Kremen School of Education and Human Development ยป Department of Educational Research & Administration
43 achievements

43 achievements

Giovannetti, Michael
Tannenbaum, S., Welty, B., Giovannetti, Nisbett, & Torgersen  (2009). High school teacher efficacy: Are there relationships between teacher efficacy, student achievement, and school site performance?. Presented at Central Valley Educational Research Consortium, Fresno, CA .
Gonzalez, Juan Carlos
Gonzalez, J.  (2014). Foreward.  We are not dirt: From “tardy sweep” to time management support. (pp.v-vi) Fresno, CA: The Freedom Writers of Sunnyside High School.
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Gonzalez, J., & Turner, C.  (2014). Modeling mentoring across race/ethnicity and gender: practices to cultivate the next generation of diverse faculty.  Sterling, VA: Stylus.
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Gonzalez, J., & Turner, C.  (2014). Analysis of the mentor-protégé narratives: Reflecting the literature.  Modeling mentoring across race/ethnicity and gender: Practices to cultivate the next generation of diverse faculty. (pp.260-282) Sterling, VA: Stylus.
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Gonzalez, J., & Turner, C.  (2014). Building cross-gender mentorship in academe: A Chicano-Latina/Filipina relationship built on common scholarly commitments.  Modeling mentoring across race/ethnicity and gender: Practices to cultivate the next generation of diverse faculty. (pp.74-93) Sterling, VA: Stylus.
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González, J., Peguero, A., & Portillos, E.  (2014). School securitization and Latina/o educational progress.  Urban Education.
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Peguero, A., Portillos, E., & Gonzalez, J.  (2014). School Securitization and Latina/o Educational Progress.  Urban Education Urban Education. 1-27.
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Turner, C., & Gonzalez, J.  (2014). Analysis of the mentor-protégé narratives: Contributing to the literature and emerging mentoring model for practice.  Modeling mentoring across race/ethnicity and gender: Practices to cultivate the next generation of diverse faculty. (pp.283-300) Sterling, VA.
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Turner, C., & Gonzalez, J.  (2014). What does the literature tell us about mentoring across race/ethnicity and gender?.  Modeling mentoring across race/ethnicity and gender: Practices to cultivate the next generation of diverse faculty. (pp.14-73) Sterling, VA: Stylus.
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Turner, C., & Gonzalez, J.  (2014). Walking with company! / ¡Caminando acompañados!: Mentoring Latina/o students in higher education.  Readings on Equal Education Series. (pp.1-25) New York: AMS Press.
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González, J., & Immekus, J.  (2013). Experiences of Central California Latino male youth: Recollecting despair and success in barrios and schools.  Diaspora, Indigenous, and Minority Education. 7(2), 180-197.
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González, J., Peguero, A., Portillos, E., Sung Hong, J., Kahle, L., & Shekarkhar, Z.  (2013). Victimization, urbanicity, and the relevance of context: School routines, race and ethnicity, and adolescent violence.  Journal of Criminology. 2013(5), 1-14.
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González, J., & Portillos, E.  (2013). Chicanos teaching social justice in higher education / Chicanos enseñando justicia social en la universidad: Experiences at predominately White and Hispanic serving institutions.  Social justice issues and racism in the college classroom: Perspectives from different voices (International Perspectives on Higher Education Research, Volume 8). (pp.85-111) Cambridge, MA: Emerald Group Publishing Inc..
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González, J., & Ryujin, K.  (2013). Of color beyond Black and White.  Views from the frontline: Voices of conscience on college campuses. (pp.19-40) Champaign, IL: Common Ground Publishing.
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Gonzalez, J.  (2009). What's Happening: A critical understanding of Latina doctoral and professional students.  Standing on the outside looking in: Underrepresented students' experiences in advanced-degree programs. Sterling, Va: Stylus.
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Gonzalez, J.  (2008). Damning Historical Visual Archives: Deficit Photographing of Mexicans and the Schooling Process.  American Educational History Journal. 35(2), 293-313.
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Turner, C., Hernandez, E., Pena, M., & Gonzalez, J.  (2008). New Voices in the Struggle/Nuevas Voces en la Lucha: Toward Increasing Latina/o Faculty in Theological Education.  Journal of Hispanic Higher Education. 7(4), 321-335.
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Gonzalez, J.  (2007). The Ordinary-ness of Institutional Racism: The Effect of History and Law in the Segregation and Integration of Latinas/os in Schools.  American Educational History Journal. 34(2), 331-345.
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Gonzalez, J.  (2007). Surviving the Doctorate and Thriving as Faculty: Latina Junior Faculty Reflecting on Their Doctoral Studies Experiences.  Equity & Excellence in Education. 40(4), 291-300.
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Gonzalez, J.  (2007). Expanding our thinking of resiliency from k-12 to higher education: Resolute experiances of academic Latinas.  Resiliency reconsidered: Policy implications of the resiliency movement. Charlotte, N.C.: IAP.
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Gonzalez, J., & Davis, D.  (2007). Can We All Get Along?/Pueden Convivir Todas Las Razas?: The 15th Anniversary of the Los Angeles Riots and the Status of Urban Schooling.  Educational Studies. 42(3), 208-212.
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Gonzalez, J., & Portillos, E.  (2007). The Undereducation and Overcriminalization of U.S. Latinas/os: A Post-Los Angeles Riots LatCrit Analysis.  Educational Studies: A Journal of the American Educational Studies Association. 42(3), 247-266.
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Gonzalez, J.  (2006). Academic Socialization Experiences of Latina Doctoral Students: A Qualitative Understanding of Support Systems that Aid and Challenges that Hinder the Process.  Journal of Hispanic Higher Education. 5(4), 347-365.
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Kuehn, Phyllis A.
Benninga, J., Berkowitz, M., Kuehn, P., & Smith, K.  (2006). Character and Academics: What Good Schools Do.  Phi Delta Kappan. 87(6), 448-452.
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Magdaleno, Ken
Tollefson, K., & Magdaleno, K.  (2015). Educational leaders and the acknowledgement gap.  Journal of School Leadership.
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Magdaleno, K.  (2006). Mentoring Latino School Leaders.  Leadership. 36(1), 12-14.
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Wise, Donald
Lopez, P., & Wise, D.  (2015). Leading Change for the Implementation of the Common Core State Standards in Rural School Districts.  Education Leadership Review of Doctoral Research. 2(1), 24-33.
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Wise, D., Dell'Olio, F., Jones, A., Jindra, S., Jungwirth, L., Lindsey, D., ... Winkelman, P.  (2014). California Association of Professors of Educational Administration: Promoting Equity and Excellence in Educational Leader Preparation.  Educational Leadership and Administration: Teaching and Program Development. 1-21.
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Wise, D., Sontay, G., & Nuñez, G.  (2014). Caja de herramientas para la Comisión Técnica de Calidad Educativa Departmental.  Guatemala: USAID/Reforma Educativa en el Aula.
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Curtis, C., & Wise, D.  (2012). Mathematics Teachers Speak Out – Why Are We Losing Our New Teachers?.  National Teacher Education Journal. 5(2), 75-81.
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Gallegos, C., & Wise, D.  (2011). Leadership for English Learners: Challenges and Questions.  Educational Leadership and Administration: Teaching and Program Development. 37-55.
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Marcos, T., Witmer, M., Foland, R., Vouga, R., & Wise, D.  (2011). The Principal's Academy: A Collaborative California University Initiative on Congruence of Principal Training to Urban School Leadership Practice.  Journal of Urban Learning, Teaching, and Research. 86-96.
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Wise, D., & Hammack, M.  (2011). Leadership Coaching: Coaching Competencies and Best Practices.  Journal of School Leadership. 21(3), 449-477.
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Davis, S., Erickson, D., Kinsey, G., Lindsey, D., Moore-Steward, T., Padover, W., ... Wise, D.  (2010). Reforming the California Public School Administrator Licensure System through the Alignment of Research, Policy, and Practice: Policy Perspectives and Recommendations from the California Association of Professors of Educational Administration (CAPEA).  Educational Leadership and Administration: Teaching and Program Development. 66-82.
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Wise, D.  (2010). School Leadership Coaching: What Does It Look Like?.  International Journal of Educational Leadership Preparation. 5(1).
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Wise, D., & Jacobo, A.  (2010). Towards a framework for leadership coaching.  School Leadership & Management. 30(2), 159-169.
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Wise, D., & Leon, R.  (2009). How leadership coaching has enhanced our teaching.  International Journal of Educational Leadership Preparation. 4(1).
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Ward, J., Daughtry, J., & Wise, D.  (2007). A Turning Point for inner-city youth.  Leadership. 36(4), 12-15.
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Basurto, I., Wise, D., & Unruh, R.  (2006). California School Principals' Perceptions of the Effects of Proposition 227.  Educational Leadership and Administration: Teaching and Program Development. 99-108.
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Duvall, S., & Wise, D.  (2004). Time to support instruction.  Leadership. 23-25.
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Wise, D., & Unruh, R.  (2004). School principals in California: What do districts require?.  Educational Leadership and Administration. 16(1), 23-36.
Dodd, C., & Wise, D.  (2002). Extended-Day Programs: Time To Learn.  Leadership. 32(1), 24-25.
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Wise, D., & Hatch, K.  (2002). The relationship between instructional supervision and student achievement: Teachers’ perceptions.  National Forum of Educational Administration and Supervision Journal. 20(1), 20-26.
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