Jose Eos Trinidad is an Assistant Professor at the University of California Berkeley. He is a sociologist focused on the study of organizations outside schools and the study of schools as organizations. He received his Joint PhD in Sociology and Comparative Human Development from the University of Chicago.
Research Bringing together the sociologies of organizations and education, his research interrogates education policy, civil society, and institutional change. He is author of...
Patricia Baquedano-López is Professor of Education at the Berkeley School of Education. Trained as a linguistic anthropologist and as an applied linguist at UCLA, she is a scholar with a long-standing interest in the language practices and education of racialized and minoritized students in schools. She draws from decolonial and Indigenous thought in her recent projects on transnational Indigenous sovereignty and education in the Maya diaspora Yucatan-California. She is a member of the Decolonial Knowledges and Pluriversal University working group at the Latinx Research Center at UC...
Dr. Pardos is an Associate Professor of Education at UC Berkeley studying adaptive learning and AI. His current research focuses on knowledge representation and recommender systems approaches to increasing upward mobility in postsecondary education using behavioral and semantic data.
He earned his PhD in Computer Science at Worcester Polytechnic Institute with a dissertation on computational models of cognitive mastery. Funded by a National Science Foundation Fellowship (GK-12), he spent extensive time with K-12 educators and students working to integrate educational technology into...
Shantay Alvarez is a first-year doctoral student in the Social Research Methodologies cluster at the Berkeley School of Education. Her research focuses on psychometrics, structural equation modeling, and longitudinal approaches to educational assessment and measurement. She is particularly interested in how measurement bias influences testing outcomes and how latent variable modeling, including Item Response Theory (IRT) and hierarchical modeling techniques can improve the validity, reliability, and fairness of educational instruments.
Ruiwei Cao is a scholar in educational measurement and quantitative research methods whose work focuses on improving the reliability, validity, and fairness of assessments. She has conducted research across multiple contexts, including language assessment, game-based learning analytics, and large-scale national testing.
At UCLA’s National Center for Research on Evaluation, Standards, and Student Testing (CRESST), Ruiwei examined how children’s gaming behaviors can serve as process-based indicators of problem-solving skills. She also worked at Beijing Normal University on large-scale...
Qing Cai is a doctoral student in the Social Research Methodology cluster at Berkeley School of Education. As a passionate psychomatrician-in-training and reading advocate, her work focuses on biliteracy, measurement and assessment of reading.
Qing’s research explores the challenges in reading development, with a particular emphasis on phonemic awareness and decoding skills. She employs a diverse set of analytical approaches--including Item Response Theory (IRT), Generalized Linear Mixed Models (GLMM), Bayesian Knowledge Tracing (BKT), machine learning techniques and generative AI--...
Sarah Warshauer Freedman specializes in the development of written language, and the teaching and learning of writing, English, and history in educational settings. Her research focuses on US schools but also incoroporates cross-national comparisons to provide a broad understanding of educational practices and their effects. Professor Freedman is a strong advocate for bridging research and practice, often collaborating with teachers and practitioner-researchers in her studies.
A significant dimension of Professor Freedman's work explores societal divisions, conflict, and inequality...
I am a learning scientist whose work explores computational literacy, with special focus on how young people learn about scientific computing, its power, and its limitations. Most recently, I have explored how two varieties of scientific computing in particular, visual data analysis tools and agent-based simulation, can be responsibly introduced as epistemic tools within the precollegiate curriculum. Because my research focuses on the ways in which these tools allow youth to explore large-scale systems with significant social impacts (e.g. climate, health patterns, nutrition, pollution), I...
Marcia C. Linn is Evelyn Lois Corey Professor of Instructional Science, specializing in science and technology in the School of Education, University of California, Berkeley. She is a member of the National Academy of Education and a Fellow of the American Association for the Advancement of Science (AAAS), the American Psychological Association, the Association for Psychological Science, and the International Society of the Learning Sciences (ISLS). She has served as...
Michelle D. Young, Ph.D., is the Dean of the Berkeley School of Education. Throughout her career, she has developed and sustained a reputation as an innovative, civic-minded, ethical leader with a strong commitment to diversity and social justice. Young has served in a variety of leadership positions in higher education, the nonprofit sector and for the US government, including almost 20 years as executive director of the University Council for Educational Administration (UCEA), an international consortium of more than 100 research institutions with master’s and doctoral level programs in...
