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Kathryn J. Strom, Ph.D Faculty Profile

Photo of Kathryn Strom

Kathryn  J.  Strom, Ph.D

Assistant Professor

Department of Educational Leadership

Kathryn Strom is an assistant professor in the Educational Leadership Department at California State University, East Bay. Her research interests include preparing educators to work for social justice in classrooms and school systems, posthuman/materialist theories, and post-qualitative methods of inquiry. Dr. Strom received her Ph.D at Montclair State University in Teacher Education and Teacher Development. Her research has appeared in multiple refereed journals, including The Journal of Teacher Education, Equity and Excellence in Education, and Policy Futures in Education. Prior to pursuing her doctorate, Kathryn was a history teacher and school leader in southern California.

RESEARCH AND TEACHING SPECIALIZATIONS

  • Teacher Learning Along the Professional Continuum (Preservice, Induction, In-service)
  • Critical, Culturally and Linguistically Responsive, and Social Constructivist Pedagogies
  • Socio-Political and Cultural Contexts of Schooling
  • Qualitative and Post-Qualitative Research Methodology
  • Practitioner Methodologies (Practitioner Action Research, Collaborative Inquiry, Self Study)
  • Sociocultural, Situated Learning, and Sociolinguistic Theories and Teaching
  • Critical Posthuman/Materialist Theories (e.g., Deleuze, Guattari, Braidotti) and Teacher Learning/Practice
  • Doctoral Preparation for Leading/Teaching/Researching for Social Justice 

  • Ph.D, Teacher Education and Teacher Development Montclair State University, 2014
  • M.Ed., Cross-Cultural Education, National University, 2007
  • Single Subject Social Studies Credential, California, 2007
  • Bachelor of Arts, Political Science, University of California, Santa Barbara, 2004
Fall Quarter 2017
Course #SecCourse TitleDaysFromToLocationCampusTextbook Info
EDLD 803101Sch As Org: Link Theory & PracF3:00PM8:00PMAE-0253Hayward Campus View Books

Peer Reviewed Journal Articles

  • Strom, K. & Martin, A. (In press). Thinking withe theory in an era of Trump. Issues in Teacher Education.
  • Strom, K. & Porfilio, B. (In press). Centering social justice in Ed.D programs.
  • Strom, K., Dailey, A., & Mills, T. (Accepted). Non-linear negotiations: Hybridity and first year teaching. Teacher Education Quarterly.
  • Strom, K., Martin, A., & Villegas, A.M. (Accepted). Clinging to the edge of chaos: The emergence of novice teacher practice. Teachers College Record.

  • Lucas, T., Strom, K., Bratkovich, M., & Wnuk, J. (Accepted). Inservice preparation for mainstream teachers of ELLs: A review of the literature. Educational Forum.
  • Strom, K., Plough, B., & Porfilio, B. (2016). Preparing educational leaders for social justice in a blended educational doctorate program: An initial action research inquiry. Impacting Education: Journal on Transforming Professional Practice 

  • Strom, K. & Martin, A. (2016). Pursuing lines of flight: Enacting equity-based instruction in the first year of teaching. Policy Futures in Education, 14(2), 252-273

  • Taylor, M., Klein, E.J., Onore, C., Strom, K., & Abrams, L. (2016). Exploring Inquiry in the third space: Case studies of the first year in an urban teacher residency program. The New Educator, 12(3), 243-268

  • Martin, A. & Strom, K. (2016). Toward a linguistically responsive teacher identity: An empirical review of the literature. International Journal of Multicultural Education, 10(4), 239-253. DOI: 10.1080/19313152.2016.1189799 

  • Strom, K. (2015). Teaching as assemblage: Negotiating practice in the first year of teaching. Journal of Teacher Education, 66(4), 321-333. doi:10.1177/0022487115589990 

  • Martin, A. & Strom, K. (2015). Neoliberalism and the teaching of English learners: Decentering the teacher and student subject. SoJo Journal, 1(1), 23-43

  • Klein, E.J., Taylor, M., & Onore, C., Strom, K., & Abrams, L. (2013). Finding a third space in teacher education: Creating an urban teacher residency with Montclair State University and the Newark public schools. Teaching Education, 24(1), 27-57. Strom, K., & Martin, A. (2013). Putting philosophy to work in the classroom. Studying Teacher Education, 9(3), 219-235. 

  • Villegas, A.M., Strom, K., & Lucas, T. (2012). Closing the racial/ethnic gap between students of color and their teachers: An elusive goal. Equity and Excellence in Education, 45(2), 283-301.

Books

  • Strom, K. & Martin, D. (2017). Becoming-Teacher: Negotiating Learning and Practice in the first year of teaching. Rotterdam, Netherlands: Sense Publishing.

Book Chapters

  • Martin, A. & Strom, K. (forthcoming). Coping as a line of flight in a linguistically  diverse kindergarten classroom. In P. Miller & T. Rishel (Eds.), Stress and coping of English learners in the 21st century. Charlotte, NC: Information Age Publishing. 

  • Strom, K. (2016). Teaching assemblages: Negotiating learning and practice in the first year of teaching. In W. Reynolds and J. Webber (Eds), Expanding 

    curriculum theory: Dis/positions and lines of flight. Mahwah, NJ: Lawrence 

    Earlbaum. 

  • Strom, K., Abrams, L., Dacey, C., & Mills, T. (2016). “I, Teacher Educator”: Grappling with ethical responsibility, hybrid pedagogies, and neoliberal agendas in mangled educational spaces. In D. Garbett & A. Ovens (Eds.), Enacting self-study as methodology for professional inquiry (pp. 53-59). Herstmonceux, UK: S-STEP. 

  • Ovens, A., Strom, K., & Garbett, D. (2016). A rhizomatic reading of becoming teacher educator. In D. Garbett & A. Ovens (Eds.), Enacting self-study as methodology for professional inquiry (pp. 181-187). Herstmonceux, UK: S-STEP. 

  • Martin, A. & Strom, K. (2016). Thinking with Rhizomatics in self-study. In A. Ovens & D. Garbett (Eds.) Being a self-study researcher in a digital world: Future oriented research and pedagogy in self-study. Springer. 

  • Dacey, C., Strom, K., Abrams, L., & Mills, T. (2016). Toward the future of self study. In A. Ovens & D. Garbett (Eds.) Being a self-study researcher in a digital world: Future oriented research and pedagogy in self-study. Springer. 

  • Strom, K. & Martin, A. (2015). Deterritorializing Neoliberal thought and practice in the classroom. In M. Abendroth & B. Profilio (Eds), School 

    against the Neoliberal rule: Educational fronts for social justice (pp. 171-186)

    Charlotte, NC: Information Age Press. 

  • Strom, K & Lesperance, R. (2015). Inquiry and induction in the third 

    space. In M. Taylor & E.J. Klein (Eds.), A year in the life of an urban 

    teacher residency: Using inquiry to reinvent math and science education in the third space. Rotterdam, Netherlands: Sense Publishing. Taylor, M., Diaz, A.,

  • Taylor, J., Strom, K., & Perry-Ryder, G. (2015). Teaching for Social Justice with Inquiry Cycles. In M. Taylor & E.J. Klein (Eds.), A year in the life of an urban teacher residency: Using inquiry to reinvent math and science education in the third space. Rotterdam, Netherlands: Sense Publishing. 

  • Strom, K., Abi-Hanna, R., Dacey, C., & Duplaise, J. (2014). Exploring and connecting lines of flight. In M. Taylor & L. Coia (eds.), Gender, feminism, and queer theory in the self-study of teacher education practices (pp. 31-44). Rotterdam, Netherlands: Sense Publishing.

Refereed, Published Conference Proceedings

  • Abrams, L., Strom, K., Abi-Hanna, R., Bess, N., Collucci, M., Dacey, C., Dauplaise, J., & Mastellone, S. & Taylor, M. (2012). “I am what I am not yet”: Becoming Teacher Educators and Change Agents. In L. B. Erickson, J. R. Young, S. Pinnegar (Eds.), Proceedings of the 9th International Conference on Self Study of Teacher Education Practices, East Sussex, England. Provo, UT: Brigham Young University.
  • Taylor, M., Abrams, L. , Klein, E., Wray, S., Strom, K., Cordero, E., Silva, J. , Famularo/Blazquez, T., Scipio, M., Scott, K., Panitch, A., Romney, W., Brown, C., Barzaga, B., Mooney, E., Rozek, T., Lidman, L., Abreu, I., Monteiro, A., Rincon, R.. (2012). Shape Shifting or Becoming Third Space Teacher Educators?: A Co/Autoethnographic Self-Study of Mentors and Faculty. In L. B. Erickson, J. R. Young, S. Pinnegar (Eds.), Proceedings of the 9th International Conference on Self Study of Teacher Education Practices, East Sussex, England. Provo, UT: Brigham Young University.
  • Tidwell, D., Farrel, J., Brown, N., Taylor, M., Coia, L., Abi-Hanna, R., Abrams, L., Dacey, C., Duplaise, J., & Strom, K. (2012). The transformative nature of self-study. In L. B. Erickson, J. R. Young, S. Pinnegar (Eds.), Proceedings of the 9th International Conference on Self Study of Teacher Education Practices, East Sussex, England. Provo, UT: Brigham Young University.
  • Abrams, L., Strom, K., Dauplaise, J., Abi-Hanna, R., Dacey, C. (2014). Engagingwith theory in self-study research. In D. Garbett & A. Ovens (Eds), Proceedings of the 10th International Conference on Self Study of Teacher Education Practices, East Sussex, England.

REFEREED SCHOLARLY PRESENTATIONS

  • Strom, K. & Mills, T. (Accepted). Constructing beginning teaching practice: A diffractive reading. Paper proposal submitted to the 2017 biennial Summer Institute in Qualitative Research in Manchester, UK.
  • Strom, K., Porfilio, B., & Lupinacci, J. (2017). Defining and Operationalizing Social Justice in EdD programs. Paper presented at the American Educational Research Association 2017 Annual Meeting in San Antonio, TX.
  • Strom, K. & Porfilio, B. (2017). Critical Hybrid Pedagogies: A Self-Study Inquiry into Faculty Practices in a Blended Educational Leadership EdD. Paper presented at the American Educational Research Association 2017 Annual Meeting in San Antonio, TX.
  • Strom, K., Martin, A., & Dacey, C. (2017). Constructing Lines of Flight in A First-Year Special Education Biology Teacher’s Classroom. Paper presented at the American Educational Research Association 2017 Annual Meeting in San Antonio, TX. In panel, The Curriculum of Lines of Flight in Transformative Pedagogies: Resistances in the Age of Neoliberalism.
  • Strom, K. (2017). Interrogating Researcher Distance and Objectivity in an Educational Leadership Research Sequence. Paper accepted for presentation at the Hawaii International Conference on Education Annual Meeting in Honolulu, Hawaii.
  • Strom, K. & Porfilio, B. (2016). Intimate Scholarship as Social Justice Inquiry. Presentation delivered at the Carnegie Project for the Education Doctorate (CPED) October convening in Augusta, GA.
  • Strom, K., Dacey, C., Abrams, L., & Mills, T. (2016). I, Teacher Educator: Grappling with Ethical Responsibility, Hybrid Pedagogies, and Neoliberal Agendas in ‘Mangled’ Educational Spaces. Paper submitted to the 11th International Conference on the Self-Study of Teacher Education Practices, East Sussex, England.
  • Martin, A. & Strom, K. (2016). Toward a linguistically responsive teacher identity. Paper submitted to the American Educational Research Association Annual Meeting in Washington, D.C.
  • Strom, K., Dacey, C., Abrams, L., & Mills, T. (2016). Working the Tensions of Technology, Relationships and Embodied Materiality in a Self-Study Community. Paper submitted to the American Educational Research Association Annual Meeting in Washington, D.C.
  • Ovens, A., Garbett, D., & Strom, K. (2016). Becoming-Teacher educator: A self-study using Deleuzian concepts. Paper submitted to the American Educational Research Association Annual Meeting in Washington, D.C.
  • Strom, K., Porfilio, B., & Plough, B. (2015). Preparing Educational Leaders for Social Justice in a Blended Professional Doctorate Program. Paper presented at the University Council for Educational Administration (UCEA) in San Diego, CA.
  • Strom, K. & Porfilio, B. (2015). Getting explicit about social justice: Operationalizing an elusive construct in neoliberal times. Presentation delivered at the Carnegie Project for the Education Doctorate (CPED) October 2015 convening in Boca Raton, FL.
  • Strom, K. & Martin, A. (2015). Using multiple technologies to put rhizomatics to work in self-study. Paper presented at the International Study Association of Teachers & Teaching biennial conference in Auckland, New Zealand.
  • Strom, K. & Hamburger, L. (2015). Formatively assessing students and teachers to drive development. Paper presented at the American Educational Research Association Annual Meeting, April 2015, Chicago, IL.
  • Strom, K., Walqui, A., & Hamburger, L. (2015). Connecting theory and practice through coaching cycles: Inservice professional development for teachers of ELLs. Paper presented at the American Educational Research Association Annual Meeting, April 2015, Chicago, IL.
  • Strom, K. & Martin, A. (2015). Decentering a neoliberal second language paradigm. Paper presented at the American Educational Research Association Annual Meeting, April 2015, Chicago, IL.
  • Strom, K. (2014). Teaching as rhizomatic activity: Negotiating learning and practice in the first year of teaching. In M. Cochran-Smith (organizer), The problem of linear thinking in research on teacher learning: can complexity theories help? Paper presented at the American Educational Research Association Annual Meeting, Philadelphia, PA.
  • Abrams, L., Strom, K., Dauplaise, J., Abi-Hanna, R., Dacey, C. (2014). Engaging with theory in self-study research. Paper presented at the 10th International Conference on Self Study of Teacher Education Practices, East Sussex, England.
  • Strom, K., & Pires, M. (2013). Rhizomatics as a methodology of hope and transformation. Paper presented at the American Educational Research Association, San Francisco, CA.
  • Strom, K. (2013). Negotiating instructional practice during the first year of teaching. In Strom, K. & Taylor, M. (chairs), Building systemic and sustainable educational change in a third space: A multi-dimensional view of the Newark-Montclair Urban Teaching Residency. Paper presented at the American Educational Research Association, San Francisco, CA.
  • Strom, K., & Martin, A. (2012). Deterritorializing Capitalistic thought and practice in the classroom. Paper presented at the Critical Theories in the 21st Century Conference in Westchester, PA.
  • Abrams, L., Strom, K., Abi-Hanna, R., Bess, N., Collucci, M., Dacey, C., Dauplaise, J., & Mastellone, S., & Taylor, M. (2012). I am what I am not yet. Paper presented at the S-STEP Castle Conference in East Sussex, England.
  • Abrams, L., Taylor, M., & Strom, K. (2012). Shape shifting or becoming third space teacher educators? A co/autoethnographic self-study of mentors and faculty. Paper presented at the S-STEP Castle Conference in East Sussex, England.
  • Tidwell, D., Farrel, J., Brown, N., Taylor, M., Coia, L., Abi-Hanna, R., Abrams, L., Dacey, C., Duplaise, J., & Strom, K. (2012). The transformative nature of selfstudy. Presidential session of the S-STEP Castle Conference in East Sussex, England.
  • Taylor, M., Klein, E. J., Strom, K., & Abrams, L. A year in the third space: The praxis of inquiry. In Strom, K. & Taylor, M. (Chairs). Urban teacher residencies, year one: Looking across models and contexts. Symposium for the American Educational Research Association, Vancouver, Canada.
  • Abrams, L., Strom, K., Abi-Hanna, R., Bess, N., Collucci, M., Dacey, C., Dauplaise, J., Mastellone, S. & Taylor, M. (2012). I am what I am not yet. Paper presented at the Ethnography in Education Forum, Philadelphia, PA.
  • Taylor, M., Klein, E. J., Strom, K., & Abrams, L. (2012). A year in the third space: The praxis of inquiry. Paper presented at the Ethnography in Education Forum, Philadelphia, PA.
  • Taylor, M., Klein, E., Onore, C., Cuellari, R., & Strom, K. (2011). Developing an urban teaching residency in dynamic times and spaces: The Newark
  • Montclair Urban Teaching Residency as a Third Space in education. Paper presented at the Ethnography in Education Forum, Philadelphia, PA.
  • Taylor, M., Onore, C., Klein, E. J., & Strom K. (2011). Finding a third space in teacher education: Creating an urban teacher residency with Montclair State University and the Newark public schools. In S. Dickstein (Chair). Developing and Sustaining UTRs: How Do We Provide Effective Preparation Experiences and Build Resident Efficacy? Symposium presented at the meeting of the American Educational Research Association, New Orleans, LA.

HONORS, AWARDS, AND VISITING SCHOLARSHIPS

Online and Hybrid Quality Transformation Grant, March 2017

Awarded a grant of $4,500 by CSUEB to design a Quality Matters certified hybrid or online course and deepen expertise regarding online and hybrid quality pedagogies.

Faculty Support Grant for Collaborative Research, November 2016

Awarded a grant of $12,000 to conduct a research study with Dr. Bradley Porfilio to examine the ways that CSU EdD programs define and operationalize “social justice.”

Online and Hybrid Quality Transformation Grant, January 2016

Awarded a grant of $4,500 by CSUEB to design a Quality Matters certified hybrid or online course and deepen expertise regarding online and hybrid quality pedagogies.

Online and Hybrid Quality Transformation Grant, June, 2015

Awarded a grant of $4,500 by CSUEB to become certified through Quality Matters, design a Quality Matters certified hybrid or online course, and become a Quality Matters Course reviewer.

University of Auckland, Auckland, New Zealand Visting Scholarship. Accepted an invitation to lead a workgroup in March, 2016 on the theme “Thinkingwith Deleuze in Teacher Education.” The workgroup will produce weekly “thinkpieces” using one Deleuzian concept as a way to think differently about perennial problems in teacher education. The visit will culminate in a two-day symposium, at which I will give a keynote address, where these think-pieces are presented for critical dialogue and will be edited into proposals for a special journal issue addressing the theme of “Thinking with Deleuze in Teacher Education.”

ISATT Dissertation Recognition, July 2015 
Awarded one of two dissertation recognitions by the ISATT executive committee. The committee stated, “Dr. Kathryn Strom's dissertation represents an outstanding piece of work with a great deal to offer the field of teaching, research, and practice. Not only was it considered by the ISATT Awards Committee to be a strong and compelling dissertation, it was also recognized as a highly unique contribution to the current research literature on teacher education.”

Doctoral Fellowship, August 2010-September 2013
Awarded one of two fellowships for the first cohort of the Ed.D. program in Teacher Education and Teacher Development. Tuition and Stipend approximately $30,000 per year

Outstanding Doctoral Student Award, April 2013
Awarded the “Outstanding Doctoral Student Award” from Montclair State University’s Department of Secondary and Special Education in recognition of excellence in teaching within the department, mentoring of program graduates, scholarly focus on urban teacher preparation and induction, and commitment to social justice in education

George G. King Memorial Award, May 2012
The Montclair State University College of Education and Human Services award recognizes outstanding service and community contributions

PROFESSIONAL SERVICE

  • 2017-Reviewer, Journal of Teacher Education
  • 2016-Reviewer, Journal of Teacher Education
  • 2015-Reviewer, Journal of Teacher Education
  • 2015-Reviewer, Mind, Culture, and Activity
  • 2015-Reviewer, SoJo Journal
  • 2014-Reviewer, Equity and Excellence in Education
  • 2014-Reviewer, Journal of Dialogic Pedagogy
  • 2014-Reviewer, Educational Foundations
  • 2013-Reviewer, Self-Study of Teacher Education Practices Conference
  • 2013-Reviewer, Alberta Journal of Educational Research
  • 2013-Reviewer, American Educational Research Association Annual Meeting
  • 2012-Reviewer, Journal of Teacher Education
  • 2012-Reviewer, Alberta Journal of Educational Research

CONSULTANCIES                                                                                                                        

Consultant, ICMEE, 2016-present

Serve as senior personnel on the International Consortium of Multilingual Excellence in Education project, a five-year, 2.7 million federally funded grant to provide high-quality, collaborative, online professional development to teachers of English learners. On the project, I serve as the partner for California and am tasked with outreach to districts regarding the opportunity to participate, discussing the conceptual and pedagogical underpinnings of the project with district personnel, and working with district participants to align the professional development to their current initiatives.

Consultant, Antioch Unified School District, 2015-2016

Performed evaluative services for instruction offered to English learners at multiple elementary, middle, and high schools in the Antioch Unified School District. The evaluation included on-site observations of teaching practice, cross-site analysis, and a research report with recommendations. 

Consultant, eCALLMS, 2015-2016

Reviewed and provided feedback for research instruments used to evaluate teacher learning

ASSOCIATION MEMBERSHIPS

  • American Educational Research Association member, August 2010-present
  • Member of Division K, Teacher Education
  • Member of Second Language Research Special Interest Group (SIG)
  • Member of Self-Study Special Interest Group (SIG)
  • Member of Qualitative Research Special Interest Group (SIG)
  • Member of the Leadership for Social Justice Special Interest Groups (SIG)

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