Patricia Martínez-Álvarez Assistant Professor Teachers College, Columbia University



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Patricia Martínez-Álvarez

Patricia Martínez-Álvarez

Assistant Professor

Teachers College, Columbia University

Current residence


106 Morningside Dr. #7. New York, NY 10027



Cell Phone

3477034604

E-mail

Doctoral Web Site



pmartinez@tc.columbia.edu

http://mason.gmu.edu/~pmartin5/portfolio/index.htm



Expertise

Bilingual Special Education and Instructional Technology

Education level

Doctor of Philosophy in Education


Education

Ph.D. 2008 George Mason University, Fairfax, VA.

Instructional Technology & Multilingual/Multicultural Special Education


M.A. 2001 George Washington University, Washington, DC.

Curriculum and Teaching & Bilingual Special Education
B.A. 1996 Alcala de Henares University, Madrid, Spain.

Special Education & Speech and Language


Professional Experience

2014 - Present Assistant Professor, Bilingual/Bicultural Education

Teachers College, Columbia University

New York City, NY


2012 - Present Program Coordinator, Bilingual/Bicultural Education

Teachers College, Columbia University

New York City, NY

2010 - 2014 Visiting Assistant Professor, Bilingual/Bicultural Education

Teachers College, Columbia University

New York City, NY


2008 - 2011 Consultant, Center for Applied Linguistics

Washington, DC


2010 - 2011 Adjunct Faculty, George Mason University

Fairfax, VA


2004 - 2008 Graduate Research Assistant, George Mason University

Fairfax, VA



Teaching Experience

2004 - 2010 Math Coach/Bilingual Special Education Teacher, Arlington Public Schools (APS) Arlington, VA


2003 - 2004 Bilingual Special Education Science, Math and Language Teacher, APS

Arlington, VA


2002 - 2003 Bilingual Education Science and Language Teacher, Madrid Public Schools

Madrid, Spain


1997 - 2002 Bilingual Special Education Science, Math and Language Teacher, APS

Arlington, VA


Certified in the teaching of Specific Learning Disabilities K-12, Emotional Disturbance K-12, and English as a Second Language PreK-12.

Honors and Achievements

Early Career AERA Bilingual Education Research SIG Award Recipient (2013).
Recipient of the National Association for Research in Science Teaching (NARST) Equity Scholars Award (2008). Equity and Ethics Committee of NARST Scholars Program.
Dissertation Completion Fellowship (2006), Impact of an integrated science & reading intervention (INSCIREAD) on bilingual students' misconceptions, reading comprehension, & strategy transferability, George Mason University.
Scholarship Recipient (2004), Comprehension strategy support in inquiry-based science, Bannan-Ritland, B., National Science Foundation CAREER Grant (five years), Awarded Stipend and Full-time Doctoral Tuition Support.
Practitioner Researcher Fellowship (2000), Howard, E., Two-Way Immersion Teacher Research Collaborative Grant. Practitioner Researcher and Presenter.
Fellowship Recipient (1999), Professional Development Federal Grant: The George Washington University Bilingual Special Education Program, Awarded Full-time Master Candidate Tuition Support.

Developmental Linguistics Honors Award (1996), Alcala de Henares University, Madrid, Spain.



Grant Work – Funded

The New York Community Trust: Brooke Astor Fund for New York City Education (Co-Investigator), $440,955 for one year continuation of the Photos and Me Program (with Union Settlement Association): Curriculum for the development of higher order reading skills while valuing bilingual children's language and culture and using technology to mediate bilingual children's learning, 2015.
Clinically-Rich Intensive Teacher Institute in Bilingual Education and English as a Second Language (Principal Investigator), $320,000 for three years, The New York State Education Department, Office of Bilingual Education and Foreign Language Studies. The Bilingual Special Education Studies: Granted to prepare teacher candidates to enter the bilingual special education teaching context acting as learners, researchers, and vehicles of expansive learning patterns that span beyond traditional learning boundaries. Co-investigators: Carmen Martínez-Roldán and Sharon Chang, 2014.

The New York Community Trust: Brooke Astor Fund for New York City Education (Research Consultant and Curriculum Developer), $115,000 for one year, The Photos and Me Program (with Union Settlement Association): Curriculum for the development of higher order reading skills while valuing bilingual children's language and culture and using technology to mediate bilingual children's learning, 2014.

Faculty Development Grant at Southern Connecticut State University (Guest Speaker and Researcher for Change Laboratory Experience in Bilingual Special Education), $2,500, English Language Learners and Special Education and Reading: An interdisciplinary exploration. Principal Investigators: Ángela López-Velázquez, & Michael Alfano, 2013.

Pedagogy of Social Imagination for Language Learning and Teaching (PSILLT) (Co-Investigator), $1,200,000, for three years. Principal Investigator: María Torres Guzmán, 2012.

Enhancing Vocabulary through Cognate Awareness (EVOCA) (Research Consultant and Curriculum Developer), $1,828,906, four years. Principal Investigators: Igone Arteagoitia, & Elizabeth Howard, 2010.

The Two-Way Immersion Toolkit (Bilingual Special Education Consultant), Institute of Education Sciences (IES), U.S. Department of Education, under Contract Number ED-01-CO-0010. Editors: Elizabeth R. Howard, Julie Sugarman, Marleny Perdomo, and Carolyn T. Adger, 2005.
Study of Two-Way Immersion Education (teacher and as an assessor of student writing outcomes in Spanish). The Center for Research on Education, Diversity, & Excellence (CREDE). Principal Investigators: Christian, D., Genesee, F., & Lindholm Leary, K, 2000.

Other Grant Proposals

National Science Foundation Discovery Research K-12 Grant, submitted in 2011 and 2012 (Not Granted)-PIs: Patricia Martínez and Elizabeth Howard. Promoting Geomorphological Conceptual Change among English Language Learners
National Academy of Education/Spencer Postdoctoral Fellowship, submitted in 2012 and 2013 (Not Granted)-PI: Patricia Martínez-Álvarez. Cooking as a Germ Cell: Bilingual Children With Disabilities Expanding What Counts as Science

Scholarly Productivity

Refereed Publications

Martínez-Álvarez, P. (Accepted). Special ways of knowing in science: Expansive learning opportunities with bilingual children with learning disabilities. Cultural Studies of Science Education.

Martínez-Álvarez, P., & Ghiso, M. P. (2015). On Languaging and Communities: Latino/a Emergent Bilinguals’ Expansive Learning and Critical Inquiries into Global Childhoods. International Journal of Bilingual Education and Bilingualism.

Martínez-Álvarez, P., & Hubard, O. (2015). In Science and Art: Bilingual Primary Children Creating Imaginary Clay Landscapes to Model Slow Changes to the Surface of the Earth. Science and Children.

Martínez-Álvarez, P., Ghiso, M.P., & Campano, G. (2014). Engaging double binds for critical inquiry with first-grade Latina/o emergent bilinguals. Sustainable Multilingualism, 5, 62-98.

Martínez-Álvarez, P. (2014). Reconceptualizing what counts as language and learning in bilingual children with disabilities. The NYS TESOL Journal, 1(2), 39-58.

Martínez-Álvarez, P., & Bannan, B. (2014). An exploration of hybrid spaces for place-based geomorphology with Latino bilingual children. Journal of Geoscience Education, 62, 104-117.

Martínez-Álvarez, P., & Bannan, B. (2013). Blending practices: DBR and CALL to enrich emergent bilingual learners’ concept and language development. Computer Assisted Language Instruction Consortium (CALICO) Journal, 11, 127-156.

Martínez-Álvarez, P., Torres-Guzmán, M. E., & Martínez-Roldán, C. (2013). The relevance of the 21st century expansive metaphor in teacher education. Revista Magisterio, 2(1), 11-24.

Martínez-Álvarez, P., Ghiso, M.P., & Martínez, I. (2013). Creative literacies and learning with Latino emergent bilinguals. LEARNing Landscapes Journal, 11, 273-298.

Martínez-Álvarez, P, Bannan, B., Peters-Burton, E. E. (2012). Effect of strategy instruction on fourth-grade dual language learners’ ability to monitor their comprehension of scientific texts. Bilingual Research Journal, 35, 331-349.

Martínez, P., Bannan, B., & Kitsantas, A. (2012). Bilingual students’ ideas and conceptual change about slow geomorphological changes caused by water. Journal of Geoscience Education, 60(1), 54-67.

Martinez, P., Peters, E. E., Bannan, B., & Baek, J. (2011). Learning to observe in a geomorphological context. Science Activities 48(1), 13-22.

Bannan, B., Peters, E., & Martinez, P. (2010). Mobile, inquiry-based learning and geological observation: An exploratory study. International Journal of Mobile and Blended Learning, 2(3), 13-29.



Refereed Chapter publications

Martínez-Álvarez, P., & Ghiso, M. P. (2014). Multilingual, multimodal compositions in technology-mediated hybrid spaces. In R. S. Anderson & C. Mims, (Eds.). Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings: Student Perception and Experience (pp. 193-218). Hershey, PA: IGI Global.

Torres-Guzmán, M. E., & Martínez-Álvarez, P. (2014). NNS imagining a future self as teachers in bilingual education. In J. dD. Martínez Agudo, (Ed.). English as a Foreign Language: Teacher Education. The Netherlands: Editions Rodopi.

Ghiso, M. P., Martínez-Álvarez, P., & Dernikos, B. P. (2013). Writing from and with community knowledge: First-grade emergent bilinguals’ engagements with technology-integrated curricula. In K. E. Pytash & R. E. Ferdig, (Eds.). Exploring Technology in Writing and Writing Instruction (pp. 169-185). IGI Global.

Martínez-Álvarez, P., & Torres-Guzmán, M. E. (2012). Bilingual teacher education students’ struggle with interculturality. In J. dD. Martínez Agudo, (Ed.). Teaching and Learning English through Bilingual Education (pp. 213). United Kingdom: Cambridge Scholars Publishing.

Other Publications and Curriculum Development
Howard, E. R., Dressler, C., & Martínez-Álvarez, P. (2012). Words in Motion (monolingual English version). Washington, DC: Center for Applied Linguistics.
Howard, E. R., Dressler, C., & Martínez-Álvarez, P. (2012). Words in Motion (cross-linguistic version). Washington, DC: Center for Applied Linguistics.
Howard, E. R., Dressler, C., & Martínez-Álvarez, P. (2012). Words in Motion (bilingual version). Washington, DC: Center for Applied Linguistics.
Martínez, P. (2010). Real Story: Should interventions be provided in immersion students’ first language, second language, or in both? In T. W. Fortune & M. R. Menke, Struggling learners & language immersion education (pp.77-79). Minneapolis, MN: CARLA Publication Series.
Martínez, P. (2004). Dificultades de aprendizaje y niveles avanzados de pensamiento en la clase de immersión. Enlaces (Arlington, VA), I.
Martínez, P. & Perdomo, M. (2002). How do we help special education students acquire grade appropriate Math skills? Working Papers: Reports of Teacher Research and Professional Development Plans from Arlington County Public Schools (III).
Martínez, P. & Perdomo, M. (2001). What are the strategies that help special education students solve math problems that require the use of higher order thinking? Working Papers: Reports of Teacher Research and Professional Development Plans from Arlington County Public Schools (II).
Martínez, P. & Perdomo, M. (2000). Targeting diverse learning styles to improve higher order thinking skills. Newscheck Arlington Public Schools, 2(4).

Book Reviews
Martínez-Álvarez, P. (Accepted). Book Review: English language learners: Differentiating between language acquisition and learning disabilities, by Janette Klingner and Amy Eppolito. Journal of Multilingual Education Research.

Manuscripts Under Review

Martínez-Álvarez, P. (Under Review). Language multiplicity and dynamism: Emergent bilinguals taking ownership of language use in a hybrid curricular space. International Multilingual Research Journal.

Martínez-Álvarez, P., Pantin, L. E., & Kajamaa, A. (Under Review). Creating shared access: Bilingual teachers and children using technology to multimodally negotiate understandings in science and language. Multiple Voices for Ethnically Diverse Exceptional Learners.

Martínez-Álvarez, P. (Under Review). Multigenerational place-based inquiry: Leveraging young bilinguals’ science knowledge and epistemologies. Teachers College Review.

Martínez-Álvarez, P., Cuevas, I., & Torres-Guzmán, M.E. (In Preparation). Preparing Bilingual Teachers: Mediating Belonging with Multimodal Explorations in Language, Identity, and Culture. Journal of Teacher Education.

Presentations

Invited Presentations and Workshops

November 2015 Supporting Bilingual Children: Classroom Practice and Research. QUIERE Seminar Series. Invited Speaker. Teachers College, New York, NY.

June 2015 Conference on Teacher Education. Invited Conference Presenter. Kiel University, Germany. Preparing teachers to work with bilingual children perceived as having disabilities.

April 2015 Transitional Bilingual Programs. Office of English Language Learners in NYCDOE. Key note presenter for Teachers and Network Personnel. New York City, NY.

March 2015 Bilingual Learning Advantages. Invited Speaker. International Conference for School Leaders. Chiclayo, Perú.

March 2015 Pedagogy of Social Imagination in Language Learning/Teaching: A Collaborative Project on Expansive Teaching and Learning. International Seminar for Language Teachers. Chiclayo, Perú.

November 2013 The Pedagogy of Social Imagination in Language Learning (PSILLT). Invited co-presenter for the 2014 NCTE Presidential Session. Boston, MA.

November 2013 The Pedagogy of Social Imagination in Language Learning (PSILLT) Symposium. Presenter. Teachers College, Columbia University. New York, NY.

October 2013 Bilingual Special Education: An Interdisciplinary Exploration. Guest speaker and research organizer as part of a faculty development project. Southern Connecticut State University. New Haven, CT.
May 2013 Design-based Research in CALL. The Computer Assisted Language Instruction Consortium (CALICO) Conference. Invited as presenter in a panel to introduce the 2013 volume of the CALICO Monographs Series. University of Hawai’i. Honolulu, HI. Unable to Attend.
April 2013 Bilingual Special Education Roundtable Conversation: NYS/NYC Regional Bilingual Education Resource Network. Invited panelist on Building on Bilingualism: Teaching ELLs with Disabilities. New York, NY.
April 2012 Methodological Developments of Teaching of Spanish as a Second Language. Department of Latina American and Iberian Cultures of Columbia University and the Spanish and Latin American Cultures of Barnard College. Key Speaker, Content & Language Integrated Learning (CLIL). New York City, NY

November 2011 Exploring Cultural Competence. Teachers College Chinese Students and Scholars Association (TCCSSA). Invited presenter in panel, Cultural Differences of International Students. New York City, NY.

June 2011 Literacy Strategies for ELLs & the Common Core Standards. Division of Students with Disabilities & ELLs in NYCDOE. Invited presenter, Needs of ELLs in Special Education. New York City, NY.

March 2011 Bilingual Learners & Disabilities. Division of Students with Disabilities & ELLs in NYCDOE. Key presenter for Administrators and Teacher Trainers. New York City, NY.

February 2011 Bi- and Multilingualism in Young Children: Supporting Families, Cultivating Linguistic Diversity. The Rita Gold Early Childhood Center, Teachers College, Columbia University. Invited speaker in round table, Supporting Young Children’s Bilingualism. New York City, NY.

January 2010 La Tecnología en la Educación (Technology in Education.) Universidad de Ciencias Aplicadas. Key Conference Speaker and Workshop Organizer, Congreso Nacional de Educadores. Lima, Peru.

February 2007 Language Series: Differentiated Instruction for Language and Concept Development. Bank Street College of Education. Key Speaker, The 2007 Language Series. New York City, NY.

August 2005 Acercándonos al Aprendizaje por Indagación (Getting Closer at Learning Through Inquiry.) Universidad de Ciencias Aplicadas. Key Conference Speaker and Workshop Organizer, Congreso Nacional de Educadores. Lima, Peru.

April 2001 Strategies To Develop Higher Order Thinking Skills When Solving Math Word Problems. Invited Speker, Research on Practice. Seattle, WA.

April 2000 Learning Styles and Language Acquisition. Invited Speaker, Research on Practice. New Orleans, LO.



Research Presentations

Martínez-Álvarez, P. (2016). Reimagining the knowledges and epistemologies of bilingual children’s categorized as having learning difficulties. Submitted for the Society for Disability Studies 29th Annual Meeting. Phoenix, AZ.

Martínez-Álvarez, P, Saez, N., & Ghiso, M. P. (2016). Mediating Hybrid Spaces in the Bilingual Science Class by Learning to Cultivate Children’s Metaphors. Submitted for the 2016 American Educational Research Association Conference (AERA). Teaching and teacher education division. Washington D.C.

Ghiso, M. P., & Martínez-Álvarez, P. (2016). Latina/o children and families’ cross-cultural repertoires: Learning from/with each other through multilingual, multimodal texts. Submitted for the 2016 AERA. Bilingual SIG. Washington D.C.

Martínez-Álvarez, P, & Ghiso, M. P. (2016). Bilingual immigrant children learning in monolingual contexts: An afterschool program cultivating transnational knowledges and identities. Submitted for the 2016 AERA. Bilingual SIG. Washington D.C.
Martínez-Álvarez, P., & Chiang, H. (2016). Preparing Bilingual Special Education Teachers: A Pilot Study. Presenter for the Council for Exceptional Children (2016). Convention and Expo to be held in St. Louis, Mo.
Ghiso, M. P., & Martínez-Álvarez, P. (2015). Cultivating transnational imaginaries: Latina/o children and families’ multimodal explorations of (in)justice and social change. Presenter for a symposium at the Literacy Research Association Conference (LRA) Conference. Carlsbad, CA.
Martínez-Álvarez, P., Waring, H. Z., & Ghiso, M. P. (2015). Expanding Science: Identity and Agenticity in a Hybrid Science/Language Multimodal Curriculum. Presenter for the 2015 International Pragmatics Conference. Antwerp, Belgium.

Martínez-Álvarez, P. (2015). Expanding What Counts as Science with Bilingual Children Perceived as Having Disabilities. Presenter for the 2015 AERA, Bilingual SIG. Chicago, IL.


Hubard, O., Ghiso, M. P., & Martínez-Álvarez, P. (2015). : Children’s Multimodal Creations as Mediators for Expanding What Counts as Knowledge through an Interdisciplinary Curriculum Partnership. Presenter for the 2015 AERA, Cultural Historical Activity Theory (CHAT) SIG. Chicago, IL.
López-Velázquez, A. M., & Martínez-Álvarez, P. (2015). Boundary Crossing in Higher Education: Exploring Possibilities for Bilingual Special Education Preparation Program. Presenter for the 2015 AERA, CHAT SIG. Chicago, IL.

Ghiso, M. P., & Martínez-Álvarez, P. (2014). E/merging Theory and Practice in Literacy Research Partnerships: An Inquiry into our Experiences. Presenter for the LRA. Marco Island, FL.

Martínez-Álvarez, P. (2014). Place-based Learning Without Boundaries: Bilingual Children’s funds of Knowledge in Geoscience. Presenter for the Geological Society of America Annual Meeting. Vancouver, British Columbia (Canada).
Martínez-Álvarez, P., Torres-Guzmán, M. E., & Ruíz-Fajardo, G. (2014). Pedagogy of Social Imagination in Language Learning/Teaching: Expansive Learning/Teaching. Presenter for the 2014 International Society for Cultural and Activity Research (ISCAR). Sidney, Australia.
Martínez-Álvarez, P. (2014). Expansive Learning Opportunities with Bilingual Children with Learning Disabilities. Presenter for the 30th European Group for Organizational Studies (EGOS) Colloquium. Sub-theme 61: Activity Theory and Organizations. Rotterdam, The Netherlands.
Martínez-Álvarez, P., Cuevas, I., & Torres-Guzmán, M. E. (2014). Art & Multimodality in Bilingual Teacher Candidates’ Expressions of Interculturality. Presenter for the 34th Ethnography in Education Research Forum. University of Pennsylvania Philadelphia, PA.
Ghiso, M.P., Hubard, O., Martínez-Álvarez, P., Martínez-Roldán, C., Torres-Guzmán, M. (2014). Pedagogy of Social Imagination in Language Learning and Teaching (PSILLT): Arts, Multimodality, and Pedagogies of the Possible. Presenter for the 34th Ethnography in Education Research Forum. University of Pennsylvania Philadelphia, PA.
Martínez-Álvarez, P., & Ghiso, M. P. (2014). In languaging and communities: Emergent bilinguals’ expansive learning in a hybrid space. Presenter for the 2014 American Educational Research Association Conference (AERA), Language and Social Processes SIG.
Martínez-Álvarez, P., & Ghiso, M. P. (2014). Emergent bilinguals’ discussions about translanguaging in a technology-mediated hybrid space. Presenter for the 2014 National Association for Bilingual Education Conference (NABE). San Diego, CA.
Ghiso, M. P., Martínez-Álvarez, P. (2013). Documenting communities: Opportunities for critical stances with first grade Latino emergent bilinguals. Presenter for a symposium at the LRA Conference. Dallas, TX.

Ghiso, M. P., Kristine Mraz, & Martínez-Álvarez, P. (2013). Writing Workshop Is for All Students: Using Visuals, Oral Language, and Digital Tools to Maximize Success and Independence for English Language Learners. Presenter for the 2013 National Council of Teachers of English (NCTE). Boston, MA.


Ghiso, M. P., & Martínez-Álvarez, P. (April 2013). Learning in the Laundromat: First grade emergent bilinguals document their families and communities through photography. Presenter for the 2013 AERA, Language and Social Processes SIG. San Francisco, CA.
Martínez-Álvarez, P., Ghiso, M. P. (April 2013). Language multiplicity and dynamism: Latino emergent bilinguals taking ownership of language use in a hybrid curricular space. Presenter for the 2013 AERA Conference, Bilingual SIG. San Francisco, CA.
Martínez-Álvarez, P., Cuevas, I., & Torres-Guzmán, M. E. (March 2013). Bilingual teacher candidates’ interculturality in a multimodal hybrid exploration: Implementations for teacher education programs and for the multicultural classrooms. Presenter for the 2013 New York State Association for Bilingual Education (NYSABE) Conference. New York, NY.
Ghiso, M. P., Martínez-Álvarez, P., & Dernikos, B. P. (February 2013). Pictures as counter-narratives: First grade emergent bilinguals explore community resources through writing and technology. Presenter for the 34th Ethnography in Education Research Forum. University of Pennsylvania Philadelphia, PA.
Martínez-Álvarez, P., Ghiso, M. P. (February 2013). Emergent bilinguals’ linguistic ownership in culturally engaged, technology enhanced curricula. Presenter at NABE. Orlando, FL.
Ghiso, M. P., Martínez-Álvarez, P., & Dernikos, B. P. ( November 2012). Talking Multimodality: How children, youth, and teachers talk about multimodal literacies. Presenter at the LRA Conference. San Diego, CA.
Martínez-Álvarez, P., Wilder, C., & Keene, S. (February 2012). An Exploration of Teachers’ Concept of Culture and Dispositions with Comic Life Software and Follow-up Practitioner Research Experiences. Accepted as presenter 33rd Ethnography in Education Research Forum. University of Pennsylvania Philadelphia, PA.
Martínez-Álvarez, P. (February 2012). Exploring Teacher Candidates’ Concept of Culture and Dispositions with Comic Life Software. Accepted as a presenter at NABE. Dallas, TX.
Martínez-Álvarez, P. (February 2011). Fourth Grade Dual Language Learners’ Use of Cognitive Strategies to Comprehend Science Texts. Presenter at NABE. Orleans, LO.
Bannan, B., & Martínez-Álvarez, P. (March 2010). Using Mobile Technologies in Science with Smart Kids who Learn Differently. Co-Presenter at the National Conference Diamonds in the Rough Smart Kids Who Learn Differently. Rockville, MD.
Martínez, P., Bannan-Ritland, B., Kitsantas, A., & Baek, J. Y. (2008). The impact of an integrated science reading intervention on elementary children’s misconceptions regarding slow geomorphological changes caused by water. Presenter at the annual meeting of the National Association for Research in Science Teaching, Baltimore, MD.

Martínez, P., Behrmann, M., Bannan-Ritland, B., & Baek, J. Y. (April 2007). Implementing a Technology System Combining Inquiry-based Science and Reading Comprehension Strategies to Help Bilingual ELLs Improve Their Understanding of Scientific Text. Presenter at NARST Annual Conference 2007. New Orleans, LO.

Baek, J. Y., Xia, Q., Martínez, P., Peters, E. E., Bannan-Ritland, B., & Hjalmarson, M. A. (2007, April). Design research on the means of support for teaching and learning geological observation. Paper presented at the annual meeting of the National Association for Research in Science Teaching, New Orleans, LA.

Bannan-Ritland, B., Baek, J. Y., Peters, E., & Martínez, P. (April 2006). Teachers as Design-based Research: Designing a Technology System Inquiry-based Science and Reading Comprehension Strategies. Co-Presenter at the 2006 AERA Meeting. San Francisco, CA.

Peters, E. E., Bannan-Ritland, B., Baek, J. Y., Martínez, P., Qutub, J., & Xia, Q. (April 2006). Design-based research as professional development: Case study of a reading teacher in a science inquiry project. Poster presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco, CA.

Martínez-Álvarez, P., & Perdomo, M. (January 2005). Inquiry in Mathematics: Getting Closer Through Word Problem Solving. Presenter at NABE. San Antonio, TX.

Martínez-Álvarez, P., & Perdomo, M. (March 2002). Strategies Which Help Special Education and “At-Risk” Students Acquire Higher Order Thinking Skills in Mathematics. Presenter at NABE. Philadelphia, PA.

Invited Interviews

Interview with Christine Kiernan on CCTV News - When East Meets West: The Benefits of a Bilingual Education. Aired 2012.



Teaching

University Courses Taught

  • Bilingualism and Second Language Research. George Mason University

  • Foundations of Bilingual Education. Teachers College, Columbia University

  • Bilingualism and Disabilities. Teachers College, Columbia University

  • Teaching Literacy in Bilingual Settings. Teachers College, Columbia University

  • Cross-cultural Communication & Classroom Ecology. Teachers College, Columbia University

  • Science, Bilingualism, and Technology. Teachers College, Columbia University

  • Foundations of Bilingual Special Education. Teachers College, Columbia University


Service
Refereed Journal Editorials

Member of the Editorial Review Board of the Journal of Science Teacher Education (JSTE) - Since January, 2013



Reviewer Research Journals & Conference Proposals

  • Reviewer for Urban Education Journal (since 2015)

  • Reviewer for Teachers College Record (since 2015)

  • Reviewer for Science Education (since 2015)

  • AERA (American Educational Research Association). 2014-2015 Conference Proposal Reviewer for Disability Studies in Education Special Interest Group

  • AERA (American Educational Research Association). 2014 Conference Proposal Reviewer for Bilingual Education Research Special Interest Group

  • Reviewer for Science Activities (since 2013)

  • Reviewer for the Journal of Geoscience Education (since 2013)

  • Reviewer for the Journal of Literacy Research (since 2012)

  • NARST (National Association Research Science Teaching). 2012 International Conference

Proposal Reviewer for Strand 11: Cultural, Social, and Gender Issues

Proposal Reviewer for Strand 3: Science Teaching-Primary School (Grades preK-6)



Proposal Reviewer for Strand 12: Educational Technology

  • Reviewer Bilingual Research Journal (since 2011)

  • Reviewer Contemporary Issues in Early Childhood.

Special Issue: Early Literacy in Contested Spaces (2012)

  • Reviewer for the Universal Journal of Education and General Studies (since 2011)

Department and Program Service

  • Coordinator for the Program in Bilingual/Bicultural Education, 2012-2015

  • Committee for Doctoral Fellowship Determination, A&H Department, 2014

  • English Education Search Committee, A&H Department, 2014-2015

  • Co-organizer of the AL/TESOL and BBE symposium for master students, 2014-2015

  • AL/TESOL Search Committee, A&H Department, 2015-2016

  • Discussant for the A&H in the City: Ailey Arts in Education Alum Event, December 10

University Service

  • Institutional Review Board Committee, Teachers College, 2014-2015

  • Co-organizer of the Parents of Bilingual Learners’ Educational Conference (Department of A&H with the NYC DOE), 2015

  • Member of the Advisory Board for QUIERE project with the Early Childhood Program within the Department of Curriculum and Teaching, Since 2014

Dissertation Committee Member

  • Creider, Sarah (in progress) – Encouraging student participation in a dual language kindergarten class: A multi-modal, conversation analytic study. Second Member of the Dissertation Committee

  • Olivares-Orellana, Estrella (in progress) – Labeled as insufficiently educated: Testimonios from students classified as SIFE. Second Member of the Dissertation Committee

  • Cole, Debra (in progress) – Deafness and Bilingualism. Third Member of the Dissertation Committee

  • Diaz, George (2015) – Attitudes and Perceptions of Latino Students Toward High School Physical Education. Fourth Dissertation Reader

  • Wang, I-Ching (2014) - ESL learners’ avoidance behaviors in speaking English. Second Member of the Dissertation Committee

  • Hsu, Ya-Ning (2011) - Informational Books Shared Reading at Home and Heritage Language Maintenance. Second Member of the Dissertation Committee and Specialization Exam

  • Hung, Kuo-Hsun (2011) - The Design and Development of an Education-designed Massively Multiplayer Online Role-playing Game (EDD MMORPG) for Young Taiwanese Mandarin-speaking Learners Learning English Vocabulary Words. Fourth reader

  • Lin, Yue (2011) - L2 Attitudes and Motivation. Specialization Exam

Independent Studies

  • SooJin Yeon (Fall 2015) – Bilingual Science and Literacy

  • Giorgia Magni (Fall 2013) – Mexican Indigenous Migrants in New York: Linguistic, Identity and Cultural Implications for Indigenous Migrant Children’s Socialization

  • Raina Sim (Spring 2011) – The Returnees in the South Korean School System

Membership of Professional Societies

Current member of the following professional societies,



  • Council for Exceptional Children (CEC)

  • European Group for Organizational Studies (EGOS)

  • International Association for Geoscience Diversity (IAGD)

  • Science Education for Students with Disabilities (SESD)

  • Society for Disability Studies (SDS)

  • National Council of Teachers of English (NCTE)

  • National Science Teachers Association (NSTA)

  • National Association of Geoscience Teachers (NAGT)

  • National Association for Research in Science Teaching (NARST)

  • American Educational Research Association (AERA)

Division G: Social Context of Education

Division K: Teacher Education

SIG: Bilingual Education Research Special Interest Group


  • New York State TESOL

SIG: TESOL and Bilingual

TESOL and Special Education



  • National Association for Bilingual Education (NABE, life-long membership)

  • The Geological Society of America (GSA)










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