| Name (click for Bio Data) |
Courses | Institution | |
|---|---|---|---|
| Rene Arcilla | A&HF 4680 Ethical Issues in Educational Practice | New York University, NY | ra45@nyu.edu |
| James Dean Brown | A&HL 4901 Survey Research Design | University of Hawaii | brownj@hawaii.edu |
| Christine Casanave | A&HL 4905 Critical Reading in TESOL and Applied Linguistics | Adjunct Professor, Teachers College Columbia University (Japan) | casanave@redshift.com |
| Jerry Gebhard | A&HL 4086 Observation | Indiana University of Pennsylvania | jgebhard@iup.edu |
| A. Lin Goodwin | C&T 4052 Designing Curriculum and Instruction | Associate Professor in Curriculum and Teaching, Teachers College, NY | alg25@columbia.edu |
| ZhaoHong Han | A&HL 4008 Interlanguage Analysis | Teachers College, NY | zhh2@columbia.edu |
| Nancy Lesko | C&T 4002 Curriculum Design and Sociology | Associate Professor, Department of Curriculum & Teaching, Teachers College, NY | lesko@ exchange.tc.columbia.edu |
| Elite Olshtain | A&HL 4087Second Language Acquisition in the Classroom A&HT 4905 Current Themes in SLA and Interlanguage Studies |
Professor of Applied Linguistics, School of Education, Hebrew University, Israel | |
| Dr. Celia Oyler | C&T 4161 The Teacher: Researching and Narrating Teaching | Associate Professor of Education, Curriculum & Teaching Teachers College, Columbia University. | |
| Frances Schoonmaker | C&T 4161 The Teachers | Professor of Education, Department of Curriculum and Teaching, Teachers College, NY | schoonmaker@ exchange.tc.columbia.edu |
| Graeme Sullivan | A&HG 4081 Arts and Education | Associate Professor, Department of Arts and Humanities, Teachers College, NY | gs354@columbia.edu |
| Cally L. Waite | A&HF 6575 Visions of Teachers and Teaching | Teachers College, NY | cw186@columbia.edu |
Dr. Rene Arcilla is a Professor of Philosophy and Education at Teachers College in New York and holds a B.A. and Ph.D. in education from the University of Chicago. His work has focussed on exploring questions joining metaphysics, pragmatism and liberal education. He is very interested in current issues about multiculturalism in education.(top)
James Dean ("JD") Brown, professor on the graduate faculty of the Department of Second Language Studies at the University of Hawaii at Manoa, specializes in the areas of language testing, curriculum design, program evaluation, and research methods. He has taught extensively in France, the People's Republic of China, Saudi Arabia, Japan, Brazil, Venezuela, and the United States (in California, Florida, and Hawaii). He has served on the editorial boards of the TESOL Quarterly, JALT Journal, and Language Testing as well as on the TOEFL Research Committee, TESOL Advisory Committee on Research, and the Executive Board of TESOL. In addition to numerous book chapters and articles in TESOL Quarterly, TESOL Matters, Language Learning, Language Testing, Modern Language Journal, JALT Journal, The Language Teacher, System, and RELC Journal, he has published a number of books, among them: Understanding Research in Second Language Learning: A teacher's guide to statistics and research design (Cambridge, 1988); The Elements of Language Curriculum: A systematic approach to program development (Heinle & Heinle, 1995); Language Testing in Japan (with Yamashita, JALT, 1995); Testing in Language Programs (Prentice-Hall, 1996; also translated into Japanese by Wada, Taishukan Shoten publishers); Using Surveys in Language Programs (Cambridge, 2001), and New Ways of Classroom Assessment (TESOL, 1998). (top)
Christine Pearson Casanave (Ph.D. Stanford University, 1990)taught at Keio University's SFC campus from 1990 to 2003. She taught courses in Qualitative Classroom Research and Writing Methods and Practicum at Teachers College in Tokyo from 1994 to 2003, and was MA project advisor from 1992-1994. She is now working as an adjunct for Teachers College from her base in California, and in the fall 2004 will be visiting professor at Temple University in Tokyo. Her areas of research and publication concern academic literacy and the professional development of language educators. Her latest books are: Writing Games: Multicultural Case Studies of Academic Literacy Practices in Higher Education (Lawrence Erlbaum, 2002), Writing for Scholarly Publication: Behind the Scenes in Language Education, co-edited with Stephanie Vandrick (Lawrence Erlbaum, 2003), and Controversies in Second Language Writing (University of Michigan Press, 2004).(top)
Professor Gebhard took his present position in the Graduate Programs in Writing and TESOL at Indiana University of Pennsylvania (IUP) where he has taught for the past seventeen years and served as the Director of the MA TESOL Program for a number of years and taught in the doctoral program in Composition and TESOL. His most recent new book (with Robert Oprandy, 1999) is titled Language Teaching Awareness: A Guide to Exploring Beliefs and Practices, and is published by Cambridge University Press. Other books include one published with the University of Michigan Press (1996) and titled, Teaching English as a Foreign or Second Language: A Self-development Guide. This book was developed out of teaching EFL and working with teachers in Japan, Thailand, China, and Hungary over a decade, as well as teaching ESL and teacher education courses in the United States.(top)
A. Lin Goodwin is Associate Professor of Education and Co-director of the Pre-service Program in Childhood Education in the Department of Curriculum and Teaching at Teachers College, Columbia University. She has a B.Sc. with honors from Central Connecticut State University, and an M.A., Ed.M. and Ed.D. from Teachers College. Dr. Goodwin's research and writing focus on the connections between teachers' identities and their development; between multicultural understandings and curriculum enactments; and on the particular issues facing Asian and Asian American teachers and students in U.S. schools. Her publications include "Racial identity and education" in AERA's Review of Research in Education (co-authored with Carter), "Multicultural stories: Pre-service teachers' conceptions of and responses to issues of diversity" in Urban Education, and "Voices from the margins: Asian American teachers' experiences in the profession" (co-authored with Genishi, Asher and Woo). She is also the editor of the book, Assessment for equity and inclusion: Embracing all our children. In honor of her work and contributions to the theory and practice of multicultural education, she recently received the Distinguished Scholar award from the American Educational Research Association's Committee on the Role and Status of Minorities in Educational Research and Development. Dr. Goodwin serves as a consultant and staff developer to a wide variety of organizations including school districts, philanthropic foundations, higher education institutions, and professional educational organizations around issues of diversity, educational equity, assessment and teacher education. Her work in multicultural curriculum development has taken her throughout Europe and Asia where she has collaborated with teacher education faculty, school administrators and teachers to bring about school and curriculum reform.(top)
Dr. ZhaoHong Han is Associate Professor of Linguistics and Education in the TESOL Program of Department of Arts and Humanities at Teachers College, Columbia University. Her research interests include second language learnability, and the interface of second language acquisition and second language teaching. She has published extensively in Applied Linguistics journals such as Applied Linguistics, Foreign Language Annals, ITL Review of Applied Linguistics, International Journal of Applied Linguistics, International Journal of Bilingual Education and Bilingualism, Language Teaching Research, RELC Journal, Second Language Research, and TESOL Quarterly. She is also the author of Fossilization in Adult Second Language Acquisition (Multilingual Matters). Dr. Han is the recipient of the 2003 TESOL Heinle and Heinle Distinguished Research Award, as well as a recipient of numerous outstanding teaching awards. She has also served as Chair of the Research Interest Section of TESOL (http://www.tesol.org), an international education association for teachers of English to speakers of other languages.(top)
Professor Lesko grew up in the midwestern part of the U.S. and got interested in teaching as an outgrowth of social protest for change in the 1960's. She studied international affairs, political science, history, and economics and became a middle school and high school social studies teacher. She taught social studies for about five years before entering a doctoral program in Curriculum and Instruction at the University of Wisconsin-Madison. Her dissertation was an ethnographic study of girls in a Catholic high school and how they negotiated the contradictory teachings to be high-achieving individuals and to be egalitarian members of the inclusive school community. She has done numerous studies of other secondary schools, both public schools and alternative schools, such as those for young mothers. She has an abiding interest in understanding how adolescents are talked about and treated in school programs. Her recent research has examined gender issues in schooling and her edited book is Masculinities at School. She has also recently published a socio-historical study of how adolescence was constructed in developmental psychological terms and the connections with the making of white, middle-class masculinity and nation. The book is Act your age! A cultural construction of adolescence. Her current research project in NYC involves working with middle school students on multimedia for social action projects, primarily digital filmmaking, in which they investigate a local issue of concern to them. Her summer teaching in Tokyo grows out of her interest in popular culture as an important arena of informal education that has potential for enriching school curriculum (top)
Elite Olshtain (Ph.D.), University of California (1979) teaches Second Language Acquisition, Discourse Analysis, Course Design and Policy Making, and Classroom Oriented Research at the Schools of Education at Hebrew University and Tel Aviv University in Israel. She is presently also the Director of the NCJW Research Institute for Innovation in Education in the School of Education at Hebrew University. Elite Olshtain established the MA in Language Teaching at Tel Aviv University and headed it for ten years. From 1984 to 1989 she was Head of Teacher Education and from 1990 to 1992 she was Dean of the School of Education at Tel Aviv University. Her research focuses on language acquisition, language attrition, discourse analysis and curriculum development. She co-authored a book with Marianne Celce-Murcia on Discourse, Context and Language Teaching (2000), and has also co-edited Language, Identity and Immigration with G. Horezcyk, (2000), published by Jerusalem: Magness Press. Elite Olshtain first taught in the Columbia MA in TESOL program in Tokyo in 1992, and has been teaching every year from1998 to 2004.(top)
Professor Celia Oyler earned a Ph.D. in Curriculum Theory and Design from the University of Illinois at Chicago in 1993. Before that she taught for 15 years in elementary, middle school and high school classrooms in various regions of the United States. Celia is excited about returning to Japan to teach as she is a 1974 graduate of Canadian Academy in Kobe; it was here that her deep and abiding interests in pottery and Zen Buddhism were first sparked. (top)
Frances Schoonmaker is Professor of Education in the Department of Curriculum and Teaching at Teachers College, Columbia University. She received her Ed.D. from Teachers College, Columbia University in 1983, her M.A. from George Peabody College, Vanderbilt University in 1972. Professor Schoonmaker came to academe with 15 years of public school teaching experience and has written extensively on the teacher's role in curriculum decision making and the historical and contextual factors that have supported and impeded this role.(top)
Dr. Graeme Sullivan is an Associate Professor of Art Education, in the Department of Arts and Humanities, Teachers College, Columbia University. Graeme joined the faculty in January, 1999. He is a former Senior Lecturer in Art Education, College of Fine Arts, University of New South Wales, Australia where he taught since 1988. He received his Ph.D. from The Ohio State University, Columbus Ohio in 1984. Graeme received the 1990 Manual Barkan Memorial Award from the National Art Education Association (NAEA) for his scholarly writing. He was the recipient of the 1999 Ken Marantz Distinguished Alumni Award from The Ohio State University. His recent research involves an ongoing investigation of transcognitive practices in the visual arts. In 1998 he produced a CD-ROM titled Critical Influence that documents the art practice of two contemporary Sydney artists as they prepare work for an exhibition. Graeme is the author of Seeing Australia: Views of Artists and Artwriters and numerous published articles on art education. He is the current Senior Editor of Studies in Art Education, the research journal of the NAEA. (top)
Dr. Stephen J. Thornton is Associate Professor of Social Studies & Education at Teachers College, Columbia University in New York City. From Australia, he holds a BA (Hons.) and an MA in History from the University of Newcastle and a Diploma of Education from Mitchell College. He received an AM and PhD in Social Studies Education from Stanford University in California. Thornton taught grades 7-12 history and English in an Australian boarding school for six years. His research interests concern how we can engage teachers and students with worthwhile social studies curriculum, especially geography and history. In addition to dozens of articles and chapters, he is the author of Social Studies That Matter, which will be published by Teachers College Press later this year and the co-editor of The Curriculum Studies Reader (New York: Routledge, 1997), a new edition of which will be out this summer.(top)
Dr. Cally Waite earned her Ed.D. from Harvard University, her MA from Stanford University, and her BA from New College. She is an assistant professor of history and education at TC. Her research was entitled, "Permission toRemain Among Us; Education for the Black Community of Oberlin Ohio". Her research interests are primarily in 19th century higher education. Her secondary field of inquiry is the history of teaching. This is based on her own career as a high school social studies teacher in San Francisco. This is her second visit with the TESOL Tokyo program. During her last visit, she developed a love of Sumo. She is looking forward to sharing another summer of learning experiences in Tokyo.(top)