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Education Policy and Social Analysis
Teachers College, Columbia University
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Education Policy and Social Analysis

News from EPSA

Report by Professors Amy Stuart Wells and Doug Ready and EPSA Students and Alumnae Documents "Separate But Unequal" Suburban Schools

Report focuses on Nassau County, Long Island as one of "hundreds of suburban counties across the country." Published: 5/7/2014 2:56:00 PM

Prof. Luis Huerta quoted in Huffington Post's article, April 30

Prof. Luis Huerta shares his opinion in Joy Resmovits' article Charter Schools Get Less Money Than Public Schools. Is That A Problem?, posted in Huffington Post on April 30. Published: 5/1/2014 11:23:00 AM

EPSA announces winners of 2014-2015 Education Policy Dissertation Research Fellowships

EPSA department congratulates all the winners. And the WINNERS ARE: Published: 4/24/2014 12:08:00 PM

Basil Smikle, Ph.D. candicate in P&E in the NYT, April 17, 2014.

Basil Smilke, a political strategist and a Ph.D. candidate in the Politics and Education program, shares a short piece he wrote for the New York Times Room for Debate on Bloomberg's $50 million investment to fight gun control. Published: 4/22/2014 10:46:00 AM

EPSA Alumnae Speak at Reception for Admitted Students

EPSA extends warm thanks to alumnae, Dana Leon-Guerrero (Sociology & Education, 2010) and Lauren McDade (Politics & Education, 2013), who were featured speakers at TC's Washington DC Admit Reception on Wednesday, April 2. The reception, sponsored by the Office of Admission, allowed newly admitted students to meet with TC alumni and learn more about their academic and professional experiences. Published: 4/9/2014 12:48:00 PM

EPSA Faculty at AERA conference April 3-7, 2014

The faculty members of the department of Education Policy and Social Analysis will be participating and presenting at this year's AERA conference in Philadelphia, PA. Published: 4/2/2014 11:19:00 AM

Amy Stuart Wells: "Colorblind" Policies Harm Our Diverse Public Schools

In a new policy brief, Amy Stuart Wells writes that so-called "colorblind" educational policies work against diverse public schools. Published: 4/1/2014 8:08:00 PM

The Trouble with "Teacher Voice" by Jonathan Gyourko

Jonathan Gyurko received his Ph.D.in Education and Politics in 2012 from Teachers College Columbia University, where he serves as an adjunct assistant professor. He also runs Leeds Global Partners, an education consultancy. The article, published in the Spring 2014 edition of the Politics of Education Association Bulletin, draws on his dissertation research titled "Teacher Voice." Published: 3/26/2014 4:14:00 PM

EPSA students win 2013 NAEd/Spencer dissertation fellowships

Two EPSA Ph.D. students are among the 2013 National Academy of Education/Spencer dissertation winners. Read more..........  
 

Terrenda White is a Ph.D. candidate in the sociology and education program. She earned her B.A at Northwestern University, 1998-2002 at the School of Education and Social Policy. Her dissertation work focuses on urban charter school reform in NYC, particularly the role of teacher autonomy and professional development, teacher political identity and power, and school policies that impact the development of socially and culturally transformative pedagogy. At Teachers College, Terrenda has served as a research associate in the Center for Understanding Race and Education (CURE), as well as student coordinator for the Critical Race Studies in Education Conference hosted at Teachers College in Spring of 2012. Terrenda is a former elementary school teacher and continues to work as a part-time instructor in various schools and youth development programs across Harlem. She is also an instructor and teacher coordinator for the Prison Education Initiative (PEI), providing evening classes for detained women on Rikers Island in NY. She is a native of Decatur, Georgia.

Terranda White's winning dissertation title is: "Culture and Pedagogy in Market-Driven Times: Embedded Case-Studies of Teaching in Two Urban Charter Schools."
 

Travis Bristol is a Ph.D. candidate in the leadership, policy and politics program. Prior to starting his doctoral program, Travis taught English and Global Studies at two New York City public high schools. Also, during that time, he created curricular and extracurricular programs to address the academic and social needs of male students within each school. As a Ph.D candidate in leadership, policy and politics, his research interest focuses on the intersection of race and gender in organizations; in particular he examines how the various policy levers used by local, state, national and international actors influence outcomes within schools. Specifically, his dissertation will explore how within school organizational conditions affect the experiences of Black male teachers. At T.C., Travis has had the opportunity to expand his understanding of organizational theory, policy, and curriculum and teaching. Through course work in education and economic development in his first semester, he was well prepared for his summer internships with the World Bank where he worked in Washington D.C. and Georgetown, Guyana for its ministry of education. His projects included developing a male teacher recruitment campaign, surveying teachers, students, and principals to create a strategy to reduce teacher and student absenteeism, providing a needs assessment for the distant teacher training program, and, in line with his research interest, designing a curriculum for teachers on engaging boys in the classroom. Currently, Travis serves as a clinical teacher educator for the Boston Teacher Residency Program.

Travis Bristol's winning dissertation title: "Men of the Classroom: An Exploration of how the Organizational Conditions, Characteristics, and Dynamics in Schools Affect the Recruitment, Experiences, and Retention of Black Male Teachers."
(7/24/2013)

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