Jean Houck

Dr. Jean Houck taught elementary school in Owensboro, Kentucky.  After completing coursework for her doctorate at Indiana University, she returned to Owensboro and worked two years at the middle school level doing psychoeducational assessments.  In 1978, she obtained a full time lecturer position at Morehead State University (KY)and moved into a tenure track position in 1980.  She remained at MSU for 12 years.  She advanced through the ranks in a tenure track position, obtaining early promotion to Professor in 1987.  In her final 3 years at MSU, she was Department Chair of Leadership and Secondary Education and served as Co-Director of the university's successful NCATE Accreditation efforts. 

In 1990, Jean accepted the position of Associate Dean in the College of Education at California State University, Long Beach. After 5 years in that role, Dean Sikula accepted another position and left CSULB.  After serving as Acting Dean one year, Jean has been Dean of the College of Education since 1996.

Houck, J. W., Cohn, K., and Cohn, C., Eds. (2004) Partnering to lead educational renewal: High quality teachers, high quality schools. New York: Teachers College Press.

Houck, J. W. (2004). Leadership to ensure all new teacher candidates are prepared to work successfully with students with disabilities. Issues in Teacher Education, 10, 34-38.

Maxson, S., Wright, C., Houck, J.W., Lynn, P., & Fowler, L. (2000). Linking K-12 and higher education: Urban teachers' perceptions of school climate and areas of need. Action in Teacher Education, 22, 2, 30-53.

Hamm, D., Dowell, D. & Houck, J. W. (1998) Service learning as a strategy to prepare teacher candidates for contemporary diverse classrooms. Education, Winter.119, 129-133.

Houck, J. W. & Maxson, S. (1997). The role of the teacher and the schools in assisting children who live with violence. Education, 117, 522-526.

Wright, C. & Houck, J. W. (1995). The relationship among self-assessments, teacher ratings, grades, and aptitude test scores for males and females attending rural secondary schools. Educational and Psvchological Measurement, 55, 124-9.

Houck, J. W. and Daniel, R (1994). Husbands' and wives' views of the communication in their marriages. Journal of Humanistic Education and Development, 33 (1), 21-31.

Houck, J. W. & Wright, C. (1993). The predictive validity of student self-evaluations, teacher assessments, and grades for a sample of secondary school students attending rural Appalachian schools. Educational and Psychological Measurement, 53 (1), 259-270.

Wilson, J., & Moore, A. (1990). Writing the knowledge bases for professional education standard of the NCATE Report. Action in Teacher Education, 11, (4), 48-54.

Wilson, J., & Blocher, L. (1990). The school counselor's role in assisting children of alcoholics. Elementary School Guidance and Counseling, 25 (2), 98-106.

Wilson, J. (1989). The effects of two types of graduate training on teachers' attitudes toward behavior problems of children. College Student Journal, 23 (2), 159-163.

Wilson, J. (1987). Behavior problems of children viewed by students, teachers, and counselors. Journal of Humanistic Education and Development, 24, 24-31.

Stanley, B., Weikel, W., & Wilson, J. (1986). Effects of father absence on interpersonal problem solving skills of nursery school children. Journal of Counseling and Development, 65, 383-385.

Thomas, D., & Wilson, J. (1984). Views of teachers and students toward discipline. Phi Delta Kappan, 64, 367.

Wilson, J., Weikel, W., Rose, H. (1982). A comparison of non-traditional and traditional career women. Vocational Guidance Quarterly, 31, 2-7.

Wilson, J. & Daniel, R., (1981). The effects of a career options workshop on social and vocational stereotypes. Vocational Guidance Quarterly, 29, 341-349.

Owen, D., & Wilson, J. (1980). Cowboys and butterflies: Creative uses of spontaneous fantasy in career counseling. School Counselor, 28, 119125.

• Senior Management Council, 1995-present
• Council of College Deans, 2002-present
• Academic Senate, ex officio, 1995-present. (voting dean 4 years)
• Long Beach Elementary Science and Math Teacher Education Program Steering Committee
• Earl Burns Miller Japanese Gardens Advisory Committee
• California Alliance for Partnerships Governing Board
• California K-16 Partnerships and Student Success Annual Conference Steering Committee
• Presidents-Commission on Teacher Education, 2001-2003 (California State University System).
• Seamless Education Leadership Committee, Long Beach Education Partnership, 1994-present.

Faculty in Schools (FIS) Project

A provost-funded project, the FIS Project is an extensive research project investigating the effects of teacher preparation on the performance of teachers and the achievement of their students. In 2006-2007, 10 faculty are engaged in collecting data in this multi-phase project.

Project 1: Follow-up case studies on mathematics teaching and learning
Cathy DuCharme (Professor & Chair, Teacher Education), Felipe Golez (Professor, Teacher Education), Lisa Isabel (LBUSD), Hiromi Masunaga (Associate Professor, Educational Psychology, Administration, and Counseling), Linda Symcox (Associate Professor, Teacher Education), Linda Whitney (Professor, Teacher Education), Graduate Research Assistant (TBN)

Project 2: Single subject project on Science Instruction
Laura Henriques (Associate Professor & Chair, Science Education), Karen Hakim-Butt (University Coordinator, Single Subject), Graduate Research Assistant (TBN)

Project 3: Teachers’ beliefs on teaching, student dispositions, and math achievement.
Hiromi Masunaga (Associate Professor, Educational Psychology, Administration, and Counseling), Felipe Golez (Professor, Teacher Education), Linda Symcox (Associate Professor, Teacher Education), Graduate Research Assistant (TBN)