Students

To see profiles of the doctoral students who study at Teachers College, including students who are studying with me, click here.

To get an idea of what sort of work alumni are doing, click here.

The students in the Programs in International and Comparative Education engage in research appropriate to their concentration or discipline. I most commonly work with students who specialize in anthropology; language and literacy studies; peace education; and/or Latin America and the United States. More generally, my advisees have selected one of the following concentrations for their M.A., Ed.M., or Ed.D. programs in the IED program: Bilingual Education; Curriculum and Teaching; Educational Policy; International Humanitarian Issues; Language, Literacy, and Technology; and Peace Education. The M.A. and Ph.D. students with whom I work usually specialize in one of the following disciplines in the CIE program: Anthropology, History, Political Science, or Sociology.

I work with doctoral students on a wide range of topics, as indicated by the following list of students I have sponsored or advised:

Fida Adely, Gender, Schooling, Faith, and the State in Jordan

Ryan Burgess, Colombia’s violence-affected children: A psychosocial analysis of voluntary recruitment

Odile Camilo, Civil society’s involvement in the provision of educational services in the Dominican Republic: A case study of school autonomy and educational relevante

Matt Carlin, Autonomy and Community Education in Zapatista Schools

Ameena Ghaffar-Kucher, Making a Space: Pakistani Immigrant Youth in New York City

Melissa Marinari, Teaching Culture in and Through Language in New York City Schools

Mary Mendenhall, Challenges to Sustaining Education Programs in the Transition from Relief to Development: Policies and Practices of International Organizations Working in Post-Conflict Countries

Tonya Muro, AIDS and “Edutainment”: A case study of the Femina-Health Information Project in Tanzanian secondary schools

Rocio Rivas, Educational institutional change the Méxican way: A comparative study of ANMEB's legacy in Colima and Coahuila's educational politics

Janet Shriberg, Teacher Well-Being and Educational Reconstruction Efforts in Liberia

Aleesha Taylor, Questioning Participation: A Sociocultural Study of Educational Policy-making in Tanzania

Laura Valdiviezo, Interculturality: The Construction of Ethnicity, Culture, and Power in Peruvian Bilingual Education Programs

Siddhi Vyas, The social construction of inclusion education in schools in Mumbai, India: A comparative case study

Moira Wilkinson, Participatory Politics and Social Inclusion in Porto Alegre, Brazil

Ran Zhao, Factors Affecting the Academic Experience of Chinese Visiting Scholars in an American University

Each year, I also supervise between five and ten M.A. and Ed.M. students working on their integrative projects. Some of the topics that my advisees have studied are as follows:

Gerelmaa Amgaabazar, Educational Transfer: Something Borrowed or Something New? Student Credit Hour in Mongolian Higher Education

Saima Anwer, Radicalization of Madrassa Schools in Pakistan

Johanna Barnhart, Interrupting Heteronormative Pedagogy and Building Democratic, Multicultural Schools

Jacob Dyer, Current Practice in Mandinka Ajami May, 2002: 'I bee le be Gambia bankoo kang'

Camille Funk, Leadership Curriculum Development

Katherine Kwok, The Harmony between Heritage and Globalizatoin: A Study of Lithuanian Language Retention in New York City

Rosemary Max, International Aid to African Higher Education: The Case of Uganda

Amy Way, A Critical Portrait of Standardized Testing in a New York City Elementary School

Yi Xie, A Case Study of Ethnolinguistic Vitality in a Weekend Chinese School

Many of my students engage in professional internships during their program at Teachers College. The organizations where they work include the Hague Appeal for Peace, the International Rescue Committee, and UNICEF. Students interested in internships with development organizations in New York City should speak with me about arranging an independent-study course based on the internship experience.

Professors Bartlett (far right) and Vavrus (center) with doctoral students

Teachers College, Columbia University.