Auraria Campus is closed Dec. 25, 2025 through Jan. 4, 2026. Happy Holidays!

Andrew Walton

Back to Faculty & Staff Directory Back to Department Page
Placeholder Faculty Staff Image
How to edit profiles >

Andrew Walton

Assistant Professor of Culturally and Linguistically Diverse Education

Special Education, Early Childhood, and Culturally/Linguistically Diverse Education

Bio

Dr. Andrew D. Walton is a young and invigorating Assistant Professor of Culturally and Linguistically Diverse (CLD) Education. He brings a multitude of k-12 teaching experience to the School of Education and consistently designs his courses to provide opportunities for preservice teachers to develop their knowledge of digital tools and incorporate instructional technologies to enhance their teaching practice as well as the language learning of students.

Dr. Walton earned his bachelor’s degree in Secondary Education with a major in Spanish and minor in Bilingual Education from Central Michigan University, two master’s degrees in Special Education from The University of Texas at San Antonio and in School Leadership from Trinity University. He then followed these degrees with a PhD in Culture, Literacy, and Language and a Graduate Certificate in Technology for Language Education from The University of Texas at San Antonio. His research interests focus on developing (language) teachers’ Technological, Pedagogical, and Content Knowledge (TPACK) through a professional development experience called Lesson Study.

Degree

PhD in Culture, Literacy, and Language

The University of Texas at San Antonio

MA in School Leadership

Trinity University

MA in Special Education

The University of Texas at San Antonio

BS in Spanish Education

Central Michigan University

Published Works

  • Martin Corredor, L., Walton, D. A., Connelly, J., Magallanes, I. M. . Normalizing the Changemaker Identity for Future Teachers: Lesson Study for Social Justice in Teacher Education . (Issue 1, pp TBD). Edward Elgar Publishing.
  • Langman, J., Solís, J., Martinez-Cortez, J., Walton, D. A., Martin Corredor, L., Dao, N., Castrillón-Costa, H. (2024). Examining teacher professional learning: Transitions to online lesson study in STEM university contexts. (). Routledge.
  • Langman, J., Solis, J., Martin Corredor, L., Dao, N., Walton, D. A., Castrillon Costa, H. . Promises of Sustainable Lesson Study Practices as a Professional Development Tool in Tertiary Contexts. International Journal of Lesson and Learning Studies.
  • Walton, D. A. (2022). The Affordances and Impact of Lesson Study on World Language Teachers' TPACK. ProQuest.
  • Walton, D. A., Christiansen, M. (2022). The Flipped Classroom in ELT: What it is, How it Works, How it is Done . (Issue 1, pp 18-29). United Academic Journals. http://www.uajournals.com/en/books.html?id=129
  • Castrillon Acosta, H., Langman, J., Solis, J., Dao, N., Martin Corredor, L., Walton, D. A. . Educating like engineers and engineering like educators: Negotiating tertiary faculty ideologies towards new pedagogical practices. International Journal of Applied Linguistics.
  • Solis, J., Langman, J., Martin Corredor, L., Castrillon Acosta, H., Walton, D. A., Martinez Cortes, J., Dao, N. . Exploring Academic Literacy Infusion into Tertiary STEM Contexts. American Educational Research Journal.
  • Langman, J., Solis, J., Martinez Cortes, J., Walton, D. A., Martin Corredor, L., Castrillon Acosta, H., Dao, N. . Building Virtual Lesson Study STEM Contexts: Challenges and Possibilities for Sustainability Amidst a Pandemic. (). Routledge.

Office Hours

Mondays and Thursdays 3-5pm