I joined Cal State L.A. in Fall 2001 as faculty in Educational Foundations. As a former elementary school teacher and parent in Los Angeles Unified School District, I bring those experiences to my work in the Charter College of Education. I also served as Director of the EdD Program in Educational Leadership from 2008 - 2016, helping to develop and implement Cal State L.A.'s first independent doctoral program. I continue to teach courses and supervise dissertations in the EdD program as Core Doctoral Faculty.
I teach a variety of courses for post-bac and Masters and Doctoral level study: EDAD 6050 - Advocacy, Community Engagement and Governance: The Social and Political Contexts of Education; EDAD 6920 - Special Topics in Educational Leadership for PreK-16 Education; Laboratories of Practice: Introduction to Doctoral Research (EDFN 6030); Laboratories of Practice: Research Lab (EDFN 6051); Organizational Theory & Leadership for Change (EDAD 6010); Exploring Teaching, Learning and Leadership for Urban Education Using Qualitative Research (EDFN 6411); EDFN 4400 - Schooling for a Diverse, Urban Society; EDFN 5050 - Qualitative Research in Education; EDFN 5520 - Policy Studies in Urban Education.
My research interests center around people's understandings of and experiences with the implementation of educational policy and reform. In particular, my interest is in studying how people are positioned within educational organizations and as participants in institutional and social change. For example, my research has explored the policy implementation of public school choice in a large urban school district and incorporated a feminist qualitative methodology known as Institutional Ethnography to uncover and map the actual district organization of school choice policies, practices, and outcomes from the standpoint of a diverse group of public school parents. I continue to use Institutional Ethnography as my method of inquiry to study educational policy from the everyday real world of people at work in schools, colleges and universities to the institutional contexts of education which help to shape and determine people's experiences and outcomes PreK through doctoral degree programs.
PUBLICATIONS AND PRESENTATIONS
Marshall, C., André-Bechely, L. & Midkiff, B. C. (2014). Binders of Women and the Blinders of Men: Feminism and the Politics of Education. In Cooper, B., Fusarelli, L. & Cibulka, J. (Eds). Handbook of Education Politics and Policy, Second Edition. New York: Routledge.
André-Bechely, L. (2014). “Experiencing a Research Problematic Emerging Around Me: The Work of Developing a New Doctoral Program,” paper presented at the Association for the Study of Higher Education conference, November 21, 2014, Washington DC.
André-Bechely, L. (2014). “Educational Leadership Blind Spots: How Institutional Ethnography Can Help in the Rethinking of Administrative Practice”, paper presented at the XVIII International Sociological Association’s World Congress of Sociology, July 13-19, 2014, Yokohama, Japan.
André-Bechely, L. (2013). Presenter for workshop: Textual Analysis in Institutional Ethnography. Institutional Ethnography Workshop at the annual meeting of the Society for the Study of Social Problems, New York City, August 12, 2013
|Andr�-Bechely, L. (2010). Stepping up efforts to align California�s educational system. Public Policy Briefings. The Edmund G. �Pat�: Brown Institute of Public Affairs, California State University, Los Angeles, http://www.patbrowninstitute.org/publications/briefings.html.||2010|
|Griffith, A.I. & Andr�-Bechely, L. (2008). Institutional technologies: Coordinating families and schools, bodies and texts. In Devault, M. (Ed) People at work: Life, power, and social inclusion in the new economy . New York University Press.||2008|
|Andr�-Bechely, L. (2007). Finding space and managing distance: Public school choice in an urban California district. Urban Studies, Vol. 44 (7), 1355-1376.||2007|
|Andr�-Bechely, L. (2005). Could It Be Otherwise? Parents and the Inequities of Public School Choice. New York: Routledge. In the book series, Critical Social Thought; series editor, Michael W. Apple.||2005|
|Andr�-Bechely, L. (2005). Public school choice at the intersection of voluntary integration and not-so-good neighborhood schools: Lessons from parents� experiences. Educational Administration Quarterly, Vol. 41(2), 267-305.||2005|
André-Bechely, L. (2004). The goals of a voluntary integration program and the problems of access: A closer look at a magnet school application brochure. Equity & Excellence in Education, Special Issue: Brown v. Board of Education +50. Vol. 37(3), 302-315.
Ph.D. Education Policy Studies, Urban Schooling Division 1999
Los Angeles, CA
M.Ed. Elementary Education 1989
Los Angeles, CA
B.A. Psychology 1988
Los Angeles, CA