Michael Strong, Ph.D.
Michael Strong is a Visiting Research Scientist and Adjunct Professor at the College of Education. Educated in England, he came to California in 1976 to study for his doctorate at UC Berkeley. He is an educational researcher with interests in language acquisition, teacher education, classroom observation and teacher evaluation. He lives in California and visits Lubbock four times a year.
- Ph.D - 1982 University of California, Berkeley; Language and Reading Development
- M.A. - 1975 University of London, Birkbeck College; Applied Linguistics
- B.Sc. - 1969 University of London, The Polytechnic; Sociology
Areas of Expertise
- Teacher mentoring
- Research on teachers and teaching
- Teacher evaluation
- Bilingual education and second language acquisition
- Language acquisition of deaf children
Previous Academic Positions
Senior Researcher, CERIUS, University of California, Santa Cruz, 2009-2016
Director of Research, New Teacher Center, University of California, Santa Cruz, 1998-2009
Director of Research, Center on Deafness, University of California, San Francisco, 1987-1998
Research Specialist, Defense Language Institute, Presidio of Monterey, Monterey. 1987.
2011 - Strong, M. The Highly Qualified Teacher: What is Teacher Quality and How Do We Measure it? Teachers College Press.
2009 - Strong, M. Effective Induction and Mentoring: Assessing the Evidence. New York: Teachers College Press.
1988 - Strong, M. (Ed.). Language Learning and Deafness. Cambridge: Cambridge University Press.
1983 - R. Cathcart & M. Strong. Beyond the Classroom. Rowley, Mass.: Newbury House.
Recent Journal Articles
2015 - Gargani, J. & Strong, M. Response to “Rating Teachers Cheaper, Faster, and Better: Not So Fast”: It's About Evidence. Journal of Teacher Education, 66(4), 395-401.
2014 - Gargani, J. & Strong, M. Can we identify a successful teacher better, faster, and cheaper? Evidence for innovating teacher observation systems. Journal of Teacher Education, 65(5), 389-401.
2012 - Ingersoll, R.M. & Strong, M. What the research tells us about the impact of induction and mentoring programs for beginning teachers. National Society for the Study of Education, 111(2), 466-490.
2011 - Strong, M.A. Review of “Value-added measures in education.” By Douglas N. Harris. In Teachers College Record, September 8, on line.
2011 - Ingersoll, R.M. & Strong, M.A. The impact of induction and mentoring programs for beginning teachers: what the research says. Review of Educational Research, 81(2), 201-233.
2011 - Strong, M., Gargani, J., & Hacifazlioğlu, Ö. Do we know a successful teacher when we see one? Experiments in the identification of effective teachers. Journal of Teacher Education. 62(4), 367-382.