Kathryn Hayes, Ph.D. Faculty Profile

Photo of Kathryn Hayes

Kathryn  Hayes, Ph.D.

Assistant Professor

Department of Educational Leadership

Kathryn Hayes is an assistant professor in the Department of Educational Leadership at CSU East Bay.  Dr. Hayes also serves as a Co-PI and advisor for the Science Partnership (a partnership between CSUEB and the Alameda County Office of Education), which oversees the Integrated Middle School Science Partnership (funded by the National Science Foundation) and Science Partnership for Instructional Innovation (funded by the California Math-Science Partnership).  For these projects, she is the lead researcher on organizational capacity, leadership development and program sustainability.  Her research draws on socio-cultural and organizational theory to demonstrate the leadership and organizational capacity needed to support education reform at urban schools.  In a related line of inquiry, she studies the organizational elements and teacher traits that mediate between educational reform efforts and teacher shifts in instructional practices.  After teaching science in public elementary schools for ten years, she completed the requirements for her Ph.D. in Science Education and School Organization and Educational Policy at University of California, Davis, in June 2014.  

  • Ph.D. Science Education and School Organization and Educational Policy University of California, Davis, June 2014 Dissertation title: Equity in Elementary Science Education: A Study of Institutional Factors Committee: UC Davis: Tom Timar, Cary Trexler, Jamal Abedi; University of Utah: Andrea Rorrer
  • M.A. Education, Behavioral Sciences Women’s Studies emphasis, CSUS, August 2002
  • B.A. Anthropology (with distinction), The Colorado College, May, 1996, cum laude

Not teaching this semester.

Peer Reviewed:

 

Book Chapters, Reports, Policy Briefs, and Non-peer Reviewed Articles:

  • Tucker, D., Andrews, B., & Hayes, K. N. (2016). Students apply NGSS science practices in environmental stewardship. California Classroom Science, 28(5).
  • Hayes, K.N. (2015).  Elementary Science Education:  Fixing a Leaky Pipeline.  Policy Brief.
  • Hayes, K.N., maria ross, j., & Middleton, B. R. (2012). Doing collaborative public history: The Restore/Restory project; A report. Davis, CA: University of California, Davis; Center for Regional Change.
  • Hayes, K.N. (2009).  Perspectives of transformation: Negotiation and equilibrium within university/school partnerships.  In Wong, Pia and Glass, eds. Interrupting Tradition: Prioritizing Urban Children, their Teachers and Schools through Professional Development Schools.  SUNY Press.

  • Hayes, K. Communicating Across Assumptions for the Purpose of Practical, Research Based Teaching Reform.  Venture and Vexation.  Science Education at the Crossroads, Cleveland, October 2015.
  • Hayes, K. Characterizing organizational response strategies:  The role of resources and compound pressures in science education.  Poster.  American Educational Research Association, Chicago, April, 2015.
  • Hayes, K. Factoring inequity:  Teacher and school predictors of science education time. Paper.  American Educational Research Association, Chicago, April, 2015.
  • O’Connor, D., Lee, C., Hayes, K., et al. The Diverse Forms of Teacher Leadership: Examining Priorities, Skills, and Roles of Teacher Leaders in Middle School Science.  Paper.  American Educational Research Association, Chicago, April, 2015.
  • Lee, C., Hayes, K., et al.  Integrating NGSS Science Practices in Middle School Science Classrooms:  Examining the Process of Two Lesson Study Teams.  Roundtable.  American Educational Research Association, Chicago, April, 2015.
  • Hayes, K.  Pedagogical Choice in Elementary Science Education: Testing Explanatory Variables. Paper.  National Association for Research in Science Teaching, Chicago, April 2015
  • Hayes, K., Lee, C., et al.  Measuring Science Instructional Practice: A Survey Tool for the Age of NGSS.  Poster.  National Association for Research in Science Teaching, Chicago, April 2015.
  • Lee, C., Hedman, R., Hayes, K., et al. Teachers Grappling with NGSS and Common Core: Empirically Examining Lesson Study Teams.  Paper.  National Association for Research in Science Teaching, Chicago, April 2015.
  • Lee, C., Hayes, K., et al. Conditions that Support Lesson Study for Integrating NGSS in Science Classroom.  Poster.  National Association for Research in Science Teaching, Chicago, April 2015.
  • Hayes, K. Formative Assessment According to Experts:  A Delphi Approach.  Poster.  American Educational Research Association, Philadelphia, April, 2014.
  • Hayes, K.  Speaking With Policy:  Examining the Empirical and Emancipatory Possibilities of Qualitative Research.  Paper.  American Anthropology Association Meeting, Chicago, November 2013 (Chair of session).
  • Efficiency In Education: The Displacement of Reform Narratives by Business Models.  Paper. American Anthropology Association Annual Meeting, San Francisco, November 2012 (Chair).
  • Hayes, K.  A Conversation: How Can Quantitative Methods Contribute to Place-Based Research? Paper.  North American Association for Environmental Education Research, Oakland, October 2012.
  • Hayes, K. Grounding the Critical Pedagogy of Place: Evidence from the Field.  Paper.  North American Association for Environmental Education Research Symposium, Oakland, October 2012.
  • Hayes, K. Student Value and Aspirations: The Hopes and Hazards of a Collaborative Preparatory Program.  Paper.  University of Pennsylvania Ethnography of Education Forum, February 2011.
  • Hayes, K. Policy’s Children: Undermining Success at an Urban Preparatory Program.  Poster.  American Anthropological Association Meeting, New Orleans, November 2010.
  • Hayes, K. Theater of the Future Teacher: Boal Meets This American Life—Innovations in Pre-Service Preparation of Urban Secondary Teachers. Presentation.  California Council on Teacher Education, San Diego, October 2009.
  • Hayes, K. Changing the Lens: Understanding New Perspectives Among Pre-Service Teachers Engaged in the Practice of Ethnographic Research. Paper.  American Anthropological Association Meeting, November 2008.
  • Hayes, K. Learning the Craft of Teaching in Urban Schools. Paper.  American Educational Research Association, San Diego, April 2004.

  • Advisor, Teaming for Effectiveness and Equity in Mathematics (TEEM).  Funded at $497,262.   California Elementary Mathematics and Science Professional Learning Initiative.  2016-2018
  • Co-PI, Science Partnership for Instructional Innovation (Funded).  California Math-Science Partnership Professional Development Program, Cohort 12, $3 million. 2015-2018
  • Researcher, California Subject Matter Project (CSMP), $15,000 (Funded).  2016-2017

  • Committee member, Semester conversion. Department of Educational Leadership, CSU East Bay
  • Representative for CSU East Bay, Carnegie Project on the Education Doctorate (CPED)
  • Reviewer, papers submitted to Science Education and Policy Futures in Education.
  • Advisory board member, BEETLES (Better Environmental Education, Teaching, Learning, Expertise and Sharing), Lawrence Hall of Science
  • Chair, Committee 14, Council on Anthropology and Education (Ethnography of Educational Policy and Systems) 2009-2014
  • Reviewer, papers submitted to the National Association for Research in Science Teaching, American Educational Research Association, and American Anthropology Association Annual Meeting.
  • Hiring committee member, U.C. Davis School of Education Faculty position in Policy, 2013
  • Faculty work group, STEM initiative grants 2009, California State University, Sacramento
  • Shenandoah High School Advisory Board 2004-2006
  • California Regional Environmental Education Community Network Advisory Board 2002-2005

FELLOWSHIPS AND AWARDS

  • UC/ACCORD (All Campus Consortium on Research for Diversity) Dissertation Fellowship, 2013-2014
  • Graduate Group in Education Dissertation Year Fellowship, 2012-2013
  • Chancellor’s Doctoral Incentive Program Fellowship, 2009-2014
  • 2014 Award for Academic Promise, UC Davis Graduate Group in Education
  • 2011 Award for Academic Distinction, UC Davis Graduate Group in Education
  • UCEC Fellowship, for the Institute for Training in Educational Evaluation
  • David L. Clark National Graduate Student Research Seminar fellowship; AERA Divisions G, L and the University Council for Educational Administration, April 2012
  • Publication, Doing collaborative public history:  The Restore/Restory project chosen by Imagining America as one of two case studies to exemplify public scholarship research and project assessment.  September, 2012  
  • Participatory Action Research Fellow, Community Forestry and Environmental Research Foundation, 2010-2011