Fordham University            The Jesuit University of New York
 


Adolescence Education Programs Faculty
 

Jane Bolgatz, Ph.D.  (<-- link)
Dr. Jane Bolgatz is the leader of the Adolescence Cluster. She teaches social studies education courses as well as Philosophical, Historical and Multicultural Foundations of American Education.  Bolgatz is certified as a secondary Social Studies and Language Arts teacher.  Her research focuses on race and racism in education, students’ historical thinking, and teacher education.

 
Rhonda Bondie, Ph.D.   (<-- link)
Dr. Rhonda Bondie is a clinical associate professor of Childhood Special Education in the Division of Curriculum and Teaching at Fordham University. She began her teaching career as an artist-in-residence and then became a special education teacher in the Bronx. She enjoyed over twenty years in both teacher and administrator roles in the K-12 urban public schools. As a faculty member at Harvard Graduate School of Education’s Project Zero Classroom for eight years, she brings to Fordham expertise in innovative teaching methods including differentiated instruction, teaching for understanding, making thinking visible, and learning with digital primary sources.
 

John Craven, Ph.D. (<-- link)
Dr. John Craven is Associate Professor of Education.  He has an earned Ph.D. from the University of Iowa in science education and an M.S. in Geology from the University of Memphis.   He has a broad set of experiences working with youth in such settings as Covenant House, the Peace Corps as a volunteer in Tunisia, the Memphis Pink Palace Museum as a K-12 science specialist, and a high school teacher in Kolbe Cathedral High School (Bridgeport, CT).   His science research background includes having served as a research assistant for   a small team of leading scientists at the Center for Earthquake Research (University of Tennessee) and Information examining the paleoseismic record in the New Madrid seismic zone (central United States).   His current work in science education focuses on helping new science teachers develop understandings and skills for teaching the subject through inquiry in urban schools.

 
Anthony Elia, Ph.D. (<-- link)
Dr. Elia is Director of the Office of Field-Based Education and Accountability. He has over 35 years of experience as a teacher and administrator in the New York City School System.
 
Marshall A. George, Ed.D.  (<-- link)
Dr. George is Associate Professor of English and Literacy Education and Associate Chair of the Division of Curriculum and Teaching. Before he joined the Fordham faculty in 1997, he taught language arts in grades 7-12 for ten years. Dr. George has a great deal of experience working with middle schools in the New York City region in the area of literacy professional development. Dr. George coordinates MST programs in English Education 7-12 and PD in Teacher Leadership and admissions coordinator for the Ph.D. program in Language, Literacy, and Learning.
 
Robert Graham, Ed. D.  (<-- link)
Dr. Robert Graham is a Clinical Associate Professor of Education in the Division of Curriculum and Teaching at Fordham University Graduate School of Education. He also serves as the Director of Adolescent Education and Online Education, Westchester. Prior to joining Fordham University, Dr. Graham served in the NYC Department of Education for 25 years in various capacities - Deputy CEO of the Community Learning Support Organization, Superintendent in Region 8, Principal of Port Richmond HS, Assistant Principal at the HS of Telecommunication, and teacher of mathematics at Thomas Edison HS, Queens. He also spent 10 years as a teacher of mathematics at Nazareth HS, Brooklyn. For the past 8 years, Dr. Graham has taught graduate education courses to pre-service and in-service teachers as an adjunct professor at St. John's University and Adelphi University.
 

Usha Kotelawala, Ph.D.  (<-- link)
Usha Kotelawala, Ph.D. is Assistant Professor of Mathematics Education at the Graduate School of Education.  She taught high school in Washington State and in New York City.  Her  work in New York City public secondary schools included both teaching and coaching new teachers.   She completed her doctorate at Columbia University's Teachers College.  Her research interests are in non-routine problem solving for students, teacher beliefs on proving, using applications and modeling in the classroom, and collaboration as a method of developing teachers' practices.  She also does professional development for K through 12 math teachers.  Her current work has focused on the nature of collaboration that develops among teachers in the practice of Lesson Study.

 

Aida A. Nevárez-LaTorre, Ed.D. (<-- link)
Dr. Nevárez-La Torre is an associate professor of TESOL Education in the Division of Curriculum and Teaching at Fordham Graduate School of Education. She directs the Office of Multilingual Education. Before she earned her doctorate she taught ESL and Bilingual education in elementary and middle schools in Puerto Rico and Massachusetts.

 

Kristen Hawley Turner, Ph.D.  (<-- link)
Kristen Turner is program coordinator for English 7-12. She teaches English education and content literacy courses. She is certified as a secondary English and Social Studies teacher. Her research focuses on improving students' writing.

 

Patricia Shea-Bischoff, Ph.D. (<-- link)
Dr. Shea-Bischoff is Clinical Professor of Education.  Dr. Shea-Bischoff joined the Fordham Faculty with more than three decades of dedicated service as a teacher of English Language Arts and Reading in the New York City Public Schools.  She has been awarded a several professional awards for her teaching, including: the Maurice Wollin Teacher of the Year; New York State Reading Association Elementary/Secondary Teacher Award; New York City’s Best Teacher Award, New York Post.  Her grant-award winning program “Monsters and Myths: Sculpts and Scripts” has been nationally recognized as an “exemplary” program, and is featured on the Teachers Network Website.

 

Akane Zusho ,Ph.D. (<-- link)
Dr. Zusho is currently an Assistant Professor of Educational Psychology in the Graduate School of Education at Fordham University. She received her B.A. and M.A in psychology as well as her Ph.D. in education and psychology all from the University of Michigan, Ann Arbor. Her research focuses on examining the intersection of culture, achievement motivation, and self-regulation. The overarching goal of her research is to develop informed, less prescriptive, culturally sensitive theories of motivation and self-regulated learning that take into consideration the academic and motivational processes of urban youth from culturally-diverse backgrounds.

 
Adjuncts

Eytan Apter
Meredith Jeta Donovan
Conra Grant
Brian Kelley
C. Scott Massey
Heather Waters

 



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