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Michael D. Eisner College of Education

College of Education

Personnel Directory

John Reveles

John  Reveles
Assistant Professor
Department of Elementary Education
Office:ED 2123
Phone:818 677 7409



Ph.D., University of California, Santa Barbara


John M. Reveles is a recent addition to the CSUN faculty from the Ph.D. program at UCSB. He holds a B.A. in Social Work from Colorado State University and an M.A. in Clinical Psychology from Pepperdine University. In addition, John worked as an Elementary School Teacher in the Lennox School District for 3 years before pursuing his Ph.D. His current research interests include: development of scientific literacy in elementary school settings; sociocultural influences on students' academic identity; equity of access issues in science education; qualitative and quantitative research methods.


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Educational Leadership Research Collaborative Scholar in Residence Recipient, 2010-2011


My research scholarship continues to focus on elementary school science as a pathway to future student science education success. I have designed a research agenda examining the educational issues of language, identity, and power in K-12 multicultural science classrooms that guide science education in urban communities from a sociocultural perspective.

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Reveles, J.M., (Fall 2010- Spring 2011) Elementary School Teachers’ Perceptions of Science Teaching. Data analysis not yet completed.


This study examines teachers’ perceptions about how well their teacher education credential program prepared them to teach science in connection with perceptions of what is expected of them by the state of California regarding teaching science at the K-6 grade levels. Two focus groups interviews were conducted with participating teachers from an elementary school district located in a small city on the outskirts of Los Angeles, California. The research employed three types of ethnographic analyses including: a) video analysis of focus group interviews, b) artifact analysis of teacher written responses, and c) discourse analysis of focus group interaction. Research analyses revealed significant findings regarding teachers’ perceptions of teaching science.

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