TETD Graduates

Tammy Mills

Tammy Mills graduated with her Ph.D. from the TETD program in May 2016. Her dissertation study focused on literacy teacher learning within the context of an instructional model of professional development. She is currently an assistant professor at the University of Maine in the College of Education and Human Development, where she teaches courses related to planning and instruction in a proficiency-based environment and teaching in a multicultural society. Previously, she earned her B.A. in Elementary Education at Washington State University and an M.Ed. in Literacy Education at the University of Maine. She spent over 20 years as a K–9 classroom teacher, Literacy Specialist, and Reading Recovery teacher. Tammy’s research interests include the preparation and development of linguistically responsive teachers, the development of expertise in teaching, the education and development of teachers in rural schools, and complex, non-linear methods of qualitative research.

Dissertation: Modeling Reading Teacher Expertise: Using the Model of Domain Learning to Examine Reading Recovery Teacher Expertise

Dissertation Committee: Dr. Helenrose Fives (Chair), Dr. Kathryn Herr, Dr. Alina Reznitskaya

Publications

Peer-reviewed Journal Articles

  • Fives, H., Mills, T., & Dacey-Mack, C. (2016). Cooperating teacher compensation and benefits: Comparing 1957-58 and 2012-13. Journal of Teacher Education, 67(2), 105-119.
  • Cochran-Smith, M., Villegas, A. M., Abrams, L., Chavez Moreno, L., Mills, T., & Stern, R. (February, 2015). Framing teacher preparation research: An overview of the field, part 2. Journal of Teacher Education, 66(2), 109–121.
  • Book Chapters
  • Cochran-Smith, M., Villegas, A. M., Abrams, L., Chavez-Moreno, L., Mills, T., & Stern, R. (2016). Research on teacher preparation: Charting the landscape of a sprawling field. In D. Gitomer & C. Bell (Eds.). Handbook of research on teaching (5th ed.). Washington, DC: American Educational Research Association.
  • Fives, H. & Mills, T. (2016). Making motivation meaningful by mastering Maslow. In C. Smith & N. DeFrates-Densch (Eds.) Innovations and Challenges in Educational Psychology Teaching and Learning (1st ed.). Charlotte, North Carolina: Information Age Publishing.
  • Mills, T., Abrams, L., Dacey-Mack, C., Strom-Stafford, K. (2016). Constraining and enhancing aspects of digital technology in the future progress of self-study research: A collective self-study narrative. In Alan Ovens (Ed.) Future of self-study research (1st ed.). Rotterdam, The Netherlands: Sense Publications.

Katie Strom

Katie Strom graduated from the doctoral program in Teacher Education and Teacher Development at Montclair State University in 2014. She has a B.A. in Political Science and an M.Ed. in Cross-Cultural Education, as well as a secondary teaching credential in Social Studies. Katie taught middle and high school social studies and played leadership roles in schools with culturally and linguistically diverse student populations in San Diego, California. These experiences informed her decision to focus on the preparation of teachers for diverse urban settings. Her research interests encompass socially just teaching and teacher preparation, schooling for linguistically and culturally diverse students, non-linear theories of teacher development, and innovative qualitative methods that lend themselves to the study of non-linear phenomena such as teaching. Currently, Katie is entering her second year as an Assistant Professor in the Educational Leadership department at California State University, East Bay (CSUEB), where she serves as core faculty in the Educational Leadership for Social Justice Ed.D. program.

Dissertation: Becoming-Teacher: The Negotiation of Teaching Practice of First-Year Secondary Science Teachers Prepared in a Hybrid Urban Teacher EducationProgram

Dissertation Committee: Ana Maria Villegas (Chair), Monica Taylor, Kathryn Herr 

Publications

Peer-reviewed Journal Articles

  • Villegas, A.M., Strom, K., & Lucas, T. (2012). Closing the racial/ethnic gap between students of color and their teachers: An elusive goal. Equity and Excellence in Education, 45(2), 283-301.
  • Klein, E.J., Taylor, M., & Onore, C., Strom, K., & Abrams, L. (2013). Finding a third space in teacher education: Creating an urban teacher residency with Montclair State University and the Newark public schools. Teaching Education, 24(1), 27-57. 
  • Strom, K., & Martin, A. (2013).Putting philosophy to work in the classroom. Studying Teacher Education, 9(3), 219-235.
  • Strom, K. (2015). Teaching as assemblage: Negotiating practice in the first year of teaching. Journal of Teacher Education, 66(4), 321-333.doi:10.1177/0022487115589990
  • Martin, A. & Strom, K. (2015). Neoliberalism and the teaching of English learners: Decentering the teacher and student subject. SoJo Journal, 1(1), 23-43.
  • Strom, K. & Martin, A. (2016). Pursuing lines of flight: Enacting equity-based instruction in the first year of teaching. Policy Futures in Education, 14(2), 252-273. 
  • Taylor, M., Klein, E.J., Onore, C., Strom, K., & Abrams, L. (2016). Exploring Inquiry in the third space: Case studies of the first year in an urban teacher residency program. The New Educator, 12(3), 243-268. DOI: 10.1080/1547688X.2016.1187980
  • Martin, A. & Strom, K. (2016). Toward a linguistically responsive teacher identity: An empirical review of the literature. International Journal of Multicultural Education. DOI: 10.1080/19313152.2016.1189799
  • Strom, K., Plough, B., & Porfilio, B. (In Press). Preparing educational leaders in a blended educational doctorate program: An initial action research inquiry. Impacting Education: Journal on Transforming Professional Practice.

Book Chapters

  • Strom, K. & Martin, A. (in press). Thinking with Rhizomatics in self-study. In A. Ovens & D. Garbett (Eds.) Being a self-study researcher in a digital world: Future oriented research and pedagogy in self-study. Springer.
  • Dacey, C., Strom, K., Abrams, L., & Mills, T. (in press). Toward the future of self study. In A. Ovens & D. Garbett (Eds.) Being a self-study researcher in a digital world: Future oriented research and pedagogy in self-study. Springer. 
  • Strom, K. (2016). Teaching assemblages: Negotiating learning and practice in the first year of teaching. In W. Reynolds and J. Webber (Eds), Expanding curriculum theory: Dis/positions and lines of flight. Mahwah, NJ: Lawrence Earlbaum. 
  • Strom, K., Abrams, L., Dacey, C., & Mills, T. (2016). “I, Teacher Educator”: Grappling with ethical responsibility, hybrid pedagogies, and neoliberal agendas in mangled educational spaces. In D. Garbett & A. Ovens (Eds.), Enacting self-study as methodology for professional inquiry (pp. 53-59). Herstmonceux, UK: S-STEP.
  • Ovens, A., Strom, K., & Garbett, D. (2016). A rhizomatic reading of becoming teacher educator. In D. Garbett & A. Ovens (Eds.), Enacting self-study as methodology for professional inquiry (pp. 181-187). Herstmonceux, UK: S-STEP.
  • Strom, K. & Martin, A. (2015).Deterritorializing Neoliberal thought and practice in the classroom. In M. Abendroth & B. Profilio (Eds), School against the Neoliberal rule: Educational fronts for social justice (pp. 171-186). Charlotte, NC: Information Age Press.
  • Strom, K & Lesperance, R. (2015). Inquiry and induction in the third space. In M. Taylor & E.J. Klein (Eds.), A year in the life of an urban teacher residency: Using inquiry to reinvent math and science education in the third space. Rotterdam, Netherlands:Sense Publishing. 
  • Taylor, M., Diaz, A., Taylor, J., Strom, K., & Perry-Ryder, G.(2015). Teaching for Social Justice with Inquiry Cycles. In M. Taylor & E.J. Klein (Eds.), A year in the life of an urban teacher residency: Using inquiry to reinvent math and science education in the third space. Rotterdam, Netherlands:Sense Publishing.
  • Strom, K., Abi-Hanna, R., Dacey, C., & Duplaise, J. (2014). Exploring and connecting lines of flight. In M. Taylor & L. Coia (eds.), Gender, feminism, and queer theory in the self-study of teacher education practices (pp. 31-44). Rotterdam, Netherlands:Sense Publishing.

Adrian D. Martin

Adrian D. Martin is an assistant professor in the Department of Elementary and Secondary Education at New Jersey City University. Previously a doctoral fellow in the Teacher Education and Teacher Development program at Montclair State University, he graduated with his Ph.D. in 2016. Dr. Martin completed his dissertation, “The professional identities of mainstream teachers of English learners: A discourse analysis”, under the guidance of his dissertation chair, Dean Tamara Lucas, Dr. Ana Maria Villegas, and Dr. Michele Knobel. He holds a M.A. in Urban Education: Administration and Supervision from New Jersey City University and a B.A. in English from Montclair State University. Dr. Martin’s academic interests are informed by his earlier professional experiences as an urban elementary classroom teacher and educational leader. His scholarship attends to promoting equity and social justice in education, teacher preparation and development for linguistically and culturally diverse students, teacher identity, discourse analysis, qualitative and post-qualitative inquiry, and the self-study of teacher education practices. Recent peer-reviewed publications include “Toward a linguistically responsive teacher identity: An empirical review of teacher identity and English learners” in International Multilingual Research Journal (2016) and “Pursuing lines of flight: Equity-based preservice teacher learning in first-year teaching” (2016) in Policy Futures in Education, both co-authored with Kathryn Strom.

Dissertation: The professional identities of mainstream teachers of English learners: A discourse analysis

Dissertation Committee: Dean Tamara Lucas (Chair), Dr. Ana Maria Villegas, and Dr. Michele Knobel

Publications

Peer-reviewed Journal Articles

  • Martin, A. & Strom, K. (2016). Toward a linguistically responsive teacher identity: An empirical review of the literature. International Journal of Multicultural Education. DOI: 10.1080/19313152.2016.1189799
  • Strom, K.& Martin, A. (2016). Pursuing lines of flight: Enacting equity-based instruction in the first year of teaching. Policy Futures in Education, 14(2), 252-273.
  • Martin, A. & Strom, K. (2015). Neoliberalism and the teaching of English learners: Decentering the teacher and student subject. SoJo Journal, 1(1), 23-43.
  • Strom, K., & Martin, A. (2013).Putting philosophy to work in the classroom. Studying Teacher Education, 9(3), 219-235.

Book Chapters

  • Strom, K. & Martin, A. (in press). Thinking with Rhizomatics in self-study. In A. Ovens & D. Garbett (Eds.) Being a self-study researcher in a digital world: Future oriented research and pedagogy in self-study. Springer.
  • Strom, K. & Martin, A. (2015).Deterritorializing Neoliberal thought and   practice in the classroom. In M. Abendroth & B. Profilio (Eds), School against the Neoliberal rule: Educational fronts for social justice (pp. 171-186). Charlotte, NC: Information Age Press.