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Spring 2009

Maren Aukerman received a National Academy of Education/Spencer Postdoctoral Fellowship to examine how children in bilingual classroom settings make use of classroom dialogue and textual resources to formulate their understanding of first- and second-language read-aloud picture books.

Arnetha Ball was awarded a Spencer Foundation Residential Fellowship. The fellowship supports the work of partners of the Spencer Foundation in academia, policy, and practice.

Brigid Barron and Linda Darling-Hammond published Powerful Learning: What We Know About Teaching for Understanding (Jossey-Bass, 2008), with P. David Pearson, Alan H. Schoenfeld, Elizabeth K. Stage, Timothy D. Zimmerman, Gina N. Cervetti, and Jennifer L. Tilson. The book explores effective classroom practices and innovative teaching strategies that generate meaningful K-12 student understanding.

Hilda Borko received a two-year, $493,000 grant by the W.T. Grant Foundation and the Spencer Foundation for her study, "Measuring Quality Assessment in Science Classrooms through Artifacts and Self-Report," with co-principal investigators Jose Felipe Martinez of UCLA and Brian Stecher of the RAND Corporation.

Bryan Brown, with doctoral candidate Kihyun Ryoo (MA '04), won the 2009 Journal of Research in Science Teaching Award from the National Association for Research in Science Teaching (NARST) for the article, "Teaching Science as a Language: A 'Content-First' Approach to Science Teaching," published in the Journal of Research in Science Teaching. They will receive the award at the NARST Annual International Conference in April.

Professor Emeritus Robert Calfee received the 2008 Lifetime Distinguished Researcher Award from the National Conference on Research on Language and Literacy. He will present an address to the association in Phoenix this spring. Calfee is currently collaborating with Tom Stahovich from UC Riverside's Graduate School of Engineering on the use of pen-based computers to enhance instruction in basic courses for freshman engineering students, of whom roughly 40% tend to drop out.

Eamonn Callan was reappointed as the Associate Dean for Student Affairs at the School of Education. His reappointment allows David Labaree to begin his sabbatical after serving in this role for three years. Callan formerly served as Associate Dean from 2001 to 2005.

Linda Darling-Hammond received the Asa G. Hilliard Award for Outstanding Achievement in Racial Justice and Education Equity at the first annual National Summit for Courageous Conversation held in New Orleans in October. The award recognizes Darling-Hammond for her equity achievements that have immensely impacted the development of underserved students of color. In December, she was honored with the Educational Research Award from the Council of Scientific Society Presidents for outstanding achievement in education research that has measurably improved children's learning and understanding.

Pam Grossman received the 2009 Outstanding Journal of Teacher Education Article Award from the American Association of Colleges for Teacher Education for her article, "Responding to Our Critics: From Crisis to Opportunity in Research on Teacher Education," which was published in the January/February 2008 issue of the Journal of Teacher Education. The article is based on her vice-presidential address to Division K (Teaching and Teacher Education) of the American Educational Research Association.

John Krumboltz gave the keynote address at the International Career Development Conference in Los Angeles last November.

Ira Lit published The Bus Kids (Yale University Press, 2009), a detailed examination of the experiences of a group of kindergarten students in California participating in a voluntary school desegregation program. The book explores the daily lives of a group of minority children bussed from their poor-performing home school district to an affluent neighboring district with high-performing schools.

Susanna Loeb was promoted to full professor of education. She and Pam Grossman were awarded a two-year, $236,000 grant by the W.T. Grant Foundation and the Spencer Foundation for their study, "Making a Difference: Examining Classroom Practices in Middle School English Language Arts."

Professor Emerita Nel Noddings' most recent book, When School Reform Goes Wrong (Teachers College Press, 2007) invites readers to think critically about the ideas underlying the No Child Left Behind Act, the reform movement that shaped it, and the processes it has put into play. Noddings is currently working on a new book tentatively titled Care Ethics: From Maternal Instinct to Morality, and is enjoying her retirement on the Jersey Shore.

Denise Pope and Ann Porteus were promoted to senior lecturers.

Woody Powell was selected as a 2008-2009 Fellow at the Center for the Advanced Study in the Behavioral Sciences.

John Willinsky received an honorary doctor of law degree in June from York University for his contribution as a critical education scholar, as well as for his public engagement in educational and social issues, original scholarship, and passion for the intellectual life.

Sam Wineburg was awarded a grant in February from the Library of Congress to support "Teaching with Primary Sources" activities to deepen history teachers' content understanding and build critical thinking and analysis skills. The grant signifies Stanford's inclusion as the California representative of the Library of Congress' Teaching with Primary Sources Educational Consortium. Last October, Historical Thinking Matters, a website co-launched by Wineburg, won the 2008 James Harvey Robinson prize from the American Historical Association for its outstanding contribution to the teaching and learning of history in any field for public or educational purposes.