Greg Hamilton Ed.D.

Greg Hamilton began his K–12 teaching career at The Center School in New York City, amidst the hustle and bustle of an urban classroom setting. The Center School, a four-year public middle school serving grades 5–8, is built upon the philosophy that how a child learns is as important as what a child learns. When he began his career, he was fresh out of a master's in English education program at Teachers College, Columbia University, and eager to put into practice the ideas and values of John Dewey who wrote, "The Self is not something ready-made … but something in continuous formation through choice of action." At The Center School, choice, community, inter-age grouping, active involvement, and a blend of progressive and traditional instruction support student achievement and social and emotional learning. With The Center School he had found his happy place!

Cut to five years later and you would have found him teaching social studies, algebra, literature, and writer's workshop while pursuing his doctorate in teacher education and the teaching of English. Studying at Columbia University connected him with key educators both on site and across the country. Lucy Calkins, Ruth Vinz, Stephen Thornton, Nel Noddings, Linda Darling-Hammond, and Maxine Greene were a few of the educators he counted as his mentors and colleagues at Teachers College. During his doctoral studies he fell in love with young adult literature and worked with the theoretical frameworks of Bakhtin, Foucault, and Habermas to deconstruct and politicize specifically his teaching of Jack by A.M. Holmes. Jack is the story of an adolescent boy whose father is gay, and it was tricky then and fascinating to teach a novel like this to sixth-, seventh-, and eighth-graders from African American, Hispanic, and white cultures all exploring the values of their own cultures in response to a story considered by many to be inappropriate for a multi-grade public school setting.

During his stay in New York City as an assistant professor at Teachers College, Hamilton was given many opportunities to facilitate the design and development of curricula during the opening of new middle and high schools across the city. He worked with principals, department chairs, and teachers to embed literacy instruction across all subject areas. Heritage High School, Baruch College Campus High School, The Beacon School, and a range of middle schools became working laboratories for them and opportunities to apply the pedagogical theories of scholars like John Dewey, Nel Noddings, and Maxine Greene to teaching and learning.

Through his work in Northern California and as a teacher educator at UC Berkeley and UC Davis, Hamilton has gained insight and understanding of values and norms varying by degree from the work he has done in New York City. California teachers have been more accepting of progressive pedagogies, and the diverse makeup of Hispanic cultures across the state have demanded multiple approaches and beliefs about the ways in which second language learners learn best. These are critical dialogues to engage all educators as we strive for school improvement, access, and equitable teaching and learning.

While teaching at University of Redlands, Hamilton has had significant experiences in the Philippines and Haiti where the study of language instruction and teacher education have been critical to his growing knowledge and understanding of how one learns English and at the same time maintains a rich cultural heritage while navigating and challenging the norms of a historically white curricula.

Hamilton is currently working on research related to the teaching and representation of HIV-positive characters in young adult novels. Past research includes the teaching of LGBTQ+ young adult literature, the teaching of writing, and curriculum design. He lives in Redlands with his husband and corgi, Indiana Jones (Indy). They enjoy long walks, swimming, tennis, travel, reading, and writing.

• Hamilton, G. (2007). Jake's dilemma. Bay Area Writing Project, Institute Reader.
• Hamilton, G. (Ed.). (2006). The power of youth: How do we uncover it? English Journal, 95(4).
• Hamilton, G. (2005). Reading multicultural literature in relation to ourselves. English Journal, 94(6).
• Hamilton, G. (2004). Teaching the difficult. English Journal, 94(2).
• Hamilton, G., Howes, E., & Zaskoda, D. (2003). Linking science and literature through technology. Journal of Adolescent & Adult Literacy.
• Hamilton, G. (2002). Mapping a history of adolescence and adolescent literature. ALAN Review, 29(2), 57–62.

• For A Reason: Teacher Education in Language Arts & Social Studies Methods. Port-au-Prince, Haiti
• For A Reason: Teacher Education in Math & Science Methods. Port-au-Prince, Haiti
• Co-Teaching in Teacher Preparation Methods Courses: Developing Differentiated Instruction through the Lens of Critical Pedagogy. University of Redlands
• For A Reason: University Partnerships and Teacher Education in Haiti. Pacific Coast Conference on PK–12 Language and Learning. Palm Springs, California
• Evaluation of Teacher Performance in the Classroom. NETC Child Learning Center, San Antonio, Zambales, Philippines
• Teacher Inquiry as the Gateway for Student Learning and Transformative Practices. Association of Teacher Educators. San Diego
• Teaching Teacher Research: Traditions, Interventions, and Analysis. University of California, Berkeley
• Negotiating Meanings, Understanding Curriculum Reform in Afghanistan. AAACS. San Diego

• Faculty Global Impact Award, School of Education, University of Redlands
• Academic Technology Users Group Award, "Learning from Exemplary K–12 Teachers through Video Lesson Demonstrations, Video Conferencing and Collaborative Simulations," School of Education, University of Redlands
• AERA Travel Grant, School of Education, University of Redlands
• Research Grant, School of Education, University of Redlands
• Certificate of Appreciation: Developing Effective Skills in the Management and Operation of Schools, Naval Education and Training Command Station, San Antonio, Zambales, Philippines
• Certificate of Recognition, Marin Teaching Network
• Recognition of Service to the Tamalpais Union High School District, Board of Trustee Honor
• NEA Grant, Teacher Research, Assessment, and Staff Development, Teachers College, Columbia University
• Certificate of Recognition and Appreciation for Three Years of Service, "English in the City" column editor, English Journal
• Pre-tenured Research Grant, Teachers College, Columbia University
• Dean's Grant for Faculty Development in the Use of Technology in Teaching, Teachers College, Columbia University
• College of Arts and Sciences and School of Education, Program Coordinator, University of Redlands
• Center for Educational Justice 17th Annual Conference, University of Redlands, School of Education: Learning to Navigate the Unprecedented: Inland Empire Students Speak Up
• Rochford College Access Program, Director of Mentoring, University of Redlands, School of Education
• California Teaching Performance Assessment, Coordinator, University of Redlands, School of Education

• American Educational Research Association (AERA)
• California Council on Teacher Education (CCTE)
• National Council of Teachers of English (NCTE)