Oyler, C. (2012). Actions speak louder than words: Social action as curriculum. New York: Routledge.
Oyler, C., and the Preservice Inclusion Study Group (2006). Learning to teach inclusively: Student teachers' classroom inquiries. Mawah, NJ: Lawrence Erlbaum Associates.
Oyler, C. (1996). Making room for students: Sharing teacher authority in Room 104. New York: Teachers College Press.
Oyler, C. (2011). Preparing teachers of young children to be social justice-oriented educators. In A. L. Goodwin, & B. Fennimore (Eds.) Promoting social justice for young children: Facing critical challenges to early learning and development. New York: Springer.
Goodwin, A. L, & Oyler, C. (2008). Teacher educators as gatekeepers: Deciding who is ready to teach. In M. Cochran-Smith, S. Feiman-Nemser, & D. J. McIntyre (Eds.), Handbook of research on teacher education: Enduring issues in changing contexts. Association of Teacher Educators.
Narrating disability: Pedagogical imperatives. (2006). Guest editor of special issue of Equity and Excellence in Education, 39(2).
Oyler, C., & Fuentes, C. (2012). Leadership for rich learning in high poverty schools. Journal of Special Education Leadership, 25(1), 18-27.
Oyler, C. (2011). Teacher preparation for inclusive and critical (special) education. Teacher Education and Special Education, 34(3), 201-218.
Oyler, C., Agarwal, R., Epstein, S., Oppenheim, R., Sonu, D. (2010). From ideal to practice and back again: Beginning teachers teaching for social justice. Journal of Teacher Education.
Oyler, C. (2008). Full citizenship requires curricular change. The Sophist's Bane, 4(1 & 2), 81-87.
Epstein, S., & Oyler, C. (2008) "An inescapable network of mutuality:" Building relationships of solidarity in a first grade classroom. Equity and Excellence in Education, 41(4), 406-416.
Schultz, B. & Oyler, C. (2006). We make this road as we walk together: Sharing teacher authority in a social action curriculum project. Curriculum Inquiry, 36(4), 423-451.
Hamre, B., & Oyler, C. (2004). Preparing teachers for inclusive classrooms: Learning from a collaborative inquiry group. Journal of Teacher Education, 55 (2), 154-163. [co-authored, names listed in alphabetical order]
Oyler, C., , G., & Lozada, P. (2001). Silenced gender: The construction of a male primary educator. Teaching and Teacher Education, 17, 367-379.
Delaney, M., & Oyler, C. (2001). Online expeditions. Social Studies and the Young Learner, 13(3), 6-9.
Oyler, C. (2001, Spring). Democratic classrooms and accessible instruction. Democracy and Education, 14(1)28-31.
Hinchman, K., & Oyler, C. (2000). Us and them: Finding irony in our teaching methods. Journal of Curriculum Studies, 32(4), 495-508. [fully co-authored, names listed in alphabetical order]
Oyler, C. (2000). Extending narrative inquiry. Curriculum Inquiry, 31, 77-88.
Kesson, K, & Oyler, C. (1999). Integrated curriculum and service learning: Linking school-based knowledge and social action. English Education, 31(2),133-146. [fully co-authored, names listed in alphabetical order]
Oyler, C. & Becker, J. (1997). Teaching beyond the progressive-traditional dichotomy: Sharing authority and sharing vulnerability. Curriculum Inquiry, 27, 453-467.
Oyler, C., & Barry, A. (1996). Urban first graders intertextual connections in the collaborative talk around information books during teacher-led read-alouds. Language Arts, 73, 324-239.
Oyler, C. (1996). Sharing authority: Student initiations during teacher-led read-alouds of information books. Teaching and Teacher Education, 12, (2), 149-160.
Contino, P. & Oyler, C. (1995). Reaching beyond ourselves. Teaching Education, 7 (1), 63-71. [fully co-authored, names listed in alphabetical order]
Pappas, C. & Oyler, C. (1993). Collaborating with teachers developing integrated language arts programs in urban schools. Language Arts, 70, 297-303.
Oyler, C, & Broderick, A. (2009). Inclusive education. In the C. Kridel (Ed.), Encyclopedia of Curriculum Studies, Sage.
Oyler, C. (2006). Reading Eric Rofes, a book review of Status quo or status queer: A radical rethinking of sexuality and schooling. Encounter, 19(4), 1-3.
Oyler, C. (2001). Disability and community capacity: A review of Teaching Children with Down Syndrome: Toward an understanding of possibility. Encounter, 14(1), 64-67.
American Educational Research Association, Special Interest Group on Narrative and Research, 2008 Outstanding Narrative Methodology Article (We make this road as we walk together: Sharing authority in social action projects).
Teachers College Student Senate Award for Excellence: Service to the Teachers College Community, 2005.
American Educational Research Association Women Educators Award, 1999, for outstanding contributions to issues of equity.
American Educational Studies Association, Outstanding Book Award, 1997 (Making room for students).
Profiled as an exemplary multicultural/global teacher educator in: Merryfield, M. (1995). Making connections between multicultural and global education: Teacher educators and teacher education programs. American Association for Colleges of Teacher Education.
C&T 4123: Curriculum and instruction in elementary education
Permission required. An introduction to teaching, learning, and curriculum in elementary classrooms, including learning processes; instructional planning; student observation and assessment; classroom management; working in urban, diverse, and inclusive settings; and culture and community. The course emphasizes the relationship between theory and practice and supports students in the development of self-analytic, reflective, problem solving skills and instructional planning. Special fee: $100.
C&T 4124: Curriculum development and instruction in inclusive elementary education
Permission required. Continuation and extension of C&T 4123, with an emphasis on curriculum design, standards, multi-level curriculum development, and planning instruction based on student assessment.
C&T 4900: Research and independent study: Curriculum and teaching
Masters degree students undertake research and independent study under the direction of a faculty member.
C&T 5000: Theory and inquiry in curriculum and teaching
Required of and limited to first-year Ed.D. students in the Department of Curriculum and Teaching; must be taken in both the fall and spring semesters. Introduction to and exploration of important problems and issues in curriculum and teaching, methods of formulating questions, and modes of inquiry appropriate to doctoral-level research.
C&T 5081: Collaborative communication in cultural contexts
This course is designed for students taking the Inclusive Elementary Disability Studies Core. This course explores, from a disability studies perspective, strategies for developing effective communication and interpersonal interaction skills appropriate for both collaborative and consultative relationships in schools. Focus is on the development of these skills in interactions with both school professionals and family members of students. Particular attention is paid to the development of these skills in ways that are responsive and relevant to people from marginalized groups.
C&T 6900: Directed research and theory development in curriculum and teaching
C&T 8900: Dissertation advisement in curriculum and teaching
Individual advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see section in catalog on Continuous Registration for Ed.D. degree.