An interest in educational linguistics led him to earn his Ph.D. from the Claremont Graduate University in Claremont, California.
Dr. Kip Tellez is a Professor in the Education Department at UC Santa Cruz where he served as Chair from 2007 to 2014. He is the current editor of Teacher Education Quarterly. Dr. Tellez is also a fellow of Stevenson and Crown colleges, as well as participating faculty in Latin American and Latino Studies. Prior to UCSC, Dr. Tellez taught elementary and high school in East Los Angeles country. His instructional focus has always been on Teaching English Language Learners. After graduate school, he began his first academic position at the University of Houston, where he taught courses on methods and theories of second language education and teacher education and policy while also working to initiate three two-way dual immersion programs in the Houston Galveston area.
Dr. Tellez’s research interests include teacher education, second language instruction, equity pedagogy, and contemporary research methods. Arriving at UCSC in the summer of 2000, he has continued his research on language teaching and learning, while also teaching the English Learning Development courses in the Masters/Credential program.
He has published articles in journals such as the "Journal of Teacher Education", "Teaching and Teacher Education", and "The Bilingual Research Journal". He also published an edited book (with Hersh Waxman) in 2006 titled, Preparing Quality Educators for English Language Learners.
Téllez, K. (2018). Are Teacher Perceptions of Self-Efficacy and Collective Responsibility Related to Gain Scores in Mathematics? A paper presented at the California Council for Teacher Education conference, March, Sacramento, CA.
Warren, R. & Téllez, K. (2017). A report of the Santa Clara county teacher workforce study. A paper presented at the California Council for Teacher Education conference, March, Sacramento, CA.
Téllez, K., & Mosqueda, E. (2015). Developing teachers’ knowledge and skills at the intersection of English language learners and language assessment. Review of Research in Education, 39(1), 87-121.
Téllez, K. & Manthey, G. (2015). Teachers’ perceptions of effective school-wide programs and strategies for English language learners. Learning Environments Research, 18, 111-127.
Téllez, K. (in progress). An analysis of the structure and assessment of standards for teacher candidates and program. To appear in Waxman, et al. Preparing teachers to implement standards: Integrating research, policy, and practice.
Téllez, K. & Varghese, M. (2013). Teachers as intellectuals and advocates: Professional development for bilingual education teachers. Theory Into Practice, 52, 128-135.
Téllez, K. (2011). A case study of a career in education that began with "Teach for America". Teaching Education
Lasher-Zwerling, C., & Téllez, K. (2011). No less real in my mind: Using fiction as creative curriculum in an undergraduate teacher education course. In C. Craig & F. Deretchin (Eds.), Cultivating curious and creative minds: The role of teachers and teacher educators (pp. 69-87). Lanham, MD: Rowman & Littlefield.
Téllez, K. (2010). Teaching English learners: Fostering language and the democratic experience. Boulder, CO: Paradigm.
Téllez, K. & Waxman, H. (2010). A review of research on effective community programs for English language learners. The School Community Journal, 20, 103-120.
Téllez, K. (2008). What student teachers learn about multicultural education from their cooperating teachers. Teaching and Teacher Education, 24, 43-58.
Téllez, K. (2007). Have conceptual reforms (and one anti-reform) in preservice teacher education improved the education of multicultural, multilingual children and youth? Teachers and Teaching, 13(6), 543 - 564.
Téllez, K. & Waxman, H. (2006). Preparing quality educators for EL: Overview of the critical issues. In K. Téllez & H. Waxman (Eds), Preparing quality educators for ELs. Mahweh, NJ: Lawrence Erlbaum.
Téllez, K. & Waxman, H. (2006). A meta-synthesis of qualitative research on effective teaching practices for English Language Learners In J.M. Norris & L. Ortega (Eds.), Synthesizing research on language learning and teaching. Philadelphia: John Benjamins Publishing.
Téllez, K. (2004). Preparing teachers for Latino children and youth: Policies and practice. The High School Journal, 88(2), 43-54.
Téllez, K. (2002). Multicultural education as subtext. Multicultural perspectives, 4, 21-24
Téllez, K. (2001). The big men: A journalist's look at the SAT. Journal of Curriculum Studies, 33, 247-260
Dressman, M., & Téllez, K. (2000). Accredited under review: An inside-out account of high-stakes education reform. Paper presented at AERA, Atlanta, GA
Téllez, K. (1999). Mexican-American preservice teachers and the intransigence of the elementary school curriculum. Teaching and Teacher Education, 15, 555-570.
Téllez, K. (1998). Classroom placement of elementary language learners. Bilingual Research Journal, 22, 279-295.
Téllez, K. (1996). Authentic assessment. In J. Sikula (Ed.), The handbook of research in teacher education (pp. 704-721). New York: MacMillan.
Téllez, K., Hlebowitsh, P., Cohen, M., & Norwood, P. (1995). Social service field experiences in teacher education. In J. Larkin & C. Sleeter (Eds.), Developing multicultural teacher education. Albany, NY: SUNY Press.
Nath, J. M., & Téllez, K. (1995). A room of one's own: Teaching and learning to teach through inquiry. Action in Teacher Education, 4, 1-13.