David A. Whitenack, Ph.D., teaches courses focusing on emergent multilingual students, supervises pre-service teachers, and coordinates the TED graduate program. Whitenack has published, presented, led professional development initiatives, and served as co-PI on grant-funded projects related to improving the education of English learners. His current work with a cross-departmental team of colleagues uses an intersectional approach to prepare all general and special education teachers to meet the learning of needs of all students in mainstream classrooms in the context of teacher residency partnerships. Read David’s full profile below and listen to his personality playlist on the Lurie College Spotify account!
Professor, Teacher Education
- Ph.D., Education, Stanford University
- Ed.M., Harvard University
- A.B., Spanish, Dartmouth College
- Whitenack, D. A., Golloher, A. N., & Burciaga, R. (in press, 2019). Intersectionally reculturing educational leader preparation and practice for all students. Educational Leadership and Administration: Teaching and Program Development Journal, 31.
- Golloher, A. N., Whitenack, D. A., Simpson, L. A., & Sacco, D. (2018). From the ground up: Providing support to emergent bilinguals to distinguish language difference from disability. Insights into Learning Disabilities, 15(2), 127-147.
- Whitenack, D. A., & Swanson, P. E. (2013). The transformative potential of boundary spanners: a narrative inquiry into preservice teacher education and professional development in an NCLB-impacted context. Education Policy Analysis Archives, 21(57). http://epaa.asu.edu/ojs/article/view/1259
Gallego, M. A., Hollingsworth, S., & Whitenack, D. A. (2001). Relational knowing in the reform of school cultures. Teachers College Record, 103(2), 240-266.
- Rabin, C., Sexton, D., Whitenack, D., & Nemecek, D. (2019, April). Investigating the Candidate-Mentor-Supervisor Triad. CSU New Generation of Educators Learning Community Convening, Sacramento, California: CSU Sacramento.
- Golloher, A., & Whitenack, D. A. (2019, March). Intersectionally reculturing educational leader preparation and practice: the tier one framework tool. CAPEA Spring 2019 Conference. Sacramento, CA: CAPEA.
Whitenack, D. (2018, September). Using Sentence Stems to Support Emergent Bilinguals’ (ELs’) Conversations and Reading Comprehension. Professional development workshop presented to teachers from local school districts. McCollam Elementary School, San Jose, CA, September 11, 2018.
Noteworthy Grants and Awards
- Whitenack, D. A., & Chin, E. Y. (Co-Principal Investigators). (2015-2016). Preparing World-Class 21st Century Educators For All Students: The San José State University High-Leverage Practice & Content Academy. CSU Chancellor’s Office (S. D. Bechtel, Jr. Foundation) Next Generation of Educators Initiative ($54,999).
- Stoddart, T. (Principal Investigator), Bravo, M. Rodriguez, A. J., Shaw, J., & Whitenack, D. A. (Co-Principal Investigators). (2011-2017). English Language and Literacy Integration in Subject Areas (ELLISA). U.S. Department of Education: Office of English Language Acquisition: National Professional Development Grant: Award # T365Zl10154-12 ($1,970,218), University of California, Santa Cruz sub-award ($326,834).
- Stoddart, T. (Principal Investigator), Bravo, M. Mosqueda, E., & Whitenack, D. (Co-Principal Investigators). (2008-2012). Effective Science Teaching for English Language Learners (ESTELL): A Pre-Service Teacher Professional Development Research Project Across Three Universities in California. National Science Foundation: Discovery Research K-12 Program: Award #0822402 ($2,368,203), University of California, Santa Cruz sub-award ($193,048).
Areas of Research Interest
- Anti-racist education
- Culturally sustaining pedagogy
- Emergent multilingual students
- Inclusive education
- Social justice pedagogy
- Teacher residency
- Universal design for learning (UDL)