University of California, Riverside

Faculty Profile System

Graduate School of Education

Faculty Listing

Name Research Areas Contact
Jayakumar, Uma Uma Jayakumar
Associate Professor

    Graduate School of Education
Office: 2110 Sproul Hall
Phone: (951) 827-5789
Widaman, KeithF Keith Widaman
Associate Dean, Distinguished Professor
    Current research involves the measurement of adaptive behaviors of children and adolescents with intellectual disabilities, family influences on development in Mexican-origin families, modeling gene X environment (GxE) interactions, and optimal ways of testing theoretical conjectures with linear models such as regression and latent variable models.

Graduate School of Education
Office: 2129 Sproul Hall
Phone: 951-827-2895
DeLesRios, Cati Cati De Los Rios
Assistant Professor
    Adolescent Literacy Translanguaging Literacies Bi/-Multilingual Youth’s Multimodal Literacies Secondary Ethnic Studies Critical Pedagogy Youth Community Engagement

Graduate School of Education
Office: 2107 Sproul Hall
Phone: (951) 827-5582
Levin, John John S. Levin
    Faculty work and identity internationally; community colleges, both in the United States and in Canada; governance and management of community colleges; globalization, neoliberalism, and higher education; non- traditional students, including adult learners in higher education; and higher education organization sectoral change.I conduct research investigations on faculty work in higher education, on community colleges, including student experiences and faculty work, on faculty of color in higher education, and on faculty in other countries’ universities. While I continue my decades long work on community colleges, I have also broadened my focus to include universities, including graduate students and faculty work. As a critical and symbolic institutionalist, I address the experiences of participants in academe—students in community colleges, graduate students in research universities, faculty of color in community colleges, faculty in different institutional types (community college, comprehensive university, and research university), and faculty in different countries.  I focus upon behaviors and identity. I have begun to theorize faculty work and faculty professional and occupational identity. I work closely with graduate students on several of these projects. My work on community colleges as well continues to push community college scholarship to consider alternate perspectives on the institution, including the community college as “new world college,” a reflection of neo-liberalism or new capitalism.  As well, I conduct research in other nations, with collaborative work on Mexican state universities as a recent endeavor. Finally, I am concluding work on institutional change in community colleges in the U.S. and Canada over the period of 2000-2013.This work is follow-up study based upon a project carried out between 1989 and 1999. It culminated in a book, Globalizing the Community College.  Seven institutions comprised my sites and I returned to these sites to examine institutional change over the period of 2000-2013. This is a cross national study (U.S. and Canada) and addresses policies at the federal, state/provincial, and institutional levels that have become institutionalized, as well as policies that have been abandoned over the period. Of the seven original community colleges, three in Canada have become universities; one in Washington State has become baccalaureate degree granting.  The Great Recession of 2008 has affected all of the institutions, but each has coped with financial loss in different ways. The project is called "Revisiting community colleges."  The book I am completing, Community colleges and new universities under neoliberal pressures: Institutional change, institutional stability, is scheduled to be published in 2017 by Palgrave.

Graduate School of Education
Office: 2126 Sproul Hall
Phone: (951) 827-4976
Ream, RobertK. Robert K. Ream
Associate Professor
    My research is designed to advance understanding of the relation between education and social opportunity by exploring how persistent racial, social class and linguistic gaps in educational outcomes are significantly attributable to often overlooked social dynamics. I use social capital theory and mixed-methods research techniques to study the sociological underpinnings of inequality in education.Education policy/politics and social justice. Some of the most important and equity-relevant debates in American education today fail to notice the forms of racial and social class inequality that result from the sociological conditions of learning groups. My research is designed to call attention to the policy implications of this oversight.

Graduate School of Education
Office: 2124 Sproul Hall
Phone: (951) 827-6054
Kahne, Joseph Joseph Kahne
    Democratic and Civic Education Educational Reform and Policy Digital Media, Urban School Reform Youth Development.

Graduate School of Education
Office: 2109 Sproul Hall
Phone: (951) 827-4633
Geraghty, Cathleen Cathleen Geraghty
Assistant Teaching Professor, School Practicum & Internship Coordinator
    My research focuses on implementing Multi-Tiered Systems of Support (MTSS) in applied settings (Response to Intervention and Positive Behavior Support). This includes evaluating professional development efforts in K-12 settings and identifying the supports necessary to make MTSS implementation more effective. Additionally, I am interested in working with students with autism spectrum disorders (ASD). Specifically, determining effective and efficient methods of conducting behavioral assessments that will lead to the development of evidence-based interventions. 

Graduate School of Education
Office: 2120 Sproul Hall
Phone: 951-827-2051
Johnson, Austin Austin Johnson
Assistant Professor
    Evidence-based behavior support practices Observationally-based behavior assessment methodologies Research-to-practice gap in school settings

Graduate School of Education
Office: 2128 Sproul Hall
Phone: (951) 827-5958
Erchul, William William P. Erchul
Professor and Director of School Psychology Program
    My major research interest is psychoeducational consultation (referred to sometimes as instructional coaching). Consultation in schools typically involves delivering targeted services to children and adolescents through staff members as the direct change agents. For example, a school psychologist could consult with a teacher about a student or group of students, with the teacher then helping the student(s) directly with the psychologist's assistance. The successful practice of consultation in schools has clear implications for preventing academic failure, promoting mental health, and providing a support system to staff members. Consultation is integral to contemporary methods of service delivery in schools, such as those found in problem- solving teams and multi-tiered systems of support. I have examined interpersonal dynamics and participant outcomes associated with several recognized models of consultation. One research theme recognizes that, "what is said in consultation is important," and thus involves coding audio recordings and transcripts of dyadic and small group interviews to link verbal interaction measures to various outcome measures. A second research theme involves studying interpersonal dynamics of consultation with respect to social influence, thereby allowing a glimpse into how a consultant persuades a teacher (or vice versa). For instance, through his/her words and actions, a consultant may influence a teacher to implement an intervention with a high degree of fidelity and thereby improve educational outcomes for children.  A third, emerging theme involves the use of technology to deliver consultation services. A key focus thus far has been to see how comparable consultation sessions conducted through videoconferencing are to those conducted in an in-person, face-to- face manner. Given frequent travel and time constraints, this research theme has a clear practical value.

Graduate School of Education
Office: 2223 Sproul Hall
Phone: (951) 827-6025
Yu, Rondy Rondy Yu
Academic Coordinator
    Effectiveness of Cognitive and Behavioral Interventions Effectiveness of Integrated Supports Programming for Children/Adolescents with Emotional and Behavioral Disorders Treatment Integrity

Graduate School of Education
Office: 2136 Sproul Hall
Phone: (951) 827-4326
Yosso, TaraJ Tara Yosso

    Graduate School of Education
Office: Sproul 2104
Phone: (952) 827-2751
Park, Soojin Soojin Park
Assistant Professor
    My research focus includes multilevel modeling, propensity score matching, instrumental variable approach, causal mediation analysis and Bayesian analysis. My primary area of research is causal mediation analysis, which investigates mechanisms through which the treatment has its effect on the outcome.

Graduate School of Education
Office: 2125 Sproul Hall
Phone: (951) 827-1504
Rall, Raquel Raquel Rall
Assistant Professor
    Rall’s research centers on identifying best practices to increase access to and success in higher education for traditionally marginalized communities and on bridging research and practice.   She is  dedicated to maximizing educational outcomes for communities that have traditionally had the least opportunities and uses her academic research to better understand and uncover the meanings and intricate characteristics of experiences, interactions, people, events, and environments pertaining to postsecondary access and success for underrepresented and underserved student groups. Dr. Rall  aims to understand the conditions that lead to and ultimately result in widespread change in education policy and the ramifications of this transformation on student experiences and outcomes. Her focus for this research has been the strategic apex and ideologies of access, diversity, and inclusion at the systemic and structural level of higher education governance with an emphasis on governing boards.  

Graduate School of Education
Office: 2106 Sproul Hall
Phone: (951) 827-5955
Rodriguez, LouieF Louie F Rodriguez
Associate Professor
    His research centers on urban schooling and typically focuses on three keys areas: 1) students' voices and experiences in the school and community context, 2) critical ways to understand and use school culture to boost student engagement, particularly among Latina/o and other youth of color, 3) and engaging educational communities in institutional and community excellence. His work privileges a qualitative paradigm and focuses on engaging and understanding the voices and experiences of the people. Specifically, he uses participatory and community-centered methodologies to engage with research. The goal of this work is to shape educational policy and practice at the local and national levels.  

Graduate School of Education
Office: 1207 Sproul
Phone: (951) 827-6017
OConnor, Rollanda Rollanda O'Connor
Professor, Eady/Hendrick Chair
    My research centers on reading acquisition and reading difficulties of students from kindergarten through 8 th grade.   Most of my work involves development and testing of interventions that can be used in public school to improve the reading skills and comprehension of struggling learners, including students who are English Language Learners and students with disabilities.   We monitor what works and for whom, and how to increase the intensity of instruction for students who need learning support. BRIDGES ( B uilding R eading I nterventions D esigned for G eneral E ducation S ubjects)How do poor readers in middle school master the concepts of United States History, which requires reading multisyllabic words, learning new vocabulary, and analyzing history texts and historical documents?  The answer has seemed to be: they don’t, or at least not very well. Faculty in the GSOE, Riverside Unified School District staff and administrators, and UCR doctoral and postdoctoral students are working collaboratively over the next few years to find a way.  In our first year, we are teaching 38 eighth grade students who read below a 5 th grade equivalent level  to break apart multisyllabic words and read them accurately (e.g., constitution, legislative, revolutionary), and to read historical materials that contain these words.  We meet weekly with the school’s history teacher experts to identify key concepts and relationships, and develop graphic organizers to display, discuss, and learn history.  It’s hard work: our team teaches five small instructional groups daily, 4 days a week from 7:30-2:30 to improve students’ reading skills alongside their learning of history.  After school we coordinate with history teachers and then return to the drawing board at the university to improve our instructional methods and prepare materials for the next instructional cycle.  Our sample student population is heterogeneous, with approximately half receiving special education services, English Language Learner services, or both.The research is funded through a 3-year grant from the Institute of Education Sciences and includes Drs. Rollanda O’Connor, Kathleen Bocian, John Wills, Tori Sanchez, and Kristen Beach at UCR, along with Dr. Lindsay Flynn (University of North Carolina) and UCR graduate students Olivia Chan, Sarana Roberts, and Christy Liao. Vocabulary CHAAOS How do students learn academic language?  Many students gain most of their advanced vocabulary through the wide reading they do in and out of school.  Students who have disabilities that affect reading (for example, students with learning disabilities or mild cognitive impairments), students who are learning English as well as learning to read, and other students who read below grade level may not read enough text and text at a sufficiently high level to learn the academic language needed to succeed in their course work in middle and high school.thththCHAAOS

Graduate School of Education
Office: 2134 Sproul Hall
Phone: (951) 827-6052
Comeaux, Eddie Eddie Comeaux
Associate Professor
    My research interests are located in the broad field of higher education and include racial equity issues, student engagement, intercollegiate athletics, as well as diversity competence and leadership in student affairs using an explicit framework of social justice and activism. The primary objective of my research has been to interrogate the ways in which the interaction between person characteristics (e.g., identity, personal epistemologies, and culture) and characteristics of the campus environment (or events, activities) influence subsequent experiences and educational outcomes.

Graduate School of Education
Office: 2102 Sproul Hall
Phone: 951-827-3934
Echeverria, Begona Begoña Echeverria
Associate Professor
    Sociology of language and education; language and gender; language and identity; historical sociolinguistics; Basque Country; endangered and minority languages; ethnographic and historical methods.

Graduate School of Education
Office: 2122 Sproul Hall
Phone: 951-827-4316
Smith, ThomasM Thomas Smith
Dean, Professor

    Graduate School of Education
Office: 1207 Sproul Hall
Phone: 951-827-5802
Kohli, Rita Rita Kohli
Assistant Professor
    As an interdisciplinary scholar of teacher education and teaching, Kohli applies frameworks from teacher education, educational foundations, and critical race studies to examine two main lines of inquiry: 1) a structural analysis of educational systems and practices that maintain or exacerbate racial inequity, and 2) an examination of teacher development practices that effectively advance racial equity.  Within this scholarship, Kohli pays particular attention to the preparation and support of teachers of color because of their noted impact on the academic opportunities of students of color yet their highly underrepresented presence in the field.      Current Curriculum Vitae

Graduate School of Education
Office: 2103 Sproul Hall
Phone: 951-827-5969
Patel, Leigh Leigh Patel
    Sociology of education, decolonial education, migration and education, critical race and intersectional theories, policy analysis, critical literacy, cultural constructions of adolescence

Graduate School of Education
Office: 2207 Sproul Hall
Phone: (951) 827-6018
Ing, Marsha Marsha Ing
Associate Professor
    Measurement and assessment within the realm of science, mathematics and engineering teaching and learning.

Graduate School of Education
Office: 2137 Sproul Hall
Phone: (951) 827-4607
Stavropoulos, Katherine Katherine Stavropoulos
Assistant Professor of Special Education
    My research interests include understanding neural correlates of the reward system in children with autism spectrum disorders (ASD), as well as broader topics in social cognitive neuroscience. I am particularly interested in the heterogeneity observed in individuals with ASD, and how these differences can be explained using neuroscience techniques. 

Graduate School of Education
Office: 2128 Sproul Hall
Phone: 951-827-5238
Nash, MargaretA. Margaret A. Nash
    History of higher education for women; historical and contemporary issues of gender and education

Graduate School of Education
Office: Sproul Hall 2108
Phone: (951) 827-2710
Pilegard, Celeste Celeste Pilegard
Assistant Professor
    Cognition, learning, and instruction Meaningful learning and transfer in STEM domains Educational games and technology Transfer of spatial skills Multimedia learning

Graduate School of Education
Office: 2215 Sproul Hall
Phone: (951) 827-6021
Blacher, Jan Jan Blacher
Distinguished Professor, UC Presidential Chair
    My own primary research interests have involved the study of both the positive and negative impact of children with intellectual disability on the family, as well as longitudinal studies of child developmental risk and the collateral effects on parents. I also study the cultural context of disability, including autism, as well as the successful transition to early schooling for young children with autism spectrum disorder. My work has been funded longitudinally by NICHD and IES. The main topics on which I publish include: 1) Studies of family impact; 2) Cultural context of disability; and 3) Student-teacher relationships and adaptation to school.

Graduate School of Education
Office: 2133 Sproul Hall
Phone: (951) 827-3875
Guarino, CassandraM Cassandra Guarino
Professor of Education and Public Policy
    School and teacher quality, value-added, teacher labor markets, school choice, health and education

Graduate School of Education
Office: 2123 Sproul Hall
Phone: (951) 827-5992
Swanson, HLee H. Lee Swanson
Distinguished Professor, Peloy Chair
    Information processing and individual differences, especially cognitive development and memory. Learning disabilities in children.The goals of my research are to develop a theoretical model of learning disabilities that includes the cognitive mechanisms that moderate reading, writing and mathematical performance. The research program also includes developing dynamic testing situations that accurately diagnose learning disabilities and designing treatment programs to facilitate cognitive processes related to intelligence and achievement.

Graduate School of Education
Office: 2127 Sproul Hall
Phone: (951) 827-4734
Wills, JohnS. John S. Wills
Associate Professor
    History-social studies education, multicultural education, and schooling and collective memory. My research investigates the contests over meaning that occur as teachers and students utilize various cultural texts in producing narratives of history, and efforts to create more inclusive narratives of history in K-12 classrooms. I have also investigated the effects of high stakes state testing in language arts and mathematics on elementary social studies curriculum and instruction. My current research focuses on the representation of race and racism in US history as taught in high school classrooms.

Graduate School of Education
Office: 2101 Sproul Hall
Phone: (951) 827-5010
Palardy, GregoryJ. Gregory J. Palardy
Associate Professor
    My research focuses on teacher and school effectiveness with an emphasis on understanding how educational practices and school contexts contribute to student outcomes and to inequality of educational opportunity.  Recent studies have examined on the consequences of socioeconomic segregation in schools and the effects of inequitable access to qualified and effective teachers on achievement gaps.  In additional to these substantive research interests, I strive to advance applications of quantitative models for studying teacher and school effects particularly for analyzing multilevel and longitudinal data.  Recent studies have highlighted innovative applications of value-added models, multilevel growth mixture models, multilevel mediation models, cross-classified growth models, and multilevel multiple group growth models.  Recent first author publications have appeared in the American Educational Research Journal, Educational Evaluation and Policy Analysis, Educational and Psychological Measurement, Journal of Educational and Behavioral Statistics, School Effectiveness and School Improvement, and Teachers College Record.   Curriculum Vitae  Google Scholar Page

Graduate School of Education
Office: 2105 Sproul Hall
Phone: (951) 827-5916

Solis, Michael Michael Solis
Assistant Professor
    Multi-Tiered Systems of Support (MTSS) Evidence-based reading interventions for students in grades K-12. Vocabulary and reading comprehension interventions for students with LD, Dyslexia, and learning difficulties. Reading interventions for students with Autism Spectrum Disorders Co-teaching and Inclusion The Leonard E. Gibbs Award

Graduate School of Education
Office: 2135 Sproul Hall
Phone: (951) 827-5855 

More Information 

General Campus Information

University of California, Riverside
900 University Ave.
Riverside, CA 92521
Tel: (951) 827-1012

Department Information

Graduate School of Education
1207 Sproul Hall

Tel: (951) 827-5234
Fax: (951) 827-3942


Last Modified: 11/29/17