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Faculty and Staff Profiles

Megan Blumenreich

Associate Professor

School/Division

School of Education

Department

Teaching Learning and Culture: Undergraduate Childhood Education, Graduate Childhood Education, Graduate Early Childhood Education

Office

NA 4/212C

p: 212-650-6254

e: mblumenreich@ccny.cuny.edu

  • Profile

    Megan Blumenreich is an Associate Professor in the Childhood Education Program. Her research interests include urban education, qualitative research, and alternative routes to education.

  • Education

    Ed. D. 2001          Teachers College, Columbia University, New York, NY. Department of Curriculum and Teaching, with specialization in Urban Education.

    Ed. M. 1997         Teachers College, Columbia University, New York, NY. 

    M.A. 1996            Teachers College, Columbia University, New York, NY. 

    B.A.  1990            Colby College, Waterville, ME


  • Courses Taught

    Courses: Graduate level Curriculum Development, Teacher Research 1 & 2, Supervision and Teaching Seminar courses, and Undergraduate level Inquiry in Education.

  • Publications

    Books

    Falk, B. & Blumenreich, M.(2012).Teaching matters: Stories from inside city schools.New York: The New Press.

    Falk, B. & Blumenreich, M. (2005). The power of questions: A guide to research for teachers and students. Portsmouth, NH: Heinemann.

    Refereed Articles

    Blumenreich, M.  (Forthcoming.)  Commentary on "Starting school for the very first time: The stories of three young children"  Voices of Practitioners.

    Rogers, B. & Blumenreich, M.  (2013). Reframing the conversation: Insights from oral histories of three 1990 TFA participants.  Teachers College Record. Vol.115, #7, 1-46. 

    Blumenreich, Megan. (2012). Urban Teacher Candidates Discover Inquiry-based Learning While Developing Oral History Projects.i.e.: inquiry in education: Vol. 3: Iss. 1, Article 3.

    Retrieved from: http://digitalcommons.nl.edu/ie/vol3/iss1/3

    Blumenreich, M. & Falk, B. (2006). Trying on a new pair of shoes: Urban teacher-learners conduct research and construct knowledge in their own classrooms. Teaching and Teacher Education, 22, 864-873.

    Blumenreich, M & Siegel, M. (2006). White uncles, fighter cells, and innocent victims: A discourse analysis of children's books about AIDS. Children's Literature in Education (37), 1, 81-110.

    Blumenreich, M. (2004). Avoiding the pitfalls of "conventional" narrative research: Using poststructural theory to guide the creation of narratives of children with HIV. Qualitative Research (4), 1, 77-90.

    Blumenreich, M. (2003). Confidentiality, equity, and silence: A critical look at school policy for HIV positive children. Equity & Excellence in Education (36), 1, 64-70.

    Additional Articles

    Blumenreich, M. & Falk, B. (forthcoming). Teacher research: A strategy to support teachers' ongoing learning. Phi Delta Kappan.

    Blumenreich, M. (2011). Scholarly Research Makes Education Dynamic. Teacher Education & Practice, 24 (4), 447-450.

    Blumenreich, M. (2008). Critical issues in anti-racist research methodologies. International Journal of Qualitative Studies in Education, (21), 4, 427-431.

    Blumenreich, M. & Rhodes, L. (2007). Lessons from Teach for America alumni: A review of In the Deeps Heart's Core, by Michael Johnson; Lessons to Learn: Voices from the Front Lines of Teach for America, by Molly Ness; Taught by America: A Story of Struggle and Hope in Compton, by Sarah Sentilles. The New Educator. (3), 3, 263- 281.

    Blumenreich, M. (2005). Making sense of this moment in public education: A review of Letters to the Next President (edited by Carl Glickman) and Teaching the Personal and the Political, by William Ayers. The New Educator, (1), 2, 149-152.

    Book Chapters

    Blumenreich, M. (2013). Discovering inquiry-based learning through oral history projects.  In G. Wilgus (Ed.) Knowledge, pedagogy and post-multiculturalism: shifting the locus of learning in urban teacher education, New York, NY: Palgrave Macmillan.

    Blumenreich, M. (Forthcoming). Preservice teachers' oral history projects: Exploring how our communities and cultural pasts shape us. In R. Flessner, G. Miller, K. Patrizio, & J. Horwitz (Eds.) Agency in teacher education. Lanham, MD: Rowman & Littlefield.

    Encyclopedia Entries

    Blumenreich, M. (2009). Differentiated instruction. Grolier Multimedia Encyclopedia. Retrieved May 26, 2009, from Grolier Online http://gme.grolier.com/cgi-bin/article?assetid=0501324-0

    Curriculum. (2009). (M. Blumenreich, Rev.). Grolier Multimedia Encyclopedia. Retrieved May 26, 2009, from Grolier Online http://gme.grolier.com/cgi-bin/article?assetid=0077270-0

  • Additional Information

    Fellowships and Grants (last five years):


    2014             PSC-CUNY 45 Research Award (for $4748.00) to write a chapter for the study, "An Oral History of the 1990 Cohort of Teach for America: Lifelong advocates for education

    2013             PSC-CUNY 44 Research Award (for $3990.00) to write a chapter for the study, "An Oral History of the 1990 Cohort of Teach for America: Teaching in the Neediest Classrooms."

    2012             Awarded travel grant from the CCNY Travel Program.

    2009            Awarded PSC-CUNY Grant, to analyze data for the study, "Teaching for America: Lessons from Teach for America Participants."

    2008            Awarded CUNY Collaborative Incentive Grant of $33,000 to conduct study, "Teaching for America: Lessons from Teach for America Participants" with Bethany Rogers of CUNY Staten Island.

    2007             Awarded Department of Childhood Education Fieldwork Grant.

    2006-2007    Awarded the Colin Powell Center for Policy Studies at CCNY Service-Learning Faculty Fellowship.

    2006-2007    Awarded PSC-CUNY Grant, to conduct study, "The art of critique: Poststructural thought in the teacher education classroom."

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