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Dr. Mayida Zaal is an associate professor in the Department of Secondary and Special Education at 十大博彩推荐排名州立 University. 她得了B.A. from Rutgers University in Biological Sciences and Spanish, her M.S. in Educational Leadership from Bank Street College of Education, and her Ph.D. in Urban Education from the Graduate Center at the 纽约城市大学. 作为一名教育家和学者. Zaal is committed to issues of social justice and equity. Her research focuses on participatory action research (PAR) as a transformative pedagogy and on understanding the lived experiences of immigrant-origin youth. She is particularly interested in the preparation of teachers working in diverse settings.
Her work with learners 3 to 62 years of age spans a wide range of public and private settings in the U.S. (NJ and NYC) and abroad (in Nigeria and in the Netherlands). She has taught math and science to middle schoolers in New Brunswick, NJ, 带领自由科学中心的青年志愿者, taught adult English Language Learners at the North Plainfield Adult High School, developed curricula for the American International School of Abuja, and conducted research with Muslim youth in the Netherlands.
在密歇根州立大学. Zaal’s work with pre-service and in-service teachers is informed by her global and local perspectives. She teaches a number of undergraduate and graduate courses in the Teacher Education Program including Teaching for Learning I, 为学而教II, 和评估的真实性学习. 另外, she taught Principles of Curriculum Development for graduate students seeking certification as school principals and supervisors.
She is the recipient of numerous awards including several National Science Foundation Fellowships and the American Association of University Women's American Fellowship. She is a founding member of the Public Science Project, 参与行动研究人员的合作. She is a member of the Performance Assessment Review Board of New England and the Northeast Regional Board of the National Latino Education 研究 Agenda Project.
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Dr. Zaal has conducted research with Muslim youth of immigrant origin to understand their everyday realities in the context of Islamophobia in the US and in the Netherlands. On this subject she has authored several articles including, “In the Shadow of Tolerance: The Discursive Context of Dutch-Born Muslim Youth” which will appear in a forthcoming issue of Policy Futures in Education, 以及“课堂上的伊斯兰恐惧症”, Media and Politics” in the Journal of Adolescent and Adult Literacy. 她与人合著了《十大博彩推荐排名》一书, 融合, and Responsibility Embodied by Young Muslim American Women During a Time of Surveillance” with Tahani Salah and Michelle Fine which appeared in Applied Developmental Science.
在一组教师和研究人员的带领下. Zaal has developed a PAR-based curriculum to engage secondary school students in transformative action. A team of researchers across three universities and two high schools studied the curriculum in action. The analysis of this research is currently in progress. Her single-authored and co-authored work on PAR-based research appears in the Journal of Curriculum Theorizing, 《教育政策杂志, and the International Review of Qualitative 研究.
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- Zaal, M. (2014). In the shadow of tolerance: The discursive context of Dutch-born Muslim youth. 在米. 彼得斯和T. Besley, Islam and the end of European multiculturalism [Special issue]. 教育政策的未来，12(1)
- Zaal, M., & 特里,我. (2013). Knowing what I can do and who I can be: Youth identify transformational benefits of participatory action research. Journal of Ethnographic and Qualitative 研究, 8(1), 42-55.
- Crul, M.霍德威，J.德·瓦尔克，H.N .富恩特斯., & Zaal, M. (2013). Educating the children of immigrants in Old and New Amsterdam. 在R. 阿尔巴 & J. Holdaway (Eds.), The Children of immigrants at school: A comparative look at integration...
- Zaal, M. & Ayala J. (2013). “为什么我们在学校不这样学习呢??” One participatory action research collective’s framework for developing policy thinking. 课程理论学报，29(2)，159-173.
- Zaal, M. (2012). 课堂、媒体和政治中的伊斯兰恐惧症. Journal of Adolescent and Adult Literacy, 55(6), 555-558.
- 好,米.阿亚拉，J， & Zaal, M. (2012). Public science and participatory policy development: Reclaiming Policy as a Democratic Project. 教育政策学报，27(5)，1-8.
- Zaal, M.， Salah, T., & 好,米. (2010). 连字符的重量:自由, fusion and responsibility embodied by young Muslim-American women during a time of surveillance. 在合成树脂之一 & 迪亚兹(Eds.), Beyond stereotypes: Minority children of immigrants...
- Zaal, M. (2010). A response to Michelle Billies’ “PAR method: Journey to participatory 觉悟启蒙.” International Review of Qualitative 研究, 3(3), 377-380.
- Zaal, M. (2009). Neglected in their Transitions: Second Generation Muslim Youth 搜索 for Support in a Context of Islamaphobia. (博士论文). 纽约城市大学
- Sirin,年代.纽约州比克曼(Bikmen.先生，先生.很好，M.扎尔，M., & Katsiaficas D. (2008). Exploring dual identification among Muslim-American emerging adults: A mixed methods study. 青少年学报，31(2)，259-279.
- Zaal, M.， Salah, T., & 好,米. (2007). 连字符的重量:自由, fusion and responsibility embodied by young Muslim-American women during a time of surveillance. 应用发展科学，11(3)，164-177.