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


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Michael D. Preston

Professional Background

Educational Background

B.A.. Harvard University
Ph.D., Teachers College, Columbia University

Scholarly Interests

Arguments & critical thinking
Cognitive development
Multimedia analysis
Teacher learning

Selected Publications

Preston, M. D. (2010). Examining student thinking through video analysis. Educational Technology 50(1), 23-27.

Ginsburg, H. P., Cami, A. E., and Preston, M. D. (2010). Inquiry practices: How can they be taught well? In N. Lyons, Ed., The Handbook of Reflective Inquiry (pp. 453-472). New York: Springer.

Lee, J. S., Ginsburg, H. P., and Preston, M. D. (2007). Analyzing videos to learn to think like an expert teacher: Early childhood mathematics education graduate courses. Beyond the Journal (web edition of Young Children, NAEYC), July 2007.

Ginsburg, H. P., Jang, S., Preston, M. D., VanEsselstyn, D., & Appel, A. (2004). Learning to think about early childhood mathematics education: A course. In C. Greenes & J. Tsankova (Eds.), Challenging young children mathematically (pp. 40-56). Boston: National Council of Supervisors of Mathematics.

Centers and Projects

Columbia Center for New Media Teaching and Learning
Website: http://ccnmtl.columbia.edu

In partnership with the faculty as content experts, the Center is committed to advancing the purposeful use of new media and digital technologies in the educational programs of Columbia University. We are committed to ongoing evaluation of the efficacy of our work within the University.