her work at several academic conferences.
This document provides a curriculum vitae for Kelli Michelle Bippert, who is a doctoral candidate at the University of Texas at San Antonio studying interdisciplinary learning and teaching with focuses on reading, literacy, and instructional technology. It outlines her education background, research interests, teaching experience at the university level, K-12 teaching experience, publications, presentations, and awards.
Feminist perspectives focus on exposing gender inequalities in education. From a feminist viewpoint, education has maintained gender inequality by using gendered language, presenting traditional gender roles and stereotypes in textbooks and curriculum, and discriminating against girls in subject choice, exams, and encouragement for further education. While research and feminist perspectives have revealed these issues and led to changes reducing sexism, ongoing issues include the "hidden" presence of women in history and some subjects seen as masculine, as well as current concerns about boys' underachievement.
This document discusses integrating culturally responsive literature into the Common Core standards. It notes that the US student population is becoming increasingly diverse, with minorities projected to make up nearly 50% of students by 2023. However, the teaching population remains predominantly white females. The document advocates increasing teacher diversity and using literature that reflects students' cultures and backgrounds. It provides background on critical literacy and discusses how essential questions can frame curricular units to promote critical thinking about issues of power and social justice.
College students experiences of power and marginalitymehek4
This autoethnographic study examines the experiences of a Southeast Asian American female college student at the intersection of race and class. It uses her personal narrative and experiences to counter the model minority myth that Asian American students do not face challenges. The student came from a low-income background and was the first in her family to attend college. Through her story, the study aims to show how both her racial and socioeconomic identities impacted her college experience, despite Asians being perceived as an overrepresented and high achieving group. Critical race theory, specifically the concepts of intersectionality and voice, frame the analysis by recognizing the student's multiple, interconnected identities and knowledge gained from her experiences.
Adams_The College Experiences of Black Female Alumnae of PWIsladams3
This presentation was given by Lauren Adams on Saturday, November 2, 2014 at the 23rd Annual National Ronald E. McNair Research Conference and Graduate Fair sponsored MAEOPP and The University of Wisconsin-Milwaukee.
This dissertation acceptance document serves to formally accept Dru Delance Tomlin's dissertation, which examines a school administrator's literate life through dramaturgical and multimodal analysis. The dissertation committee and relevant officials certify that the dissertation meets the university's standards. Tomlin's dissertation analyzes interactions with various school stakeholders through dramaturgical metaphors and multimodal interaction analysis to understand how language and roles are negotiated in a school administrator's work. The acceptance of the dissertation fulfills degree requirements for Tomlin's Doctor of Philosophy in education.
A drastic shortage of black men exists within the United States’ teaching workforce. Centered on the assertion that both unsatisfactory, institutional conditions and racial insensitivity play key roles in black men’s decisions to exit the teaching profession, this portraiture case study, framed by Critical Race Theory, deeply examines this issue...
Addressing the Sensitive Topic of Sex Workers in the ClassroomSElspethPatterson
This document discusses addressing the inclusion of sex worker students in college classrooms. It begins with a quote from a former sex worker student who felt like an outsider in her women's studies classes. It then provides background on the presenter and outlines criteria for research participants. The presenter aims to understand how college students involved in sex work identify and what work they do. It also discusses the potential for disclosure and overlap between sexuality studies and discussions of sex work. The presenter provides a conceptual model for understanding sex workers as a diverse population, as sexual minorities, and as sexuality professionals. Strategies are suggested for other students and educators to foster inclusion, such as educator intervention and reflective journaling. The document calls for further
This article examines the association between gender-segregated peer preferences and sexism in adolescents. It studies 145 adolescents between 15-17 years old, assessing their preferences for same-gender peers in social and school contexts as well as their levels of two types of modern sexism: denial of continuing discrimination and antagonism towards women's demands. The results found gender differences - for boys, antagonism towards women's demands was associated with gender-segregated peer preferences in school and home, while for girls, denial of continuing discrimination was associated with gender-segregated peer preferences at home. The study provides insight into how gender segregation relates to sexist attitudes in adolescents.
This document summarizes a research project analyzing racial and socioeconomic inequities reproduced through the school system in White Plains, NY. The researcher conducted interviews with 8 alumni from various racial, class, and gender backgrounds about their experiences. The interviews suggest that white and affluent students tended to be supported into higher-level tracks, while Black and Latinx students received less support and were tracked into lower levels. The school appears to replicate the unequal local economy by preparing white students for professional careers and students of color for service jobs or sometimes criminalization.
This document provides a summary of Dr. Marilyn Patricia Johncilla's education and professional experience. It includes her educational background, areas of specialization, employment history, courses taught, publications, honors and awards. She has a Ph.D. in Sociology and Equity Studies in Education from OISE at the University of Toronto. Her areas of expertise include feminisms, diversity leadership, transnationalism, and African indigenous knowledge. She has worked as a sessional lecturer and consultant and founded the Canadian Academy for Diversity Leadership.
Dianne Kraft has extensive experience in student affairs, teaching, counseling, and research. She received her Ph.D. in Educational Administration and Human Resource Development from Texas A&M University. Currently, she is the Diversity Education Coordinator at Texas A&M University, where she manages diversity programs and presentations. She has taught courses in psychology, women's studies, education, and medical humanities at several universities. Kraft also has experience in counseling, research, and publishing on topics related to women, aging, identity, and diversity.
This document provides a vitae for Deborah A. Byrnes, including her educational background, current position as an educational consultant, and previous university positions as a professor. It details her extensive teaching experience at the college level, as well as K-6 teaching experience. It also lists many awards and honors she has received for her work. Finally, it provides a long list of her refereed and invited publications, chapters in books, and authored books on topics related to education, diversity, and social emotional learning.
Sociopolitical Contexts of Writing InstructionTodd Ruecker
This course examines the sociopolitical contexts that influence writing instruction from K-12 through college levels. It explores how policies like No Child Left Behind and Common Core have impacted classroom pedagogy. Readings cover theories from Bourdieu and Foucault to understand these contexts. The course also analyzes how broader societal factors like poverty, health care access, and immigration affect student writing abilities. Students will write responses on weekly readings, a book review, a policy analysis paper, and a larger seminar paper and presentation on a topic related to the sociopolitical influences on writing instruction.
Education, Citizenship and Social Justice-2015-Jones-Qual.Paper.pdf.md6fdmpBrandolyn Jones
This document summarizes a study that explored the lived experiences of five African American female professors who successfully attained tenure and promotion at predominantly White institutions. The study aimed to identify coping mechanisms and supports these professors relied on to navigate the tenure process, with the goal of providing strategies for supporting other African American female faculty. The background discusses challenges faced by these professors, such as disrespect, marginalization, shifting identities, and bullying. It also outlines institutional support strategies recommended by previous research, such as transparent tenure guidelines, formal support networks, and mentoring relationships. The study was grounded in theories of Black feminist thought and relational-cultural theory.
This document summarizes a study examining how courtesy stigma affects the academic performance of children from single mother, African American households. It reviews literature on teacher expectancy effects and self-fulfilling prophecies. The study uses regression analysis to analyze data on children's grades, behavior, and household characteristics. It finds some statistical significance between household type and performance, with single father households associated with better performance. However, it notes limitations and concludes one cannot fully understand these families through stereotypes alone.
Implicit bias among teachers is a significant contributor to the disproportio...Clementine Muthoni
This document is a dissertation proposal that examines implicit bias among teachers as a contributor to disproportionate out-of-school suspension rates in American schools. The proposal includes an introduction that provides background on implicit bias and outlines the problem statement, purpose, objectives, research questions, significance, and limitations of the study. It also includes a literature review chapter that discusses the theoretical framework of implicit theories, connectionist theories, and dual process theory of implicit bias. The chapter also examines themes related to implicit bias such as racism, gender, and lifestyle.
Gerrit Jan Pieter van Dijke is currently studying International Business Administration at VU University in Amsterdam. He received his secondary education from Johannes Fontanus College in Barneveld, Netherlands. His work experience includes positions as an assistant engineer at Ruiter B.V., a carpenter and construction worker at Estivo B.V., and customer support at Albert Heijn. He is also the co-founder of Studenten-Klus.
Robert D. White obtained his B.A. in Psychology from Miami University in 2015 with a minor in Applied Sociological Science and a 3.92 GPA. He conducted honors thesis research on perceived burdensomeness, thwarted belongingness, and acquired capability among groups with varying levels of suicidality. White has extensive research experience in suicide and related topics through projects at Miami University's REDS Lab and has presented his work at conferences. He also has clinical experience as a Big Brothers Big Sisters mentor and camp counselor.
Bennett McClellan is an experienced consultant and business executive with a PhD in management. He has over 30 years of experience managing organizations and consulting with companies in media, entertainment, and technology. McClellan's background includes senior roles in strategy consulting, animation studios, orchestras, and property management.
This document provides a comprehensive curriculum vitae and background for Dr. Roy Dittman, an integrative medicine doctor with over 25 years of clinical experience. It outlines his educational background and degrees in Oriental Medicine, post-doctoral certifications, humanitarian work, international travels studying various medical disciplines, and professional experience founding medical clinics and biotech companies. The document also provides details on Dr. Dittman's personal, family, and humanitarian background.
This document describes a year-long cooperative student team project (STP) used as a major component of an interdisciplinary Master of Environmental Science degree program. The goal of the program is to teach students an environmental problem-solving algorithm through direct experiential application via the STP. Students acquire team skills, research skills, and learn to present professionally. The STP is similar to other small group techniques and has had positive impacts, though specific problems have been identified. Examples of successful STP projects are provided.
This document provides a vitae for James F. Juola, including his personal information, education history, employment history, teaching and research interests, and a list of external research grants and technical reports/presentations. It outlines his extensive career in psychology, with a focus on areas like perception, attention, psycholinguistics, human-computer interaction, and more. He has held professor positions at the University of Kansas and Eindhoven University of Technology and has received grants and honors over his career spanning nearly 50 years in the field.
Roxanne Todd has over 15 years of experience in human resources, event management, and mediation. She holds a BA in Psychology, an Honours and Masters degree in Psychology from Stellenbosch University. Her career includes positions as an HR Officer, Mediator, Business Partner, Regional Manager, and Group HR Manager where she gained experience in recruitment, training, payroll, and employee relations. She currently works as a Mediator at the Family Life Centre.
This document is a curriculum vitae for David A. Vazquez that outlines his education and experience in education leadership. It shows that he has a Juris Doctorate and experience as the Corporate Director of Education at ICDC College, where he was responsible for academic administration, compliance, curriculum development, and faculty management. It also provides details on his additional experience in management, instruction, and professional development.
The document discusses the importance of recruiting, developing, and retaining minority teachers in K-12 public education. It notes that while student diversity is increasing, the teaching population is becoming less diverse. Minority teachers play an important role by bringing positive role models and varied perspectives for minority students. The authors argue that educational leaders need to identify ways to close the growing gap between student and teacher diversity.
Branch Robert M National Agenda Minority Teacher Recruitmentguestfbbbfe37
Dr. Robert M. Branch & Dr. William Allan Kritsonis
Educational Background
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
This document provides the education and professional experience of Dianna Gahlsdorf Terrell. It lists that she earned a Ph.D. in Curriculum and Instruction from Boston College, masters degrees from Tufts University in History and Teaching, and a bachelors from the University of Vermont. It details her positions as an assistant and associate professor at Colby-Sawyer College and Saint Anselm College where she taught education courses and coordinated clinical experiences. It also lists research experience and publications related to teacher development and education policy.
This document is a curriculum vitae for Katie E. Brown that summarizes her education and qualifications. She is currently a PhD candidate in Curriculum and Instruction at the University of North Carolina at Charlotte, with research interests in urban education, Montessori education, education policy, and teacher preparation. Her experience includes research associate positions, graduate research assistantships, and authoring several refereed publications.
Integrating Antiracist Pedagogy into Your ClassroomUna Daly
This webinar will focus on how to integrate anti-racist pedagogy into your course both through classroom practices and the selection and updating of instructional materials. Professor Alisa Cooper, co-author, of the Anti-racist Discussion Pedagogy Guide, will share how instructors can prepare themselves and their students to conduct authentic discussions that support perspectives from traditionally underrepresented voices. Professor Shawna Brandle, author of It’s (Not) in The Reading: American Government Textbooks’ Limited Representation of Historically Marginalized Groups will share her research on why and how to evaluate and update openly licensed instructional materials to be anti-racist.
Speakers:
Dr. Alisa Cooper, English Professor, Glendale Community College, Maricopa College District, Arizona
Dr. Shawna M. Brandle, Political Science Professor, Kingsborough Community College, City University of New York.
When: Jan 22, 2021 12:00 PM Pacific Time (US and Canada)
Dr. William Kritsonis - Distinguished Alumnus, Oxford Round Table, TX NAME Ho...William Kritsonis
Dr. William Kritsonis - Distinguished Alumnus, Oxford Round Table, TX NAME Honoree, Hall of Honor
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
The presentation discusses strategies for creating inclusive classrooms. It emphasizes the importance of diversity and promoting a learning environment that values all identities. Specific approaches are presented, such as using personal narratives and ensuring diverse perspectives in curriculum. Challenging scenarios are also discussed, like how to address issues of pronoun use or derogatory language. The presentation provides resources and recommendations for further research on cultivating equity and inclusion.
This dissertation by Jennifer T. Butcher examined factors related to job satisfaction and retention of alternatively certified teachers. The study aimed to identify aspects of alternative certification programs that influence whether these teachers remain in the profession. Descriptive statistics were used to analyze demographic data and determine relationships between variables like program structure and teachers' intent to stay in the field. The results could help improve alternative certification and support retaining qualified teachers.
The Benefits of a Diverse Teaching Force 12 15-13Vic Nixon
Many school districts in Texas promote diversity in their mission statements. Some actually promote teacher diversity on their campuses. Is this done to be politically correct or are there actual measureable benefits for having diverse teachers in schools? This presentation explores the research-based reasons how a diverse teaching force is related to student achievement.
Special Education: Preservice Educators and Cultural DiversityNoelle Morris
The document summarizes a literature review examining how far teacher education programs have come in preparing preservice educators for cultural diversity. The review analyzed 63 articles from education journals published between 1998-2008. It found that while programs have increased course offerings on topics like multicultural education and inclusive education, they have not fully integrated these approaches throughout the curriculum or connected them to developing culturally responsive teaching practices. Programs also lacked assessments of graduates' preparedness or abilities once in the classroom.
This document summarizes Barbara Moyer Byer's action research presentation on building vocabulary among English language learners. The presentation covered her background as an ELL teacher, her rationale for the research, research question about vocabulary instruction leading to increased knowledge and confidence, a literature review on academic confidence and effective vocabulary teaching approaches, methodology of a quantitative study testing vocabulary words weekly over 8 weeks, results showing improvement in test scores and voluntary word usage, implications for future study, and plans to present findings and support ELL vocabulary development.
This document discusses the need to transform teacher preparation institutions to develop culturally literate educators. It argues that teacher prep programs must infuse the curriculum with opportunities for self-analysis of biases and provide field experiences in diverse settings. Guided critical self-reflection is also necessary to challenge prevailing sociopolitical views. One reason transformative change is difficult is that it threatens the power of dominant groups who resist changes that do not align with existing norms or culture.
Lacey Peters is an Assistant Professor at Hunter College, CUNY. She received her PhD in Curriculum and Instruction with a focus on Early Childhood Education from Arizona State University in 2012. Her research interests include the kindergarten transition, culturally responsive teaching, and child-rights based research. She has over 10 years of experience teaching at the university level and working in early childhood education settings.
Courtney Cavanaugh is seeking a position as a special education teacher with a positive school environment. She has a Bachelor's degree in special education from Westfield State University with a 3.7 GPA. Her teaching experience includes practicums in elementary school special education classrooms where she instructed small groups and individual students. She also has experience as a teaching assistant for students with autism and multiple disabilities. References are provided from her university faculty advisor, previous supervisors from practicum placements, and a family member who is a retired special education teacher.
This academic CV summarizes the education and experience of Georgann Cope Watson. It includes her PhD from Brock University in Educational Studies, as well as her teaching expertise in areas such as adult education and online teaching. Her research interests include critical pedagogy and instructional design. She has extensive teaching experience as an instructor and teaching assistant at several universities. The CV also lists her publications, conference presentations, and principles of teaching practice that emphasize transparency, authenticity, and reflexivity.
Jorge Segovia Jr. is a Ph.D. candidate at the University of Texas at Austin studying higher education leadership with a focus on Latino males. He has extensive research and teaching experience related to equity and access for underrepresented students. His professional experience includes coordinating mentoring programs through Project MALES and advising students at Austin Community College.
AABHE Dissertation Honorable Mention Dr. Jerry WallaceDr. Jerry Wallace
This document provides information about an event hosted by the American Association of Blacks in Higher Education and details about an honorable mention recipient, Jerry Wallace. It then summarizes Wallace's dissertation from Lamar University titled "A PHENOMENOLOGICIAL NARRATIVE STUDY OF AFRICAN AMERICAN MALE COMMUNITY COLLEGE INSTRUCTORS." The dissertation explored the habits and influences of African American male community college instructors through interviews with 5 participants. Key findings included a need for more support of African American male instructors and a reflection of student populations on campus. Recommendations focused on improving recruitment, training and retention of qualified African American male instructors.
EDCI 803 Final Presentation (paper submitted)Joelyn K Foy
This is the paper submitted to Dr. Kim based upon my interview with Dr. Russell Blackbird at Haskell Indian Nations University. Dr. Blackbird is a K-State graduate and he is the Dean of Education. His teacher preparation program is culturally relevant for the prospective elementary teacher candidates who graduate from HINU.
This document provides a curriculum vitae for Dave Powell, an Associate Professor and Chair of Education at Gettysburg College. It includes information about his educational and professional background, teaching experience, scholarly interests, governance responsibilities, grants and awards, and publications. Specifically, it outlines his current position at Gettysburg College, educational background including a Ph.D. from the University of Georgia, teaching experience at both the university and high school levels, scholarly interests in areas like teacher education and educational pragmatism, governance roles held at Gettysburg College, grants received, and list of publications.
1. Bristol. Vitae
Updated May 20151
TRAVIS J. BRISTOL, Ph.D.
tbristol@stanford.edu
505 Lasuen Mall
Stanford, CA 94305
EDUCATION/CERTIFICATION:
May 2014 Columbia University. New York, NY. Doctor of Philosophy in Education Policy.
Dissertation: Black Men of the Classroom: An Exploration of how the Organizational
Conditions, Characteristics, and Dynamics in Schools Affect Black Male Teachers’
Pathways into the Profession, Experiences, and Retention.
February 2013 Columbia University, New York, NY. Master of Philosophy.
August 2014 New York State Secondary Teaching Certificate - English
June 2004 Stanford University, Stanford, CA. Master of Arts in Education.
California Secondary Teaching Certificate - English
May 2003 Amherst College, Amherst, MA. Bachelor of Arts in English (distinction) with
a concentration in Post-Colonial Literature of the African Diaspora.
Senior Honors Thesis: “Puttin’ In De Balance To End De Episode:” An
Examination of my Grandfather’s Oral History as Story.
AWARDS/
FELLOWSHIPS: Teachers College’s Provost Doctoral Dissertation Grant, New York, NY, 05/14
(selected)
National Academy of Education/Spencer Dissertation Fellowship, Washington DC, 09/13
Ford Foundation Dissertation Fellowship, Washington DC (selected)
AERA Minority Dissertation Fellowship, Washington DC (selected)
The Teachers College Vice President’s Grant for Student Research, New York, NY, 09/13
Albert Shanker Institute Mini-Grant, Washington DC, 07/13
Teachers College, Columbia University Minority Fellowship, New York, NY, 09/09 -06/12
John Woodruff Simpson Fellow in Education Policy, Amherst, MA, 09/09
Betty Fairfax Conference Presentation Grant, New York, NY, 3/11 & 3/10
The Children’s Aid Society Amazing Young Person Award, New York, NY, 2/09
The Amherst College Commitment to Teaching Fellowship, ‘54, Amherst, MA, 4/06
Alicia C. and Merrill E. Newman Fellowship, Stanford, CA, 6/03
The Rockefeller Brothers Fund Fellowship, New York, NY, 3/02
2. Bristol. Vitae
Updated May 20152
REFEREED PUBLICATIONS:
Bristol, T. J. (2015). Professional Development for Male Teachers of Color. ASCD Express,
10, 13
Snyder, J., & Bristol, T. J. (2015). Professional Accountability for Improving Life, College, and
Career readiness. Education Policy Analysis Archives, 23 (16).
Bristol, T.J. (2015). Teaching Boys: Towards a Theory of Gender Relevant Pedagogy.
Gender and Education, 27,1, 53 – 68.
Bristol, T. J. (2014). Not Strangers: How Social Distance Influences Black Male Teachers’
Perceptions of Their Male Students of Color. In Y. Sealy-Ruiz, C. Lewis, & I. Toldson (Eds.),
Teacher education and the black community. Charlotte: Information Age Publishing.
MANUSCRIPTS IN REVIEW
“Differentiating Professional Development for Male Teachers of Color: The Boston Teacher
Residency Male Educators of Color Network” (revise and resubmit Phi Delta Kappan)
“A Tale of Two Types of Schools: An Exploration of How the School Working Conditions
Influence Black Male Teacher Turnover” (Invited manuscript Harvard Educational Review)
“Why Teachers and Students Stay Home: A Mixed-Method Analysis of Teacher and Student
Absenteeism Across Nine Schools in Guyana” (Caribbean Journal of Psychology revised and
resubmitted)
MANUSCRIPTS IN PREPARATION
“Organizational Purgatory: An Exploration into how the in School Experiences of Black Male
Teachers Differ Across One Urban School District”
“Intruders & Friends: How the Number of Black Male Teachers In a School Influences Black
Male Teachers’ Schooling Experiences”
“Black Men of the Classroom: How School Organizational Conditions Influence Black Male
Teachers’ Experiences with Performance Pressure”
“Policing & Teaching: How Black Male Teachers Embrace and Resist the Encapsulated Role
of Behavior Manager”
“Teaching In An Age Of State Sanctioned Lynching: How Teachers Should Employ High
Cognitive Demanding Teaching To Respond To Persistent Social Inequity.”
NON-REFEREED PUBLICATIONS:
Bristol, T.J. & Goldenberg, C. (2015). An Interdisciplinary Unit: Examining the Grand Jury
Documents from the Michael Brown Shooting. Edutopia
Bristol, T. J. (2015). Black Male Teachers: There Aren't Enough of Them. Washington Post,
Answer Sheet
3. Bristol. Vitae
Updated May 20153
Bristol, T. J. (2015). Response: The Teachers of Color “Disappearance Crisis.” Education
Week, Teacher Blogs
Bristol, T.J. (2014). Race and Violence Should be a School-Wide Subject. Edutopia
Bristol, T.J. (2014). How Boston Public Schools Can Recruit and Retain Black Male
Teachers. Albert Shanker Institute Blog
Bristol, T.J. (2014). How Do We Get More Male Teachers of Color? Opportunity to Learn
Campaign Blog
Bristol, T.J. (2013). Calling Black Men to the Blackboard. Albert Shanker Institute Blog
Marinell, W. H., Coca, V.M., Arum, R., Goldstein, J., Kemple, J., Pallas, A., Bristol, T.J,
Buckley, C., Scallon, A., & Tanner, B. (2013). Who Stays and Who Leaves? Findings from a
Three-Part Study of Teacher Turnover in NYC Middle Schools. The Research Alliance for
New York City Schools
Goldstein, J., Scallon, A. & Bristol, T. J. (2012). Should We Stay or Should We Go?:
A Case Study Analysis of Middle School Teacher Retention in New York City. The Research
Alliance for New York City Schools.
Bristol. T. J. (2010). An Analysis Coupled with Recommendations for Guyana’s Distance
Education Program. The World Bank.
RESEARCH:
8/14 – Current Research & Policy Fellow, Stanford Center for Opportunity Policy in Education (SCOPE)
Conducting qualitative research in three under-performing urban schools where teachers
participated in on-going professional development that led to the submission of portfolios for
National Board Certification. Attempting to understand how participating in National Board
Professional Development influenced teachers’ practice and the potential shifts in
organizational culture to support teachers’ continuous instructional improvement.
5/10 – 6/13 Research Associate, Office of the Achievement Gap, Boston Public Schools
Designed and administered the Black Male Teacher Environment Survey (BMTES), a
prototype for other U.S school districts. Conducted qualitative research across fourteen district
schools to examine how the school workplace influenced the experiences of Black male
teachers
9/10 – 5/12 Research Assistant, The Research Alliance, New York University
Conducted qualitative case-study research on a Ford Foundation funded project that sought to
investigate how schools influenced teacher retention in New York City public middle schools
10/09 – 6/11 Research Assistant, Dr. George Bond, Teachers College, Columbia University
Researched the behavioral patterns of the Black elite; created survey and analyzed data on the
genealogy and behavioral patterns of Blacks in the Ivy League
9/09 – 6/10 Research Assistant, Dr. Carolyn Riehl, Teachers College, Columbia University
Assisted on the writing and researching for a manuscript review for a major journal that
focused on the tools and strategies school leaders require to lead diverse learners; gathered data
on school/student demographics around New York State
4. Bristol. Vitae
Updated May 20154
POLICY:
01/15-Current Advisor, New York City Young Men’s Initiative in the Office of the Mayor, New York, NY.
One of two researchers assisting New York City craft its policy initiative to hire 1,000 male teachers
of color by 2017.
10/14–Current Advisor, Boston City Councilor Tito Jackson, Boston, MA.
Assisting Boston City Councilor Education Committee Chair Tito Jackson efforts to ensure Boston
Public Schools reaches federal court ordered teacher diversity targets.
10/13 – 6/14 Consultant, World Bank, Washington DC & Georgetown, Guyana.
Provided technical assistance to the Guyanese Ministry of Education during the creation of its
Education Sector Plan (ESP) for 2014 – 2019. Worked with senior education officials to craft a
strategic vision that defined student and teacher outcomes. Supported the Chief Planning Officer
work on writing, revising, and monitoring defined outcomes in the ESP.
PRACTICE:
POST-SECONDARY TEACHING
6/11-07/14 Clinical Teacher Educator, Boston Teacher Residency Program, Boston, MA.
Taught a graduate level content-methods course to pre-service English teachers that included a
range of clinical experiences to advance the technical and content-knowledge needed for teaching
(in-class coaching, instructional rounds, lesson studies, high leverage content activities, analysis of
assessment data to measure student achievement and plan for instruction). Provided content specific
coaching to novice teachers in Boston Public Schools. Created the Boston Teacher Residency Male
Teachers of Color Network, which provided socio-emotional support and professional development
to participants during monthly meetings.
8/13-12/13 Lecturer in Education, Brandeis University, Waltham, MA
Designed and taught an undergraduate course, Critical Perspectives in Urban Education, in the
Departments of African American Studies and Education.
SECONDARY TEACHING
1/10-6/10 Volunteer Teacher, Austin H. Mac Comick Island Academy, East Elmhurst, NY.
Designed and delivered whole-group and individual instruction to incarcerated high school male
students at the country’s largest penal institution, Rikers Island. Lessons included the rise of the
prison industrial complex and strategies for passing the New York State Global Regents
Examination.
9/07 - 06/09 English Teacher, Urban Assembly School for Law & Justice, Brooklyn, NY.
Created and taught a senior English course, Deconstructing Ralph Ellison’s Invisible Man to the
lowest academically performing seniors. Created and co-implemented the 12th
grade credit recovery
program.
9/04 – 6/07 Humanities Teacher, Manhattan/Hunter Science High School, New York, NY. Co-created and
taught the 9th
grade “World” Literature and 10th
grade European Literature curriculum.
5. Bristol. Vitae
Updated May 20155
INTERNATIONAL
1/11-8/11 Facilitator, Ministry of Education/Education for All-Fast Track Initiative, Guyana
Delivered a continuous professional development course - Engaging Boys: Practical Solutions for
Increasing Male Academic Engagement in Guyanese Classrooms - to secondary school teachers in
and around Georgetown, ministry officials, and staff developers from the National Center for
Education, Research & Development. Conducted two in-school professional development workshops
to secondary school teachers and gathered qualitative data from male students on how schools could
be organized to facilitate their success.
3/10-3/11 Consultant, World Bank, Washington DC & Georgetown, Guyana.
Designed and implemented a short course that trained senior education officials on how to develop
professional development sessions for the newly created Continuous Professional Development
Program. Created a course for Guyanese teachers on the most effective practices for teaching boys.
Worked with the Ministry of Education to create a national campaign to recruit males to the teaching
profession; produced a paper outlining recommendations to decrease student/teacher absenteeism;
analyzed the country’s distance education program and provided suggestions on how it could be
improved.
11/10 - 4/11 Curriculum Developer, Caribbean Male Action Network (CariMan), Jamaica
Developed a curriculum for CariMan members in Jamaica, Trinidad & Tobago, Guyana, and
Dominica on how to address violence against women and sexual reproductive health among
secondary school students.
ADMINISTRATIVE
7/07-7/09 Director of the Young Men’s Initiative, The Urban Assembly School for Law and Justice
Directed a three-pronged initiative that fostered a positive sense of self, increased school engagement
and improved academic performance among school’s male population. Created a series of programs
that included - a monthly speaker series, a mentoring program, a vertical mentoring program (seniors
who demonstrated leadership mentored freshmen who were struggling with the socio-emotional
transition to high school), intramural athletic competitions and a tutoring program.
PEER REVIEWED
CONFERENCE
PRESENTATIONS: Bristol, T. J. (2015). Black Men of the Classroom: An Exploration of How the
Organizational Conditions, Characteristics, and Dynamics in Schools Affect Black
Male Teachers’ Pathways into the Profession, Experiences, and Retention. Paper to
be presented in a symposium at the 2015 Association for the Study of African
American Life and History Annual Conference, Atlanta, GA.
Bristol, T.J. (2015). Black Men of the Classroom: How School Organizational
Conditions Influence Black Male Teachers’ Experiences with Performance Pressure.
Paper to be presented in a symposium at the 2015 Academy of Management
Conference, Vancouver, BC.
Bristol, T.J. (2015). A Tale of Two Types of Schools: An Exploration of How the
School Working Conditions Influence Black Male Teacher Turnover. Paper to be
presented in a symposium at the 2015 American Educational Research Association
Annual Meeting, Chicago, IL.
6. Bristol. Vitae
Updated May 20156
Bristol, T.J. (2015). Black Men of the Classroom: How School Organizational
Conditions Influence Black Male Teachers’ Experiences with Performance Pressure.
Paper to be presented at the 2015 American Educational Research Association
Annual Meeting, Chicago, IL.
Bristol, T.J. (2015). Teaching Boys: Towards a Theory of Gender Relevant
Pedagogy. Linked Learning Convention, Los Angeles, CA.
Bristol, T.J. & Morrison, B. (2014). “Where do These Kids Come From?”: Creating a
Culturally Responsive Classroom. The Woodrow Wilson National Fellowship
Foundation’s Third National Convening, Chicago, IL.
Bristol, T.J. (2014). Boston Teacher Residency Male Educators of Color Network: A
Model for Urban School Districts. The Coalition of Schools Educating Boys of
Color Gathering of Leaders, Jackson, MS.
Bristol, T.J., Benoit, G., & Sahle, S. (2014). Boston Teacher Residency Male
Educators of Color Network: A Model for Urban School Districts. Paper presented at
the 2014 American Educational Research Association Annual Meeting,
Philadelphia, PA.
Bristol, T.J. (2013). Organizational Purgatory: An Exploration into How the Within
School Experiences of Black Male Teachers Differ Across One Urban School
District. Paper presented at the 2013 American Educational Research Association
Annual Meeting, San Francisco, CA.
Bristol, T.J. (2013). Depth not Breadth: An Exploration into How the Within School
Organizational Conditions Influence what Black Male Teachers Say about Male
Students of Color. Paper presented at the 2013 American Educational Research
Association Annual Meeting, San Francisco, CA.
Bristol, T. J. (2013) Enabling Shakespeare. The Coalition of Schools Educating
Boys of Color Gathering of Leaders, Chicago, IL.
Bristol, T.J. (2012). Facilitating Group Discussion Across the Curriculum. The
Woodrow Wilson National Fellowship Foundation’s Second National
Convening, Columbus, OH.
Bristol, T. J. (2012). Teaching Boys: Towards a Theory of Gender Relevant
Pedagogy. Paper presented at the 2012 American Educational Research
Association Annual Meeting, Vancouver, B.C.
Bristol, T. J. (2012). The Role of Organizational Factors in the Retention and
Attrition of Male Teachers of Color. Paper presented at the 2012 American
Educational Research Association Annual Meeting, Vancouver, B.C.
Bristol, T. J. (2012). Plantation, Prison, Pedagogy: An Exploration Into How Male
Teachers Organize Their Classrooms to Resist the Correctional Environments In Which
They Teach and Their Students Learn. Paper presented at the 2012 American
Educational Research Association Annual Meeting, Vancouver, B.C.
7. Bristol. Vitae
Updated May 20157
Bristol, T. J. (2012). What Happens When We Listen to Males?: Toward a Theory of
Gender Relevant Pedagogy. Paper presented at the 2012 American Educational
Research Association Annual Meeting, Vancouver, B.C.
Bristol, T. J. (2011). Plantation, Prison, Pedagogy: An Exploration Into How Male
Teachers Organize Their Classrooms to Resist the Correctional Environments In Which
They Teach and Their Students Learn. Paper presented at the 2011 American
Anthropological Association, Montreal, Q.C.
Bristol, T. J. (2011). Bigger Carrots & Bigger Sticks: A Mixed Method Analysis of
Teacher and Student Absenteeism Across Nine Schools in Guyana. Paper presented
at the 2011 American Educational Research Association Annual Meeting, New
Orleans, LA.
Bristol, T. J. (2010). Black Boys: Moving Beyond the Rhetoric. The Woodrow
Wilson National Fellowship Foundation’s First National Convening,
Indianapolis, IN.
Bristol, T. J. (2010). Why Isn’t Anyone Talking?: Strategies for Creating and
Facilitating Group Discussion. The Woodrow Wilson National Fellowship
Foundation’s First National Convening, Indianapolis, IN.
Bristol, T. J. (2008). Mentoring Black Male Students. Rockefeller Brothers Fund
Foundation Annual Conference for Aspiring Teachers of Color, Chantilly, VA.
Hatch, T., Grossman, P., Bristol, T. J., Venson, E. (2008). From Practice to Practice:
What Novice Teachers and Teacher Educators Can Learn From One Another. Paper
presented at the 2008 Annual Meeting of the American Educational Research
Association, New York, NY.
Hatch, T. & Bristol, T. J (2006). Teachers Going Public with Their Teaching: Using
Multimedia Websites that Document Classroom Practice to Enhance Teacher
Education. The New Educator Conference, New York, NY.
Bristol, T. J. (2004). “Puttin’ In De Balance To End De Episode:” An
Examination of my Grandfather’s Oral History as Story. Paper presented at
The Guyana Folk Festival Symposium, New York, NY.
INVITED
PRESENTATIONS:
(selected)
Bristol, T.J. (2015). Teaching Boys: Towards a Theory of Gender Relevant
Pedagogy. Breakthrough Collaborative. San Francisco, CA.
Bristol, T.J. (2015) Teacher Diversity: The Urgency of Now. The Education Trust,
Washington DC.
Bristol, T.J. (2015). Policies to Enable Teacher Diversity. California Association of
African-American Superintendents and Administrators Annual Conference. San
Diego, CA.
Bristol, T.J. (2015). Teaching Boys: Towards a Theory of Gender Relevant
Pedagogy. University of California, Berkeley. Berkeley, CA.
8. Bristol. Vitae
Updated May 20158
Bristol, T.J. (2015). Black Men of the Classroom. University of Michigan. Ann
Arbor, MI.
Bristol, T.J. (2014). Differentiating Professional Development for Male Teachers of
Color. Institute for Urban and Minority Education (IUME) at Teachers College,
Columbia University. New York, NY.
Bristol, T.J. (2014). Differentiating Professional Development for Male Teachers of
Color. Center to Support Excellence in Teaching at Stanford University. Stanford,
CA.
Bristol, T.J. (2014). Policy Recommendations for Recruiting and Retaining Teachers
of Color. Boston City Council Hearing on Teacher Diversity in Boston Public
Schools, Boston, MA.
Bristol, T.J. (2014). Education Policy’s Influence on Teacher and Student Outcomes.
Yale College, New Haven, CT.
Bristol, T. J. (2011). The High School Dropout Crisis: Why are So Many Young Men
Dropping out of High School?,” City University of New York Fifth Annual Black Male
Conference, Queens, NY.
Bristol, T. J (2010). The Achievement Gap. Education Pioneers, New York, NY.
Bristol, T. J. (2008). The School for Law & Justice’s Young Men’s Initiative: A
Model for Male Success. Children’s Storefront Conference, New York, NY.
Bristol, T. J. (2007). The Professionalization of Teaching and Various ways of New
Teacher Induction, Training, and Development. New Educators Conference,
Amherst, MA.
MEDIA
MENTIONS: “Diversity in the Classroom: How to Solve the Black Male Teacher Shortage,”
NBC News, January 20,
2015 http://www.nbcnews.com/news/education/diversity-
classroom-how-solve-black-male-teacher-shortage-n199471
“Resources for addressing Ferguson in the classroom,” Education Week, November
25, 2014
http://blogs.edweek.org/teachers/teaching_now/2014/11/resources_for_addressing_fe
rguson_in_the_classroom.html
“How are we talking to students about Ferguson?” Teach for America, November 25,
2014 http://teacherpop.org/2014/11/how-are-you-talking-to-your-students-about-
ferguson/
“At the front of the classroom, few Black men,” Amherst Magazine, November 1,
2014 https://www.amherst.edu/aboutamherst/magazine/issues/2014-fall-1/beyond-
campus-alumni-in-the-world/at-the-front-of-the-classroom-few-black-men
“Regarding teachers of color: Boston Public Schools System is set to lead once
again,” The Hechinger Report, October 28, 2014
9. Bristol. Vitae
Updated May 20159
http://hechingerreport.org/content/regarding-teachers-color-boston-public-schools-
system-set-lead_17777/
“A minority within a minority,” The Teachers Edition: U.S. Department of
Education, August 7, 2014
http://content.govdelivery.com/accounts/USED/bulletins/bf2515
“No man should stand alone,” National Council on Teacher Quality, October 3, 2013
http://www.nctq.org/commentary/viewStory.do?id=33751
“A team approach to eliminating teacher shortages,” Center on Great Teachers &
Leaders, September 24, 2013 http://www.gtlcenter.org/blog/team-approach-
eliminating-teacher-shortages
“To recruit more Black male teachers, retain those you have,” L.A. School Report
September 18, 2013 http://laschoolreport.com/to-recruit-more-black-male-teachers-
retain-those-you-have/
LANGUAGE: Ability to read, write, and speak on an intermediate level in Spanish