Dr. Tricia Gallagher-Geurtsen received her doctoral degree in Curriculum and Teaching from Columbia University's Teachers College. Tricia was a bilingual public elementary school teacher and a migrant education teacher in California. Tricia presents and consults with K-12 teachers in workshops and in their classrooms, helping them to integrate research-based, flexible and engaging methods and strategies into their planning and teaching with the goals of:
- raising academic achievement for English Language Learners;
- making instruction more effective through Understanding by Design;
- increasing interest and relevance of social studies education;
- making the classroom more equitable for all learners.
As a teacher educator, Tricia has taught both preservice and inservice teachers methods and theory for teaching social studies, reading, science, integrated curriculum, English as a Second Language, and multicultural curriculum and teaching. She is the recipient of the 2003 American Educational Research Association's Outstanding Dissertation Award for Curriculum Studies and the 2003-2004 Mortar Board National Senior Honor Society Top Professor Award at Utah State University. Tricia writes and presents nationally about meeting the needs of diverse learners. Selected publications include Teaching English Language Learners: Bilingual Education and English as a Second Language Efforts published by Houghton Mifflin in 2009; Linguistic Privilege: Why educators should be concerned published by Lawrence Erlbaum Associates in 2007; Instructor's Resource Manual to accompany Educational Foundations-- Diverse Perspectives published by Houghton Mifflin in 2009.
The Equitable Classroom: What, Why, & How? (K-12)
Do you treat all of your students in your classroom equally or equitably? This interactive and hands-on seminar will introduce teachers to what an equitable classroom looks like and sounds like. Reasons for the need to differentiate instruction and attend to one’s own perceptions of diverse students will be addressed. Teachers will be introduced to research-based strategies for reaching all students including non-native English speakers, students with dis/Abilities, high-achieving students, struggling students etc.
