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San Jose State University
Department of Special Education
College of Education
San Jose, CA 95192-0078
Voice: 408-924-3705
Fax: 408-924-3713
E-mail: jmchang@email.sjsu.edu
EDUCATION
Ph.D. from University of Southern California
RESEARCH/WORK HISTORY
1996- present Full Professor at San Jose State University
1990-1996 Associate Professor at San Jose State University,
1989-1990 Postdoctoral Research Associate at University of Arizona,
1991-1995 Principle Investigator of two research projects funded by the
U. S. Department of Education, Office of Special Education & Rehabilitative
Services
DESCRIPTION OF RESEARCH PROJECT
Expanding knowledge base on teacher learning and collaboration: A focus
on Asian American English language learners. This project focused on
the professional development of a cadre of seven teacher-leaders/researchers
from various school programs in a Title I middle schools with a high
enrollment of Asian American English language learners. The teachers
worked in English language development, general, special education
self-contained, and learning disabilities resource classrooms.
The project was designed to establish a model site to promote ongoing professional development informed by CREDE's Five Standards for Effective Pedagogy as well as district's content standards. To achieve this, the project had five major features: (1) an extended and integrated intervention across English language/literacy development and content area learning to provide access to core curriculum; (2) an alignment with district's subject and grade level standards; (3) an adaptation of research-based reciprocal teaching strategies on promoting reading comprehension for students active participation and built-in teacher-student interactions; (4) an incorporation of project-based learning in a content area guided by Howard Gardner's theory of multiple intelligences; and (5) an establishment of a community of teacher-leaders/researchers to transfer classroom knowledge for home practices. The teacher-leaders and researcher provided four Family Literacy Nights to explore ways to promote language and literacy development among participating students. It also presented a feasible model to sustain school-family-community partnership.
SELECTED PUBLICATIONS
Chang, J. M. (1995). LEP, LD, Poor and missed learning opportunity: A case of inner-city Chinese American children. In L.L. Cheng (Ed.) Integrating language and learning for inclusion (pp. 31-59). San Diego: Singular.
Chang, J. M. (2003). Language and Literacy of Chinese American communities (2nd. ed). In B. Perez (Ed.) Sociocultural contexts of language and literacy (pp. 163-187). Mahwah, NJ: Lawrence Erlbaum Associates.
Chang, J. M. (2003). Multi-level collaboration for English learners: An Asian American perspective. In G. Garcia (Ed.) English Learners: Reaching the Highest Level of English Literacy (pp. 259-285). Newark, DE: International Reading Association.
Chang, J. M. (2003). Strategies for Effective Two-Way Immersion Programs: A Case of Establishing New Chinese Immersion Programs. NABE News, 26(6), 28-31.
Chang, J. M. (2004). Family literacy nights: Building the circle of supporters within and beyond schools for middle school English learners (Educational Practice Report #11). Washington DC and Santa Cruz, CA: Center for Research on Education, Diversity, and Excellence, University of California, Santa Cruz.
Hilberg, R. S., Chang, J. M., & Epaloose, G. (2004). Designing effective Activity Centers for diverse learners: A guide for teachers at all grade levels. Washington D C and Santa Cruz, CA: Center for Research on Education, Diversity, and Excellence, University of California, Santa Cruz.
LINKS
Ji-Mei
Chang's homepage
