Master of Education

Secondary Education

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Henrietta Kralovec, Ed.D.

Dr. Etta Kralovec

Dr. Kralovec is the Director of the award winning Transition to Teaching Program. Dr. Etta Kralovec is Associate Professor of Education and Director of Graduate Teacher Education at the University of Arizona South. She holds a doctorate in philosophy from Teachers College, Columbia University. She was awarded a Fulbright Fellowship in 1996 to establish a teacher education program at Africa University in Zimbabwe. Her books include: The End of Homework; Schools that Do Too Much and Identity in Metamorphosis. In 2010 Etta served as Principal of Los Angeles Leadership Academy. Recently, Etta received a 2 million dollar federal grant to prepare science, technology, engineering and math (STEM) teachers for Title One schools in Arizona border communities.

She was recently honoured with The University of Arizona Distinguished Outreach Professor Award for 2015. Under her leadership, the program was also the recipient of the UA Peter Likins Inclusive Excellence Award in 2015.

Rick Orozco, Ph.D.

Dr. Rick Orozco

Dr. Richard Orozco, Assistant Professor Teacher Education, University of Arizona South, joined UA South in 2013, after 3 years in the College of Education at Oregon State University. Dr. Orozco received his Ph.D. from the University of Arizona in Language, Reading, and Culture. While pursuing his doctorate, he taught classes for the UA's Mexican American Studies and Research Center. In addition, he taught Social Studies at Sunnyside High School in Tucson for 15 years. His research interests include the schooling experiences of non-dominant people and discourses that mediate this experience. He recently completed research and published work that investigates the effects of state legislation on the stress and schooling engagement of Mexican American students.

Curtis Acosta, Ph.D.

Dr. Curtis Acosta

Dr. Curtis Acosta was a high school teacher for nearly 20 years in Tucson, where he developed and taught Chican@/Latin@ Literature classes for the renowned Mexican American Studies program in the Tucson Unified School District. His work was featured in the documentary Precious Knowledge, and his teaching also received profiles on The Daily Show with John Stewart, CNN, PBS, The New York Times, and The Los Angeles Times amongst many other media outlets. He has been fortunate to have articles published in The English Journal, Voices in Urban Education, Multicultural Perspectives and the books Educational Courage: Resisting the Ambush of Public Education and Rethinking Sexism, Gender, and Sexuality.

Dr. Acosta's current passion is assisting educators in the application of community and culturally sustaining pedagogy, in combination with humanizing teaching practices, in order for youth of color, and all students, to reach their academic potential.

Dr. Acosta received his Bachelor’s of Arts degree from Willamette University in Salem, Oregon, and later obtained a Master’s of Arts degree and Ph.D. in Language, Reading, and Culture from the University of Arizona in Tucson.

René Corrales, Ph.D.

Dr. René Corrales

Dr. René Corrales earned his scientiae baccalaureus (SB) degree in chemistry from Massachusetts Institute of Technology, and both his masters of science (MS) in chemistry and his doctorate of philosophy (PhD) in chemical physics from the University of California, San Diego. He was also a National Science Foundation (NSF) Research Fellow at the University of Texas at Austin. Recently, he earned his masters of education (MEd) degree from the University of Arizona South in Secondary Education where he received the Outstanding Graduate Student in Secondary Education Award. Dr. Corrales had had a distinguished career at Pacific Northwest National Laboratory as a chief research scientist and as a faculty member in the Departments of Chemistry and Biochemistry, and Materials Science and Engineering at the University of Arizona where he received the Outstanding Faculty Award by the Honors College for Excellence in Teaching. His current work focuses on tackling the immediate problem of improving STEM instruction in K-12 education. Currently, he is the science instructor at STAR Academic Center where he develops and employs inquiry-based learning of physics, chemistry and biology to inspire curiosity in young minds. He is also an adjunct-instructor for the University of Arizona South, developing pedagogical content knowledge among STEM teacher education graduate students.

The National Science Foundation (NSF) is an independent federal agency that supports fundamental research and education across all fields of science and engineering. In fiscal year (FY) 2016, its budget is $7.5 billion. NSF funds reach all 50 states through grants to nearly 2,000 colleges, universities and other institutions. Each year, NSF receives more than 48,000 competitive proposals for funding and makes about 12,000 new funding awards. This material is based upon work supported by the National Science Foundation under Grant # 1557396. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors(s) and not necessarily reflect the views of the National Science Foundation.