Faculty Profiles

Straubhaar, R. J. (2025). “One day, all children will.......do what exactly?” Interrogating the ideological assumptions and implications of the Teach For All teacher educational model. In Preparing teachers for social change: Teacher education at a crossroad. Routledge. Retrieved from https://www.routledge.com/Preparing-Teachers-for-Social-Change-Teacher-Education-at-a-Crossroad/Dadvand-Lampert-Brooks/p/book/9781032845647

Straubhaar, R. J. (2025). Complicating our image of the “good student:” Mexican students’ use of navigational capital in a newcomer school. International Journal of Qualitative Studies in Education, 38(7), 941–955. Retrieved from https://doi.org/10.1080/09518398.2024.2416717

Wang, J., Straubhaar, R. J., Leon, S., Kikoler, D., & Rosales, E. (2025). A quasi-experimental approach to evaluating magnet schools. Evaluation and Program Planning. Retrieved from https://doi.org/10.1016/j.evalprogplan.2025.102666

Campbell, A., Straubhaar, R., & Martinez, M. A. (2025). Equity gains from unforeseen crisis: Leadership insights from 10 Texas superintendents. In Leveraging Crisis for Equitable School Improvement: Strategies from the Field (pp. 101–117). Emerald.

Straubhaar, R. J. (2024). Complementing the scholarship of teaching and learning with engaged pedagogy and community cultural wealth. Insight: A Journal of Scholarly Teaching, 20(3), 1–10. https://doi.org/https://doi.org/10.46504/20202403st

Straubhaar, R. J. (2023). The sociohistorically situated and structurally central nature of race: Toward an analytic of research regarding race and racism. Journal of Educational Controversy, 15, 1–16. Retrieved from https://cedar.wwu.edu/jec/vol15/iss1/1/

Straubhaar, R. J., & Wang, J. (2022). Perceptions of the role of the principal in promoting collaborative leadership in magnet schools in the United States. Journal of Educational Administration and History, 54(2), 222–236.

Straubhaar, R. J., & Portes, P. (2022). Fifty definitions of English Learner: A proposed solution to inconsistent state-by-state systems in the United States for classifying students who speak English as a second language. Educational Considerations, 48(1), 1–7. https://doi.org/https://doi.org/10.4148/0146-9282.2328

Straubhaar, R. J., Vasquez, M., Mellom, P., & Portes, P. (2021). “They wouldn’t go to our school”: Unpacking the racialization of Latinx children through a civil rights lesson in a New South classroom. Journal of Latinos and Education, 20(4), 363–375. https://doi.org/10.1080/15348431.2019.1597719

Straubhaar, R. J., Wang, J., & Sylvester, R. M. (2021). 50 years of magnet schools: An overview of desegregation efforts. CRESST Reports, 868, 1–29. Retrieved from https://cresst.org/wp-content/uploads/R868.pdf

Aung, T. Y., & Straubhaar, R. J. (2021). A policy shift from state to non-state in education aid: A critical discourse analysis of the UK’s development policies. Current Issues in Contemporary Education, 23(1), 61–76. Retrieved from https://www.tc.columbia.edu/cice/issues/winter-2021-open-issue--volume-23-issue-1/

Straubhaar, R. J. (2020). Teaching for America across two hemispheres: Comparing the ideological appeal of the Teach for America teacher education model in the United States and Brazil. Journal of Teacher Education, 71(3), 307–318. Retrieved from https://doi.org/10.1177/0022487119845635

Straubhaar, R. J. (2020). “We teach in English here:” Conflict between language ideology and political pressure in an English-only newcomer school. Berkeley Review of Education, 10(1), 1–32. https://doi.org/https://doi.org/10.5070/B810142318

Straubhaar, R. J. (2020, October 1). Even Post-COVID, A-F School Ranking System Should Get an F. Austin Chronicle. Retrieved from https://www.austinchronicle.com/columns/2020-10-02/opinion-even-post-covid-a-f-school-ranking-system-should-get-an-f/

Peleje Viana, M., & Straubhaar, R. J. (2020). To what extent does the news media address school funding? A case study in Texas. Educar Em Revista, 36, 1–19. https://doi.org/https://doi.org/10.1590/0104-4060.69951

Straubhaar, R. J. (2020). Unpacking Teach For All’s conceptualization of leadership through the “Teach For All Talks” series. In Examining Teach For All: International Perspectives on a Growing Global Network (pp. 243–264). New York, NY, USA: Routledge. Retrieved from https://www.routledge.com/Examining-Teach-For-All-International-Perspectives-on-a-Growing-Global/Thomas-Rauschenberger-Crawford-Garrett/p/book/9780367336486

Wang, J., Straubhaar, R. J., & Ong, C. (2020). Teacher and administrator experiences with teacher recruitment, retention and support in a new Californian charter-led turnaround school. I.e.: Inquiry in Education, 11(2), 1–19. Retrieved from https://digitalcommons.nl.edu/ie/vol11/iss2/22/

Straubhaar, R. J., Betts, S., & Torres, S. (2020). Pursuing critical consciousness on the tenure track: Towards a humanizing praxis within the neoliberal university. In Reinventing Pedagogy of the Oppressed: Contemporary Critical Perspectives (pp. 141–147). Bloomsbury. Retrieved from https://www.bloomsbury.com/us/reinventing-pedagogy-of-the-oppressed-9781350117174/

Straubhaar, R. J. (2020, February 22). Commentary: Bloomberg Education Plan a Failure. San Antonio Express-News, p. A014. Retrieved from https://www.mysanantonio.com/opinion/commentary/article/Commentary-Bloomberg-education-plan-a-failure-15068838.php

Straubhaar, R. J. (2019). Constructing a relevant contemporary philosophy of education: Explorations of a Freirean scholar. Intersections: Critical Issues in Education, 3(1), 44–56. Retrieved from https://digitalrepository.unm.edu/intersections/

Mellom, P., Straubhaar, R. J., Balderas, C., Ariail, M., & Portes, P. (2018). “They come with nothing:” How professional development in a culturally responsive pedagogy shapes teacher attitudes towards Latino/a English language learners. Teaching and Teacher Education, 71, 98–107.

Straubhaar, R. J. (2017). The “power" of value-added thinking: Exploring the implementation of high-stakes teacher accountability policies in Rio de Janeiro. Education Policy Analysis Archives, 25(91), 1–22. https://doi.org/http://dx.doi.org/10.14507/epaa.25.3034

Straubhaar, R. J. (2017). Expanding the definition of “small” state: How Rio de Janeiro’s favelas are a small state that talks “big.” In T. Jules & P. Ressler (Eds.), Re-reading education policy and practice in small states: Issues of size and scale in the emerging intelligent society and economy (pp. 59–71). Frankfurt am Main, Germany: Peter Lang. https://doi.org/http://dx.doi.org/10.3726/978-3-653-02633-7

Straubhaar, R. J. (2017). International issues in out-of-school learning. In K. Peppler (Ed.), The SAGE encyclopedia of out-of-school learning (pp. 382–384). New York: SAGE. Retrieved from https://us.sagepub.com/en-us/nam/the-sage-encyclopedia-of-out-of-school-learning/book240925

Straubhaar, R. J., Mellom, P., & Portes, P. R. (2017). Professional development and funded interventions as means to improve Latino/a student achievement: A research and development perspective. In S. Salas & P. R. Portes (Eds.), U.S. Latinization: Education and the New Latino South (pp. 109–122). Albany, NY: SUNY Press. Retrieved from http://www.sunypress.edu/p-6368-us-latinization.aspx

Straubhaar, R. J. (2017). Educational excellence versus educational justice: How Latin American policymakers respond to competing demands for internationally competitive and socially equitable education systems with accountability-driven governance. In T. Jules (Ed.), The global educational policy environment in the Fourth Industrial Revolution: Gated, regulated and governed (pp. 265–281). London, UK: Emerald.

Straubhaar, R. J. (2017). Building a social utopia in the land of racial democracy: The lack of racial discussion within the educational materials of the Brazilian Landless Workers’ Movement. Race, Ethnicity and Education, 20(2), 264–276.

Straubhaar, R. J., & Portes, P. R. (2017). The social construction of Latino childhood in the New South. Global Studies of Childhood, 7(3), 266–277. https://doi.org/10.1177/2043610616671068

Straubhaar, R. J. (2016). What do we mean by success? Comparing outcomes from Freirean adult education programmes in Brazil and Mozambique. In A. Skinner, E. Baillie Smith, E. Brown, & T. Troll (Eds.), Education, learning and the transformation of development (pp. 93–105). London: Routledge.

Straubhaar, R. J. (2016). Acknowledging and interrogating the place of race and privilege in comparative and international education. Annual Review of Comparative and International Education, 30, 71–79.

Straubhaar, R. J., & Gottfried, M. (2016). Who joins Teach For America and why? Insights into the “typical” recruit in an urban school district. Education and Urban Society, 48(7), 627–649.

Straubhaar, R. J. (2015). The stark reality of the “White Saviour” mentality and the need for critical consciousness: A document analysis of the early journals of a nascent Freirean educator. Compare: A Journal of International and Comparative Education, 45(3), 381–400.

Straubhaar, R. J. (2015). The methodological benefits of social media: “Studying up” in Brazil in the Facebook age. International Journal of Qualitative Studies in Education, 28(9), 1081–1096.

Gottfried, M., & Straubhaar, R. J. (2015). The perceived influence of the Teach For America program on teachers’ long-term career aspirations. Educational Studies, 41(5), 481–498.

Portes, P. R., Straubhaar, R. J., & Mellom, P. (2015). An R&D approach to the educational challenges of the growing Latino population in the United States’ “New South.” GATESOL in Action, 1, 1–18.

Straubhaar, R. J., & Friedrich, D. (2015). Theorizing and documenting the spread of Teach For All and its impact on global education reform. Education Policy Analysis Archives, 23(44), 1–6.

Straubhaar, R. J. (2015). The growing collective memory and evolving vision of Brazil’s Movimento dos Trabalhadores Rurais Sem Terra. Latin American Perspectives, 42(3), 107–119.

Portes, P., Straubhaar, R. J., & Salas, S. (2015). Latino post-first generation children and youth: Creating spaces for proud Americans in a free country. APA Committee on Children, Youth and Families Newsletter, December 2015, 1–11.

Straubhaar, R. J. (2015). Will you commit class suicide with me? Transformations Series at openDemocracy. Retrieved from https://www.opendemocracy.net/en/transformation/will-you-commit-class-suicide-with-me/

Straubhaar, R. J. (2015). European Education.

Straubhaar, R. J. (2014). A place for organizational critical consciousness: Comparing two case studies of Freirean nonprofits. Comparative Education, 50(4), 433–447.

Straubhaar, R. J. (2014). The multiple influences on non-formal instructional practices in rural Mozambique: Exploring the limits of world culture theory. Comparative Education Review, 58(2), 215–240.

Straubhaar, R. J. (2014). Social reproduction in non-formal adult education: The case of rural Mozambique. Ethnography and Education, 9(1), 81–97.

Straubhaar, R. J. (2013). Student use of aspirational and linguistic social capital in an urban immigrant-centered English immersion high school. The High School Journal, 97(2), 92–106.

Straubhaar, R. J. (2013). Moving oneself toward critical consciousness: A self-study of a Freirean educator. InterActions, 9(2), 1–23.

Straubhaar, R. J. (2013). North American adult literacy programs and Latin American immigrants: How critical pedagogy can help nonprofit literacy programming. Critical Studies in Education, 54(2), 190–202.

Wang, J., Straubhaar, R. J., Leon, S., & Epstein, S. (2013). Evaluation of the Impact of the Magnet Schools Assistance Program on Student Achievement in Springfield Public Schools: 2010-11 and 2011-12. Los Angeles, CA: National Center for Research on Evaluation, Standards, & Student Testing (CRESST).

Leon, S., Straubhaar, R. J., Epstein, S., & Wang, J. (2013). Evaluation of the Impact of the Magnet Schools Assistance Program on Student Achievement in the CREC/Hartford Public Schools Consortium: 2011-12. Los Angeles, CA: National Center for Research on Evaluation, Standards, & Student Testing (CRESST).

Herman, J., Wang, J., Straubhaar, R. J., Schweig, J., & Hsu, V. (2013). Evaluation of Green Dot’s Locke Transformation Project: From the Perspective of Teachers and Administrators. Los Angeles, CA: National Center for Research on Evaluation, Standards, & Student Testing (CRESST).

Straubhaar, R. J. (2012). A broader definition of fragility: The communities and schools of Brazil’s favelas. Current Issues in Comparative Education, 15(1), 41–51.

Straubhaar, R. J., & Epstein, S. (2012). 2011-12 Magnet School Assistance Program student and teacher survey report, New York City District #3. Los Angeles, CA: National Center for Research on Evaluation, Standards, & Student Testing (CRESST).

Straubhaar, R. J., & Epstein, S. (2012). 2011-12 Magnet School Assistance Program student and teacher survey report, New York City District #30. Los Angeles, CA: National Center for Research on Evaluation, Standards, & Student Testing (CRESST).

Straubhaar, R. J., Epstein, S., & Dockterman, D. (2012). 2011-12 Magnet School Assistance Program student and teacher survey report, Napa Valley, CA. Los Angeles, CA: National Center for Research on Evaluation, Standards, & Student Testing (CRESST).

Epstein, S., & Straubhaar, R. J. (2012). 2011-12 Magnet School Assistance Program student and teacher survey report, Polk County, FL. Los Angeles, CA: National Center for Research on Evaluation, Standards, & Student Testing (CRESST).

Epstein, S., & Straubhaar, R. J. (2012). 2011-12 Magnet School Assistance Program student and teacher survey report, Duval County, FL. Los Angeles, CA: National Center for Research on Evaluation, Standards, & Student Testing (CRESST).

Epstein, S., & Straubhaar, R. J. (2012). 2011-12 Magnet School Assistance Program student and teacher survey report, Springfield, MA. Los Angeles, CA: National Center for Research on Evaluation, Standards, & Student Testing (CRESST).

Wang, J., Straubhaar, R. J., & Epstein, S. (2012). 2011-12 Magnet School Assistance Program student and teacher survey report, Nashville, TN. Los Angeles, CA: National Center for Research on Evaluation, Standards, & Student Testing (CRESST).

Wang, J., Straubhaar, R. J., & Epstein, S. (2012). 2011-12 Magnet School Assistance Program student and teacher survey report, Los Angeles Unified School District. Los Angeles, CA: National Center for Research on Evaluation, Standards, & Student Testing (CRESST).

Wang, J., Straubhaar, R. J., Epstein, S., & Dockterman, D. (2012). 2011-12 Magnet School Assistance Program student and teacher survey report, CREC-Hartford, CT. Los Angeles, CA: National Center for Research on Evaluation, Standards, & Student Testing (CRESST).

Wang, J., Straubhaar, R. J., Epstein, S., & Leon, S. (2012). 2011-12 Magnet School Assistance Program student and teacher survey report, New Haven, CT. Los Angeles, CA: National Center for Research on Evaluation, Standards, & Student Testing (CRESST).

Herman, J., Wang, J., Rickles, J., Hsu, V., Monroe, S., Leon, S., & Straubhaar, R. J. (2012). Evaluation of Green Dot’s Locke transformation project: Findings for cohort 1 and 2 students. Los Angeles, CA: National Center for Research on Evaluation, Standards, & Student Testing (CRESST).

Herman, J., Wang, J., Straubhaar, R. J., Lin, J., Epstein, S., & Ong, C. (2012). Evaluation of the Magnet Schools Assistance Program’s influence on student achievement in Metropolitan Nashville Public Schools, 2010-11. Los Angeles, CA: National Center for Research on Evaluation, Standards, & Student Testing (CRESST).

Herman, J., Wang, J., Ong, C., Straubhaar, R. J., & Kong, J. (2012). Evaluation of the Magnet Schools Assistance Program’s influence on student achievement in New Haven Public Schools, 2010-11. Los Angeles, CA: National Center for Research on Evaluation, Standards, & Student Testing (CRESST).

Herman, J., Wang, J., Ong, C., Straubhaar, R. J., & Kong, J. (2012). Evaluation of the Magnet Schools Assistance Program’s influence on student achievement in Springfield Public Schools, 2010-11. Los Angeles, CA: National Center for Research on Evaluation, Standards, & Student Testing (CRESST).

Herman, J., Wang, J., Epstein, S., Kong, J., Ong, C., & Straubhaar, R. J. (2012). Evaluation of the Magnet Schools Assistance Program’s influence on student achievement in the Los Angeles Unified School District, 2010-11. Los Angeles, CA: National Center for Research on Evaluation, Standards, & Student Testing (CRESST).

Herman, J., Wang, J., Epstein, S., Lin, J., Stewart, L., & Straubhaar, R. J. (2012). Evaluation of the Magnet Schools Assistance Program’s influence on student achievement in CREC/Hartford Public Schools, 2010-11. Los Angeles, CA: National Center for Research on Evaluation, Standards, & Student Testing (CRESST).

Straubhaar, R. J., Dockterman, D., Epstein, S., & Stewart, L. (2012). 2010-11 Magnet School Assistance Program student and teacher survey report, Los Angeles Unified School District. Los Angeles, CA: National Center for Research on Evaluation, Standards, & Student Testing (CRESST).

Straubhaar, R. J. (2012). Encyclopedia: Journal of Phenomenology and Education.

Herman, J., Wang, J., Zheng Bi, S., & Straubhaar, R. J. (2011). 2010-11 Magnet School Assistance Program student and teacher survey report, New Haven, CT. Los Angeles, CA: National Center for Research on Evaluation, Standards, & Student Testing (CRESST).

Herman, J., Wang, J., Zheng Bi, S., & Straubhaar, R. J. (2011). 2010-11 Magnet School Assistance Program student and teacher survey report, CREC-Hartford, CT. Los Angeles, CA: National Center for Research on Evaluation, Standards, & Student Testing (CRESST).

Herman, J., Wang, J., Zheng Bi, S., & Straubhaar, R. J. (2011). 2010-11 Magnet School Assistance Program student and teacher survey report, New York City District 3. Los Angeles, CA: National Center for Research on Evaluation, Standards, & Student Testing (CRESST).

Herman, J., Wang, J., Zheng Bi, S., & Straubhaar, R. J. (2011). 2010-11 Magnet School Assistance Program student and teacher survey report, New York City District 30. National Center for Research on Evaluation, Standards, & Student Testing (CRESST).

Herman, J., Wang, J., Zheng Bi, S., & Straubhaar, R. J. (2011). 2010-11 Magnet School Assistance Program student and teacher survey report, Nashville, TN. Los Angeles, CA: National Center for Research on Evaluation, Standards, & Student Testing (CRESST).

Herman, J., Wang, J., Zheng Bi, S., & Straubhaar, R. J. (2011). 2010-11 Magnet School Assistance Program student and teacher survey report, Springfield, MA. Los Angeles, CA: National Center for Research on Evaluation, Standards, & Student Testing (CRESST).

Herman, J., Wang, J., Zheng Bi, S., & Straubhaar, R. J. (2011). 2010-11 Magnet School Assistance Program student and teacher survey report, Napa Valley, CA. Los Angeles, CA: National Center for Research on Evaluation, Standards, & Student Testing (CRESST).

Herman, J., Wang, J., Zheng Bi, S., & Straubhaar, R. J. (2011). 2010-11 Magnet School Assistance Program student and teacher survey report, Duval County, FL. Los Angeles, CA: National Center for Research on Evaluation, Standards, & Student Testing (CRESST).

Herman, J., Wang, J., Zheng Bi, S., & Straubhaar, R. J. (2011). 2010-11 Magnet School Assistance Program student and teacher survey report, Polk County, FL. Los Angeles, CA: National Center for Research on Evaluation, Standards, & Student Testing (CRESST).

Straubhaar, R. J. (2010). Non-profit literacy programs targeting Latin American immigrants: A waste of potentially powerful good intentions. Austin, TX.

Straubhaar, R. J. (2006). Currículo Geral: Programa de Preservação da Família [General Curricular Textbook and Manual of the Family Preservation Program]. Care For Life, Family Preservation Program.