Steinhardt Dean Mary Brabeck has announced fall 2009 promotion and tenure decisions. “These are faculty members who excel in research and teaching and contribute in important ways to their professions, the NYU and Steinhardt communities, as well as our local and global society,” Brabeck said.
Susan A. Kirch (Department of Teaching and Learning) is a science educator and a biologist whose research includes: investigations of teaching and learning science in urban elementary schools and studies of teacher learning in the areas of science and inclusion. Kirch, an associate professor, has participated in a variety of initiatives designed to bring teachers, K-12 students, educational researchers and scientists together to study access to science and the nature of scientific inquiry. She has published chapters and articles on school funding, inclusion, feminist pedagogy, co-teaching, and discourse in elementary school classrooms in journals such as Science Education, School Science and Mathematics, Cultural Studies of Science Education, and the Journal of Science Teacher Education. Kirch is currently the principal Investigator of ‘The Scientific Thinker Project, an exploratory study of teaching and learning the nature of scientific evidence in elementary school, which is funded by the National Science Foundation Discovery Research, K-12 program.
Promotion to Associate Professor with Tenure
Sarah Beck (Department of Teaching and Learning) studies the literacy development of adolescents in school contexts. Her research investigates how school contexts support adolescents’ purposeful, engaged learning about reading and writing. Beck’s work has been supported by grants from the Spencer Foundation as well as from the New York University and Steinhardt School’s Research Challenge Funds. She has published her findings in many journals, including Research in the Teaching of English, Educational Researcher, and the Journal of Literacy Research. Beck is the co-editor (with Leslie Nabors Olah) of Perspectives on Language & Literacy: Beyond the Here & Now (Harvard Educational Review, 2001).
Charlton McIlwain (Department of Media, Culture, and Communication) studiesissues related to the language and imagery of racial discourse in American political life, including how political candidates produce and deploy race-based persuasive appeals, how voters are affected by them, and how the news media frame their reporting of minority candidates and racial issues. McIlwain is co-author of the forthcoming book Race Appeal: The Prevalence, Purposes & Political Implications of Racial Discourse in American Politics (Temple, 2010), and co-editor of the forthcoming, Routledge Companion to Race & Ethnicity (Routledge, 2010). His work has also been published in the International Journal of Press/Politics, Semiotica, Journal of Black Studies, TAMARA Journal of Critical Postmodern Organizational Science, American Behavioral Scientist, and Communication Quarterly.
Christine McWayne (Department of Applied Psychology) studies how children’s early skills, parenting, family involvement, and neighborhood can affect low-income children’s social and academic competencies. Her community-based research has taken place in Head Start programs in New York City and Philadelphia, and her research has been published in many journals including, Developmental Psychology, Early Childhood Research Quarterly, Journal of Educational Psychology, American Journal of Community Psychology, and the Journal of Applied Developmental Psychology. McWayne has received funding from the National Institutes of Health, the Administration for Children and Families (USDHHS), and the Society for the Study of School Psychology to conduct research on parenting, family involvement, and low-income children’s school readiness.
Lisa Stulberg (Department of Humanities and Social Sciences in the Professions)
researchesthe politics of urban schooling, race and education policy, affirmative action in higher education, and school choice policy and politics. Stulberg is the author of Race, Schools, and Hope: African Americans and School Choice after Brown (Teachers College Press, 2008) and the co-editor (with Eric Rofes) of The Emancipator Promise of Charter Schools: Toward a Progressive Politics of School Choice (SUNY Press, 2004). She is also co-editor (with Sharon L. Weinberg) of the forthcoming Diversity in American Higher Education: Toward a More Comprehensive Approach (Routledge, 2011).
Promotion to Professor
Ricki Goldman (Department of Administration, Leadership, and Technology) is a media in learning theorist, a postmodern video ethnographer, software inventor, and co-director of the CREATE Lab. During her doctorate at the MIT Media Lab, Goldman created a tool and a method for exploring the nature of children’s learning in technology cultures. The ethnographic tool for digital video analysis, Learning Constellations™ (circa 1988), is currently being redesigned under the name, Orion™. The method, the Perspectivity Framework, addresses the epistemology, ethnography, evaluation and ethics of conducting digital video research. Goldman is the author of Points of Viewing Children’s Thinking: A Digital Ethnographer’s Journey (Erlbaum, 1998), co-editor of Learning Together Online: Research in Asynchronous Learning Networks (Erlbaum, 2005), and the lead co-editor of Video Research in the Learning Sciences (Erlbaum, 2007). She is a founding editorial board member of the International Journal of Computer-Supported Collaborative Learning, and has served as the associate editor of the Journal for Interactive Learning Research and as board member of the Journal of the Learning Sciences. Grants supporting her research were awarded by the National Science Foundation and the Sloan Foundation, as well as Canada’s Social Sciences and Humanities Research Council (SSHRC), Natural Science and Engineering Research Council (NSERC), Canada Innovation Fund, and the National Centers of Excellence in Telelearning Consortium where her software took first prize at its annual conference. Goldman has presented over a hundred papers nationally and internationally.
C. Cybele Raver (Department of Applied Psychology) directs NYU’s Institute of Human Development and Social Change. Her research focuses on young children and families facing economic hardship, and examines the mechanisms that support children’s positive outcomes in the policy contexts of welfare reform and early intervention. Raver and her research team currently conduct the Chicago School Readiness Project (CSRP), a federally funded RCT intervention. The Chicago School Readiness Project tests the impact of comprehensive teacher training and mental health consultation services on Head Start classroom processes, on young children’s self-regulation, and on their academic achievement later on in kindergarten and first grade. Raver has received a William T. Grant Faculty Scholar award as well as support from the Spencer Foundation, the MacArthur Foundation, the National Institutes of Health, and the National Science Foundation.