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June 2009 > Faculty > Publications
Professor Marcia Linn has two books out with Teachers College Press. She co-authored Designing Coherent Science Education: Implications for Curriculum, Instruction and Policy with Yael Kali, who did her postdoctoral work with Linn and now works with the Israel Department of Education in Technology and Science, and Jo Ellen Roseman. An excerpt from a book review that appeared in the Teachers College Record in May follows:
“Overall, Designing Coherent Science Education is a thought-provoking piece drawn from a pool of talented experts in the field with years of experience and research in this area. The book moves from practical applications -- including presentations of models and guiding principles which enable a teacher to begin to transform his or her classroom -- to scaling up reform at the school or district level, and closing with an important focus on the policy that drives the educational system and teaching of science.” –Carla Johnson, Associate Professor of Science Education, University of Cincinnati
In April, Linn and James Slotta’s book, WISE Science: Web-based Inquiry in the Classroom, originally published in 2006, was released in paperback.
Linn was also appointed to the Board of Reviewing Editors for SCIENCE magazine.
Assistant Professor Zeus Leonardo authored Race, Whiteness, and Education (Routledge), about race studies of education.
Associate Professor Lisa García Bedolla’s new book, Latino Politics (Polity), a comprehensive introduction to Latino participation in U.S. politics, will be released in July. Additionally, Bedolla is part of a team evaluating the California Votes Initiative — community-based organizations doing voter mobilization in low-propensity racial/ethnic voting communities in southern and central California. The evaluation team will publish their final report on the program this summer.
Professor Sarah Freedman has co-authored three recent papers, including two about GSE's Multicultural Urban Secondary English (MUSE) program with Carleton College Professor Deborah Appleman:
“What Else Would I be Doing?: Teacher Identity and Teacher Retention in Urban Schools"; and
“In it for the Long Haul”: How Teacher Education Can Contribute to Teacher Retention in High-Poverty, Urban Schools.”Assistant Professor Janelle Scott co-edited a special issue of Educational Policy on the politics of advocacy. She also has an article in the same issue on the politics of venture philanthropy in charter school advocacy and policy.
Professor Andrea diSessa was appointed editor in chief of Cognition and Instruction.
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