Monaliza Maximo Chian, PhD
Assistant Professor of Instruction
Transfer Program Elementary Education Program Coordinator, UNI@WITCC
Western Iowa Tech Community College
Office L327
4647 Stone Ave.
Sioux City, IA 51106
Monaliza Maximo Chian, PhD
Assistant Professor of Instruction
Transfer Program Elementary Education Program Coordinator, UNI@WITCC
Monaliza Maximo Chian joined the UNI College of Education faculty in July 2023 as an instructor and 2+2 program coordinator who has teaching responsibilities with both UNI and Western Iowa Technical Community College in elementary education coursework.
What attracted you to UNI and the College of Education?
The university's reputation for excellence in teacher preparation and its deep commitment for providing relevant and practical learning experiences to equip students for their dream jobs motivated me to be part of the University of Northern Iowa's community. As a teacher educator, I want to join hands with and learn from the members of the faculty of education to maintain the UNI's distinction as the leader of Iowa's teacher education program. I am impressed with the varied and innovative education programs offered by the College of Education to provide pathways for students from all backgrounds and experiences. I am most attracted to UNI's vision and core values as they align with my professional values.
Describe an experience that reinforces why you enjoy what you do.
Witnessing students' moments of enlightenment, whether they understood a new concept, realized their capabilities, discovered hidden talents, created solutions to problems or applied previously learned knowledge or skills, reinforces the joy of my profession.
What do you hope students learn from you?
I hope that my students learn that there is no one size fits all in teaching. Each student is unique in his/her/their strengths and weaknesses. In addition to professional knowledge, skills, and disposition, it takes wisdom, discernment, patience, resiliency, and perseverance to provide all students with a sustainable and meaningful learning experience.
PhD, Education: Teaching and Learning with Qualitative and Interpretive Research Emphasis, University of California, Santa Barbara
MA, Education: Teaching and Learning, University of California, Santa Barbara
MA, Education: Curriculum and Instruction in Multicultural Contexts, Azusa Pacific University
BA, Liberal Studies, Minor in Spanish, California State University Dominguez Hills
Teacher education
Literacy
Qualitative research
Selected publications:
Dinu, C.C. & Chian, M.M. (2023). Uncovering principles for curriculum adaptation: A practitioner and researcher (co)reflexive analysis. Journal of Ethnographic & Qualitative Research, 17(1), pp 16-38
Hernández López, N. P., & Chian, M. M. (2023). Research brief: Understanding school leadership models. Academy for Leadership in Teacher Education. https://www.alite.edu.hku.hk/post/research-brief- understanding-school-leadership-models
Goodwin, A., Hoang, A., Chian, M.M. & Au, M. (2022). Teaching diverse students: A comparative analysis of perspectives from South Africa, Hong Kong, and Canada. In I. Menter (Ed). The Palgrave Handbook of Teacher Education Research.
Kalainoff, M. & Chian, M.M. (2022). Unfolding Principled Actions for Ethnographic Archiving as an Axis of Development. In A. Skukauskaite, L. Ruspsuine, & J. L. Green (Eds). Interactional Ethnography: Principles and processes for researching the social construction of everyday life. Routledge.
Chian, M.M., Bridges, S.M., Lee, D.P.L. (2021) Synergistic co-teaching: Surfacing the invisible flows of dramaturgy in practice in initial teacher education. In S.M. Bridges, Chan, C.K. & Chan, G. (Eds), Special Issue: "Advances in research on videos and teacher learning," Learning Culture and Social Interaction.
Chian, M. M. (2020). Tracing the development of literacy practices for integrating interdisciplinary curriculum in higher education: Interactional ethnographic study. In P. Szundy, M. L. Castanheira, & J. Green (Eds.), Thematic Issue: Research practices in literacies across languages and social domains. Trabalhos en Linguistica Aplicada Universidade Estadual de Campinas (Unicamp). Brazil. https://doi.org/10.1590/010318135896415912020
Green, J.L., Baker, W.D., Chian, M. M., Vanderhoof, C., Kelly, G.J., Hooper, L., Skukauskaite, A., & Kalainoff, M. (2020). Studying the over-time construction of knowledge in educational settings: A microethnographic- discourse analysis approach, In. J.M. Powers, G.F. Fischman, & M. Pivovarova (Eds), Emergent Approaches for Education Research: What counts as innovative educational knowledge, and what education research counts? Review of Research in Education. Volume 44, 2020.https://doi.org/10.3102/0091732X20903121
Chian, M. M., Bridges, S. M., & Lo, E. C. (2019). The triple jump in Problem-Based Learning: Unpacking principles and practices in designing assessment for curriculum alignment. Interdisciplinary Journal of Problem-Based Learning, 13 https://doi.org/10.7771/1541-5015.1813
Green, J. L., Chian, M.M, & Stewart, E. A. (2019). Cazden, Courtney. In P. Atkinson, S. Delamont, A. Cernat, J.W. Sakshaug, & R.A. Williams (Eds.), SAGE Research methods foundations. https://www.doi.org/10.4135/9781526421036793124
Green, J., & Chian, M.M. (2018). "Triangulation." In B. Frey (Ed.), The SAGE encyclopedia of educational research, measurement, and evaluation. Vol. 4, pp 1717-1720. Sage Publishing. https://dx.doi.org/10.4135/9781506326139.n711