Okhee Lee | |
|---|---|
 Lee in 2019 | |
| Born | Daegu, South Korea |
| Citizenship | USA |
| Occupation | Education scholar |
| Known for | Equity in STEM education for K-12 students, including English learners |
| Spouse | Michael B. Salwen (d. 2007) |
| Website | OkheeLee.com |
Okhee Lee (born 1959) is an American education scholar and professor of childhood education. [1]
Okhee Lee is a professor of childhood education at New York University’s Steinhardt School of Culture, Education, and Human Development. Lee is involved in establishing equity and justice in the education of STEM (science, technology, engineering, mathematics) for all K-12 students, including students learning English as an additional language, referred to as English learners by the U.S. Department of Education. She is an author of five books and more than 130 refereed journal articles on educational research, policy and practice. [2]
Lee is ranked as one of the most influential educational academics in the U.S. by Ed-Scholar Public Influence Rankings published by Education Week . [3]
Lee holds a Ph.D. from Michigan State University, where in 2022 she received an Honorary Doctor of Humanities degree and delivered a keynote speech at the Baccalaureate Commencement Ceremony. [4] She began her career at the University of Miami in Coral Gables, Florida, and rose to professor in the school of education. Lee endowed student scholarships in memory of her late husband at New York University, Michigan State University, University of Miami, and the Korean-American Educational Research Association. [5] [6] [7] [8]
In 2011, Lee joined New York University, where she is a professor and principal investigator of the NYU SAIL Research Lab. [9] With funding from the National Science Foundation (NSF), the SAIL team develops elementary school curriculum materials and teacher professional development resources that support science learning, language learning, and computational thinking for all students, including English learners. [10]
Lee’s recent publications call for collaboration among educators, scholars, and policymakers to ensure that English language proficiency standards are used in a conceptually sound and practically feasible manner. The AERA invited Lee to discuss the significance of her 2019 study, “Aligning English Language Proficiency Standards with Content Standards: Shared Opportunity and Responsibility Across English Learner Education and Content Areas,” in a published video. [11] [12] [13]
Her research:
Lee’s first two decades of research, starting in the early 1990s, established her as a leader in science education and equity. With funding from the NSF and the U.S. Department of Education, her research grew to large-scale intervention studies to promote science learning for English learners across the four largest school districts in Florida. [14] [15]
Lee was named to the Next Generation Science Standards (NGSS) writing team and was leader of the NGSS Diversity and Equity Team from 2011 to 2013. [16] At the same time, she was a member of the steering committee for the Understanding Language Initiative at Stanford University. The NSF named Lee to its Committee on Equal Opportunities in Science and Engineering (CEOSE) in 2024. [17]
With Helen Quinn and Guadalupe Valdés, Lee produced a study on science and language for English language learners in relation to NGSS. [18] The AERA invited Lee to discuss the significance of her 2013 study, “Science and Language for English Language Learners in Relation to Next Generation Science Standards and with Implications for Common Core State Standards for English Language Arts and Mathematics,” co-authored with Quinn and Valdés, in a published video. [19] The New York State Education Department collaborated with Lee, whose work contributed to the NYS P-12 Science Learning Standards adopted in December 2016. Lee and her research team created the “Science Initiative,” a series of webinars and briefs released in 2021 that serve as instructional resources for teachers to promote implementation of the standards and equitable opportunities for English language learners and other multilingual learners. [20] [21]
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In bilingual education, students are taught in two languages. It is distinct from learning a second language as a subject because both languages are used for instruction in different content areas like math, science, and history. The time spent in each language depends on the model. For example, some models focus on providing education in both languages throughout a student's entire education while others gradually transition to education in only one language. The ultimate goal of bilingual education is fluency and literacy in both languages through a variety of strategies such as translanguaging and recasting.
Science education is the teaching and learning of science to school children, college students, or adults within the general public. The field of science education includes work in science content, science process, some social science, and some teaching pedagogy. The standards for science education provide expectations for the development of understanding for students through the entire course of their K-12 education and beyond. The traditional subjects included in the standards are physical, life, earth, space, and human sciences.
English as a second or foreign language is the use of English by speakers with different native languages, often with students whose native language is not English and are learning to speak and write English, commonly among students Language education for people learning English may be known as English as a foreign language (EFL), English as a second language (ESL), English for speakers of other languages (ESOL), English as an additional language (EAL), or English as a New Language (ENL), which refers to the practice of studying English in a country where it is not the dominant language. These programs, especially ESL, are usually an academic subject, course, or program designed to teach English to students who are not yet proficient in the language. While some people only refer to learning in an English-speaking country, learning this language can also entail learning in a non-English speaking or non-native nation.
The New York UniversitySteinhardt School of Culture, Education, and Human Development is the school of education of New York University. The school was founded as the School of Pedagogy in 1890. Prior to 2001, it was known as the NYU School of Education.
The National Assessment of Educational Progress (NAEP) is the largest continuing and nationally representative assessment of what U.S. students know and can do in various subjects. NAEP is a congressionally mandated project administered by the National Center for Education Statistics (NCES), within the Institute of Education Sciences (IES) of the United States Department of Education. The first national administration of NAEP occurred in 1969. The National Assessment Governing Board (NAGB) is an independent, bipartisan board that sets policy for NAEP and is responsible for developing the framework and test specifications.The National Assessment Governing Board, whose members are appointed by the U.S. Secretary of Education, includes governors, state legislators, local and state school officials, educators, business representatives, and members of the general public. Congress created the 26-member Governing Board in 1988.
English-language Learner is a term used in some English-speaking countries such as the United States and Canada to describe a person who is learning the English language and has a native language that is not English. Some educational advocates, especially in the United States, classify these students as non-native English speakers or emergent bilinguals. Various other terms are also used to refer to students who are not proficient in English, such as English as a second language (ESL), English as an additional language (EAL), limited English proficient (LEP), culturally and linguistically diverse (CLD), non-native English speaker, bilingual students, heritage language, emergent bilingual, and language-minority students. The legal term that is used in federal legislation is 'limited English proficient'. The instruction and assessment of students, their cultural background, and the attitudes of classroom teachers towards ELLs have all been found to be factors in the achievement of these students. Several methods have been suggested to effectively teach ELLs, including integrating their home cultures into the classroom, involving them in language-appropriate content-area instruction early on, and integrating literature into their learning programs.
Helen Rhoda Arnold Quinn is an Australian-born particle physicist and educator who has made major contributions to both fields. Her contributions to theoretical physics include the Peccei–Quinn theory which implies a corresponding symmetry of nature and contributions to the search for a unified theory for the three types of particle interactions. As Chair of the Board on Science Education of the National Academy of Sciences, Quinn led the effort that produced A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas—the basis for the Next Generation Science Standards adopted by many states. Her honours include the Dirac Medal of the International Center for Theoretical Physics, the Oskar Klein Medal from the Royal Swedish Academy of Sciences, appointment as an Honorary Officer of the Order of Australia, the J. J. Sakurai Prize for Theoretical Particle Physics from the American Physical Society, the Karl Taylor Compton Medal for Leadership in Physics from the American Institute of Physics, and the 2018 Benjamin Franklin Medal in Physics from the Franklin Institute.
The San Diego State University College of Education is home of SDSU's teacher education and training programs. It offers undergraduate programs, teaching credentials for degree holders, master's degrees and both the Ed.D and Ph.D doctoral degrees.
The English Language Acquisition, Language Enhancement, and Academic Achievement Act - formerly known as the Bilingual Education Act - is a federal grant program described in Title III Part A of the federal Elementary and Secondary Education Act (ESEA), which was reauthorized as the No Child Left Behind Act in 2002 and again as the Every Student Succeeds Act in 2015. This section is specifically targeted to benefit Limited English Proficient (LEP) children and immigrant youth. The statute states that LEP students must not only attain English proficiency but simultaneously meet the same academic standards as their English-speaking peers in all content areas. Federal funding is provided to assist State Education Agencies (SEAs) and Local Education Agencies (LEAs) in meeting these requirements. In 2011, ESEA Title III awards were granted to 56 SEAs and the average award given to an individual SEA was $12,158,046.
WestEd is a San Francisco-based nonprofit organization. The organization's mission states, "WestEd, a research, development, and services agency, works with education and other communities to promote excellence, achieve equity, and improve learning for children, youth, and adults."
Structured English Immersion (SEI) is a total immersion bilingual education technique for rapidly teaching English to English Language Learners. The term was coined by Keith Baker and Adriana de Kanter in a 1983 recommendation to schools to make use of Canada's successful French immersion programs. The Canadian model was developed to encourage bilingualism through immersing Anglophones in the minority language and replaced many English-only laws in various Canadian provinces before the 1960s, while in the United States the same approach was advocated to force minority speakers to adopt English.
The WIDA Consortium is an educational consortium of state departments of education. Currently, 41 U.S. states and the District of Columbia, as well as Puerto Rico and the Northern Mariana Islands, participate in the WIDA Consortium. WIDA designs and implements proficiency standards and assessment for grade K-12 students who are English-language learners, as well as a set of proficiency standards and assessments for Spanish language learners. WIDA also provides professional development to educators and conducts research on instructional practices, as well as the results and use of the ACCESS and W-APT English language proficiency assessments.
The Common Core State Standards Initiative, also known as simply Common Core, was a multi-state educational initiative begun in 2010 with goal of increasing consistency across state standards, or what K–12 students throughout the United States should know in English language arts and mathematics at the conclusion of each school grade. The initiative was sponsored by the National Governors Association and Council of Chief State School Officers.
Imagine Learning, formerly Twig Education, is a digital media company that offers educational content to schools via subscription websites.
The Next Generation Science Standards is a multi-state effort in the United States to create new education standards that are "rich in content and practice, arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education." The standards were developed by a consortium of 26 states and by the National Science Teachers Association, the American Association for the Advancement of Science, the National Research Council, and Achieve, a nonprofit organization that was also involved in developing math and English standards. The public was also invited to review the standards, and organizations such as the California Science Teachers Association encouraged this feedback. The final draft of the standards was released in April 2013.
James L. Moore III is the Vice Provost for Diversity and Inclusion and Chief Diversity Officer of The Ohio State University. He also serves as executive director of the Todd Anthony Bell National Resource Center on the African American Male and is the inaugural College of Education and Human Ecology Distinguished Professor of Urban Education. Moore co-founded the International Colloquium on Black Males in Education. From 2015 to 2017, Moore served as the rotating program director for Broadening Participation in Engineering in the Engineering directorate at the National Science Foundation in Arlington, Virginia. In 2018 the Dr. James L. Moore III Scholars Program, established by Missy and Bob Weiler, was created to support undergraduate students transferring from Columbus State Community College to Ohio State University.
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sj Miller is an American academic, public speaker, social justice activist, and Professor of Teacher Education at the Santa Fe Community College.
Dr. Carol Diane Lee is an American professor, educational researcher, school director and author. Now retired, Lee was the Edwina S. Tarry Professor of Education and Social Policy, Professor of Learning Sciences, and Professor of African-American Studies at Northwestern University. Her scholarly interests focus on the influences of culture and literacy on education, particularly among students in the African-American community. She chairs the Board of Director of the Betty Shabbazz International Charter School, an institution she helped found.
Mary J. Schleppegrell is an applied linguist and Professor of Education at the University of Michigan. Her research and praxis are based on the principles of Systemic Functional Linguistics (SFL), a theory derived from the work of social semiotic linguist Michael Halliday. Schleppegrell is known for the SFL-based literacy practices she has continuously helped to develop for multilingual and English language learners throughout her decades long career, which she began as an educational specialist before transitioning to the field of applied linguistics. As a result, her publications demonstrate a deep understanding of both the theories and practices related to teaching and learning.
