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Department of Teacher Education Executive Director, Center for Language Minority Education and Research California State University, Long Beach Long Beach, CA
Leslie Reese's experience in the areas of bilingual education, multicultural education and parent involvement in schooling blends both practical teaching experience with program development and coordination and research activity. After graduation from Stanford University, Dr. Reese worked as an anthropologist for the Peruvian government on an urban renewal and reconstruction project following the earthquake disaster of 1970. Her work with community development groups provided the impetus for her entering the field of bilingual education on her return to California five years later. In 1992 she was awarded a Ph.D. in education from UCLA. Dr. Reese has extensive experience in public schools at various levels of teaching and administration. She coordinated school site bilingual, School Improvement, and computer magnet programs, and has been instrumental in the establishment of a dual-model bilingual program at a local elementary school. She worked as a consultant to principals and staffs on the coordination and improvement of their programs of instruction for language minority students, chaired district-level and school-site parent advisory councils and has developed curricula for parent education training. Dr. Reese also worked extensively on both in-service training of teachers of language minority students as well as providing in-class mentoring and demonstration lessons for intern teachers. Dr. Reese's research interests center on the themes of educational and post-educational equity for language minority students, parental goals and strategies for their children's futures, cultural models of early literacy development, and U.S./Mexico immigration. Since 1988, she has been involved in a longitudinal study of immigrant Latino children and their families in the Los Angeles area, focusing on the relationship between the home and school in the child's academic success and on the environments for literacy and learning co-constructed in the home . In her research on the early literacy development of Spanish-speaking children in the U.S., Dr. Reese has examined the role of cultural schemas in motivating and guiding parents in their literacy activities with their young children. She is currently carrying out research in Jalisco and Michoacan, Mexico, on non-immigrant Mexican parents' beliefs, expectations and practices regarding childrearing and learning, which will complement the Los Angeles studies' findings.
Context effects on the use of early literacy materials in Spanish-speaking children's homes. (1992). American Journal of Education, 100, 4, 497-536. (with C. Goldenberg and R. Gallimore).
Ecocultural context, cultural activity, and emergent literacy of Spanish-speaking children. (1995). In S. W. Rothstein (ed.) Class, culture and race in American schools: A Handbook. Westport, CT: Greenwood Press, pps. 199-224. (with C. Goldenberg, J. Loucky and R. Gallimore).
Immigrant Latino Parents' Future Orientations for their Children. (1995). In R. Macias & R.G. Ramos (eds.). Changing Schools for Changing Students. Regents of the University of California: UC Linguistic Minority Research Institute Publication. (with R. Gallimore, C. Goldenberg and S. Balzano).
The Concept of Educacin: Latino family values and American schooling. (1995). International Journal of Educational Research, 23, No. 1. (with S. Balzano, R. Gallimore and C. Goldenberg). |
