UNIVERSITY OF WASHINGTON - Key Persons
Job Titles:
- Associate Professor
- Early Childhood Special Education Special Education Doctoral
Poole, M., Fettig, A., McKee, R., & Gauvreau, A. (2020). Inside the virtual visit: Using tele-intervention to support famlies in early intervention. Young Exceptional Children. Advance online publication. https://doi.org/10.1177/1096250620948061
Job Titles:
- Human Resources Director
- Human Resources Director / Human Resources and Payroll
Job Titles:
- Professor
- Teacher Education and Teacher Learning for Justice
My scholarship, teaching and approach to teacher education are informed by over a decade of urban middle school classroom experience, and work supporting professional learning among teachers. I have published widely in peer reviewed journals and presented over 40 research papers on issues related to teaching and teacher education. My early career work focused largely on teacher professional identity, an area that I am currently taking up again in relation to teacher agency, professional choice-making, and teacher retention. I have also published work in the areas of: critical (media) literacies, digital literacies, identity-informed mentoring, teacher professional learning and development, Asian Americans in education, and done duo/ collaborative autoethnographic work related to the experiences of Asian American women (and MotherScholars) in teacher education. My latest research projects, in addition to focusing on teacher professional identity/ professionalism and retention also approach teacher identity and choice making through humanizing lenses and specifically examine the experiences of Asian American teachers and students. Recent peer-reviewed publications include articles in Contemporary Issues in Technology and Teacher Education, English Teaching: Practice and Critique, Literacy Research and Instruction, Journal of Diversity in Higher Education, the Journal of Adolescent and Adult Literacy, the Peabody Journal of Education, and the Journal of Teacher Education. My recent book The Racialized Experiences of Asian American Teachers co-authored with Dr. Jung Kim is the first comprehensive research monograph focused on the experiences of Asian American teachers using the tenets of Asian Critical Race Theory.
I believe deeply in the importance of educational research that is accessible to teacher education practitioners and educators, in addition to the research community. To that end, I have published in K-12 practitioner-focused journals and magazines like Educational Leadership, the English Journal, and Voices from the Middle, as well as being cited in the Atlantic. Additionally, I have given a TEDx talk, "Learning from One Another: Lessons in (Educational) Excellence" and appeared as a guest on multiple educational podcasts including the Black Gaze Podcast and All of the Above.
I have been active in leadership in several professional organizations including the American Educational Research Association and the National Council of Teachers of English, and am currently finishing my term as president of the California Council on Teacher Education, a state affiliate of both the Association of Teacher Educators and the American Association of Colleges of Teacher Education.
Dr. Jegatheesan addresses national and global issues in her research and teaching. In her areas of specialization, her interdisciplinary and multicultural scholarship draws on several traditional and cultural contexts and addresses issues of equity, access and inclusion on a local and global level, to engage in ongoing collective conversations with the goal of inspiring actions for change in learning and working environments, for both humans and animals.
Brinda Jegatheesan was the former Vice President Development for the International Association of Human-Animal Interaction Organizations (IAHAIO) (2013-2022) and serves on the board for the International Society for Anthrozoology (ISAZ), and the editorial board for the Human-Animal Bond Research Initiative Foundation (HABRI). She is the Editor of the Science section of the journal People and Animals: The International Journal of Research and Practice (PAIJ). Dr. Jegatheesan is a Fellow at the Institute for Human-Animal Connection at the University of Denver.
Brinda Jegatheesan was the former Vice President Development for the International Association of Human-Animal Interaction Organizations (IAHAIO) (2013-2022) and serves on the board for the International Society for Anthrozoology (ISAZ), and the editorial board for the Human-Animal Bond Research Initiative Foundation (HABRI). She is the Editor of the Science section of the journal People and Animals: The International Journal of Research and Practice (PAIJ). Dr. Jegatheesan is a Fellow at the Institute for Human-Animal Connection at the University of Denver.
Languages spoken: Tamil, Hindi, English, Japanese, French
Education
Post-Doctorate University of Illinois, Urbana-Champaign, 2006
Ph.D University of Illinois, Urbana-Champaign, 2005
MEd University of Hawai'i at Manoa, 2000
Jegatheesan, Brinda (2016). Wonder, Love and then Trauma during a Science Project in an Elementary Classroom: What Happened to Schools as Moral Communities? International Congress of Qualitative Inquiry, Illinois, USA
Job Titles:
- Early Childhood & Family Studies Education, Communities and Organizations High - Incidence Disabilities Teacher Education Special Education Doctoral
- Professor
Increasing the success of a range of students who exhibit behavior problems in more inclusive settings has been the focus of my career. Much of my research examines effective strategies to address the needs of students with behavioral issues in schools. Currently I am interested in examining what variables contributes to the successful implementation of these strategies by classroom teachers, schools, and districts. Specifically, I am interested in developing systems of teacher and student support in public school settings, with a goal of promoting positive behavior of students with challenging behavior.
Education
Ed.D., University of Houston, 1992
M.Ed. University of Houston, 1989
B.A. Texas A & M Univeristy, 1983
Conroy, M. Brown, W., & Davis, C.A. (2001). Applying the IDEA 1997 disciplinary provisions to preschoolers with challenging behavior. Beyond Behavior, 11, 23-29.
Davis, C.A., & Fox, J. (1999). Evaluating environmental arrangements as setting events: Review and implications for measurement. Journal of Behavioral Education, 9, 77-96.
Job Titles:
- Director for Marketing & Communications
Job Titles:
- Director of the Banks Center for Educational Justice
- Professor of Multicultural Education
Job Titles:
- Culturally Sustaining Education
- Professor
Django Paris is the inaugural James A. and Cherry A. Banks Professor of Multicultural Education and director of the Banks Center for Educational Justice in the College of Education at the University of Washington on Coast Salish homelands. His teaching and research focus on centering and sustaining Indigenous, Black, Latinx, Asian and Pacific Islander youth and communities in the context of ongoing resurgence, decolonization, liberation, and justice movements in and beyond schools. Paris is author of Language across Difference: Ethnicity, Communication, and Youth Identities in Changing Urban Schools (2011), and co-editor of Humanizing Research: Decolonizing Qualitative Inquiry with Youth and Communities (2014), Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World (2017), and Education in Movement Spaces: Standing Rock to Chicago Freedom Square (2020). He is also the editor of the new Culturally Sustaining Pedagogies series with Teachers College Press. He has published in many academic journals, including the Harvard Educational Review and Educational Researcher.
Job Titles:
- Interim Assistant Dean for Teacher Education
- Professor
Dr. Ann O'Doherty, Ed.D., serves as Interim Assistant Dean for Teacher Education and Director of the nationally recognized Danforth Educational Leadership Program at the University of Washington where she develops equity driven, learning focused, collaborative educational leaders to serve as principals and program administrators. In 2019, the University Council for Educational Administration (UCEA) awarded the Danforth program the Exemplary Educational Leadership Preparation Program Award citing the program's strong focus and emphasis on coherent integrated curriculum and field-based learning designed to develop effective culturally responsive leaders who cultivate leadership in others. For more information on Danforth, visit www.danforth.uw.edu.
Prior to joining, UW, Ann co-designed the Collaborative Urban Leadership Program at the University of Texas in Austin, which developed effective secondary school leaders for Dallas, Houston and Austin-area school districts. Before joining higher education, Along with her colleague, Dr. Mark Gooden, she co-developed, the leadership module Building a Community of Trust through Racial Awareness for the University Council for Educational Administration and has presented at the Equity, Diversity and Inclusion Conferences held in Munich, Germany and Athens, Greece. Before her contributions to higher education, Ann devoted eighteen years to PreK-12 public schools as a principal at elementary, middle, and high school levels and served as a special education and general education teacher. Her ongoing research interests include program evaluation, culturally responsive leadership development and district-level influence on school success.
Education
Ed.D. University of Texas-Austin
M.Ed.. University of Texas-Austin
B.A. Illinois State University
O'Doherty, A. & Ovando, M. N. (2013). Looking at the past, visualizing the future: First-year principals' reflections of instructional leadership. Journal of School Leadership, 23(3), 533-561.
Job Titles:
- Associate Professor
- Associate Professor of Education Finance and Policy at the University of Washington College of Education
Dr. David Knight is an associate professor of education finance and policy at the University of Washington College of Education. His research focuses on the economics of education and school finance. He studies educational systems through the lens of economic theory and methodologies. His work emphasizes distributive justice, racial/ethnic and socioeconomic finance equity, systematic racial segregation into under-resourced school districts, and policies aimed at reducing inequality and addressing longstanding racial and income-based disparities in educational opportunity.
David's work explores three foundational aspects of educational systems. The first examines how school systems are funded and whether resources are allocated equitably. In a recent study, he found that state education funding cuts following the Great Recession disproportionately impacted higher-poverty school districts. Other work in this area explores racial/ethnic and income-based funding gaps across schools in the same school district as well as funding disparities between charter and traditional public school districts. David's second area of research examines educator labor markets. His work in this area has shown that underrepresented students of color and low-income students in the Los Angeles Unified School District were over twice as likely to have their teacher laid off in 2009 and 2010, compared to higher income, white, or Asian students. In 2010-11, the district implemented an equity-oriented layoff policy that substantially reduced inequality in the distribution of teacher layoffs. His more recent research on educator labor markets draws on the Texas statewide longitudinal data system. This work examines the inequitable distribution of highly qualified principals and teachers. Other work examines the private sector career paths of former teachers, as well as staffing patterns within specialized high schools such as Texas Science, Technology, Engineering, and Math Academies and Early College High Schools. His third area of research draws on cost-effectiveness analysis to assess the relative efficiency of alternate resource allocation strategies. His research in this area compares the relative cost and effects of instructional coaching to traditional forms of teacher professional development. Related work compares the relative cost-effectiveness of teacher salary increases and class size reduction, alternate early childhood interventions, and online versus in-person forms of instructional coaching. These three areas of research are united by a focus on equal educational opportunity.
David holds a Ph.D. in educational policy and a master's degree in economics from the University of Southern California. He earned a master's degree in economics education and bachelor's degrees in economics and anthropology from the University of Kansas. He previously served as an assistant professor at the University of Texas at El Paso College of Education and as the Director of the Center for Education Research and Policy Studies at the University of Texas at El Paso.
Job Titles:
- Associate Professor
- Associate Professor in the Areas of Early Childhood
- Early Care and Education Early Childhood & Family Studies Learning Sciences & Human Development
Dr. Holly S. Schindler is an Associate Professor in the areas of Early Childhood and Family Studies and Learning Sciences and Human Development. She is also a Fellow at Harvard University's Center on the Developing Child.
Her research focuses on three interconnected areas of scholarship. In one line of research, she uses meta-analytic techniques to identify best practices in early childhood education and family support programs. In a second line of research, she investigates the nuances of fathers' roles in families as a potential vehicle for boosting the impacts of family support programs. As part of this line of work, she was recently recognized as a Foundation for Child Development Young Scholar for research implementing and evaluating a video coaching program with Mexican American fathers and their young children. Her third line of scholarship focuses on advancing methodological approaches for designing, evaluating, and scaling effective programs and practices. At the national level, she has collaborated with a team of colleagues to define, design, and disseminate tools for a new flexible approach to program development and evaluation within the Frontiers of Innovation network. Locally, she works with Best Starts for Kids Prenatal to Five Innovation Fund, which includes 13 innovation teams who are seeking to implement new or adapted approaches to support the health and well-being of pregnant individuals, children birth to age five and their families, service providers, and communities. Across these areas, Dr. Schindler's research is driven by a desire to promote equitable systems in support of children and families.
Her work has been supported by funders such as the National Institutes of Health, Institutes of Education Sciences, and the Fatherhood Research and Practice Network, and has been featured in top-tier journals, such as Child Development, Early Childhood Research Quarterly, Educational Evaluation and Policy Analysis, and Journal of Marriage and Family.
Education
2007 Ph.D. in Applied Developmental and Educational Psychology, Boston College Lynch School of Education
2003 B.S. in Human Development and Family Sciences, The University of Texas at Austin
Job Titles:
- Assistant Teaching Professor
Dr. Jamie Cho's scholarship in early childhood education focuses on transformative early learning for children that honors their identities, histories, and lived experiences through family and community partnerships, anti-racist and culturally sustaining curriculum, and pedagogy. Her teaching philosophy centers humanizing pedagogies and unconditional positive regard. She believes that we learn best in community and that we all hold responsibility to disrupt inequitable systems and leverage privilege to be advocates toward social justice. As a teacher, she seeks to model and support current and future early childhood educators to be changemakers in the field.
Originally from Orange County, California, Dr. Cho's scholarship stems from her experiences as an early interventionist, inclusion specialist, teacher educator, field supervisor, and parent educator. As an instructor at community colleges in Washington, she worked to break down access barriers for students to pursue higher education. Furthermore, she engages regularly in the community through Bellevue School District committees and serves on the Washington Association for the Education of Young Children (WAEYC) governing board, and the National Association for the Education of Young Children (NAEYC) Affiliate Advisory Board.
Education
Ph.D. in Special Education, UC Berkeley
BA in Psychology with minor in Education, UC Berkeley
Job Titles:
- Member of the College Leadership Team
- Dean, College of Education
- Professor
Job Titles:
- Founding Board Member of Rainier Scholars
- Professor
Edward Taylor is vice provost and dean of Undergraduate Academic Affairs at the University of Washington where he oversees educational opportunities that advance and deepen the undergraduate experience.
Create and support academic opportunities that have a lasting impact in undergraduates' futures;
Provide leadership to create a supportive University ecosystem for undergraduate learning and success;
Edward Taylor is vice provost and dean of Undergraduate Academic Affairs at the University of Washington where he oversees educational opportunities that advance and deepen the undergraduate experience. Programs in Undergraduate Academic Affairs (UAA) work in concert with one another to:
Create and support academic opportunities that have a lasting impact in undergraduates' futures;
Provide leadership to create a supportive University ecosystem for undergraduate learning and success;
Advocate for undergraduate education in shaping University policy; and
Serve as a local catalyst and national leader for innovation in undergraduate education.
Dr. Taylor is a professor in the UW's College of Education, which he joined in 1995. His research and teaching center on comparative education in the U.S. and South Africa, moral dimensions of education and integrative education, and leadership in education and social justice. He has written, taught and presented extensively on these topics. He co-edited Foundations of Critical Race Theory in Education, and his co-authored books include Transformative Conversations: A Guide to Mentoring Communities Among Colleagues in Higher Education and Inside the Undergraduate Teaching Experience: The University of Washington's Growth in Faculty Teaching Study. Dr. Taylor has also authored multiple journal articles.
Taylor earned his Ph.D. in educational leadership and policy studies at the University of Washington. He earned a master's degree in psychology and bachelors' degrees in sociology and in psychology at Gonzaga University.
Active in the community, Taylor is a founding board member of Rainier Scholars, a scholastic preparation program for high-achieving children of color; serves on the board of the Seattle Foundation; is a trustee of Gonzaga University; is on the Seattle mayor's Education Summit Advisory Group; and also serves on the boards of College Spark Washington and the Rwanda Girls Initiative. Nationally, Taylor is a member of the faculty of the Academy for Contemplative and Ethical Leadership, which is part of the Mind and Life Institute. Internationally, he has worked with South African township schools and school leaders to help form a coalition of schools to serve children living in township communities. In 2014, Taylor received the Distinguished Graduate Award from the College of Education.
Dr. Elliott (Cowichan Tribes) is an assistant professor in the Department of Learning Sciences and Human Development in the College of Education at the University of Washington. She holds both a Ph.D. in Educational Psychology and a Master of Social Work in Children, Youth, and Families. The interdisciplinary intersections of her research include culture, learning, and human development; land-based and Indigenous methodologies; and trauma, prevention, and recovery among Indigenous children and youth. By employing a strengths-based approach to healing, Dr. Elliott rigorously engages youth, families, and communities in the development of integrated educational and behavioral health interventions to address social issues. Her research centers ethical frameworks generated by Indigenous and land-based knowledges and practices to create process-centered approaches that illuminate Indigenous pathways toward collective livelihood. Dr. Elliott is currently partnering with members of the Cowichan Tribes to design programming to strengthen the physical, mental, intellectual, and cultural health of the community.
Education
Ph.D., Educational Psychology, University of Washington
MSW, Master of Social Work, University of Washington
M.Ed., Educational Psychology, University of Washington
Centers and Initiatives
Banks Center for Educational Justice
Job Titles:
- Associate Professor
- Early Care and Education Early Childhood & Family Studies Learning Sciences & Human Development
Gail Joseph teaches courses, advises students, provides service, and conducts research on topics related to early care and education. Gail has been involved in research projects, professional development, and technical assistance activities at the local, state, and national levels. Her areas of research include child care quality and early learning, early childhood workforce development and professional learning, supporting children with special needs, and promoting children's social and emotional learning and mental health. She is a co-creator of several digital professional learning resources such as Teacher Time, Circle Time Magazine, and Meaningful Makeovers. She was the PI of the Head Start Center for Inclusion, and the Co-PI of the National Center for Quality Teaching and Learning (NCQTL) funded by the Office of Head Start. Currently, Gail serves as the Executive Director of Cultivate Learning at the University of Washington. Additionally, she is the Founding Director of the EarlyEdU Alliance. The EarlyEdU Alliance is focused on increasing the quality of early learning settings nationwide by making relevant, affordable bachelor's degrees accessible to the early childhood workforce. Gail is the 2018 recipient of the David R. Thorud Leadership Award at the University of Washington.
Education
Ph.D., University Of Washington
Strain, P. S., & Joseph, G. E. (2004). Engaged supervision to support evidence-based practices for young children with challenging behavior. Topics in Early Childhood Special Education, 24(1), 39-50.
Janko-Summers, S., & Joseph, G. (1998). Making sense of early intervention in the context of welfare to work. Journal of Early Intervention, 21(3), 207-210.
Job Titles:
- Member of the College Leadership Team
- Professor
Jones, J.M. and Lee, L.H. (2022) Art-based mindfulness at school: A culturally responsive approach to school mental health. Psychology in the Schools, 59 (10), 2085-2105. https://doi.org/10.1002/pits.22660
Jones, J.M. (2014). Conflicting cultures with a common goal: Collaborating with school resources officers. Communique, 42(6), 4-6.
Jones, J.M. (2010). What do you know about cultural styles? Tips for increasing cultural literacy. Communiqué, 38 (7), pp.1, 20.
Berninger, V. Abbott, R., Jones, J., Wolf, B., Gould, L., Anderson-Youngstrom, M., Shimada, S., & Apel, K. (2006). Early development of language by hand: Composing-, reading-, listening-, and speaking- connections, three letter writing modes, and fast mapping in spelling. Developmental Neuropsychology, 29, 61-92.
Job Titles:
- Associate Professor
- Education, Communities and Organizations Educational Policy, Organization and Leadership
Jessica Rigby collaborates in a Research Practice Partnership to mitigate the institutional and programmatic disparities and inequalities that have shaped Black, Indigenous, and Latinx students' experiences in school by examining and developing district and school leadership to support complex, joyful, and culturally-sustaining mathematical learning experiences. She has worked in schools as a teacher (middle and high school English and history), leader, and researcher. Jessica's work has been published in academic journals such as the American Journal of Education, Educational Administration Quarterly, Journal of Educational Administration, Educational Researcher, Teachers College Record, among others. She has also authored reports for a number of organizations including Policy Analysis for California Education (PACE), Leadership Connection for Justice in Education, the San Francisco School Alliance, the Gates Foundation, and several school districts. Before joining the College of Education at the University of Washington, Jessica was a postdoctoral fellow for the Middle-school Mathematics and the Institutional Setting of Teaching (MIST) project at Peabody College, Vanderbilt University. There, she led two lines of inquiry: school leadership and informal social network analysis.
Jessica's current research focuses on leadership for antiracist, ambitious mathematics teaching and learning. Her research team, Systems Leadership for Math Improvement, works in partnership with the leadership teams of three elementary schools and a central office of a local district. They recently developed the Leadership for Antiracist, Ambitious Mathematics Teaching & Learning Framework, an effort to precisely describe leadership practices that ultimately redefine both who is good at math and what counts as math. They are currently in the process of further elaborating and describing the leadership practices, uncovering how leaders learn and develop the practices, and measuring their impact on teachers' instruction and students' experiences. When she's not sitting in front of her computer, you might catch her running after her preschooler and/or dog.
Jessica holds a BA in History with High Honors from Oberlin College, a Master's degree in Education Policy from Stanford University, and PhD in Policy, Organizations, Measurement, and Evaluation from the University of California, Berkeley.
Job Titles:
- Assistant Dean for Advancement
Job Titles:
- Elementary Teacher Education Program IslandWood Graduate Program Science or Math Education Specialization Teacher Education and Teacher Learning for Justice
- Professor
Dr. Thompson's research, teaching, and service are grounded in research-practice partnerships with teachers and school districts focused on educational justice in K-12 science. Through partnerships with science and multilingual teachers and coaches, principals and district leaders, we are developing an understanding of critical and cultural approaches to ambitious science teaching and learning. Dr. Thompson also has a background in developing after-school programs that learn from and support girls who are racially and linguistically minoritized in schools by understanding their intersectional identities and their engagement in scientific inquiry (dissertation fellowship from the American Association of University Women; 2007 Selma Greenberg Dissertation Award). She majored in Biology and Chemistry and taught high school and middle school science as well as drop-out prevention courses for eight years in North Carolina and Washington State. She has taught secondary and elementary science teaching methods courses and Culturally Responsive Math and Science Teaching at UW.
Thompson, J. & Larkin, D. (2020). Partnering with schools and districts to improve ambitious science teaching. In Stroupe, Hammerness & McDonald (Eds.). Preparing science teachers through practice-based teacher education. Harvard Education Press.
Job Titles:
- Assistant Dean for Academic & Student Affairs
Job Titles:
- Assistant Dean for Finance and Administration
Job Titles:
- Assistant Dean for Teacher Preparation
Job Titles:
- Director, Information and Learning Technologies