Yvonne Thevenot is an educator-activist who believes that all students are capable of learning and that education can be used as a form of resistance against socio-economic marginalization. She is the founder and Executive Director of STEM Kids NYC, an education nonprofit organization that bridges the gap between current school curriculum and the immediate need for schools to prepare students for experiential STEM skills, particularly in Science, Computer Science and Engineering & Design, and for jobs that do not yet exist.
Yvonne has over 15 years of professional experience in Computer Science, as a Computer Programmer for Fortune 500 companies, as well as in K-12 education, where she has taught on the elementary and middle school levels, as well as alternative school/High School Equivalency levels. She holds a Bachelor of Science degree in Information Systems, a Master of Education degree from the University of Southern California, an Ed.M. in Curriculum and Teaching from Teachers College,and is currently a Ph.D. Student in the Mathematics, Science, and Technology program at Teachers College.
Yvonne is not only Publishing Editor for Current Issues in Comparative Education, but is also one for the newly revived education journal, Voices In Urban Education, housed at NYU. She has presented her body of work on culturally responsive STEM curriculum, as well as a new pedagogical construct that she co-founded, which is centered on feminism and critical race theory, and is called Sisterly Responsive Pedagogy, in numerous education conferences at Teachers College, as well as at Columbia University’s Women in Science at Columbia symposiums.
She is a hockey mom to her 16-year-old son, Blaise (named after the mathematician) and enjoys fitness boot camp and HIIT classes. She and her son currently reside in North Bergen, New Jersey.
Mariel Halpern is the Senior Editor and Board Administrator of Current Issues in Comparative Education (CICE). She started working with CICE in 2017 when she started her Ph.D. program in Cognitive Science in Education. Her program of research involves investigating and understanding how to best help adolescents think critically via scientific reasoning practices (e.g., argumentation and debate). Previously, while studying for her M.Ed. in Educational Psychology at Temple University, Mariel worked on several research projects on how to support college students’ motivational and cognitive processes in introductory science courses. Mariel’s broad based research background allows her to harness integrative approaches to research theory and practice by building on a number of existing ideas about learning in disparate strands of research (e.g., integrating findings from psychological development with motivation). She is particularly interested in understanding whether and how students come to value the things they do and learn in the classroom. When Mariel is not working, she enjoys exploring New York City.
Sarah Carey is a member of the CICE Editorial Board. She is pursuing her master's degree in Applied Linguistics at Teachers College, Columbia University. Previously, Sarah earned both her Bachelor of Arts in English and Master of Arts in Education, with an emphasis on English as a Second Language, from Georgetown College in Georgetown, Kentucky. Her research interests include bias against rural English dialects in the United States, dual-language programming in elementary education, and English language programming in East Asian schools. Sarah has taught as a Fulbright English Teaching Assistant in South Korea, and in various positions in China, Kentucky, and New York. In staying true to her Kentucky roots, Sarah was once a budding banjo picker during her teenage years but gave up the craft after determining that she would never become an overnight success.
Chanwoong Baek is a Ph.D. Student in Comparative and International Education. His research interests center on the sociological dynamics of the purpose and execution of education. In particular, he examines cross-national policy attraction and explores the reception, translation, and recontextualization of education policies in different countries.
Yu Bai is a Ph.D. student in Measurement, Evaluation and Statistics at Teachers College. She completed her MA at TC in May 2015 in Developmental Psychology. Her research interests center around developing and advancing testing models, focusing on Item Response Models and Cognitive Diagnostic Models.
Peter Bjorklund Jr. is a PhD Student in Education Studies at UCSD. He completed his ED. M. At TC in June 2016 in International Educational Development. While at TC his interests centered around education in emergencies and quantitative methods and his primary research interests center on teachers and teacher identity.
Lina Tianshu Guo is a Master student in Economics and Education at Teachers College. She completed her undergraduate degree in Operations Research from Columbia University. Her research interests include the returns to education and social skills in the labor markets, and evaluations on alternative teaching certifications in the teacher labor market.
Abhijit Tagade is a Masters student in Economics and Education program at Teachers College. His research interests are human capital theory, inequality, development and labor markets; in particular, exploring what causes economic inequality, and how education can alleviate it. His previous experience includes research in law and finance, economics of education, and radicalization.
Alexandra Tamiko Da Dalt is a graduate of the IED MA program. While at TC, her research interests included gender in conflict & post-conflict contexts, and environmental & sustainability education. Alexandra conducted research in Timor-Leste as fellow of the Weatherhead East Asian Institute & AC4, and is a recipient of the Morton Deutsch Award for Graduate Social Justice Paper.
Huan Wang is a post-doctoral researcher in Rural Education Action Program (REAP) at Stanford University. She earned her doctoral degree in Economics from Northwest University, China. Her research is focused on education in rural China and she is currently leading a project to deliver basic vision care interventions to Chinese schoolchildren in underprivileged areas.
Rachel Yang Zhou is a doctoral student in Economics and Education at Teachers College. She conducts quantitative research on the transitions from high school to college and the workforce, college persistence and performance, and the impact of financial aid programs on academic and labor market outcomes.