Research & Centers

Center for Multiple Languages and Literacies

The Center for Multiple Languages and Literacies (CMLL) focuses on the challenges occasioned by the multiplicity of languages and literacies in the 21st century. CMLL conducts and disseminates research on how different languages and literacies can be used as resources to advance human development, education, and intercultural understanding. CMLL also promotes dialogue across societies and groups through lectures, conferences, and the Internet. In addition, it supports educators in using research to inform practice. CMLL's work is elaborated in the context of a world characterized by greater flows of people, information, goods and services within and across national boundaries. CMLL is distinctive because of its emphasis on international and transcultural societies, with New York City as an expression of such a society, and its attention to educational systems, including schools, families, religious institutions, community centers, the workplace, and the media. 

Center on Chinese Education

The Center on Chinese Education, Teachers College Columbia University (CoCE) is aimed at contributing to a better understanding of education in China and to educational exchange between the United States and China. It seeks to achieve this mission through three categories of activities: research and development, education and training, as well as outreach and exchange. These activities will draw upon the historically special relationship between Chinese education and Teachers College, the interests and expertise of the faculty at Teachers College, as well as expertise and resources outside of Teachers College. Major funding for the Center's activities is provided by the Henry Luce Foundation and the Ford Foundation. Contact: Mun C. Tsang 

Elbenwood Center for the Study of the Family as Educator

The Elbenwood Center for the Study of the Family as Educator pursues various lines of systematic research and inquiry that bring the behavioral sciences to bear in illuminating the educational functions of the family and the relationships between the family and other educative institutions: schools, health and social service agencies, religious institutions, museums, libraries, the media. The Center's activities include research, conferences, symposia, seminars, and workshops. Current and recent topics considered at the Elbenwood Center include: social networks and educative styles of teenagers, the mediation of television by the family and television in cross-cultural perspective, family contexts of literacy, families and museums, family memories, multigenerational education, grandparents as educators, immigration, migration and family education. Faculty and students who participate in the Center come from various departments at Teachers College and elsewhere in Columbia University. The Center also maintains liaisons with other institutions through its projects and visiting scholars. Opportunities for pre-doctoral and postdoctoral research are available. An initial statement of the research agenda of the Elbenwood Center is set forth in the following volumes: The Family as Educator. Hope Jensen Leichter, (Ed.). New York: Teachers College Press, 1974. Families and Communities as Educators. Hope Jensen Leichter, (Ed.). New York: Teachers College Press, 1979. Contact: Hope Jensen Leichter

George Clement Bond Center for African Education

The Center for African Education promotes research and teaching about education, broadly defined, in Africa and the African Diaspora.

Harlem Schools Partnership

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.

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