Dr. Kelly M. Estrada

Office

About

Dr. Estrada served as Co-PI/Project Director for the Preparing Underrepresented Educators to Realize their Teaching Ambitions (PUERTA). The PUERTA Project, funded by a grant from the U.S. Department of Education, Developing Hispanic Serving Institutions (DHSI), was designed to increase the number of Hispanic and Latino students qualified to teach in public elementary schools and secondary schools.

Biography

 Dr. Estrada has 20+ years of experience preparing future teachers for elementary and secondary public school settings. She holds a Bachelor’s Degree in Linguistics from UCSD, as well as a Master’s Degree in Linguistic Anthropology and a Ph.D. in Education, with a specialization in Administration, Curriculum & Teaching Studies, from UCLA. In addition to her work as a teacher educator, she has provided professional development experiences for teachers in a number of diverse educational settings, including Los Angeles, Philadelphia and New York City.

Education

-Bachelor’s Degree in Linguistics from UCSD 

-Master’s Degree in Linguistic Anthropology and a Ph.D. in Education, with a specialization in Administration, Curriculum & Teaching Studies, from UCLA

Degrees

Academic Interests

Dr. Estrada’s academic interests focus on investigating and addressing the educational experiences of multilingual/ multicultural students, with a particular emphasis on the academic achievement of English language learner students.

She is currently engaged in a 5-year Developing Hispanic Serving Institutions (DHSI) grant that focuses on developing and supporting Latinx K-12 public school teachers.

Concentrations

• Language acquisition & literacy development
• Social foundations of education 
• Critical pedagogy
• Reading assessment
• Content area reading

Selected Publications & Presentations

Guilford, J., Bustamante, A., Mackura, K., Hirsch, S., Lyon, E. & Estrada, K.  (2017). Text Savvy: Planning Rich Reading Experiences to Support Language Development while Teaching Genetic Variation. The Science Teacher (January). Arlington, VA: National Science Teachers Association (NSTA).

Estrada, K. & Grady, K. (2011). Reflective Inquiry and Preservice Teachers’ Conceptions of Content Area Literacies. Reflective Practice: International and Multidisciplinary Perspectives, 12(6), 749-762.