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Teachers College Welcomes Sixteen New Faculty

Sixteen new professors are joining the Faculty this academic year.

Together the new professors will enrich the TC curriculum and enhance the research and scholarship produced by Teachers College. Each brings to the College a wealth of practical experience in their fields, a record of distinguished scholarship, and a commitment to teaching and mentoring students.


Lori A. Custodero, Assistant Professor of Music Education, has a doctorate in musical arts from the University of Southern California. The focus of her research has been music learning in early childhood. Custodero taught courses in early childhood music education at Southern California and at the California State University at Northridge. She also presented a paper entitled Learning my Way: an investigation into the relationship between musical activities and flow experiences of 4- and 5-year-olds at the 1998 Music Educators National Conference. Among her published works are "Observing Flow in Young People's Music Learning" in General Music Today. Custodero also studies the incipient nature of musical experience and musical creativity across the lifespan.

Gregory W. Hamilton, Assistant Professor of English Education, is a Teachers College alumnus with an Ed.D. in English Education. His area of expertise is literature for young adolescents, specifically middle school readers and their relationship to young adult novels. He has taught elementary and middle school courses in language arts. Hamilton also served as an instructor of English Education at TC and was the co-coordinator of student teaching placements and supervision. His publications include "Reading Jack" and "Making Connections" both published in English Education. He also was curriculum coordinator at the Heritage School.

Christopher R. Higgins, Assistant Professor of Philosophy and Education, is another Teachers College alumnus. His Ph.D. is in philosophy and education. His scholarly interests include ethics, psychoanalysis and education, and the teacher-student relationship. He has been an instructor at TC. He served as a teaching assistant for courses taught by Maxine Greene, William F. Russell Professor Emeritus in the Foundations of Education. He is also a former conference coordinator for the Center for Social Imagination, the Arts and Education. His published work includes a forthcoming article in Philosophy of Education, "Transference Love from the Couch to the Classroom: A psychoanalytic perspective on the ethics of teacher-student romance."

Graeme L. Sullivan, Associate Professor of Art Education, has a Ph.D. from Ohio State University. His scholarly interests include cognition and artistic practice, research methods for arts disciplines and children's cognitive functioning. Sullivan will join the TC Faculty in January. He comes to Teachers College from the University of New South Wales in Australia where he worked on a statewide project to evaluate the primary school craft curriculum. He also worked on a committee that restructured the K-12 visual arts curriculum at the University. His published works include "Critical Interpretive Inquiry: A Qualitative Study of Five Contemporary Artists Ways of Seeing" in Studies in Art Education.


Madonna G. Constantine, Associate Professor of Psychology and Education, has a Ph.D. in counseling psychology from the University of Memphis. Her areas of expertise include multicultural issues in counseling, training and supervision as well as vocational and psychological issues in under- served populations. Constantine comes to TC from Temple University where she was Director of the Vocational Counseling Center. She was also an Associate Professor of Doctoral Training at Temple. As a member of Temple's Professional Development Schools program, she served as a consultant to inner-city elementary, middle and high schools in Philadelphia. Her publications include an article that is in press for the Journal of Counseling and Development, "Racism's Impact on Counselors' Professional and Personal Development: Implications for education, training and practice."

Lisa Miller, Assistant Professor of Psychology and Education, has a Ph.D. in clinical psychology from the University of Pennsylvania. Her fields of research are depression and substance abuse, related risk factors and protective factors from parent to offspring. Miller comes to TC from Columbia University's College of Physicians and Surgeons and Columbia-Presbyterian Hospital. She was an assistant professor in the Department of Child and Adolescent Psychiatry at Columbia. At the hospital, she worked in the child anxiety and depression clinic where she treated children and adolescents. She has also been an adjunct assistant professor at TC where she taught courses in child development and personality development. Her published works include "Religion and Offspring: Ten year follow-up of depressed mothers and offspring" in the Journal of the American Academy of Child & Adolescent Psychiatry.


Michelle G. Knight, Assistant Professor of Education, has a Ph.D. from the University of California at Los Angeles. Her scholarly interests are teacher education in urban schools, multicultural feminism and feminist pedagogy, and the social foundations of education. Knight comes to TC from California State University at Northridge where she was an adjunct faculty member. She taught "Schooling in American Society" and served as a teaching assistant at UCLA in courses on women's studies and curriculum development. Knight also used to teach English as a Second Language for the Oakland Unified School District in California. Her published works include "The Role of English in Anglophone Africa" for the Monterey Review.

D. Kim Reid, Professor of Education, has a Ph.D. in educational psychology from Temple University. Her areas of expertise are special education, assessment of students with special needs, social and individual forces on learning and cognitive approaches to learning disabilities. Reid is a former New Yorker, her first university faculty position was at New York University. She will join the TC Faculty in January. Reid comes to TC from the University of Northern Colorado where she was a Professor of Special Education and Coordinator of Women's Studies. Her publications include "Narrative Knowing: Basis for a school-university partnership" in Learning Disabilities Quarterly.


Stephen J. Silverman, Professor of Education, has an Ed.D. from the University of Massachusetts at Amherst. His scholarly interests include physical education and research methodology. He comes to TC from the University of Illinois at Urbana-Champaign where he was a Professor in the Department of Kinesiology and in the Department of Curriculum and Instruction. His publications include "Task Structures, Student Practice and Student Skill Level in Physical Education" in the Journal of Education Research and "The Unit of Analysis in Field Research: Issues and approaches to design and data analysis" in the Journal of Teaching in Physical Education.


Lawrence T. DeCarlo, Assistant Professor of Psychology and Education, has a Ph.D. in experimental psychology from the State University of New York at Stony Brook. His expertise is in psychological measurement and scaling, statistical methodology, repeated measures and categorical data analysis. He comes to TC from Fordham University where he was an Assistant Professor in its Psychometrics Program. Before he joined the faculty at Fordham, he was a Postdoctoral Fellow in the Division of Biostatistics at Columbia University. His publications include "Signal Detection Theory and Generalized Linear Model" in press for Psychological Methods.

Clea Fernandez, Assistant Professor of Psychology and Education, has a Ph.D. in educational psychology from the University of Chicago. Her research interests are the analysis of classroom processes with a special emphasis on cross-cultural comparisons, the psychology of learning from instruction, and teachers' theories of instruction and teacher development. Fernandez comes to TC from Classroom Inc., a not-for-profit organization in New York that develops computer-based simulations for middle- and high-school classrooms. She also was an Assistant Professor in the School of Education at Stanford University. Her publications include "Japanese and American Teachers' Evaluations of Mathematics Lessons: A new technique for exploring beliefs" in the Journal of Mathematical Behavior.


Mun C. Tsang, Professor of Education and Chair of the Department of International and Transcultural Studies, has a Ph.D. from Stanford University. His research interests include the cost and financing of education and training and the relationship between education, work, and technological change in a global economy. He comes to TC from Michigan State University where he was a Professor of Teacher Education and an economist. His publications include "Financial Reform of Basic Education in China" in the Economic of Educational Review and "The Impact of Surplus Schooling on Worker Productivity" in the Review of Educational Research.


Jay P. Heubert, Associate Professor of Education and Law, has an Ed.D. in administration, planning and social policy from the Harvard Graduate School of Education and a J.D. from Harvard Law School. His areas of expertise are legal issues in secondary and postsecondary education, equal educational opportunity, educational testing, law and school reform, sexual harassment and services for immigrants. He comes to TC from Harvard University where he was an Assistant Professor in its School of Education. He has served as chief counsel to the Pennsylvania Department of Education and as a lecturer at Harvard Law School. For five years, as a trial attorney in the Civil Rights Division of the U.S. Department of Justice, he litigated federal cases involving educational testing, employment discrimination, special education, and desegregation. He has also served as an advisory specialist on school desegregation in the School District of Philadelphia and taught high school English in rural North Carolina. His publications include two forthcoming works: "Schools Without Rules? Charter schools, federal disability law and the paradoxes of deregulation," in the Harvard Civil-Rights Liberties Law Review and Law and School Reform published by Yale University Press.

Elissa L. Perry, Assistant Professor of Psychology and Education, has a Ph.D. in organizational behavior and theory from Carnegie Mellon University. Her research interests are in the areas of bias in personnel decision making and organizational behavior, social cognition, diversity training and sexual-harassment awareness training effectiveness. Perry comes to TC from the University of Illinois at Urbana-Champaign where she was an Assistant Professor at the Institute of Labor and Industrial Relations. Her publications include "A Closer Look at the Effects of Subordinate-Supervisor Ages Differences," in the Journal of Organizational Behavior.

Dorothy Shipps, Assistant Professor of Education, has a Ph.D. in administration and policy analysis from Stanford University. Her scholarly interests include the history and politics of urban and state school reform, private interests in school governance and organizational and institutional analysis. She will join the TC Faculty in January. Shipps comes to Teachers College from the University of Chicago where she was a research associate in the Division of Social Sciences. Her research projects include evaluating the Chicago Annenberg Challenge and school system decentralization. Her publications include "The Invisible Hand: Big business and Chicago School Reform" in the Teachers College Record and "Corporate Involvement in School Reform" in Changing Urban Education.

James D. Westaby, Assistant Professor of Psychology and Education, has a Ph.D. in organizational and social psychology from the University of Illinois at Urbana-Champaign. His areas of expertise include work attitudes and motivation, organizational change and development, job search and reemployment and customer satisfaction. He comes to TC from New York University where he was a Visiting Assistant Professor in the Department of Psychology. His publications include "Factors Underlying Behavioral Choice: Testing a new reasons theory approach" in the Journal of Applied Social Psychology.

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