Karen Cadiero-Kaplan, Ph.D.

Karen Cadiero-Kaplan, Ph.D.
  • Professor Emeritus
  • Dual Language and English Learner Education

Contact

Dr. Karen Cadiero-Kaplan is a Professor Emeritus at San Diego State University and past Chair of the Dual Language and English Learner Education Department. She also served as faculty in the Joint PhD program with Claremont Graduate University. Currently she is working as a professional development consultant with non-profit agencies and K-12 educators in the area of critical literacy, social justice and equity.

Dr. Cadiero-Kaplan began her career as a special education teacher and teaching English as a Second Language at the high school and community college levels. She has continued her career as a professor and a provider of pre-service and in-service teacher professional development in English language acquisition for students to teachers and administrators.

From 2012-2014, she was a visiting educator to the California Department of Education where she was the first to lead the English Learner Support Division. Between 2012 and 2014, Dr. Cadiero-Kaplan directed all policy and programs for English Learners and Migrant Education for the state. Her leadership included representing California at a national level by participating and presenting on research and policy in meetings convened by the US Department of Education Title III, Office of English Language Acquisition, and Office of Migrant Education, as well as on subcommittees focused on English Learners with The Council of Chief State School Officers. Under her leadership the 2012 ELD Standards were adopted and she played a significant role in informing areas of assessment and curriculum with Common Core Standards.

Dr. Cadiero-Kaplan has a range of publications concerned with the role of literacy education and language policies that impact curriculum development and teacher’s professional development. Most notable, is her book, The Literacy Curriculum & Bilingual Education: A Critical Examination. In addition to peer reviewed research articles and presentations, she has also published policy briefs as part of her leadership as President (2009-2011) of Californians Together; and from 2006-2007 as President of the California Association of Teachers of English to Speakers of Other Languages (CATESOL).

Dr. Cadiero-Kaplan received her doctorate in Education, with an emphasis on Critical Social Justice and Literacy from Claremont Graduate University/San Diego State University joint Doctoral Program. She earned her Master of Arts degree in Multi-Cultural and Cross-Cultural Education with certification in Special Education and Linguistics from San Diego State University. She received her Bachelors of Arts Degree from the University of San Diego, in Psychology and Elementary Education.

  • State of California Senate Resolution (2015) Author: Marty Block, Senate District 69. Presented by State Superintendent Tom Torlakson, January, 2015: Recognition of Leadership and Service for Leading the first Division for English Learner Support at the California Department of Education.
  • San Diego County Bea Gonzales Leadership in Biliteracy Award. (2007). Celebrating Leadership in Biliteracy, Presented at the 9th Annual Symposium San Diego County Office of Education in recognition for leadership and advocacy for biliteracy in San Diego County, San Diego, CA.
  • Most Influential Faculty Award by San Diego State University, College of Education, 2008, 2007, 2006, and 2003.
  • California Association of Teachers to Speakers of Other Languages (CATESOL) Leadership Award in Recognition of Outstanding Leadership as President of CATESOL 2007 2008. (2007). Presented at the 38th Annual State Conference: Transcending Borders. San Diego, CA.
  • TESOL Affiliate Leader Recognition. (2006-2008).
  • Certificate of Appreciation for Outstanding Service and Leadership presented in 2006, 2007 & 2008 by the executive committee of CATESOL.
  • CA Multiple Subject Teaching Credential/CLAD (1990)

  • CA Specialist Instruction Credential in Special Education (1995)

  •  Ph.D. Education (2001). Claremont /San Diego State University Joint Doctoral Program

  • MA Education (1994). San Diego State University

  • BA Psychology (1989). University of San Diego

  • Principal Investigator: Integrated Bilingual Teacher Preparation Program Planning Grant. January 2017-May, 2018. Total: $249,858. California Commission Teacher Credentialing. The proposed DLE Integrated Bilingual Teacher Preparation (DLE-IBTP) program will be an inclusive program where undergraduate students will have the opportunity to earn a baccalaureate degree in Biliteracy and Educational Studies concurrently with their preliminary MS or SS credential and bilingual authorization in four years. The purpose of this initial planning project will be to create an innovative pathway for students entering either through Southwestern Community College or San Diego State University to obtain either a Multiple Subject or Single Subject credential concurrently with a Bachelor of Arts (BA) degree in Biliteracy and Educational Studies.
  • Principal Investigator: Transforming Education for English Learners through Common Core Standards (Project CORE). September, 2011-July, 2015 (transferred PI to Dr. Cristina Alfaro in January 2012 upon appointment to California Department of Education). Total: $1,844,572. U.S. Department of Education, Office of English Language Acquisition. Project CORE prepares San Diego County university faculty, in-service teachers, and pre-service teachers to provide dual language instruction. Additionally, participants in the program are prepared to provide English Learners an increased educational opportunity through access to 21st century, college- and career-readiness skills put forth by California's state-adopted standards—including the California Common Core State Standards, the Common Core en Español, and the 2012 California English Language
    Development Standards. Responding to the growth of Dual Language education in San Diego and the city’s high number of multilingual learners, Project CORE is committed to providing professional development that enhances participants’ knowledge base in biliteracy and bicultural development and builds their capacity to design standards-aligned instruction for Dual Language and English-Only classrooms.
  • Co-Principal Investigator: Professional Development for Pre-service Bilingual Special Education Teachers of English Learners: Acquisition of Language Skills and Academic Literacy (ALAS). July 2007-August, 2012. Co- Principal Investigator: Dr. Alberto Ochoa. Total: $1,860,300 U.S. Department of Education, Office of English Language Acquisition.The overall goal of the ALAS project is to address the need for qualified bilingual (English-Spanish) special education teachers in California who are trained to teach K-8 English language learners (ELLs) with special needs. This dual credential teacher preparation program is designed for Bilingual individuals proficient in Spanish and English seeking a Bilingual Credential and who are interested in obtaining an additional credential as an Education Specialist in Mild/ Moderate disabilities. This is an intensive two-year credential program for highly committed individuals interested in meeting the specific needs of English language learners in California. The work started under ALAS has continued (2013-present) under a new project Adelante: The Way Forward, where I currently serve as a Seminar Leader.
  • Principal Investigator: Even Start Family Literacy Program: Project ACCESS, July, 2008- December, 2011. Total $169,050. California Department of Education. The ACCESS Even Start program incorporates all four components of Even Start (Adult Education, Parenting, PCILA and Early Childhood Education) On a weekly basis the program is designed to provide eligible participants with classes five days a week from 8:00 am-12:00 p.m. Twenty hours of adult education, twenty hours of early childhood education (Preschool 3- 5years), and three hours of parenting and parent child interaction (PCILA) activities. Preschool children are the focus age of the Family Access program.
  • Principal Investigator: Even Start Family Literacy Program: Project CBS, November, 2007-June, 2008. Total $113,636. San Diego Unified School District. The CBS Even Start program addresses all four Even Start components (adult education, early childhood education, parenting, and parent-child interaction) and provides flexible scheduling in order to respond to families’ schedules. The San Diego State University/CBS Even Start Family Literacy Program completed its third year of a second cycle. The 2007-08 is the fourth year of a second cycle. The program incorporates two schools, Balboa and Porter housed in the San Diego Unified School District.
  • Principal Investigator: Even Start Family Literacy Program: Project ACCESS, November, 2007-June 2008. Total $109,893. California Department of Education. The ACCESS Even Start program incorporates all four components of Even Start (Adult Education, Parenting, PCILA and Early Childhood Education) On a weekly basis the program is designed to provide eligible participants with classes five days a week from 8:00 am-12:00 p.m. Twenty hours of adult education, twenty hours of early childhood education (Preschool 3-5years), and three hours of parenting and parent child interaction (PCILA) activities. Preschool children are the focus age of the Family Access program. The project serves the Edison and Kimbrough Elementary Schools in the San Diego City School.
  • Principal Investigator: My Dad, My Book and I--Literacy Project, November, 2007-June, 2008. Total $15,000. First Five Commission of San Diego. The Policy Studies Department Family Access Even Start Family Literacy Program proposes to enhance its existing program with an early literacy program aimed at increasing fathers’ involvement in their children’s education, to be known as “My Dad, my Book and I” (“Mi Papa, mi Libro y Yo”). Program partners, contractors and collaborators include San Diego Unified School District (SDUSD), San Diego Council and Literacy, SDUSD Dad’s Club. This project seeks to prepare, involve and educate fathers in the educational and personal support of their preschool children, with the goal of increasing each child’s level of educational and personal success.
  • Principal Investigator: Family Literacy & Coaching Project: Circle Training, November, 2007-June, 2009. Total $25,805.00. California Department of Education/Even Start Office. Grant assists in providing additional technical assistance to local Even Start projects. Specifically, the grant supports technical assistance and professional development to support California Even Start program projects and personnel in the four program components of Adult Education, Early Childhood Education (ECE), Parenting, and Parent Child Interaction. Project Director has agreed to provide coaching support and training to local projects. The grant will support program expenditures in the following areas: 1) Conduct a minimum of six on-site technical assistance visits to local Even Start projects 2) Host a minimum of four local project network meetings 3) Conduct a minimum of three monitoring project reviews for the state 4) Assist with the delivery of four state trainings for Center for Improving the Readiness of Children for Learning and Education (CIRCLE).

  • Co-Principal Investigator: Learning, Equity, Achievement and Reform Network (LEARN), September, 2005- September, 2007. Total $106,380. Long Island University – LEARN PTE Project Agreement. The Learning, Equity, Achievement And Reform Network (LEARN), a PT3 Project, prepares tomorrow's teachers to use technology meaningfully to improve learning and achievement for traditionally underserved K-12 students. Collaborative work and professional development offerings of the LEARN Project focus on the need to prepare teachers to work effectively with diverse, underserved students and families, and to integrate technology into diverse, underserved students and families, and to integrate technology into diversity-responsive education reforms. LEARN proposes to collaborate with the Center for Equity and Biliteracy Education Research (CEBER) at SDSU's Department of Policy Studies as and IHE partner with an interest in technology-enhanced, diversity-responsive teacher preparation and a focus on global learning networks.
  • Co-Principal Investigator: Learning, Equity, Achievement and Reform Network (LEARN), September, 2005- September, 2007. Total $106,380. Long Island University – LEARN PTE Project Agreement. The Learning, Equity, Achievement And Reform Network (LEARN), a PT3 Project, prepares tomorrow's teachers to use technology meaningfully to improve learning and achievement for traditionally underserved K-12 students. Collaborative work and professional development offerings of the LEARN Project focus on the need to prepare teachers to work effectively with diverse, underserved students and families, and to integrate technology into diverse, underserved students and families, and to integrate technology into diversity-responsive education reforms. LEARN proposes to collaborate with the Center for Equity and Biliteracy Education Research (CEBER) at SDSU's Department of Policy Studies as and IHE partner with an interest in technology-enhanced, diversity-responsive teacher preparation and a focus on global learning networks.
  • Principal Investigator: Evaluating Program Outcomes using Electronic Portfolio Software, September-2004-May, 2005. Total $ 1,000. San Diego State University, College of
    Education Inquiry Grant.
  • Principal Investigator for Evaluating Policy and Program Services for English Language Learners in Middle Schools & High Schools, September, 2001-May 2002. Total $3,000. San Diego State University, College of Education Grant-in-Aid for Research.
  • Principal Investigator: The High School Second Language Population and Grossmont College: A First Step Toward Building Bridges, September, 2000-May, 2001. Total $1,500. Grossmont College, Educational Development & Innovation Mini-Grant.
  • Invited Talks, Keynote Addresses & Professional Workshops Based on my scholarship, state and national leadership, collaboration with candidates in SDSU graduate programs, and presentations conducted at professional conferences I have been sought after as presenter, facilitator, and leader for professional learning in schools, districts, community settings and for national and international meetings and conferences.
  • Cadiero-Kaplan, K. (2020). Resilient Teachers: Self Care as a Core Practice: Keynote Address: Tucson Unified School District Back to School Conference: A New Era for Education.
  • Cadiero-Kaplan, K. & Dupre, K. (2020). Unpacking the Resources of the Resilient Educator Website. Professional Development Workshop for Tucson Unified School District Back to School Conference: A New Era for Education.
  • Cadiero-Kaplan, (2019). It’s more than Language: Preparing Teachers Across Borders in Teaching English and Spanish. Invited Lecture, Language Programs at the University of Havana, Havana, Cuba.
  • Cadiero-Kaplan, K.& Benavidez Cumber, R. ((January-April, 2018). Professional Development Series: Community Building &Transforming Managers into Leaders for Education, Equity & Social Justice. Chula Vista Learning Community Charter School, Chula Vista, CA.
  • Cadiero-Kaplan, K. (November, 2016). It’s more than Language: Preparing Teachers Across Borders in Teaching English and Spanish. Keynote Address, III Congreso Internacional Sobre Educación Bilingüe at Alcalá de Henares, Spain.
  • Cadiero-Kaplan, K. & Silva-Diaz, L. (April, 2016). Policy & Processes for the Identification, Placement and Reclassification of English Learners. Workshop for the Center in Excellence in School Counseling and Leadership Conference.
  • Cadiero-Kaplan, K. (April, 2016). English Language Development Standards: An Overview. Keynote Speaker, United Way of Santa Barbara Literacy Roundtable.
  • Cadiero-Kaplan, K. (March, 2016). English Learner Education: Elements for Access & Equity. Keynote Panelist, San Diego County Office of Education, Dual Language and English Learner Institute.
  • Cadiero-Kaplan, K. (October, 2015). Common Core English Language Arts & English Language Development: The WRITE Connections. Keynote Speaker, WRITE Institute Professional Learning Series, San Diego County Office of Education.
  • Cadiero-Kaplan, K. (May, 2015). Developing Language Standards in State and National Contexts: Lessons from California. Invited Speaker to Teachers and Professors at the Escuela Normal de Nezahualcóyotl, Gobierno del Estado de México, México.
  • Cadiero-Kaplan, K. & Spycher, P. (March, 2015). California’s New ELA/ELD Framework for K-12 Public Schools. Invited Presentation for U.S. Department of Education, Office of English Language Acquisition.
  • Cadiero-Kaplan, K. (October, 2010). Keynote Address: Critical Literacy to Multiliteracies: Reflective Practice for English Language & Biliteracy Development in a Global Society. Texas TESOL IV– Houston, TX.
  • Cadiero-Kaplan, K. (March, 2009). Pathways for ESL Teachers: Past, Present & Future. 43rd Annual Teachers of English to Speakers of Other Languages (TESOL) Convention. Denver, CO.
  • Cadiero-Kaplan, K. (July, 2008). Processes for Developing Socio-Political Active Teachers. University of the Redlands 4th Annual Institute on Leadership for Educational Justice. Redlands, CA.
  • Cadiero-Kaplan, K. (March, 2008). Empowering teachers: The process developing of socio-political active teachers. Oxford Round Table of Language Policy for English Language Acquisition and Bilingual Education. Oxford, England.
  • Cadiero-Kaplan, K. (April, 2008). California commission on teacher credentialing for bilingual educators: A critical policy research. American Educational Research Association annual meeting, New York, NY.
  • Cadiero-Kaplan, K., Olivos, E., Berta-Avila, M., Hinchey, P & Mchatton, P. (April, 2008). The struggle and hope for critical researchers and scholars. Invited speaker at the Critical Educators for Social Justice Special Interest Group Graduate Student Fireside Chat at the American Educational Research Association annual conference, New York.
  • Cadiero-Kaplan, K & Brown, K. (March, 2008). Transforming literacy for the 21st century: From grade expectations to great expectations. California Association for Bilingual Education Conference, San Jose, CA.
  • Cadiero-Kaplan, K. & Ochoa, A. (February, 2008). Invited speaker. Bi-literacy & biculturalism: Identifying Oregon’s challenges in light of California’s experiences. University of Oregon Teacher Education Symposium. Eugene, OR.
  • Cadiero-Kaplan, K. (December, 2007). Invited speaker. Literacy curriculum & teaching practices for English learner success. Achieving A+ Summit: Acquisition of English Language Academic Achievement for All. Los Angeles Unified School District, Los Angeles, CA.
  • Cadiero-Kaplan, K. (August, 2007). Developing standards for language teaching: Program considerations. Peru Teachers of English Speakers of Other Languages Convention, Tacna, Peru.
  • Cadiero-Kaplan, K. (February, 2007). Invited workshop presentation. Multiculturalism & social justice: Lessons for middle school students. Memorial Academy Professional Development Workshop, San Diego, CA.
  • Cadiero-Kaplan, K. (February, 2007). Invited workshop presentation. Ideologies of literacy: Informing curriculum & teaching practices for English learners. San Diego County Office of Education 17th Annual English Language Development Institute: Own the Vision: Academic Success for English Learners, San Diego, CA.
  • Cadiero-Kaplan, K. (January, 2007). Invited workshop series leader. Ideologies of literacy: Informing curriculum & teaching practices for English language learners. Clark County School District In- service Professional Development for Support Teachers & Teacher Leaders. North Las Vegas, NV.
  • Cadiero-Kaplan, K. & Jimenez-Castellanos, O. (November, 2006). Bilingual education on the border: Theory to practice. Invited plenary presented at the Idiomas Semana Internacional 2006, Tijuana, Baja California, México.
  • Cadiero-Kaplan, K. (September, 2006). Developing language competence & language pedagogy: standards & program considerations. Invited keynote address at the IV Foro Sistemas de Certificacíon de Conocimientos de la Lengua Inglesa en las Universidades de México in Tijuana, Baja California, México.
  • Cadiero-Kaplan, K. & Brown, K. (November, 2005). Invited Plenary & Workshop Presentation: Integrating Technology for Social Justice. WRITE Institute Professional Development Conference, San Diego County Office of Education. San Diego, CA
  • October, 2005. Cadiero-Kaplan, K. Invited workshop presentation. Developing language & academic literacy with technology. San Diego Regional California Association of Teachers of English to Speakers of Other Languages Conference, San Diego, CA.
  • Cadiero-Kaplan, K. (April, 2005). Invited Speaker at the 15th Annual English Learner Academy: One Size Does Not Fit All: Ensuring Success for All English Learners. San Diego County Office of Education, San Diego, CA.
  • Cadiero-Kaplan, K. (May, 2004). Invited speaker. Dual language: Present and future plans for preparing highly qualified bi-literacy teachers. The 3rd Annual Dual Language Immersion Conference, Salem, OR.
  • Cadiero-Kaplan, K. & Alfaro, C. (February, 2004). Invited panel participant. Two-way teacher certification. The 3rd Annual Dual Language Education Institute “So They May Speak”, San Diego County Office of Education, San Diego CA.
  • Cadiero-Kaplan, K. & Alfaro, C. (September, 2003). Connecting language development to academic learning. Teacher Professional Development Training, Boston & Brockton School Districts, University of Massachusetts, Boston, MA.
  • Professional Conference Academic Presentations
  • Brandon, R., Cadiero-Kaplan, K. & Ochoa, A. (2015). ALAS: Acquisition of Language & Academic Skills: Preparing Bilingual and Special Education Teachers. Council for Exceptional Children Annual Meeting, San Diego, CA.
  • Brandon, R., Cadiero-Kaplan, K. & Ochoa, A. (2015). ALAS: Acquisition of Language & Academic Skills: Preparing Bilingual and Special Education Teachers. California Association of Bilingual Education Annual Conference, San Diego, CA.
  • Alfaro, C., Cadiero-Kaplan, K., Ochoa, A. (2012). Developing Critically Conscious Teachers: Shifting Ideologies and Perspectives for English Language and Biliteracy Development. American Educational Research Association annual meeting, Vancouver, British Columbia.
  • Ochoa, A., Cadiero-Kaplan, K. & Brandon, R. (2012). Bridging Bilingual and Special Education: Opportunities for Transformative Change in Teacher Preparation. American Educational Research Association annual meeting, Vancouver, British Columbia.
  • Cadiero-Kaplan, K. (October, 2010). Keynote Address: Critical Literacy to Multiliteracies: Reflective Practice for English Langague & Biliteracy Development in a Global Society. Texas TESOL IV – Houston, TX.
  • Cadiero-Kaplan, K. (March, 2009). Pathways for ESL Teachers: Past, Present & Future. 43rd Annual Teachers of English to Speakers of Other Languages (TESOL) Convention. Denver, CO.
  • Cadiero-Kaplan, K. (July, 2008). Processes for Developing Socio-Political Active Teachers. University of the Redlands 4th Annual Institute on Leadership for Educational Justice. Redlands, CA.
  • Cadiero-Kaplan, K. (March, 2008). Empowering teachers: The process developing of socio-political active teachers. Oxford Round Table of Language Policy for English Language Acquisition and Bilingual Education. Oxford, England.
  • Cadiero-Kaplan, K. (April, 2008). California commission on teacher credentialing for bilingual educators: A critical policy research. American Educational Research Association annual meeting, New York, NY.
  • Cadiero-Kaplan, K., Olivos, E., Berta-Avila, M., Hinchey, P & Mchatton, P. (April, 2008). The struggle and hope for critical researchers and scholars. Invited speaker at the Critical Educators for Social Justice Special Interest Group Graduate Student Fireside Chat at the American Educational Research Association annual conference, New York.
  • Cadiero-Kaplan, K & Brown, K. (March, 2008). Transforming literacy for the 21st century: From grade expectations to great expectations. California Association for Bilingual Education Conference, San Jose, CA.
  • Cadiero-Kaplan, K. (March, 2007). Critical pedagogy: Reflective practice for literacy & bi-literacy in a global society. Invited plenary address at the Foro de Evaluacíon, Ensenada, Baja California, México.
  • Cadiero-Kaplan, K. (February, 2007). Developing language competence in language teaching: standards & program considerations. Invited plenary at the International Conference on Language Teaching and Learning in a Global World, La Paz, Baja California Sur, México.
  • Cadiero-Kaplan, K. (March, 2007). Critical pedagogy: Reflective practice for literacy and bi-literacy in a global society. Invited plenary at the VIII Congreso Estatal de Idiomas in
    Ensenada, Baja California, México.
  • Cadiero-Kaplan, K. (March, 2007). Pedagogy versus politics in bilingual education. Panel presentation for session entitled: What is so revolutionary about revolutionary critical
    pedagogy?Understanding the contradictions and challenges of critical pedagogy in the teaching trenches. California Association of Bilingual Education annual conference, Long Beach, CA.
  • Cadiero-Kaplan, K. (July, 2006). Invited plenary presented at the Writing Reform Institute for Teaching Excellence Institute Summer Leadership Institute, San Diego.
  • Cadiero-Kaplan, K. (April, 2006). Critically examining beliefs, orientations, ideologies, and practices toward literacy instruction: A process of praxis. American Educational Research Association annual meeting, San Francisco, CA.
  • Cadiero-Kaplan, K. & Berta-Avila, M. (April, 2006). Pedagogy versus politics in bilingual education. American Educational Research Association annual meeting, San Francisco, CA.
  • Cadiero-Kaplan, K. & Brown, K. (March, 2006). Writing to change the world: Developing student voice and community for academic literacy. California Association for Bilingual Education annual conference, San Jose, CA.
  • Cadiero-Kaplan, K. & Brown, K. (November, 2005). Integrating technology for social justice. Invited paper presented at the 2nd Annual Writing Reform Institute for Teaching Excellence Institute for Partner Teachers & Administrators: Writing Words, Changing Worlds, San Diego, CA.
  • Cadiero-Kaplan, K. Brown, K. & Rocap, K. (March, 2005). Developing concepts of democracy in teacher education via global learning network. Society for Information Technology & Teacher Education annual conference, Phoenix, AZ.
  • Cadiero-Kaplan, K. (February, 2005). Engaging technology for teacher development & literacy: Processes and products. California Association for Bilingual Education annual conference, Los Angeles, CA.
  • Cadiero-Kaplan, K. (April, 2004). A critical examination of NCLB by progressive teachers: Implications for diverse classroom communities. Interactive Symposium Panel Chair at the American Education Research Association annual meeting, San Diego, CA.
  • Cadiero-Kaplan, K. & Heck, M. (April, 2004). Visual art, literacy, and metaphor as a means to broaden and deepen educational discourse. American Educational Research Association annual meeting, San Diego, CA.
  • Hinchey, P. & Cadiero-Kaplan, K. (April, 2004). Political education for teachers: A matter of survival. American Educational Research Association annual meeting, San Diego, CA.
  • Cadiero-Kaplan, K. (April, 2004). Teachers’ literacy ideology: A reflective dialogical process. American Education Research Association annual meeting, Chicago, IL.
  • Cadiero-Kaplan, K., Brown, K., Rocap, K., & Cronin, E. (March, 2004). Knowing our students, knowing ourselves: Global collaborations for diversity-responsive teaching and learning. California Association for Bilingual Education 29th annual state conference, San Jose, CA.
  • Cadiero-Kaplan, K. & Wells, G. (April, 2003). Engaging ideology within multicultural education & literacy with secondary teachers. American Educational Research Association annual meeting, Chicago, IL.
  • Cadiero-Kaplan, K.. & Ochoa, A. (February, 2003). Evaluating high school programs for English language learners post-227: Possibilities for bi-literacy. Panel presentation at the California Association for Bilingual Education annual conference, Los Angeles, CA.
  • Cadiero-Kaplan, K. & Ochoa, A. (February, 2003). Evaluating programs for English language learners post-227: Possibilities for bi-literacy. National Association of Bilingual Education annual conference, New Orleans, LA.
  • Cadiero-Kaplan, K. (January, 2003). Processes of critical literacy instruction: Promoting bi-literacy & social justice in K-12 classrooms. Institute moderator for the National Association of Bilingual Education annual conference, New Orleans, LA.
  • Cadiero-Kaplan, K. & Miller-Keller, S. (October, 2002). Exploring ideologies of literacy and their impact on education. Journal of Curriculum Theorizing: Conference on Curriculum Theory & Classroom Practice, Bergamo Center, Dayton, OH.
  • Cadiero-Kaplan, K. & Heck, M. (October, 2002). Using art vocabulary as a medium for educational dialogue: Continuing the process of engaging theory through art & metaphor. Journal of Curriculum Theorizing: Conference on Curriculum Theory & Classroom Practice, Bergamo Center, Dayton, OH.
  • Cadiero-Kaplan, K. (April, 2002). Teacher education & social justice: Processes for engaging pre-service teachers in critical reflection on race, class, & gender. Interactive symposium panel chair at the American Educational Research Association annual meeting, New Orleans, LA.
  • Cadiero-Kaplan, K. & Gonzalez, S. (February, 2001). Reconceptualizing literacy: Engaging language beyond words. Round-table presentation at the National Council for the Teachers of English Assembly for Research Midwinter Conference, Berkeley, CA.
  • Alfaro, C., Cadiero, K., & Ochoa, A. (2017). Teacher education and Latino emergent bilinguals: Knowledge, dispositions, and skills for critically conscious pedagogy. In P. Ramirez, C. Faltis, & E. de Jong, (Eds), Critical Teacher Education: Learning from Latino English Language Learners in K-12. New York, NY: Routledge.
  • Alfaro, C., Cadiero, K. & Hernandez, S. (2017). Migrant Education and Shifting Consciousness: A Cultural Wealth Approach to Navigating Politics, Access, and Equity. In P. Pérez & M. E. Zarate (Eds.). (2017). Facilitating educational success for migrant farmworker students in the United States. New York, NY: Routledge.
  • Cadiero-Kaplan, K. (2015). Then and Now: English Language Development & English Language Arts California Standards and Frameworks. Multilingual Educator, pp. 18-21.
  • Ochoa, A., Brandon, R., Cadiero-Kaplan, K. & Ramirez, P. (2015). Bridging Bilingual and Special Education: Opportunities for Transformative Change in Teacher Preparation Programs. Association of Mexican American Educators Journal, Vol.8, Issue 1, pp. 72-82.
  • Peregoy, S., & Boyle, O. (2012). Reading, writing and learning in ESL: A resource book for teaching K- 12 English learners (6th Edition) (K. Cadiero-Kaplan, Contributing Author). Pearson Allyn & Bacon: Boston, MA.
  • Cadiero-Kaplan, K. (2011). Bicultural Education & Issues of Culture and Power: From Classroom Practice to Educational Leadership & Advocacy. In Darder, A. Culture and Power in the Classroom: Educational Foundations for the Schooling of Bicultural Students. Boulder, CO: Paradigm Publishers.
  • Cadiero-Kaplan, K. (2010). Naming the world & becoming a being in the world: One teacher’s journey on the path of empowerment. In A. Colon-Muniz, P. Park, & T. Wilson (Eds.), Memories of Paulo. Rotterdam: Sense Publishers.
  • Heck, M. & Cadiero-Kaplan, K. (2009). Factors of creative conflict: Caring relationships with diverse others visual art experiences. In T. Huber (Series & Vol. Ed.), Teaching Learning Indigenous, Intercultural Worldviews: International Perspectives on Social Justice and
    Human Rights Series: Vol. 3. Storied inquiries in international landscapes: An anthology of educational research. Charlotte, NC: Information Age Publishing.
  • Cadiero-Kaplan, K. & Rodriguez, J. L. (2008). The preparation of highly qualified teachers for English language learners: Educational responsiveness for unmet needs. Equity & Excellence in Education, 41(3), 372 -387.
  • Cadiero-Kaplan, K. & Rodriguez, J. L. (2008). The preparation of highly qualified teachers for English language learners: Educational responsiveness for unmet needs. Equity & Excellence in Education, 41(3), 372 -387.
  • Cadiero-Kaplan, K., Berta-Avila, M., & Flores, J. (2007). CCTC and the process for reauthorization of bilingual teacher preparation standards: A critical-historical perspective. Association of Mexican American Educators Journal, 1-13.
  • Cadiero-Kaplan, K. (2007). Critically examining beliefs, orientations, ideologies & practices towards literacy instruction: A process of praxis. In L. Bartolomé (Ed.), Ideologies in education: Unmasking the trap of teacher neutrality (pp. 117-154). New York: Peter
    Lang Publishing.
  • Cadiero-Kaplan, K. & Berta Avila, M. (2007). Bilingual education. In D. Gabbard (Ed.), Knowledge and power in the global economy: The effects of school reform in a neo liberal/neo conservative age (pp. 327-338). Mahwah NJ: Lawrence Erlbaum.
  • Cadiero-Kaplan, K. (2007). In. G. Anderson (Ed.), Politics verses pedagogy in bilingual education. Encyclopedia of activism and social justice (pp. 236-239). Thousand Oaks, CA: Sage Publications.
  • Cadiero-Kaplan, K. & Ochoa, A. (2006). Evaluating programs for English language learners: Possibilities for bi-literacy in urban school districts in California. In P. Anderson, K. Hayes, D. Griffith, D. & J. Kincheloe (Eds.), The Praeger handbook of urban education
    (pp. 397-408). Westport, CT: Greenwood Publishing Group.
  • Cadiero-Kaplan, K. (2006). Literacy ideologies: Critically engaging the English curriculum. In K. Cadiero-Kaplan, A. Ochoa, J. Rodriguez & N. Kuhlman (Eds.), Reclaiming our voices: Literacy ideology, teacher’s beliefs, language
    policy and parent voice (pp. 1-20). Los Angeles, CA: California Association of Bilingual Education.
  • Ochoa, A. & Cadiero-Kaplan, K. (2006). Introduction. In K. Cadiero-Kaplan, A. Ochoa, J. Rodriguez & N. Kuhlman (Eds.), Reclaiming our voices: Literacy ideology, teacher’s beliefs, language policy and parent voice (pp. 1-20). Los Angeles, CA: California Association of Bilingual Education.
  • Cadiero-Kaplan, K., Ochoa, A., Rodriguez, J., & Kuhlman, N. (Eds.). (2006). The living work of teachers: Ideology and practice with and in community. Los Angeles, CA: The California Association for Bilingual Education.
  • Cadiero-Kaplan, K. (2004). The literacy curriculum and bilingual education: A critical examination. New York: Peter Lang Publishers, Counter Point Series. Series Editors: Joe Kincheloe and Shirley Steinberg.

  • Peregoy, S., & Boyle, O. (2008). Reading, writing and learning in ESL: A resource book for teaching K- 12 English learners (6th Edition) (K. Cadiero-Kaplan, Contributing Author). Pearson Allyn & Bacon: Boston, MA.
  • Cadiero-Kaplan, K. (2005). Teachers & technology: Engaging pedagogy & practice. In L. Tan Wee Hin and R. Subramaniam (Eds.), Handbook of research on literacy in technology at the K-12 level. (pp. 452-468) Hershey, PA: Idea Group Publishing.
  • Hinchey, P. & Cadiero-Kaplan, K. (2005). Political education for teachers: A matter of
    survival. The Journal for Critical Education Policy Studies, 3(2). Available
    online at http://www.jceps.com/index.php?pageID=home&issueID=6.
  • Ochoa, A. & Cadiero-Kaplan, K. (2004). Towards promoting bi-literacy and academic achievement: Educational programs for high school Latino English language learners. The High School Journal, 87(3), 27-43.
  • Ochoa, A. & Cadiero-Kaplan, K. (2004). Towards promoting bi-literacy and academic achievement: Educational programs for high school Latino English language learners. The High School Journal, 87(3), 27-43.
  • Heck, M. & Cadiero-Kaplan, K. (2004). Factors of creative conflict: Caring relationships with diverse others through arts-based experiences. Journal of Critical Inquiry Into Curriculum and Instruction, 15(3), 37-45.
  • Cadiero-Kaplan, K. (2002). Literacy ideologies: Critically engaging the language arts curriculum. Language Arts Journal, 79(5), 372-392.
  • Articles in Refereed Proceedings & Professional Field Publications Cadiero-Kaplan, K., Berta-Avila, M., & Flores, J. (2008). Highly qualified bilingual teachers: Developing standards for bilingual authorization. Multilingual Educator, pp. 22-25.
  • Cadiero-Kaplan, K. (2008). California standards for bilingual teaching authorization approved. CATESOL News, 39(4), 3.
  • Cadiero-Kaplan, K. & Billings, E. (2008). Developing socio-political active teachers: A model for teacher professional development. Forum on Public Policy Journal. Forum on Public Policy Online, Spring 2008 edition. http://forumonpublicpolicy.com/archivespring08/ cadiero.pdf (accessed July 16, 2016).
  • Cadiero-Kaplan, K. (2007). California bilingual credential reauthorization: Political process and update.TESOL Bilingual Education Special Interest Group Community Newsletter, 9(1), 5-8.
  • Cadiero-Kaplan, K., Brown, K & Rocap, K. (2005). Developing concepts of democracy in teacher education via global learning networks. Association for the Advancement of Computing in Education. Society for Information Technology Annual Conference Proceedings Publication of Abstracts & Papers: (p. 19).
  • Cadiero-Kaplan, K. Bautista, J. D. & Gomez, C. (2004). Connecting children, families, schools and educators: Processes for empowering critical education practice. NABE Critical Educator Special Interest Group Newsletter, 27(4), 20-21.
  • Founder & Director, Wisdom Collective, LLC
  • Legislative Director, California Association of Bilingual Education (2015-present).
  • President, California Association of Bilingual Teacher Educators (2015-present).
  • President, Californians Together (2010-2012).
  • Symposium Chair. Educational Agency and Transformation: Enacting Pathways for Empowerment With Latino Educators and Youth. American Education Research Association annual meeting, Vancouver, British Columbia. (April, 2012).
  • Affiliate Leadership Council Chair. Teachers of English to Speakers of Other Languages (TESOL) International Association (2011-2012)
  • Affiliate Leadership Council Representative. TESOL International Association (TESOL). (2008-2011).
  • Vice President, Californians Together (2008-2010)
  • CATESOL Executive Board Liaison to Californians Together (2008-2010).
  • President, California Association of Teachers of English to Speakers of Other Languages (CATESOL) 2006-2007.

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