Teacher Professional Development, Teacher Education, School-University Partnerships
Judith Haymore Sandholtz received her Ph.D. in Education from Stanford University with a specialization in curriculum and teacher education and a minor in sociology.
Her research focuses on teacher professional development, teacher education, and school-university partnerships. Her current research projects focus on professional development for teaching science, performance assessments of pre-service teacher candidates, and assessment of student learning in the undergraduate minor in Educational Studies. Prior work examined curricular and instructional consequences, often unintended, of standards-based reform and high stakes testing. Her research has been published in Teachers College Record, American Educational Research Journal, Journal of Teacher Education, and other leading journals, and has been supported by the U.S. Department of Education, the National Science Foundation, the Spencer Foundation, the California Department of Education, the UC Office of the President, and the California Postsecondary Education Commission. Her co-authored book, Teaching with Technology: Creating Student Centered Classrooms (Teachers College Press, 1997) is in its seventh printing and has been translated into French, Portuguese, and Chinese.
Prior to joining the faculty at UC Irvine, Dr. Sandholtz was Associate Professor and Graduate Program Director in the Graduate School of Education at UC-Riverside. Under her leadership, the Comprehensive Teacher Education Institute received national awards from the Association of Teacher Educators and the National Education Association.
Professor Sandholtz was named a Carnegie Scholar in 2001 and has served on the Board of Directors of the California Council on the Education of Teachers.
Sandholtz, J.H. & Shea, L. (2012). Predicting performance: A comparison of university supervisors’ predictions and teacher candidates’ scores on a teaching performance assessment. Journal of Teacher Education, 63(1).
Sandholtz, J.H. & Ringstaff, C. (2011). Reversing the downward spiral of science instruction in K-2 classrooms. Journal of Science Teacher Education, 22(6), 513-533.
Sandholtz, J.H. (2011). Preservice teachers’ conceptions of effective and ineffective teaching practices. Teacher Education Quarterly, 38(3), 27-47
Wills, J., & Sandholtz, J.H. (2009). Constrained professionalism: Dilemmas of teaching in the face of test-based accountability. Teachers College Record, 111 (4), 1065-1114.
Sandholtz, J.H. & Scribner, S. (2006). The paradox of administrative control in fostering teacher professional development. Teaching and Teacher Education, 22(8), 1104-1117.
Sandholtz, J.H., Ogawa, R., & Scribner, S. (2004). Standards gaps: Unintended consequences of local standards-based reform. Teachers College Record, 106(6), 1177-1202
Sandholtz, J.H. & Reilly, B., (2004). Teachers, not technicians: Rethinking technical expectations for teachers. Teachers College Record, 106(3),487-512.
Ogawa, R., Sandholtz, J.H., Martinez-Flores, M. & Scribner, S. (2003). The substantive and symbolic consequences of a district's standards-based curriculum. American Educational Research Journal, 40 (1), 147-176.