Oyler, Celia (co74) | Teachers College Columbia University

Skip to content Skip to main navigation
Teachers College, Columbia University
Printer-friendly Version
Teachers College, Columbia Univeristy Logo
Oyler, Celia
Professor of Education
Curriculum & Teaching
212-678-3696

Office:
312 Zankel

Office Hours:
Spring, 2016 Sign up for a slot: <co74.youcanbook.me> Mondays 3:00-4:00 (virtual) Wednesdays: 3:00-5:00  

Educational Background

Ph.D., (Curriculum and Instruction: Curriculum Theory & Design), University of Illinois, Chicago

M.Ed., (Consulting Teacher/Learning Specialist Program), University of Vermont
 
B.S., (Special Education), Southern Connecticut State College 

Scholarly Interests

Classroom-based collaborative research on issues of social justice, equity, and accessible pedagogy; inclusive education; teacher education

BOOKS

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 inclusivelyStudent 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.

BOOK CHAPTERS

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.

JOURNAL EDITOR

Narrating disability: Pedagogical imperatives. (2006). Guest editor of special issue of Equity and Excellence in Education, 39(2).

ARTICLES

Oyler, C., & Fuentes, C. (2012). Leadership for rich learning in high poverty schools. Journal of Special Education Leadership25(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 Bane4(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 Education41(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 Inquiry36(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.

ENCYCLOPEDIA ENTRIES

Oyler, C, & Broderick, A. (2009). Inclusive education. In the C. Kridel (Ed.), Encyclopedia of Curriculum Studies, Sage.

BOOK REVIEWS

Oyler, C. (2006). Reading Eric Rofes, a book review of Status quo or status queer: A radical rethinking of sexuality and schoolingEncounter, 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.

 

BOOKS

 

Oyler, C. (2011). Actions speak louder than words: Community activism as curriculum. NewYork: Routledge.

 

Oyler, C., and the Preservice Inclusion Study Group (2006). Learning to teach inclusively:Student teachers’ classroom inquiries. Mahwah, NJ: Lawrence Erlbaum Associates.

 

Oyler, C. (1996). Making room for students: Sharing teacher authority in Room 104. New York: Teachers College Press.

 

BOOK CHAPTERS

 

Oyler, C., Morvay, J., & Sullivan, F. (forthcoming). Teacher education of developing activist identities. In D. J. Clandinin & J. Husu, (Eds.), International handbook of research on teacher education. New York: Sage.

 

Oyler, C. (2011). Preparing teachers of young children to be social justice-oriented educators. In

 

B.S. Fennimore, & A. L. Goodwin (Eds.) Promoting social justice for young children  (pp.147-161) 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, & K. Demers, (Eds.), Handbook of research on teacher education: Enduring issues in changing contexts (pp. 468-489).New York: Routledge.

 

JOURNAL EDITOR

 

Narrating disability: Pedagogical imperatives. (2006). Guest editor (with B. Hamre and L. Bejoian) of special issue of Equity and Excellence in Education39(2).

 

JOURNAL ARTICLES

 

Ledwell, K. & Oyler, C. (under review). Unstandardized responses to a “standardized” test: The edTPA as curriculum change agent and gatekeeper.

 

Schlessinger, S. & Oyler, C. (in press)Capacity, inquiry, and inclusivity: Parallel practices in professional development. LEARNing Landscapes, 7(3).

 

Naraian, S, & Oyler, C. (2014). Professional development for special education reform: Re-articulating experiences of urban educators. Urban Education, 49(5), 499–527.

 

Oyler, C., & Fuentes, C. (2012). Leadership for rich learning in high poverty schools. Journal of Special Education Leadership25(1), 18-27

 

Oyler, C. (2011). Teacher preparation for inclusive and critical (special) education. Teacher Education and Special Education, 34(3), 201-218.

 

Agarwal, R., Epstein, S., Oppenheim, R., Oyler, C., Sonu, D. (2010). From ideal to practice and back again: Beginning teachers teaching for social justice. Journal of Teacher Education, 61(3),237-247. [co-authored, names listed alphabetically]

 

Oyler, C. (2008). Full citizenship requires curricular change. The Sophist’s Bane4(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 Education41(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 Inquiry36(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 alphabetically]

 

Oyler, C., Jennings, 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.

 

ENCYCLOPEDIA ENTRIES

 

Oyler, C. (2015). Sharing authority in the classroom. In G. Scarlett (Ed.), Classroom management: An A-Z guide. Thousand Oaks, CA: Sage.

 

Oyler, C, & Broderick, A. (2009). Inclusive education. In the C. Kridel (Ed.), Encyclopedia of Curriculum Studies. Thousand Oaks, CA, Sage.

 

BOOK REVIEWS

 

Oyler, C. (2006). Reading Eric Rofes, a book review of Status quo or status queer: A radical rethinking of sexuality and schoolingEncounter, 19(4), 1-3.

 

Oyler, C. (2001). Disability and community capacity: A review of Teaching Children with Down Syndrome: Toward an understanding of possibilityEncounter, 14(1), 64-67.

 

 

 

Courses

Related Articles

An Activist in the Classroom - The Making of a Teacher

Four years ago, Chandra Williams, 28, was teaching at R.H. Terrell Junior High, an inner-city public school in Washington D.C., when she overheard some of her eighth-grade students discussing their future. Their perceptions of the world were frightening. Having a baby wasn't expensive; you could rent an apartment for two dollars a month; college was unnecessary.

/media-center/highlights/an-activist-in-the-classroom---the-making-of-a-teacher/

School 2001: TC Professor Works on Mega School Reform Project in Mongolia

Led by Professor Gita Steiner-Khamsi, several Teachers College faculty members and doctoral students have been working in Mongolia to moderate five national one-week workshops, suggest ways to revise teaching strategies, design curriculum, initiate cooperative learning, and to look at compatible assessment and testing methods.

/media-center/highlights/school-2001-tc-professor-works-on-mega-school-reform-project-in-mongolia/

The Long Way Home - The Making of a Teacher

It's Tuesday night, April 26th. Carley Fisher-Maltese has been wearing the same clothes since Sunday. Somewhere along the way, she planned to go back to New Jersey to her house, her husband and five pets. Instead, with her second semester as a Curriculum and Teaching student at Teachers College drawing to a close, she's scrambling to finish her last project. She and four other students are completing a two-year social studies curriculum for their core class. Amid the detritus of a hard night's work - snacks, juice, a pillow and blanket - they talk animatedly about their project.

/media-center/highlights/the-long-way-home---the-making-of-a-teacher/

The PDS Partnership Celebrates Charter and Raises Critical Issues

On a cold morning last month, approximately 75 members of the Greater Council of the Teachers College Professional Development School (PDS) Partnership met at TC for a day of work sessions.

/media-center/highlights/the-pds-partnership-celebrates-charter-and-raises-critical-issues/

Include Me In

That's been the rallying cry of special-needs students throughout a century-plus of efforts to secure quality education. How far can inclusion go?

/articles/2013/june/include-me-in/

Responding to Sandy's Devastation

In the wake of the hurricane, TC helps New York City rebuild

/articles/2013/june/responding-to-sandys-devastation/
/articles/2012/december/honoring-derrick-bells-legacy/

Reading, Writing and Relief

The TC Reading and Writing Project works in schools across the city. Now it's helping many of them to get back on their feet after Hurricane Sandy

/articles/2012/november/reading-writing-and-relief/

Looking Past the Labels

Stephen Numme believes school segregation lives on through the designation "special ed." He speaks from experience

/articles/2012/may/looking-past-the-labels/

Oyler, Young Take Their Kidney Donation Story to ABC.com

On the network's website, John Young, a doctoral student who received a kidney from Professor Celia Oyler, who barely knew him, stresses the need for live organ donations.

/articles/2012/january/oyler-young-take-their-kidney-donation-story-to-abccom/

Joined Just Above the Hip

A unique bond between a TC faculty member and a former student

/articles/2011/december/joined-just-above-the-hip/

When Awareness Isn't Enough

Most racial discrimination suits fail, and the medical world doesn't acknowledge that discrimination causes harm. Robert T. Carter is trying to change the status quo on both counts

/articles/2011/december/when-awareness-isnt-enough/

On Climate Change...at TC

Two faculty members assess conditions for diversity at the College

/articles/2010/december/on-climate-changeat-tc/

Climate Research: Diversity at TC

Faculty members Robert Carter and Celia Oyler are conducting a three-year, mixed methods study of the College's diversity climate, interviewing more than 200 TC community members, mapping TC's ethnic, racial and gender demographics, reviewing past reports and other documents about diversity, and inventorying the visual "iconography" on campus.

/articles/2010/september/climate-research-diversity-at-tc/

Teacher, Observed and Observing

For TC's Elementary Inclusive Education program, "assessment" is an ethos of knowing one's students and oneself

/articles/2010/may/teacher-observed-and-observing/

Looking For a Few Good Ideas

The Provost's Investment Fund is backing faculty collaboration at TC

/articles/2010/december/looking-for-a-few-good-ideas/

For One Teacher, a Really Shiny Apple

TC alumnus Bryan Jackson receives one of Chicago's highest honors

/articles/2012/july/for-one-teacher-a-really-shiny-apple/

Oyler, Souto-Manning on NBC Channel 4 About Preparing Culturally Competent Teachers

In a story about the challenges faced by today's teachers, reporter Andrew Siff interviewed Professor Celia Oyler about TC's emphasis on preparing culturally competent teachers. Siff also filmed part of Professor Mariana Souto-Manning's class in Early Childhood Education and interviewed two TC students from that class about why they are passionate about teaching.

/articles/2011/september/oyler-souto-manning-on-nbc-channel-4-about-preparing-cultur/

Getting Inclusive

As New York City improves its track record in accommodating students with disabilities, score a major assist for TC

/articles/2011/july/getting-inclusive/

Research in Practice: Finding Answers in the Classroom

Research in Practice: Finding Answers in the Classroom

/articles/2012/april/research-in-practice-finding-answers-in-the-classroom/

TC Faculty Question Education Secretary's Vision

Writing in Education Week, a group of the College's faculty members query Arne Duncan on some of the ideas he laid out in his address to the TC community.

/articles/2010/january/tc-faculty-question-education-secretarys-vision/

A Group of TC Faculty Condemns the Release of Teacher Evaluations Based on Student Test Scores

Group of TC Faculty Condemn the Release of Teacher Evaluations Based on Student Test Scores

/articles/2012/march/a-group-of-tc-faculty-condemns-the-release-of-teacher-evalua/