Dr. Hsieh is a true believer in the importance of connecting theory and practice. Her teacher education work is informed by her 10 years of urban middle school classroom teaching experience (in the English, Mathematics, and Social Studies classrooms), her several years of literacy coaching (K-12), and her work as co-director of the Bay Area Writing Project. Dr. Hsieh anchors her practice in a strong theoretical framework as well that is particularly influenced by such scholars as hooks, Freire, Dewey, Heath, Freedman, Schon, and the New London Group, among others. Because of her personal and professional background, she is strongly committed to equity in urban schooling. Current research interests include the emergence and development of a teacher professional identity, the development of cross-content literacy practices (particularly in the age of the common core standards) and the development and uses of 21st century literacy practices in schools and universities.
- Ph. D Education with a Specialization in Language, Literacy and Culture (UC Berkeley)
- MA Education/ Single Subject Credential (UC Berkeley)
- BA American Studies/French minor (UC Berkeley)
Content Area Literacy, Teacher Professional Development, Teacher Professional Identity, Asian American Teachers, In-School/Out of School Literacies, Collaboration, University-School Partnerships, Teacher Education, 21st century literacies, Social Media in Education, technology & digital learning, Linked Learning (College and Career Readiness), Common Core State Standards
Hsieh, B. & Nguyen, H.T. (2019) Identity-informed mentoring to support acculturation of female faculty of color in higher education: An Asian American female mentoring relationship case study. Submitted to Journal of Diversity in Higher Education.
Hsieh, B. (2018) This is how we do it: Authentic and strategic technology use by novice English teachers. Contemporary Issues in Technology and Teacher Education (English), 18(2), 271-288.
Hsieh, B. (2017) Exploring evolving role(s) of literacy in secondary pre-service teachers’ work: A comparative case study. Literacy Research and Instruction. 56 (4), 342-361.
Hsieh, B. (2017). Helping teachers to unpack the complexity of adolescent literacy instruction: A review of Disciplinary and Content Literacy for Today’s Adolescents, 6th edition. California Reader, 51(1), 38-39.
Hsieh, B. (2017). Step by step, slowly I flip. In L. Santos Green, J. R. Banas, & R. Perkins (Eds.), The flipped college classroom: Conceptualized and re-conceptualized. New York: Springer.
Hsieh, B. (2017) Making and missing connections: Exploring twitter chats as a one-time learning tool in a pre-service teacher education course. Contemporary Issues in Technology and Teacher Education. 17 (4). Retrieved from http://www.citejournal.org/volume-17/issue-4-17/current-practice/making-and-missing-connections-exploring-twitter-chats-as-a-learning-tool-in-a-preservice-teacher-education-course.
Hsieh, B. (2017) Making room for discomfort: Exploring critical literacy and practice in a teacher education classroom. English Teaching: Practice and Critique. 16(3), 290-302.
Hsieh, B. (2016) Professional identity development as a framework in working with preservice secondary teacher candidates. Teacher Education Quarterly. 43 (2), 93-112.
Hsieh, B. (2015) The Importance of Orientation: Implications of Professional Identity on Classroom Practice and for Professional Learning. Teachers and Teaching: Theory and Practice, 21(2), 178-190
Hsieh, B. & Nguyen, H.T. (2015) Listening to the voices of teacher candidates: Learning from and about co-teaching in student teaching practicum. Teaching and Learning Together in Higher Education, 14. (Available online: https://repository.brynmawr.edu/tlthe/vol1/iss14/7)
Hsieh, B. (2014) A review of rigorous reading (book review of Rigorous reading: 5 access points for comprehending complex texts). The California Reader, 47 (4), 38-39.
Hsieh, B. (2014) From skepticism & utilization to contribution & growth: Shifting perspectives on technology among English credential candidates. California English, 19 (3), 22-24.
Hsieh, B. (2012) Challenging characters: Learning to reach inward and outward from characters who face oppression. English Journal, 102 (1), 48-51.
Hsieh, B. & Kim, J. (2019, May) We are here too: Listening to the stories of Asian American teachers. Paper prosed for the 2019 Association for Asian American Studies 39th Conference, Madison, WI.
Hsieh, B. & Nguyen, H.T. (2019, April) Space to blossom: Fostering holistic successes and reclaiming our right to thrive through identity-informed mentoring. Paper proposed for the American Educational Research Association 2019 Annual Meeting, Division K: Teaching and Teacher Education, Toronto, Canada.
Priede, A & Hsieh, B. (2019, April) Where do we teach? Factors affecting the workplace choices of diverse teacher candidates. Paper proposed for the American Educational Research Association 2019 Annual Meeting, Division K: Teaching and Teacher Education, Toronto, Canada.
Hsieh, B.; Glenn, A. & Frapwell, T. (2019, March) Building upon success: Enriching senior capstone projects & portfolios with a senior defense. Paper presented at the 2019 Linked Learning Convention, Palm Desert, CA.
Hsieh, B. (2018, October) Twitter as a tool for changemaking in Teacher Education. Paper presented at the Fall 2018 Conference of the California Council of Teacher Education, San Diego, CA.
Hsieh, B. (2018, June) Tweeting, teaching, learning and leading: Twitter in teacher education. Presentation presented at the International Society for Technology in Education 2018 conference, Chicago, IL.
Hsieh, B. & Nguyen, H.T. (2018, May) The dreams, possibilities, and necessity of identity-informed mentoring to support teacher educator acculturation. Paper presented at the American Educational Research Association 2018 Annual Meeting, Division K: Teaching and Teacher Education, New York, NY.
Rangnath, R., Yeh, C., Hsieh, B & Yu, J. (2018, May) Speaking back from the margins: Counting the experiences and beliefs of Asian American females striving to teach for social justice in teacher education. Paper presented at the American Educational Research Association 2018 Annual Meeting, Division K: Teaching and Teacher Education, New York, NY.
Hsieh, B. (2018, March) Recognizing students’ humanities, identities, & literacies through visual narratives. Paper presented at the California Teachers of English (CATE) Annual Conference, San Diego, CA.
Hsieh, B. (2018, February) Preparing pre-service & practicing teachers to integrate Linked Learning approaches. Session accepted for the Linked Learning Convention, 2018, Anaheim, CA.
Paredes, J. & Hsieh, B. (2017, November) Supporting Central American Newcomer Youth in Destabilizing Times of Transition. Paper accepted for the National Association of Multicultural Education Annual Conference, Salt Lake City, Utah.
Hsieh, B. & Nguyen, H.T. (2017, October) Diversity starts with us: Supporting teacher educators of color through identity informed mentoring.Paper accepted for the Fall 2017 Conference of the California Council of Teacher Education, San Diego, CA.
Dyo, M. & Hsieh, B. (2017, June) Beyond General Hospital: Engaging HS Students Through a Hospital-Based Mentoring and Simulation Program.Poster Presented at CSU Collaborative on the Advancement of Linked Learning (CALL) Annual Convening, Long Beach, CA.
Hsieh, B. (2016, November) Using Twitter to advocate for professional community and professional development among pre-service English candidates. Paper presented at National Council of Teachers of English Annual Conference research roundtable, Atlanta, GA.
Hsieh, B. & Nguyen, H.T. (2016, October) Exploring Mutuality as a Dynamic in Faculty Mentoring. Paper presented to Fall 2016 Conference of the California Council of Teacher Education, San Diego, CA.
Hsieh, B. (2016, April) Experiences, education and expanding understandings of literacy in relation to teacher identity, Paper presented at American Educational Research Association 2016 Annual Meeting Lives of Teachers SIG, Washington DC.
Hsieh, B. (2015, October) Having it all: How a flipped course redesign can support joyful teaching in the teacher education classroom. Paper presented to Fall 2015 Conference of the California Council of Teacher Education, San Diego, CA.
Hsieh, B. (2015, October) Twitter: Promoting social justice through voice, networking & resources in the teacher education classroom. Paper presented to 2015 Annual Conference of the National Network for Educational Renewal, Chico, CA.
Hsieh, B. (2015, July) Using Writing to Learn in Secondary Disciplinary Classrooms, Workshop paper accepted to International Literacy Association Conference 2015, St. Louis, MO.
Hsieh, B. & Paredes, J. (2015, April) Performance, Perspectives & Power: Former EL Preservice Teacher Candidates’ Discuss Literacy in Secondary Classrooms, Roundtable paper presented to American Educational Research Association 2015 Annual Meeting Language & Social Processes SIG, Chicago, IL.
Nguyen, HT. & Hsieh, B. (2015, April) Reciprocity of a Mentor-Mentee Teacher Education Faculty Relationship, Paper presented to American Educational Research Association 2015 Annual Meeting Self Study SIG, Chicago, IL.
Hsieh, B. (2014, October) Building & Bridging Perspectives: College & Career Readiness, the Arts, Literacy, Common Core, Paper presented to Fall 2014 Conference of the California Council of Teacher Education, San Diego, CA.
Hsieh, B. (2014, April) “A-Ha” Moments: Bridging Content Area Literacy and Disciplinary Learning for Secondary Preservice Credential Candidates, Paper accepted to American Educational Research Association 2014 Annual Meeting, Philadelphia, PA.
Hsieh, B. & Nguyen, H.T. (2013, November) Erasing the Shadows, Embracing the Light: Re/visioning Multicultural Education, Paper presented at Association for Multicultural Education Annual Conference, Oakland, CA.
Hsieh, B. & Nguyen, H.T. (2013, November) Regenerating the Field through Co-Teaching Partnerships: Reflections and Recommendations, presented at the Fall Conference of the California Council on Teacher Education, San Diego, CA.
Hsieh, B. (2012) Moving from Tragedy to Honor: The Power of Healing through Curriculum and Relationships. Presented at the National Association for Multicultural Education 2012 Conference, Philadelphia, PA, November 29-December 4.
Examining the Experiences of Asian American Teachers
Aquarium STEM (School) and Families Literacies Project
Understandings of Literacy and Teacher Identity Among Secondary Content Area Specialists: Examining the Effects of Content Area Literacy Instruction on Teacher Candidates’ Attitudes, Perceptions, Practices and Professional Identity
Examining Secondary Credential Student Preferences Related to Working with Diverse Populations
Exploring Identity Informed Mentoring Relationships in Teacher Education