The Forum on the Future of Public Education presents:
The Impact of Privatization/Marketization on Teacher Preparation & the Teaching Profession
April 13-14
Alice Campbell Alumni Center
Detailed Schedule Below
Research Presented By:
Tina Trujillo, University of California, Berkley
Tina Trujillo, Ph.D. is an Assistant Professor at UC Berkeley’s Graduate School of Education. She earned her Ph.D. in Education from UCLA and her M.A. in Education from the University of Colorado, Boulder. She uses tools from political science and critical policy studies to study the political dimensions of urban district reform, the instructional and democratic consequences of high-stakes accountability policies for students of color and English Learners, and trends in urban educational leadership. Her work is published in a range of journals, including American Educational Research Journal, Teachers College Record, Journal of Educational Administration, and Educational Evaluation and Policy Analysis.
Tina Trujillo, Ph.D. is an Assistant Professor at UC Berkeley’s Graduate School of Education. She earned her Ph.D. in Education from UCLA and her M.A. in Education from the University of Colorado, Boulder. She uses tools from political science and critical policy studies to study the political dimensions of urban district reform, the instructional and democratic consequences of high-stakes accountability policies for students of color and English Learners, and trends in urban educational leadership. Her work is published in a range of journals, including American Educational Research Journal, Teachers College Record, Journal of Educational Administration, and Educational Evaluation and Policy Analysis.
Deron Boyles, Georgia State University
Deron Boyles, Ph.D. is Professor of Philosophy of Education in the Department of Educational Policy Studies at Georgia State University. His research interests include school commercialism, epistemology, critical pedagogy, and the philosophy of John Dewey. His work has been published in such journals as Philosophy of Education, Social Epistemology, Journal of Thought, Education & Culture, Philosophical Studies in Education, Inter-American Journal of Philosophy, Educational Foundations, Journal of Curriculum Theory, History of Education Quarterly, Educational Studies, and Educational Theory. His first book, American Education and Corporations: The Free Market Goes to School won the Critics’ Choice Award from AESA in 2000. He is editor of two books, Schools or Markets?: Commercialism, Privatization, and School-Business Partnerships (2005), and The Corporate Assault on Youth: Commercialism, Exploitation, and the End of Innocence (2008). Boyles received his Ph.D. from Vanderbilt University in 1991, is a Fellow in the Philosophy of Education Society, Past-President of the American Educational Studies Association, and Past-President of the John Dewey Society.
Deron Boyles, Ph.D. is Professor of Philosophy of Education in the Department of Educational Policy Studies at Georgia State University. His research interests include school commercialism, epistemology, critical pedagogy, and the philosophy of John Dewey. His work has been published in such journals as Philosophy of Education, Social Epistemology, Journal of Thought, Education & Culture, Philosophical Studies in Education, Inter-American Journal of Philosophy, Educational Foundations, Journal of Curriculum Theory, History of Education Quarterly, Educational Studies, and Educational Theory. His first book, American Education and Corporations: The Free Market Goes to School won the Critics’ Choice Award from AESA in 2000. He is editor of two books, Schools or Markets?: Commercialism, Privatization, and School-Business Partnerships (2005), and The Corporate Assault on Youth: Commercialism, Exploitation, and the End of Innocence (2008). Boyles received his Ph.D. from Vanderbilt University in 1991, is a Fellow in the Philosophy of Education Society, Past-President of the American Educational Studies Association, and Past-President of the John Dewey Society.
Carmen Montecinos, Pontificia Universidad Católica de Valparaíso
Carmen Montecinos, Ph.D., obtained an undergraduate degree in psychology from Pontificia Universidad Católica de Chile, and a master's and doctorate in educational psychology from Southern Illinois University-Carbondale. She is currently a professor of psychology at Pontificia Universidad Católica de Valparaíso, Chile, teaching undergraduate and doctoral level courses in educational psychology and research methods. Since 2008 she has been a Senior Researcher at the Centro de Investigación Avanzada en Educación (CIAE-Universidad de Chile). Her research focuses on workplace learning in initial teacher education, school improvement and educational policy. Her most recent publications include: School Administrators and University Practicum Supervisors as Boundary Brokers for Initial Teacher Education in Chile (in press); A goal orientation analysis of teachers’ motivations to participate in the school self-assessment processes of a quality assurance system in Chile (2014); Master teachers as professional developers: Managing conflicting versions of professionalism (2014). Her current research project examines situated learning among novice school principals (Grant FONDECYT Nº 1140906) with Ahumada L., Leiva, V., & Galdames, S. (co- PI).
Anthony Cody, Living in Dialogue
Anthony Cody taught middle school science in Oakland for 18 years, and served as a science coach for another six years before retiring in 2011. He was among Oakland's first National Board certified teachers and helped to organize the 2011 Save Our Schools march in Washington, DC. In 2013 he co-founded the Network for Public Education. He hosts the widely read blog, Living in Dialogue, and now lives in Mendocino County, California.
Carmen Montecinos, Ph.D., obtained an undergraduate degree in psychology from Pontificia Universidad Católica de Chile, and a master's and doctorate in educational psychology from Southern Illinois University-Carbondale. She is currently a professor of psychology at Pontificia Universidad Católica de Valparaíso, Chile, teaching undergraduate and doctoral level courses in educational psychology and research methods. Since 2008 she has been a Senior Researcher at the Centro de Investigación Avanzada en Educación (CIAE-Universidad de Chile). Her research focuses on workplace learning in initial teacher education, school improvement and educational policy. Her most recent publications include: School Administrators and University Practicum Supervisors as Boundary Brokers for Initial Teacher Education in Chile (in press); A goal orientation analysis of teachers’ motivations to participate in the school self-assessment processes of a quality assurance system in Chile (2014); Master teachers as professional developers: Managing conflicting versions of professionalism (2014). Her current research project examines situated learning among novice school principals (Grant FONDECYT Nº 1140906) with Ahumada L., Leiva, V., & Galdames, S. (co- PI).
Anthony Cody, Living in Dialogue
Anthony Cody taught middle school science in Oakland for 18 years, and served as a science coach for another six years before retiring in 2011. He was among Oakland's first National Board certified teachers and helped to organize the 2011 Save Our Schools march in Washington, DC. In 2013 he co-founded the Network for Public Education. He hosts the widely read blog, Living in Dialogue, and now lives in Mendocino County, California.
Adrienne Dixson, University of Illinois, UC
Adrienne Dixson, Ph.D., is an Associate Professor in the Department of Education Policy, Organization and Leadership at the University of Illinois at Urbana-Champaign. Her research interests focus on how issues of race, class and gender intersect and impact educational equity in urban schooling contexts. Her research is located within two theoretical frameworks: Critical Race Theory and Black feminist theories. Most recently, she is interested in how educational equity is mediated by school reform policies in the urban south. Dixson received her Ph.D. in Multicultural Education from the University of Wisconsin-Madison, an M.A. in Educational Studies from the University of Michigan-Ann Arbor, and a B.A. in Music Theory and Composition from Youngstown State University.
Adrienne Dixson, Ph.D., is an Associate Professor in the Department of Education Policy, Organization and Leadership at the University of Illinois at Urbana-Champaign. Her research interests focus on how issues of race, class and gender intersect and impact educational equity in urban schooling contexts. Her research is located within two theoretical frameworks: Critical Race Theory and Black feminist theories. Most recently, she is interested in how educational equity is mediated by school reform policies in the urban south. Dixson received her Ph.D. in Multicultural Education from the University of Wisconsin-Madison, an M.A. in Educational Studies from the University of Michigan-Ann Arbor, and a B.A. in Music Theory and Composition from Youngstown State University.
Beth Sondel, North Carolina State University
Beth Sondel, Ph.D. is an Assistant Professor at North Carolina State University. Her research partners critical theory with qualitative research to interrogate the potential for public schools to perpetuate and/or interrupt social inequalities. More specifically, Sondel looks at the effects of privatization and market-based reform on the social justice and democratic purposes of schooling. Recently, she has addressed these issues through qualitative case studies and critical policy network analyses of Teach For America's role in promoting and implementing market-based reform in New Orleans and elsewhere. Sondel received her Ph.D. in Curriculum and Instruction-Curriculum Theory and Design from the University of Wisconsin, a M.Ed. in Education Policy and Management Studies from the Harvard Graduate School of Education, and a B.A. in Cultural Anthropology from the University of Wisconsin.
Beth Sondel, Ph.D. is an Assistant Professor at North Carolina State University. Her research partners critical theory with qualitative research to interrogate the potential for public schools to perpetuate and/or interrupt social inequalities. More specifically, Sondel looks at the effects of privatization and market-based reform on the social justice and democratic purposes of schooling. Recently, she has addressed these issues through qualitative case studies and critical policy network analyses of Teach For America's role in promoting and implementing market-based reform in New Orleans and elsewhere. Sondel received her Ph.D. in Curriculum and Instruction-Curriculum Theory and Design from the University of Wisconsin, a M.Ed. in Education Policy and Management Studies from the Harvard Graduate School of Education, and a B.A. in Cultural Anthropology from the University of Wisconsin.
Greg Harmon, Dominican University
Greg Harman has been an Assistant Professor in the School of Education at Dominican University for five years. He teaches history, philosophy, psychology, and social studies methods. He directs the social studies teaching programs and also works with Dominican's alternative preparation program with Teach For America (TFA), serving as the academic advisor for all the secondary TFA teachers in Chicago. Before coming to Dominican, he was an instructor at Elmhurst College, and prior to that, was a social studies teacher in the Twin Cities area. His research interests are in education as dialogue and skepticism regarding the essentialist standards regime. He earned his Ed.D. from Hamline University, his M.Ed. from North Carolina State University, and a BA from Johns Hopkins University.
Greg Harman has been an Assistant Professor in the School of Education at Dominican University for five years. He teaches history, philosophy, psychology, and social studies methods. He directs the social studies teaching programs and also works with Dominican's alternative preparation program with Teach For America (TFA), serving as the academic advisor for all the secondary TFA teachers in Chicago. Before coming to Dominican, he was an instructor at Elmhurst College, and prior to that, was a social studies teacher in the Twin Cities area. His research interests are in education as dialogue and skepticism regarding the essentialist standards regime. He earned his Ed.D. from Hamline University, his M.Ed. from North Carolina State University, and a BA from Johns Hopkins University.
Chris Tienken, Seton Hall University
Christopher Tienken, Ed.D., is an Assistant Professor in the Department of Education Leadership, Management, and Policy at Seton Hall University. Tienken's research interests include school reform issues such as Neo-liberal influences in education policy-making, the influence of curriculum design and development on student achievement, and the use of high-stakes standardized tests as decision-making tools to determine school quality and student learning. He was awarded the Kappa Delta Pi Truman Kelley Award for Outstanding Scholarship in 2013 and received the National Staff Development Council award for Best Research in 2008. His new book, with co-author Don Orlich is titled, The School Reform Landscape: Fraud, Myth, and Lies. Tienken has ongoing research collaborations with colleagues at the Universita` degli Studi Roma Tre, Rome, (University of Rome) Italy, the University of Catania, Sicily, and he was named as a visiting scholar at both universities.
Suzanne Wilson, National Council for Teacher Quality
Suzanne M. Wilson, Ph.D. is a Neag Endowed Professor of Teacher Education at the University of Connecticut in the Department of Curriculum and Instruction. Her undergraduate degree is in history and American Studies from Brown University; she also has a M.S. in Statistics and a Ph.D. in Education from Stanford University. She was a University Distinguished Professor in the Department of Teacher Education at Michigan State University, where she served on the faculty for 26 years. Wilson also served as the first director of the Teacher Assessment Project (PI, Lee Shulman), which developed prototype assessments for the National Board for Professional Teaching Standards. While at MSU, Wilson collaborated on the National Center for Research on Teacher Education/Teacher Learning, the Educational Policy and Practice Study, and the National Partnership for Excellence and Accountability in Teaching. She has written on teacher knowledge, curriculum reform, educational policy, and teacher learning. Her current work concerns exploring measures of teaching and teachers for teacher education and education research, as well as a study of the contemporary and jurisdictional battles over who should control teacher preparation and licensure. Wilson serves on multiple advisory boards; she is also a member of the National Research Council’s Board on Science Education and the National Academy of Education.
Suzanne M. Wilson, Ph.D. is a Neag Endowed Professor of Teacher Education at the University of Connecticut in the Department of Curriculum and Instruction. Her undergraduate degree is in history and American Studies from Brown University; she also has a M.S. in Statistics and a Ph.D. in Education from Stanford University. She was a University Distinguished Professor in the Department of Teacher Education at Michigan State University, where she served on the faculty for 26 years. Wilson also served as the first director of the Teacher Assessment Project (PI, Lee Shulman), which developed prototype assessments for the National Board for Professional Teaching Standards. While at MSU, Wilson collaborated on the National Center for Research on Teacher Education/Teacher Learning, the Educational Policy and Practice Study, and the National Partnership for Excellence and Accountability in Teaching. She has written on teacher knowledge, curriculum reform, educational policy, and teacher learning. Her current work concerns exploring measures of teaching and teachers for teacher education and education research, as well as a study of the contemporary and jurisdictional battles over who should control teacher preparation and licensure. Wilson serves on multiple advisory boards; she is also a member of the National Research Council’s Board on Science Education and the National Academy of Education.
Event Hosted By:
Christopher Lubienski, University of Illinois at Urbana-Champaign
Christopher Lubienski is a Professor of education policy, and the Director of the Forum on the Future of Public Education at the University of Illinois. He is also a fellow with the National Education Policy Center at the University of Colorado and Sir Walter Murdoch Visiting Professor at Murdoch University in Western Australia. He is convener and co-director of the World Education Research Association’s International Research Network on “marketization and privatization in education.” His research focuses on education policy, reform, and the political economy of education, with a particular concern for issues of equity and access. His current work examines organizational responses to competitive conditions in local education markets, including geo-spatial analyses of charter schools in post-Katrina New Orleans, and research on innovation in education markets for the OECD. After earning a PhD in education policy and social analysis at Michigan State University, Lubienski held post-doctoral fellowships with the National Academy of Education and with the Advanced Studies Program at Brown University. He was recently named a Fulbright Senior Scholar for New Zealand, where he studies school policies and student enrollment patterns. He is lead PI of a multi-year project on intermediary organizations’ ability to influence the use of research evidence in the policymaking process (with Elizabeth DeBray and Janelle Scott). He has authored both theoretical and empirical journal articles on questions of innovation and achievement in school choice systems, including peer-reviewed articles in the American Journal of Education, the Oxford Review of Education, the American Educational Research Journal, Educational Policy, and the Congressional Quarterly Researcher. His work has been featured in news media, including the New York Times, Washington Post, La Liberacion, Time Magazine, the Wall Street Journal, the Times Education Supplement, and Business Week. In addition to School Choice Policies and Outcomes: Empirical and Philosophical Perspectives (with Walter Feinberg, SUNY Press, 2008), Lubienski recently published The Charter School Experiment: Expectations, Evidence, and Implications (with Peter Weitzel, Harvard Education Press). His new book, The Public School Advantage: Why Public Schools Outperform Private Schools (with Sarah Theule Lubienski, University of Chicago Press), won the 2015 PROSE Award for Education Theory from the American Publishers Awards for Professional and Scholarly Excellence.
Christopher Lubienski is a Professor of education policy, and the Director of the Forum on the Future of Public Education at the University of Illinois. He is also a fellow with the National Education Policy Center at the University of Colorado and Sir Walter Murdoch Visiting Professor at Murdoch University in Western Australia. He is convener and co-director of the World Education Research Association’s International Research Network on “marketization and privatization in education.” His research focuses on education policy, reform, and the political economy of education, with a particular concern for issues of equity and access. His current work examines organizational responses to competitive conditions in local education markets, including geo-spatial analyses of charter schools in post-Katrina New Orleans, and research on innovation in education markets for the OECD. After earning a PhD in education policy and social analysis at Michigan State University, Lubienski held post-doctoral fellowships with the National Academy of Education and with the Advanced Studies Program at Brown University. He was recently named a Fulbright Senior Scholar for New Zealand, where he studies school policies and student enrollment patterns. He is lead PI of a multi-year project on intermediary organizations’ ability to influence the use of research evidence in the policymaking process (with Elizabeth DeBray and Janelle Scott). He has authored both theoretical and empirical journal articles on questions of innovation and achievement in school choice systems, including peer-reviewed articles in the American Journal of Education, the Oxford Review of Education, the American Educational Research Journal, Educational Policy, and the Congressional Quarterly Researcher. His work has been featured in news media, including the New York Times, Washington Post, La Liberacion, Time Magazine, the Wall Street Journal, the Times Education Supplement, and Business Week. In addition to School Choice Policies and Outcomes: Empirical and Philosophical Perspectives (with Walter Feinberg, SUNY Press, 2008), Lubienski recently published The Charter School Experiment: Expectations, Evidence, and Implications (with Peter Weitzel, Harvard Education Press). His new book, The Public School Advantage: Why Public Schools Outperform Private Schools (with Sarah Theule Lubienski, University of Chicago Press), won the 2015 PROSE Award for Education Theory from the American Publishers Awards for Professional and Scholarly Excellence.
T. Jameson Brewer, University of Illinois at Urbana-Champaign
T. Jameson Brewer is an advanced Ph.D. student of educational policy studies and Associate Director of the Forum on the Future of Public Education at the University of Illinois at Urbana-Champaign. He earned a M.S. in Social Foundations of Education from Georgia State University, a B.S.Ed. in Secondary Education from Valdosta State University, and is a former high school history teacher from Atlanta Public Schools. His research focuses on the impact(s) of privatization/marketization of public schools by way of charters, vouchers, and Teach For America. His work has been published in Educational Studies, Critical Education, the Peabody Journal of Education, Education Policy Analysis Archives, the International Journal of Play, the National Educational Policy Center, Harvard University’s Scholars Strategy Network, Education Week, and the Progressive Magazine’s Public School Shakedown. He is co-Editor of the forthcoming book Teach For America Counter Narratives: Alumni Speak Up and Speak Out (Peter Lang, 2015).
T. Jameson Brewer is an advanced Ph.D. student of educational policy studies and Associate Director of the Forum on the Future of Public Education at the University of Illinois at Urbana-Champaign. He earned a M.S. in Social Foundations of Education from Georgia State University, a B.S.Ed. in Secondary Education from Valdosta State University, and is a former high school history teacher from Atlanta Public Schools. His research focuses on the impact(s) of privatization/marketization of public schools by way of charters, vouchers, and Teach For America. His work has been published in Educational Studies, Critical Education, the Peabody Journal of Education, Education Policy Analysis Archives, the International Journal of Play, the National Educational Policy Center, Harvard University’s Scholars Strategy Network, Education Week, and the Progressive Magazine’s Public School Shakedown. He is co-Editor of the forthcoming book Teach For America Counter Narratives: Alumni Speak Up and Speak Out (Peter Lang, 2015).
Send Questions/Comments to Jameson Brewer (tbrewer2@illinois.edu)
Conference Schedule
Monday, April 13, 2015:
9:00a: Introductions
9:30a: Paper 1 (Tienken)
10:30a: Discussion
11:00a: Paper 2 (Trujillo)
12:00p: Discussion
12:30p: Break
2:00p: Paper 3 (Wilson)
3:00p: Discussion
3:30p: Paper 4 (Boyles)
4:30p: Discussion
5:00p: Paper 5 (Sondel)
6:00p: Discussion
Tuesday, April 14, 2015:
9:00a: Introductions
9:30a: Paper 6 (Dixson)
10:30a: Discussion
11:00a: Paper 7 (Montesinos)
12:00p: Discussion
12:30p: Break
2:00p: Paper 8 (Cody)
3:00p: Discussion
3:30p: Paper 9 (Harmon)
4:30p: Discussion
