SPEICAL ISSUE
SCHOOL OF EDUCATION’S RISING SCHOLARS JUNE 2013 VOLUME 1 ISSUE 2
cessing Race, Language, and
Ability: African-Born Educa-
tors and Students in Transna-
tional America, is a collection
of fourteen stories of pain,
resistance, and survival as
told by educators and stu-
dents. This book is one of the
ways in which Dr. Ha-
rushimana seeks to fulfill her
mission of countering detri-
mental depictions of Africa
by giving the other side of
her story, a story told by the
African people themselves.
on the issues of language and
literacy among African
youth. As one of the School
of Education’s Rising Schol-
ars, Dr. Harushimana’s work
centers on illuminating the
adaption processes of African
-born immigrants in U.S.
schools. In doing so she also
places attention on the unique
challenges that students face
and how they fare against
these challenges en route to
academic and professional
fulfillment. A book she co-
authored, entitled Repro-
Recent Publications:
Harushimana, I., Ikpeze, C. & Mthethwa-Sommers, S. (2013). Reprocessing race, language, and
ability: African-born educators in transnational America. Black studies and critical thinking
series, 42. New York: Peter Lang.
Dr. Immaculée
Harushimana Assistant Professor of
Language and Literacy
From her first scholarly pub-
lication in the Journal of Bor-
der Education Research to
her contributions as co-
authorship of a newly pub-
lished book, Dr. Harushimana
is one of the leading advo-
cates for facilitating the edu-
cational experience of Afri-
can-born youth in schools in
the United States. Earlier in
the year, Dr. Harushimana, an
Assistant Professor of Lan-
guage and Literacy gave
several guest talks in Botswa-
na and presented in Belgium
To contact Dr. Harushimana:
Lehman College,
School of Education
B29F Carman Hall
250 Bedford Park Blvd. W.
Bronx, NY 10468-1589
of underrepresented scientists
of color. As such, she has
been working with middle
and high school science edu-
cation graduate students, as
well as a science education
doctoral student, a former
graduate from Lehman‟s Sci-
ence Education Program, on a
project that affords a „close-
up and personal‟ look at, the
involvement in, and under-
standing of, the complexities
inherent to being an un-
derrepresented scientist of
color (USC) in the New York
City area.
and critical understandings of
the substantive benefits of
utilizing cogenerative dia-
logue (cogens) in science
education. Cogens are con-
versations with stakeholders
that are geared toward creat-
ing agreed upon measures by
which improvements can be
made in the science learning
environment. Dr. Bayne uses
cogens as a means to improve
the teaching and learning of
science in urban secondary
classrooms, particularly in
New York City. Her recent
presentations highlight a new
addition to her research agen-
da centered on the experience
Recent Publications:
Bayne, G. U. (2013). Letter of hope: The Wangari way. In Lake, R. & Kress, T.M. (Eds.), We saved the best for you: Letters of
hope, imagination and wisdom to 21st century educators (pp. 41-44). Rotterdam, The Netherlands: Sense Publishers.
Bayne, G., & Scantlebury, K. (2013). Cogenerative dialogues as an instructional theory in science education. In B. J. Irby, G.
Brown , R. Lara-Alecio & S. Jackson (Eds.) and J. Koch (Sect. Ed.), The handbook of educational theories (pp. 237-
247). Charlotte: Information Age Publishing Inc.
Bayne, G. U.(2012). Capturing essential understandings of the urban science learning environment. Learning Environments
Research. 15, 231-250.
Bayne, G. U. (in press). Co-teaching, peer tutoring and curriculum writing: Lasting effects of involving students in talking about
science. Pedagogies: International Journal of Education.
Bayne, G. U. (in press). Utilizing insider perspectives to reflect upon and change urban science education. In K. Tobin and A.
Shady (Eds.), Producing successful science and math education: Teachers and students working collaboratively. Sense
Publishers.
Bayne, G. U. , & Amin, R.D. (in press). Science and English language learners: Creating opportunities to align teaching and
learning with students‟ needs. In C. Milne & K. Tobin (Eds.), Sociocultural studies and implications for science educa-
tion. Sense Publishers.
Dr. Gillian Bayne Assistant Professor
of Science Education
“Creating opportunities to
align teaching and learning
with students‟ needs” cap-
tures Dr. Bayne‟s overarch-
ing agenda in research. Dr.
Bayne, an Assistant Professor
of Middle and High School
Education, has two publica-
tions and three “in-press”
manuscripts in scholarly jour-
nals and books, this year
alone. She continuous to push
for the use of novel approach-
es in addressing challenges in
science education. As one of
the School of Education‟s
Rising Scholars, Dr. Bayne
has contributed extensively to
the theoretical development
Lehman College,
School of Education
232 Carman Hall
250 Bedford Park Blvd. W.
Bronx, NY 10468-1589
To contact Dr. Bayne:
learning. Most recently Dr.
Kremenitzer contributed to an
article published in the Amer-
ican Educational Research
Journal whose quantitative
work helped to illuminate the
role of knowledge and skills
in managing emotions in ad-
aptation to schooling. This
article further highlights her
collaboration in research
with several other prominent
figures, most notably Dr.
Peter Salovey, a founding
researcher in Emotional Intel-
ligence and Yale’s President-
elect.
Principal of the school, Dr.
Kremenitzer co-presented the
work she had done with the
Jonas Bronck teachers and
emphasized emotional intelli-
gence is an “X-factor” in
passionate teaching. Her
efforts at P.S. 43 where she
integrated the Diary of Anne
Frank as part of the emotional
intelligence curriculum has
led to a partnership with the
Anne Frank Center USA.
Most recently Dr. Kre-
menitzer has written several
articles and book chapters on
emotional intelligence as a
key competency that should
be considered in teaching and
Recent Publications:
Kremenitzer, J.P. (2012). Emotionally Intelligent Teaching: The missing link in a teacher's education. ACEI Focus on
Teacher Education, 12, 8-13.
Lopes, P.N., Mestre, J.M., Guil, R., Kremenitzer, J.P., & Salovey, P. (2012). The Role of knowledge and skills for managing
emotions in adaptation to school: Social behavior and misconduct in the classroom. American Educational R
search Journal, 49, 710-742.
As one of the School of Edu-
cation’s Rising Scholars, Dr.
Kremenitzer’s pioneering
mission has been promoting
the use of Emotional Intelli-
gence (EQ) in the training of
pre-service and in-service
teachers. Her work emphasiz-
es the relevance of EQ Prac-
tioners in early childhood
education. Over the past four
years, Dr. Kremenitzer’s re-
search interest has focused on
the application of emotional
intelligence abilities and
emotional literacy develop-
ment at P.S. 043 Jonas
Bronck in the South Bronx.
In collaboration with the
Lehman College,
School of Education
B51 Carman Hall
250 Bedford Park Blvd W.
Bronx, NY 10468-1589
To contact Dr. Kremenitzer:
Dr. Janet P.
Kremenitzer Assistant Professor of Early
Childhood and Childhood Education
tion and a chap-
ter in an edited
volume on small school re-
form, Dr. Rivera-McCutchen
observed the tension between
espoused visions of schooling
(i.e., teaching and leading),
and actual practice. In her oth-
er research, forthcoming in
the Journal of School Leader-
ship, Dr. Rivera-McCutchen
investigated the challenges
involved with internal leader-
ship succession even when
peers support the ascend-
ance. By examining rhetoric/
reality gaps, her research aims
to surface underlying (and
often unspoken) issues, such as
race and class, with the goal of
creating more equitable urban
schools.
interested in the reform efforts
that focused on downsizing
high schools, which have been
taking place in Bronx high
schools dating back to the ear-
ly 1990s. Dr. Rivera-
McCutchen’s research indi-
cates that small size alone is an
insufficient reform for address-
ing inequity; rather, small size
is a condition through which
educational practices rooted in
social justice and liberation can
be enacted in urban schools.
Yet, even with this mindset,
Dr. Rivera- McCutchen notes
that enacting these practices is
often fraught with challenges
and problematic outcomes that
may reinforce educational in-
equities. In a recent article
published in Urban Educa-
Recent Publications:
Rivera-McCutchen, R. L. (2012). Caring in a small urban high school: A complicated success. Urban Education, 47, 653-680.
Rivera-McCutchen, R. L. (2012). Considering context: Exploring a small school's struggle to maintain it’s educational vision. In
A. Tyner & M. Hantzopoulos (Eds.), Critical small schools in New York City: Beyond privatization in public urban
educational reform (pp. 21-39). Charlotte, NC: Information Age Publishing.
Rivera-McCutchen, R. L. (In press). The “Insider” principal: Perceptions of the leadership effectiveness of an internal success
-or. Journal of School Leadership.
Dr. Rosa Rivera-McCutchen Assistant Professor of Education
Leadership
The success of a school is
subject to a host of forces that
lay both within and outside
its walls. As one of the
School of Education’s Rising
Scholars, Dr. Rivera-
McCutchen, a former high
school Humanities teacher,
has an interest in understand-
ing and identifying what and
how some factors influence
student success. In her re-
search she focuses on urban
high school reform which
aims to highlight the role that
socio-economic,-cultural and
-political contexts play in
shaping educational policies
and practices. Dr. Rivera-
McCutchen, an Assistant
Professor of Educational
Leadership is particularly
Lehman College,
School of Education
B53 Carman Hall
250 Bedford Park Blvd. W.
Bronx, NY 10468-1589
To contact Dr. Rivera-McCutchen:
Dr. Pitts and his colleagues
explore the usefulness of co-
gens and other methodologies
(e.g., Process-Oriented Guid-
ed Inquiry Learning
(POGIL), case studies) in the
teaching and advancement of
sciences. Recently Dr. Pitts
has been awarded a PSC
CUNY 44 Enhanced Re-
search Award in the amount
of $12,000 for the 2013-2014
academic year. Annabel
D’Souza will be working
with Dr. Pitts under this
award as a doctoral research-
er.
While teaching a master’s
level science methods course,
Dr. Pitts began building a
professional relationship with
Annabel D’Souza and Sharon
Miller, a relationship that has
transitions from a teacher-
student dyad to colleagues
and co-researchers. Today
Dr. Pitt has formed a research
team with Annabel D’Souza,
who graduated from Lehman
and is now a doctoral student
at the CUNY Graduate Cen-
ter and Sharon Miller, who is
completing her master’s de-
gree in science education.
Recent Publications:
Pitts, W., Miller, S., & D’Souza, A. (in press). Teaching in context and complexities: using Cogenerative dialogues as an inte-
grated collaborative approach. In Tobin, K., & Shady, A. A. (Eds.), Transforming urban education: Collaborating to
produce success in science, mathematics and technology education. Rotterdam, NL: Sense Publishing.
Pitts, W., & Ruggirello, R. (2012). Using the e-portfolio to document and evaluate growth in reflective practice: The develop-
ment and application of a conceptual framework. International Journal of ePortfolio, 2, 49-74.
Dr. Wesley Pitts, Assistant Professor of Science
Education
As one of the School of Edu-
cation’s Rising Scholars, Dr.
Pitts focuses on the teaching
and learning of science as
cultural enactment in urban
schools and out-of-school
programs. Dr. Pitts has nota-
bly embodied the spirit of
collaboration through his use
of cogens both in and outside
of the sciences. Cogens are
conversations with stakehold-
ers that are geared toward
creating agreed upon
measures by which improve-
ments can be made in the
science learning environment.
Lehman College,
School of Education
232 Carman Hall
250 Bedford Park Blvd W.
Bronx, NY 10468-1589
To contact Dr. Pitts:
school stu-
dents with Autism Spectrum
Disorder (ASD) while receiv-
ing support from a high
school special education
teacher. The findings in her
exploratory study indicated
that prior to the teaching ex-
perience, faculty participants
had limited knowledge about
ASD overall and were limited
in their pedagogical expertise
in teaching students with
ASD effectively. As one of
the School of Education’s
Rising Scholars, Dr. Laura
Roberts strongly believes that
all students are capable of
being successful in adult-
hood.
has presented at various con-
ferences across the region as
well as co-authored several
articles on what is known as
the Competency Based Com-
munity Assessment (CBCA),
a comprehensive assessment
that evaluates an individual’s
skills in the areas of employ-
ment, community participa-
tion, and independent living.
Her continued work has
helped inform scholarly and
practical outlooks on stu-
dents’ capacities and effec-
tive ways of helping them
achieve success. As part of
her overall agenda, Dr. Rob-
erts has examined perceptions
of college faculty teaching
courses that included high
Recent Publications:
Roberts, L. (2012). School Counselors as key personnel in helping improve the transition outcomes of students with signifi-
cant disabilities. In G. R. Walz, J. C. Bleuer, & R. K. Yep (Eds.), Ideas and research you can use: VISTAS
2012 (pp. 1-12). Retrieved from http://www.counseling.org/
Roberts, L. & Karan, O. (2012). The competency-based community assessment: A five-step process. Journal of the Ameri-
can academy of special education professionals (JAASEP) (pp. 124-130). Retrieved from http://aasep.org/aasep-
publications/journal-of-the-american-academy-of-special-education-professionals-jaasep/jaasep-fall-2012/
Karan, O. & Roberts, L. (2013) Preparing students with disabilities for adulthood using the competency based community
assessment: A case study. Exceptional individuals, 35, 7-15.
Dr. Laura Roberts Assistant Professor of Counselor
Education
Over the past five years, Dr.
Roberts has focused her re-
search on improving transi-
tion outcomes and increasing
opportunities for students
with disabilities in post-
secondary education and/or
employment. Her research
indicates a link between inad-
equate transition planning
and poor outcomes for indi-
viduals with disabilities in
adult life. Using this and oth-
er findings, she has recom-
mended best practices for
transition planning to profes-
sionals in the field of educa-
tion. Dr. Roberts has also
advocated for the use of ade-
quate measures in the transi-
tion planning process. She
Lehman College,
School of Education
B19 Carman Hall
250 Bedford Park Blvd W.
Bronx, NY 10468-1589
To contact Dr. Roberts:
Top Related