PhD, University of Pittsburgh
Center for International Education
Center for Social Equity Through Science Education
Teaching Culturally, Linguistically Diverse & Exceptional Learners
Phone: (703) 993-6213
Fax: (703) 993-9380
Email: kramos8 (@gmu.edu)
George Mason University
Thompson Hall 2603
4400 University Dr.
Fairfax, VA 22030
Dr. Ramos is an experienced educator who has been working closely with culturally and linguistically diverse learners and their families since 1992. She began her teaching career in Pittsburgh Public Schools were she taught Spanish in grades 6-8 for 11 years and ESOL in grades 9-12 for 9 years. She also served as an Instructional Team Leader, a Clinical Resident Instructor, and a K-12 ESL Curriculum Coach.
Dr. Ramos earned a PhD in Language, Literacy, and Culture from the University of Pittsburgh in 2012 and also holds an M.A. in Foreign Language Teaching. She began her work as a teacher educator in Pennsylvania. Dr. Ramos joined the Teaching Culturally and Linguistically Diverse and Exceptional Learners (TCLDEL) as an instructional faculty in August 2016. As a teacher educator, she is dedicated to supporting preservice and in-service teachers locally, nationally, and globally to strengthen their capacity to serve culturally and linguistically diverse students and their families with excellence and equity.
In spring 2017, Dr. Ramos was selected as an Open GATE Faculty Fellow via Mason's Center for International Education (CIE). She traveled to Oslo, Norway in October 2017 to collaborate with Dr. Kristin Skinstad van der Kooij, associate professor in critical mulitucultral education, at the CIE's partner university, Oslo and Akershus University College (HiOA), on research around internationalizing teacher education. In October 2018, Dr. Skinstad traveled to Mason to continue the collaboration, and she and Dr. Ramos shared their work at the Washington Area Teachers of English to Speakers of Other Languages (WATESOL) conference.
In spring 2018, Dr. Ramos and a colleague in Elementary Science Education, Dr. Andrew Gilbert, received a Global Discovery grant from Mason's Global Education Office to travel with graduate students in two CEHD teacher education courses to Cartago, Costa Rica in December 2018 to design and implement an inquiry-based science and language learning enrichment program to K-7 bilingual learners at Saint Gregory school.
Most recently, Dr. Ramos was selected to be a Global Teacher Education (GTE) Fellow (sponsored by Longview Foundation) for academic year 2018-2019. As a GTE Fellow, Dr. Ramos will participate in webinars with experts in global learning, work closely with a mentor in global education research to internationalize an existing teacher education course to include global learning outcomes, content, assessment, and technology. She will pilot the revised globalized course with students in fall 2018, produce a short video-case study of the pilot, and present her work in a virtual conference with other GTE Fellows in December 2018.
Dr. Ramos is interested in researching best practices in teacher education for building pre-service and in-service teachers’ capacity to design instruction that is rigorous, interactive, and culturally responsive, affording PK-12 English learners (ELs) consistent opportunities to use language in action as a meaning-making tool to learn grade-level content concepts and develop academic language and literacy practices in tandem. Her research interests also include investigating teachers’ use of genre pedagogy to support ELs’ learning of content concepts and academic language resources across disciplinary areas. Additionally, she seeks to contribute to the current knowledge base around enhancing future and current educators’ global competence and international mindedness in order to create equitable teaching and learning environments for PK-12 ELs. Dr. Ramos has presented her work at international, national, state, and local conferences including TESOL, ACTFL, CARLA, and NABE as well as VAC-TE and WATESOL.
Current Research Projects:
K. Ramos (PI). Teaching for Global Competence. Fall 2018.
A. Hutchison (PI), J. Shin, K. Ramos, R. Dovi, C. Dovi. Coding to Learn: Enabling Primary Students to Experience a New Approach to English Learning (C2L). Education Bureau, Native-Speaking English Teacher Section, Curriculum Development Institute, The Government of the Hong Kong Special Administrative Region, The People’s Republic of China. June 2018 – present.
K. Ramos and A. Mattix Foster (co-PIs). Inviting the Voices of First Year ESOL Teachers to Inform our Practice. Summer 2017-present.
Ramos, K. A. (2018). Preparing teachers for English learners in rural settings. In J. Sharkey & M. M. Peercy (Eds.), Self-study of language and literacy teacher education practices across culturally and linguistically diverse contexts. United Kingdom: Emerald Press.
Ramos, K. A. (in press). A genre-based approach to teaching argument writing. In L. C. de Oliveira, K. Obenchain, R. Kenney, & A. Oliveira (Eds.), Approaches to teaching the content areas to English language learners in secondary schools. New York: Springer.
Ramos, K.A., & Mattix Foster, A.A. (2017). Bridging the gap: Building teachers’ capacity for developing language, literacy, and content learning. International Schools Journal, XXXVII(1), 58-66.
Ramos, K.A. (2017). Tackling a tough task: Teaching today's teachers to teach English learners. International Journal of Teaching & Learning in Higher Education, 29(3), 471-489.
Mattix Foster, A.A. & Ramos, K. (2017). Advocating for English learners. Association for Childhood Education International, Early Years Bulletin, 4(4), 5-7. http://www.acei.org/early-years-bulletin-1/
Ramos, K.A. & Mattix Foster, A. A. (2016). Connecting home and school for English language learners. Association for Childhood Education International, Early Years Bulletin,4(2), 11-12. http://www.acei.org/early-years-bulletin-1
Ramos, K.A. (2015). Using genre pedagogy to teach adolescent English learners to writeacademic persuasive essays. Journal of Education, 195(2), 19-35.
Ramos, K. A. (2014). Teaching adolescent ELs to write academic-style persuasive essays.Journal of Adolescent & Adult Literacy, 57(8), 655-665.
Ramos, K., & van der Kooij Skinstad, K. (2018, October). Building global competence in PK-12 classrooms through global thinking routines. Workshop presented at the fall meeting of the Washington Area Teachers of English to Speakers of Other Languages (WATESOL), Washington, DC.
Ramos, K. (2018, September). Practical strategies for globalizing the classroom: Why it matters and how to get started. Workshop presented at Tri-Association 37th Annual Educators’ Conference, Santo Domingo, Dominican Republic.
Ramos, K., & Liu, Y. (April, 2018). Engaging young adult EFL/ESL learners in meaning-making tasks. Workshop presented at the annual meeting of the Conference onLanguage, Learning, and Culture (CLLC), Fairfax, VA.
Ramos, K. (March, 2018). Strengthening the academic language and literacy practices of adolescent English learners from the global south in the global north. Paper presented at the annual meeting of Comparative International Education Society (CIES), Mexico City, Mexico.
Ramos, K., & Wolf, E. (2017, October). Using an online collaboration tool to engage adolescent ELLs in meaningful peer-to-peer feedback. Workshop presented at the fall meeting of the Washington Area Teachers of English to Speakers of Other Languages (WATESOL), Washington, DC.
Ramos, K. (2017, April). Developing teachers’ understanding of pedagogical language knowledge and disciplinary literacy practices. Workshop presented at the annual meeting of the Conference on Language, Learning, and Culture (CLLC), Fairfax, VA.
Mattix Foster, A. A. & Ramos, K. (2017, March). Preparing teachers to advocate for equity for PK-12 English learners at home and abroad. Workshop presented at the annual meeting of the Virginia Association of College Teachers and Educators (VACTE), Williamsburg, VA.
Ramos, K. (2017, March). Teaching pre-service teachers to teach ELs in monolingual and monocultural areas: Thinking outside the box. Workshop presented at the annual meeting of the Virginia Association of College Teachers and Educators (VACTE), Williamsburg, VA.
Ramos, K. & Zhang, Y. (2016, April). Traversing borders: Building bridges to disciplinary literacy practices through genre pedagogy. Workshop presented at the annual meeting of Teaching English to Speakers of Other Languages (TESOL), Baltimore, MD.
Ramos, K. (2015, March). Teaching adolescent ELs to write academic-style persuasive essays. Paper presented at the annual meeting of Teaching English to Speakers of Other Languages (TESOL), Toronto, Canada.
Ramos, K. (2015, March). Teaching adolescent English learners to write academic-style persuasive essays. Paper presented at the annual meeting of National Association for Bilingual Education (NABE), Las Vegas, NV.
Ramos, K. (2014, October). Making it real: Creating campus connections between pre-service teachers and their ESL peers. Workshop presented at the fall meeting of Pennsylvania Council of Teacher Education (PAC-TE), Harrisburg, PA.
Ramos, K. & Aguilar-Francis, S. (2013, November). Employing a genre-based approach to teaching adolescent English language learners to write persuasive argument essays. Paper presented at the annual meeting of American Council of Teachers of Foreign Languages (ACTFL), Orlando, FL.
Ramos, K. (2013, May). Employing a genre-based approach to teaching adolescent English language learners to write persuasive argument essays. Workshop presented at the annual meeting of the New Jersey Writing Alliance, Edison, NJ.
Ramos, K. (2011, May). Pre-service and in-service teachers' attitudes and beliefs regarding language-based pedagogy. Paper presented at the annual meeting of the Center for Advanced Research on Language Acquisition (CARLA), Minneapolis, MN.
Ramos, K. (2018, April). Transforming teaching and learning for English learners. Presentations for Greater Washington Reading Council (GWRC), Arlington, VA and Loudoun, VA.
Ramos, K. (2018, February). Integrating global perspectives in language teaching & learning. Workshop presented to TEA International Educators, George Mason University, Fairfax, VA.
Ramos, K. (2017, October). Best practices in reading instruction for adolescent ELs from diverse cultural and linguistic background. Presentation for International Institute of Islamic Thought (IIIT), Herndon, VA.
Ramos, K. (2017, March). Preparing pre-service teachers to teach English learners in monolingual and mono-cultural areas: A self-study. Presentation for Center for International Education Open GATE collaboration between George Mason University and Oslo and Akershus University College, Fairfax, VA.
Ramos, K. (2017, February). How do U.S. K-12 Schools promote and improve educational quality. Workshop presented for Changping Teachers Program, George Mason University, Fairfax, VA.
Ramos, K. (2017, February). Using technology to enhance instruction for diverse learners. Workshop presented for Changping Teachers Program, George Mason University, Fairfax, VA.
- Graduate School of Education
- Division of Advanced Professional Teacher Development and International Education
- Teaching Culturally, Linguistically Diverse & Exceptional Learners
- Secondary Education 6-12
- Center for International Education
- Center for Social Equity Through Science Education
Courses Taught This Semester
Other Courses Taught
- Bilingualism and Language Acquisition Research (EDCI 516)
- Supporting English Learners in PK-12 Schools (EDCI 630)
- Research to Practice (EDCI 777)
- Content Literacy for English Language Learners, PK-12 (EDRD 610)
- Introduction to Culturally & Linguistically Diverse Learners (EDUC 537)
- Independent Study for the Doctor of Philosophy in Education (EDUC 897)
- Advanced Internship in Education (EDUC 994)