Joni Kolman joined CCNY's School of Education in the fall of 2013 and is an assistant professor. Her research and teaching focuses on urban teacher education, teacher quality, and inclusive education.
- EdD in Curriculum and Teaching, May 2013, Teachers College, Columbia University
- MA in Special Education, May 2005, University of Denver
- BA in Elementary Education, May 2000, University of Arizona
EDCE 32310 Inclusive Practices for the Elementary Classroom
Student teaching supervision
- Urban teacher education
- Teacher quality
- Inclusive education
Ratner, A., & Kolman, J. (2016). Breakers, benders, and obeyers: Inquiring into teacher educators’ mediation of edTPA. Education Policy Analysis Archives, 24(19). http://epaa.asu.edu/ojs/article/view/2112 (fully co-authored).
Kolman, J.S., Gellert, L., & McLurkin, D.L. (in press), Lifting gates and building skills: Preparing diverse candidates to pass new certification exams. In E. Petchauser & L. Mawhinney (Eds.), Teacher education across minority-serving institutions: Programs, policies, and social justice. Rutgers, NJ: Rutgers University Press.
Kolman, J.S., Roegman, R., & Goodwin, A.L.(2015). Context as mediator: Exploring teaching residents’ opportunity and learning in high-need urban schools. Teaching Education. DOI: 10.1080/10476210.2015.1062979.
Kolman, J.S. (2009). Toss the toolbox: Alternative approaches to teacher professional development. HaYidion: The RAVSAK Journal, 15, 15-20.