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

Research

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Celia Oyler

Professional Background

Educational Background

Ph.D., (Curriculum and Instruction: Curriculum Theory & Design), University of Illinois, Chicago;  M.Ed., (Consulting Teacher/Learning Specialist Program), University of Vermont ; B.S., (Special Education), Southern Connecticut State College

Scholarly Interests

Classroom-based collaborative research on issues of social justice, equity, and accessible pedagogy; inclusive education; teacher education

Selected Publications

BOOKS

Oyler, C. (2012). Actions speak louder than words: Social action as curriculum. New York: Routledge.

Oyler, C., and the Preservice Inclusion Study Group (2006). Learning to teach inclusively: Student teachers' classroom inquiries. Mawah, NJ: Lawrence Erlbaum Associates.

Oyler, C.  (1996). Making room for students: Sharing teacher authority in Room 104. New York: Teachers College Press.

BOOK CHAPTERS

Oyler, C. (2011). Preparing teachers of young children to be social justice-oriented educators. In A. L. Goodwin, & B. Fennimore (Eds.) Promoting social justice for young children: Facing critical challenges to early learning and development. New York: Springer.

Goodwin, A. L, & Oyler, C. (2008). Teacher educators as gatekeepers: Deciding who is ready to teach. In M. Cochran-Smith, S. Feiman-Nemser, & D. J. McIntyre (Eds.), Handbook of research on teacher education: Enduring issues in changing contexts. Association of Teacher Educators.

JOURNAL EDITOR

Narrating disability: Pedagogical imperatives. (2006). Guest editor of special issue of Equity and Excellence in Education, 39(2).

ARTICLES

Oyler, C., & Fuentes, C. (2012). Leadership for rich learning in high poverty schools. Journal of Special Education Leadership, 25(1), 18-27.

Oyler, C. (2011). Teacher preparation for inclusive and critical (special) education. Teacher Education and Special Education, 34(3), 201-218.

Oyler, C., Agarwal, R., Epstein, S., Oppenheim, R., Sonu, D. (2010). From ideal to practice and back again: Beginning teachers teaching for social justice. Journal of Teacher Education.

Oyler, C. (2008). Full citizenship requires curricular change. The Sophist's Bane, 4(1 & 2), 81-87.

Epstein, S., & Oyler, C. (2008) "An inescapable network of mutuality:" Building relationships of solidarity in a first grade classroom. Equity and Excellence in Education, 41(4), 406-416.

Schultz, B. & Oyler, C. (2006). We make this road as we walk together: Sharing teacher authority in a social action curriculum project. Curriculum Inquiry, 36(4), 423-451.

Hamre, B., & Oyler, C. (2004). Preparing teachers for inclusive classrooms: Learning from a collaborative inquiry group. Journal of Teacher Education, 55 (2), 154-163. [co-authored, names listed in alphabetical order]

Oyler, C., , G., & Lozada, P.  (2001). Silenced gender: The construction of a male primary educator. Teaching and Teacher Education, 17, 367-379.

Delaney, M., & Oyler, C. (2001).  Online expeditions.  Social Studies and the Young Learner, 13(3), 6-9.

Oyler, C. (2001, Spring).  Democratic classrooms and accessible instruction. Democracy and Education, 14(1)28-31.

Hinchman, K., & Oyler, C.  (2000). Us and them: Finding irony in our teaching methods.  Journal of Curriculum Studies, 32(4), 495-508. [fully co-authored, names listed in alphabetical order]

Oyler, C.  (2000). Extending narrative inquiry.  Curriculum Inquiry, 31, 77-88.

Kesson, K, & Oyler, C.  (1999). Integrated curriculum and service learning: Linking school-based knowledge and social action.  English Education, 31(2),133-146. [fully co-authored, names listed in alphabetical order]

Oyler, C. & Becker, J. (1997).  Teaching beyond the progressive-traditional dichotomy: Sharing authority and sharing vulnerability.  Curriculum Inquiry, 27, 453-467.

Oyler, C., & Barry, A. (1996).  Urban first graders intertextual connections in the collaborative talk around information books during teacher-led read-alouds. Language Arts, 73, 324-239.

Oyler, C.  (1996). Sharing authority: Student initiations during teacher-led read-alouds of information books.  Teaching and Teacher Education, 12, (2), 149-160.

Contino, P. & Oyler, C.  (1995). Reaching beyond ourselves. Teaching Education, 7 (1), 63-71. [fully co-authored, names listed in alphabetical order]

Pappas, C. & Oyler, C. (1993).  Collaborating with teachers developing integrated language arts programs in urban schools.  Language Arts, 70, 297-303.

ENCYCLOPEDIA ENTRIES

Oyler, C, & Broderick, A. (2009). Inclusive education. In the C. Kridel (Ed.), Encyclopedia of Curriculum Studies, Sage.

BOOK REVIEWS

Oyler, C. (2006). Reading Eric Rofes, a book review of Status quo or status queer: A radical rethinking of sexuality and schooling. Encounter, 19(4), 1-3.

Oyler, C.  (2001). Disability and community capacity: A review of Teaching Children with Down Syndrome: Toward an understanding of possibility.  Encounter, 14(1), 64-67. 

 


principal publications

honors and awards

    American Educational Research Association, Special Interest Group on Narrative and Research, 2008 Outstanding Narrative Methodology Article (We make this road as we walk together: Sharing authority in social action projects).

    Teachers College Student Senate Award for Excellence: Service to the Teachers College Community, 2005.

    American Educational Research Association Women Educators Award, 1999, for outstanding contributions to issues of equity.

    American Educational Studies Association, Outstanding Book Award, 1997 (Making room for students).

    Profiled as an exemplary multicultural/global teacher educator in: Merryfield, M. (1995). Making connections between multicultural and global education: Teacher educators and teacher education programs.  American Association for Colleges of Teacher Education.

C&T 4123: Curriculum and Instruction in Elementary Education

Permission required. An introduction to teaching, learning, and curriculum in elementary classrooms, including: learning processes, instructional planning, child observation and assessment, classroom management and environments, working in urban, diverse, and inclusive settings, and culture and community. The course emphasizes the relationship between theory and practice, and supports students in the development of self-analytic, reflective, and problem solving skills. Special fee: $100.

C&T 4124: Curriculum development in elementary education

Permission required. Continuation and extension of C&T 4123, with an emphasis on curriculum design issues, standards, and multi-level curriculum development. Students work in teams to develop multi-grade/age curriculum.

C&T 4143: Multicultural social studies in the elementary and middle school

Permission required. Teaching, learning, and curriculum development in social studies including a critical examination of content and methodology, current practices and issues, state, and professional standards. Materials fee: $20.

C&T 4900: Research and independent study: Curriculum and teaching

Masters degree students undertake research and independent study under the direction of a faculty member.

C&T 6502: Studies in curriculum and teaching

Permission required. Integrating seminar provides an opportunity for students to discuss issues and questions fundamental to the field of curriculum and teaching.

C&T 6900: Directed research and theory development in curriculum and teaching

Permission required.

C&T 8900: Dissertation advisement in curriculum and teaching

Individual advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see section in catalog on Continuous Registration for Ed.D. degree.