Faculty
Margit is Director of Teacher Education and
teaches the social studies component of TEED
521. She also coordinates the Arts Retreat
and teaches TEED 510 in the Spring.
Margit received her bachelor's degree from Washington State University. After teaching elementary school in Stamford, Connecticut, she returned to Washington to complete a master's degree in Special Education at Central Washington University and a doctorate in curriculum and instruction at the University of Oregon.
A specialist in curriculum development and social studies education, Margit served as president of the National Council for the Social Studies (NCSS) in 1991-1992 and served on its Board of Directors from 1987-1994. Margit co-chaired the national task force of NCSS on teaching and learning in the social studies. In addition, Margit is a leader in teacher education policy for the State of Washington.
Margit has been involved in a wide range of
activities related to social studies education,
including membership on the Board of Advisors
for the PBS series, "The American Promise."
Currently, she authors an integrated social
studies program, Storypath, for elementary and
middle school grades. She is also webmaster
of the Storypath
web site.
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Jeffrey Anderson received the 1995 Washington State Award for Excellence in Teacher Preparation. He has also received awards from Microsoft Corporation and the Northwest Regional Education Laboratory for his work in integrating service learning into the Seattle University Master in Teaching Program. He works closely with national organizations such as the American Association of Colleges for Teacher Education (AACTE) to facilitate the use of service learning in teacher education institutions throughout this country. He recently edited Learning With the Community: Concepts and Models for Service-Learning in Teacher Education (published by American Association for Higher Education, 1997) and Service Learning in Teacher Education: Enhancing the Growth of New Teacher, Their Students and Communities (published by American Association of Colleges for Teacher Education, 2001).
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John Chattin-McNichols joined Seattle University in 1979. His primary areas of interest are Child Development, Early Childhood Education, and Montessori education. He teaches the child development strand to students seeking elementary certification in TEED 512. He also teaches a number of other courses outside the MiT program, including EDUC 522, Child Development & Learning, EDUC 500, Introduction to Research, and EDLR, Quantitative Methods, for the doctoral students
John has a bachelor’s degree in Psychology from UCLA, a Montessori teaching certificate for ages 6-12 years from the Centro Internazionale Studi Montessoriani (in Bergamo, Italy), and a doctorate from Stanford in Child Development & Early Education. He has taught children from ages 2 ½ through 8th grade, and has taught in Montessori classrooms and at Bing Nursery School, the laboratory preschool at Stanford. He taught in the Psychology Department at Purdue University before coming to Seattle University. He taught at the University of the West Indies in the Republic of Trinidad and Tobago during a year as a Fulbright lecturer in 1987/88. John’s research and writing interests have centered on Montessori education, technology in education, and teacher research. He is a past-president of the American Montessori Society, and has served on the Board of the Guardian ad Litem program in Seattle, and the Seattle Children’s Museum. He is currently on the Board of the Godly Play Foundation, which supports a Montessori based religious education program for children and adults.
John’s publications include a chapter in the early childhood textbook, Approaches to Early Childhood Education, by Roopnarine and Johnson, beginning with the 3rd Edition in 2000, and his book, The Montessori Controversy, was published in 1992. He has published over 50 articles and chapters. He has presented papers or done consulting in schools and teacher education programs in the US, Canada, Trinidad, Ireland, England, Italy,South Korea, Mexico, Brazil, and Austalia.
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Dr. Cowan Pitre researches sociocultural and schooling factors related to the educational achievement of students from diverse social and economic backgrounds. A former K-12 classroom teacher, she taught middle school language arts in Washington, California, and Texas. She earned a bachelor’s degree in English from the University of Washington, a master’s degree in Curriculum and Instruction from Seattle University, and a Ph.D. in Curriculum and Instruction from the University of North Texas. Before joining the Seattle University community as a faculty member in the Master in Teaching Program, she was an Assistant Professor of Teacher Education at the University of Maryland Baltimore County.
Her research interests include educational opportunity programs, teacher development, and equity education related to issues of college preparation and readiness among P-12 students from underrepresented groups. She has presented at national and international education conferences and has published articles in each of these areas. Current projects include teacher development and retention in urban poverty environments and the role of peer-mentoring and reflection in urban teacher development.
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Amy Eva-Wood received her Ph.D. in Educational Psychology from the University of Washington. With a passion for literature and the arts, she has recently published articles that explore the effects of think-and-feel-aloud instruction on high school poetry readers. She has also tutored and taught students from ages 6 to 60—including high school language arts students, college writers, English language learners, and graduate students brushing up on academic writing and study skills. In addition, she recently participated in a Seattle-area literacy project with 3rd-5th graders that focused on phonemic awareness and reading comprehension instruction. Having worked with MIT students in classroom assessment courses, portfolio, and reflective seminars for the last several years, she is currently partnering with Kristin Guest in teaching the Psychology of Learning strand in TEED 512.
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Mark joined Seattle University in 1992. His interests are in mathematics, science and technology education. He teaches mathematics and science education in TEED 521; and educational technology in TEED 512. He is also interested in assessment and teaches the assessment strand in TEED 522. During the summer he teaches two courses: CUIN 591C, a course that explores the use of technology to support active learning in science and mathematics; and EDUC 412, Mathematics for K-8 Teachers.
Mark graduated from the University of California at Riverside in 1981 with a B.S. in mathematics. In 1982 he received a teaching credential in mathematics from the same institution. He taught middle and secondary mathematics in Texas and California. He obtained a masters degree in Atmospheric Sciences from the University of Washington in 1987 and a Ph.D. in Mathematics Education in 1992. His research interests center around active learning in mathematics and science and around the ways in which teachers use technology to enhance their students' learning. He is currently working on the development of techniques to teach place value and early math skills. He has served as the Puget Sound Regional director for the Washington State Mathematics Council and is currently working on the Renton Mathematics Endorsement Academy.
Mark is co-author of Teaching with the Internet:
Putting Teachers Before Technology (1995)
and, more recently, several articles dealing with active learning, assessment and the use of the Web in teaching and teacher education.
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Katherine has taught at Seattle University
since 1986. She teaches literacy methods in
TEED
521 and reading and writing as tools of
learning in TEED
522. She teaches two elective courses
taken by many MIT students,
LITC 521, Teaching with Children's and Adolescent
Literature and LITC
524, Literacy Assessment and Evaluation.
Katherine is also Director of the Literacy
for Special Needs master's program, preparing
reading specialists and special educators
to work with children with specialized literacy
needs.
A graduate of the University of Washington,
Katherine received her bachelor's degree in
English in 1975, and taught high school English
and reading in Zillah, Washington. She returned
to the UW for a master's degree in Developmental
Reading in 1981 and the doctorate in Reading/Language
Arts in 1985. Katherine's areas of expertise
include children's and young adult literature,
literacy development at all levels, content
area literacy, literature circles, and the
early development of reading and writing.
She is co-author of four books on literature
circles, all published by Christopher-Gordon
Publishers, Inc.: Literature
Circles and Response (1995); Getting
Started with Literature Circles (1999);
the Literature
Circles Resource Guide (2001) and Literature
Circles in Middle School: One Teacher's Journey
(2003). Katherine is also webmaster of several
web sites for teachers:
Literature Circles Resource Center, Teaching
with Children's Literature, Literacy
Resources K-12, and Themed
Literature Units.
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Nina L. Valerio is the recipient of the Filipino American National Historical Society (FANHS) Award (1994) in the area of education. She serves in a number of educational and community organizations such as the National Association for Multicultural Education, the Puget Sound Association of Educators for Young Children, the Washington State Association for Multicultural Education, the Filipino-American Educators of Washington, and The Center for Ethical Leadership. She is the founder and faculty adviser of SU MIT-ASA (Seattle University Master in Teaching Alumni and Student Association). Dr. Valerio continues to make numerous professional presentations at local, state and national levels. She also consults with a variety of educational and government agencies in the areas of multicultural education, multiculturalism and diversity issues. She is the author of, "Creating Safety When Addressing Controversial Issues: Strategies for the Classroom."
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Bridget is an Assistant Professor of Education. She joined Seattle University in 2006. Her areas of interest include: special education, teacher training, the prevention and early intervention for learning and behavioral disabilities, positive behavior supports, and interventions for students at-risk for school failure. She teaches in TEED 512: Teaching and Learning, as well as teaches the special needs strand in TEED 521 and TEED 522. She also teaches courses in the Special Education department occasionally.
Bridget received her undergraduate degree in special education from the University of Utah and her Master’s Degree from Seattle University in 1992. She has worked in the field of special education for over 20 years. During her years as a special education teacher, she taught in classrooms and programs for students with emotional and behavioral disabilities, learning disabilities, and autism. Bridget also served as a district Behavior Specialist for several years, consulting with general and special education teachers to develop effective academic and behavioral supports for students from preschool to high school. Bridget received her Ph.D. at the University of Washington, Seattle. Throughout her doctoral program she coordinated the BEACONS Outreach Project and the Check, Connect, and Expect Project at the University of Washington, which helped elementary schools throughout the state develop school-wide and targeted positive behavior support systems to better meet the academic and social needs of all students.
While the focus of her work has been in special education, Bridget is committed to providing future general and special education teachers with the skills and strategies to successfully meet the needs of all the students in their classrooms. She conducts research in positive behavior supports and early intervention strategies for students at-risk for school failure. Dr. Walker is the lead author of “School-wide Screening and Positive Behavior Supports: Identifying and Supporting Students At-Risk for School Failure,” “The Elements of an Effective Re-ED Classroom in the 21st Century,” and “How Do We Get There From Here? The Nine Stages of Helping,” and is a co-author of “An Analysis of Leadership Teams’ Perceptions of Positive Behavior Support and the Outcomes of Typically Developing and At-Risk Students in Their Schools.”
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