Kevin J. Graziano, Ed.D.
Lecturer, Teaching English to Speakers of Other Languages (TESOL)
Dr. Graziano is a professor of education in the Teacher Preparation Program at Nevada State College in Henderson, Nevada. He routinely speaks at regional, national, and international education conferences in addition to publishing journal articles and book chapters on teaching and learning. When Dr. Graziano is not teaching, he enjoys traveling, foreign films, hiking, writing and spending time with his family in Connecticut.
Ed.D., International and Multicultural Education, University of San Francisco
Minor: Digital Media and Learning
MS, Counseling, Central Connecticut State University, New Britain
BA, Journalism, University of Connecticut, Storrs
Research & Interests
Teaching English as a Second Language
Associate Chair, Consultative Counsel for Society for Information Technology & Teacher Education (SITE)
Former Chair, Innovative and Technology Committee for the American Association of Colleges for Teacher Education (AACTE)
Former Co-Chair, Mobile Learning SIG for the Society for Information Technology & Teacher Education (SITE)
Awards and Recognitions
2012 Nevada System of Higher Education, Board of Regents’ Teaching Award
2008 Nevada State College iTeach Economic Development Award
2006 Nevada State College iTeach Teaching Excellence Award
2006 City of Henderson and Henderson Chamber of Commerce Outstanding Teaching Award
2005 American Education Research Association (AERA) Scholar-Activist Award
Graziano, K. (2014). The everyday realities of Palestinian college students living and studying in Israel: A photovoice study. International Journal of Progressive Education, 10(1) 32-45.
Graziano, K. (2012). Creating Student-Generated Multimedia: Benefits and Challenges for Teacher Education. Excellence in Education Journal, 1(1), 6-28.
Graziano, K., & Navarrete, L. (2012). Co-Teaching in a College Classroom: Collaboration, Compromise, and Creativity. Issues in Teacher Education, 21(1), 109-126.
Graziano, K. (2011). Working with English Language Learners: Preservice Teachers and Photovoice. International Journal of Multicultural Education, 13(1), 1-19.
Graziano, K., & Herren, C, (2009). Students as Researchers: A Photographic Approach to Teaching High School Economics. In E. Litton, & S. Martin (Eds.), >Justice, Care, and Diversity: Addressing the Needs of All Students in Catholic Secondary Schools. National Catholic Educational Association (NCEA).
Graziano, K. (2008). Walk the talk: Connecting critical pedagogy and practice in teacher education. Teaching Education, 19(2), 153-163.
Graziano, K., & Litton, E. (2007). First Year Teachers and Diversity: Teacher Research through Photography. Issues in Teacher Education, 16(1), 1-13.
Graziano, K. (June 2007). Teachers as Generators of Text: Action Research and Teacher Preparation. In, K. Murtadha, R. Helfenbein, & M. Wineburg (Eds.), Democracy and Civic Engagement: Implications for Teacher Preparation and a National Agenda for Inquiry; American Association of State Colleges and Universities (AASCU).
Graziano, K. (2005). Reflections from university students in a South African gay and lesbian society. International Journal for the Advancement of Counselling, (27)2, 299-310.
Katz, S., Kyuchukov, H., & Graziano, K. (2005). The complexity of language issues in school desegregation: Case studies of Latino
students in the United States and Roma students in Bulgaria. In R. Hoosain, & F. Salili (Eds.), Language in Multicultural Education. Greenwich, Connecticut: Information Age Publishing Inc.
Graziano, K. (2004). Coming out on a South African university campus: Adaptations of gay men and lesbians. Society in Transition, 35(2), 273-286.
Graziano, K. (2004). Oppression and resiliency in a post-apartheid South Africa: Unheard voices of black gay men and lesbians. Cultural Diversity and Ethnic Minority Psychology, 10(3), 302-316.