Professional Background
Associate Professor of Education
Educational Background
B.S., (Special Education), Southern Connecticut State College; M.Ed., (Learning Specialist Program), University of Vermont; Ph.D., (Curriculum and Instruction: Curriculum Design), University of Illinois, Chicago
Scholarly Interests
Classroom-based collaborative research on issues of social justice, equity, and accessible pedagogy. Inclusion of students with disabilities in general education classrooms.
Selected Publications
BOOKS
Oyler, C. (1996). Making room for students: Sharing teacher authority in Room 104. New York: Teachers College Press.
Oyler, C. & The Inclusive Study Group (forthcoming). Student teachers' inquiries into learning to teach inclusively.
ARTICLES
Hamre, B., & Oyler, C. (2004). Preparing teachers for inclusive classrooms: Learning from a collaborative inquiry group. Journal of Teacher Education, 55 (2), 154-163.
Oyler, C., Jennings, G., & Lozada, P. (2001). Silenced gender: The construction of a male primary educator. Teaching and Teacher Education, 17, 367-379.
Oyler, C. (2001, Spring). Democratic classrooms and accessible instruction. Democracy and Education, 14 (1)28-31.
Hinchman, K., & Oyler, C. (2000). Us and them: Finding irony in our teaching methods. Journal of Curriculum Studies, 32 (4), 495-508.
Kesson, K, & Oyler, C. (1999). Integrated curriculum and service learning: Linking school-based knowledge and social action. English Education, 31(2),133-146. [fully co-authored, names listed in alphabetical order].
Oyler, C. & Becker, J. (1997). Teaching beyond the progressive-traditional dichotomy: Sharing authority and sharing vulnerability. Curriculum Inquiry, 27, 453-467.
Oyler, C. (2001). Disability and community capacity: A review of Teaching Children with Down Syndrome: Toward an understanding of possibility. Encounter, 14(1), 64-67.
Delaney, M., & Oyler, C. (2001). Online expeditions. Social Studies and the Young Learner, 13(3), 6-9.
Oyler, C. (2000). Extending narrative inquiry. Curriculum Inquiry, 31, 77-88.
Oyler, C., & Barry, A. (1996). Urban first graders intertextual connections in the collaborative talk around information books during teacher-led read-alouds. Language Arts, 73, 324-239.
Oyler, C. (1996). Sharing authority: Student initiations during teacher-led read-alouds of information books. Teaching and Teacher Education, 12, (2), 149-160.
Contino, P. & Oyler, C. (1995). Reaching beyond ourselves. Teaching Education. 7 (1), 63-71.
Pappas, C, & Oyler, C. (1993). Collaborating with teachers developing integrated language arts programs in urban schools. Language Arts, 70, 297-303.
Celia Oyler
Associate Professor of Education
Phone: 212-678-3696
Email: