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Detailed Information

Programs of Study

The Fordham University Graduate School of Education is a leader in the development of the knowledge and skills needed by teachers, counselors, psychologists, administrators, and other educators to prepare a diverse population for satisfying and productive lives in the twenty-first century. Its faculty members are committed to providing the skills necessary for practitioner-researchers to apply and expand theory to meet the changing demand of the multilingual, multicultural, urban environment. Fordham offers the following master’s degree programs: early childhood education B–2; early childhood special education; bilingual childhood education; childhood education 1–6; childhood special education; early childhood and childhood education; childhood with middle school extension; literacy education B–6; literacy education 5–12; adolescence biology 7–12; adolescent biology/conservation life science; adolescence chemistry 7–12; adolescence English 7–12; adolescence mathematics 7–12; adolescence physics 7–12; adolescence social studies 7–12; TESOL: K–12; TESOL for international language educators; world languages grades 7–12 in French, German, Greek, Hebrew, Italian, Russian, Latin, Mandarin, Spanish, and Arabic; adult education and human resource development; counseling and personnel services; mental health counseling; educational psychology; and educational administration and supervision. Programs leading to the professional diploma, an advanced certificate degree, are offered in the fields of bilingual school psychology, school psychology, and teacher leadership. Doctor of Education programs are available in educational administration and supervision and urban school leadership. Programs leading to the Doctor of Philosophy are offered in language, literacy, and learning; counseling psychology; educational psychology; school psychology; and educational administration and supervision. Programs in Catholic educational leadership and administration are offered at the master’s and doctoral levels. In addition, the University offers middle childhood and bilingual extension certificates for all of its adolescence 7–12 programs. All graduate programs provide for participation in a core of urban multicultural studies and include ample opportunity for interrelating theory and practice through appropriate field activities. The Graduate School of Education is accredited by the National Council for Accreditation of Teacher Education. In addition, the programs in early childhood are approved by the National Association for the Education of Young Children (NAEYC), the elementary education program by the Association of Childhood Education International (ACEI), and the reading and literacy programs by the Council for Exceptional Children (CEC). The doctoral programs in school psychology and counseling psychology are accredited by the American Psychological Association (APA). The school psychology program is approved by the National Association of School Psychologists (NASP). The School holds membership in the University Council of Educational Administration, the American Association of Colleges for Teacher Education, and the Council of Graduate Departments of Psychology.

Research Facilities

Fordham has library facilities at the Lincoln Center–Manhattan, Rose Hill–Bronx, and Westchester campuses. The Walsh Library (Rose Hill–Bronx) is the home of the Regional Educational Technology Center, which works with area educators to advance computer and information technology use in the classroom. The Graduate School of Education has the Psychological Services Institute, a Center for Technology in Education, and a computer center that is integrated with the University computer facilities. The Rosa Hagin School Consultation and the Early Childhood Centers provide psychoeducational services to children in the public and nonpublic schools. The Psychological Services Institute is a nonprofit organization that offers a wide range of services to community members. The Center for Catholic School Leadership offers programs with a special focus on skilled leadership in nonpublic education in several off-campus sites convenient to teachers and administrators in Catholic and other nonpublic schools. The Center for Educational Partnerships provides services to teachers, administrators, students, and parents, as well as education and government agencies in an effort to enable all children to succeed. The Fordham University/New York City Leadership Network is a model of professional development experience for school leaders that reflects a vision of a learning community and engages school leaders in their own programs.

Financial Aid

Graduate School of Education Scholarships are available for most programs of study, and are merit- and need-based. Students must be enrolled in at least 6 credits per semester. The average award is approximately a 20 percent tuition cost reduction. Assistantships are available in all divisions of the Graduate School of Education and provide tuition remission in return for service to the Graduate School of Education. The average assistantship covers the cost of two courses per year. First preference is given to full-time doctoral students.

Cost of Study

Tuition for graduate courses is $925 per credit hour in 2008–09. Fees for other services include a university fee, online assessment tool (which is a one time fee), and technology.

Living and Housing Costs

A limited number of Fordham-subsidized studio and one-bedroom apartments are available near the campus.

Student Group

Enrollment in the Graduate School of Education is approximately 1,400 students. Minority candidates compose approximately 25 to 30 percent of the student population. A majority of students attend full-time and most are preparing for teaching or administrative positions in metropolitan elementary and secondary schools or for practitioner leadership positions in service-delivery systems. In addition, other students are preparing to work in a psychological context with diverse populations in a variety of settings.

Location

The Lincoln Center Campus is located in the heart of New York City, convenient to centers of finance, industry, community arts, and theater. The School is adjacent to the Lincoln Center for the Performing Arts, one of the world’s most renowned cultural centers. The new, state-of-the-art Westchester County facility is located in West Harrison, New York. Courses are also offered at the University’s Rose Hill–Bronx campus and at a number of off-campus sites in Queens, Staten Island, the Bronx, and other locations.

The School

The Graduate School of Education is dedicated to broadening opportunities and meeting the challenges of urban education for children, ranging from the most academically talented to those struggling with basic education. The Graduate School of Education engages in cooperative programs and partnerships with schools in the area and with other professional schools and academic divisions of the University.

Applying

Admissions decisions for master’s (except counseling and personnel services) and most professional diploma programs (except school psychology) are made throughout the year. The deadline for applying to the doctoral program in counseling psychology is December 15; the doctoral programs in educational psychology and school psychology and the professional diploma in school psychology, January 15; the master’s program in counseling and personnel services, March 1; and the doctoral program in administration and supervision, March 1.

Applications for assistantships are due by February 1 (January 15 if admissions application is due January 15 or earlier); applications for scholarships are due by March 1 for fall and by October 15 for spring start dates. The application fee is $50. The application is only available online.

The Faculty

• Graduate School of Education Administration
• James J. Hennessy, Ph.D., NYU. Professor and Dean.
• Vincent C. Alfonso, Ph.D., Hofstra. Professor and Associate Dean for Academic Affairs.
• Anita Batisti, Ph.D., Fordham. Associate Dean for Educational Partnerships.
• Tamara Masson, M.S.W., Fordham. Assistant Dean for Administrative Services.
• Linda Horisk, M.S.E., SUNY at New Paltz. Assistant Dean, Admissions and Enrollment Management.
• Division of Educational Leadership, Administration, and Policy
• Matt Bromme, M.S.E., Fordham. Instructional leadership, data-based instructional decision making.
• Gerald Cattaro, Ph.D., Columbia. Administration, Catholic school leadership, nonpublic school policy.
• Bruce S. Cooper, Ph.D., Chicago. School finance, restructuring, shared decision making, school choice, change processes.
• Barbara Jackson, Ed.D., Harvard. School/community/family partners, urban schools, women administrators, race and culture.
• John Lee, Ed.D., NYU. Administration and supervision, superintendency, high school reform, educational leadership.
• Sheldon Marcus, Ed.D., Yeshiva. Administration and supervision, college administration, multiculturalism.
• Toby Tetenbaum, Ph.D., NYU. Human resource education, workplace issues and trends.
• Division of Curriculum and Teaching
• Jane Bolgatz, Ph.D., Iowa. Social studies education, multicultural education.
• Rita Brause, Ed.D., NYU. Reading, literature and literacy education, teaching/learning, teacher research.
• Diana Caballero, Ed.D., Columbia. Bilingual/multicultural education, equity and social justice, teacher education.
• Su-Je Cho, Ph.D., California, Santa Barbara. Families with exceptional children, social and academic performance of Asian-American students.
• Theresa Cicchelli, Ph.D., Syracuse. Professional development, teaching strategies: K–8, teaching/learning styles and processes.
• John Craven, Ph.D.., Iowa. Science education, geology, animal science.
• Marshall George, Ed.D., Tennessee. Secondary English education, adolescent literature, secondary school curriculum.
• Roland Hughes, Ph.D., Fordham. Math education, curriculum and teaching, cognitive skills teaching, mathematics education K–12.
• Kathleen P. King, Ed.D., Widener. Adult education, transformational learning, educational technology.
• Usha Kotelawala, Ph.D., Columbia Teachers College. Math education, teacher attitudes and beliefs, reliability theory, professional development.
• Kelley A. Lassman, Ph.D., Vanderbilt. Special education, adolescent language development, emotional and behavior disorders in children and youth, special education law.
• Carolyn McGown, M.S., CUNY. Elementary and special education, new teacher training and retention.
• Michael Marino, Ph.D., Columbia Teachers College. Teacher education, history, social studies.
• Arlene Moliterno, Ph.D., Fordham. Language, literacy and learning, instructional technology, field supervision.
• Molly Ness, Ph.D., Virginia. Reading comprehension, secondary literacy, effective instructional practices, achievement gap.
• Aida Nevarez-La Torre, Ed.D., Harvard. Linguistic diversity in teacher preparation, practitioner research, literacy development in English language learners.
• Terry Osborn, Ph.D., Connecticut. Critical pedagogy, world language education, educational linguistics.
• Valerie Rowe, Ph.D., Fordham. Teacher preparation, reflective practitioner.
• Patricia Shea-Bischoff, Ph.D., Fordham. Literacy, professional development, secondary teacher education.
• Kristin Turner, Ph.D., Rutgers. Writing, connection between talk and writing, argumentative genres, transfer of knowledge.
• Joanna Uhry, Ed.D., Columbia. Reading, initial teacher preparation, at-risk students, early literacy, reading.
• Chun Zhang, Ph.D., Illinois at Urbana-Champaign. Early intervention, inclusion, family-centered practice, cultural and linguistic diversity, HS and EHS children, families and programs.
• Division of Psychological and Educational Services
• Francine Blumberg, Ph.D., Purdue. Educational psychology, attention and learning strategies.
• Karen Brobst, Ph.D., Columbia. School psychology, learning strategies, parent education.
• Anthony Cancelli, Ed.D., Oklahoma State. School psychology, behavioral intervention, consultation.
• Eric C. Chen, Ph.D., Arizona State. Counseling psychology, career development, counseling supervision, cultural diversity.
• Amelio D’Onofrio, Ph.D., Fordham. Psychodiagnostic assessment and evaluation, solution focused therapy, family therapy, couples therapy.
• Giselle Esquivel, Psy.D., Yeshiva. School psychology, bilingual school psychology, gifted/talented/creative students, personality.
• Elizabeth Finn, Ph.D., Fordham. Family involvement in early childhood literacy, adolescent intervention/substance use and abuse, neuropsychology/individual differences.
• Jairo Fuertes, Ph.D., Maryland. Counseling, noncognitive variables in school success, Hispanic students.
• Abigail Harris, Ph.D., Berkeley. School psychology, curriculum assessment, multicultural assessment, gender.
• John Houtz, Ph.D., Purdue. Problem solving and creativity, gifted/talented teacher education, assessment and evaluation, statistical methods.
• Margo Jackson, Ph.D., Stanford. Counseling psychology, career assessment and intervention, cultural diversity, attribution bias.
• Merle Keitel, Ph.D., SUNY at Buffalo. Counseling psychology, grief and loss counseling, stress management, health psychology.
• Sangwon Kim, Ph.D., Georgia. Cognitive assessment, measurement, and multicultural evaluation.
• Zsuzsanna Kiraly, Ph.D., Fordham. School consultation and early childhood centers.
• Jennie Park-Taylor, Ph.D., Boston College. Counseling psychology, acculturation, immigrant children, multicultural counseling, University-community collaboration.
• Joseph Ponterotto, Ph.D., California, Santa Barbara. Counseling psychology, multicultural counseling.
• Mitchell Rabinowitz, Ph.D., California, San Diego. Educational psychology, cognition, educational technology, metacognition.
• Patricio Romero, Ph.D., St. John’s. School psychology, aggression, victimization, role of ethnicity of the child, adolescent peer relations.
• Akane Zusho, Ph.D., Michigan. Educational psychology, motivation, self-regulation, cultural diversity.

Correspondence and Information

Fordham University
Office of Admissions
Graduate School of Education
113 West 60th Street, Room 1115
New York, New York 10023
Telephone: 212-636-6400
Email: gse_admiss@fordham.edu