About Us: Directors' Publications    

Jacqueline Ancess

Ancess, J., Barnett, E., & Allen, D. (2007). Using Data to Inform the Practice of Teachers, Schools, and School Reform Organizations. Theory into Practice (volume 46, Number 4, page 325-333.

Ancess, J. (2004). Snapshots of Meaning Making Classrooms. Educational Leadership.

Ancess, J. (2003). Beating the Odds: High School as Communities of Commitment. New York: Teachers College Press.

Ancess, J. (2001). "Making School Completion Integral to School Purpose & Design." Harvard Civil Rights Project & Achieve Inc. Conference on Dropouts.

Ancess, J. (2000). "The Reciprocal Influence of Teacher Learning, Teaching Practice, School Restructuring, and Student Learning Outcomes," Teachers College Record, June.

Ancess, J. and Darling-Hammond, L. (2000). Inching Toward Reform in New York City. Creating New Schools: How Small Schools Are Changing American Education. New York: Teachers College Press.

Ancess, J. (1997). "Urban Dreamcatchers: Launching and Leading New Small Schools." Small Schools, Big Imaginations: A Creative Look at Urban Public Schools, 1997 Cross City Campaign for School Reform.

Ancess, J. (1995). Inquiry High School: Learner-Centered Accountability at the Urban Academy, New York: NCREST.

Darling-Hammond, L., Jaqueline A. and Falk, B. (1995). Authentic Assessment in Action: Studies of Schools and Students at Work. New York: Teachers College Press.

Thomas Hatch

Hatch, T. (2009).The scholarship of teaching and web-based representations of teaching in the United States: definitions, history and new directions. Educational Action Research, 17(1), 63-78.

Hatch, T. (2009). Managing to Change: How Schools Can Survive (and Sometimes Thrive) in Turbulent Times. New York: Teachers College Press.

Hatch, T. & Grossman, P. (2009). Learning to look beyond the boundaries of representation. Journal of Teacher Education. 60, (1): 70-85.

Hatch, T., White, M.E. & Capitelli, S. (2005). Learning from teaching: What's involved in the development of classroom practice? Cambridge Journal of Education. 35 (3), 323-331.

Hatch, T., White, M.E. & Faigenbaum, D. (2005). Expertise, Credibility, and Influence: How teachers can advance the field. Teachers College Record. 107 (5).

Hatch, T., White, M.E., Raley, J., Austion, K., Capitelli, S. & Faigenbaum, D. (2005). Into the Classroom. San Francisco: Jossey-Bass.

Hatch, T., Ahmed, D., Lieberman, A., Faigenbaum, D., White, M.E., & Pointer Mace, D.H. (Eds.) (2005). Going Public with our Teaching.  New York: Teachers College Press.

Hatch, T. & Honig, M. (2004). Crafting coherence: How schools strategically manage multiple, external demands. Educational Researcher. 33 (8), 16-30.

Hatch, T. (2003). The 'Long Haul' or 'Boom or Bust'? Education Week. 23 (2): 32, 35.

Hatch, T. & Honig, M. (2003).   Getting beyond the 'one best system: Developing alternative educational approaches in the United States."   In K. Anderson-Levitt (Ed.) Local meanings, global school:   Anthropology and world culture theory. New York: St. Martin's Press.

Hatch, T. & White. N. (2002). The raw materials of reform: Rethinking the knowledge of school improvement. The Journal of Educational Change. 3 (2), 117-134.

Hatch, T. (2002). When improvement programs collide. Phi Delta Kappan. 83 (8), 626-634.

Hatch, T. (2001). Incoherence in the System: Three Perspectives on the Implementation of Multiple Initiatives in One District.  American Journal of Education 109, no. 4 (August):   407-437.

Hatch, T. (2001). It Takes Capacity to Build Capacity, Education Week 20, (22). February 14: 44, 47.

Hatch, T. (2000). What does it take to break the mold? Teachers College Record.

Hatch, T. (2000).   A fantasy in teaching and learning: Imagining a future for 'on-line' teaching portfolios.  Paper presented at the Conference of the American Educational Research Association. 

McDonald, J., Hatch, T., Kirby, K., Ames, N., Haynes, N. & Joyner, E. (1999). School reform behind the scenes.   New York: Teachers College Press.  

Hatch, T. (1998). The differences in theory that matter in the practice of school improvement, American Educational Research Journal 35, no. 1: 3-31.

Hatch, T. (1998). How comprehensive can comprehensive reform be? Phi Delta Kappan. 79, no. 7: 518-523.

Hatch, T. (1998). How community action contributes to achievement. Educational Leadership. 55, no. 8 16-19.

Hatch, T. (1997). Friends, Diplomats, and Leaders in Kindergarten: Interpersonal Intelligence in Play.
Emotional Development and Emotional Literacy. Edited by P. Salovey, & D. Sluyter. New York: BasicBooks.

Hatch, T. (1997). Getting specific about multiple intelligences. Educational Leadership 54, no. 6: 26-29.



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