Résumé
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Experience
2024 - present
RESEARCH ASSOCIATE
Education Policy Initiative at Carolina (EPIC)
University of North Carolina - Chapel Hill
Department of Public Policy
Qualitative researcher engaging in various education policy evaluation and analysis projects at the Education Policy Initiative at Carolina, from grant writing and research design to development of final deliverables (reports, policy briefs, presentations, publications) for stakeholders, including policymakers and the North Carolina Department of Public Instruction.
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Current projects include: Evaluation of the UH Teacher Quality Partnership; Implementation and Impact Evaluation of ESSER-funded Supports for Recurring Low-Performing Schools; GEAR UP North Carolina Evaluation.
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Please see epic.unc.edu for all projects.
2021 - 2024
POSTDOCTORAL RESEARCH ASSOCIATE
Education Policy Initiative at Carolina (EPIC)
University of North Carolina - Chapel Hill
Department of Public Policy
Qualitative researcher engaging in the evaluation of innovative strategic staffing as a means of supporting paid teacher residencies. In partnership with The Bill & Melinda Gates Foundation and Houston Endowment Inc.
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Assessing the efficacy of the Literacy Innovation Leaders Initiative for improving early literacy outcomes by aligning teacher education curriculum to the UNC Literacy Framework. In partnership with the UNC System Office.
2014 - 2021
GRADUATE STUDENT RESEARCH ASSISTANT
Educational Studies: Literacy, Language, Culture; Policy and Leadership
University of Michigan - Ann Arbor
School of Education
Engaged in various projects focusing on issues of equity and inclusion, working closely with racially, socioeconomically, and linguistically diverse groups. Some responsibilities included collecting qualitative data, focus group facilitation, English-Spanish translation, developing relationships with local community centers, coding and analyzing qualitative data using Dedoose and NVivo, assisting in codebook development, and contributing to publications and presentations, including conference proposals and papers.
2014 - 2021
GRADUATE STUDENT INSTRUCTOR
Educational Studies: Literacy, Language, Culture; Policy and Leadership
University of Michigan - Ann Arbor
School of Education
Served as a graduate student instructor and teaching assistant for various courses. Responsibilities included developing lesson plans, holding office hours, providing extensive feedback on writing assignments, hosting and managing Zoom meetings while teaching remotely, creating and managing Canvas courses, developing and delivering guest lectures around equity and representation, and facilitating classroom discussions. Worked with both undergraduate- and master's-level courses.
2016
SUBSTITUTE READING AND WRITING COACH
Family Learning Institute Summer Tutoring Sessions
Family Learning Institute
Ann Arbor, MI
Worked with racially, socioeconomically, and linguistically diverse k-3 students in reading and writing instruction, including working toward grade-level books, spelling, phonics, comprehension, and composition.
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Also provided administrative support and served as a Spanish-English translator between parents, staff, and instructional coaches as needed.
2012
MATHEMATICS AND LITERACY COACH
Mansfeld Magnet Middle School AIMS Preparation
A to Z Tutoring
Tucson, AZ
Worked with a small group of second-grade students in after-school reading and writing program focused on vocabulary development and comprehension. Worked with a local middle school's after-school standardized testing tutoring program.
Developed daily lesson plans to align with classwork and testing topics, and created personalized handouts based on student needs.
2011
TRANSLATOR; LITERACY TUTOR (ENG & SPAN)
UBECI: United to Benefit Ecuadorian Children Int'l
Quito, Provincia de Pichincha Ecuador
Worked with children (ages 3-12) and families in local street markets to provide educational support for public school entrance exams. Support consisted of differentiated and age-appropriate activities, ranging from early childhood development to practice in reading and writing. Advocated for children not enrolled in public schools by speaking with public school leadership.
Also served as a translator between local and international staff and volunteers, as well as children and families.
Education
2014 - 2021
UNIVERSITY OF MICHIGAN
Ph.D. in Educational Studies
Ann Arbor, MI
Program: Educational Studies
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Concentration: Language, Literacy and Culture
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Dissertation: Latinx Youth in the Borderlands: A Co-Constructed Narrative Examining Literacy Practices in Negotiating Self-Identity, Enacting Resistance, and Navigating Mexican-ness
2013 - 2014
UNIVERSITY OF MICHIGAN
M.A. in Educational Studies
Ann Arbor, MI
Program: Educational Studies
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Concentration: Teaching & Learning
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Internship: Working with students toward achieving grade-level reading
2009 - 2013
UNIVERSITY OF ARIZONA
B.A. in Rhetoric & Composition
Tucson, AZ
Major 1: Rhetoric and Composition
English Literature Program
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Major 2: Sociology
Emphasis on Race and Gender
Professional skillset
Qualitative research
Higher education teaching
Project management
Translation & interpretation
Interviews & focus groups
Community partnership
Qualitative data analysis
Research design
Codebook design
DEI / DIJE experience
Adolescent literacy education
Ethnographic research
Languages
Spanish (native)
English (fluent)
Japanese (learning/beginner)
Publications
2022
STRATEGIC STAFFING FOR PAID TEACHER RESIDENCIES: EARLY LEARNINGS AND LESSONS
Goldin, S., Allen, D., Bastian, K.C., Bortot, C., Cassidy, C., Marks, J., Rana, R., Roda-Moorhead, G., Sawada, J., Sneed, A.
This brief presents findings from the first year of an evaluation of strategic staffing for paid teacher residencies. We discuss district, educator preparation program, and technical assistance providers’ aspirational goals in implementing paid teacher residencies, the various models being implemented, and the creation of partnerships. These findings indicate that all partners hope to improve the training, and ultimately effectiveness, of teacher candidates as well as to expand access to and diversify the teaching profession. Partners stressed the importance of flexibility and adaptability as they worked to design and implement models that fit their specific needs and contexts and described the challenges of navigating immediate district needs while planning towards long-term solutions.
2022
STRATEGIC STAFFING: EVALUATION OF POLICY AND DESIGN
Goldin, S., Allen, D., Bastian, K.C., Bortot, C., Cassidy, C., Marks, J., Rana, R., Roda-Moorhead, G., Sawada, J., Sneed, A.
This report, formatted as a presentation for our stakeholders, presents the purpose of the evaluation, a discussion of evaluation data and methodology, findings by research question, potential implications for the implementation of strategic staffing for paid teacher residencies (SSPTR), as well as space for questions and comments.
This presentation was shared alongside analyses for individual technical assistance providers, analysis for Houston-area data, and interview and document analysis data.
2020
PUERTO RICAN FAMILIES' EXPERIENCES OF DISPLACEMENT
Enid Rosario-Ramos, Awilda Rodriguez, Jenny Sawada, Ana Mireya Diaz
Using a care framework, and drawing from interviews with district administrators, school personnel, high school students, and their caregivers, we examine the ways in which a school district enacted care toward hurricane-displaced Puerto Rican families as well as the ways in which families received such care. Findings show that care was effectively enacted and received when addressing families' immediate needs but was perceived as insufficient with regards to supports for mental health.
2019
"THEY THINK DETROIT IS JUST LITTER": YOUTH CHALLENGING ENVIRONMENTAL INJUSTICE THROUGH PARTICIPATORY RESEARCH AND CIVIC ENGAGEMENT
This paper draws on our research, conducted in partnership with the Detroit Hispanic Development Corporation (DHDC), to argue that youth participation in community-based civic engagement programs provides opportunities for them to use and increase their knowledge about social issues that impact their communities, to develop dispositions toward criticality and commitments to social justice, and to learn from others about effective ways to contribute to social change. They do this as they work with caring adults to address community issues that are both pressing and personal.
Enid Rosario-Ramos, Jenny Sawada
2016
LITERACY FOR CITIZENSHIP: HOW YOUTH PARTICIPATORY ACTION RESEARCH SUPPORTS CRITICAL REFLECTION ON SOCIAL ISSUES
Drawing on analysis of student work, we will discuss the ways in which literacy supported youths' civic engagement in the context of sustainable democracy projects that engaged students from an alternative high school in the Humboldt Park neighborhood of Chicago in the investigation of social issues relevant to their communities. Our presentation aims to discuss: (1) the range of issues that students addressed; (2) the kinds of literacy skills and practices that students engaged in as part of their projects; and (3) the affordances and challenges of understanding civic engagement activities as a site for critical literacy learning.
Enid Rosario-Ramos, Laura Johnson, Jenny Sawada