DOCSLIB.ORG

Tctoday SPRING/SUMMER 2013 1 Supplementary Education, Edmund Health Profoundly Influence Learning, Gordon

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Tctoday SPRING/SUMMER 2013 1 Supplementary Education, Edmund Health Profoundly Influence Learning, Gordon TCThe Magazine of Teachers College,TODAY Columbia University 125YEARS OF BIG IDEAS Class Will Meet Outside Today / How Smart Can We Get? / Circle Time for Pre-K / Looking Beyond the Frame / Building the Village It Takes / Include Me In / Lost In Translation / Educating the Public about Public Education / Learning from the Rest of the World / Giving Peace Education a Chance / Taking the Pulse of the Community SPRING/SUMMER 2013 DEWEY OR DON’T WE? PRESIDENT’S LETTER When I was a Ph.D. student at TC during the 1970s my advisor Donna Shalala secured a tin shack on the roof of Dodge Hall where all her students would share offices and collaborate. I remember that rooftop shack fondly as a clubhouse where a fascinating mix of people gathered to share ideas and apply them to problems on the ground. I returned to TC as President in 2006 with the memory of that clubhouse – and of the College itself – as a place where brilliant people of all backgrounds and talents could break bread together. Not long afterward, Provost Tom James and I decided to realize that vision by instituting a series of “domain dinners” – gatherings organized around issues such as globalization, policy, and creativity and the imagination – where faculty from all departments could meet, argue, learn and plant the seeds for future collaborations. As you read this special 125th anniversary issue of TC Today, think of it as an extended domain dinner that bridges TC departments and disciplines and reaches across the decades to include the thinkers whose ideas continue to shape our work. At the table you will find our founder, Grace Dodge, earnestly conversing with our current great champion of www.tc.edu/tctoday SPRING/SUMMER 2013 1 supplementary education, Edmund health profoundly influence learning, Gordon. Seated nearby is Patty Smith Hill, academic performance and life chances and who helped found what is now the cannot be treated separately from the National Association for the Education of educational process; and the recognition Young Children (and who co-wrote the that the arts are valuable not only for how song that became “Happy Birthday to they reinforce other subjects but also You”), chatting with Sharon Lynn Kagan, because they are fundamental to the Co-Director of our National Center for development of imagination, empathy and Children and Families, about what it would understanding of the human condition. take to establish a full-fledged early Perhaps the most prominent guest at our childhood education system in this country. virtual dinner is John Dewey, whose name Joining them is Karen Froud, Director of appears in nearly every story in this issue. our Neurocognition and Language Lab, Dewey’s writings are vast and complex, and who is planning a study of the impact of by no means does TC, as either an preschool on the brain development of institution or a collection of individuals, young children. And right next to them, subscribe to his every thought. But the Margaret H’Doubler, who founded the field Deweyan concept that we learn from all of dance education while she was a student that we do – and that learning must at TC, and her fellow alumna Georgia therefore be as broad and rich an O’Keeffe are listening intently as current experience as we can make it – informs our faculty members Judith Burton (Art and work at nearly every level. Art Education) and Hal Abeles (Music In fact, as we stand at the threshold of Education) update them on the state of arts the next great era in education – when a funding in today’s public schools. confluence of new technologies, ideas, Each of you always has a seat at this research findings and educational practices special domain dinner. Membership in the promises to create learning experiences of TC clubhouse includes our 90,000 alumni incomparable richness – the question around the globe who put their TC facing us is: Dewey or don’t we? Do we or education to work every day to make the don’t we want all our children to grow up world a better place – and then bring back with the tools to be educated, empowered, new ideas and perspectives that inform our productive citizens? Do we or don’t we teaching and learning for future generations. want the United States to regain its While that dynamic process of change is standing as the best-educated nation in the continuously at play throughout our world? Do we or don’t we believe that history, the founding principles of TC education not only matters, but matters endure. They include: the need to better most of all? understand how people learn so that we The answer to all of these questions that can provide more effective teaching; the rings loud and clear throughout these pages belief that education really is the world’s is that here at Teachers College, yes, we do. great equalizer, and that all human beings But don’t take my word for it. Enter the deserve the same opportunities to learn clubhouse, take your seat at the table and and to achieve their fullest potential; the see for yourself. And by all means, feel free understanding that physical and emotional to join the conversation. susan fuhrman (ph.d. ’77) LOFI STUDIOS LOFI 2 SPRING/SUMMER 2013 www.tc.edu/tctoday CONTENTS Spring/Summer 2013 features MAXIMIZING HUMAN Class Will Meet Outside Today POTENTIAL Revisiting Lawrence Cremin’s vision of education beyond schools 20 How Smart Can We Get? What would a golden age of education really look like? 26 It’s Circle Time for Pre-K The pros and cons of making early childhood education a national priority 32 Looking Beyond the Frame The big picture on providing all kids with meaningful access to the arts 36 Putting Standards to the Test FINAL FINAL During the past 30 years, U.S. education has become increasingly poverty equity standards-driven. Are we getting anywhere? 42 Building the Villagei t takes2.0 There’s no single soluTion To The achievemenT 2.0 gap, buT a loT of soluTions, TogeTher, POVERTY/ jusT mighT do The Trick WHITE Building the Village It Takes 1.5EQUITY The solution to the achievement gap may be many solutions, together 50 By 1 siddharTha miTTer BLACK 0.5 Infographic by Thomas Ng INCLUSION/ 0 spring/summer 2013 www.tc.edu/tctoday www.tc.edu/tctoday spring/summer 2013 Include Me In 50 51 1970 1980 1990 2000 2010 TCToday_Spring13_WELL2_1305025.indd 50-51 DIVERSITY5/25/13 8:30 PM Special education students are increasingly being integrated into general education classrooms 58 Lost in Translation The United States is becoming a majority non-white nation. To truly level the playing field, non-whites will need to reclaim and recast their own narratives 64 CIVIC Educating the Public about Public Education ENGAGEMENT AND Former TC faculty member Donna Shalala makes the case for why GEOPOLITICS public schools matter 70 Learning From the Rest of the World In the global classroom, it’s time for the United States to pull up a chair 74 Giving Peace Education a Chance It takes sweat and tears to prevent bloodshed 82 WELLNESS Taking the Pulse of the Community Why promoting public health must be a grassroots effort 88 FRIEND OF TC Tending the House that Dodge Built As a descendant of TC’s founder, Board Co-Chair William Dodge Rueckert takes his family obligations seriously 92 LOFI STUDIOS LOFI Inside cover: Photographs by Heather Van Uxem Lewis 5 @tc TC TODAY 6 News@TC Tke magazine of Teachers College is produced by Celebrating all things 125; responding to Sandy’s devastation; and more the Office of Development and External Affairs at Teachers College, Columbia University. 17 First Editions Suzanne M. Murphy vice president, Though bed-bound, former New York State Commissioner of Education and development & external affairs TC faculty member Tom Sobol celebrates Dewey’s vision of life as education (Ed.M., Organization & Leadership, 1999; M.A., 1996) James L. Gardner associate vice president, 97 alumni news external affairs Clorinda Valenti 98 Alumni Association executive director, external affairs 99 Alumni Events 101 Class Notes TC TODAY staff 104 Alumni Awards Joe Levine 106 In Memoriam senior director, publications Heather Donohue director, operations alumni focus and special projects, external affairs 109 Jeff Glendenning Rebuilding the Social Order creative director Ellen Condliffe Lagemann is the latest in a proud line of TC civic educators Paul Acquaro director, 110 office of the tc web Smiling to Keep Learning (M.A., Instructional Technology, 2004) Saadia Khan is demonstrating that emotions have a major role to play Patricia Lamiell in education director, media relations Matthew Vincent 111 His Assignment: Help Close the Gap associate web editor (M.A., Art and Art Education, 2013) David Johns has spent his life thinking about improving education for African Americans. Now that’s his job at the White House Hua-Chu Yen web development specialist (Ed.D., Art and Art Education, 2009) 112 Progressing Beyond His Comfort Zone Kalena Rosario With World II, life at TC and beyond changed dramatically for administrative assistant Richard Alexander. So, ultimately, did he Rebecca Chad, Heather Smitelli editorial assistants Urania Mylonas TC Testimonials contributing writer Alumni, friends and admirers talk about what the College has Thomas Ng contributing art director meant to the world Pages 48, 49, 62, 63, 81, 87, 96 TC Today, Spring/Summer 2013 Volume 37, Number 2, Copyright 2013 by Teachers College, Columbia University TC Today is published twice per year by Teachers College, Columbia University. Articles may be reprinted with the permission THE JOY OF GIVING of the Office of External Affairs.
Load more

Recommended publications
  • Chapter 1: the Origins of Travelers’ Aid in England and the United States, 1885-1907………………………………………………………………....23
    SSStttooonnnyyy BBBrrrooooookkk UUUnnniiivvveeerrrsssiiitttyyy The official electronic file of this thesis or dissertation is maintained by the University Libraries on behalf of The Graduate School at Stony Brook University. ©©© AAAllllll RRRiiiggghhhtttsss RRReeessseeerrrvvveeeddd bbbyyy AAAuuuttthhhooorrr... On the “Border Line of Tragedy”: White Slavery, Moral Protection, and the Travelers’ Aid Society of New York, 1885-1917 A Dissertation Presented by Eric Carmin Cimino to The Graduate School in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in History Stony Brook University August 2012 Copyright by Eric C. Cimino 2012 Stony Brook University The Graduate School Eric Carmin Cimino We, the dissertation committee for the above candidate for the Doctor of Philosophy degree, hereby recommend acceptance of this dissertation. Nancy Tomes – Dissertation Advisor Professor, History Department Susan Hinely – Chairperson of Defense Lecturer, History Department Larry Frohman Associate Professor, History Department Amanda Frisken Associate Professor, American Studies Department SUNY College at Old Westbury This dissertation is accepted by the Graduate School Charles Taber Interim Dean of the Graduate School ii Abstract of the Dissertation On the “Border Line of Tragedy”: White Slavery, Moral Protection, and the Travelers’ Aid Society of New York, 1885-1917 by Eric Carmin Cimino Doctor of Philosophy in History Stony Brook University 2012 This dissertation examines the travelers’ aid movement of the late nineteenth and early twentieth centuries through a case study of the Travelers’ Aid Society of New York. Travelers’ aid was part of a larger movement for moral reform that arose as a response to social problems unleashed by industrialization, urban growth, and mass immigration.
    [Show full text]
  • Simsbury Free Library Quarterly Volume 21 Issue 4 Spring-Summer 2015
    Simsbury Free Library Quarterly Volume 21 Issue 4 Spring-Summer 2015 The Neighborhood House in Weatogue Part 2: Antecedents in the Work of Weatogue’s Three Ministers The preceding part of this article dealt with the founding of Weatogue’s Neighborhood House in 1905, the moving and refurbishing of the donated building and a sampling of the dinners and cultural programs given in the house. This second part will explore some of the events that preceded the founding of this institution, which was dedicated to the wellbeing of all residents of the community and town. In the early twentieth century, the Weatogue section of the town of Simsbury was fertile ground for the planting of an institution that had for its mission the assimilation of recent immigrants and the betterment of society's less fortunate peoples. Rev. Charles Pitman Croft and his wife Julia Mather Croft were the prime movers behind this effort, but they were substantially aided by many in Simsbury who had generous natures and either time or money to be of help. It was particularly fortunate that there were two other Protestant ministers living in close proximity, who, like Rev. Croft, were not pastors of any church, and who helped each other in their chosen civic projects. These were the Reverends Horace Winslow and D. Stuart Dodge and they arrived in Weatogue and Bushy Hill, respectively, in the early 1880s. Rev. Horace Winslow (1814-1905) was the eldest. Born in Massachusetts, he earned his Bachelor and Master of Arts degrees at Hamilton College in Clinton, New York, and attended the Theological Seminary at Auburn and the Union Theological Seminary in New York City.
    [Show full text]
  • Negotiating Competing Progressive Era Reform Impulses at Teachers College, 1889-1927 ______
    ____________________________________________________________________________ Negotiating Competing Progressive Era Reform Impulses at Teachers College, 1889-1927 ____________________________________________________________________________ Sonia Murrow, Brooklyn College Mary Rose McCarthy, Pace University Abstract This case study situates the evolution of Teachers College as a negotiation between two strands of Progressive Era social reform—one that emphasized direct service and one that emphasized the development of education as a profession. While in the early years of Teachers College efforts at professionalizing education were privileged, the conse- quences of this “victory” were ironic. Increased agreement that teaching and adminis- tering schools required expert knowledge and skill that could be acquired by specialized training enhanced the position of Teachers College, Columbia University and its reputation. However, ultimately neither teaching nor school administration achieved the status of an autonomous and self-regulating profession. This case study provides his- torical evidence that suggests that failure has left college and university based teacher education vulnerable to criticism from the “descendants” of direct service reformers and sheds light on contemporary challenges to teacher education. Keywords: history of education, teacher education, progressive era, professionalization On Feb. 22, 1923, over 1200 members of the Teachers College, Columbia University communi- ty gathered to celebrate the 25th anniversary of James
    [Show full text]
  • Testing Then and Now - Building on a Legacy in Educational Measurement, Assessment and Evaluation
    Testing Then and Now - Building on a Legacy in Educational Measurement, Assessment and Evaluation Monday, December 9, 2013 TESTING THEN AND NOW - BUILDING ON A LEGACY IN EDUCATIONAL MEASUREMENT, ASSESSMENT AND EVALUATION 1 Table of Contents ABOUT TEACHERS COLLEGE ______________________________________________________ 2 WELCOME FROM PRESIDENT SUSAN FUHRMAN _______________________________________ 3 AGENDA _____________________________________________________________________ 4 MORE ABOUT THE SESSIONS _____________________________________________________ 6 SPEAKERS ___________________________________________________________________ 7 ABOUT THE ASSESSMENT AND EVALUATION RESEARCH INITIATIVE-AERI ___________________11 ABOUT OUR PARTNERS _________________________________________________________11 The Department of Education, Policy, and Social Analysis (EPSA), Teachers College Institute for Urban and Minority Education (IUME), Teachers College The Gordon Commission RECENT AERI PUBLICATIONS _____________________________________________________13 1 About Teachers College Teachers College (TC), Columbia University is the oldest and largest graduate school of education in the United States. The College is perennially ranked among the best in the nation. Its name notwithstanding, the College is committed to a vision of education writ large, encompassing our four core areas of expertise: health, education, leadership, and psychology. TC sees its leadership role in two complementary arenas. One is as a major player in policy-making to ensure that schools
    [Show full text]
  • Fine Books & Manuscripts
    Fine Books & Manuscripts Including The Dodge Family Autograph Collection New York | October 23, 2019 Fine Books and Manuscripts Including The Dodge Family Autograph Collection, Natural History, Travel and Americana New York | Wednesday October 23, 2019, at 1pm BONHAMS BIDS INQUIRIES CLIENT SERVICES 580 Madison Avenue +1 (212) 644 9001 New York Monday – Friday 9am-5pm New York, New York 10022 +1 (212) 644 9009 fax Ian Ehling +1 (212) 644 9001 www.bonhams.com [email protected] Director +1 (212) 644 9009 fax +1 (212) 644 9094 PREVIEW To bid via the internet please visit [email protected] REGISTRATION Saturday, October 19 www.bonhams.com/25263 IMPORTANT NOTICE 12pm to 5pm Tom Lamb, Director Please note that all customers, Sunday, October 20 Please note that telephone bids Business Development irrespective of any previous activity 12pm to 5pm must be submitted no later than +1 (917) 921 7342 with Bonhams, are required to Monday, October 21 4pm on the day prior to the [email protected] complete the Bidder Registration 10am to 5pm auction. New bidders must also Form in advance of the sale. The Tuesday, October 22 provide proof of identity and Darren Sutherland form can be found at the back 10am to 5pm address when submitting bids. Specialist of every catalogue and on our Wednesday, October 23 +1 (212) 461 6531 website at www.bonhams.com 10am to 12pm Please contact Client Services [email protected] and should be returned by email or with any bidding inquiries. post to the specialist department SALE NUMBER: 25263 Tim Tezer or to the bids department at LIVE ONLINE BIDDING IS Junior Specialist [email protected] CATALOG: $35 AVAILABLE FOR THIS SALE +1 (917) 206 1647 [email protected] Please email bids.us@bonhams.
    [Show full text]
  • MORAL REFORM and the REGULATION of Ameripan SEXUAL BEHAVIOR in the NINETEENTH CENTURY
    EDUCATION FOR SEXUAL-MORALITY: MORAL REFORM AND THE REGULATION OF AMERIpAN SEXUAL BEHAVIOR IN THE NINETEENTH CENTURY by PATRICIA ANNE VERTINSKY B . A . (Hons), Birmingham University, 1963 M.Sc., University of California at Los Angeles, 1967 A DISSERTATION SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF EDUCATION in the Department of EDUCATION We accept this thesis as conforming to the requ i red standard THE UNIVERSITY OF BRITISH COLUMBIA November, 197^ In presenting this thesis in partial fulfilment of the requirements for an advanced degree at the University of British Columbia, I agree that the Library shall make it freely available for reference and study. I further agree that permission for extensive copying of this thesis for scholarly purposes may be granted by the Head of my Department or by his representatives. It is understood that copying or publication of this thesis for financial gain shall not be allowed without my written permission. Department of Jtb VC/h~nQ The University of British Columbia Vancouver 8, Canada Date !U&~MS /2 jIjrf ABSTRACT The introduction of sex education into the schools in the early years of the twentieth century represented a curious culmination of the hopes and aspirations of nineteenth century moral reformers. Though, for almost a century, they had repeatedly warned that ignorance and silence would not facilitate sexual purity, they had succeeded in developing measures for the dissemination of sexual knowledge which were, in many cases, as stringently circumscribed in content as had been the policy of silence. Under the assumption that the sex education movement can be better understood by giving more attention to the 'old regime', this study surveys the continuing endeavors of nineteenth century moral reformers to preserve a tradi• tional morality in the face of rapidly changing social con• ditions.
    [Show full text]
  • 2005 Review Report
    BOARD OF EXAMINERS REPORT N C A T E ___________________________________________________ National Council for Accreditation of Teacher Education ACCREDITATION VISIT TO: Teachers College, Columbia University New York City April 2-6, 2005 NCATE Board of Examiners Team: Kathleen deMarrais, Chair Hilary Freedman Albert Koppes Doreen Jankovich Jeanneine Jones Tina Marshall-Bradley Michael Morehead State Consultant: Richard Gervais Type of Visit First _X_ Continuing ___ Combination ___ Probation ___ Focused (on standard(s) not met) ___ 1 TABLE OF CONTENTS I. Introduction 4 II. Conceptual Framework 11 III. Findings for Each Standard Standard 1 16 Standard 2 31 Standard 3 41 Standard 4 47 Standard 5 56 Standard 6 63 IV. Sources of Evidence 72 V. Corrections to the Institutional Report 2 SUMMARY FOR PROFESSIONAL EDUCATION UNIT NCATE 2000 Standards Institution: Teachers College-Columbia University Team Findings Standards Initial Advanced 1 Candidate Knowledge, Skills, and Dispositions M M 2 Assessment System and Unit Evaluation M M 3 Field Experiences and Clinical Practice M M 4 Diversity M M 5 Faculty Qualifications, Performance, and M M Development 6 Unit Governance and Resources M M M = Standard Met NM = Standard Not Met 3 INTRODUCTION A. The institution Located on the upper west side of Manhattan in New York City, Teachers College, Columbia University, is an independent graduate and professional school of education, psychology, and health. It has been affiliated with Columbia University since 1898 but operates as a separate corporation with its own endowment, Board of Trustees, and president responsible for general oversight of its affairs and for its financial support. Teachers College draws its students from all over the United States and globally.
    [Show full text]
  • Expanding Educational Empires: the USA, Great Britain, and British Africa, Circa 1902-1944 Sarah Dunitz Submitted in Partial
    Expanding Educational Empires: The USA, Great Britain, and British Africa, circa 1902-1944 Sarah Dunitz Submitted in partial fulfillment of the requirements for the degree of the Doctor of Philosophy in the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2017 © 2017 Sarah Dunitz All rights reserved ABSTRACT Expanding Educational Empires: The USA, Great Britain, and British Africa, circa 1902-1944 Sarah Dunitz “Expanding Educational Empires” explores the interventions of American philanthropic foundations in educational programs for British Africa after the First World War. It reveals the extent to which a discourse of education – pedagogy and research – allowed American philanthropic groups, and the numerous governmental and nongovernmental organizations with which they cooperated, to shape the interwar British Empire, and institutionalize a colonial ideology that aligned with American corporate and cultural interests. American philanthropists portrayed these interwar colonial activities as benevolent, apolitical enterprises, glossing over the fact that their influence over the overlapping agencies with which they cooperated filtered easily into official organs of power. By the 1940s, when the Anglo-American partnership no longer served the interests of American-based global capital, American philanthropists performed an effortless volte-face against a mercantilist British Empire. They now found it expedient to invoke both their nation’s ingrained hostility to colonialism and their expertise in native affairs, which had been
    [Show full text]
  • WILLIAM E. and SARAH T. HOADLEY DODGE, JR., ESTATE) GATEHOUSE, 4695 Independence Avenue, Riverdale, the Bronx
    Landmarks Preservation Commission March 22, 2011, Designation List 440 LP-2396 GREYSTON (WILLIAM E. and SARAH T. HOADLEY DODGE, JR., ESTATE) GATEHOUSE, 4695 Independence Avenue, Riverdale, the Bronx. Built c. 1863-68; attributed to [James, Jr.] Renwick & [Joseph] Sands, architect. Landmark Site: Borough of the Bronx Tax Map Block 5924, Lot 480. On December 15, 2009, the Landmarks Preservation Commission held a public hearing on the proposed designation as a Landmark of the Greyston (William E. and Sarah T. Hoadley Dodge, Jr., Estate) Gatehouse and the proposed designation of the related Landmark Site (Item No. 4). The hearing had been duly advertised in accordance with the provisions of law. The president of the Cleveland H. Dodge Foundation, the property’s owner, opposed designation. Two people spoke in favor of designation, including a representative of the Historic Districts Council. Bronx Community Board 8 passed a resolution on February 9, 2010, to oppose designation. Summary The Greyston Gatehouse is a significant surviving component of the William E. and Sarah T. Hoadley Dodge, Jr., Estate, known as Greyston, located in the Riverdale section of the Bronx. A grey granite villa, Greyston was built in 1863-64 to the design of preeminent architect James Renwick, Jr., and his long-time partner, Joseph Sands. It is one of the city’s finest examples of a villa in the Gothic Revival style of the mid-19th century and is a designated New York City Landmark. The Greyston Gatehouse, built c. 1863-68, is a premier example in New York of the picturesque rural cottage style popularized by architectural theoreticians such as Andrew Jackson Downing and Calvert Vaux, though the design is undoubtedly by Renwick & Sands.
    [Show full text]