The Graduate Center of CUNY

When I arrived at the Graduate Center I maintained a research office in Philadelphia, where Stacy Olitsky and visiting professors such as Steve Ritchie continued our NSF funded research in urban schools. Simultaneously, I formed a New York-based research squad that extended the work we were doing in Philadelphia. Most of the research involved teacher researchers who undertook research on collaborative models for enhancing science and mathematics in urban middle and high schools. Accordingly, research included studies of cogenerative dialogue and coteaching and incorporated youth as co-researchers. Since the program I had joined was in urban education, there were doctoral students who situated their research in fields other than science and mathematics. However, common to all studies were methodological preferences for bricolage/multilogicality, polysemia, polyphonia, multilevel research, video analysis, and more generally the use of sociocultural frameworks.

Grants Obtained While at The Graduate Center of CUNY (2003-2010)

1.  2004-2010. Use of research to improve the quality of science education in urban high schools (DUE-0427570). Funded amount, $304,963. National Science Foundation.

2.  2004-2005. The MSP in NYC.  Kenneth Tobin was Director of the Evaluation. (ESI-0412413, PI, Pamela Mills). Evaluation funded at approx $150,000 for the year in which I was involved. National Science Foundation. Note that I completed my role as an evaluator on December 2005 and began a longitudinal research program that explores the uses of cogenerative dialogue in New York City Public schools. The funding (direct costs) was approximately $100,000 for the 2006 calendar year.

Collaborative grants from Australia

1.  2008-2010. Co-principal investigator. Emotional transitions: Exploring professional transitions of science teachers. (PI: Steve Ritchie). Australian Research Council Discovery Grant. DP0984394: $250,000.

2.  2011-2014. Co-principal investigator. Emotional learning in socioscientific issues for enhancement of scientific literacy. (PI: Steve Ritchie). Australian Research Council Linkage Grant. LP110200368: $200,000.

3.   2012-2014. Co-principal investigator. Eventful learning in quality pre-service science teacher education. (PI: Ritchie with Tobin, Bellocchi, & King). Australian Research Council Discovery Grant. $185,000.00.

Doctoral students

During 2003-2014 I have been employed as Presidential Professor in the Urban Education at the Graduate Center of CUNY.  During that time students of mine from the University of Pennsylvania (4) completed PhD dissertations, as did 4 students from Curtin University. Also I have served as advisor for 26 students who have completed PhD dissertations in Urban Education at the Graduate Center.

University of Pennsylvania

01. Beth Wassell (University of Pennsylvania, spring 2004) On becoming an urban teacher: Exploring agency through the journey of student to first year practitioner. Associate professor, Rowan University, Glassboro, NJ.

02. Sarah-Kate LaVan (University of Pennsylvania, summer 2004). Cogenerating fluency in urban science classrooms. Michigan Department of Education.

03. Kimberly Lebak (University of Pennsylvania, spring 2005) Connecting outdoor field experiences to classroom learning: A qualitative study of the participation of students and teachers in learning science. Associate Professor, The Richard Stockton College of New Jersey, Pomona, NJ.

04. Stacy Olitsky (University of Pennsylvania, summer 2005). What are the differences in teaching practices and student learning when science teachers teach subjects that are “within-field/out-of-field”? Assistant Professor, Department of Teacher Education, St. Joseph’s University, Philadelphia.

Curtin University 

01. Penny Gilmer (Curtin University, fall 2004). Transforming tertiary level teaching of biochemistry through action research: Utilizing collaborative learning and technology. The Nancy Marcus Professor Emerita of Chemistry and Biochemistry, Florida State University. Tallahassee, FL.

02. Sonya Martin (Curtin University, spring 2005) The social and cultural dimensions of successful teaching and learning of science in an urban high school. Seoul National University, Republic of Korea.

 03. Linda Loman Flohr (Curtin University, fall 2005) The impact of cogenerative dialogue on learning and teaching practices in and out of field in an 8th grade physical science classroom. Physics Teacher, Glenwood Springs High School, CO.

 04. Cristobal Carambo (Curtin University, fall 2012). Inquiry and the development of scientific fluency in the urban high school. Science teacher, School District of Philadelphia, PA.

The Graduate Center of CUNY

01. Tricia Kress (CUNY, spring 2006). Integrating technology into the urban high school English curriculum: Understanding the re/construction of teacher/computer-user identity via the structure/agency dialectic. Associate Professor, University of Massachusetts, Boston.

02. Rupam Saran (CUNY, spring 2006). Asian Indian students: Achievement, schooling, and positive stereotyping. Associate Professor, Medgar Evers College, CUNY, NY.

03. Jennifer Adams (CUNY, fall 2006). Using a museum to educate urban teachers to teach science. Associate Professor, Brooklyn College, NY.

04.  Ed Lehner (CUNY, spring 2007). Cogenerative dialogues and coteaching as fields for transforming urban teaching and learning. Rowan University, NJ.

05. Chris Emdin (CUNY, spring 2007). Cogenerative dialogues in the science classroom as a seedbed for the emergence of a cosmopolitan school. Associate Professor, Teachers College, New York, NY.

06.  Gillian Bayne (CUNY, fall 2007). Identity, culture and shared experiences: The power of cogenerative dialogues in urban science classrooms. Associate Professor, Lehman College, CUNY, NY.

07. Wesley Pitts (CUNY, fall 2007). Being, becoming, and belonging: Improving science fluency during laboratory activities in urban education. Associate Professor, Lehman College, CUNY, NY.

08. Ashraf Shady (CUNY, summer 2008). Immigration and cultural as factors mediating the teaching and learning of urban science. Assistant Professor, Queens College, CUNY, NY.

09. Chris Hale. (CUNY, summer 2008). A critical ethnographic study ofupper class parents’ experiences parenting children with learning differences. Assistant Professor, College of Staten Island, CUNY, NY.

10. Eydie Wilson. (CUNY, fall 2008). Alternatively certified teacher and technology:  Agency | Structure dialectic – integration of technologically mediated instructions to improve literacy by creating comic books in a special education learning community. New York City Department of Education, Special Education District, NY.

11. Chris Siry. (CUNY, spring 2009). Creating an authentic approach to elementary science teacher education. Associate Professor, Faculté des Lettres, des Sciences Humaines, des Arts et des Sciences de l'Education, University of Luxembourg.

12. Jaime Martinez (CUNY, spring 2009). A performatory approach to teaching, learning and technology. Assistant Professor of Instructional Technology, New York Institute of Technology, NY.

13. Preeti Gupta. (CUNY, summer 2009). Theorizing teaching in museums: Examining professional teaching identity development among youth floor staff. Director of Youth Learning and Research at American Museum of Natural History, NYC.

14. Femi Otulaja (CUNY, fall 2009). Fostering science teacher education and induction through coteaching and cogenerative dialoguing. Postdoctoral fellow, Witswatersrand University, South Africa.

15. Kate O’Hara. (CUNY, fall 2009). Critical connections: Technology use that empowers. Assistant professor, New York Institute of Technology, NY.

16. Samuel Jackson (CUNY, spring 2010). Constructing mathematical knowledge in urban schools: Using cogenerative dialogue, coteaching, and students' lived experience to transform the teaching and learning experiences of minority students. Adjunct Assistant Professor, Mathematics Education, St. Johns University, Brooklyn, NY.

17. Felicia Wharton (CUNY, spring 2010). Cogenerative dialogues in the adult basic education mathematics classroom. Brooklyn Educational Opportunity Center, NY.

18. Eileen Baker (CUNY, spring 2010). Improving the teaching and learning of science in junior high school: Achieving parity through cogenerative dialogues. Adjunct.

19. Eric Fuchs (CUNY, fall 2010). Math education and graduation rates from CUNY community colleges. Assistant Professor, Metropolitan College of New York, NY.

20. Carolyne Ali Khan (CUNY, spring 2011). In these bones, the economy of the world: A multi-logical, multi-representational cultural study of urban youth strength. Assistant Professor, University of North Florida.

 21. Nicole Grimes (CUNY, spring 2012). Redefining the urban school experience: Science education as cultural enactment. Department Chair, York Preparatory School, NY.

22. Gene Fellner (CUNY, spring 2012). Don't quantify my students!  A multilectical approach to pedagogy and the teaching of language arts. Assistant professor, CUNY, College of Staten Island, NY.

23. Roland Lucas (CUNY, spring 2013). Restructuring high school math learning spaces with interactive technology and transformative pedagogy. High school mathematics teacher, Newark, NJ.

24. Olga Calderon (CUNY, fall 2013). Transformative science education through action research and self-study practices. LaGuardia Community College, CUNY, NY.

25. Malgorzata Powietrzynska (CUNY, spring, 2014). Intervening to enhance mindfulness in urban education contexts. Graduate Center of CUNY, NY.

26. Pamela Proscia (CUNY, spring, 2014). The transmission of cultural values through musical learning for children of Mexican communities in the New York metropolitan region. Graduate Center of CUNY, NY.

Current research interests and pathways

Over an 11+ year period the focus of my research has evolved to include the physiological expression of emotion in the voice, face, pulse rate, blood pressure, oxygenation of the blood, and body temperature. Initially our research on proxemics involved body orientation and movement, gestures, head movements, eye gaze, and synchrony and entrainment. We combine these studies with theoretical frameworks associated with entrainment, social resonance, and agency | passivity relationships. Simultaneously we explored emotional climates and ways of ameliorating excess motions when, if, and as necessary. These studies evolved into research on interventions, including the use of a variety of heuristics and breathing meditation.

We employ several overarching goals including harmony, wellness, and mindfulness. In this context we have developed a number of mindfulness heuristics that have been used in research on education, the lifeworld, the body, listening, and speaking.

Research on heuristics

Authentic inquiry

Hermeneutic – phenomenological – ethnomethodological 

Use of interventions

Multilevel inquiry

Developing new interventions to promote wellness and mindfulness

Within a framework of physio philosophy, how and when are the safety energy locks employed to sustain wellness.

© Kenneth Tobin 2015