Kathy Tiner, Ph.D.
Doctoral Faculty Emerit - School of Leadership Studies | Fielding Graduate University
Santa Barbara, CA, UNITED STATES
Seasoned educator with over a decade of experience
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Biography
Kathy Tiner, PhD, is the Program Director for the School of Leadership Studies at Fielding Graduate University. Experienced in classroom teaching, administration, and research, Kathy has implemented learning community processes and action research in classrooms, K-12 schools, higher education, and organizations.
Industry Expertise (4)
Research
Training and Development
Education/Learning
Program Development
Areas of Expertise (6)
Special Education
Collaborative and Team Teaching
Inclusive Learning Environments
Curriculum Development
Participatory Action Research
Academic and Shared Governance in Higher Ed
Accomplishments (5)
Distinguished Service Award (professional)
(1996) Awarded by the Association for Developmental Disabilities
Outstanding Educator (professional)
(1994) Awarded by The Parent Advisory Board
Certificate of Excellence (professional)
(1989) Awarded by School District No. 60, Pueblo, CO.
Teacher of the Year (professional)
(1989) Awarded by the Pueblo Association for Developmental Disabilities
Teacher Recognition Award (professional)
(1985) Awarded by the American Association of Mental Deficiency
Education (3)
Fielding Graduate University: PhD, Human and Organizational Systems 1994
Adams State University: MS, Elementary Education
Moorhead State University: BS, Elementary and Special Education
Affiliations (5)
- Association for Supervision and Curriculum Development
- Association for Developmental Disabilities
- American Educational Research Association
- American Association of Intellectual and Developmental Disabilities
- Council for Exceptional Children
Media Appearances (1)
Faculty member visits schools in Cuba
Fielding University News online
2012-03-16
Kathy Tiner, PhD, a faculty member in Fielding’s School of Educational Leadership & Change, recently traveled to Cuba for a ten-day educational exploration. In collaboration with the Cuban Association of Educators, seventeen U.S. educators joined the Busquedas Investigativas (Investigating the Practice of Education) and visited Cuban universities, institutes of pedagogy, and K-12 schools...
Event Appearances (1)
Integrating Native American Culture into Graduate Program Curriculum
NIEA Workshop Washington, DC.
2014-10-18
Articles (3)
Towards a Pedagogy of Tenderness: Reflections on Cuban Education
International Journal of Humanities and Social Science
(August, 2011) This reflective essay shares the experiences of US educators through a research trip to explore educational practices in Cuba. The authors observed four components of the Cuban educational system and reflect through example and research the progression of ...
Book Review of Reforming American Education from the Bottom to the Top
Journal of Education for Students Placed At Risk
(2000) Reforming American Education from the Bottom to the Top is part of a trilogy of books on educational reform edited by Evans Clinchy. Clinchy has selected a group of advocates of the progressive approach of school reform to share their experiences and scholarly ...
Becoming and unbecoming white: Owning and disowning a racial identity
The Journal of Negro Education
(1999) Analyzing Whiteness opens a theoretical space for teachers and students to articulate how their own racial identities have been shaped within the broader racist culture and what responsibilities they might assume for living in a present in which Whites are accorded ...
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