Katya Aguilar, PhD
Professor, Teacher Education
Dr. Aguilar’s research focuses on professional preparation and development among teacher candidates, in-service teachers, and faculty in effective practices for enhancing the educational opportunities of English learner (EL) students across secondary and post-secondary classroom settings. Specific threads her scholarly work in this area include exploring avenues for:
- Supporting the academic language development of linguistically diverse future educators
- Promoting equity through co-teaching and professional learning communities
- Challenging beliefs and assumptions held by educators about English learner students
- Ph.D., Curriculum & Instruction, Kansas State University
- M.S., Secondary Education, Kansas State University
- B.A., Psychology, William Jewell College
- Karathanos-Aguilar, K. K., & Ervin-Kassab, L. E. (2020). Professional Growth Among Mentor Teachers in a Co-Teaching Model of Preservice Education. The CCTE SPAN 2020 Research Monograph, 34–41. Available at https://ccte.org/wp-content/pdfs-conferences/ccte-conf-2020-spring-monograph.pdf [pdf]
Drouin, S., Karathanos-Aguilar, K., & Lehmkuhl-Dakhwe, V. (2019). Affordances and Constraints: Pre-service science educators co-teaching in support of ELLs. Journal of Education and Culture Studies, 4 (1). Available at http://www.scholink.org/ojs/index.php/jecs/issue/view/305.
- Karathanos-Aguilar, K. & Sidnman-Taveau, R. (2016). Academic writing development and
self-efficacy: A model for linguistically diverse pre-service teachers, Issues in
Teacher Education, 25(2), 133-147.
- Sidman-Taveau R. & Karathanos-Aguilar, K. (2015). Academic Writing for Graduate-Level
English as a Second Language Students: Experiences in Education, CATESOL Journal,
27(1), 27-52. Feature Article.
- Karathanos, K. & Mena, D. (2014). Exploring the experiences of linguistically diverse College of Education student writers, Journal of University Teaching & Learning Practice, 11(3).
- Karathanos-Aguilar, K. (2020, April 19-20). Professional growth among mentor teachers in a co-teaching model of preservice education [Roundtable Discussion]. California Council on Teacher Education (CCTE) Policy Action Network (SPAN) Conference, San Jose, CA, United States. (Conference canceled)
- Karathanos-Aguilar, K., Kassab L., & Flora, T. (2017, Oct. 19-22). Fostering academic language development through a co-teaching/PLC model [Research presentation]. California Teachers of English to Speakers of Other Languages (CATESOL), Santa Clara, CA, United States.
- Karathanos-Aguilar, K. (2016, April 11). Academic writing development and self-efficacy: a model for linguistically diverse pre-service teachers [Poster presentation]. AANAPISI Showcase, San Jose State University, San Jose, CA, United States.
Noteworthy Grants and Awards
- Karathanos K. & Felton, M. (2012-2017). Principal Investigator, The Trio Project: Addressing Academic Language Development across the Teacher Continuum. U.S. Department of Education, Office of English Language Acquisition. National Professional Development Grant funded for $1,765,885.
Areas of Research Interest
- Academic language development
- Biliteracy teacher education
- English learners
- Linguistic diversity
- Teacher beliefs
Listen to Katya's playlist below and access all of the personality playlists on our Lurie College of Education Spotify account