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Reyna Garcia-Ramos Faculty Profile

Reyna García Ramos

Professor of Education
Chair of the Department of Education and Pedagogy
Education Division, Graduate School of Education and Psychology


Dr. García Ramos is a professor of education and director of the Teacher Preparation Program (TPP) at Pepperdine University. She lends leadership to the undergraduate and graduate preservice teacher pathways and directs the MAT program at GSEP. Dr. García Ramos teaches across several programs in the Education Division.

Her research addresses the academic challenges of emergent bilinguals in California's public school system. She established university-school partnerships, allowing preservice teachers to obtain learning experiences with emergent bilinguals in local schools.

Dr. García Ramos began her professional career as an instructional aid in bilingual classrooms in the Los Angeles and Goleta Unified School Districts. Before coming to Pepperdine University, Dr. García Ramos was a community educator and organizer, where she designed culturally relevant curricula in English as a Second Language, literacy, and civic courses for Spanish-speaking immigrants in the Inland Empire. Dr. García Ramos has served on several boards over her tenure at GSEP, including as the Director of Legislative Affairs for CABE, 2006-2008 and the secretary of the Bilingual Education Research SIG12 of the American Educational Research Association (AERA) from 2007-2009 and again from 2016-2018. She is currently the secretary of CABTE, an affiliate of CABE, a member of the Programmatic Advisory Committee on Meetings and Professional Development on AACTE, and an at-large board member for CCTE.



  • PhD, University of California, Santa Barbara
  • BA, University of California, Los Angeles
  • Calhoun, D. and García Ramos, R. (2023). Rethinking learning potentials: The benefits of learning
    across the life span. In M. Carmo (Ed.), International Conference on Education and New
    Developments (END): World Institute for Advanced Research and Science (WIARS)
    (pp. 201-205). Portugal. https://end-educationconference.org/wp-
  • Morales-Thomas, M. and García Ramos, R. (2023). Creating Parent Engagement Practices Through Parent Focus Group Sessions. Multilingual Educator, 81–83.
  • García Ramos, R. (2021). Teaching Latino Adolescent Males: Reflections from an Educator and Mother. Multilingual Educator, 89-91.
  • Garcia Ramos, R. (2008). Teaching language arts through an inquiry approach. In A. Nava (Ed.), Connecting English language learners to cross-cultural methodology: English language development standards (pp. 105-120). Wiley: Hoboken, NJ.
  • Garcia Ramos, R. (2007). Developing an understanding of families and the community. In D. B. Hiatt-Michael (Ed.), Promising practices for teachers to engage families of English language learners (pp.33-41). Information Age Publishing, Inc.: Charlotte, NC.
  • Dome, N., Prado-Olmos, P., Ulanoff, S., García Ramos, R., Vega-Castaneda, L., Quiocho, A. (2005). “I don’t like not knowing how the world works”: Examining preservice teachers’ narrative reflections. Teacher Education Quarterly, 32 (2), 63-83.
  • CCTE Distinguished Teacher Educator, 2012
  • Pomona Goddess Award for Community Service, 2007
  • Howard A. White Award for Teaching Excellence, 2007
  • Women of the Year Unsung Heroine Award, 2004


  • MATP 610: Instructional Design for Teaching
  • MATP 630: Teaching English Learners
  • MATP 681: Clinical Experience 1
  • MATP 682: Clinical Experience 2
  • MATP 699: Contemporary Issues in Education
  • EGLC 754B: International Policy Experience
  • EDD 755: Virtual Learning and Collaboration
  • EDD 767: Qualitative Research Design and Analysis