Department Chair, Associate Professor
- Learning and Teaching
- Ed.D. University of California, San Diego
- M.A. Stanford University
- B.A. Harvard University
Dr. Lattimer’s areas of expertise include secondary literacy, content area literacy, social studies and history education, project based learning, curriculum design and evaluation, action research, and international education. A former middle and high school teacher, Dr. Lattimer is the author of two professional texts for teachers, Thinking through Genre (Stenhouse, 2003) and Reading for Learning (NCTE, 2012), has published and presented widely for both professional and academic audiences, and is a nationally recognized consultant. Her research focuses on literacy, teacher education, teacher professional learning, and 21st century learning in international contexts. While at SOLES, she founded and directed both the Master’s Credential Cohort Program and Education Minor and is currently working with colleagues to create an on-line Master’s in Education program. Dr. Lattimer is currently working on a book about implementing Common Core Standards, co-editing a text about Action Research, and exploring the use of project based learning and digital technology in affordable private schools in Kenya. More information about Dr. Lattimer’s research, publications, and teaching can be found at https://sites.google.com/site/hlattimerusd/
Lattimer, H. & Kelly, M. (2013). Engaging Kenyan secondary students in an oral history project: Education as emancipation. International Journal of Educational Development, 33. 476-486.
Molina, S. & Lattimer, H. (2013). Defining global education. Policy futures in education, (11)4. 414-422.
Lattimer, H. (2012). Agents of change: Teacher leaders strengthen learning for their students, their colleagues, and themselves. The Australian Educational Leader, 34(4), 15-19.
Lattimer, H. (2012). Action research in pre-service teacher education: Is there value added? Inquiry in Education, 3(1).
Lattimer, H. (Ed.). (2011). Behind the beauty: Accounts of life in Kenya. Nairobi, Kenya: Daraja Academy.
Quezada, R., Lattimer, H. & Spencer, J. (2011). Opportunities and obstacles in action research as a pathway to developing as a practitioner researcher. In Saleh, I. & M.S. Khine (Eds.) Practitioner research in teacher education: Theory and best practices. New York: Peter Lang.
Lattimer, H. (2011). Review of the book Action research: Improving schools and empowering educators, 3rd edition, by C.A. Mertler. i.e. inquiry in education, 2(2).