2011 TC Research
Teachers College, Columbia University
Teachers College Columbia University

Research

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Erica Walker

Professional Background

Educational Background

B.S. (cum laude) in Mathematics, Spanish minor, Birmingham-Southern College
M.Ed. in Mathematics Education, Wake Forest University
Ed.M., Ed.D. in Administration, Planning, and Social Policy, Harvard University

Scholarly Interests

Racial and gender equity in mathematics education
Student persistence in advanced mathematics
Mathematics education policy

Selected Publications

"Student Voices: African Americans and Mathematics" (NCTM Yearbook)

Who can do mathematics? In Identifying and nurturing mathematically talented students (Houghton Mifflin). 

Getting to the Right Algebra: The Equity 2000 Initiative in Milwaukee Public Schools (Manpower Demonstration Research Corporation, co-author)

"Student Voices: African Americans and Mathematics" (National Council of Teachers of Mathematics Yearbook: Gender and Multicultural Equity in the Mathematics Classroom, co-author)

MSTM 4031: Number theory

Primes, composites, divisibility and factorization, congruence, historical topics.

MSTM 5010: Mathematics in the elementary school

Problems, issues, and methods in the teaching and supervision of elementary school mathematics.

MSTM 5020: Mathematics and multicultural education

Survey of mathematical topics and methods appropriate for multicultural and bilingual programs.

MSTM 5061: Research, Evaluation and Policy in Mathematics Education

Theory and methods of evaluating pupils and programs in the cognitive and affective domains. The roles of research and policy in evaluation of mathematics outcomes

MSTM 6500: Research seminar in mathematics education

Permission required. Research oriented seminars dealing with a variety of issues and leading to preparation of preliminary proposals for the doctoral dissertation. Required for doctoral students.

MSTM 6501: Research seminar in mathematics education

Permission required. Research oriented seminars dealing with a variety of issues and leading to preparation of preliminary proposals for the doctoral dissertation. Required for doctoral students.

Documents & Papers

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Centers and Projects

Community College Research Center
Website: http://ccrc.tc.columbia.edu/

The Community College Research Center (CCRC) was established in 1996 with support from the Alfred P. Sloan Foundation and is housed within the Institute on Education and the Economy (IEE). The main purpose of the CCRC is to frame critical questions concerning the fundamental purposes, problems, and performance of community colleges, and chart a course for strengthening scholarly research on the future of these important institutions.

'When we speak of the transition from school to work, we will be speaking more often of the community college,' says Professor Thomas R. Bailey, who is also Director of the Center. 'When we speak of retraining our nation's labor force, we will also be speaking more often of the community college.'

The Center has taken a broad and comprehensive view of the community college over the course of the grant, but focused primarily on the roles of community colleges in workforce and economic development. The specific purposes of the Center are to: (1) synthesize existing research on the roles community colleges have been playing and the extent and determinants of their effectiveness within those; (2) formulate and answer new research questions on important issues confronting the community college sector; (3) begin exploration of alternative policies and directions for community colleges; (4) attract new researchers to the field and solidify a network of community college practitioners and scholars; and (5) suggest directions for data collection. The Center draws on expertise from a national advisory panel of community college practitioners, policy makers, and research scholars. The Center funds fellowships to doctoral students who are interested in writing dissertations on community college issues. The fellowship recipients work at the CCRC and participate in research projects. Reports of research findings, occasional papers, and non-technical Briefs are available through the CCRC website, or for a nominal cost.



Harlem Schools Partnership
Website: http://www.tc.edu/hsp

The Harlem Schools Partnership (HSP) for STEM Education (Science, Technology, Engineering and Mathematics) is a collaborative effort of Teachers College (TC), and the Fu Foundation School of Engineering and Applied Science (SEAS) at Columbia University in association with the New York City Department of Education (NYC DOE) and with support from the General Electric Foundation.

The mission of the HSP is to improve STEM education by helping schools create rich environments for STEM teaching and learning.  We accomplish this through professional development that strengthens curriculum, increases teacher knowledge of STEM content and teaching practices, diversifies assessment of student learning, and ensures that English Language Learners are successful in STEM.  The intended outcome is that HSP schools will be models of excellence for STEM teaching and learning, and that participating teachers will become leaders and mentors for others at their schools and in the Department of Education.



National Center for Restructuring Education, Schools, and Teaching
Website: http://www.tc.edu/centers/ncrest/

The National Center for Restructuring Education, Schools, and Teaching (NCREST), established at Teachers College in 1990, supports restructuring efforts by documenting successful school improvement initiatives, creating reform networks to share new research findings with practitioners, and linking policy to practice.
NCREST works to develop understandings that help schools become: learner-centered by focusing on the needs of learners in decisions about school organization, governance, and pedagogy; knowledge-based, by restructuring teacher learning and professional development that are supported by disciplined inquiry; and responsible and responsive, by refocusing and re-inventing accountability and assessment practices.
Currently, NCREST is involved in a variety of projects including aligning curriculum and educational technology, Professional Development Schools, teacher learning, student assessment, the documentation of successful school reform efforts in elementary and secondary schools, and the development of local, state, and national policies that reflect the relationship of research and practice.
Jacqueline Ancess is the director of NCREST.


Erica Walker appeared in the following articles:

TC Wins Federal Innovation Grant to Prepare STEM Teachers (12/19/2013)

Putting Standards to the Test (6/26/2013)

OIA Helps Launch Indonesia STEM Project (5/30/2013 12:44:00 PM)

A Book as Diverse as its Topic (4/26/2013)

Changing the Odds for Math Success (12/7/2012)

Boosting the Numbers (5/20/2011)

Checks and Imbalances (5/11/2011)

Upper Manhattan Principals Meet with U.S. Education Official (9/10/2010)

Faculty Partners (5/27/2010)

Joining Forces (5/20/2010)

Technology as the Key to Math (5/20/2010)

Teachers College to Partner with 10 Public Schools in Harlem (6/30/2008)

A Celebration of Ideas and Values (1/22/2007)

Teachers College to Inaugurate Susan Fuhrman as Its Tenth President on January 31st, 2007 (12/14/2006)

Equity Symposium to Focus on NCLB at Midpoint (11/6/2006)

Newton's Appeal (9/18/2006)

Teachers College Joins with Math for America and Columbia University to Prepare Gifted Math Collegians to teach in New York City Schools (6/18/2006)

You Do the Math (1/13/2005)

Activism by the Numbers: Raising Math Consciousness in a Phobic Society (1/4/2005)

"Our Leaders Are Us": Harlem Student Activists Inspire Each Other (6/7/2004)

"Our Leaders Are Us": Harlem Student Activists Inspire Each Other (1/1/2003)

TC Welcomes New Members to the Faculty (10/1/2002)

Continuing to Repair the World (8/28/2002)

Minority Postdoctoral Fellows (11/1/2001)

President Levine and Interim Dean Vinz Discuss the State of the College-Before and After September 11 (10/1/2001)

TC Expert Source Guide (1/1/1900)