Dr. Ancess' research has focused on urban school reform, small schools, performance assessment, and accountability. During Jackie's more than 20 years in the New York City school system, she taught English in the South Bronx, became founding director of Manhattan East, a small junior high school in District 4, and was Director of Option Schools in Districts 2 and 3, where she was responsible for big school restructuring and small schools development. Her efforts at Manhattan East were awarded with the New York Alliance for the Arts Schools & Culture Award.
Ancess, J. (2008). Small Alone Is Not Enough: How Can Educators Recover the Purposes of Small Schools? Educational Leadership, (65),8, 48-53.
Ancess, J., Barnett, E., & Allen, D. (2007). Using Data to Inform the Practice of Teachers, Schools, and School Reform Organizations. Theory into Practice (46), 4, 325-333.
Ancess, J. & Allen, D. (2006). Implementing Small Theme High Schools in New York City: Great Intentions and Great. Harvard Educational Review. 76 (3).
Ances, 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. (2000). The Reciprocal Influence of Teacher Learning, Teaching Practice, School Restructuring, and Student Learning Outcomes. Teachers College Record, June.
Ancess, J. & Darling-Hammond, L. Inching Toward Reform in New York City. Creating New Schools: How Small Schools Are Changing American Education. New York: Teachers College Press.
Thomas Hatch is an Associate Professor at Teachers College, Columbia University and Co-Director of the National Center for Restructuring Education, Schools, and Teaching (NCREST). He previously served as a Senior Scholar at the Carnegie Foundation for the Advancement of Teaching where he Co-Directed the K–12 Program of the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) and established the Carnegie Knowledge Media Laboratory. He is also the founder of internationalednews.com, a twitter feed and blog that provides access to news and research on educational policy and educational change around the world.
His research includes studies of a variety of school reform efforts at the school, district, and national levels, and his current work includes a comparative study of accountability and school improvement policies in countries considered “higher” performing on international tests (Singapore, Finland, and the Netherlands) and “lower” performing countries (the United States and Norway). He is also involved in a variety of efforts to develop images of practice that take advantage of multimedia and the internet to document teachers’ expertise and build public understanding of high quality teaching.
His most recent book is Managing to Change: How Schools can Survive (and Sometimes Thrive) in Turbulent Times (Teachers College Press, 2009). A website accompanying the book provides links to key ideas, references, and related resources. His other books include Into the Classroom: Developing the Scholarship of Teaching and Learning (Teachers College Press, 2005); and School Reform Behind the Scenes (Teachers College Press, 1999).
Hatch, T. (in press). Innovation at the core: What it really takes to improve classroom practice. Phi Delta Kappan.
Hatch, T. (2013). Beneath the surface of accountability: Answerability, responsibility and capacity-building in recent educational reforms in Norway. Journal of Educational Change, 14 (1), 1-15.
Hatch, T. & Roegman, R. (2012). Out of isolation: Superintendents band together to improve equity and instruction in their districts. JSD, 33(6), 37-41.
Hatch, T. (2009). The Outside-Inside Connection. Educational Leadership, 67 (2), 16-21. (Reprinted in The best of Educational Leadership 2009-2010).
Hatch, T. (2009). Managing to Change: How Schools Can Survive (and Sometimes Thrive) in Turbulent Times. New York: Teachers College Press.
Hatch, T. (2009). The scholarship of teaching and web-based representations of teaching in the United States: Definitions, histories, and new directions. Educational Action Research, 17 (1), 63-78.
Hatch, T. & Grossman, P. (2009). Learning to look beyond the boundaries of representation. Journal of Teacher Education. 60, (1): 70-85.
Hatch, T. & Pointer Mace, D.(2007). Making teaching public: A digital exhibition. Teachers College Record.
Hatch, T.; White, M.; Raley, J.; Austin, K.; Capitelli, S. & Faigenbaum, D. (2005). Into the Classroom: Developing the Scholarship of Teaching and Learning. San Francisco: Jossey-Bass.
Dr. Elisabeth A. Barnett is the Associate Director of the National Center for Education, Schools and Teaching (NCREST) at Teachers College, Columbia University, and also affiliated with the Community College Research Center and the National Center for Postsecondary Research. She is project director for a research initiative designed to support the development of early college high schools and of projects related to college readiness and high school reform.
Dr. Barnett’s research interests relate to high school to college transition, early and middle college high schools, access to college, community colleges, workforce education, and international education. She has conducted or participated in research on summer bridge programs, middle and early college high schools, dual enrollment, International Baccalaureate initiatives, Tech Prep, career and technical education practices, and community college persistence.
Dr. Barnett received her PhD from the University of Illinois at Urbana-Champaign in Educational Organization and Leadership with a focus on higher education. She also has bachelors and masters degrees from the School for International Training and from the University of Texas at Austin.
Her publications include a co-edited volume of New Directions in Community Colleges entitled Academic Pathways to and from the Community College (with Bragg;Jossey-Bass Publishers), reports entitled Bridging the Gap: An Impact Study of Eight Developmental Summer Bridge Programs in Texas (NCPR, lead author), and Preparing High School Students for College: An Exploratory Study of College Readiness Partnership Programs in Texas(NCPR, lead author), and a guide for early college high schools entitled Ten Key Decisions in Creating Early Colleges: Design Options Based on Research.
Dr. Meesuk Ahn is Evaluation Director of the National Center for Education, Schools and Teaching (NCREST) at Teachers College. Dr. Ahn also worked as a senior researcher at the National Center for Schools and Communities (NCSC), Children and Families Institute for Research, Support & Training (Children FIRST), New Teacher Academy (NTA). Dr. Ahn’s research interests relate to early childhood literacy, financial literacy, instructional game design and technology, social network analysis, research methodology, teacher education and international education. Dr. Ahn received her PhD from University of London, in Curriculum, Instruction, Evaluation and Assessment.
Director of Research and Development
Dr. Fenot Aklog is NCREST’s Director of Research and Development and Co-Director of ICREST (the international branch of NCREST). Dr. Aklog also serves as an Adjunct Associate Professor in the International and Transcultural Studies Department at Teachers College, Columbia University where she teaches research methods and international education policy courses. Her interests relate to bridging the gap between research and practice at the school and classroom levels, survey research design and instrument development and education policy and planning technical assistance in middle and low income countries. Dr. Aklog received her Ed.D from Teachers College Columbia University in International Educational Development.
Linh (Phoebe) Doan is a research assistant at the National Center for Education, Schools and Teaching (NCREST). She earned her MA degree from Teachers College in 2013 and is currently finishing her Ph.D. degree there. Her research interests include high school to college transition as well as other assessment and testing issues.
Michelle Garcia is a Research Assistant for the National Center for Restructuring Education, Schools and Teaching. Her main research interest is in college access and completion for underrepresented students. Michelle received her bachelor’s degree from the University of California, Berkeley and is working on her master’s degree in Education Policy at Teachers College, Columbia University.
Senior Research Associate
Jennifer E. Kim is a Senior Research Associate at NCREST. She is currently leading several projects examining features and outcomes associated with schools and programs that offer college course-taking and readiness opportunities to high school students, both at the state and national levels. Ms. Kim’s research and policy interests include topics related to underserved student populations, college and career readiness, dual enrollment and middle/early college schools, school partnerships, and data use for continuous organizational improvement. Ms. Kim taught fifth grade for two years and her dissertation work, in the program of Sociology of Education at Teachers College, Columbia University, has focused on interorganizational relations between schools and external partners. She received her Bachelors in Sociology and Masters in Educational Policy, Planning, and Leadership, both from the College of William & Mary.
Emily Riddles is the program manager for the STEM Early College Partnership and NCREST’s strategic partnership with the Institute for Student Achievement. She is responsible with developing and maintaining reporting processes and tools across multiple projects, as well as for data collection, coordination of school reviews, and federal grant reporting. She also assists the Early College data projects.
Emily obtained a B.A. in Religious Studies from Indiana University and a MPA in non-profit management from the University of Michigan’s Rackham Graduate School where she was awarded the Rackham Fellowship.
Alyson Rumberger is a research assistant at the National Center for Education, Schools and Teaching (NCREST) at Teachers College, and is also a doctoral candidate, adjunct instructor, and intern supervisor at Teachers College, Columbia University. Alyson’s research interests include studying literacy and identity across school spaces.
Tina Siganporia is currently a Research Assistant for the Early College Data Project at NCREST. She previously worked as an Educator Coordinator with Success Academy Charter Schools. She has her master’s in Social and Cultural Psychology from the London School of Economics and Political Science.