Directors: Jacqueline Ancess and Thomas Hatch
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.
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.
Thomas Hatch is an Associate Professor at Teachers College, Columbia University and Co-Director of the National Center for Restructuring Education, 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. He is also the founder of internationalednews.com, a twitter feed and blog that provides access to news and research on educational policy and educational change around the world.
His research includes studies of a variety of school reform efforts at the school, district, and national levels, and his current work includes a comparative study of accountability and school improvement policies in countries considered “higher” performing on international tests (Singapore, Finland, and the Netherlands) and “lower” performing countries (the United States and Norway). He is also involved in a variety of efforts to develop images of practice that take advantage of multimedia and the internet to document teachers’ expertise and build public understanding of high quality teaching.
His most recent book is Managing to Change: How Schools can Survive (and Sometimes Thrive) in Turbulent Times (Teachers College Press, 2009). A website accompanying the book provides links to key ideas, references, and related resources. His other books include Into the Classroom: Developing the Scholarship of Teaching and Learning (Teachers College Press, 2005); and School Reform Behind the Scenes (Teachers College Press, 1999).
Hatch, T. (in press). Innovation at the core: What it really takes to improve classroom practice. Phi Delta Kappan.
Hatch, T. (2013). Beneath the surface of accountability: Answerability, responsibility and capacity-building in recent educational reforms in Norway. Journal of Educational Change, 14 (1), 1-15.
Hatch, T. & Roegman, R. (2012). Out of isolation: Superintendents band together to improve equity and instruction in their districts. JSD, 33(6), 37-41.
Hatch, T. (2009). The Outside-Inside Connection. Educational Leadership, 67 (2), 16-21. (Reprinted in The best of Educational Leadership 2009-2010).
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.; 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.
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