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Jacqueline Ancess
ancess@tc.columbia.edu
212-678-4193

Dr. Ancess' research has focused on urban school reform, small schools, performance assessment, and accountability. During Jackie's more than 20 years in the New York City school system, she taught English in the South Bronx, became founding director of Manhattan East, a small junior high school in District 4, and was Director of Option Schools in Districts 2 and 3, where she was responsible for big school restructuring and small schools development. Her efforts at Manhattan East were awarded with the New York Alliance for the Arts Schools & Culture Award.

Selected Publications

Ancess, J. (2008). Small Alone Is Not Enough: How Can Educators Recover the Purposes of Small Schools? Educational Leadership, (65),8, 48-53.

Ancess, J., Barnett, E., & Allen, D. (2007). Using Data to Inform the Practice of Teachers, Schools, and School Reform Organizations. Theory into Practice (46), 4, 325-333.


Ancess, J. & Allen, D. (2006). Implementing Small Theme High Schools in New York City: Great Intentions and Great. Harvard Educational Review. 76 (3).

Ances, J. (2004). Snapshots of Meaning Making Classrooms. Educational Leadership.

Ancess, J. (2003). Beating the Odds: High School as Communities of Commitment. New York: Teachers College Press.

Ancess, J. (2000). The Reciprocal Influence of Teacher Learning, Teaching Practice, School Restructuring, and Student Learning Outcomes. Teachers College Record, June.

Ancess, J. & Darling-Hammond, L. Inching Toward Reform in New York City. Creating New Schools: How Small Schools Are Changing American Education. New York: Teachers College Press.

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Thomas Hatch
hatch@tc.columbia.edu
212-678-4087

Thomas Hatch is an associate professor at Teachers College, Columbia University and Co-director of the National Center for Restructuring, Schools, and Teaching (NCREST). He previously served as a Senior Scholar at the Carnegie Foundation for the Advancement of Teaching where he co-directed the K-12 program of the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) and established the Carnegie Knowledge Media Laboratory.
His research includes studies of large-scale reform as well as research on teacher quality in pre-K-12 and higher education. He is also involved in a variety of efforts to use multimedia and the internet to document teaching and share teachers' expertise. That work includes digital exhibitions published by the Journal of Teacher Education and Teachers College Record. His latest book is Managing to change: How Schools Can Survive (and Sometimes Thrive) in Turbulent Times. A website accompanying the book provides links to key ideas, references, and related resources. His others books include Into the Classroom: Developing the Scholarship of Teaching and Learning; Going Public with our Teaching: An Anthology of Practice (a co-edited volume of work by teachers examining teaching); and School Reform Behind the Scenes (McDonald, Hatch, Kirby, Haynes, & Joyner, 1999).

Selected Publications

Hatch, T. (2009). Managing to Change: How Schools Can Survive (and Sometimes Thrive) in Turbulent Times. New York: Teachers College Press.

Hatch, T. (2009). The scholarship of teaching and web-based representations of teaching in the United States: Definitions, histories, and new directions. Educational Action Research, 17 (1), 63-78.

Hatch, T. & Grossman, P. (2009). Learning to look beyond the boundaries of representation. Journal of Teacher Education. 60, (1): 70-85.

Hatch, T. & Pointer Mace, D.(2007). Making teaching public: A digital exhibition. Teachers College Record.

Hatch, T. (2006). Improving schools in turbulent times. The New Educator. (2), 267-276.

Hatch, T.; White, M.; Raley, J.; Austin, K.; Capitelli, S. & Faigenbaum, D. (2005). Into the Classroom: Developing the Scholarship of Teaching and Learning. San Francisco: Jossey-Bass.

Hatch, T.; Ahmed, T.; Lieberman, A.; Faigenbaum, D.; White, M. & Pointer Mace, D.H. (2005). Going Public with our Teaching. New York: Teachers College.

Hatch, T & Honig, M. (2004). Crafting coherence: How schools strategically manage multiple, external demands. Educational Researcher. 33 (8), pp. 16-30.

Hatch, T. (2003). The 'Long Haul' or 'Boom or Bust'?
Education Week 23 (2) pp 32, 35.

Hatch, T. (2001). It Takes Capacity to Build Capacity.
Education Week 20, no. 22: 44, 47.

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