Centers and Institutes > At Teachers College
One of our objectives is to increase collaboration between various centers and institutes at Teachers College involved in the fields of Latina/o and Latin American Education, Health, and Psychology, as well as to increase their visibility to those interested in studying, working, and funding in these fields.
The Community College Research Center (CCRC) is the leading independent authority on the nation’s more than 1,200 two-year colleges. Since its inception, CCRC’s consortium of researchers has strategically assessed the problems and performances of community colleges. Its mission is to conduct research on the major issues affecting community colleges in the United States and to contribute to the development of practice and policy that expands access to higher education and promotes success for all students.
Compared to other groups, Latinos enter postsecondary education via the community college at significantly higher rates than other groups. CCRC is seeking to better understand the role of these institutions in promoting Latina/o access to and success in higher education. Research produced by the center has examined community college access and degree attainment of Latina/os and Latina/o Immigrants in the colleges of the City University of New York (CUNY). More broadly, current research at the CCRC seeks to evaluate the impact of dual-enrollment and different methods of delivering remedial education in promoting postsecondary success of low-income students and students of color... (read more)
The over-referral of bilingual and culturally diverse children to special education and related services is a pressing challenge in public school systems. Not only are unnecessary or inappropriate services a drain on resources, but they are harmful to the child, taking him or her away from the classroom and inevitably stigmatizing the child. In addition, an incorrect diagnosis may mean that the child does not receive the services he or she does need.
We speech-language pathologists evaluate bilingual and culturally diverse children who are having academic difficulties, We are "on the front lines" in making the crucial differential diagnosis between a disorder and something else. This "something else" could have a cultural basis, such as a mismatch between demands of school and home or linguistic factors, for example the normal process of second language acquisition. Add in cultural and linguistic biases in traditional assessment tools and methods and we can readily see the need for the clinician to a have a sophisticated and specialized knowledge base. Without this knowledge base, bilingual clinicians cannot make informed decisions about the services needed by these children.
The Bilingual Extension Institute at Teachers College Columbia University provides clinicians with the knowledge and skills to make these differential diagnoses and provide appropriate services... (read more)
The Institute for Urban and Minority Education (IUME), disseminates information, conducts research, and provides technical assistance to increase the human potential and quality of education for urban and minority children and youth. Through program evaluation and technical assistance to organizations, institutions, and schools, IUME works to improve the educational outcomes and quality of life of communities of color... (read more)
The Center for Multiple Languages and Literacies (CMLL) at Teachers College, Columbia University, focuses on the challenges occasioned by the multiplicity of languages and literacies in the 21st century. CMLL conducts and disseminates research on how different languages and literacies can be used as resources to advance human development, education, and intercultural understanding. CMLL also promotes dialogue across societies and groups through lectures, conferences, and the Internet. In addition, it supports educators in using research to inform practice.
CMLL's work is elaborated in the context of a world characterized by greater flows of people, information, goods and services within and across national boundaries. CMLL is distinctive because of its emphasis on international and transcultural societies, with New York City as an expression of such a society, and its attention to educational systems, including schools, families, religious institutions, community centers, the workplace, and the media... (read more)
In the last decade, and in response to the critiques of our nation's public schools' inability to prepare citizens for the increasing globalization of our world, many schools have moved into enrichment dual language programs that both respond more effectively to the needs of ELLs and are simultaneously more inclusive of the majority English population. In addition, schools' acknowledgement that the complexity of teaching faced by the challenge of an increasingly diverse student population augments the need for teachers to collaborate in schools. Thus, the dialogue between different teacher populations has also become a necessity.
The QTPELL project feeds into, and is fed by, the increasing collaboration between university/school partnerships that address both the need to improve the quality of teaching personnel and the knowledge created by the partnerships. This knowledge base will serve to better inform teachers in dual language programs, in Spanish and non-Spanish LOTE, and for regular teachers working with ELLs, as it addresses the needs of the novice teacher... (read more)