Pixita del Prado Hill

Pixita M. Del Prado Hill, Ed.D.

Professor Bacon Hall 302B
Phone: (716) 878-5762
Email: delprapm@buffalostate.edu
EDUCATION          
  • Ed.D. Learning and Teaching, Harvard Graduate School of Education, Cambridge, MA                                               
  • M.Ed. Learning and Teaching, Harvard Graduate School of Education, Cambridge, MA
  • B.A. English (Minor: History), University of Vermont, Burlington, VT
AWARDS & HONORS
  • SUNY Buffalo State Barbara Frey Faculty Award in Education, 2017
  • SUNY Buffalo State Volunteer and Service-Learning Center Reciprocal Partnership Award, 2016
  • Fulbright Scholar Award, 2011
  • SUNY Buffalo State Muriel A. Howard Award for the Promotion of Equity & Campus Diversity, 2015 & 2009
  • Harvard Graduate School of Education Spencer Foundation Three Year Research Training Grant, 1997-2000
  • Harvard Graduate School of Education Doctoral Entering Award, 1996-97
COURSES OFFERED
  • EDU 211: Introduction to Literacy
  • EDU 310: Teaching Social Studies in the Elementary School
  • EDU 311: Teaching Reading & the Other Language Arts in the Elementary School
  • EDU 380: IDPS Travel and Service Learning Experience: Chile
  • EDU 416: Teaching Literacy in Middle & Secondary Schools
  • EDU 417: Adolescent Literacy
  • EDU 511: Methods of Teaching English Language Arts
  • EDU 609: Literacy Instruction in the Upper Grades
  • EDU 654: Social Studies in the Elementary School                  
TEACHING & RESEARCH INTERESTS & EXPERTISE
  • School-University Partnerships
  • International Education
  • Content Area Literacy
  • Supporting Language Learners
  • Children’s Literature
  • Social Studies
CURRENT COLLABORATIVE SERVICE & INVOLVEMENT
  • Co-Director (2013-present). SUNY Buffalo State Professional Development Schools Consortium, Buffalo, NY
  • Co-Facilitator (2012-present). SUNY Buffalo State International Professional Development Schools Consortium, Santiago, Chile
  • Co-Director (2010-present). SUNY Buffalo State Global Literacy Engagement, Buffalo, NY.
  • PDS Faculty Liaison (2011-present). Herman Badillo Bilingual Academy, Buffalo, NY.
  • PDS Faculty Liaison (2016-present). Lafayette International High School, Buffalo, NY.
SELECTED PUBLICATIONS

Books:

  • Garas-York, K.; del Prado Hill, P.; Day, L.; Keller-Mathers, & S.; Truesdell (Eds.). (2017). Doing PDS: Stories and strategies from successful clinically rich practice. Charlotte, NC: Information Age Publishing.
  • McMillen, S.; Friedland, E.; & del Prado Hill, P. (2018). Integrating math across the k-6 curriculum. National Council for Teachers of Mathematics.  https://www.nctm.org/Store/Products/Integrating-Math-Across-the-K-6-Curr...

Refereed Journal Articles:

  • del Prado Hill, P.; Friedland, E. S.; & McMillen, S. E. (2016). Mathematics-literacy checklists: A pedagogical innovation to support teachers as they implement the common core, Journal of Inquiry and Action in Education, 8(1).
  • del Prado Hill, P.; Friedland, E.S.; & Phelps, S. (2012). How teacher candidates' perceptions of urban students are influenced by field experiences: A review of the literature. Action in Teacher Education, 34(1), 77-96.
  • del Prado Hill, P.; McMillen, S.E.; & Friedland, E.S. (2017). The power of questions to bring balance to the curriculum in the age of new standards. School-University Partnerships, 10(2), 46-50.
  • del Prado Hill, P.; McMillen, S.; Paterson, W.; Álvarez Sepúlveda, T. I.; Thorndike Suriel, P.; Ludwig Ross, S.; Kupper, M.,; Zuñiga Ayala, K. A.; Hicks, R.; & Kaleba, M. (2018). Preparing teachers for a global world: The SUNY Buffalo State International Professional Development Schools Consortium. School-University Partnerships, 11(2), 10-16.
  • del Prado Hill, P.; Phelps, S.; & Friedland, E.S. (2007). Pre-service educators’ perceptions of teaching in an urban middle school setting: A lesson from the Amistad. Multicultural Education, 15(1), 33-37. 
  • Draeger, J.; del Prado Hill, P.; Hunter, L.; & Mahler, R.E. (2013). The anatomy of academic rigor: The story of one institutional journey. Innovative Higher Education, 38(4), 267-279.
  • Draeger, J.; Mahler, R.E.; & del Prado Hill, P. (2014). Developing a student conception of academic rigor. Innovative Higher Education, 40(3), 215-228.
  • Friedland, E.S.; McMillen, S.E.; & del Prado Hill, P. (2011). Collaborating to cross the math-literacy divide: An annotated bibliography of literacy strategies for the middle and secondary mathematics classroom. Journal of Adolescent and Adult Literacy, 55(1), 57-66.
  • Friedland, E.S.; McMillen, S.E.; & del Prado Hill, P. (2010-2011). Moving beyond the word wall: How middle school teachers use literacy strategies. NCSM Journal of Mathematics Education Leadership, 13(1) 6-18.
  • Friedland, E.S.; Kuttesch, E.L.; McMillen, S.M.; & del Prado Hill, P. (2017). Listening to the voices of teacher candidates to design content area literacy courses. Journal of Inquiry and Action in Education, 8(2), 3.
  • Friedland, E.S.; Phelps, S.; & del Prado Hill, P. (2006). How different media affect adolescents' view of the hero: Lessons from the Amistad. Middle School Journal, 37(6), 30-36.
  • Foy, K.; del Prado Hill, P.; Patti, A.; & Davis, J. (2018). Esperanza e imaginación: PDS partners working together to help bilingual middle school students build hope and imagination for their futures. School-University Partnerships, 11(1), 60-63.
  • Mahler, R.E.; Draeger, J.; & del Prado Hill, P. (2014). Comparing faculty and student models of academic rigor. The International Journal of Interdisciplinary Educational Studies, 8(1), 31-41. 
  • McMillen, S. E.; del Prado Hill, P.; & Friedland, E. S. (2010). Literacy strategies in mathematics instruction:  A look at New York State classrooms. New YorkState Mathematics Teachers Journal, 60(3), 101-103, 110.
  • Patti, A. & del Prado Hill, P. (2017). Co-teaching in a co-PDS: Outcomes of a year-long pilot program. PDS Partners, 13(1), 10-12.
  • Truesdell, K. & del Prado Hill, P. (2015). Promoting family literacy with global children’s literature:  How parents become partners in meeting the commoncore. The Reading Teacher, 68(6), 430-434.
  • Ware, B.; del Prado Hill, P.; & McMillen, S. (2017). The PDS student representative: Leadership development that benefits everyone. PDS Partners, 13(1), 1, 3, 20.

Refereed Book Chapters:

  • del Prado Hill, P.; McMillen, S.; & Doody, K. (2017). Extending PDS to all: Successes and challenges at a large comprehensive public institution. In Ferrara, Nath, Guadarrama, & Beebe (Eds.), Expanding opportunities for linking research and clinical practice: A volume in professional development school research, Volume VII. Charlotte, NC: Information Age Publishing, 123-141.
  • del Prado Hill, P.; Day, L.K.; Chicola, N.; & Shandomo, H. (2014). PDS as passport to the world: Preparing the next generation of educators for a global community. In Ferrara, Nath, & Guadarrama (Eds.), Creating visions for university/school partnerships: A volume in professional development school research. Charlotte, NC: Information Age Publishing, 87-101.