News from EPSA
The NY Times story, "Helping the Poor in Education: The Power of a Simple Nudge," cites Professor Bergman's work with a Los Angeles school sending personalized text messages to parents of middle and high school students. Published: 1/19/2015 1:30:00 PM
Published: 1/13/2015 12:46:00 PM
Published: 1/13/2015 12:25:00 PM
Thomas Bailey Widely Quoted in Major Media Outlets on President Obama's Proposed Community College Plan
Professor Bailey was quoted in multiple news stories about President Obama's proposed plan to offer students two years of free tuition at community colleges, including those in the New York Times, Washington Post, and Wall Street Journal. Published: 1/11/2015 5:39:00 PM
Professor Wells states that consciously bringing together students of different races is useful and that putting kids in segregated schools "is not good preparation for the 21st century." Published: 1/11/2015 5:24:00 PM
Jeffrey Henig's lecture at the University of Virginia on The Politics of Educational Research. Dec. 5, 2014.
EPSA's Jeffrey Henig spoke on "The Politics of Educational Research" on Friday December 5th, 2014 as part of the Curry Research Lectureship Series at the University of Virginia. Drawing on the research he undertook in writing his book Spin Cycle, he explained the political dimensions of education research as they play out in controversial areas like market-based reform, high stakes testing and teacher assessment. Published: 12/19/2014 12:09:00 PM
On December 3rd, Teachers College, Columbia University hosted a national conference that focused on the Vergara, Davids, and Wright cases, which concern the impact of teacher tenure on low-'income and minority students. Panels included both supporters and critics of the Vergara/Wright approach. Published: 12/19/2014 11:39:00 AM
"Policy makers should resist being seduced by achievement scores and, instead, hold charter schools accountable and aligned with the long-standing purpose of public schools." Prof. Huerta's article High-Suspension Rates at Charter Schools Don't Help Students appeared in the Opinion Pages, Room for Debate of the NYT on Dec. 11, 2014. Published: 12/11/2014 3:29:00 PM
EPSA students win 2013 NAEd/Spencer dissertation fellowships
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.
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.