At Brown University, students study education from a variety of disciplinary perspectives, including anthropology, economics, history, political science, psychology, and sociology. The faculty—social scientists, historians, and field-based experts—teach a wide array of undergraduate courses that comprise the Education Studies Concentration, lead two graduate programs (Master of Arts in Teaching and Urban Education Policy), and conduct research on important educational issues.
We are very excited to announce that the National Science Foundation has awarded a 5 year grant to Professor Dan Bisaccio and his colleagues Charles Steinhorn (Vassar College), Victor Donnay (Bryn Mawr), and Maria Rivera (Barnard College) for “Summer STEM Teaching Experiences for Undergraduates (TEU) from Liberal Arts Institutions”. The $2.2 million over 5 years TEU program will develop and test a model program that provides undergraduate STEM majors with an immersive summer experience in secondary mathematics or science education. Over five summers, a total of 120 undergraduates (24 per year) will be recruited from a network of 60 liberal arts institutions to take part in a 6-7 week program that integrates a high quality STEM discipline specific pedagogy course with a teaching practicum. Twelve students per summer will participate in a mathematics TEU program at Brown University and 12 will participate in a science TEU program at Trinity College.
Sixty liberal arts colleges and universities have committed to join this project as institutional partners. The majority of these institutions do not currently offer discipline-specific STEM pedagogy courses in their Education programs. The TEU pedagogy course will enhance participants’ discipline specific pedagogical knowledge and skills. In the practicum, which is tightly integrated with the course, participants will create and deliver lessons of their own design to local urban secondary students in a summer enrichment program. The teaching practicum will allow participants to apply the theories and strategies they are learning in their pedagogy course directly to classroom teaching. The TEU participants will be closely supervised in their teaching by master teacher mentors.
The high school students for the Brown TEU will be drawn from the Providence area and will be taking part in Brown Summer High School (BSHS). For the Trinity TEU, students will be the entire class of rising sophomores from the Hartford Magnet Trinity College Academy (HMTCA). Over the 5 years, roughly 1250 high school students will receive an enriching STEM experience through these programs. This project builds upon a highly successful TEU pilot project focused on math pedagogy held at Brown Summer High School in 2013 and 2014.
Assistant Professor of Education Mona Abo-Zena
Co-edited with Carola Suarez-Orozco and Amy Marks, http://nyupress.org/books/9780814770177/, was released this month. The volume takes a developmental approach that focuses on contexts, processes, and outcomes to understand this growing, diverse group of children and youth.
Welcome, New Dept. of Education Faculty!
Dr. Magdalena Gross, Lecturer in Education; Director of Social Studies Education
Magdalena H. Gross completed her PhD at Stanford University in International and Comparative Education. She earned her BA from the University of Chicago and an MAT (Elementary) as well as an MA in History. She taught eighth grade social studies and later became a teacher coach in New York City. Gross was a fellow at the Stanford Center for International Conflict and Negotiation and a Lecturer in Stanford Introductory Studies. She was recently recruited to work with a small group of international experts to complete a review of Holocaust and Genocide education studies for the International Holocaust Remembrance Alliance. Her work has appeared in the Journal of Curriculum Studies, History of Education Quarterly, International Perspectives on Education and Society, and other journals, as well as in online magazines, and reports. Over the last five years, she presented her work at numerous conferences in the US and around the world, including at the United Nations.
Gross examines the relationship between school knowledge and cultural knowledge of WWII in contemporary Poland. Most recently she completed a three-year research project that includes analysis of Polish textbooks, interviews with 60 Polish teachers, and research activities with 188 Polish public school students. She looks at representations of Jews and the Holocaust within the broader WWII narrative. She also considers the link between common narratives, teacher motivations, and student historical knowledge about controversial pasts. Although knowledge about the Holocaust and WWII in Poland are important in their own right, this work is linked to a more general issue: How young people understand controversial historic events illuminates how they understand themselves within the context of the nation and the world they live in.
EDUC 2080 Analysis in Teaching Social Studies/History
EDUC 1010 The Craft of Teaching
Dr. Joan Gujarati, Lecturer in Education; Director of Elementary Education
Prior to her appointment at Brown University, Gujarati spent five years in the School of Education at Manhattanville College in Purchase, NY where she began as an Assistant Professor of Childhood Education, teaching courses predominantly in childhood mathematics education, and then assumed the position of Associate Dean for Accreditation and Technology. Before receiving her EdD from Teachers College, Columbia University, she spent 15 years as an early childhood and elementary classroom teacher.
Her current research focuses on elementary teachers’ mathematics identity (their beliefs about themselves in relation to mathematics), and the relationship between their mathematics identity and their teaching practices. She is in the process of analyzing several years’ worth of mathematics autobiographies which teacher candidates wrote at the start of each semester in her mathematics methods courses. She want to probe what, if any, common themes emerge across these stories and how they can potentially impact the structure of mathematics methods courses in order to prepare teacher candidates for greater mathematics success and set them on more positive mathematics teaching journeys.
EDUC 2120 Practicum and Analysis Seminar in Elementary Education
Dr. Rachel Kantrowitz, Postdoctoral Fellow in International Humanities
Rachel Kantrowitz received her PhD in African History from New York University in May 2015. While at Brown University, she will be teaching courses in International and Comparative Education, working on her manuscript, and adding to her digital database of archival sources. Dr. Kantrowitz’s manuscript in progress, “Education for All: Development and Decolonization in Francophone West Africa”, examines a French development program in West Africa within the context of shifting stakes in Franco-African relations. A regional study of the international move towards mass education, “Education for All” explores debates about secular versus religious schools, changing the curriculum and language of instruction, and the relationship between education and development. Her work will appear in the March 2016 issue of Cahiers d’Etudes Africaines. She is looking forward to meeting Brown faculty and students as well as fully participating in the life of the Education Department.
EDUC 1030 Comparative Education: International Trends and Local Perspectives
Human Development - Open Rank Faculty Position
The Department of Education at Brown University is conducting an open-rank faculty search in human development to begin July 1, 2016. We invite scholars whose research focuses on human development from birth to young adulthood and whose work is clearly germane to education. Areas of interest in this search include human development scholarship as applied to cultural/ethnic factors, racial/ethnic identity, bilingual/literacy development, socio-emotional processes, parental socialization, or cognitive and neurological processes of development, though we welcome scholarship in other areas relevant to education. We invite individuals with an earned doctorate from any discipline who study human development broadly construed, including psychology, anthropology, sociology, family studies, and public health, among others. Senior scholars must demonstrate a successful record of research funding and refereed journal publication, and demonstrated excellence in teaching and advising undergraduates. Junior candidates must show promise of an active research agenda, have a demonstrated record of and interest in teaching undergraduates, and have an earned doctorate by the position start date.
Interested applicants are required to submit a letter of interest, curriculum vitae, and two writing samples. Junior applicants must submit three (3) confidential reference letters; Senior applicants must submit the names and contact information for at least five (5) referees, but should not submit letters at this time. Apply at http://apply.interfolio.com/30596. Review of applications will begin October 15, 2015 and continue until the position is filled or the search is closed. Questions about the positions can be addressed to Professor Tracy Steffes, Search Committee Co-Chair, at Tracy_Steffes@Brown.edu.
By Matthew A. Kraft and John P. Papay