Pedro Castaneda - Associate Advisory Board
Education:
M.A. Instructional Design and Teacher Education
Stanford University, 1978
B.A. Political Science
San Jose State University, 1973
Primary Areas:
Curriculum Development & Instructional Design
Expertise:
Workplace Literacy Development
Education and Multi-Media Technologies
Qualitative Research and Evaluations
Professional History:
1993-Present - Associate Director (Economic Development) - Center for Employment Training San Jose, CA
1991-1993 - Senior Associate - Aguirre International - San Mateo, CA
1990-1991 - Research Associate - RMC Research Corporation - Mountain View, CA
1984-1986 - Director and Founder - Stanford Literacy Improvement Project
1984-1986 - Research Associate - Stanford Center for Education - Research at Stanford, CA
1980-1983 - Director of Education Programs - University of the Pacific - Stockton, CA
1978-1988 - Lecturer and Teacher Supervisor - University of California at Davis, CA
Professional Experience:
Curriculum Development & Instructional Design
Analyzed manufacturing "World-Standards" employee training curricula and compared them to two theoretical foundations: learner-centered and criterion mastery. UNISYS Corporations was used for analysis.
Participated in the analysis and review of the U.S. Department of Labor's study on "Essential Skills Required on the Job" produced by the Secretary of Labor's Commission on Achieving Necessary Skills (SCANS, 1991). The information provided is currently being used to produce assessment and evaluation standards for the essential skills.
Studied with the most prominent professors in curriculum development theory at Stanford University. Theories were analyzed in the context of public and private schools, world manufacturing, and information processing industries.
Taught courses on curriculum theory, design, and methodologies in the School of Education at University of California at Davis.
Workplace Literacy Development:
Founded and Directed the Stanford Literacy Improvement Project targeted at Stanford University Medical Center employees. Coordinated the job task analysis, development of job-specific curricula, instructional staff training, evaluation of overall employee performance.
Applied curriculum development theories to "difficult to teach populations", primarily to low-literate and low motivation adult students at Stanford University. We were interested in determining which theories were best applicable, under which conditions, for different sub-populations. Qualitative methodologies were used for analysis.
Designed literacy development curriculum and instructional materials directed at adults with low academic performance. A language assessment and instructional manual were developed. These products were implemented, assessed and improved.
Evaluated the National Literacy Corps Program. Conducted case study analysis of literacy programs in four states. Responsibilities included focused interviews, on-site observations, synthesizing case study data, and making policy recommendations.
Assessed and evaluated the impact of language learning computer software with learners of the English language. Students from different language and cultural backgrounds had no previous experience with computers.
Instructional Design:
Designed and delivered a presentation to "Fortune 500 Companies" on the subject of Communication, the Diverse Workforce and Productivity. The materials presented using multi-media were "enlightening" and well received by all participants. Evaluations were highly positive.
Designed curriculum and instructional strategies for educational enrichment program at University of the Pacific at Stockton. The process began with a qualitative needs assessment, followed by a curricular design with active participation from teachers and administrators, and the development of motivating instructional strategies. Feedback mechanisms were included to evaluate the delivery and impact of the training program.
Designed innovative curriculum and instructional materials for culturally diverse student in a leadership program. The curriculum was designed for self-governance, accountability, and self-monitoring and valuation.
Designed creative writing curriculum for bilingual high school students using "hypercard" applications in the MacIntosh computer. All student writings were recorded in hypercard stacks, integrated with graphics and formatted for publication.
Conducted fifteen education program improvement workshops throughout California impacting over 350 administrators and teachers. Workshops were tailored to meet the needs of the linguistic and culturally diverse student populations reflective of the state.
Taught education and training courses on curriculum design and instructional methodologies at Stanford University. Students analyzed commercial education materials and compared them to a quality criteria.
Education and Multimedia Technologies:
Provided computing technical assistance on the use of micro and mainframe computers to Stanford University administrators. Technical assistance to academic departments included communications protocol, software integration and selection of computer hardware configurations to enhance office automation.
Developed Tutored Video Instruction (TVI) modules in language arts and mathematics for bilingual students. Designed the methodology, collected the data and evaluated the impact of TVI on student performance.
Taught three summer high school programs using Macintosh computers. Designed and taught the courses focused on the applications and educational capabilities of word processors, spreadsheets, databases and graphics.
Assessed and evaluated the impact of language learning computer software with learners of the English language. Students from different language and cultural backgrounds had no previous experience with computers.
Taught secondary teachers and high school students in using Macintosh and videodisk technologies to enhance science education. Specific subjects included science exploration, CAD-CAM, robotics, and biotechnology.
Qualitiative Research and Evaluations:
Evaluated the implementation of effective instructional strategies in the bilingual classroom context. The strategies were assessed in language arts and reading using two languages for instruction. The classroom observation data was analyzed in relationship to teacher interviews and questionnaires. Both qualitative and quantitative analysis were used to produce final reports.
Designed classroom observation instruments to assess teacher intern performance. Observed interns in the classroom and provided feedback on improving the delivery of instruction in language arts, science and mathematics.
Designed and implemented ethnographic data-collection methodologies to determine the decision making process of ESEA Chapter 1 education programs for academically under achieving students. Research included design methodology, data collection protocols and comprehensive case study analysis.
Designed and implemented a battery of instruments to assess the performance of education para-professionals. The battery included a questionnaire, an interview protocol guide, and a classroom observation form. The instruments produced in English and Spanish were disseminated throughout California.
Coordinated the research and production of an enrichment curriculum developed for bilingual students enrolled in a leadership educational program. Creativity, innovation, and motivation were the underlying principles of the curriculum and the teaching strategies. The program and curriculum received the "Most Creative Program Award" by the National Association of Small Colleges and Universities.
Researched and produced alternative measures of performance for at-risk students. Considerations in the development of these measures included multiple student learning modalities, student motivation and different modes of communication. Teachers were asked to implement these measures and provide an analysis of their effectiveness.
Designed and evaluated an enrichment computer curriculum for three-summer high school student leadership programs for minority students. Used Macintosh computers to teach effective communication skills using the full capabilities of the hardware and software, including audio, video and graphics.
Quantitiative Analysis:
Trained at Stanford University in the applications of SAS and SPSS statistical packages using mainframe and microcomputers.
Conducted extensive cross-tabulation and ANOVA analysis of teaching, students and classroom observations of effective bilingual education instruction.
Provided statistical technical assistance to Stanford University graduate students conducting dissertation work and other research projects.
Conducted statistical analysis for city-wide resident survey on redevelopment priorities and interests for the community. A final report with statistical charts and graphs was produced for the City Council and Board of Supervisors for a Bay Area city.
Conducted statistical analysis of California statewide survey of paraprofessional practices in public schools.
Taught high school bilingual students at Stanford University to produce graphs and charts to present quantitative data to diverse audiences.
Selected Papers and Presentations:
Castañeda, P.C. Literacy Needs of the Hispanic Community. Presentation at the Annual Meeting of the California Libraries Association in Oakland.
Castañeda, P.C. Effective Instructional Strategies for the Bilingual Classroom. Paper presented at the Annual CABE paraprofessional Conference in Sacramento.
Castañeda, P.C. Managing the Diverse Workforce of the l990's Through Collaboration. Paper presented to the Fortune 500 companies at a conference sponsored by the San Jose Mercury Newspaper.
Castañeda, P.C. Alternative Measures of Assessment for Bilingual Students. Paper presented to the Los Angeles County Directors of Bilingual Education Programs.
Castañeda, P.C. Employment Survey for The city of East Palo Alto. Data Analyst Report submitted to the City of East Palo Alto.
Castañeda, P.C. Literacy in the Workplace: A Challenge to the Business Community. Paper presented at the South Bay Literacy Alliance Conference.
Castañeda, P.C. The Fruits of Our Labor: Selected Writings of Stanford University Employees. Editor. Castañeda, P.C. (1988, November) An Evaluation of the Stanford Literacy Improvement Project. Report commissioned by the Provost of Stanford University.
Castañeda, P.C. The Cycle of Illiteracy: The Child, Family and Society in the Year 2000. Paper presented at the YCMAD Conference at Stanford University.
Castañeda, P.C. ATISBOS Journal of Research on Hispanics. Co Editor, Stanford University. Castaneda, P.C. (1984, September) Spanish/English Proficiency Test for Teachers. Co Author. Stanford Center for Educational Research at Stanford.
Castañeda, P.C. Contextual Variation in the Use of Spanish and English for Instruction. Paper presented at the American Education Research Association Conference.
Professional Awards:
Supervisor: Most Supportive Supervisor of Stanford Experience and Employment Program
Director: President's Affirmative Action Exemplary Program Award at Stanford University
Director: Most Creative and Innovative Program Award by National Association of Colleges and Universities
Fellowships:
FORD Foundation and (1978) the U.S. Department of Education