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The National Center for Restructuring Education, Schools, and Teaching |
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411 Main Hall/TC Box 110. Teachers College. Columbia University. 525 West 120th Street. New York NY 10027. Tel. 212.678.3432. Fax. 212.678.4170 |
| NCREST, established
at Teachers College in 1990, supports restructuring efforts by documenting
successful initiatives, creating reform networks to share new research
findings with practitioners, and linking policy to practice. NCREST
works to develop understandings that help schools become: learner-centered
by focusing on the needs of learners in school organization, governance,
and pedagogy; knowledge-based, by restructuring teacher learning and professional
development; and responsible and responsive, by restructuring accountability
and assessment practices.
Currently, NCREST is involved in a variety of projects including Professional Development Schools, teacher learning, assessment, the documentation of successful school reform efforts in elementary and secondary schools, educational technology in schools, and the development of local, state, and national policies based on practice. Co-Directors: Jacqueline Ancess and Thomas Hatch |
Current Projects |
Recent Publications | ||||
Say Yes to Education (Say Yes): is a sponsorship and academic intervention program that works with inner-city students who are confronting enormous educational and social challenges. Founded by Hartford financial manager George A. Weiss in 1987, Say Yes promises its students last-dollar scholarships for post-secondary education on the condition that the students graduate from high school. Say Yes to Education operates chapters in Philadelphia, Hartford and Cambridge and has recently launched its program in New York City. Partnered with Teachers College, the New York City Chapter of Say Yes is committed to providing educational, emotional, social and medical support to enable every child in the program to achieve their educational potential. Institute for Student Achievement (ISA): a collaboration with the ISA to develop, implement, and document a comprehensive high school intervention to improve the quality of education for students at risk, so that they can graduate from high school and prepare for college, other post secondary education and the world of work. The National Middle College High School Consortium Early College Initiative (NMCHSC): documents the NMCHSC Consortium's efforts to blend the borders between high school and community college, including its development of a dual-degree program that awards each student a high school diploma and an associate degree in five years. The Rockefeller Foundation, Regional Minority Consortium (RMC): documents and supports the development of the RMC's efforts to remedy the racial, ethnic and language-minority student achievement gap in 10 New York City Area districts. TC Innovations, New Teacher Academy: a formative and summative evaluation of the New Teacher Academy, which educates and supports teachers in their first two years of teaching. The College Board, CollegeEd: a formative and summative evaluation of a CollegeEd curriculum for middle school students. |
The Facilitator's Book of Questions: Tools for Looking Together at Student and Teacher Work by David Allen and Tina Blythe. Teaching as Inquiry: Asking Hard Questions to Improve Practice and Student Achievement by Alexandra Weinbaum, David Allen, Tina Blythe, Katherine Simon, Steve Seidel, and Catherine Rubin. |
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Beating the Odds by Jacqueline Ancess. "'The Long Haul' or 'Boom or Bust'?" by Thomas Hatch. |
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New Images of Practice
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