Pre K-12 Ed.D. - Faculty

The multidisciplinary character of the Governing Faculty Group means that students have access to a wide range of research and professional experience in the Ed.D. faculty. In addition, the program has reached out to other faculty on campus to support students’ research. Research interests of faculty vary widely, for example: learning communities in on-line environments, redefining the work roles of principals, supporting the professional growth of vice-principals, curriculum challenges, phonic awareness, improving math and science instruction, politics of city school districts, etc. Faculty have also been supportive of students who wanted to research areas new to the faculty so that the student and their chair become co-learners.

Criteria for Selection and Participation of Faculty In Doctoral Education

Faculty assigned to teach courses shall:
1. Hold Ed.D., Ph.D., or equivalent degree
2. Have background training and have performed research in the broad issues concerning education and educational leadership.
3. Be prepared and willing to offer graduate instruction in the Ed.D. program.
Faculty assigned to serve on student doctoral committees shall:
1. Fulfill criteria I, and
2. Be willing to serve on committees,
3. Show evidence of an ongoing research agenda,
4. Have achieved tenure or be progressing toward tenure with excellent evaluations in teaching and scholarship, or
5. Be experienced practitioners in preK-12 or community college.
Faculty assigned to chair student doctoral committees shall fulfill criteria II, and:
1. Have achieved tenure or be making excellent progress toward tenure.
Faculty who serve on the Governing Faculty Group shall fulfill criteria II, and:
1. Be willing to serve on committees,
2. Be available to act as a faculty adviser,
3. Be willing to participate in the governance of the program.

Current Program Faculty

Faculty who are currently members of the Ed.D. Governing Faculty Group are identified below. Click on a name to see an extended vita.

Faculty Member	Degrees	Research Interests
Louise Adler, Ph.D.	Ph.D. in Education Claremont Graduate University	Qualitative legal research, school-linked social services, religious issues in schools
Shelly Arsneault, Ph.D.	Ph.D. Political Science, Michigan State University	Public policy, particularly welfare, health, and education policy; organizational and “street-level” bureaucrat behavior (including teachers)
Wayne Au, Ph.D.	Ph.D. Curriculum Theory University of Wisconsin, Madison
Leigh Barton, Ph.D.	Ph.D. Educational Administration University of New Orleans	Effective schools, instructional leadership, leadership behavior, student achievement, accountability
Martin Bonsangue, Ph.D.	Ph.D. in Education Claremont Graduate University	Mathematics education, program evaluation, statistical methods in education research, and K-14 teacher and curriculum development
Keith Boyum, Ph.D.
Daniel Choi, Ph.D.	Ph.D. in Education Policy Arizona State University	Education policy, quantitative methods, mixed methods, language policy, teacher quality, distribution of education resources
Victoria Costa, Ph.D.	Ph.D. in Curriculum and Instruction Univ. of California, Riverside	Teacher training and technology-embedded curriculum, instruction, and assessment in secondary classrooms
Cox, Keni, Ph.D.	Ph.D. Education UC Riverside	District leadership, accountability and assessment, classroom grading policies and practices
Amy Cox-Petersen, Ph.D.	Ph.D. in Curriculum and Instruction: Emphasis in Science Education University of Southern California	Community partnerships and science learning in museum, field, and service-learning settings.
Teresa Crawford, Ph.D.	Ph.D. in Education; emphasis in Teaching and Learning Univ. of Calif., Santa Barbara	Methodological issues in classroom research Role of discourse in constructing opportunities for learning and the social construction of identity Identity/knowledge construction across the curriculum; Communicative competence
Andrea Guillaume, Ph.D.	Ph.D. in Education; emphasis in Curriculum and Instruction Univ. of California, Riverside	Teacher cognition and development, content area instruction
John Hoffman, Ph.D.	Ph.D. in Higher Education and Policy University of Minnesota	Assessing student learning and success in the co-curriculum, the impact of college on student development and success; college student spiritual development.
Jerome Hunter, Ed.D.	Ed.D. University of Southern California	Community college leadership
Lisa Kirtman, Ph.D.	Ph.D. in Education; emphasis in Educational Policy Univ. of California, Berkeley	Teachers’ work, urban education, elementary education, teacher education and development, school reform, elementary math education
Joyce Lee, Ph.D.	Ph.D. in Education; emphasis in Adult and Organizational Learning Teachers College, Columbia Univ.	Educational leadership/instructional leadership, qualitative research (action research/collaborative inquiry), distance learning/online learning communities, adult learning/professional development
Kim Norman, Ph.D.	Ph.D. Language, Literacy and Culture Stanford University
Pam Oliver, Ph.D.	Ph.D. Clinical Psychology University of Southern California	Longitudinal research on the effects of violence exposure (family and community) on children and adolescents; temperament, child development
Ron Oliver, Ph.D.	Ph.D. in Education Claremont Graduate University	Restructuring responsibilities of co-administrators; policy, governance, and community relations; organizational theory and policy as it applies to schools and districts; intergovernmental relationships with schools
Melinda Pierson, Ph.D.	Ph.D. in Education; emphasis in Special Education University of California, Riverside	Affective characteristics of students, effective teaching strategies for students with mild/moderate disabilities, special education teacher training issues
Rosario Ordonez-Jasis, Ph.D.	Ph.D. Education; emphasis Language, Literacy and Culture University of California at Berkeley	Family literacy; early bilingual/biliteracy development; the socio-cultural-critical context of language and literacy
Dawn Person, Ed.D.	Ed.D. Teachers College Columbia	Underrepresented student persistence and program development; career technology education; program evaluation; organizational change; mid-level managers in educational settings; access and equity issues in educational policy
Chris Renne, Ph.D.	Ph.D. in Education; emphasis in Curriculum and Instruction University of California, Riverside	Classroom discourse Teachers' professional development Elementary mathematics instruction and learning
Raphael Sonenshein, Ph.D.	Ph.D., Political Science Yale University	Urban politics and government; interracial coalitions; school district governance
Kristin Stang, Ph.D.	Ph.D., in Communication Sciences and Disorders, Program in Learning Disabilities Northwestern University	Teacher training, teacher expectations of student learning and behavior, assessment, and education of students with mild disabilities
Ken Stichter, Ed.D.	Ph.D., Educational Leadership and Policy University of Southern California	Effects of differentiated grading practices in secondary education, integrated accountability and assessment methods in schools, school and district methods of measuring climate and achievement on goals and objectives
Chris Street, Ph.D.	Ph.D., in Curriculum and Instruction (Language and Literacy) University of Texas at Austin	The teaching of reading and writing, adolescent literacy, teaching and learning at a distance
Hallie Yopp Slowik, Ph.D.	Ph.D., Education University of California, Riverside	Phonemic awareness, early literacy, content area reading, teacher development
Ruth Yopp-Edwards, Ph.D.	Ph.D., Education (Educ. Psychology) University of California, Riverside	Early literacy, reading comprehension, content area reading, teacher development
Penny Weismuller, DrPh	DrPH - Loma Linda University

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Educational Leadership Department

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