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Michelle Salazar Perez

Title: Professor

Department: Teacher Education and Administration

College: College of Education

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, Arizona State University, 2009
    Major: Curriculum and Instruction
    Dissertation: Discourses Of Power Surrounding Young Children, Charters Schools, and Public Education in New Orleans Post-Katrina

Current Scheduled Teaching

EDEC 6533.001Current Readings and Research in Early Childhood StudiesSpring 2025
EDEC 6950.700Doctoral DissertationSpring 2025
EDEC 5613.430Curriculum Theory in Early Childhood EducationFall 8W1 2024
EDEC 6950.701Doctoral DissertationFall 2024
EDEC 6910.700Special ProblemsFall 2024
EDEC 6910.701Special ProblemsFall 2024
EDEC 3750.006Young Children in Schools, Families and CommunitiesFall 2024 Syllabus
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

EDEC 6800.001Special Topics in Early Childhood StudiesSpring 2024 SPOT
EDEC 6800.002Special Topics in Early Childhood StudiesSpring 2024
EDEC 6800.003Special Topics in Early Childhood StudiesSpring 2024
EDEC 3750.006Young Children in Schools, Families and CommunitiesSpring 2024 Syllabus SPOT
EDEC 5613.030Curriculum Theory in Early Childhood EducationFall 8W1 2023 SPOT
EDEC 3750.006Young Children in Schools, Families and CommunitiesFall 2023 Syllabus SPOT
EDEC 6910.711Special ProblemsSummer 5W1 2023
EDEC 6800.001Special Topics in Early Childhood StudiesSpring 2023 SPOT
EDEC 6800.002Special Topics in Early Childhood StudiesSpring 2023 SPOT
EDEC 6533.001Current Readings and Research in Early Childhood StudiesFall 2022 SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Book Chapter

  • Ruiz Gerrero, M.G., Perez, M.S. (2023). Snack time: The “both/and” of an in-between praxis. In C. Y. Myers, K. Smith, M. Tesar, & R. L. Hostler (Eds.), Reframing the Everyday in Early Childhood Pedagogy Conceptualising the Mundane. Routledge.. Routledge.
  • Odim, N., Rideaux, K., Perez, M.S. (2022). Womanist praxis in early childhood education and care: Educators’ nourishment of mind-body-spirit relations. . In R. Langford & B. Richardson (Eds.), The early childhood educator: Critical conversations in feminist theory. Bloomsbury..
  • Shelby-Caffey, C., Abril-Gonzalez, P., Perez, M.S. (2022). Excavating the methodological terrains of life writing: How and why we engage in re-memberings of Black and Chicana/Latina lived experiences. In L. E. Bailey & K. Hinton (Eds.), Racial dimensions of life writing research (pp. 83-106). Information Age Publishing..

    • Book Foreword

  • Perez, M.S. (2023). Foreword for Han, S., Kim, J., Meacham, S., & Wee, S. (2023). Supporting Korean American children in early childhood education: Perspectives from mother-educators. Teachers College Press..

    • Handbook

  • Hughes, C., Taylor, C., Perez, M.S., Ulmer, J. (2024). The Routledge International Handbook of Transdisciplinary Feminist Research and Methodological Praxis.

    • Handbook Chapter

  • Nxumalo, F., Perez, M.S., Barces, A., Castillo, J., Doherty, M.J., Holmes, Z., Nah, J., Phillips, I. (2024). Insights on feminist transdisciplinarity and Dr. Fikile Nxumalo’s ‘Decolonizing place in early childhood education. The Routledge international handbook of transdisciplinary feminist research and methodological praxis. Routledge.

    • Journal Article

  • Barces, A., Carela, B.M., Castillo, J., Perez, M.S., Ruiz Gonzalez, M., Ruiz Guerrero, M. (2022). Enactments of scholarly generosity: Reflexiones on the intersection of our selves, the work of Beth Swadener, and childhood/s futures. International Critical Childhood Policy Studies, 9(1), 49-56..
  • Perez, M.S., Saavedra, C.M., Jones, N.N., Abril-Gonzalez, P. (2022). Women of color feminisms as a vehicle for racially-just methodologies in educational research. International Journal of Research & Methods in Education, 45(4), 323-329..

Contracts, Grants and Sponsored Research

    Grant - Research

  • Nxumalo, F. (Principal), Skerrett, M. (Co-Principal), Perez, M.S. (Co-Principal), "Enacting Sustainable Futures in Early Childhood Education: Transforming Educational Systems in Relation with Living Lands, Waters, and Languages Across Global Contexts," sponsored by Spencer Foundation, Other, $75000 Funded. (2023 - 2024).
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Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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