Contributors

Advisory Board

David Anderson, Vice President, Working !n Support of Education (W!SE)

Lloyd Bromberg, Director of School Programs (Retired) at Federal Reserve Bank of New York

John S. Irons, Research and Policy Director, Economic Policy Institute

Henry M. Levin, Ph.D., William H. Kilpatrick Professor of Economics & Education at Teachers College, Columbia University

Susan D. Miller, Economics Teacher, NYC’s Eleanor Roosevelt High School

Joseph Peri, President, Junior Achievement of New York

Mark Schug, Ph.D., Professor Emeritus and Director, University of Wisconsin-Milwaukee Center for Economic Education

Robert A. Sunshine, Deputy Director of the Congressional Budget Office

Phillip VanFossen, Ph.D., James F. Ackerman Professor of Social Studies Education at Purdue University.

 

We wish to thank the Peter G. Peterson Foundation, Peter G. Peterson, Michael Peterson, David Walker, Susan Tanaka and Lia Macko for their financial and intellectual support of this project. We are grateful to the President, Susan H. Fuhrman, and the Provost, Thomas James, of Teachers College, Columbia University for their inspiration and ongoing support. We thank our partners at NCREST, especially, Professor Thomas Hatch and Grazyna Hulacka, and the terrific team at the EdLab of the Gottesman Libraries, led by Professor Gary Natriello and Hui Soo Chae.

Project Leaders

Anand R. Marri, (marri at exchange.tc.columbia.edu) an associate professor at Teachers College, Columbia University, serves as the principal investigator for the Understanding Fiscal Responsibility project. His research focuses on civic education, economics education, and social studies education. In addition to authoring several chapters, his work has appeared in journals such as Action in Teacher Education, New Educator, Social EducationSocial Science Docket, The Social StudiesTeachers College RecordUrban Education, and Urban Review. He has also contributed articles to CNN and the New York Times. He has received over $4.5 million in grants from organizations such as Carnegie Corporation of New York, the Joyce and Daniel Cowin Foundation, the Peter G. Peterson Foundation, the Spencer Foundation, the U.S. Department of Education, and the Woodrow Wilson International Center for Scholars.

Maureen Grolnick (grolnick at tc.edu) is an educational consultant who managed the Levees curriculum project at Teachers College. She was a high school principal for many years and has a particular expertise in social studies curriculum and instruction.

Curriculum Authors

Meesuk Ahn, the Project/Evaluation Director at the National Center for Restructuring Education, Schools, and Teaching (NCREST), Teachers College Columbia University, has nearly two decades of experience in educational research, curriculum development/evaluation and professional development of teachers and other educators, and has worked in Ministry of Education, Korea and University of London, England.

Aviv Cohen is a PhD student in the Social Studies program at Teachers College, Columbia University concentrating on the issue of civic education. Previous to arriving to the USA, Aviv coordinated the MA program at the Gilo Center for Citizenship, Democracy and Civic Education at the Hebrew University of Jerusalem, Israel.

Margaret Smith Crocco is Professor of Social Studies and Education at Teachers College, Columbia University. She spent eight years teaching high school history and government in New Jersey, and has taught history, American Studies and Women’s Studies at colleges in Pennsylvania, Maryland, and Texas.

Shakealia Finley is an Atlanta native who has followed both her parents into the education profession. A first year doctoral student in the Teaching of Social Studies, Shakealia’s emphasis is in Economics. She hopes to develop a social studies curriculum for Special Education students.

William Gaudelli is Associate Professor of Social Studies and Education at Teachers College, Columbia University.  His research areas include global education, dynamic visual texts, curriculum theory, and teacher development.

Thomas Hatch is an Associate Professor at Teachers College, Columbia University and Co-Director of the National Center for Restructuring Education, Schools, and Teaching (NCREST). His work includes studies of large-scale school reform as well as a variety of efforts to use multimedia and the internet to document teaching and share teachers’ expertise.  His latest book is Managing to Change: How Schools can Survive (and Sometimes Thrive) in Turbulent Times (Teachers College Press, 2009).

Robert Shand is a PhD student in the Economics and Education Program at Teachers College, Columbia University. A former high school economics and government teacher, his research interests include teacher development and effectiveness, human capital in education, cost-benefit analysis of educational programs and interventions, and college readiness and success among recent immigrant students.

Tang Heng is a doctoral student at Teachers College with a keen interest in curriculum studies, teacher education, evaluation and international education. Over the past ten years, she has worked with learners from pre-school to adults in public and private organizations both domestically and internationally.

Louise Kuklis is a recently retired teacher from Edgemont High School in Scarsdale, NY.  Louise has participated in numerous Economics workshops around the country and was a consultant on the revision of the NYS Social Studies Curriculum and the eight grade Social Studies Test.

Ching-fu Lan is a doctoral student in the Teaching of Social Studies program at Teachers College, Columbia University. His research interests include democratic education, service learning and issues-centered civic education. Recently, he is interested in exploring young people’s civic learning experience with new social media.

George Nantwi is an innovation fellow at the EdLab at Teachers College. His research interests include education and law, fiscal equity in public schools and youth participation in the democratic process.

Bridget Ryan, a Math for America Fellow,  is a masters student in the Mathematics Education at Teachers College.  She graduated from Lawrence University in 2009, was a participant in the Budapest Semesters in Mathematics program and completed the Summer Program for Women in Mathematics funded by the NSA.

Bradley Siegel is a doctoral student in the Teaching of Social Studies program at Teachers College, Columbia University.  He is also Social Studies Supervisor (K-12) in Scotch Plains-Fanwood School District in New Jersey and has taught high school social studies and economics.

Jay Shuttleworth is an instructor and doctoral student in the Program in Social Studies at Teachers College, Columbia University.  He taught history for nine years at a public high school and was a finalist for the California Teacher of the Year Award in 2007.

Nicole Taylor-Buckner is currently working on her PhD in Mathematics Education at Teachers College, Columbia University. Her scholarly interests include equity in education, curriculum and instruction and financial literacy.

Brian Veprek, a PhD student in the Philosophy and Education program, is studying the nature of human autonomy and what, if anything, a teacher can do to help students attain it.  Before coming to Teachers College, Brian taught theatre arts, English, history and Latin in public and private schools both in America and abroad.

Erica N. Walker is Associate Professor of Mathematics Education at Teachers College, Columbia University. A former high school mathematics teacher, her research interests include the professional development of teachers of mathematics at all levels and the sociological factors contributing to mathematics achievement, learning and participation.

Scott Wylie is a PhD student in the Program in Social Studies at Teachers College, Columbia University.  His research interests include issues-centered education, teaching for social justice and critical pedagogy.

Molly M. Young is a doctoral student in the Politics and Education Program at Teachers College, Columbia University. She is a former economic development professional and has worked on curriculum projects focusing on Community Leadership and Entrepreneurship.

Heather Gould is currently working on her PhD in Mathematics Education at Teachers College, Columbia University.

Janelle Gendrano received an MA in Social Studies from Teachers College, Columbia University and taught in the New York City public school system. She currently works in higher education as an instructor and advisor in addition to serving as a curriculum consultant for New York Needs You.

Rebecca Tatistcheff, Ed.D., received her doctoral degree from the Department of Curriculum & Teaching at Teachers College, Columbia University. She currently works with New York City Outward Board.

Adrian Franco, Ph.D., is a Program Director of Economic Education at the Federal Reserve Bank of New York. He received his doctoral degree from Columbia University.