Meet the Faculty and Staff

Marjorie Siegel

Marjorie is Co-Director of the Literacy Specialist program and Professor in the C&T Department.  

Marjorie’s classroom-based research aims to expand what counts as literacy and what matters in literacy education. Her exploration of new possibilities for literacy curriculum and teaching has focused on multimodal literacies, content area literacies (especially mathematics), and children’s lived experiences with mandated curricula. Her work has appeared in many professional journals, including Language Arts and Reading Research Quarterly. She is the co-author of Reading Counts:  Rethinking the Role of Reading in Mathematics Classrooms and Critical Thinking: A Semiotic Perspective.

Lucy Calkins

Lucy is a Robinson Professor of Children’s Literature and the Founding Director of Teachers College Reading and Writing Project.  She is Co-Director of the Literacy Specialist program.

Lucy’s research centers around the intersection of school reform, professional development and the teaching of reading and writing. She is the author/co-author of several score of books on reading and writing. She and her colleagues in the Project are currently helping approximately 1,000 schools across New York City and the nation lift the level of their literacy instruction. Her newest work involves assessment-based instruction and curriculum development in reading.

Maria Paula Ghiso

María Paula’s research focuses on the literacy learning of urban and immigrant students, with a particular focus on young children’s writing, responses to literature, and bilingual practices. She has scholarship published or accepted in professional journals such as Language ArtsAnthropology & EducationThe NRC Yearbook, and Reading Research and Instruction. She has also co-authored a chapter in the upcoming Handbook of Children’s and Young Adult Literature. María Paula was a pre-school and dual language elementary teacher in New York City and has worked extensively with teachers in national and international professional development contexts.

 

Hareem Atif Khan

Hareem received her Ed.M from Teachers College. She taught at literacy institutes and helped develop literacy curricula in Jordan, Saudi Arabia, Pakistan and the United States. She has worked as a writer and staff developer with Teachers College, through the Reading and Writing Project as well as the Center for Policy Research in Education. Her work with global education development projects includes the creation of texts and materials for emergent readers in Urdu as well as capacity building for teachers and university professors across Pakistan. She is co-author of Constructing Curriculum: Alternate Units of Study in the Units of Study Teaching Reading Series, 2010.

Amy Tondreau

Amy is a doctoral student in the Department of Curriculum & Teaching at TC. Her research interests include the impact of mindset and agency on writing identity and development, as well as teachers’ writing lives and writing identity development. Amy received her M.Ed. in Reading from Rhode Island College and her B.A. in Elementary Education and Communications from Boston College. Before coming to TC, Amy taught upper elementary grades in Massachusetts for seven years and served as an adjunct instructor and co-director of the Rhode Island College Summer Reading Clinic. Amy has also taught at City College and is a staff developer at the Teachers College Reading and Writing Project.

Amy Fabrikant-Eagan

Amy Fabrikant-Eagan received her BA from Vassar College and MA from Teachers College, Columbia University. For over 25 years, Amy has worked with students and teachers as a classroom teacher and literacy leader. She is the author of many published articles as well as When Kayla Was Kyle, a picture book which honors the experience of gender non-conformity and strengthens anti-bias teaching in the classroom. Amy also works with schools and districts around critical literacy and issues of social justice. She is the Co-Director of GLSEN NNJ and is a frequent speaker at national conferences on Progressive Education, LGBTQ+ Advocacy, Access, and Equity in Education.

Kelsey Darity

Kelsey is a third-year doctoral student in the Department of Curriculum and Teaching at TC. Her research interests include literacy and place-based pedagogies. Kelsey received an M.A.T. in Middle Grades Education and a B.S. in Marketing from Clemson University in Clemson, South Carolina. Prior to enrolling at TC, Kelsey taught middle school English and social studies for four years and served as Social Studies Department Chair. Kelsey also works with Teaching Residents at Teachers College, a grant-funded residency teacher education program housed at TC, as well as with the Teacher Education Policy Committee.

Kara Fischer

Kara received her undergraduate degree in psychology from Reed College and her M. Ed. from the University of Florida. She worked as a classroom teacher and tutor before joining TC’s Literacy Specialist program as a fulltime student. Since then, she has taught third and fifth grade in two TCRWP-affiliated schools in NYC. She has also worked with the Reading/Writing Project as a writer and has pilot tested new TCRWP units in her classroom. She is currently teaching fifth grade ICT at PS 267.

Heather Michael

Heather comes to TC from Halifax, Nova Scotia, Canada where she was a teacher and International Baccalaureate Coordinator at a suburban public school. Heather’s research interests center on adolescent identities as they pertain to academics, community leadership, gender, research and global engagement. In addition to being a doctoral student in the Department of C&T, she also works as a staff developer for TCRWP.

 

 
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