FACULTY BIOGRAPHIES A : B
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F : G : H : I
: J : K : L :
M JENNIFER ADAMS is an assistant professor of science education at Brooklyn College. Her research draws on sociocultural frameworks to illuminate science teaching and learning in informal contexts. In particular she studies teacher education in partnership with museums, place-based science education and community-based/contextualized science learning interactions. She is currently a Center for the Advancement of Informal Science Education (CAISE) fellow. 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. RIKKI ASHER taught art in NYC public schools for 18 years. Formally a Teaching Artist at LCI. She holds an MFA in Painting, from Lehman College, and a Doctorate in Art Education from Columbia University, Teachers College. Asher is Director of Art Education at Queens College, a muralist, painter, printmaker and author of various topics in art education in journals, periodicals, and book chapters. GILLIAN BAYNE is an Assistant Professor of Science Education and a program coordinator in the Middle and High School Education Department at CUNY's Lehman College. With over ten years of science teaching experience in both New York City public and private high schools, she combines her expertise and commitment to excellence with innovative teaching philosophies and practices in order to create greater possibilities for students and teachers as they embark on the complex journey that is science education. Grounding her work primarily in cultural sociology, the sociology of emotions and face-to-face interactions, Gillian's research interests involve improving teaching and learning in science education through the use of cogenerative dialogues and coteaching at the high school, undergraduate and graduate levels. 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. DAVID CONNOR is an Associate Professor in the Department of Special Education at Hunter College, a member of faculty at large of the Urban Education Doctoral Program at the Graduate Center, and an instructor in the Disability Studies Masters Degree Program at the School of Professional Studies. Before teaching college, he worked for eighteen years as a teacher, teacher coach, and professional development specialist for New York City Department of Education. Professor Connor has authored over twenty articles in diverse journals including Teaching Exceptional Children, The Journal of African American History, Disability & Society, The Journal of Learning Disabilities, and The International Journal of Inclusive Education. He has written three books: Reading Resistance: Discourses of Exclusion in Desegregation and Inclusion Debates (2006), co-authored with Beth Ferri); Urban Narratives: Life at the Intersections of Learning Disability, Race, and Social Class (2008); and Rethinking Difference: A Disability Studies Approach to Inclusive Practices, co-authored with Jan Valle (forthcoming, 2010). Professor Connor’s interests include topics within special education (e.g. overrepresentation of students of color, disability categories, inclusive education), learning disabilities, dis/ability studies, teacher education, effective classroom practices, urban education, and qualitative research. He will be discussing research methods used in his first two books. 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.
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. MARY FOOTE is an Assistant Professor of Mathematics Education in the Department of Elementary and Early Childhood Education at Queens College of the City University of New York. Her research interests fall broadly within issues of mathematics teacher education. More specifically her interests are in cultural and community knowledge and practices, and how they might inform mathematics teaching practice. She is currently involved in a research project examining the development of pre-service and early career teachers’ ability to attend both to children’s mathematical thinking and their home and community funds of knowledge in the teaching of mathematics. OFELIA GARCIA Ofelia García is Professor in the Ph.D. programs of Urban Education and of Hispanic and Luso-Brazilian Literatures and Languages at the Graduate Center of the City University of New York. She has been Professor of Bilingual Education at Columbia University´s Teachers College, 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 recent books are Bilingual Education in the 21st Century: A Global Perspective; Educating Emergent Bilinguals (with J. Kleifgen), Handbook of Language and Ethnic Identity (with J. Fishman), Negotiating Language Policies in Schools: Educators as Policymakers (with K. Menken), Imagining Multilingual Schools (with T. Skutnabb-Kangas and M. Torres-Guzmán), and A Reader in Bilingual Education (with C. Baker). She is the Associate General Editor of the International Journal of the Sociology of Language. García was the recipient of the 2008 NYSABE Gladys Correa Award, 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. Her e-mail is ogarcia@gc.cuny.edu. For more information, visit her website at: www.ofeliagarcia.org FRANK GARDELLA is a life-long mathematics educator, whose career encompasses teaching at the Junior High School level, supervising mathematics programs for school districts, K-12, and teaching mathematics education and mathematics courses at the college level. JUDITH KAFKA uses a historical lens to examine the social, political, and institutional forces that shape American schooling. Her research focuses on urban education from the postwar era through today, and she is particularly interested in the ways in which public education serves to both interrupt and reinforce social and economic inequalities in America. Her book The History of “Zero Tolerance” in American Public Schooling will be published by Palgrave MacMillan in December 2011. Professor Kafka’s work has appeared in History of Education Quarterly, American Journal of Education, and Teachers College Record. She is currently conducting research on the role of school principals in the context of court-ordered school desegregation. She received her PhD and Masters degrees from the University of California at Berkeley, and before pursuing her graduate studies was a middle school teacher for three years. THOMAS KESSNER is a graduate of Brooklyn College (1963) and earned his doctorate at Coumbia University in 1975 with distinction. He is currently Professor and Deputy Executive Officer of the Ph.D. Program in History at the CUNY Graduate Center. Professor Kessner has published several books, including The Golden Door (1977), a study of immigrant life and economic mobility in New York City and Fiorello H. La Guardia and the Making of Modern New York (1989). He is currently completing a volume on the making of New York's capital class, 1870-1900, tentatively titled The Metropolis of Capital, to be published by Simon and Schuster in 2001. His work has garnered awards and fellowships from the Rockefeller Foundation, The National Endowment for the Humanities, and the American Council of Learned Societies. Professor Kessner has served as a consultant to the New York City Board of Education, the Ellis Island Museum, the New York Historical Society, the Museum of the City of New York and many other scholarly and professional institutions. He was also an Associate Editor for the Encyclopedia of New York City. He has led directed more than half a dozen NEH Summer Seminars for College and High School Teachers. 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. WENDY LUTTRELL has been appointed Professor in the Ph.D. Program in Urban Education of urban education, and comes to the Graduate Center from the Harvard Graduate School of Education where she held the Nancy Pforzheimer Aronson Chair in Human Development and Education. She is a leading authority on how urban American schooling shapes and reinforces beliefs about gender, race, class, identity, knowledge, and power. Her research focuses on how systems of inequality get internalized, especially by learners who have been marginalized, excluded or stigmatized. Luttrell has designed innovative visual method that offer research participants an active role in representing their worlds, as they understand them, and that illuminate complex social, cultural and psychological processes. She is the author of two award winning books, School-smart and Mother-wise: Working-Class Women’s Identity and Schooling (1997), and Pregnant Bodies, Fertile Minds: Gender, Race and the Schooling of Pregnant Teens (2003). She is the editor the newly released volume Qualitative Educational Research: Readings on Reflexive Methodology and Transformative Practice (2009). She holds a Ph.D. in sociology from the University of California, Santa Cruz and has been awarded numerous fellowships including the American Council of Learned Societies, Rockefeller Foundation, Spencer Foundation and a Marie Curie Fellowship Award of the World Egalitarian Initiative, University College Dublin. 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. WESLEY PITTS is an Assistant Professor of Science Education in the Department of Middle and High School Education at Lehman College, City University of New York where he serves as a coordinator for the graduate program in science education. Between 2007 -2009 he also served as the National Association for Research in Science Teaching (NARST) Strand 2: Context, Characteristics and Interactions in Science Education co-coordinator. His research uses critical ethnography, cogenerative dialogue, coteaching and prosodic analysis technology to investigate how encounters inside and outside urban secondary science classrooms and science teacher preparation programs produce structures and agency, including positive emotional energy and solidarity, to create success in science education. Prior to commencing his career as an university level urban science educator, Wesley taught in urban high school science and pre-college programs in NYC. FEDERICA RAIA is Associate Professor in both the Earth and Atmospheric Science and the Secondary Education Departments at City College of New York and, in the Urban Education Program at CUNY Graduate Center. Her research in science education is devoted to a) developing a theoretical framework for studying and analyzing how we approach complex dynamic systems including social–cultural systems; b) understanding the type of explanations and explanatory mechanisms we accept in studying natural and social systems. In this context she utilizes sociocultural methodologies, to study the complex interactions between doctor and patient and; d) and studying how a complex dynamic systems framework could support the understanding of how construction of meaning emerge in context and by the complex interactions of a person with: 1) the natural world he/she studies, 2) with students and teachers in a classroom context of learning. 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. LAURIE RUBEL earned a B.Sc. degree (with departmental honors) in Mathematics at Haverford College , an M.A. (with honors) in Mathematics Education at Tel Aviv University, and a M.Phil. and Ph.D. in Research in Mathematics Education from Teachers College, Columbia University. In 2002 -2003, she was a post-doctoral fellow at the University of Wisconsin-Madison, as part of the Diversity in Mathematics Education Center for Learning and Teaching. Before coming to teach in Brooklyn College 's mathematics education program, Dr. Rubel taught high school mathematics, statistics, and computer science for nine years, in Manhattan and in Tel Aviv. Her research interests include probabilistic thinking, teacher education, diversity and equity in mathematics education, and the use of real-world urban contexts in the teaching of mathematics. 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. 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 and Urban Education at the City University of New York. She received her Ph.D. in Psychology, with a specialization in psychometrics, research design, and program evaluation from Columbia University in 1979. Her research has focused on measurement development and methodology as it relates to social influences on infant and adolescent development, reducing poor birth outcomes for low-income women, and the influence of culture on development. She has been a consultant for and member of the Scientific Advisory Board of the NIH National Institutes of Child Health and Human Development’s study of early childcare and development. In this role she has consulted on the use and development of measures of child and adolescent development for the 15-year-long study. She has also developed measures and program evaluation plans and/or provided research consultation for the City College of New York School of Engineering, The March of Dimes Birth Defects Foundation, The Ford Foundation, the W.T. Grant Foundation, the American Psychological Association, The New York City Public Health Department, The Central New Jersey Maternal and Child Health Consortium, The Foundation for Child Development, The National Research Council of the National Academy of Sciences and the Center for Disease Control. Deborah is a recipient of the American Psychological Association Achievement Award for excellence in integrating research and service for ethnic minority populations and the Surgeon General’s Award for health-related services research(C. Everett Koop Public Health Award). She was also Vietze awarded a National Institute of Mental Health Research Fellowship (1975 -78) and was one of the original ten American Psychological Association Minority Research Fellows during while she earned her Ph.D. Deborah’s current community service is related to after school care, maternal and child health, and motivation and skill training in African American high school young men. 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. |