our faculty
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Curriculum & Instruction Educational Policy Studies Educational Psychology Special Education
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Karen M. Sakash, Clinical Professor Emerita [learn more] [contact] Dr. Sakash's research and teaching interests are: professional development and certification of bilingual teachers, collaboration of teachers across programs to serve English Language Learners, evaluation of bilingual teacher education programs, and English language proficiency assessment and instruction of ELL children in K-12 schools. |
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Christine L. Salisbury, Professor [learn more] [contact] Dr. Salisbury engages in policy-based, program improvement and reform research. She is involved in the development of model early intervention programs in Chicago, and in elementary school reforms designed to promote the inclusion of students with disabilities in general education classrooms. She is particularly interested in low-incidence populations and systemic responses to their educational support needs. |
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William H. Schubert, Professor [learn more] [contact] My scholarly and pedagogical interests include curriculum studies -- specifically, curriculum theory, history, development, design, critique, reconstruction, and study of consequences of the same. Most fundamentally, the central curriculum question is: What is worthwhile and why? How can I inquiry about it, pursue and acquire it -- where, when, and who benefits from it and who does not? More specifically I am interested in what is worth knowing, needing, doing, being, becoming, overcoming, sharing, and contributing. This obviously pertains to what is worth teaching, learning, and testing, and engages images of what a good life and just world entail. To understand more about curriculum is much broader than schooling, however. It involves all dimensions of life that shape identities, influence perspectives, and evoke actions. Thus, curriculum studies, must be interdisciplinary and draw insights from the arts, humanities, social studies, philosophy, history, sciences, professions, and interpersonal exchange of ideas and ways of life. Whatever inhibits or restrains this pursuit of self-education in social context must be exposed and opposed through a full range of forms of inquiry, modes of expression, and activist practices that responsibly attend to consequences. All persons should be encouraged and enabled to participate fully in such endeavors. |
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Cynthia Shanahan, Professor & Executive Director, Council on Teacher Education [learn more] [contact] Dr. Shanahan is the director of the UIC Council on Teacher Education. Her research is in content-area literacy, conceptual change, and the reading of multiple texts. |
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Timothy Shanahan, Professor [learn more] [contact] Timothy Shanahan's research and teaching focus on how to improve schoolwide reading achievement particularly in urban schools, the relationships of reading and writing (that is how learning one helps students to learn the other), family literacy, and reading assessment. He teaches courses in fostering school reading improvement and synthesizing literacy research. He has a blog site: www.shanahanonliteracy.com |
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Everett V. Smith, Associate Professor [learn more] [contact] My specialization is in psychometrics, specifically Rasch measurement. Research interests and expertise include test and rating scale design and analysis for the measurement of latent constructs, testing model robustness, and, in general, applications of fundamental measurement to problems found in licensure and certification testing and the social, behavioral, health, rehabilitation, and medical sciences. These applications include studies of dimensionality, DIF, cross-cultural equivalence, equating, item banking, and standard setting. |
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Mark A. Smylie, Professor [learn more] [contact] School organization, leadership, and change. Urban school improvement. Teacher leadership, learning, and professional development. |
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David Omtoso Stovall, Associate Professor [learn more] [contact] Dr. Stovall studies the influence of race in urban education, community development, and housing. His work investigates the significance of race in the quality of schools located in communities that are changing both racially and economically. From a practical and theoretical perspective, his research draws from Critical Race Theory, educational policy analysis, sociology, urban planning, political science, community organizing, and youth culture. |
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Ben Superfine, Assistant Professor [learn more] [contact] Ben Superfine is an Assistant Professor in the College of Education at the University of Illinois at Chicago. Superfine received his J.D. and Ph.D. in Education Foundations and Policy from the University of Michigan. Before joining UIC, Superfine practiced law at Dow Lohnes PLLC. Superfine's research interests have focused on the intersection of education law and policy, school finance reform law and policy, standards-based reform and accountability policies, and the role of science in the educational policy process. His research is interdisciplinary and addresses educational issues through the lenses of law, history, and social science. Superfine's work has been published in various educational and legal journals, including the American Journal of Education, Cardozo Law Review, Educational Policy, and Teachers College Record. Superfine's book, The Courts and Standards-based Reform, was published by Oxford University Press. Superfine has taught various courses at UIC, including Educational Policy: Formation, Implementation, Outcomes; Standards-based Reform, Accountability, and Opportunities to Learn; Foundations of Educational Policy, and Current Issues in Educational Policy. |