|
Note: The LDI completed most of its programs in 2003. The archived
information below lists some of the Office of School Partnerships
affiliates over the years.
Ethan Cancell, Snowden International High School
Ethan is a sixth year advanced doctoral student in Administration,
Planning, and Social Policy. Bob Schwartz is his advisor. Prior
to attending HGSE, Ethan taught High School English for four years,
and ran an SAT preparation course and tutoring service. His research
focus is on teacher expectations, especially in the current context
of a standards-based accountability system. Ethan taught middle
school math, high school English and ESL. Most recently he has taugth
the secondary school teacher preparation and Education Policy
at Dartmouth College. He is Snowden's whole-school change coach.
As Snowden's LDI Consultant he assists the administrative team with
its restructuring effort which addresses, its core function--teaching
and learning. He has worked with administrators, teachers and students
to reduce the achievement gap between white students and students
of color, while raising all students performance on the MCAS and
Stanford 9.
Linda Clark, Elihu Greenwood Elementary School
Linda, a fourth year doctoral student in Learning and Teaching,
used a Spencer Foundation Apprenticeship Grant during the 2000-2001
academic year to continue her work on a research project collaborating
with teachers using protocols to support Looking at Student Work
as part of a classroom-based inquiry process.Prior to returning
to graduate school, she was a teacher and building administrator
in the Ithaca City School District (NY) for ten years and a teacher
in elementary and middle schools in Evanston, IL, for six years.
She holds masters degrees from National-Louis University (Writing,1991)
and Harvard Graduate School of Education (Learning and Teaching,
1999).
Linda's interests include the development and implementation of
collaborative processes in the areas of school governance and assessment;literacy
development, with a concentration on writing; and science, with
an emphasis on designing "discovery" style learning environments
and identifying community resources to enhance the elementary science
curriculum.
Laural Dyson, Holmes Elementary School
Laural is an advanced doctoral student in the Urban Superintendents
Program of the Administration, Planning and Social Policy Department.
She completed her Ed.M. degree at HUGSE after many years as an administrator
in the Newark, N.J. Public Schools. She
completed her internship for Urban Superintendents with the Plainfield
Public Schools. Laural has a background in educational psychology
and special education and received an M.A. in Educational Psychology
from Montclair State University. She also served as Director of
Children's Ministries and The Learning Center for Christ Church
in Montclair, N.J.
Adriana Katzew, Brighton High School
Adriana is a third year doctoral student in Learning and Teaching.
Her areas of research consist of looking at how photography, video
and film are critical means for youth of color to develop a voice
and a cultural identity, as they undergo the processes of empowerment
and resistance. Adriana initially got interested in this topic while
teaching photography to Latino children in Philadelphia's barrio.
Adriana comes to HGSE with a background in: History and Literature
from Harvard College, a year as a visiting photography student at
The Rhode Island School of Design, and a Law degree from the University
of Pennsylvania School of Law.
Kurt Laakso, Mary E. Curley Middle Academy
Kurt is an advanced doctoral student in Administration, Planning,
and Social Policy. His research over the past few years has focused
on the civic mission of schools in a "market culture."
He is currently examing the importance of informal interactions
between adolescents and adults within public high schools, particularly
in light of the recent rash of violence in suburban settings. In
addition to serving as a consultant with the Boston-Harvard Leadership
Development Initiative, Kurt has been a supervisor with HGSE's Teacher-Education
Program, a TF with the Field Experience Program, and a TF for Professor
Pedro Noguera's course on urban education. Before
joining HGSE's doctoral program, he taught English for four years
at Newburyport High School. In August 2001, he will take over as
Division Head of the English and fine arts programs at Elk Grove
High School in Elk Grove Village, Illinois.
Stephen Mancini, Shaw Elementary School
Stephen Mancini is a first year doctoral student in the Harvard
Graduate School of Education's Administration, Planning and Social
Policy (APSP) program. Steve is a Massachusetts certified social
studies teacher, having received a masters in Teaching and Curriculum
from Harvard in 1993. Following graduation from Harvard, Steve taught
social studies at Concord Carlisle High School in Concord, Massachusetts
from 1993 to 1998. In 1999, Steve joined the U.S. Department of
Education as special assistant to the Assistant Secretary for Elementary
and Secondary Education.
While an undergraduate at Amherst College in Amherst, Massachusetts,
Steve founded an organization called Students for Educational Equality
(SEE). Through SEE, Steve established a tutoring program for inner-city
elementary school students in the Holyoke Public Schools. Following
graduation from Amherst College with honors in 1990, Steve taught
English-as-a-Second-Language at a secondary school in Gliwice, Poland
through the World Teach program.
Ethan Mintz, Curriculum Consultant
Ethan is an advanced doctoral student in Administration, Planning,
and Social Policy at the Harvard University Graduate School of Education.
A former actor and educator in the New York City public schools,
his current research focuses on how drama is used as a method of
action-based education in schools and communities. He has also conducted
quantitative research on racial diversity in schools and its effects
on student achievement, and qualitative research on leadership and
school culture in popular urban public schools. Ethan has been co-chair
of the editorial board of the Harvard Educational Review, and is
co-editor of The Complex World of Teaching: Perspectives from Theory
and Practice published by the Harvard Educational Review. Currently,
Ethan is a Curriculum Consultant with the Boston-Harvard Leadership
Development Initiative of HGSE's Office of School Partnerships.
Elana Peled, Boston Latin Academy
Elana Peled is completing her third year of doctoral studies in
the Language and Literacy specialization of the Human Development
and Psychology program at Harvard Graduate School of Education.
Her research interest is the acquisition of written academic discourse
in college students deemed underprepared for academic work. A native
of California, Elana holds a Bachelor's Degree in English Literature
from the Hebrew University of Jerusalem, a master's degree in English
Composition from San Francisco StateUniversity, and a certificate
in teaching post-secondary reading, also from SFSU. She has taught
college-level writing and reading to both undergraduate and graduate
students.
In addition to her work with the LDI, Elana is also a writing coach
in the Boston Public Schools. An owner of two cats, Elana's interests
also include Insight Meditation, Iyengar Yoga, swimming, hiking,
gardening, and of course, reading.
Anthony Pope, Quincy Elementary School
Anthony is a doctoral student in APSP, Urban Superintendency
Program. He completed his Ed.M. degree at HUGSE in APSP and holds
an Ed.M. in Educational Administration from Houston Baptist University.
Anthony's undergraduate focus was in Psychology and History. He
completed his Superintendent's internship in Rochester, N.Y. He
has also served as a middle and high school teacher and as an Assistant
Principal at both the elementary and high school levels in Texas.
Anthony served as a member of the Texas Assessment of Academic Skills
(TAAS) management team. He has also coached football and basketball.
Carol Sills Strickland, Dearborn Middle School
Carol has completed four years as the LDI Consultant for the Dearborn
School. A fifth-year doctoral student in Learning and Teaching at
the Harvard Graduate School of Education, Carol is interested in
the relational aspects of educational environments that engage adolescents
in learning. She draws on her experiences as Project Director of
a family-school-community partnership initiative, educational research
analyst, and Assessment Consultant for a summer enrichment program,
as well as her active involvement in schools as a parent, to inform
and enrich her current work.
George Smith, Mendell Elementary School
George is a third year doctoral student in APSP, Elementary and
Secondary Education. He is interested in the interrelationship of
social psychology and education. His current research interests
include how social status affects group dynamics with a particular
focus on skewed group interaction. He has served as a Teaching Fellow
for Leadership in organizations and Adolescent Development in Schools.
George has also worked as a Middle School Specialist for the Cambridge
Public Schools, and is currently serving as a second year board
member of the Harvard Educational Review.
John Yun, Curriculum Consultant
John is an advanced doctoral candidate in Education Policy Research
at the Harvard University Graduate School of Education. He graduated
from Brown University with a Bachelor's degree in Physics and from
Ohio University with a Master's degree in Physics Education. His
current research focuses on issues of economic equity in education,
specifically, patterns of school segregation
during the past 10 years, the educational differences between private
and public schools, and the effect of school funding on educational
outcomes. He has conducted research related to alternative funding
plans, charter schools, and site-based management. Mr. Yun is a
former San Antonio high school science teacher and solicitations
editor at the Harvard Educational Review. He is the author of several
articles and book reviews, as well as co-editor of the book, The
Complex World of Teaching: Perspectives from Theory and Practice
published by the Harvard Educational Review. He is currently working
with HGSE's Office of School Partnerships as a Curriculum/Testing
Consultant for the Boston Public Schools.
Office of School Partnerships • Harvard Graduate School of Education
44 Brattle Street, Third Floor
Cambridge, MA 02138
phone 617-496-4822 • fax 617-495-1863 |
|
