Volume 32, No. 2 | Teachers College Columbia University

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Spring 2008

Volume 32, No. 2


Dawn Brill Duques, who recently joined TC's Board of Trustees, is a proven educator, businesswoman and philanthropist, as well as a mother of four and a self-described "corporate wife" to Ric, her husband of 43 years. She's also good at being on boards-'"and, in general, at tackling head on the kinds of complex problems boards face.
New York City is a place where being an artist can seem as regular a job as any of the City's more prosaic employments -- but without the security so-called real world employment offers. As a result artists generally find themselves having to invent their own form of retirement.
Jeanne Brooks-Gunn and Sharon Lynn Kagan are leaders in the early childhood education revolution.
Many teachers are passionate enough to commute six hours a week to improve their skills. But by plane?
The latest on alumni events, services and other goings-on
Connecting alumni far and near with Teachers College and each other
No challenge has been too large for Brother Emman uel Nicholas who has dedicated his career to assisting the impoverished in Sri Lanka.
Researchers from Teachers College, Boston University and Johns Hopkins University created an early math education program, "Big Math for Little Kids," and are now evaluating its effectiveness through long-term studies.
As Deputy Chancellor in the brave new market-driven world of the New York City public school system, Marcia Lyles (Ed.D '92) draws on lessons she learned in sixth grade.
Eleven Jordanian teachers spent six weeks at Columbia and TC this past summer, honing their English teaching skills and -- via sightseeing tours, barbecue dinners and just plain walking around -- comparing their expectations of Americans and U.S. culture with the real thing.
The "schools within schools" (SWS) movement, which is sweeping New York City and other major urban public school systems, is a grassroots phenomena. Premised on the idea that adolescents learn best in small, thematically organized schools, the movement arose because parents and school officials lacked the tax base and political power to tear down existing large facilities and build new ones.
In 2004, when the New York Times spotlighted research showing that students at conventional public schools were outperforming their charter school counterparts, it triggered a firestorm of claims and counter-claims by education scholars. To Jeffrey Henig, TC Professor of Political Science and Education, this exchange exemplified a disturbing trend: the failure of supposedly objective research to transcend ideology and settle important policy questions of the day.
"The decision last June by the U.S. Supreme Court to invalidate racial balancing plans in [the Seattle and Louisville, Kentucky] school districts was the clearest signal yet that the nation has entered a new post-desegregation era in which the vision espoused in Brown v. Board of Education-'"that of a federal judiciary with an abiding commitment to integrated schools-'"is no longer the operative condition," TC President Susan Fuhrman said this past fall at the opening of the College's third annual Symposium on Educational Equity.
In September, TC marked the launch of a 100-page teaching tool developed by its faculty, students, staff and alumni to be deployed in conjunction with director Spike Lee's four-hour HBO documentary, "When the Levees Broke: A Requiem in Four Acts."
In February, Suzanne M. Murphy took up her duties as TC's new Vice President for Development and External Affairs.
Two studies by George Bonanno, TC Associate Professor of Psychology and Education, confirm that positive emotion and its expression are both signs of resilience and successful coping with adverse life events. But ...
Brown, who is enrolled in TC's Teaching of English program, has written a bestselling book about his first year of teaching: The Great Expectations School: A Rookie Year in the Blackboard Jungle.
Since 1983, TC's Center for Educational and Professional Services has provided low-cost psycho-therapeutic services to the neighboring community.
How to inculcate new citizens with shared national values, without marginalizing minority cultures? The answer, according to James Banks, is at least in part to focus on values of tolerance and inclusion.
When we think of TC graduates going forth to help educate the world, we imagine them doing so at all levels--from the newest classroom teacher to the most seasoned school system leader.