Judith Haymore Sandholtz

Associate Professor
Department of Education

email: judith.sandholtz@uci.edu
phone: 949.824.5118
office: Education 3400

Biography

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 recent work examines curricular and instructional consequences, often unintended, of standards-based reform and high stakes testing. Her work has been published in Teachers College Record, American Educational Research Journal, and other leading journals, and has been supported by the U.S. Department of Education, 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 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.

Publications

Selected publications include:

• Wills, J., & Sandholtz, J.H. (In press). Constrained professionalism: Dilemmas of teaching in the face of test-based accountability. Teachers College Record.
• 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.