Carolyn J. (Carol) Benson, Associate Professor in International and Comparative Education at Teachers College, earned her Ph.D. in Social Sciences and Comparative Education from University of California Los Angeles in 1994. Trained as an elementary school teacher, she was a Peace Corps teacher trainer in Sierra Leone, West Africa and a Spanish-English bilingual teacher in California before going on to work as a technical assistant in multilingual education in a range of low-income countries. From 1998 to 2011 Dr. Benson was based at Stockholm University, first at the Centre for Research on Bilingualism and later at the Centre for University Teaching and Learning, meanwhile expanding her research and consulting in languages and literacies in the Southeast Asia/Pacific, Latin America and Africa regions. Her current work focuses on educational language policy and practice, gender and language, and multilingual curriculum development. Publications include the 2013 volume co-edited with Kimmo Kosonen, Language Issues in Comparative Education: Inclusive teaching and learning in non-dominant languages and cultures (Sense Publishers).
Christine B. Cha, Assistant Professor of Psychology and Education, earned her Ph.D. in Clinical Psychology from Harvard University, and completed her clinical internship at the Warren Alpert Medical School of Brown University. Her research focuses on psychological risk factors of suicide, and the development of suicide risk over the lifespan. Her related interests include the study of cognitive processes, such as attentional bias, implicit associations, and deficits in prospection and memory. She conducts her research through laboratory experiments, hospital-based data collection, and meta-analyses.
Sarah Cohodes, Assistant Professor of Education and Public Policy, earned her Ph.D. in Public Policy from Harvard University where she was also a doctoral fellow in the Multidisciplinary Program in Inequality and Social Policy at Harvard University and a research associate at the School Effectiveness and Inequality Initiative at MIT. She holds a B.A. in Economics from Swarthmore College and an Ed.M. in Education Policy and Management from the Harvard Graduate School of Education. Her research uses quantitative causal inference methods to evaluate programs and policies that have the potential to ameliorate achievement gaps. She is particularly interested in how young people and their families make choices about education and how school and college quality interact with those decisions.
Bob Fecho earned his Ph.D. in Reading, Writing, and Literacy from the University of Pennsylvania, his M.A. Ed. From Beaver College (now Arcadia University), and B.A. from the Pennsylvania State University. Since 1998, Bob has been a member of the faculty of the College of Education at the University of Georgia where, in addition to being a full professor, he has been a writing project director, program coordinator, and department head. His books include Teaching for the Students: Habits of Heart, Mind, and Practice in the Engaged Classroom and “Is This English?” Race, Language, and Culture in the Classroom, the latter of which received the James N. Britton Award (CEE/NCTE) recognizing exemplary studies published by English/language arts teachers. Bob has also received the Richard Meade Award for Education Research (CEE), as well as the Alan C. Purves Award (NCTE), which honors articles published in Research in the Teaching of English most likely to influence classroom practice. While at Teachers College, Bob will continue to focus on issues of language, identity, sociocultural perspectives, and dialogical pedagogy as they relate to adolescent literacy among marginalized populations.
Carol Scheffner Hammer, Professor of Communication Sciences and Disorders, earned her Ph.D. in Speech-Language Pathology from the University of Iowa, her M.A. from Northwestern University and her B.A. from Augustana College. Prior to joining the faculty at TC, Dr. Hammer was Professor and Chair of Communication Sciences and Disorders at Temple University (2009-2015) and a faculty member at Penn State University (1997 to 2009). Her research focuses on cultural and environmental influences on children’s language and literacy development, development and literacy of language assessments, and school readiness interventions, with an emphasis on Spanish-English dual language learners (DLLs). Dr. Hammer’s research has been funded by NIH-NICHD, US Department of Education – IES and Investing in Innovation, and ACF-OPRE. Currently, Dr. Hammer and her colleagues are developing a culturally informed intervention for Latina mothers to promote the language and literacy development of their DLL children and developing and testing a professional development program for preschool, kindergarten, and first grade teachers that is designed to foster the use of high quality language and literacy practices to promote children’s language and early reading outcomes. Additionally, Dr. Hammer and her colleagues are completing a randomized controlled trial of the preschool curriculum, Tools of the Mind, which focuses on preschool DLLs. She is a member of the Bridging the Word Gap Network funded by NRSA, past editor of the American Journal of Speech-Language Pathology, and a fellow of the American Speech-Language-Hearing Association.
Nicholas Limerick is an Assistant Professor of Anthropology and Education and International and Comparative Education. He is currently drafting publications from his dissertation, which is based on more than two years of ethnographic research on the politics and discourses of intercultural bilingual education in Ecuador. He is especially interested in the processes of transforming state institutions like schools through multilingualism and non-traditional educational practices linked to indigenous groups. His main research areas of interest include linguistic anthropology of education, sociopolitical movements and state relations, indigenous language and culture revitalization, multilingualism, citizenship, and non-traditional models of education. His research has received a Wenner-Gren Foundation for Anthropological Research Engaged Anthropology Grant, a National Academy of Education/Spencer Dissertation Fellowship, a Wenner-Gren Foundation Dissertation Fieldwork Grant, and a National Science Foundation Graduate Research Fellowship. He earned his PhD in anthropology and in educational linguistics from the University of Pennsylvania in 2015. His research is conducted in Spanish and in Quichua.
Ioana Literat, Assistant Professor in the Communication, Media & Learning Technologies Design program (Mathematics, Science & Technology), earned her PhD from the Annenberg School for Communication, University of Southern California. Her research examines participatory practices of collective creativity, as mediated by digital technologies. Although her work is rooted in communication and media studies, she takes an interdisciplinary approach to studying digital participation. Accordingly, her research so far includes explorations of participatory practices across a variety of domains: she has published, for instance, on participatory online art, participatory learning, participatory innovation, and participatory research methods. Investigating participatory practices across these socio-cultural spheres, Ioana is chiefly interested in the stakes of participation. Therefore, agency and empowerment – be it social, creative, civic or educational empowerment – represent core aspects of her engagement with participatory cultures. Prior to starting her PhD studies at USC, Ioana worked as the field coordinator of The Modern Story digital storytelling program, a grassroots project aiming to bridge the digital divide by introducing media literacy and filmmaking workshops in government schools in India.
Kelly A. Parkes. Associate Professor, Music and Music Education, Arts and Humanities. Dr. Parkes earned her Ph.D. from the University of Miami, FL, and her M. Mus. and B.A. from The Australian National University, Australia. Dr. Parkes has been an associate professor at Virginia Tech, VA, where she was the program leader for graduate music education studies in the School of Education. Dr. Parkes’ primary research interests are in music and music education assessment; measuring aspects within the applied studio, teaching readiness, professional dispositions, and reflective practices in pre-service teachers, in addition to teaching effectiveness and teaching quality. Her current research investigates the usability, reliability and validity of Model Cornerstone Assessments, used by K-12 teachers in a national study, to measure student learning of the new National Core Arts Standards in music.
Lori Quinn, EdD, PT, Associate Professor in the Motor Learning Program, Department of Biobehavioral Studies, earned her Ed.D. in Movement Sciences from Teachers College in 1996. She earned her M.A. and Ed.M. also from Teachers College, and B.A. from University of Connecticut in Physical Therapy. Dr. Quinn has most recently lived in London, UK, and was a Senior Research Fellow at Cardiff University, Cardiff, UK for the past 8 years. From 1996-2003, Dr. Quinn was an Assistant and then Associate Professor at New York Medical College, Valhalla, NY, in the Physical Therapy Program. Dr. Quinn’s current research is on developing clinical trials to assess the benefits of physical activity and exercise in people with neurodegenerative diseases, and specifically Huntington’s Disease. Dr. Quinn is also the co-author, alongside James Gordon, EdD, PT, of the textbook, Documentation for Rehabilitation: a guide to clinical decision making in physical therapy, with the 3rd edition due to be published this fall. Her related clinical and research interests are in the areas of goal setting for both adult and pediatric populations, interventions to facilitate motor learning in people with neurological diseases, and development of physical activity interventions in people with long term neurological conditions.
Rigoberto Marquez, Minority Postdoctoral Fellow, earned his Ph.D. in Education from the University of California, Los Angeles and was a Gerardo Marin Dissertation Fellow at the University of San Francisco, School of Education. He earned his M.A. from the University of Maryland, College Park and B.A. from the University of California, San Diego. Dr. Marquez has over seventeen years of experience building community support for policies affecting queer youth of color in schools and communities. In his dissertation, he examined the pedagogical practices and identity development of a group of Latina women known as Promotoras (or community health educators) who teach a LGBT workshop series in primarily Latina/o immigrant communities in Los Angeles. For the dissertation he explored how parents came to understand queer communities and how they learned to become allies to queer youth in their families, schools and communities. His related interests include developing critical theories of race, gender and sexuality in education, schooling experiences of queer youth of color, community engagement and advocacy, law and education and critical pedagogy.