The following were some of the diverse research contributions of TC faculty during 2004:

"Closing the Academic Achievement Gap: A Charge to the Nation," a report chaired by Edmund Gordon, Emeritus Professor of Psychology and Education, called for the deliberate, early fostering of "pro-academic behavior" through teaching, socialization and environ-mental supports.

A study in Education Researcher by Madhabi Chatterji, Associate Professor of Measurement-Evaluation and Education, argues that education programs should be evaluated over an extended period using mixed methodologies, rather than through randomized field trials.

A study in Social Sciences Quarterly, co-authored by Jeffrey Henig, Professor of Political Science and Education, found that for-profit charter schools often replicate the size and top-down decision-making of public schools. 

A study of a remote Amazon tribe, published in Science by Peter Gordon, Professor of Speech and Language Pathology, shed light on a long-standing debate about the power of language to shape cognition. 

Publishing in American Psychologist, George A. Bonanno, Associate Professor of Psychology and Education, described multiple "pathways" to emotional resilience, a trait he argues is not found solely in exceptionally healthy individuals.  

Richard Lee Colvin, director of TC's Hechinger Institute on Education and the Media, reported that America's newspapers are not adequately covering the issue of publicly funded pre-kindergarten. Most editors surveyed said no one is responsible for overseeing such coverage at their papers.

Analysis by Clive Belfield, Associate Director of TC's National Center for the Study of Privatization in Education, and Milagros Nores, a third-year doctoral student, demonstrated that a pre-school education for children in the 1960s in the long-term Perry Preschool Project has since returned, on average, $250,000 in prevented welfare and crime costs and increased productivity.

Published Friday, May. 27, 2005