Tim Keirn Editor & Author

Dr. Alejandra Priede is an Associate Professor in the Educational Leadership Department at California State University, Long Beach (CSULB). Dr. Priede's research is dedicated to enhancing research and program evaluation methodologies, institutional effectiveness, and the academic success and well-being of students and student teachers—particularly those from diverse backgrounds. She also investigates the identity factors and career choices of student teachers and early career educators. She earned her B.A. in Economics from the Autonomous Technological Institute of Mexico (ITAM) and received her Ph.D. in Social Research Methodology, specializing in program evaluation, along with a master's degree in Advanced Quantitative Methods in Educational Research from the University of California, Los Angeles (UCLA). In addition to her academic roles, Dr. Priede has developed and facilitated wellness and mindfulness retreats and racial justice and healing circles for youth, undergraduate and graduate students, educators, and the broader community.

Educated at UCLA and the London School of Economics, Tim Keirn is an emeritus faculty member in the Department of History and the College of Education at CSULB. His areas of peer-reviewed publication include eighteenth-century British colonial and economic history, and history education. Publications include British Encounters with India; "History Curriculum, Standards, and Assessment Policies and Politics: U.S. Experiences" in the International Handbook of History Learning and Teaching; and the co-authored article "Subject Matter Counts: Historical Thinking and the Pre-Service History Teacher," that won the American Historical Association's Gilbert Prize (2014). Tim has been awarded grants relating to secondary teacher preparation from the NEH, the U.S. and California Departments of Education, and the Ahmanson, Freeman, and Hewlett Foundations. He was Chief Reader for AP World History (2014-2019) and a trustee of The College Board (2019-2023). He currently is on the board of the OER Project for World History funded by the Gates Foundation.

Dr. Betina Hsieh (she/her) is the Endowed Professor of Teacher Education and Teacher Learning for Justice at the University of Washington (Seattle). Dr. Hsieh, a proud second generation Asian American MotherScholar and former urban middle school teacher, has published widely in peer reviewed journals and presented over 75 research papers globally on issues related to teaching, teacher education, teacher professional identity, teachers of color, and Asian Americans in education. Dr. Hsieh's work focuses on how who people are shapes what they do (and the choices they make) as educators. She believes in the importance of educational research that is accessible to higher education practitioners, K-12 educators, community members and families, in addition to impacting the field itself. Dr. Hsieh's current research interests include identity-informed mentoring in education, the emergence and development of a teacher (and teacher educator) professional identity, teacher leadership, social media and teacher education, Asian Americans in education, and the experiences of teachers of color. Dr. Hsieh has published in K-12 practitioner-focused journals and magazines like Educational Leadership as well as being cited in the Atlantic. Recent research publications include articles in Journal of Diversity in Higher Education, the Journal of Teacher Education, and Race, Ethnicity and Education. Her book The Racialized Experiences of Asian American Teachers, co-authored with Dr. Jung Kim, is the first comprehensive research monograph focused on the experiences of Asian American teachers using the tenets of Asian Critical Race Theory. Her second book, Moments and Movements: Counterstories for Critical Asian American Studies in Education (Myers Education Press), co-edited with Dr. Roland Sintos Coloma, draws from scholar, educator and youth voices to center experiences doing the work of critical ethnic studies in schools and communities.