FACULTY BIOGRAPHIES A : B
: C : D : E :
F : G : H : I
: J : K : L :
M DAISUKE AKIBA
investigates the experiences of individuals of color, as they relate
to the demands and characteristics of various settings—such as the
classroom and the neighborhoods. KONSTANTINOS ALEXAKOS became an assistant professor in adolescent science education at Brooklyn College after working as subway train maintainer for almost eleven years and teaching science in a New York City public high school for seven. Raised in New York City, he attended CCNY where he majored in physics. He has received an M.A. in physics education from New York University and a Ph.D. in science education from Columbia University. His current interests and passions include research in science teacher identity, science teacher recruitment, support, preparation, and retention, gender and multicultural issues, equity in science, science education and science learning in urban settings. PHILIP M. ANDERSON is Professor of Secondary Education at Queens College and Professor of Urban Education at the Graduate Center. He was co-chair of the CUNY committee that developed the Ph.D. in Urban Education, a founding faculty member, and served as Executive Officer from 2002-2007. At Queens College, he was elected department chair (1995-1998) and named Acting Dean of the Education Division during 2000-2002. He received his Ph.D. in Curriculum and Instruction from the University of Wisconsin-Madison. He previously taught middle school English and held faculty appointments at Ohio University and Brown University. He is author or editor of over 75 publications, including books, monographs, articles, chapters, and text materials. Most recently he has published chapters on pedagogical theory, assessment, visual and verbal thinking, social class and curriculum, aesthetic education, curriculum mapping, and urban education policy. He is co-editor with Joe Kincheloe, et al., of Urban Education: A Comprehensive Guide for Educators, Parents, and Teachers (2007). His current research interests, building on previous work in aesthetic reading praxis and literary curriculum development, revolves around an axis of curriculum theory, multimodal teaching, cultural theory, and aesthetic education within the domain of new media literacy. JEAN ANYON joined the Graduate Center from Rutgers University in 2002. She is a central figure in the scholarship on urban education. Her recent book, Ghetto Schooling: A Political Economy of Urban Educational Reform, was reviewed in the New York Times and in 22 other publications, and is widely used and cited. It has sold over 15,000 copies. She has written many scholarly pieces on the confluence of social class, race, and education. Several of her articles are classics, and have been reprinted in over 40 books edited by others. Her forthcoming book is entitled, "And We Are Not Yet Saved: Social Policy, Urban Education, and a New Civil Rights Movement." Jean teaches Social and Educational Policy. She can be reached at: janyon@aol.com. IGOR ARIEVITCH is Professor in the Department of Education at the College of Staten Island. He earned his doctorate in developmental and educational psychology from Moscow State University in Russia. His principal research interest is the impact of different teaching and learning strategies on students’ cognitive development. STANLEY ARONOWITZ is Distinguished Professor in the Ph.D. Program in Sociology at the CUNY Graduate Center and Director of the Center for the Study of Culture, Technology, and Work. Professor Aronowitz does research on the sociology of education and the sociology of labor. He is the author of The Knowledge Factory (2000), From the Ashes of the Old: American Labor and America’s Future (1998), Postmodern Education (1991) and Education Under Siege (1985), both written with Henry Giroux, and the classic False Promises: The Shaping of American Working Class Consciousness (1973) and is author, co-author, or editor of several other volumes and over one hundred published articles for scholars and citizens. His current research interests include the role of new information technologies in schools and other workplaces and the development of critical curriculum. ALICE ARTZT,
Director of Mathematics Education at the secondary level at Queens
College, is director of the TIME 2000: A Math-Teaching Program and
was co-director of the previous NSF-funded TIME 2000 Project and
earlier TIME Project (for in-service teachers). She was also
director of the project, Investigation of the Interactive Decision
Making of Experienced (Expert) and Beginning (Novice) Teachers of
Secondary School Mathematics funded by the City University of New
York. She recently co-authored the book, Becoming a Reflective
Mathematics Teacher, published by Erlbaum. She is the recipient of
the prestigious Queens College President's Award for Excellence in
Teaching. She holds a joint appointment in the Urban Studies
Doctoral Program at the Graduate Center of the City University of
New York. DAVID BLOOMFIELD
David C.
Bloomfield is Associate Professor of Educational Leadership at
Brooklyn College. Professor Bloomfield specializes in education law,
school district management and technology, school reform, and
legislative matters. DAVID BROTHERTON grew up in the East End of London,
England where he worked in various blue-collar jobs while organizing
labor and youth. He came to the United States in the early 1980's on
an exchange fellowship with the University of California and later
worked toward his Ph.D. degree at the University of California,
Santa Barbara while teaching public high school in the Mission
district of San Francisco. Dr. Brotherton gained his doctorate in
Sociology in 1992 and began work on street gang subcultures for his
post-doctoral fellowship at U.C. Berkeley in the same year. In 1994,
Dr. Brotherton came to John Jay College of Criminal Justice, New
York, where he continued his research on youth resistance and
marginalization, co-founding the Street Organization Project with
Luis Barrios in 1997. He has received numerous grants from both
private and public agencies and has published widely in journals,
books, newspapers and magazines. In 1998 and 2001, he co-organized
the first academic/practitioner/community conferences on street
youth to be held in New York since the 1960’s and is actively
preparing for a third conference on Globalization and Street Youth
to be held in Brazil. During 2002-3, Dr. Brotherton was a Visiting
Professor of Law and Sociology at the Autonomous University of Santo
Domingo (Dominican Republic) and co-organized the first Caribbean
conference on deportees from the United States in 2003 with a
follow-up conference at John Jay College in 2004 (“Criminal Justice
and Deportation: The Invisible Crisis”). Currently Dr. Brotherton is
conducting field research on the social processes of deportation
from the United States to be contained in a new book entitled: “Back
to the Homeland: Expulsion, Stigma and Resistance Among Dominican
Deportees.” His most recently published works include: Globalizing
the Streets: Youth Marginalization and Resistance co-edited with
Michael Flynn: New York: Columbia University Press (forthcoming);
The Encyclopedia of Gangs co-edited with Louis Kontos: Greenwich,
Conn.: Greenwood Press (forthcoming); The Almighty Latin King and
Queen Nation: Street Politics and the Transformation of a New York
City Gang co-authored with Luis Barrios, New York: Columbia
University Press (2004); and Gangs and Society: Alternative
Perspectives co-edited with Louis Kontos and Luis Barrios 2003, New
York: Columbia University Press (2003).
ALBERTO BURSZTYN,
Ph.D. is Professor of School Psychology and Special Education
at Brooklyn College, CUNY. Born and raised in Argentina, he is a
graduate of Brooklyn College (B.S. in Geology, M.S. in Science
Education, and M.S. in Education and Advanced Certificate in School
Psychology); NYU (Certificate of Advanced Studies in Educational
Leadership); and The Graduate School of Arts and Sciences - Columbia
University (Ph.D. in Counseling Psychology). Prior to his academic
career, Alberto worked for a decade in NYC public schools as a
teacher, counselor and school psychologist. He introduced and
directed programs for new immigrant students in five large urban
schools while working for the Office of the Superintendent of
Brooklyn High Schools. Alberto’s current scholarship focuses on
diverse families; the school paths created for children identified
as needing special services, multicultural psychological assessment,
and qualitative research methods. His most recent publications
include The Praeger Handbook of Special Education, Praeger Books,
2007; Teaching Teachers: Building a Quality School of Urban
Education (with J. Kincheloe and S. Steinberg) Peter Lang, 2004;
and Rethinking Multicultural Education (With Carol Korn), Bergen &
Garvey, 2002. Within professional psychology, Alberto has served as
Vice-President for Education, Training and Scientific Affairs of
Division 16 (School Psychology) of the American Psychological
Association. He was also Chair of the Committee on Ethnic Minority
Affairs of the same organization. Presently he serves on the
Editorial Board of The School Psychology Quarterly. Alberto is also
a visual artist who works in a variety of media. LAUREL COOLEY is an Associate Professor in the Department of Mathematics at Brooklyn College. She earned her Ph.D. in mathematics in 1995 at New York University. Her research interests include understanding how students construct their mathematical understandings with a focus on calculus and linear algebra. To this end, she has published papers on the use of computer technology (Mathematica and Maple) in Calculus, on the use of writing in calculus to foster reflective abstraction (the method by which students may construct or reconstruct mathematical understanding), and schema development of calculus graphing techniques. She continues to be interested in the effects of technology, writing, and other innovative teaching methods in mathematics. She is conducting a current study, funded by the National Science Foundation (NSF), on the Learning of Linear Algebra. Professor Cooley is also the Director of MetroMath@CUNY which is a Center for Learning and Teaching Mathematics (CLT), one of 13 CLT’s in the USA funded by the NSF and housed at The Graduate Center.
WILLIAM E. CROSS, JR., is Professor and Head of the Doctoral Program in Social-Personality Psychology at the Graduate Center for the City University of NY. He is one of America's leading theorists and researchers on black identity development across the life span. Over the course of his career, Dr. Cross has held positions in Psychology and Africana Studies at Cornell University, Penn State University, and the University of Massachusetts at Amherst. Currently his research interests include the structure and everyday functions of black identity; identity content (nationalist; bicultural & multicultural) as the primary predictor of identity consequences in everyday life; general personality and reference group orientation as independent predictors of differential self-concept levels; the history or black achievement motivation (BAM) from slavery to the present; the history of black education from slavery through the late 1940s. His book Shades of Black (Temple University Press, 1991) is considered a classic and is required reading for all persons seriously interested in the study in African American identity. FRANCES R. CURCIO is Professor in the Department of Secondary Education and Youth Services at Queens College. She earned her Ph.D. in mathematics education administration and supervision in 1981 from New York University. Her research interests are in graph comprehension, language and communication in mathematics, and mathematical problem solving. She is co-principal evaluator for a five-year National Science Foundation funded professional development project in Community School District 2, New York City. She was the general editor for the 1999 through 2001 Yearbooks of the National Council of Teachers of Mathematics (NCTM). She served on the Board of Directors of NCTM from 1990-1993, and she was a member of the U.S. National Commission on Mathematics Instruction from 1994 to 1997. Since 1985, she has led mathematics education delegations to China, Russia, Spain, South Africa, and eight of the fifteen former Soviet republics. COLETTE DAIUTE is Professor in the Ph.D. Program in Psychology at the CUNY Graduate Center, working in Urban Education, Social/Personality Psychology and Developmental Psychology. Dr. Daiute came to The Graduate Center in 1994 from the Harvard Graduate School of Education. Her research focuses on social development among young people living in urban contexts as a function of their participation in sociocultural groups, their use of diverse discourses, and their personal goals. Dr. Daiute also does research on writing development, learning processes, and technology in education. Dr. Daiute currently has several funded research projects, which approach the study of social problems by examining young people’s perspectives through their writing and other symbolic media. Her work also develops classroom and media based programs that promote social agency among youth, through writing and social relations. Dr. Daiute teaches courses on social development, literacy, discourse analysis, and qualitative research. She is the author of The Development of Literacy through Social Interaction (1993), Writing and Computers (1985), and many published papers on writing and social processes. She received her doctorate from Teachers College of Columbia University in 1980. TERRIE EPSTEIN is an Associate Professor of Social Studies Education at Hunter College and teaches a course on Historical Contexts in Urban Education at the CUNY Graduate Center. She has written several articles on history education and received the National Council for the Social Studies 2001 Exemplary Research Award for "Adolescents' Perspectives on Racial Diversity in United States History: Case Studies from an Urban Classroom," published in 2000 in the American Educational Research Journal. She is writing a book on African-American and European-American 5th, 8th, and 11th graders' interpretations of U.S. history before and after they completed a year long history class. Presently, she is an editorial board member of Educational Researcher and the the evaluator of a U. S. Department of Education grant on the professional development of history teachers in New York City public schools. Before coming to New York, she taught at the University of Michigan, Boston College, and the University of Denver and received a doctorate from the Harvard Graduate School of Education in 1989. MICHELLE FINE is Professor in the Ph.D. Program in Psychology at the CUNY Graduate Center. A social psychologist, her primary research interest is the study of social injustice: when injustice is perceived or appears simply fair or deserved, when it is resisted, and how it is negotiated by those who pay the most serious price for social inequities. She studies these issues in her work with public high schools, prisons, and youth in urban communities, using both qualitative and quantitative methods. Her research is typically participatory, with youth and/or activists, drawing from feminist, critical race, and other critical theories. She is the author, most recently, of The unknown city: Lives of poor and working class young adults (1998), Speedbumps: A student-friendly guide to qualitative research (2000), and Construction sites: Excavating race, class, gender & sexuality in spaces for and by youth (2000), all co-authored with L. Weis. Professor Fine received her Ph.D. in Social Psychology from Teachers College of Columbia University in 1980. OFELIA GARCIA has been appointed Professor of Urban Education at the Graduate Center of the City University of New York. She comes to us from Teachers College, Columbia University where she was Professor of Bilingual Education and co-director of the Center for Multiple Languages and Literacies. She has also been Dean of the School of Education at the Brooklyn Campus of Long Island University, and Professor of Education at The City College of New York. Among her publications are Imagining Multilingual Schools: Languages in Education and Glocalization (with T. Skutnabb-Kangas and M. Torres-Guzmán), A Reader in Bilingual Education (with C. Baker), Language Loyalty, Continuity and Change: Joshua Fishman's Contributions to International Sociolinguistics (with Rakhmiel Peltz and Harold Schiffman), The Multilingual Apple: Languages in New York City (with J.A. Fishman), and English across Cultures: Cultures across English (with R. Otheguy). She is a Fellow of the Stellenbosch Institute for Advanced Study (STIAS) in South Africa, and has been a Fulbright Scholar, and a Spencer Fellow of the U.S. National Academy of Education MARCIA KNOLL is currently employed at Hunter College CUNY
as a profession and Program Coordinator of the Administration and
Supervision program and a coordinator of several grants. Dr. Knoll a
career educator who has served in all the educational seats. She has
served as a teacher and administrator in the New York City Public
Schools, and then Assistant Superintendent for Educational Services
in the Valley Stream Central High School district on Long Island.
She has had extensive experience in gifted education having designed
and implemented programs for the gifted in the public sector and for
St. John’s University. Dr. Knoll has been recognized and honored by
the educational community having received numerous awards and
citations, including a tribute read into the Congressional Record of
the 99th Congress of the U.S. She has been honored as Educator of
the Year for N. Y. S. and N. Y. C. ASCD, and the St. John’s Chapter
of Phi Delta Kappa. Dr. Knoll is a past president of international
ASCD. She is the author of Administrator’s Guide to Student
Achievement and Higher Test Scores (Josey-Bass WIley, 2002),
Supervision for Better Instruction (Prentice Hall, 1987), Elementary
Principal’s Survival Guide (Prentice Hall, 1984), as well as over
fifteen articles. MICHAEL MEAGHER received his Ph.D. from The Ohio State University in Columbus, OH. A former teacher of Mathematics and Theory of Knowledge in Vienna International School, Vienna, Austria, his research interests are in the use of technology in mathematics education and in teacher education. He has published articles on Computer Algebra Systems (CAS) and Classroom Communication Systems (CCS) in mathematics classrooms. He teaches courses in the School of Education's teacher preparation program at Brooklyn College. NICHOLAS MICHELLI is University Dean of Teacher Education at the City University of New York and Professor in the Ph.D. Program in Urban Education. He is co-author of the recent Centers of Pedagogy: New Structures for Educational Renewal (1999) and a leader in the national movement for improving teacher education. He is an active member of the leadership groups of the American Association of Colleges of Teacher Education (AACTE), the National Network for Educational Renewal, and the Council of Great City Colleges of Education. Professor Michelli received his doctorate from Teachers College of Columbia University in 1972. RICARDO OTHEGUY is Professor of Linguistics at the CUNY Graduate Center and Director of the CUNY Research Institute for the Study of Language in Urban Society (RISLUS). His research includes work in the area of bilingual education and the teaching of Spanish to native speakers of Spanish, Spanish linguistics, functional grammar, and the Spanish of the United States. He is co-editor of Language Across Cultures/Cultures Across English: A reader in cross cultural communication. He holds a Ph.D. in Linguistics from the City University of New York (1976), as well as degrees and diplomas in Spanish from Louisiana State University, the City College of New York, and the University of Madrid, Spain. GEORGE OTTE is CUNY's new Director of Instructional Technology and Associate Professor of English at Baruch College and in the English Ph.D. program's specialization in Composition and Rhetoric studies. His doctorate is from Stanford University and he is co-author of Casts of Thought: Writing in and against Tradition (with Linda Palumbo; Macmillan, 1990) and Writers' Roles: Enactments of the Process (with Nondita Mason; Harcourt, 1994). He is co-director of Looking Both Ways (a professional development project bringing together high school and college teachers) and co-edits the Journal of Basic Writing. The current focus of his work is on instructional technology, represented by a forthcoming chapter on computer-mediated communication in the volume Teaching Writing in the Late Age of Print. SONDRA PERL is Professor in the Department of English at Lehman College of the City University of New York and in the Ph.D. Program in English at The Graduate Center. A Guggenheim fellow, she is also co-founder and former director of the New York City Writing Project. In 1996 she was named New York State Professor of the Year by the Carnegie Foundation for the Advancement of Teaching. She has spent countless hours inside classrooms, documenting the work of teachers. As co-director of Looking Both Ways, she helps bring CUNY faculty and high school teachers together to discuss issues related to literacy development and assessment. Her books include Through Teachers' Eyes: Portraits of Writing Teachers at Work and Landmark Essays on Writing Process. She is currently completing a manuscript describing her work with Austrian teachers of English under the auspices of the City College MA in Language and Literacy Program. ANTHONY PICCIANO is a professor at Hunter College in School Leadership. Click here to see a Primer on Educational Research Methods and Statistics. KAREL ROSE is professor of Education and Women's Studies at the City University of New York (Brooklyn College) and a member of the Doctoral Faculty at the CUNY Graduate Center. She has worked with teachers at all levels in this country and abroad and lectures widely on women's issues. Dr. Rose's publications include book on literacy, African American literature and articles on feminism, writing and teaching. Her co-authored book with Dr. Joe Kincheloe, "Art, Culture and Education: Artful Teaching and Meaning Making" was published in 2003. Dr. Rose's primary research interests are the arts and social issues and university faculty development. In 2001, she was honored with the Teacher of Excellence Award from Brooklyn College. MARTIN RUCK is an Associate Professor in the Ph.D. program in Urban Education at The Graduate Center, City University of New York. His research examines the overall process of cognitive socialization in terms of children’s and adolescents’ thinking about society and social institutions. The projects that makeup this program of research include: 1) the influence of social contexts on the development of children’s and adolescents’ understanding of children’s rights; 2) racial and ethnic minority students’ perceptions of authority and police in schools; 3) cultural identity and perceptions of educational opportunity in Black Canadian youth; and 4) the relationship between perceptions of social exclusion and experiences of injustice in children and youth of color. The theoretical perspective that shapes each of these projects is a focus on developmental diversity as it pertains to young people’s conceptions of human rights, opportunity and social justice. SUSAN F. SEMEL is Associate Professor of Education at the City College of New York. She received her doctorate from Teachers College, Columbia University in history and philosophy of education. She is the author of The Dalton School: The Transformation of a Progressive School (1992); coauthor of Exploring Education: An Introduction to the Foundations of Education (1994, 2001); and coeditor of International Handbook of Educational Reform (1992); "Schools of Tomorrow," Schools of Today: What Happened to Progressive Education (1999) and Founding Mothers and Others: Women Educational Leaders During the Progressive Era (2002). She received American Educational Studies Association Critics Choice Awards in 1994 for The Dalton School and in 2000 for "Schools of Tomorrow," She serves on the editorial board of History of Education Quarterly. She is coeditor of the History of Schools and Schooling series at Peter Lang Publishing. Her research interests include the history of progressive education and the history of women and education. MICHAEL SOBEL is Professor of Physics at Brooklyn College and a member of the Doctoral Faculty in Physics at CUNY. He received a B.A. in Mathematics at Swarthmore College (1959), and an M.A. (1961) and Ph.D. (1964) in Physics at Harvard University. He has published widely in theoretical nuclear physics, and been a visiting scientist at numerous institutions in the U.S., Europe, and Israel, including the Niels Bohr Institute in Copenhagen and the Hans-Meitner Institut fur Kernphysik in Heidelberg. He is the author of Light, a book for the non-scientist reader. His interests include inquiry-based teaching for liberal arts majors and pre-service teachers, and mathematics education. JOEL SPRING received his Ph.D. in educational policy
studies from the University of Wisconsin. He is currently a
Professor at Queens College and the Graduate Center of the City
University of New York. His great-great-grandfather was the first
Principal Chief of the Choctaw Nation in Indian Territory and his
grandfather, Joel S. Spring, was a local district chief at the time
Indian Territory became Oklahoma. Joel Spring worked as a railroad
conductor on the Illinois Central Railroad and for many years lived
each summer on an island off the coast of Sitka, Alaska. His novel,
Alaskan Visions, includes many of his Alaskan experiences.
ANNA STETSENKO is Associate Professor and Head of the Ph.D. Program in Developmental Psychology. She received her doctorate in general and developmental psychology from Moscow State University. She has been a Research Scientist at the same University and also at the Institute of General and Educational Psychology of the Russian Academy of Education; Postdoctoral Research Fellow at the Max Planck Institute for Human Development and Education in Berlin, Germany; Invited Visiting Fellow at the Center for Cultural Studies in Vienna, Austria; and Assistant Professor at the Department of Developmental Psychology, University of Bern, Switzerland. Dr. Stetsenko has been active in developing the sociocultural activity theory and its implications for the issues of human development and learning. The focus of Dr. Stetsenko’s empirical research is on children's and adolescents' social development (e.g., gender, self-concept, motivation) with an emphasis on how this development is shaped by their interactions and activities within sociocultural contexts. Dr. Stetsenko is on the editorial boards of and served as consultant editor to leading scientific journals. KENNETH TOBIN is a Distinguished Professor at The Graduate Center at the City University of New York. Prior to commencing a career as a teacher educator, he taught high school science and mathematics in Australia and was involved in curriculum design. Tobin’s research interests are focused on the teaching and learning of science in urban schools, which involve mainly African American students living in conditions of poverty. A parallel program of research focuses on co-teaching as a way of learning to teach in urban high schools. The methodology he employs includes research practices that cohere with theories from cultural sociology, the sociology of emotions and activity theory. His approach, which is largely critical ethnography, is augmented with micro-analyses that involve intensive research using video. Tobin’s teaching employs methods that are engaging to learners and get them actively involved in reading, writing, and researching. He uses technology extensively (e.g., digital videotape and computer-based editing). Tobin wishes to promote independence in his students and believes that his role is to mediate in their constructing intellectual tools that will distinguish them as thoughtful and scholarly practitioners who understand the need for recursion between theory and practice.
DEBORAH VIETZE is Professor of Psychology at the City
University of New York and a member of the Ph.D. faculty in Social
Psychology, Developmental Psychology and Urban Education. She also
teaches undergraduate courses at City College. Dr. Coates is also
Senior Research Scientist at the New York State Institute for Basic
Research. Her most recent publications focus on cultural influences
on development and social behavior, sexual abuse in children and on
gender differences in parenting and achievement in adolescent girls.
Currently she is conducting research on smoking and risk perception
in young adults; editing a book on models of success in African
descent and immigrant adolescents in the U.S. and evaluating a
program designed to teach teachers how to teach technology. From
1990–93 Dr. Coates was Director of the Institute for Healthier
Babies at the March of Dimes Birth Defects Foundation and for ten
years was a member of the psychology faculty at the Catholic
University of America, Washington, D.C. During the 2001-02 academic
year Dr. Coates was Visiting Professor at the University of Medicine
and Dentistry of New Jersey (UMDNJ) School of Public Health. While
at UMDNJ she worked with research scholars at the UMDNJ /UBHC
Violence Institute focusing on understanding the development of
intolerance in adolescence and precursors and consequences of
romantic partner violence in adolescence. Dr. Coates received her
Ph.D. in Psychology, with a specialization in measurement and
evaluation, from Columbia University, New York City in 1979. She is
author of several journal articles and chapters, which describe her
research on pregnant women, infants and adolescents. She has
received a number of federal and foundation grants to support her
research and she also serves on many national committees and
advisory boards and acts as a consultant to various programs and
projects in the interest of promoting the health and welfare of
children, youth and families. She was a member of the National
Academy of Sciences’ National Research Council Committee on
Integrating the Science of Early Development. She is currently a
member of the Advisory Board for the NICHD study of early childcare.
This national longitudinal study is following families from
pregnancy through adolescence to examine the impact of childcare and
daycare experiences on child and adolescent social, cognitive and
emotional development. Dr. Coates is the 1990 recipient of the
American Psychological Association’s Minority Achievement Award for
excellence in integrating research and service for ethnic minority
populations and the 1991 C. Everett Koop (former Surgeon General of
the U.S.) National Health Award for health-related services
research. LYNNE WEIKART, Ph.D. in political science from Columbia University, is an Associate Professor of Public Administration in the Baruch College School of Public Affairs. She specializes in budgeting and financial management, designing and implementing management information systems for government agencies, and providing technical assistance to schools and community-based organizations. She has held several high-level government positions including Budget Director of the Division of Special Education in New York City’s public schools. Dr. Weikart teaches school-based budgeting and finance in the School’s Master’s program, Educational Administration and Supervision, and conducts research on urban schools. A specialist in budgeting and financial management, her current research program involves urban mayors and fiscal policy, including educational reform during fiscal constraints. Her most recent publications have or will appear in Urban Affairs Review, Educational Policy and Public Productivity and Management Review. JULIA WRIGLEY is Professor in the Ph.D. Program in Sociology at the CUNY Graduate Center. She received her doctorate from the University of Wisconsin, Madison in 1977. Her major research interests include the sociology of education, gender, and class politics. She is the author of Other People's Children and Class Politics and Public Schools: Chicago 1900-1950. MYRA ZARNOWSKI is a professor in the department of
Elementary and Early Childhood at Queens College, CUNY. Since coming
to Queens College, she has pursued an interest in nonfiction
children’s literature in general, and specifically in the teaching
and learning history through literature. These interests are
reflected in books such as Learning About Biographies: A Reading and
Writing Approach for Children, Children’s Literature and Social
Studies: Selecting and Using Notable Books in the Classroom, The
Best in Children’s Nonfiction, and History Makers: A Questioning
Approach to Reading and Writing Biography. She is currently working
on a book to be called Digging into History. She has also published
in a number of professional journals including Social Studies and
the Young Learner, Reading Teacher, Teaching Children Mathematics,
The New Advocate, English Record, and Social Science Record. |