Faculty
Richard A Pedroza
Part-time Lecturer
Online
Programs
Research Concentration
Teacher Education
Expertise
Dissertation: MAINSTREAMING A HIGH SCHOOL STUDENT WITH A LEARNING DISABILITY
Education
University of Southern California | Los Angeles, CA
Doctor of Education- Educational Leadership: Educational Psychology
Concentration
California State University Northridge | Northridge, CA
Master’s Degree- Special Education: Mild to Moderate Disabilities
California State University Northridge | Northridge, CA
Bachelor’s Degree- Psychology
I am a native of Los Angeles, Ca. of Mexican and Native American heritage. I am the first in my immediate and extended family to attend college and earn my doctorate degree in Educational Leadership, concertation in Educational Psychology from The Rossier School of Education earning a Doctor of Education Degree.
I have been working in the public sector as a special education educator for over 22 years. I am an instructor, special education teacher, and mentor. I had mentored teacher candidates from the Los Angeles Unified School District Cohort Program, University of Southern California, California State University, Northridge, and Los Angeles. I also volunteer as the alumni association vice president at the California State University, Northridge College of Education.
I am a life-long educator who’s committed to equity and diversity. I am committed to sharing my diverse educational values, expertise, and experiences to support students in becoming problem-solvers, innovators, and successful professionals who will promote positive change and excellence in their studies.
EDUC 674
EDUC 677
EDUC 678
Part-time Lecturer University of Southern California
Los Angeles, CA
Special Education Teacher Abraham Lincoln High School
Los Angeles, CA
Special Education Teacher Crescenta Valley High School
La Crescenta, CA
Abstract
This evaluation study used the Clark and Estes’s (2008) gap analysis framework to examine five public high schools within the Brownstone (pseudonym) urban school district, aiming to look at special education teachers’ current knowledge, motivation, and organization skills when mainstreaming a student with a learning disability into a math class and working together to close the mainstreaming gap. The study design used a combination of a literature review, surveys, and interviews to evaluate the mainstreaming process. The results from this study validated two of the six knowledge, motivation, and organization factors from the literature review. The study’s findings have acknowledged the need for special education teacher support in factual knowledge and special education teacher support from the organization in the form of professional development meetings in order to improve the mainstreaming process. The recommended solutions from this evaluation study were guided by the Kirkpatrick and Kirkpatrick New World Model (2016) to help Brownstone urban school district improve the mainstreaming process. The solutions and recommendations from this study can be applied to other urban school districts to improve the mainstreaming process.
- Education Specialist Instruction Credential
- Cross-cultural, Language and Academic Development Certificate
- Autism spectrum disorder add-on authorization
- Educational Assessment authorization