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Nathan Castillo

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Assistant Professor, Education Policy, Organization and Leadership

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Education Building
1310 S. Sixth St.
Champaign, IL 61820

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Nathan Castillo

Key Professional Appointments

Assistant Professor, Education Policy, Organization and Leadership, University of Illinois, Urbana-Champaign

Assistant Professor, Curriculum and Instruction, University of Illinois, Urbana-Champaign

Education

Ph.D. in Human Development, University of Pennsylvania

Ed.M. in International Education Policy, Harvard University

B.S. in Psychology, Colorado State University

 

Research & Service

My research investigates learning, instruction, and assessment in the Global South and how the appropriate use of technology can better support positive learning ecologies. My current research interests include early grade reading models in developing countries, the effects of education policies and organizational structures on student outcomes, and the application of advanced technologies for education.

Publications

Castillo, N. M., Adam, T., & Haßler, B. (Accepted/In press). Improving the impact of educational technologies on learning within low-income contexts.

Wagner, D. A., Castillo, N. M., & Tuz Zahra, F. (2020). Global learning equity and education: looking ahead: Background paper for the Futures of Education initiative. https://unesdoc.unesco.org/ark:/48223/pf0000375000?posInSet=1&queryId=945d1a01-cd76-47d7-a45c-36222609074d

Castillo, N. M., & Wagner, D. A. (2019). Early-grade reading support in rural South Africa: A language-centred technology approach. International Review of Education, 65(3), 389-408. https://doi.org/10.1007/s11159-019-09779-0  link >

Castillo, N. M., Fierro-Villa, A., & Tapia Quintana, D. (2018). Advancing human development for youth in Mexico: Constraints and opportunities. In M. Nakkula (Ed.), Adolescent Psychology in Today's World: Global Perspectives on Risks, Relationships, and Development ABC-CLIO.

Castillo, N. M. (2018). Two ways artificial intelligence will transform traditional learning models. https://www.ictworks.org/artificial-intelligence-transform-learning-models/

Wagner, D., & Castillo, N. M. (2017). El aprendizaje en la base de la pirámide: Restricciones, comparabilidad y política en países envías de desarrollo. Revista de Sociologia de la Educacion, 10(2), 240-253. https://doi.org/10.7203/RASE.10.2.10167  link >

Wagner, D., Buek, K., Adler, A., Castillo, N. M., Tuz Zahra, F., Lee, J., Chittamuru, D., & Lee, S. (2016). Review: The World Bank's Mind, Society, and Behavior. Comparative Education Review, 60(3), 601-603. https://doi.org/10.1086/687036  link >

Castillo, N. M., Lee, J., Zahra, F. T., & Wagner, D. A. (2015). MOOCs for Development: Trends, Challenges, and Opportunities. Information Technologies & International Development, 11(2). https://itidjournal.org/index.php/itid/article/view/1396

Castillo, N. M., & Wagner, D. A. (2014). Gold Standard? The Use of Randomized Controlled Trials for International Educational Policy. Comparative Education Review, 58(1), 166-173. https://doi.org/10.1086/674168  link >

Murphy, K. M., Castillo, N. M., Zahra, F. T., & Wagner, D. A. (2014). Mobile Learning Design Solutions: Innovations in Learning through the Use of Mobiles across Contexts. In G. B. Gudmundsdottir, & K. B. Vasbø (Eds.), Methodological Challenges When Exploring Digital Learning Spaces in Education (pp. 13-27). (New Research – New Voices). Sense Publishers. https://doi.org/10.1007/978-94-6209-737-7  link >

Wagner, D. A., & Castillo, N. M. (2014). Learning at the bottom of the pyramid: Constraints, comparability and policy in developing countries. Prospects, 44(4), 627-638. https://doi.org/10.1007/s11125-014-9328-8  link >

Wagner, D. A., Castillo, N. M., Murphy, K. M., Crofton, M., & Zahra, F. T. (2014). Mobiles for literacy in developing countries: An effectiveness framework. Prospects, 44(1), 119-132. https://doi.org/10.1007/s11125-014-9298-x  link >

Teaching

EPS380: Education and Social Justice

EPS530: Education and Globalization 

EPS590: Information and Communication Technologies for Education Development in Global Perspective

CI446: Culture in the Classroom

Courses

Culture in the Classroom (CI 446) Explores cultural, political, and social factors that affect learning and teaching. Introduces students to the fields of educational anthropology and multicultural education and to the application of cultural information to curriculum development and classroom practice. The 3-hour undergraduate version and 4-hour graduate version meet the Cross-Cultural Studies for Teaching Limited-English-Proficient Students requirement for Bilingual and/or ESL Teaching Approval or Endorsement from the Illinois State Board of Education. Synchronous attendance required. Moodle LMS.

Culture in the Classroom (CI 446) Explores cultural, political, and social factors that affect learning and teaching. Introduces students to the fields of educational anthropology and multicultural education and to the application of cultural information to curriculum development and classroom practice. The 3-hour undergraduate version and 4-hour graduate version meet the Cross-Cultural Studies for Teaching Limited-English-Proficient Students requirement for Bilingual and/or ESL Teaching Approval or Endorsement from the Illinois State Board of Education.

Tech & Ed Development Global (CI 590) Seminar for graduate students on specific topics. Section title: Technology and Education Development in Global Contexts, cross-listed with EPOL 590

Tech for Education Development (CI 590) Seminar for graduate students on specific topics. The importance of the relationship between education, technology, and social-economic development is increasing in the US and around the world. What are new information and communications technologies (ICTs), how are they being deployed, and for what reasons? This course will review basic definitions, explore current and new efforts to utilize ICTs in educational contexts, and compare how context and culture affect learning and teaching outcomes that utilize technology. A particular focus in this course will be on how ICTs are deployed in high-poverty contexts where diversity can make ICT4D particularly challenging. Materials will be primarily based on a set of readings taken from the recent international development literature.

Proseminar in EPOL (EPOL 500) Introduces new doctoral students in EPOL to the variety of educational research traditions in order to foster reflective inquiry and critical research literacy. The EPOL Proseminar is a cohort experience essential for first-year, on-campus doctoral students designed to foster (a) community and collaboration across the diverse programs in our department; (b) literacy regarding the multiple disciplines and traditions of educational research; and (c) a reflective stance toward one's burgeoning scholarship. Throughout the semester, discussion-based course will incorporate perspectives from multiple EPOL professors who themselves draw from a variety of research traditions and orientations.

Education and Globalization (EPOL 520) Analyses of the role and functions of education in social, political, and economic development, with particular reference to the new and the developing countries. Synchronous attendance required. Moodle LMS.

Education and Globalization (EPOL 520) Analyses of the role and functions of education in social, political, and economic development, with particular reference to the new and the developing countries.

Tech & Ed Development Global (EPOL 590) Seminar in educational policy studies; sections offered in the following fields: (a) history of education; (b) philosophy of education; (c) comparative education; (d) social foundations of education; (e) philosophy of educational research; and (f) historical methods in education. Section title: Technology and Education Development in Global Contexts

Survey Design II (EPOL 590) Seminar in educational policy studies; sections offered in the following fields: (a) history of education; (b) philosophy of education; (c) comparative education; (d) social foundations of education; (e) philosophy of educational research; and (f) historical methods in education. Prerequisite: Survey Methods I or permission from instructor.

Proseminar in EPOL (EPS 500) Seminar on topics not treated by regularly scheduled courses; requests for initiation may be made by students or faculty members. The EPOL Proseminar is a cohort experience essential for first-year, on-campus doctoral students designed to foster (a) community and collaboration across the diverse programs in our department; (b) literacy regarding the multiple disciplines and traditions of educational research; and (c) a reflective stance toward one's burgeoning scholarship. Throughout the semester, discussion-based course will incorporate perspectives from multiple EPOL professors who themselves draw from a variety of research traditions and orientations.

Education and Globalization (EPS 530)

Tech for Education Development (EPS 590) Seminar in educational policy studies; sections offered in the following fields: (a) history of education; (b) philosophy of education; (c) comparative education; (d) social foundations of education; (e) philosophy of educational research; and (f) historical methods in education. The importance of the relationship between education, technology, and social-economic development is increasing in the US and around the world. What are new information and communications technologies (ICTs), how are they being deployed, and for what reasons? This course will review basic definitions, explore current and new efforts to utilize ICTs in educational contexts, and compare how context and culture affect learning and teaching outcomes that utilize technology. A particular focus in this course will be on how ICTs are deployed in high-poverty contexts where diversity can make ICT4D particularly challenging. Materials will be primarily based on a set of readings taken from the recent international development literature.