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Ed
Lehner
Assistant Professor
Education
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Ed Lehner
Assistant Professor
Office
: Building 3S
Room 212
Phone
: 718.982.3692
Fax
: 718.982.3743
lehner@mail.csi.cuny.edu
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Degrees :
The Graduate Center, City University of New York, Doctorate of Philosophy, Urban Education.
Teachers College, Columbia University, N.Y., Master of Arts, Social and Organizational Psychology.
City College, City University of New York, Advanced Secondary Certificate in the Teaching of Secondary Social Studies.
Steinhartd School of Education, New York University, Master of Arts, Rehabilitation Counseling.
Elmira College, Bachelor of Arts.
Biography / Academic Interests
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Professor Ed Lehner has worked in the field of rehabilitation and special education for nearly twenty years. Most recently, he taught in the New York City Public School System teaching in District 79’s Alterative High Schools. As a school teacher, Professor Lehner worked as a special educator teaching across the curriculum in inclusive classrooms.
Professor Lehner’s research agenda focuses on how special needs students can use cogenerative dialogue as a way to expand their learning roles. He examines how previously undemonstrated student behaviors exhibited in the cogenerative dialogue or the classroom can assist special needs student in their learning goals. Professor Lehner conceptualized special needs students’ learning practices can be manifested in micro, meso, or macro level enactments. Theoretically, his research understands that the quality of teaching and learning can increase as student learning behaviors are expanded. Additionally, Professor Lehner sees how cogenerative dialogue can serve as a field where special needs students can acquire new learning behaviors and increase their repertoire of classroom skills to enhance their learning. This research advances that cogenerative dialogue creates a social space where students can effectively communicate across racial, social and other symbolic boundaries and improve the quality of their education.
Scholarships / Publications
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PUBLICATIONS
Emdin, C. & Lehner, E. (in press). Forging research team alliances in urban school: tinkering towards collaboration. In S. Ritchie (Ed). Research Collaborations: Relationships and Praxis. London: Sensepublications.
Lehner, E. (in press). Describing the students of the African Diaspora: Understanding micro and meso science enactments as gateways to standards based discourse. Cultural Studies of Science Education.
Lehner, E. (in press). Exposing the deficit model of educational research by studying student enacted practices. Pedagogical Issues in Science, Mathematics and Technology Education.
Lehner, E. (2006). Creating collaborative third-space discourse to address coteaching contradictions. Forum: Qualitative Social Research [On-line Journal], 7(4), Available: http://www.qualitative-research.net/fqs-texte/4-06/06-4-19-e.htm [Date of Access: September 12, 2006].
Emdin, C. & Lehner, E. (2006). Situating cogenerative dialogue in a cosmopolitan ethic. Forum: Qualitative Social Research [On-line Journal], 7 (2), Art. 39. Available at: http://www.qualitative-research-net.fqs-texte/2-06/06-2-39-e.htm [Date of Access: June 21, 2006].
BOOK in progress
Tobin, K., Lehner, E. & Bayne, G. (Eds). (in progress). Improving the quality of urban science achievement. London: Sensepublications.
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