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    Descriptive info: .. quick links.. Home.. About Us.. Our Members.. Fellowship Programs.. Research Initiatives.. Publications.. Annual Fund.. History Current Projects.. Upcoming Events Meetings.. CONTACT US.. National Academy of Education.. 500 Fifth Street, NW.. Washington, DC 20001.. E-mail:.. info@naeducation.. org.. WELCOME!.. The National Academy of Education (NAEd) advances the highest quality education research and its use in policy formation and practice.. Founded in 1965, the NAEd consists of U.. S.. members and foreign associates who are elected on the basis of outstanding scholarship related to education.. Since its establishment, NAEd has undertaken research studies  ...   a particular area of inquiry.. In addition, members are deeply engaged in NAEd s professional development fellowship programs focused on the rigorous preparation of the next generation of scholars.. Featured initiatives.. Workshop to Examine Current and Potential Uses of NCES Longitudinal Surveys by the Education Research Community.. Evaluation of Teacher Education Programs: Toward a Framework for Innovation.. Measures of Effective Teaching (MET) Early Career Research Grants Program.. Exploring the Uses of Data Captured from Adaptive Educational Technologies.. 2012 annual meeting highlights.. Annual Meeting Plenary Session Audiocasts.. Featured Links.. new and noteworthy..

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  • Title: NAEd Members
    Descriptive info: Members of the National Academy of Education.. PRESIDENT:.. Susan H.. Fuhrman.. , Teachers College, Columbia University.. PRESIDENT-ELECT:.. Michael Feuer.. , The George Washington University.. VICE PRESIDENT:.. Edward Haertel.. , Stanford University.. SECRETARY-TREASURER:.. Susan Moore Johnson.. , Harvard Graduate School of Education.. MEMBERS:.. Bruce M.. Alberts.. , University of California, San Francisco.. Anthony Alvarado.. , San Diego City Schools Education Center.. James D.. Anderson.. , University of Illinois at Urbana-Champaign.. Richard C.. , University of Illinois.. Alexander W.. Astin.. , University of California, Los Angeles.. Atkinson.. , University of California.. Thomas Bailey.. Eva Baker.. Deborah Loewenberg Ball.. , University of Michigan.. James A.. Banks.. , University of Washington.. W.. Steven Barnett.. , National Institute for Early Education Research.. Hyman Bass.. Isabel Beck.. , University of Pittsburgh.. Gary S.. Becker.. , University of Chicago.. David C.. Berliner.. , Arizona State University.. Derek Bok.. , Harvard University.. Hilda Borko.. John Brademas.. , New York University.. John D.. Bransford.. Jeanne Brooks-Gunn.. ,.. Teachers College and the College of Physicians and Surgeons at Columbia University.. John Seely Brown.. , Xerox Research Center.. Jerome S.. Bruner.. New York University.. Anthony S.. Bryk.. The Carnegie Foundation for the Advancement of Teaching.. Eamonn Callan.. Martin Carnoy.. Michelene T.. H.. Chi.. Paul Cobb.. , Vanderbilt University.. Marilyn Cochran-Smith.. , Boston College.. David K.. Cohen.. Michael Cole.. , University of California, San Diego.. Allan Collins.. , Northwestern University.. James P.. Comer.. , Yale University.. Lambros Comitas.. Mihaly Csikszentmihalyi.. , Claremont Graduate University.. William Damon.. Linda Darling-Hammond.. Andrea A.. diSessa.. , University of California, Berkeley.. Greg J.. Duncan.. , University of California, Irvine.. Jacquelynne S.. Eccles.. , University of Michigan.. Ronald G.. Ehrenberg.. , Cornell University.. Margaret A.. Eisenhart.. , University of Colorado at Boulder.. Elliot W.. Eisner.. Richard F.. Elmore.. Frederick Erickson.. University of California, Los Angeles.. Michael J.. Feuer.. , George Washington University.. Robert Floden.. , Michigan State University.. Susan Fuhrman.. Adam Gamoran.. , University of Wisconsin, Madison.. Howard Gardner.. James Gee.. Carol Gilligan.. Herbert P.. Ginsburg.. Gene V.. Glass.. Susan R.. Goldman.. , University of Illinois at Chicago.. Thomas L.. Good.. , University of Arizona.. Edmund W.. Gordon.. , Yale University, and Teachers College, Columbia University.. Patricia Albjerg Graham.. Hanna Holborn Gray.. James G.. Greeno.. Pamela Grossman.. John T.. Guthrie.. , University of Maryland, College Park.. Kris D.. Gutiérrez.. Amy Gutmann.. , University of Pennsylvania.. Edward H.. Haertel.. Kenji Hakuta.. Eric A.. Hanushek.. Robert M.. Hauser.. Shirley Brice Heath.. , Stanford University.. James J.. Heckman.. Larry V.. Hedges.. Jeffrey Henig.. George Hillocks.. Paul W.. Holland.. , Educational Testing Service.. Jacqueline Jordan Irvine.. , Emory University.. Philip W.. Jackson.. John F.. (Jack) Jennings.. , Center on Education Policy.. Carl F.. Kaestle.. , Brown University.. Sharon Lynn Kagan.. Michael B.. Katz.. Kelly.. , Kelly Advisors, LLC.. Jeremy Kilpatrick.. , University of Georgia.. Walter Kintsch.. Michael Kirst.. David Klahr.. , Carnegie Mellon University.. Daniel M.. Koretz.. Helen F.. Ladd.. , Duke University.. Gloria Ladson-Billings.. Lindsay Chase Lansdale.. Ellen Condliffe Lagemann.. , Bard College.. Magdalene Lampert.. Sara Lawrence-Lightfoot.. Marvin Lazerson.. Carol Lee.. Valerie Lee.. Hope Jensen Leichter.. Henry Levin.. Richard J.. Light.. , Harvard Graduate School of Education, John F.. Kennedy School of Government.. Marcia Linn.. Robert L.. Linn.. Judith Warren Little.. Susanna Loeb.. Dan C.. Lortie.. George F.. Madaus.. Kathleen McCartney.. , Harvard Graduate School for Education.. Lorraine M.. McDonnell.. , University of California, Santa Barbara.. Milbrey W.. McLaughlin.. Michael McPherson.. , Spencer Foundation.. Douglas Medin,.. Northwestern University.. Hugh Mehan.. Deborah W.. Meier.. John W.. Meyer.. Robert Mislevy.. Luis C.. Moll.. Murnane.. Anna Neumann.. Nel Noddings.. , Teachers College, Columbia University and Stanford University.. Jeannie Oakes.. , Ford Foundation.. Michael A.. Olivas.. , University of Houston.. Gary Orfield.. Annemarie Palincsar.. Roy Pea.. P.. David Pearson.. James Pellegrino.. David N.. Perkins.. Paul E.. Peterson.. Penelope Peterson.. Andrew C.. Porter.. Stephen W.. Raudenbush.. , University of Chicago.. Diane Ravitch.. William J.. Reese.. Lauren B.. Resnick.. Barbara Rogoff.. , University of California, Santa Cruz.. Mike Rose.. , UCLA Graduate School of Education and Information Studies.. Sheldon Rothblatt.. Cecilia E.. Rouse.. , Princeton University.. Brian Rowan.. Robert Rueda.. , University of Southern California.. Rubén G.. Rumbaut.. Geoffrey B.. Saxe.. Marlene Scardamalia.. , University of Toronto, OISE.. William H.. Schmidt.. Alan H.. Schoenfeld.. Robert Schwartz.. Donna E.. Shalala.. , University of Miami.. Lorrie A.. Shepard.. Lee S.. Shulman.. , Carnegie Foundation for the Advancement of Teaching.. Robert Siegler.. Judith D.. Singer.. Diana Slaughter.. Robert Slavin.. , Johns Hopkins University.. Marshall S.. Smith.. , The William and Flora Hewlett Foundation.. Catherine E.. Snow.. , Harvard Graduate School of Education.. Margaret Beale Spencer.. Claude M.. Steele.. , Columbia University.. Robert J.. Sternberg.. , Oklahoma State University.. James W.. Stigler.. Deborah J.. Stipek.. Kenneth A.. Strike.. , Syracuse University.. Marcelo M.. Suárez-Orozco.. David S.. Tatel.. , United States Court of Appeals for the District of Columbia Circuit.. Guadalupe Valdés.. Maris Vinovskis.. Lois Weis.. , University of Buffalo.. Roger P.. Weissberg.. , The University of Illinois at Chicago.. Finis Welch.. , Texas A M University.. Clifton R.. Wharton Jr.. , TIAA-CREF.. Carl E.. Wieman.. , University of British Columbia.. Bernard Weiner.. John B.. Willett.. Mark Wilson.. William Julius Wilson.. , Harvard University, John F.. Ken Zeichner.. , University of Washington, Seattle.. MEMBERS EMERITI:.. Bernard Bailyn.. Carl Bereiter.. Charles E.. Bidwell.. Courtney Cazden.. K.. Patricia Cross.. Larry Cuban.. Robert Dreeben.. Elizabeth Fennema.. David Pierpont Gardner.. Nathan Glazer.. John I.. Goodlad.. Maxine Greene.. Maureen Hallinan.. Jurgen Herbst.. Father Theodore M.. Hesburgh.. H.. Thomas James.. Judith E.. Lanier.. Robert A.. LeVine.. March.. Wilbert J.. McKeachie.. Robert Moses.. Harold J.. Noah.. Frederick Olafson.. Ingram Olkin.. Denis C.. Phillips.. Thomas A.. Romberg.. Frederick Rudolph.. Israel Scheffler.. Shavelson.. George Spindler.. Patrick Suppes.. David Tyack.. FOREIGN ASSOCIATES:.. Hiroshi Azuma.. , Shirayuri College, Japan.. Miriam Ben-Peretz.. , University of Haifa.. Erik De Corte.. , University of Leuven.. Kieran Egan.. , Simon Fraser University.. Michael Fullan.. Kazuyuki Kitamura.. , National Institute for Educational Research in Japan.. Guy Neave.. , International Association of Universities, France.. David R.. Olson.. Fritz Oser.. , Lehrstuhl fur Padagogik und Padagogische Psychologie.. Michael Rutter.. , Institute of Psychiatry, England.. Gavriel Salomon.. Manabu Sato.. , University of Tokyo.. Sidney Strauss.. , Tel Aviv University.. John Willinsky.. J.. Douglas Willms.. , University of New Brunswick.. FOREIGN ASSOCIATES EMERITI:.. Paul Black.. Michel Crozier.. A.. Halsey.. C.. Harrison.. Members Biographical Information.. a prominent.. biochemist with a strong commitment to the improvement of science education, serves as Editor-in-Chief of.. Science.. , and as one of three US Science Envoys.. Alberts is also Professor Emeritus in the Department of Biochemistry and Biophysics at the University of California, San Francisco, to which he returned in 2005 after serving two six-year terms as the president of the National Academy of Sciences (NAS) in Washington, DC.. During his tenure at the NAS, Alberts was instrumental in developing the landmark National Science Education standards that promote science as inquiry teaching.. Alberts is also noted as one of the original authors of.. The Molecular Biology of the Cell.. , a pre-eminent textbook in the field now in its fifth edition.. Alberts has earned many honors and awards, including 16 honorary degrees.. He currently serves on the advisory boards of more than 25 non-profit institutions, including the Gordon and Betty Moore Foundation.. Professor of Education, Stanford University, is former chancellor of instruction of San Diego City Schools.. He received his BA and MA from Fordham University.. He is the former superintendent of District 2 in New York City, where he instituted a professional development program for teachers and principals.. He has received the Dana Award for Pioneering Achievement in Education.. is the author of.. The Education of Blacks in the South, 1860-1935.. which received the Outstanding Book Award of the American Educational Research Association.. Anderson is also co-editor of.. New Perspectives on Black Educational History.. and has published numerous articles and book chapters on the history of education.. He has served as expert witness in a series of federal desegregation cases, including,.. Liddell v.. Missouri; Jenkins v.. Missouri; Knight v.. Alabama; Ayers v.. Mississippi;.. and the recent University of Michigan affirmative action case,.. Gratz v.. Michigan.. His most current work includes a publication in press entitled.. No Sacrifice Too Great: The History of African American Education from Slavery to the Twenty-First Century.. Anderson earned a bachelor s degree (1966) from Stillman College and both a master s degree (1969) and doctorate (1973) from the University of Illinois at Urbana-Champaign.. He was named a Fellow at the Center for Advanced Study and Behavioral Science at Stanford University and recently received the Distinguished Career Contributions Award from the American Educational Research Association s Committee on Scholars of Color in Education.. He served as advisor to and participant in the PBS documentaries School: The Story of American Public Education (2001), The Rise and Fall of Jim Crow (2002), and Forgotten Genius: The Percy Julian Story (2007).. He is the Senior Editor of the.. History of Education Quarterly.. www.. ed.. uiuc.. edu/eps/frp/janders.. is University Scholar and professor emeritus of education and psychology at the University of Illinois.. He is also professor at Beijing Normal University and president of China Children s Books.. Educated at Harvard, Anderson has been a school teacher and an assistant superintendent of schools.. He has served as president of the American Educational Research Association (AERA) and chaired the National Academy of Education National Institute of Education Commission on Reading.. He has published more than two hundred books and articles, notably.. Becoming a Nation of Readers.. Anderson's honors include twice winning the Palmer O.. Johnson Award, AERA's annual award for an outstanding educational research paper; the Oscar O.. Causey Award from the National Reading Conference for career-long excellence in reading research; the William S.. Gray Citation of Merit, the highest honor of the International Reading Association; the Distinguished Contribution to Educational Research Award of AERA; and the Edward Lee Thorndike Award for distinguished psychological contributions to education, presented by the American Psychological Association.. He is currently the featured honoree in the Gallery of Scientists of the Federation of Associations of Brain and Behavioral Sciences.. Anderson is interested in children's reading, including microanalysis of social and cognitive facets of classroom reading lessons, story discussions that promote thinking, and the influence of writing systems on learning to read.. is Allan M.. Cartter Professor of Higher Education Emeritus at the University of California, Los Angeles.. Astin has received the Award for Outstanding Research and the Extended Research Award from the American Association for Counseling and Development, the E.. F.. Lindquist Award from the American Educational Research Association, and the Research Achievement Award, The Mentoring Award, and the Howard R.. Bowen Distinguished Career Award from the Association for the Study of Higher Education.. His publications include.. Four Critical Years,.. Minorities in American Higher Education,.. Assessment for Excellence.. ,.. What Matters in College?, Mindworks,.. and.. Cultivating the Spirit.. He has been a Fellow at the Center for Advanced Studies in the Behavioral Sciences at Stanford University and is the recipient of 11 honorary degrees.. served from 1995-2003 as the seventeenth president of the University of California (UC) system.. His eight-year tenure was marked by innovative approaches to admissions and outreach, research initiatives to accelerate the university s contributions to the state s economy, and a challenge to the country s most widely used admissions examination the SAT 1 that led to major changes in the way millions of America s youth are tested for college admissions.. Before becoming president of the UC system, Atkinson served for fifteen years as chancellor of UC San Diego, where he led that campus emergence as one of the leading research universities in the nation.. He is a former director of the National Science Foundation and past president of the American Association of American Universities, and he was a long-term member of the faculty at Stanford University.. His research in the field of cognitive science and psychology has been concerned with problems of memory and cognition.. He is a member of the National Academy of Sciences, the Institute of Medicine, the National Academy of Education, and the American Philosophical Society, and a mountain in Antarctica has been named in his honor.. http://www.. rca.. ucsd.. edu.. is the George and Abby O'Neill Professor of Economics and Education in the Department of Education Policy and Social Analysis (.. EPSA.. ) at.. Teachers College.. He is an economist, with specialties in education, labor economics, and econometrics.. He is also Director of the Community College Research Center (.. CCRC.. ) and of two national Centers, the National Center for Postsecondary Research (.. NCPR.. ), established in 2006, and the National Center for Analysis of Postsecondary Education and Employment (.. CAPSEE.. ), established in 2011.. Both national centers are funded by grants from the Institute for Education Sciences.. In June 2010, U.. Secretary of Education Arne Duncan appointed him chair of the Committee on Measures of Student Success, which developed recommendations for community colleges to comply with completion rate disclosure requirements under the Higher Education Opportunity Act.. Bailey has also served as a consultant to many public agencies and foundations as well as several state and local economic development and educational agencies.. Bailey established the Community College Research Center (CCRC) at Teachers College in 1996, with support from the Alfred P.. Sloan Foundation and since 1992 has been Director of the.. Institute on Education and the Economy (IEE).. at Teachers College.. His articles have appeared in a wide variety of education, policy-oriented and academic journals, and he authored or co-authored several books on the employment and training of immigrants and the extent and effects of on-the-job training.. His most recent book, co-edited with Vanessa Morest, is Defending the Community College Equity Agenda.. (Johns Hopkins University Press, 2006).. Other books include Working Knowledge: Work-Based Learning and Education Reform(Routledge, 2004), co-authored with Katherine Hughes and David Moore; Manufacturing Advantage (Cornell University Press, 2000), written with Eileen Appelbaum, Peter Berg, and Arne Kalleberg; and The Double Helix of Education and the Economy (IEE, 1992), co-authored with Sue Berryman.. Dr.. Bailey holds a PhD in labor economics from MIT.. tc.. columbia.. edu/academics/?facid=tb3.. Eva L.. Baker.. is Distinguished Professor of Education at the UCLA Graduate School of Education and Information Studies.. She has directed the UCLA Center for the Study of Evaluation (CSE) since 1975.. She is also Director of the Center for Research on Evaluation, Standards, and Student Testing (CRESST), a competitively awarded national institution funded by the U.. Department of Education and supported by other government agencies and private organizations.. Former president of the Educational Psychology Division of the American Psychological Association and the American Educational Research Association, Dr.. Baker was also the 2006-2007 president of the American Educational Research Association and a former editor of.. Educational Evaluation and Policy Analysis.. She was co-chair of the committee to revise the Standards for Educational and Psychological Testing (1999), was a member of the Advisory Council on Education Statistics (ACES) for the National Center for Education Statistics, and chair of the Board on Testing and Assessment of the National Research Council.. Baker's research is focused on the integration of research on learning and measurement.. She also conducts studies in accountability.. She is presently involved in the design of technologically sophisticated testing and evaluation systems of performance assessment in large-scale environments for both military and civilian education.. is Dean of the School of Education and William H.. Payne Collegiate Professor at the University of Michigan.. Her work draws on her many years of experience as an elementary classroom teacher.. Ball is an expert on teacher education, with a particular interest in how professional training and experience combine to equip beginning teachers with the skills and knowledge needed for effective practice.. As Dean of the School of Education, Dr.. Ball is spearheading the Teacher Education Initiative to reconceptualize teacher education and to make it a centerpiece of the School.. These changes are informed by strong links to both the Arts and Sciences disciplines, and to the programs of the various professional schools.. Ball s research focuses on mathematics instruction, and on interventions designed to improve its quality and effectiveness.. Her research groups study the nature of the mathematical knowledge needed for teaching and develop survey measures that make possible analyses of the relations among teachers' mathematical knowledge, the quality of their teaching, and their students' performance.. Ball is co-director of the Center for Proficiency in Teaching Mathematics, a research and development center aimed at strengthening professional education of mathematics teachers.. She also was a principal investigator on the Study of Instructional Improvement, a large longitudinal study of efforts to improve instruction in reading and mathematics in high-poverty urban elementary schools.. Ball has authored or co-authored over 150 publications and has lectured and made numerous major presentations around the world.. Her website is heavily used by scholars, policymakers, and practitioners.. Her research has been recognized with several awards and honors, and she has served on several national and international commissions and panels focused on policy initiatives and the improvement of education, including, most recently, the National Mathematics Advisory Panel.. http://www-personal.. umich.. edu/~dball/.. is Kerry and Linda Killinger Endowed Chair in Diversity Studies and founding director of the Center for Multicultural Education at the University of Washington, Seattle.. He received a BE in social science education from Chicago State University and a MA and a PhD in social science and education from Michigan State University.. Banks is a leader in the fields of social studies education and multicultural education.. His publications include Cultural Diversity and Education: Foundations, Curriculum, and Teaching (Fifth Edition); Educating Citizens in a Multicultural Society (Second Edition); Handbook of Research on Multicultural Education; Race, Culture, and Education: The Selected Works of James A.. Banks;.. The Routledge International Companion to Multicultural Education.. ; and the Encyclopedia of Diversity in Education (4 Volumes), published by Sage.. Banks is a past president of the National Council for the Social Studies and of the American Educational Research Association (AERA).. He received the AERA Research Review Award in 1997, the AERA Social Justice Award in 2004, and the Teachers of English to Speakers of Other Languages Inc.. President's Award in 1998.. He has honorary degrees from the Bank Street College of Education, the University of Alaska, Fairbanks, the University of Wisconsin, Parkside, DePaul University, Lewis and Clark College, and Grinnell College.. Banks received the Distinguished Career Research in Social Studies Award from the National Council for the Social Studies in 2001, the UCLA Medal in 2005, and a Distinguished Alumni Award from Michigan State University in 2005.. He was a Spencer Fellow at the Center for Advanced Studies in the Behavioral Sciences at Stanford in 2005-2006.. Professor Banks was the Tisch Distinguished Visiting Professor at Teachers College, Columbia University in 2007.. http://faculty.. washington.. edu/jbanks.. is an economist and educational researcher whose work focuses on the economics of child development and related public policies, particularly early education policy.. He is the Board of Governors Professor of Education (Economics and Policy) in the Graduate School of Education at Rutgers University, and Founding Co-Director of the National Institute of Early Education Research (NIEER) at Rutgers.. Barnett earned his Ph.. D.. in Economics at the University of Michigan.. His 1984 benefit-cost analysis of the Perry Preschool program placed preschool investments into the framework of social investment in which preschool education and other early interventions are evaluated based on their returns to society and are not simply viewed as a public expense.. More recent studies have focused on measuring the costs and benefits of full-day educational child care, meta-analysis of early childhood interventions in the United States and internationally, and evaluating the impacts of preschool programs including those designed for such specific purposes as enhancing bilingualism and executive function.. is the Samuel Eilenberg Distinguished University Professor of Mathematics and Mathematics Education at the University of Michigan.. Prior to 1999 he was Adrain Professor of Mathematics at Columbia University.. His mathematical research covers broad areas of algebra with connections to geometry, topology and number theory.. He has received the Cole Prize for his work in algebraic K-theory from the American Mathematical Society, of which he was later president.. In 2007 he received the US National Medal of Science.. He has held visiting research and faculty positions at mathematical centers around the world, including Paris, Bombay, Rio, Cambridge, Stockholm, Mexico, Rome, Trieste, Hong Kong, Berkeley, and Jerusalem.. He is a member of the US National Academy of Sciences, the American Academy of Arts and Sciences, and the Third World Academy of Sciences.. Bass was chair of the Mathematical Sciences Education Board at the NRC, and President of the International Commission on Mathematics Instruction.. For more than a decade he has been collaborating with Deborah Ball and her research groups at the University of Michigan on aspects of mathematical knowledge for the teaching of mathematics, mainly at the elementary level.. In particular, he has explored how the concepts and practices of mathematics as a discipline can find authentic, and pedagogically appropriate expression in school classrooms.. In all of this work, a major challenge has been to build bridges between diverse professional communities, especially mathematicians, and stakeholders involved in mathematics education.. is professor emerita at the University of Pittsburgh.. Beck has conducted extensive research on decoding, vocabulary, and comprehension, and has published many journal articles and several books on these topics.. Beck s work has been acknowledged by numerous awards, including the Oscar S.. Causey award for outstanding research from the National Reading Conference, and the William S.. Gray award for career contributions to the field from the International Reading Association.. She is also the recipient of the Contributing Researcher Award from the American Federation of Teachers for bridging the gap between research and practice, which is Dr.. Beck s hallmark.. Most recently she was elected to the National Academy of Education.. Gary Becker.. is a professor of economics and sociology at the University of Chicago.. He received his AB from Princeton University and his AM and PhD from the University of Chicago.. Becker has received the Nobel Memorial Prize in Economic Sciences, the John Bates Clark Medal from the American Economic Association, the Professional Achievement Award from the University of Chicago, and the W.. S.. Woytinsky Award from the University of Michigan.. Human Capital.. Economic Theory,.. The Allocation of Time and Goods Over the Life Cycle,.. and.. Social Economics.. is Regents' Professor Emeritus at Arizona State University.. His research and scholarship focus on teaching, teacher education, and educational policy.. He is co-author (with Bruce Biddle) of.. The Manufactured Crisis,.. which won the Outstanding Book Award of the American Educational Research Association; co-editor (with Robert Calfee) of the.. Handbook of Educational Psychology;.. co-author (with Sharon Nichols) of.. Collateral Damage: How High-stakes Testing Corrupts America s Schools;.. and co-author (with Nathaniel Gage) of six editions of.. Educational Psychology.. He has received the Edward Lee Thorndike Award for Distinguished Psychological Contributions to Education and the American Educational Research Association's (AERA) highest honor, the Award for Distinguished Contributions to Educational Research.. He has been president of both AERA and the American Psychological Association's Division of Educational Psychology.. He is a member, as well, of the International Academy of Education and a fellow of the National Center for Educational Policy at Boulder, CO.. http://education.. asu.. edu/faculty/view/david-berliner.. has been a lawyer, professor of law, dean of the Harvard Law School, and president of Harvard University, where he currently serves as Three Hundredth Anniversary University Professor.. He holds an AB from Stanford University, a JD from Harvard Law School, and an AM in economics from George Washington University.. He served on the board of trustees of the University of Massachusetts from 1993 to 1996 and currently serves as national chair of Common Cause and as chair of the board of overseers for the Curtis Institute of Music.. His current research interests include the state of higher education and a project sponsored by several foundations on the adequacy of government in the United States in coping with the nation's domestic problems.. is a professor of education at Stanford University.. She received her BA in psychology, her MA in philosophy education, and her PhD in educational psychology from the University of California, Los Angeles.. Borko s research explores teacher cognition and the process of learning to teach, with an emphasis on changes in novice and experienced teachers knowledge and beliefs about teaching, learning, and assessment; classroom practices; and professional identities as they participate in reform-based teacher education and professional development programs.. Her teaching interests are in the related areas of classroom processes, teaching for understanding, and learning to teach.. Borko is a member of numerous professional organizations in education and psychology and has served as a member and chair of various committees for the American Educational Research Association, Association of Mathematics Teacher Educators, and Educational Psychology Division of the American Psychological Association.. She was editor of the teaching, learning, and human development section of the.. American Educational Research Journal.. , interim editor (with Lorrie Shepard) of.. Educational Researcher,.. and editor of.. Journal of Teacher Education.. (with Jennie Whitcomb and Dan Liston).. She served as President of the American Educational Research Association (2003-2004).. She received the National Council of Teachers of Mathematics award for the outstanding article published in the.. Journal for Research in Mathematics Education.. in 1992.. is President emeritus of New York University (NYU) and was NYU president from 1981 to 1992.. He received his BA from Harvard and PhD from Oxford University.. A member of Congress (1959 1981) and House Majority Whip, he authored major legislation to support education, the arts and humanities, libraries, and museums.. A member of the American Academy of Arts and Sciences, Academy of.. Athens, European Academy of Sciences and Arts, and National Academy of Education of Argentina, Brademas has received honorary degrees from fifty-five colleges and universities.. He is President of the King Juan Carlos I of Spain Center of New York University Foundation and founder and Chairman of the Advisory Council of the John Brademas Center for the Study of Congress at NYU.. His books include.. The Politics of Education: Conflict and Consensus on Capitol Hill.. Washington, DC to Washington Square.. John Bransford.. holds the James W.. Mifflin University Professorship and is professor of education at the University of Washington.. He was formerly Centennial Professor of Psychology and Education and co-director of the Learning Technology Center at Vanderbilt University.. He received his BA from Hamline University and his PhD from the University of Minnesota.. His more than two hundred publications include.. Journal of Applied Developmental Psychology, How People Learn: Bridging Research and Practice,.. How People Learn: Brain, Mind, Experience, and School.. is the Virginia and Leonard Marx Professor of Child Development at Teachers College and the College of Physicians and Surgeons at Columbia University.. A developmental psychologist, she obtained her B.. A.. from Connecticut College, Ed.. M.. from Harvard University and Ph.. from the University of Pennsylvania.. Brooks-Gunn specializes in policy-oriented research that focuses on family and community influences on the development of children and youth.. Her research centers on designing and evaluating interventions and policies aimed at enhancing the well-being of children, with a particular focus on children whose parents are poor, are single or have low levels of education.. She also examines the interaction of development, biology and environment.. She conducts multi-site longitudinal studies and coordinates experiments which explore the role of housing, as well as early childhood, afterschool, and home visiting programs in the development of children.. Her books include.. Adolescent mothers in later life.. (1987),.. Consequences of growing up poor.. (1997) and.. Neighborhood Poverty: Context and consequences for children (Volume 1).. Policy implications in studying neighborhoods (Volume 2).. (1997).. Professor Brooks-Gunn has received numerous honors and awards for her work.. Her awards and recognitions include: election into the Institute of Medicine of the National Academies (2009);.. Honorary Doctorate of Science.. at Northwestern University (2009); the Society for Research in Child Development s award for distinguished contributions to public policy for children (2005).. She has been elected an American Educational Research Association Fellow (2010);.. Margaret Mead Fellow.. by the American Academy of Political and Social Science (2004) and has received the.. James McKeen Cattell Fellow Award.. (2002) for outstanding contributions to the area of applied psychological research from the American Psychological Association.. She was honored with the.. Distinguished Contributions to Research in Public Policy Award.. (2001) from the American Psychological Association and has also received the.. Hill Award.. from the Society for Research on Adolescence for her life-time contribution to research on adolescence (1996).. is the former chief scientist of Xerox Corporation.. He received his BA from Brown University and his MS and PhD from the University of Michigan.. With Paul Duguid he co-authored the acclaimed book.. The Social Life of Information.. (HBS Press, 2000) that has been translated into nine languages with a second addition in April 2002.. He is currently a visiting scholar at the Annenberg Center at the University of Southern California.. johnseelybrown.. com.. Jerome Bruner.. is a University Professor Emeritus at New York University and teaches principally at the School of Law there.. Bruner has also served as a professor at Harvard, Oxford, and the New School for Social Research.. He received his BA from Duke University and his PhD in Psychology from Harvard University.. He has also received honorary doctorates from Yale, Oxford, the Sorbonne, Harvard, among others.. Bruner has been awarded the International Balzan Prize, the CIBA Gold Medal for Scientific Research, and the Distinguished Scientific Award of the American Psychological Association (of which he has also served as President).. The Process of Education.. A Study of Thinking.. The Culture of Education.. Acts of Meaning.. , and.. Minding the Law.. (with Anthony Amsterdam).. His latest volume,.. Making Stories: Law, Literature, Life.. , was published in 2002.. He is also a veteran sailor, the only professor in Oxford s long history who sailed his boat across the Atlantic to come occupy his chair at that ancient university.. http://its.. law.. nyu.. edu/facultyprofiles/profile.. cfm?section=bio personID=19807.. Anthony Bryk.. is the ninth president of The Carnegie Foundation for the Advancement of Teaching.. He held the Spencer Chair in Organizational Studies in the School of Education and the Graduate School of Business at Stanford University from 2004 until assuming Carnegie s presidency in September 2008.. He came to Stanford from the University of Chicago where he was the Marshall Field IV Professor of Urban Education in the sociology department, and where he helped found the Center for Urban School Improvement, which supports reform efforts in the Chicago Public Schools.. He also created the Consortium on Chicago School Research, a federation of research groups that have produced a range of studies to advance and assess urban school reform.. His current research and practice interests focus on the organizational redesign of schools and school systems and the integration of technology into schooling to enhance teaching and learning.. Bryk received his BS from Boston College and his EdD from the Harvard Graduate School of Education.. Bryk has received the Palmer A.. Johnson Award, the American Educational Research Association Division H Research Utilization Award, and the Willard Waller Award from the American Sociological Association.. Hierarchical Linear Models.. (with Stephen Raudenbush),.. Catholic Schools and t.. he Common Good.. (with Valerie Lee and Peter Holland),.. Chartering Chicago School Reform: Democratic Localism as a Lever for Change.. (with Penny Bender Sebring et al.. ), and.. Trust in Schools.. (with Barbara Schneider), and.. Organizing Schools for Improvement; Lessons from Chicago.. with Penny Bender Sebring, Elaine Allensworth, Stuart Luppescu, and John Q.. Easton.. is Pigott Family Professor in the Stanford University School of Education.. He is a philosopher of education whose work draws heavily on contemporary moral and political theory.. His principal interests are in civic and moral education and in the application of theories of justice and democracy to problems in educational policy and practice.. He received his undergraduate and masters degrees from the National University of Ireland and his doctorate in the philosophy of education from the University of Alberta.. His many publications include Creating Citizens: Political Education and Liberal Democracy and Autonomy and Schooling.. http://ed.. stanford.. edu/faculty/ecallan.. is a professor in the Department of Psychology at Arizona State University.. She is a cognitive science researcher interested in issues of how students learn.. Her early research investigated the role of knowledge in children s competence as well as in differences in the representations between adult novices and experts.. She discovered an important phenomenon that self-explaining increases learning more than receiving explanations, and pioneered a method of analyzing verbal explanations that is both quantitative and qualitative.. She has done seminal studies on many other learning methods, include learning from being tutored, from collaborating, and from observing and overhearing tutorial dialogues.. Another area of her research focuses on the origin of scientific misconceptions and she has explored approaches to teaching emergent, robustly misconceived processes.. Recently she introduced a framework that defines active learning by differentiating students learning activities as passive, active, constructive or interactive, and compares their relative effectiveness.. She has over 100 publications and 25 of them have over 100 citations each.. Two have been ranked the first and seventh most highly cited articles published in the journal.. Cognitive Science.. is Professor of Mathematics Education at Vanderbilt University, where he holds the Peabody Chair in Teaching and Learning.. His research interests focus on instructional design, issues of equity in mathematics teaching and learning, and the improving mathematics teaching on a larger scale.. He received Hans Freudenthal Medal for cumulative research program over the prior ten years from the International Commission on Mathematics Instruction (ICMI) in 2005, and the Silver Scribner Award from American Educational Research Association in 2010 for research over the past ten years that contributes to our understanding of learning and instruction.. He is an elected member of the National Academy of Education and is an Invited Fellow of the Center for Advanced Studies in the Behavioral Sciences.. He received the award for outstanding article published in the.. in1996.. A book edited by Erna Yackel, Koeno Gravemeijer, and Anna Sfard that describes the evolution of his research program was published in 2010:.. A Journey in Mathematics Education Research: Insights from the Research of Paul Cobb.. http://peabody.. vanderbilt.. edu/bio/paul-cobb.. is the Cawthorne Professor of Education and Director of the Doctoral Program in Curriculum and Instruction at the Lynch School of Education, Boston College.. Cochran-Smith is a past president of the American Educational Research Association (AERA) and was co-chair of AERA's National Panel on Research and Teacher Education and co-editor of their report, Studying Teacher Education (2005).. Cochran-Smith was also editor of the Journal of Teacher Education, 2000-2006, and is co-editor of the Teachers College Press series on Practitioner Inquiry, which includes more than three dozen books by practitioners and/or about practitioner research, including Inquiry as Stance: Practitioner Research for the Next Generation (with Susan L.. Lytle, 2009).. Cochran-Smith received AERA s 2006 Research to Practice Award for her book, Policy, Practice and Politics in Teacher Education.. She has also received numerous AACTE awards, including the Pomeroy Award for Outstanding Contributions to Teacher Education, the Margaret Lindsey Award for Distinguished Research in Teacher Education, and the Research and Writing Award in both 1995 and 2005.. Cochran-Smith is a frequent keynote speaker nationally and internationally.. In 2006, she served as the inaugural C.. J.. Koh Endowed Professor at the National Institute of Education in Singapore.. Cochran-Smith has written more than 150 many articles, chapters, editorials, and books on social justice, practitioner research, and teacher education research, practice and policy.. bc.. edu/content/bc/schools/lsoe/facultystaff/faculty/cochran-smith.. html.. David Cohen.. is John Dewey Collegiate Professor of Education and professor of public policy at the University of Michigan.. His current research interests include the relations between policy and instruction, the nature of teaching practice, and the effects of school improvement interventions.. His past work has included studies of various efforts to reform schools and teaching, the evaluation of educational experiments and large-scale intervention programs, and the relations between research and policy.. Cohen's publications include.. Usable Knowledge: Social Science and Social Problem Solving.. (with Charles Lindblom) and.. The Shopping Mall High School: Winners and Losers in the Educational Marketplace.. (with Arthur Powell and Eleanor Farrar).. is University Professor of Communication, Psychology, and Human Development and director of the Laboratory of Comparative Human Cognition at the University of California, San Diego.. He received his BA from the University of California, Los Angeles, and his PhD from Indiana University.. He conducted postdoctoral research with Alexander Luria at Moscow State University.. His subsequent research has focused on the role of culture in human development with a special emphasis on the role of education as a sociocultural institution.. Cole is a member of the American Academy of Arts and Sciences and the Russian Academy of Education.. In recent years his research has focused on learning and development in specially designed idiocultures implemented in community settings after school.. Cultural Psychology: A Once and Future Discipline, The Psychology of Literacy.. (with Sylvia Scribner), and.. The Development of Children.. (with Sheila Cole).. http://LCHC.. edu/People/MCole/colevita.. pdf.. is professor emeritus of education and social policy at Northwestern University.. He received his BA, MA, and PhD from the University of Michigan.. His research in education centers on design research, learning communities, epistemic forms and games, cognitive apprenticeship, situated learning, and systemic validity in assessment.. He has received a John Simon Guggenheim Foundation fellowship and a Sloan Foundation fellowship.. Rethinking Education in the Age of Technology.. (with Richard Halverson),.. The Cognitive Structure of Emotions.. (with Andrew Ortony and Gerald Clore),.. Readings in Cognitive Science.. (edited with Edward Smith), and.. Cognitive Apprenticeship: Teaching the Crafts of Reading, Writing, and Arithmetic.. (with John Seely Brown and S.. E.. Newman).. sesp.. northwestern.. edu/profile/?p=52.. is Maurice Falk Professor of Child Psychiatry at Yale University and associate dean at the Yale School of Medicine.. He received his AB from Indiana University, his MD from Howard University s College of Medicine, and his MPH from University of Michigan.. Between 1964 and 1967, he trained in psychiatry at the Yale University School of Medicine and its Child Study Center.. He also completed one year of residency training at the Hillcrest Children's Center in Washington, DC.. Comer has received the Heinz Award for the Human Condition, the Healthtrac Foundation Prize, and the Harold W.. McGraw Jr.. Prize in Education.. Beyond Black and White.. Black Child Care.. Maggie s American Dream.. School Power,.. Waiting for a Miracle: Why Schools Can t Solve Our Problems and How We Can.. schooldevelopmentprogram.. is Gardner Cowles Professor of Anthropology and Education at Teachers College (TC), Columbia University and director of TC's Institute of International Studies.. He was, for many years, the director of the Research Institute for the Study of Man in New York City, a leading American center of Caribbean study.. At Teachers College he directed the Division of Philosophy, the Social Sciences, and Education and, at Columbia proper, the Institute of Latin American and Iberian Studies.. An authority on the scholarly literature of the Caribbean, Comitas has carried out anthropological field research in Barbados, Jamaica, the Dominican Republic, Bolivia, Greece, the Soviet Union, Andorra, and Spain with particular focus on fishing populations, social organization, education, drugs and society, and change.. Among his publications are.. The Complete Caribbeana 1900-1975: A Bibliographic Guide to the Scholarly Literature, Ganja in Jamaica.. (with Vera Rubin),.. West Indian Perspectives.. (with D.. Lowenthal),.. Report and Working Papers on Anthropology and Education,.. Interdisciplinary Research and Doctoral Training: A Study of the Linkoping University (Sweden) Tema Departments.. (with T.. C.. Brock, B.. Sigurd, and A.. O.. P.. Sundborg).. Elected to the National Academy of Education in 1979, Comitas has served as president of the Society for Applied Anthropology.. is the C.. and D.. Davidson professor of psychology and management at the Claremont Graduate University in California.. He received his BA and PhD from the University of Chicago, where he taught for 30 years and chaired the Department of Psychology.. Csikszentmihalyi has received numerous grants for his research on the quality of experience in daily lives, creative thinking, and adolescence across cultures.. Flow: The Psychology of Optimal Experience,.. which has been translated in 23 languages;.. Talented Teenagers.. (with Kevin Rathunde and Samuel Whalen);.. The Evolving Self.. : A Psychology for the Third Millennium.. ;.. Creativity:.. Flow and t.. he Psychology of Discovery and Invention.. Good Business.. :.. Flow, Leadership and the Making of Meaning.. He is the recipient of several honorary degrees and a member of the.. American Academy of Arts and Sciences.. The American Academy of Political and Social Sciences,.. among others.. is professor of education at Stanford University and one of the world s leading scholars of human, social, and moral development.. By focusing his work on the positive aspects of growing up rather than on the severe behavioral problems of adolescents, Damon has put himself on the forefront of the emerging positive psychology movement in the United States.. His current research explores how people develop character and a sense of purpose in their work, family, and community relationships.. He examines how young people can approach their careers with a focus on purpose, imagination, and high standards of excellence.. He also has written widely about how to educate for ethical understanding.. Damon s most recent books are:.. The Path to Purpose: How Young People Find Their Calling in Life.. (2008);.. Taking Philanthropy Seriously: Beyond Noble Intentions to Responsible Giving.. (2006, with Susan Verducci);.. The Moral Advantage: How to succeed in business by doing the right thing.. (2004); and.. Noble Purpose: The joy of living a meaningful life.. (2003).. His earlier books include:.. Bringing in a New Era in Character Education.. (2002);.. Good Work: When Excellence and Ethics Meet.. (2001, with Howard Gardner and Mihaly Csikszentmihalyi);.. The Youth Charter.. (1997);.. Greater Expectations: Overcoming the Culture of Indulgence in Our Homes and Schools.. (1995);.. Some Do Care: Contemporary Lives of Moral Commitment.. (1992, with Anne Colby); and.. The Moral Child.. (1990).. As a developmental psychologist, he has made important contributions to education, establishing after-school programs in Boston, unifying communities in educating youth, and working with journalists.. Damon has received awards from several major foundations and the Parent s Choice Book Award.. He is currently the director of the Stanford Center on Adolescence.. http://coa.. is Charles E.. Ducommun Professor of Education at Stanford University where her research, teaching, and policy work focus on issues of school reform, educational equity, and teaching quality.. She received her BA, magna cum laude, from Yale University and her EdD from Temple University, with highest distinction, completing an award-winning dissertation on school finance reform.. Darling-Hammond has been a member of the Academy for more than 15 years and is a past president of the American Educational Research Association (AERA).. She has received numerous honorary degrees and awards for her research and contributions to practice, including the Margaret B.. Lindsey Award for Distinguished Research in Teacher Education, the Distinguished Service Award of the Council of Chief State School Officers, and both the Review of Research in Education Award and the Research into Practice Award from AERA.. Her publications include.. The Right to Learn.. , which received the 1998 Outstanding Book Award from AERA, and.. Teaching as the Learning.. Profession.. , which received the 2000 Outstanding Book Award from the National Staff Development Council.. With John Bransford, Darling-Hammond co-chaired the National Academy of Education s Committee on Teacher Education, which produced.. Preparing Teachers for a Changing World.. , which received the Pomeroy Award from the American Association of Colleges for Teacher Education.. Andrea diSessa.. is Evelyn Lois Corey Professor of Cognition and Development at the University of California, Berkeley.. He received his AB in physics from Princeton University and his PhD, also in physics, from the Massachusetts Institute of Technology.. His research focuses on conceptual change, particularly the nature and role of intuitive knowledge, and on transformative possibilities of technology use in education.. diSessa was twice a Fellow of the Center for Advanced Study in the Behavioral Sciences and received the Australian Council for Education Research/Australian Telecom Sunrise Fellowship.. Turtle Geometry: The Computer as a Medium for Exploring Mathematics.. (with Harold Abelson),.. Toward an Epistemology of Physics.. (.. Cognition and Instruction.. monograph),.. Computers and Exploratory Learning.. (with Celia Hoyles and Richard Noss), and.. Changing Minds: Computers, Learning, and Literacy.. He has been active as an editor, executive editor, and on the editorial boards of a number of journals, including currently serving as editor-in-chief of Cognition and Instruction.. http://gse.. berkeley.. edu/people/andrea-disessa.. Greg Duncan.. is Distinguished Professor in the Department of Education at the University of California, Irvine.. With a 1974 Ph.. in Economics, Duncan spent the first two decades of his career at the University of Michigan working on, and ultimately directing, the Panel Study of Income Dynamics (PSID) data collection project, which, in 2001, was named by the National Science Foundation to be one of the 50 most significant NSF-funded projects in the organization s history.. Beginning in the late 1980s, Duncan engaged in a number of interdisciplinary research networks and began to focus on the impacts of family and neighborhood conditions on children s cognitive and behavioral development.. During his 1995-2008 tenure at Northwestern University, he was the Edwina S.. Tarry Professor in the School of Education and Social Policy.. He co-edited Neighborhood Poverty (1997), Consequences of Growing Up Poor (1997) and For Better and for Worse: Welfare Reform and the Well-Being of Children and Families (2001) and coauthored Higher Ground: New Hope for the Working Poor and Their Children (2007).. Duncan was elected to the American Academy of Arts and Sciences in 2001 and the National Academy of Sciences in 2010.. He was President of the Midwest Economics Association in 2004, the Population Association of America in 2008 and the Society for Research in Child Development (2009-11).. gse.. uci.. Jacquelynne Eccles.. is Wilbert McKeachie Collegiate Professor of Psychology, at the University of Michigan.. She received her BA from the University of California, Berkeley, and her PhD from the University of California, Los Angeles.. Eccles has received the APS James McKeen Cattell Award, Society for Research on Adolescence Hill Award from the, the Div.. 15 APAThorndyke Award, and the Div.. 9 APA Kurt Lewin Award.. She is past president of the Society for Research on Adolescence and one of the founders of the AERA Motivation SIG.. Among other publications, she is co-author or co-editor of Managing to Make It, Gender and Occupational Outcomes, and Unexpected Educational Pathways.. Her research focuses on school, family, and peer groups as contexts for social and cognitive development.. rcgd.. isr.. edu/garp/.. is Irving M.. Ives Professor of Industrial and Labor Relations and Economics at Cornell University, director of the Cornell Higher Education Research Institute, and a research associate at the National Bureau of Economic Research.. From 1995 to 1998, he served as Cornell s vice president for Academic Programs, Planning, and Budget.. He received a BA in mathematics from Harpur College (State University of New York, Binghamton) in 1966, a PhD in economics from Northwestern University in 1970, an Honorary Doctorate of Science from the State University of New York in 2008, and an Honorary Doctor of Humane Letters from Pennsylvania State University in 2011.. He is a noted labor economist, past president and a fellow of the Society of Labor Economics, and co-author of the leading textbook,.. Modern Labor Economics: Theory and Public Policy.. (tenth edition).. His research over the last two decades has focused on higher education issues.. Ehrenberg is the editor of.. American University: National Treasure or Endangered Species.. Governing Academia, Science and the University, What s Happening to Public Higher Education.. Doctoral Education,.. The Faculty of the Future.. , and the author of.. Tuition Rising: Why College Costs So Much.. Educating Scholars: Doctoral Education in the Humanities.. In 2002, he was named a national associate of the National Academies and in 2005 he was named a Stephen H.. Weiss Presidential Fellow at Cornell University; the highest honor that Cornell gives for undergraduate teaching.. He currently serves on the National Research Council s committees on Measuring Productivity in Higher Education and on Research Universities.. From 2006 to 2010 he served as a trustee of Cornell University and he currently serves as trustee of the State University of New York.. cit.. cornell.. edu/rge2.. ilr.. edu/cheri.. is University Distinguished Professor and Charles Professor of Educational Anthropology and Research Methodology at the University of Colorado, Boulder.. She received her undergraduate degree in French literature from Emory University and her masters and doctorate degrees in anthropology from the University of North Carolina, Chapel Hill.. Her research focuses on the application of anthropological concepts and methods to educational settings.. In particular, Eisenhart has studied culture, gender relations, women s experiences, and women in science.. She has conducted research in elementary and secondary schools, colleges, universities, and work places.. Her most important works include: Educated in Romance: Women, Achievement, and College Culture (with Dorothy Holland); Women s Science: Learning and Succeeding from the Margins (with Elizabeth Finkel); and Designing Classroom Research.. (with Hilda Borko).. Her teaching areas are anthropology and education, ethnographic research methods, and introduction to research design.. In her current research project, she developed a program to encourage high school minority girls interest in engineering and IT and is studying how the program and its goals fit into the context of the girls lives.. She is a fellow of the American Anthropological Association and a member of the National Academy of Education.. Eisenhart.. was the 2001 recipient of the Elizabeth Gee Award for outstanding contributions to research, teaching, and service for women.. In 2003 she won the university s highest honor, the Distinguished Research Lectureship Award for a career of outstanding scholarship.. colorado.. edu/education/faculty/margareteisenhart.. Elliot Eisner.. is Lee Jacks Professor of Education and professor of art at Stanford University.. His major areas of work are in the fields of arts education, curriculum studies, and qualitative research methodology.. He has written extensively on these topics.. Among his books are.. The Educational Imagination, Cognition and Curriculum Reconsidered, The Enlightened Eye.. , and.. The Kind of Schools We Need.. Eisner has served as president of the American Educational Research Association (AERA), the International Society for Education Through Art, the National Art Education Association, and the John Dewey Society.. He has received numerous awards for his work, including the Harold McGraw Prize in Education, the Palmer O.. Johnson Memorial Award from AERA, the Jose Vasconcelos Award from the World Cultural Council, and the Edwin Ziegfield Award from the International Society for Education Through Art.. He is a fellow of the Royal Society of Arts in the United Kingdom and the Royal Norwegian Society of Sciences and Letters.. Richard Elmore.. is a professor of education at Harvard University and a senior research fellow with the Consortium for Policy Research in Education, funded by the U.. Department of Education's Office of Educational Research and Improvement.. He is currently director of a CPRE research project on school accountability.. He is also co-principal investigator of a multi-year study of instructional improvement and professional development in Community District #2, New York City, with Lauren Resnick and Anthony Alvarado, funded by OERI/ED through the Learning Research and Development Center at the University of Pittsburgh.. Elmore holds a bachelor's degree in political science from Whitman College; a master's degree in political science from the Claremont Graduate School, and a doctorate in educational policy from the Harvard Graduate School of Education.. He is co-author with Bruce Fuller and Gary Orfield of.. Who Chooses, Who Loses? Culture, Institutions, and the Unequal Effects of School Choice,.. and with Susan Fuhrman of.. The Governance of Curriculum.. His other publications include.. Restructuring in the Classroom.. (with Penelope Peterson and Sarah McCarthey),.. Getting to Scale with Good Educational Practice.. Investing in Teacher Learning: Staff Development and Instructional Improvement in Community School District #2, New York City.. His most recent publications are:.. When Accountability Knocks, Will Anyone Answer?.. , co-authored with Charles Abelmann,.. Building a New Structure for School Leadership.. Bridging the Gap Between Standards and Achievement.. http://hugse9.. harvard.. edu/gsedata/resource_pkg.. profile?vperson_id=315.. is George F.. Kneller Professor of Anthropology of Education at the University of California, Los Angeles (UCLA), where from 2000-2006 he has also been director of research at the Corinne A.. Seeds University Elementary School, UCLA's laboratory school.. He received his bachelors and masters degrees in the history of music and his PhD in education at Northwestern University.. His contribution to the field of anthropology of education has earned him numerous honors and awards including Spencer and Annenberg Institute for Public Policy fellowships, a Fulbright Award, and an Award for Scholarly Contributions to Educational Anthropology from the American Anthropological Association.. Erickson s writings on the microethnography of classroom and family interaction, and especially how this interaction affects disadvantaged students, continue to be ground-breaking and widely cited.. His recent book,.. Talk and Social Theory: Ecologies of Speaking and Listening in Everyday Life.. (Polity Press, 2004) received an Outstanding Book Award for 2005 from the American Educational Research Association.. He currently serves on the editorial boards of Research on Language and Social Interaction and Teachers College Record.. In 1998-99 he was a fellow in residence at the Center for Advanced Study in the Behavioral Sciences, to which he returns as a fellow for the academic year 2006-07.. http://gseis.. ucla.. edu/people/ferickson.. is the Dean of the Graduate School of Education and Human Development at George Washington University, a position he assumed September 1, 2010.. For the previous 17 years he held several positions at the National Research Council of the National Academies, most recently as the executive director of the Division of Behavioral and Social Sciences and Education.. Prior to joining the NRC Feuer was senior analyst and project director at the US Congress Office of Technology Assessment.. He received a BA in English literature from Queens College of the City University of New York, an MA in public management from the Wharton School, and the PhD in public policy analysis from the University of Pennsylvania.. Feuer has lived in Israel and France, studied at the Hebrew University and the Sorbonne, and was on the faculty of Drexel University from 1981-1986.. He has published in numerous academic journals and has had reviews, articles, and poems in newspapers and magazines in Washington, Philadelphia, Los Angeles, and New York.. Michael's most recent book is.. Moderating the Debate: Rationality and the Promise of American Education.. , published by Harvard Education Press in 2006.. He is a member of the National Academy of Education, a fellow of the American Association for the Advancement of Science, and a fellow of the American Educational Research Association.. Michael lives in Washington with his wife, Regine B.. The Feuers have two grown children.. is University Distinguished Professor of Teacher Education, Measurement Quantitative Methods, Educational Psychology, Educational Policy, and Mathematics Education at Michigan State University.. Floden received an AB with honors in philosophy from Princeton University and an MS in statistics and PhD in philosophy of education from Stanford University.. He has studied teacher education and other influences on teaching and learning, including work on the cultures of teaching, on teacher development, on the character and effects of teacher education, and on how policy is linked to classroom practice.. He is currently working on the development of tools for studying classroom processes that help students develop robust mathematical understanding for use in solving algebra word problems.. Floden has been president of the Philosophy of Education Society, a member of the NRC Committee on Education Research, an Alexander von Humboldt Fellow at the University of Tuebingen, and Fulbright Specialist at Pontificia Universidad Católica, Santiago, Chile.. He received the Margaret B.. Lindsey Award for Distinguished Research in Teacher Education from the American Association of Colleges for Teacher Education.. Floden s work has been published in the Handbook of Research on Teaching, the Handbook of Research on Teacher Education, the Handbook of Research on Mathematics Teaching and Learning, and in many journals and books.. is the President of Teachers College, Columbia University, founding Director and Chair of the Management Committee of the Consortium for Policy Research in Education (CPRE), and President of the National Academy of Education (to which she was first elected member in 2002, and of which she was named Secretary-Treasurer in 2005).. Fuhrman s substantial leadership track record includes, most recently, her term as Dean of the University of Pennsylvania s Graduate School of Education from 1995-2006, where she was also the school s George and Diane Weiss Professor of Education.. While at the University of Pennsylvania, Dr.. Fuhrman was influential in creating a new community school as a partnership between the University and the city of Philadelphia.. She is a former Vice President of the American Educational Research Association as well as a former Trustee Board member of the Carnegie Foundation for the Advancement of Teaching and a former non-executive Director of Pearson plc, the international education and publishing company.. In January 2009, she was named co-chair of the Roundtable on Education Systems and Accountability (RESA), established at the request of the U.. Department of Education by the National Research Council s Board on Testing and Assessment.. Fuhrman received bachelors and masters degrees in history from Northwestern University and a Ph.. in political science and education from Teachers College and Columbia University.. Her research interests include accountability in education, intergovernmental relationships, and standards-based reform, and she has written widely on education policy and finance; among her edited books are.. The State of Education Policy Research.. (with David K.. Cohen and Fritz Mosher, 2007);.. The Public Schools (The Institutions of American Democracy Series,.. with Marvin Lazerson, 2005);.. Redesigning Accountability Systems for Education.. (with Richard Elmore, 2004);.. From the Capitol to the Classroom: Standards-Based Reform in the States.. (2001); and.. Rewards and Reform: Creating Educational incentives that Work.. (with Jennifer O Day, 1996).. Through the Consortium for Policy Research in Education (CPRE), she leads and conducts a variety of research with significant financial support from the U.. Department of Education, the National Science Foundation and private funding sources.. Fuhrman s work has been recognized by a wide variety of international, national, state, and local organizations.. In March 2008, Dr.. Fuhrman was one of five women honored by New York City Comptroller William Thompson at an event co-sponsored by the Women s City Club of New York and the League of Women Voters as part of Women s History Month.. Fuhrman has also received the 2008 Distinguished Leaders in Education Award from the Rutgers Graduate School of Education.. In 2007, Crain s New York Business named Dr.. Fuhrman one of the 100 most influential women in business in New York City.. Fuhrman lives in New Jersey with her husband, Dr.. Robert Fuhrman; they have three sons and two grandchildren.. edu/fuhrman.. is John D.. MacArthur Professor of Sociology and Educational Policy Studies and director of the Wisconsin Center for Education Research at the University of Wisconsin at Madison.. He received his PhD in Education from the University of Chicago in 1984 and has been at Wisconsin ever since.. His research interests include stratification and inequality in education and school reform.. Current projects include two randomized field trials: one on the impact of teacher development on elementary science teaching and learning in Los Angeles, and a second on the effects of parent involvement and social capital on child development in Phoenix and San Antonio.. Gamoran is the lead author of.. Transforming Teaching in Math and Science: How Schools and Districts Can Support Change.. (Teachers College Press, 2003) and editor of.. Standards-Based Reform and the Poverty Gap: Lessons for No Child Left Behind.. (Brookings Institution Press, 2007).. He also co-edited.. Methodological Advances in Cross-National Surveys of Educational Achievement.. (National Academy Press, 2002) and.. Stratification in Higher Education.. (Stanford University Press, 2007).. He has served on several national panels, including the National Research Council's Board on Science Education, and he chairs the Independent Advisory Committee of the National Assessment of Career and Technical Education for the U.. Department of Education.. In 2010, he was appointed by President Barack Obama to serve on the National Board of Education Sciences.. wcer.. wisc.. edu/people/staff.. php?sid=413.. was president of the William and Flora Hewlett Foundation.. He has also served as president of both the University of Utah and the University of California.. He received his BS from Brigham Young University and his MA and PhD from the University of California, Berkeley.. Gardner has received the California School Board s Research Foundation Hall of Fame Award, the James Bryant Conant Award, and the Fulbright Fortieth Anniversary Distinguished Fellow Award.. He is a fellow of the National Academy of Public Administration, a member of the American Philosophical Society, and fellow of the American Academy of Arts and Sciences.. He is also an honorary fellow of Clare Hall, Cambridge University, England and chaired the J.. Paul Getty Trust in Los Angeles, California.. His publications include:.. Earning my Degree: Memoirs of an American University President.. ;.. The California Oath Controversy.. ; and.. Higher Education and Government: An Uneasy Alliance.. is the Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education.. He is a leading thinker about education and human development; he has studied and written extensively about intelligence, creativity, leadership, and professional ethics.. He has received honorary degrees from twenty-nine colleges and universities, including institutions in Bulgaria, Canada, Chile, Greece, Ireland, Israel, Italy, South Korea and Spain.. Gardner s most recent books include.. Good Work.. Changing Minds.. The Development and Education of the Mind.. Multiple Intelligences: New Horizons.. His latest book,.. Truth, Beauty, and Goodness Reframed.. was published in the spring of 2011.. He is the winner of the 2011 Asturias Prize in Social Science.. http://pzweb.. edu/PIs/HG.. htm.. howardgardner.. James Paul Gee.. , formerly the Tashia Morgridge Professor of Reading at the University of Wisconsin-Madison, is now the Mary Lou Fulton Presidential Professor of Literacy Studies at Arizona State University.. He received his PhD in linguistics in 1975 from Stanford University and has published widely in linguistics and education.. His book.. Sociolinguistics and Literacies.. (1990) was one of the founding documents in the formation of the New Literacy Studies , an interdisciplinary field devoted to studying language, learning, and literacy in an integrated way in the full range of their cognitive, social, and cultural contexts.. An Introduction to Discourse Analysis.. (1999) brings together his work on a methodology for studying communication in its cultural settings, an approach that has been widely influential over the last two decades.. What Video Games Have to Teach Us About Learning and Literacy.. (2003) offers 36 reasons why good video games produce better learning conditions than many of today's schools.. Situated Language and Learning.. (2004) places video games within an overall theory of learning and literacy and shows how they can help us to better understand deep human learning and lead us in thinking about the reform of schools.. His recent books,.. Why Video Games are Good for Your Soul.. (2005), and.. Good video games and good learning: Collected essays on video games, learning, and literacy.. (2007) collect together essays on situated learning, digital literacies, pleasure, and games.. is Patricia A.. Graham Professor of Gender Studies at Harvard University.. Her research interests focus on gender in developmental psychology, particularly in studies of adolescents and preadolescents in school.. She has been pivotal in developing a new paradigm for the study of gender, investigating women not only in relation to men, but also as people with a different voice in learning and society.. She has received the Distinguished Publication Award, the Outstanding Book Award, the Educator's Award, the Career Contribution Award, and the Ittleson Award.. In a Different Voice: Psychological Theory and Women's Development.. Mapping the Moral Domain: A Contribution of Women's Thinking to Psychological Theory and Education.. Women and Therapy.. , Ph.. , is the Jacob H.. Schiff Professor of Psychology and Education at Teachers College, Columbia University.. He has conducted basic research on the development of mathematical thinking, with particular attention to young children, disadvantaged populations, and cultural similarities and differences.. He has drawn on cognitive developmental research to develop mathematics curricula (.. Big Math for Little Kids.. ) and storybooks for young children, tests of mathematical thinking, and video workshops to enhance teachers understanding of students mathematics learning.. He has recently developed a model course on early mathematics education for use in colleges and universities.. The course makes use of a web based computer technology (.. Video Interactions for Teaching and Learning [VITAL.. ]) designed to help prospective teachers improve their craft by making meaningful connections between the cognitive analysis of children s thinking and classroom practice.. Also, he is engaged in creating computer-based systems (MCLASS: MATH) for helping teachers to conduct basic clinical interviews to assess children's mathematical knowledge.. With  ...   and African-American children.. Formerly a member of the editorial boards of Child Development (associate editor), Applied Developmental Psychology, and Educational Researcher, she is currently a member of Human Development and NHSA Dialog: A Research-To-Practice Journal for the Early Intervention Field.. In 2006-07, she and partners implemented two child intervention projects (a) Go-Girls, an NSF-funded dissemination project with middle-school age girls; and (b) Summer Freedom School, a Children s Defense Fund literacy program reaching 100 K 5th grade children in West Philadelphia.. The Go-Girl project is discussed in a fall/winter 2010/11 special issue on the effects of voluntary mentoring on mentors (Slaughter-Defoe is guest editor) of Educational Horizons, and the 2007 Summer Freedom School project was the subject of a 26-minute film emphasizing quality education for African American youth that was sponsored by Penn GSE, for which Dr.. Slaughter-Defoe is a co-producer.. She received a B.. from the Committee on Human Development, University of Chicago, in 1962; an M.. from the Committee in 1964; and the Ph.. from the Committee with emphasis on Developmental and Clinical Psychology in 1968; in 1969 her dissertation received a distinguished research award from Pi Lambda Theta.. In June 2007, the University of Chicago awarded her its Lifetime Professional Achievement Citation.. is currently Director of the Center for Research and Reform in Education at Johns Hopkins University, Professor at the Institute for Effective Education at the University of York (England), and Chairman of the Success for All Foundation.. He received his B.. in Psychology from Reed College in 1972, and his Ph.. in Social Relations in 1975 from Johns Hopkins University.. Slavin has authored or co-authored more than 200 articles and 20 books, including.. Educational Psychology: Theory into Practice.. (Allyn Bacon, 1986, 1988, 1991, 1994, 1997, 2000, 2003, 2006, 2009, 2012),.. Cooperative Learning: Theory, Research, and Practice.. (Allyn Bacon, 1990, 1995),.. Show Me the Evidence: Proven and Promising Programs for America s Schools.. (Corwin, 1998),.. Effective Programs for Latino Students.. (Erlbaum, 2000),.. Two Million Children: Success for All.. (Corwin, 2009).. He received the American Educational Research Association s Raymond B.. Cattell Early Career Award for Programmatic Research in 1986, the Palmer O.. Johnson award for the best article in an AERA journal in 1988 and in 2008, the Charles A.. Dana award in 1994, the James Bryant Conant award from the Education Commission of the States in 1998, the Outstanding Leadership in Education Award from the Horace Mann League in 1999, the Distinguished Services Award from the Council of Chief State School Officers in 2000, and the AERA Review of Research Award in 2009.. Marshall Mike Smith.. recently retired from the federal government where he served the last time for 17 months as a Senior Counselor to the Secretary of Education in the Obama administration.. Before that he was the program director for education at the William and Flora Hewlett Foundation in Menlo Park, California, from 2001 to 2008.. Prior to that, he was acting deputy secretary and under secretary for seven years in the Department of Education during the Clinton Administration.. During the Carter Administration, he was chief of staff to the secretary of education and assistant commissioner for policy studies in the Office of Education.. During the Ford administration he was the Associate Director at the National Institute of Education.. While not in government, he was at different times an associate professor at Harvard, and a professor at the University of Wisconsin, Madison, and Stanford University.. At Stanford, he was also the dean of the School of Education.. Catherine Snow.. is Henry Lee Shattuck Professor of Education at the Harvard Graduate School of Education.. She received her BA from Oberlin College and her MA and PhD from McGill University.. Snow has received research funding from the National Science Foundation, the National Institutes of Health, the Ford Foundation, the Carnegie Corporation, and the Spencer foundation.. Is Literacy Enough? Pathways to Academic Success for Adolescents.. (with M.. Porche, P.. Labors and S.. Harris),.. Pragmatic Development.. (with Anat Ninio) and.. Talking to Children: Language Input and Acquisition.. (with Charles Ferguson).. She chaired the National Research Council Committee on Preventing Reading Difficulties in Young Children, the RAND Reading Study Group that produced the report Reading for Understanding, and the subcommittee of the NAE Committee on Teacher Education that produced Knowledge to Support the Teaching of Reading.. She is currently pursuing research on issues of middle school literacy achievement in collaboration with the Boston Public Schools, which has been established as the first Strategic Education Research Partnership (SERP) field site.. edu/~snow.. edu/~pild/.. http://serpinstitute.. received a PhD in Child and Developmental Psychology from the University of Chicago, Committee on Human Development.. Her identity-focused cultural ecological theory-development activities (i.. e.. , Phenomenological Variant of Ecological Systems Theory) and adolescent-focused developmental research efforts address resiliency, identity, and competence formation processes of ethnically diverse youth.. The program of research and human development theorizing evolves from her initial early-, middle-childhood and youth-focused research efforts.. Her cumulative human development research foundation, which supports all aspects of her current work and its application as programming, emanates from several decades of thematic research emphases.. The programmatic research history includes: Processes of basic African American child development; varying levels of impoverished youth and their responsiveness to monetary incentive-based programming; resiliency enhancement and reactive coping processes of male youth; and the multi-strategy assessment of neighborhood settings as the context for youth development, more generally.. Spencer s research and collaborative applications are based on the perspective that all humans are vulnerable (i.. , all possess both risks and protective factors).. Its.. resiliency emphasis.. maintains an investigation of youths emerging capacity for constructive coping and healthy outcomes while developing under varying types and levels of challenging conditions.. She has published approximately 100 articles and chapters, completed three edited volumes (with one expected in 2010), and received funding from over three dozen federal and philanthropic agencies.. Spencer has presented major invited lectures (e.. g.. , 2008 Clayton Lecture, University of Pennsylvania; 2008 Ridley Lecture, University of Virginia; the 2007.. th.. American Educational Research Association [AERA] Brown Lecture; and 2001 Lois Bloom Lecture, Pennsylvania State University).. In addition, she has been the recipient of numerous honors: Elected (2009) Membership into the National Academy of Education; American Psychological Association [APA] Senior Career Award for Distinguished Contributions to Psychology in the Public Interest; APA Fellow Status of Divisions 1, 7, 15, and 45; Inaugural Fellow status of AERA; and the 2006 Fletcher Fellowship, which recognizes work that furthers the broad social goals of the U.. Supreme Court's Brown v.. Board of Education Decision of 1954.. She joined the faculty of the University of Chicago, Department of Comparative Human Development and the College, and the Committee on Education (January 2009) as the Marshall Field IV Professor of Urban Education.. is the new I.. James Quillen Dean for the School of Education at Stanford University.. Previously he served as the twenty-first Provost of Columbia University, as well as a Professor of Psychology.. He was educated at Hiram College and at Ohio State University, where he received his Ph.. in Psychology in 1971.. He has received honorary degrees from the University of Michigan, the University of Chicago, Yale University, Princeton University, and from the University of Maryland, Baltimore County.. He taught at the University of Utah, the University of Washington, and the University of Michigan.. Before joining the University, he was a faculty member at Stanford University, holding appointments as the Lucie Stern Professor in the Social Sciences, as Director of the Center for Comparative Studies in Race and Ethnicity, and as the Director of the Center for Advanced Study in the Behavioral Sciences.. He is recognized as a leader in the field of social psychology and for his commitment to the systematic application of social science to problems of major societal significance.. His research focuses on the psychological experience of the individual and, particularly, on the experience of threats to the self and the consequences of those threats.. His early work considered the self-image threat, self-affirmation and its role in self-regulation, the academic under-achievement of minority students, and the role of alcohol and drug use in self-regulation processes and social behavior.. While at Stanford University, he further developed the theory of stereotype threat, designating a common process through which people from different groups, being threatened by different stereotypes, can have quite different experiences in the same situation.. The theory has also been used to understand group differences in performance ranging from the intellectual to the athletic.. He has published articles in numerous scholarly journals, including the.. American Psychologist.. The Journal of Applied Social Psychology.. Journal of Experimental Social Psychology.. , the.. Journal of Personality and Social Psychology.. Personality and Social Psychology Bulletin.. Whistling Vivaldi: And Other Clues to How Stereotypes Affect Us and What We Can Do.. was published in 2010.. He has been elected to the National Academy of Sciences, the National Academy of Education, the American Academy of Arts and Sciences, and to the American Philosophical Society.. He is a member of the Board of the Social Science Research Council and of the John D.. and Catherine T.. MacArthur Foundation Board of Directors.. He has received numerous fellowships and awards.. He was the recipient of the Dean s Teaching Award from Stanford University.. The American Psychological Association has bestowed on him the Senior Award for Distinguished Contributions to Psychology in the Public Interest and the Distinguished Scientific Contribution Award (1998).. The American Psychological Society presented him with the William James Fellow Award for Distinguished Scientific Career Contribution (2000).. The Society for the Psychological Study of Social Issues awarded him the Gordon Allport Prize in Social Psychology (1997) and the Kurt Lewin Memorial Award (1998).. He received the Donald Campbell Award from the Society for Personality and Social Psychology (2001).. Steele is also the new I.. James Quillen Dean for the School of Education sat Stanford University.. casbs.. is Provost, Senior Vice President, Professor of Psychology, and Regents Professor of Education at Oklahoma State University.. Prior to that, he was Dean of the School of Arts and Sciences and Professor of Psychology and Education at Tufts University.. His Ph.. is from Stanford University and his B.. summa cum laude is from Yale University.. He also holds 12 honorary doctorates.. Prior to moving to Tufts, he was the IBM Professor of Psychology and Education at Yale University, where he spent his entire faculty career.. Sternberg has been President of numerous organizations, including the American Psychological Association.. He is the author of over 1300 journal articles, book chapters, and books, and has received over $20 million in grants and contracts.. The central focus of his research is on intelligence, creativity, wisdom, learning styles, and leadership.. Sternberg is the author of.. College Admissions for the 21.. st.. Century.. (Harvard, 2010) and co-author.. Explorations in Giftedness.. (Cambridge, 2011).. As Provost, his focus is on how a university can develop the active citizens and leaders of the next generation who will make a positive, meaningful, and enduring difference to the world.. http://osu.. okstate.. edu/acadaffr/.. is professor of psychology at the University of California, Los Angeles, director of the TIMSS (Trends in International Mathematics and Science Study) video studies, and founder and CEO of LessonLab Inc.. He is co-author of two recent books,.. The Teaching Gap.. (with James Hiebert) and.. The Learning Gap.. (with Harold Stevenson).. He received his AB from Brown University in 1976, a masters in education from the University of Pennsylvania in 1977, and a PhD in developmental psychology from the University of Michigan in 1982.. Before moving to Los Angeles in 1991, he served for eight years on the faculty of the University of Chicago.. He has received numerous awards for his research, including a Guggenheim fellowship in 1989 and the QuEST award from the American Federation of Teachers in 1995.. Stigler is best known for his observational work in classrooms and has pioneered the use of multimedia technology for the study of classroom instruction.. psych.. edu/faculty/faculty_page?id=63 area=4.. is.. the James Quillen Dean and Professor of Education at Stanford University.. Her doctorate is from Yale University in developmental psychology.. Her scholarship concerns instructional effects on children s achievement motivation, early childhood education, elementary education and school reform.. In addition to her scholarship, she served for five years on the Board on Children, Youth, and Families of the National Academy of Sciences and chaired the National Academy of Sciences Committee on Increasing High School Students Engagement Motivation to Learn.. Stipek served 10 of her 23 years at UCLA as Director of the Corinne Seeds University Elementary School and the Urban Education Studies Center.. She joined the Stanford School of Education as Dean and Professor of Education in January 2001.. edu/faculty/stipek.. Kenneth Strike.. was professor emeritus at Cornell University and has most recently taught in the department of cultural foundations of education at Syracuse University.. He received his PhD from Northwestern University.. He is past president of the Philosophy of Education Society, was elected to the National Academy of Education in 1993, and received a distinguished service award from AERA in 2002.. His interests include professional ethics and political philosophy as they apply to educational practice and policy.. The Ethics of Teaching; Ethical Leadership in Schools: Creating Community in an Environment of Accountability;.. Professionalism, Democracy and Discursive Communities in the.. American Education Research Journal.. ; The Moral Role of Schooling in a Liberal Democratic Society in the.. Review of Research in Education.. ; Liberty, Democracy, and Community: Legitimacy in Public Education in the 2003.. National Society for the Study of Education Yearbook.. ; The Moral Role of Educators in the.. Handbook of Teacher Education.. and, most recently,.. Small Schools and Strong Communities: A Third Way of Educational Reform.. He has chosen to retire in New York State s Adirondack Park and hopes to devote his research skills to its preservation and to the welfare of its people.. Suarez-Orozco's.. research, on conceptual and empirical problems in the areas of cultural psychology and psychological anthropology with a focus on the study of mass migration, globalization, and education, has been funded by the NSF, W.. T.. Grant, Spencer, Ford, Carnegie, other national and international foundations, and donors.. He is author of numerous scholarly essays, award-winning books, and edited volumes published by Harvard University Press, Stanford University Press, the University of California Press, Cambridge University Press, New York University Press, and numerous scholarly papers appearing in international journals, in a range of disciplines and languages, including Harvard Educational Review, Revue Française de Pédagogie (Paris), Harvard Business Review, Cultuur en Migratie (Leuven), Harvard International Review, Temas: Cultura, Ideologia y Sociedad (Havana), Harvard Policy Review, Ethos, International Migration (Geneva), Anthropology and Education Quarterly, The Journal of the American Academy of Arts and Sciences, Annual Reviews of Anthropology, and others.. Professor Suarez-Orozco is Dean of UCLA's Graduate School of Education and Information Studies and Distinguished Professor of Education.. At NYU he was the founding Courtney Sale Ross University Professor of Globalization and Education and also held the title of University Professor.. At Harvard, he was the Victor S.. Thomas Professor of Education and Culture.. In 1997, along with Carola Suarez-Orozco, he co-founded the Harvard Immigration Projects and co-directed the largest study ever funded in the history of the National Science Foundation's Cultural Anthropology division - a study of Asian, Afro-Caribbean, and Latino immigrant youth in American society.. The award-winning book reporting the results of this landmark study, Learning A New Land: Immigrant Students in American Society (C.. Suarez-Orozco, M.. Suarez-Orozco, and I.. Todorova) was published by Harvard University Press in 2008.. hup.. edu/catalog.. php?isbn=9780674045804.. At the Institute for Advanced Study, Princeton, he was the Richard Fisher Membership Fellow (2009-2010), working on education and globalization - including Educating the Whole Child for the Whole World with Carolyn Sattin-Bajaj, published in 2010 by New York University Press.. http://nyupress.. org/books/book-details.. aspx?bookId=5962.. , and on immigration, including Writing Immigration: Scholars and Journalists in Dialogue published by the University of California Press in 2011.. ucpress.. edu/book.. php?isbn=9780520267183.. In 2004 he was elected to the National Academy of Education, in 2006 he was awarded The Mexican Order of the Aztec Eagle - Mexico's highest honor to a foreign national, and in 2012 he was appointed Special Advisor to the Chief Prosecutor of the International Criminal Court and the City of the Hague on Education, Peace, and Justice.. http://icy.. gseis.. edu/.. is a judge of the United States Court of Appeals for the District of Columbia Circuit.. Before his appointment by President Clinton in 1994, Tatel was a partner and head of the education group at Hogan and Hartson in Washington, DC, for fifteen years.. From 1977-1979 he was director of the Office for Civil Rights in the U.. Department of Health, Education, and Welfare under President Carter.. Tatel was a member of the board of directors for the Spencer Foundation, which he chaired from 1990 to 1997.. He also served as a member of the board of directors of the National Board for Professional Teaching Standards.. Tatel currently serves on the board of the Carnegie Foundation for the Advancement of Teaching, which he chaired until 2008.. He received his JD from the University of Chicago in 1966.. Guadalupe Valdés.. research explores many of the issues of bilingualism relevant to teachers in training, including methods of instruction, typologies, measurement of progress, and the role of education in national policies on immigration.. Specifically, she studies the sociolinguistic processes of linguistic acquisition by learners in different circumstances--those who set out to learn a second language in a formal school setting (elective bilingualism) and those who must learn two languages in order to adapt to immediate family-based or work-based communicative needs within an immigrant community (circumstantial bilingualism).. Her research in these areas has made her one of the most eminent experts on Spanish-English bilingualism in the United States.. is Bentley Professor of History, professor at the Gerald R.. Ford School of Public Policy at the University of Michigan, and a senior research scientist for the Center for Political Studies in the Institute of Social Research.. He received his BA from Wesleyan University and his AM and PhD from Harvard University.. Vinovskis has received the William Day Leonard Award, the Rockefeller Foundation Fellowship, the John Simon Guggenheim Fellowship, and the Hudson Professorship.. History and Educational Policymaking.. An Epidemic of Adolescent Pregnancy: Some Historical and Policy Considerations.. Education, Society, and Economic Opportunity: A Historical Perspective on Persistent Problems.. Revitalizing Federal Education Research and Development, The Birth of Head Start.. From A Nation at Risk to No Child Left Behind.. He was the deputy staff director to the U.. House Select Committee on Population in 1978 and worked in the 1990s in the U.. Department of Education on questions of educational research and policy, in both Republican and Democratic administrations.. is State University of New York Distinguished Professor of Sociology of Education at the University at Buffalo, State University of New York.. She received her PhD in Educational Policy Studies from the University of Wisconsin- Madison.. She has written extensively about the current predicament of White, African American, and Latino/a working class and poor youth and young adults, and the complex role gender and race play in their lives in light of contemporary dynamics associated with the global knowledge economy, new patterns of emigration, and the movement of cultural and economic capital across national boundaries.. She is the author and/or editor of numerous books and articles relating to race, class, gender, education and the economy, and is currently completing a book manuscript on the production of the new upper middle class in the United States, a class fraction that works across race, ethnicity and national origin in unprecedented fashion.. The Univeristy of Chicago Press will publish this volume in 2014.. Recently she has turned her attention to opportunities for STEM careers, as shaped by educational opportunity structures within non-selective urban high schools that serve largely low-income students of color (with Margaret Eisenhart).. She has received research funding from the Spencer Foundation, Carnegie Foundation, National Science Foundation and Association for Institutional Research.. She is a winner of the outstanding book award from the Gustavus Meyers Center for the Study of Bigotry and Human Rights in Norht America, as well as a seven-time winner of the American Education Studies Association s Critic s Choice Award, given for an outstanding book.. is NoVo Foundation Endowed Chair in Social and Emotional Learning, LAS Distinguished Professor, and a Professor of Psychology and Education at the University of Illinois at Chicago (UIC).. Professor Weissberg directs the Social and Emotional Learning (SEL) Research Group (http://www.. uic.. edu/labs/selrg/) at UIC.. He is also President and CEO of the Collaborative for Academic, Social, and Emotional Learning (CASEL), an international organization committed to making evidence-based social, emotional, and academic learning an essential part of preschool through high school education (http://www.. casel.. org/).. For the past three decades, Professor Weissberg has trained scholars and practitioners about innovative ways to design, implement, and evaluate family, school, and community interventions.. received his undergraduate degree from the University of Chicago and his PhD.. from the University of Michigan in l963.. Since 1965 he has been at the University of California, Los Angeles, where he is currently Distinguished Professor of Psychology.. He has written, co-authored, or edited l6 books, including Judgments of Responsibility (l995), and Social Motivation, Justice, and the Moral Emotions (2006), as well as published more than 200 articles.. He has been awarded the Donald Campbell Research Award and the Edward L.. Thorndike Lifetime Achievement Award from the American Psychological Association, the Distinguished Scientist Award from the Society of Experimental Social Psychology, and the Palmer Johnson Publication Award from the American Educational Research Association.. In addition to a Distinguished Teaching Award, he holds honorary degrees from the University of Bielefeld, Germany; Turku University, Finland; and the University of Manitoba, Canada.. is Distinguished Professor Emeritus of Economics at Texas A M University.. He received his BS from the University of Houston and his PhD from the University of Chicago.. welchcon.. com/index.. php/finis-welch-phd.. is the former chair and chief executive officer of the Teachers Insurance and Annuity Association and College Retirement Equities Fund,.. president emeritus.. of Michigan State University, and former chancellor of the State University of New.. York System.. He was U.. Deputy Secretary of State in 1993.. A chairman of the Rockefeller Foundation.. , he received his BA from Harvard University, MA from Johns Hopkins University and the University of Chicago, and PhD from the University of Chicago.. Wharton has received the American Council on Education s Distinguished Service Award for Lifetime Achievement, the President s Award on World Hunger, and sixty.. -three.. honorary degrees.. Patterns for Lifelong Learning.. Subsistence Agriculture and Economic Development.. Carl Wieman.. was confirmed by the United States Senate to serve as the Associate Director for Science at the Whi.. te House Office of Science and T.. echnology Policy in September 2010.. Carl previously divided his time between the University of British Columbia a.. nd the University of Colorado.. At each institution, he served as both the Director of Collaborative Science Education Initiatives aimed at achieving widespread improvement in undergraduate science education and as a Professor of Physics.. From 1984 through.. 2006, he was a Distinguished Professor of Physics and Presidential Teaching Scholar at the University of Colorado.. While at the University of Colorado, he was a Fellow of JILA (a joint federal-university institute for interdisciplinary research in the phys.. ical sciences) and he served as the Chair of JILA from 1993-1995.. Wieman has conducted extensive research in atomic and laser physics.. His research has been recognized with numerous awards including sharing the Nobel Prize in Physics in 2001 for the cr.. eation of a new form of matter known as Bose-Einstein condensation.. Wieman has also worked extensively on research and innovations for improving science education; he was the founding Chair of the National Academy of Science Board on Science Educatio.. n.. He has received numerous awards, including the National Science Foundation s Distinguished Teaching Scholar Award (2001), the Carnegie Foundation s U.. University Professor of the Year Award (2004), and the American Association of Physics Teachers Oer.. sted Medal (2007) for his work on science education.. Wieman received his B.. in Physics from the Massachusetts Institute of Technology in 1973 and his Ph.. from Stanford University in 1977.. is the Charles William Eliot Professor of Education at the Harvard University Graduate School of Education.. He was educated at Oxford University, where he studied physics, specializing in quantum mechanics, and then received his doctorate in quantitative methods from Stanford University.. His research focuses on methods for analyzing the timing and occurrence of events; modeling change, learning, and development; and longitudinal research design.. His most recent book (written with National Academy of Education member Judith Singer) is Applied Longitudinal Data Analysis: Modeling Change and Event Occurrence.. edu/gsedata/Resource_pkg.. profile?vperson_id=217.. has just been elected as the President of the Psychometric Society for 2011-2012.. He is a Professor of Education at the University of California, Berkeley, and a Senior Research Fellow at Oxford University.. He is a Fellow of the American Psychological Association and founding Editor of the journal.. Measurement: Interdisciplinary Research and Perspectives.. He recently gave the.. William Angoff Memorial Lecture.. (Educational Testing Service) and the.. Samuel J.. Messick Memorial Lecture.. (Learning Testing Research Colloquium, University of Melbourne).. His interests in measurement range from (a) reforming the approach typically taken to measurement in education and, more broadly, across the social sciences, to (b) innovations in mathematical and statistical modeling for measurement, to (c) the policy and practical issues involved in educational and psychological assessment.. These interests are founded upon the core professional practice of developing practical assessments and assessment systems these focus on educational applications, but also reach out into a broader range of areas including psychological and health applications.. In the last several years, he has published four books that illustrate the breadth of his interests.. Constructing measures: An item response modeling approach.. is an introduction to modern measurement;.. Explanatory item response models: A generalized linear and nonlinear approach,.. co-authored with Paul De Boeck of the University of Amsterdam), introduces an overarching framework for the statistical modeling of measurements.. Towards coherence between classroom assessment and accountability.. is an edited volume exploring the relationships between large-scale assessment and classroom-level assessment.. He has also recently co-chaired the National Research Council Committee on Assessment of Science Achievement its report, the fourth book, is entitled.. Systems for state science assessment.. is Lewis P.. and Linda L.. Geyser University Professor at Harvard University.. He received his BA from Wilberforce University, his MA from Bowling Green State University, and his PhD from Washington State University.. Wilson has received the MacArthur Prize Fellowship and was elected to the National Academy of Sciences, the American Academy of Arts and Sciences, the American Philosophical Society, and the Institute of Medicine.. In 1998 he was awarded the National Medal of Science.. The Declining Significance of Race: Blacks and Changing American Institutions.. The Truly Disadvantaged: The Inner City, the Underclass, and Public Policy.. ; and.. When Work Disappears: The World of the New Urban Poor.. is Boeing Professor of Teacher Education, University of Washington, Seattle.. From 1976 to 2009, he was a faculty member in the School of Education at the University of Wisconsin-Madison.. He received his PhD in 1976 from Syracuse University specializing in School Organizational Behavior and Change.. He has had visiting appointments at Deakin University (Australia),Umea University (Sweden), Simon Fraser University (Canada), the University of Southern California, the University of Gothenburg (Sweden), and the University of Minnesota.. He received a Fulbright senior specialist award in 2004 which he spent in Australia.. The American Association of Colleges for Teacher Education awarded him the Margaret B.. Lindsay Award for Distinguished Contributions to Research on Teacher Education in 2002 and a Lifetime Achievement Award in 2009.. He won the AACTE annual award for Excellence in Professional Writing in 1982, 1993, and 2002, the Association of Teacher Educator s Distinguished Research Award in 1990 and was named Wisconsin Teacher Educator of the Year in 1992 by the Wisconsin Department of Public Instruction.. Teacher education and the struggle for social justice, Studying teacher education (with Marilyn Cochran-Smith), Currents of reform in pre-service teacher education.. (with Susan Melnick and Mary Gomez),.. Issues and practices in inquiry-oriented education.. (with Bob Tabachnick),.. Teacher Education and the social conditions of schooling.. Reflective teaching.. (both with Dan Liston) and.. Democratic teacher education reform in Africa.. (with Lars Dahlstrom).. MEMBERS EMERITI.. is a professor emeritus at the Ontario Institute for Studies in Education at the University of Toronto.. He received his BA, MA, and PhD from the University of Wisconsin.. Bereiter has been a Guggenheim fellow and twice a fellow at the Center for Advanced Study in the Behavioral Sciences.. The Psychology of Written Composition.. (both with Marlene Scardamalia) and.. Education and Mind in the Knowledge Age.. Also with Scardamalia, he is developer of CSILE (Computer-Supported Intentional Learning Environments).. ikit.. org/people/~bereiter.. Charles Bidwell.. is William Claude Reavis Professor Emeritus of Sociology and Education at the University of Chicago.. He received his AB, AM, and PhD from the University of Chicago.. Bidwell has been a John Simon Guggenheim Foundation fellow and is a fellow of the American Association for the Advancement of Science.. In 2007 he was given the Willard Waller Award for a Career of Distinguished Scholarship by the American Sociological Association.. The Organization and Its Ecosystem: A Theory of Structuring in Organizations.. Structuring in Organizations: Ecosystem Theory Evaluated.. (both with John Kasarda).. is Charles William Eliot Professor of Education Emerita at Harvard University.. She received her AB from Radcliffe College, her MEd from the University of Illinois, and her EdD from Harvard University.. Cazden has received the American Educational Research Association Award for Distinguished Contributions to Research in Education, a Fulbright research fellowship, and a fellowship from the Center for Advanced Study in the Behavioral Sciences.. Child Language and Education, Functions of Language in the Classroom, Whole Language Plus = Essays on Literacy in the US and New Zealand,.. Classroom Discourse.. In retirement, she has been a visiting researcher in Singapore and Australia since 2003, and in 2010 was a visiting professor at the University of Waikato in New Zealand.. courtney_cazden@harvard.. is David Pierpont Gardner Professor of Higher Education, Emerita at the University of California, Berkeley.. Previously she served as Dean of Students at Cornell, Distinguished Research Scientist at Educational Testing Service, Professor of Higher Education and Chair of the Department of Administration, Planning and Social Policy at the Harvard Graduate School of Education.. She has received the Howard Bowen Distinguished Career Award from the Association for the Study of Higher Education, the E.. Lindquist Award from the American Educational Research Association, the Sydney Suslow Award from the Association for Institutional Research, and was elected president of the American Association of Higher Education.. Beyond the Open Door.. Adults as Learners.. Classroom Research.. Classroom Assessment Techniques.. Collaborative Learning Techniques.. is professor emeritus at Stanford University and former president of the American Educational Research Association.. He received his BA from the University of Pittsburgh, his MA from Western Reserve University, and his PhD from Stanford University.. Cuban has received the John Hay Whitney Fellowship and was a fellow at the Center for Advanced Study in the Behavioral Sciences.. He was named Teacher of the Year by students in Stanford's School of Education seven times.. His publications include The Blackboard and the Bottom Line: Why Schools Can t Be Businesses; Tinkering Toward Utopia: Reflections on School Reform (with David Tyack); and Oversold and Underused: Computers in the Classroom.. is professor emeritus at the University of Chicago and former chair of the Department of Education and of the Sociology of Education Section of the American Sociological Association (ASA).. He received his AB from Oberlin, his AM from Columbia, and his PhD from Harvard in sociology.. Publications include.. On What Is Learned in School;.. American Schooling: Patterns and Processes of Stability and Change; in Barber and Inkeles (eds.. ),.. Stability and Social Change.. How Schools Work.. (authored jointly with Rebecca Barr); The Sociology of Education: Its Development in the United States, the last receiving the Willard Waller Award from the ASA, and Teaching and the Competence of Occupations, in Hedges and Schneider (eds.. The Social Organization of Schooling.. The book.. Stability and Change in American Education.. , edited by Hallinan, Gamoran, Kubitschek, and Loveless, was published in 2003 to mark his contributions.. is a professor of education and sociology emeritus at Harvard University.. He received his BS from the City College of the City University of New York, his AM from the University of Pennsylvania, and his PhD from Columbia University.. Glazer has received John Simon Guggenheim Foundation Fellowships, been a fellow of the Center for Advanced Study in the Behavioral Sciences, and is a member of the American Academy of Arts and Sciences.. American Judaism, Beyond the Melting Pot,.. Affirmative Discrimination: Ethnic Inequality and Public Policy,.. The Limits of Social Policy,.. We Are All Multiculturalists Now.. is a charter academy member and currently is professor emeritus at the University of Washington and president of the nonprofit Institute for Educational Inquiry in Seattle.. He holds a PhD from the University of Chicago and honorary doctorates from twenty colleges and universities in the United States and Canada.. His nearly three dozen books include several published in the concluding decade of the twentieth century:.. Access to Knowledge, Places Where Teachers Are Taught, The Moral Dimensions of Teaching, Teachers for Our Nation s Schools, Educational Renewal, The Public Purpose of Education and Schooling,.. In Praise of Education.. The following were published in the twenty-first century:.. Education for Everyone; Agenda for Education in a Democracy; The Teaching Career; Romances with Schools: A Life of Education; A Place Called School.. , 20.. Anniversary Edition; and.. Education and the Making of a Democratic People.. is a professor emerita at Teachers College, Columbia University, and director of the Center for Social Imagination at Teachers College.. She received her BA from Barnard College of Columbia University and her MA and PhD from New York University.. Greene has received the Educator of the Year Award from both Columbia University and Ohio State University, a medal for distinctive scholarship from Barnard College, the Teachers College Medal, a Lifetime Achievement Award from the American Association of Colleges and Universities, a Lifetime Achievement Award from the American Educational Research Association (AERA), and ten honorary degrees.. She is a former president of the Philosophy of Education Society and of AERA, a five-year editor of the.. Teachers College Record.. , and a member of a number of editorial boards.. The Public School and the Private Vision,.. Existential Encounters for Teachers, Landscapes of Learning, Teacher as Stranger,.. The Dialectic of Freedom, Releasing Imagination, Variations on a Blue Guitar : The Lincoln Center Institute Lectures on Aesthetic Education.. , and about seventy-five chapters and articles in anthologies and educational journals.. is the William and Hazel White Professor of Sociology and fellow of the Center for Research on Educational Opportunity at the University of Notre Dame.. She is a sociologist of education whose research focuses on how the formal and informal organization of schools and classrooms affects students' learning opportunities and academic achievement.. She conducts research on tracking and ability grouping, school organization and its effects, students' friendships, and peer relations.. She has served as president of the American Sociological Association and the Sociological Research Association.. Her publications include the.. Handbook of Sociology of Education.. Stability and Change in American Education: Structure, Process and Outcomes.. (with Adam Gamoran, Warren Kubitschek, and Tom Loveless.. ), School Sector and Student Outcomes,.. the recently published.. Frontiers in Sociology of Education,.. and numerous articles in professional journals.. She is the recipient of ASA s Willard Wallard award for distinguished career in sociology of education and Notre Dame s presendential award.. In addition, Hallinan is a member of the Laureate Chapter of Kappa Delta Pi, and is an AERA fellow.. http://sociology.. nd.. edu/faculty/faculty-by-alpha/maureen-t-hallinan/.. is a professor emeritus of educational policy studies and history at the University of Wisconsin, Madison and a professional associate of Fort Lewis College, Durango, Colorado.. He received his BA from the University of Nebraska, his MA from the University of Minnesota, and his PhD from Harvard University.. Herbst has received a John Simon Guggenheim Foundation Fellowship.. The German Historical School in American Scholarship,.. From Crisis to Crisis: American College Government 1636 1819, And Sadly Teach, The Once and Future School: 350 Years of American Secondary Education,.. Requiem for a German Past, School Choice and School Governance: A Historical Study of the United States and Germany.. Women Pioneers of Public Education: How Culture Came to the Wild West.. Father Theodore Hesburgh.. is president emeritus at the University of Notre Dame.. He received his PhD from the Gregorian University in Rome and later attended the Holy Cross College and the Catholic University of America.. Hesburgh was ordained to priesthood in 1943.. He has received the U.. Navy s Distinguished Public Service Award, the Medal of Freedom, and the Clergyman of the Year Award.. Patterns for Educational Growth,.. Thoughts for Our Times,.. The Humane Imperative: A Challenge for the Year 2000.. Henry Thomas James.. was president of the Spencer Foundation from 1970 to 1985.. He received his BS from the University of Wisconsin, LaCrosse, his PhM from the University of Wisconsin, and his PhD from the University of Chicago.. James received the National Association of State Boards of Education s Award for Distinguished Service to Education in 1973, and the Outstanding Service award from the American Educational Finance Association in 1988.. The Nation s Report Card.. (with Lamar Alexander) 1989 NAE.. Judith Lanier.. is a Distinguished Professor of Teacher Education at Michigan State University.. She received her BA from Western Michigan University and her PhD from Michigan State University.. The Process of Teaching,.. The Process of Learning,.. The Individual and the School.. Robert LeVine.. is Roy E.. Larsen Professor of Education and Human Development and professor of anthropology at Harvard University.. He received his AB and MA from the University of Chicago and his PhD from Harvard University.. LeVine has received the Ford Foundation Fellowship in Africa, the National Science Foundation Fellowship, and a fellowship from the Center for Advanced Study in the Behavioral Sciences.. Child Care and Culture: Lessons from Africa.. is a professor of education, political science, sociology, and international management emeritus at Stanford University.. He received his BA from the University of Wisconsin and his MA and PhD from Yale University.. March has received the Wilbur Lucius Cross Medal from Yale University, the Walter J.. Gores Award for Excellence in Teaching from Stanford University, and the Scholarly Contributions to Management Award from the Academy of Management.. He has been elected to the National Academy of Sciences, the American Academy of Arts and Sciences, and the American Philosophical Society.. A Primer on Decision Making, Explorations in Organizations,.. The Ambiguities of Experience.. Wilbert McKeachie.. is a professor emeritus at the University of Michigan and past director of the Center for Research on Learning and Teaching.. He received his BA from Michigan State Normal College and his MA and PhD from the University of Michigan.. McKeachie has received the ACT-American Educational Research Association Award for Outstanding Research, the Eastern Michigan Alumni Honors Award, the University of Michigan Alumni Award for Distinguished Teaching, the Lifetime Contribution Award of the Professional and Organizational Development Network in Higher Education, the American Psychological Association Award for Outstanding Contributions, the American Psychological Foundation Gold Medal for Enduring Contributions to Psychology in the Public Interest, and eight honorary degrees.. His publications include.. Improving Undergraduate Instruction in Psychology.. Wolfe et al.. Man in His World: Human Behavior,.. Undergraduate Curricula in Psychology.. (with John Milholland), and.. Teaching Tips: Strategies, Research and Theory for College and University Teachers.. Robert P.. Moses.. was a pivotal organizer for the Student Non-Violent Coordinating Committee (SNCC), directing its Mississippi Project.. He was a driving force behind the 1964 Summer Project and in organizing the Mississippi Freedom Democratic Party (MFDP), which challenged the Mississippi regulars at the 1964 Democratic Convention.. From1969-76, he worked for the Ministry of Education in Tanzania, where he chaired Same school math department.. In 1976, he returned to continue doctoral studies in Philosophy at Harvard.. A MacArthur Fellow from 1982-8, Mr.. Moses used his fellowship to develop the Algebra Project (AP), believing that mathematics literacy in today s information age is as important to educational access and citizenship for sharecroppers and day laborers in the 60s.. As founder and president of the AP, Mr.. Moses also serves as director of the AP s materials development program.. See more at.. algebra.. In 2004, with AP board member Danny Glover, Moses and others launched a national discussion calling for an amendment to the U.. Constitution for Quality Public School Education as a Civil Right.. He has received several university honorary doctoral degrees and honors, including Harvard University, the Heinz Award for the Human Condition, and the Nation/Puffin for Creative Citizenship.. is Gardner Cowles Professor emeritus at Teachers College, Columbia University.. He received his BS in economics from the University of London and his PhD from Columbia University.. The National Case Study: An Empirical Comparative Study of Twenty-one Educational Systems.. (with A.. Harry Passow et al.. The Economics of Education in the U.. R.. Toward a Science of Comparative Education.. (with Max Eckstein),.. Secondary School Examinations International Perspectives on Policies and Practice.. Doing Comparative Education: Three Decades of Collaboration.. Fraud and Education: The Worm in the Apple.. is a professor of philosophy emeritus at the University of California, San Diego.. He received his AB, MA, and PhD from Harvard University.. Olafson has received the Fulbright Scholarship at Oxford University, the Hodder Fellowship in the Humanities from Princeton University, the John Simon Guggenheim Foundation Fellowship, and the Independent Research Fellowship from the National Endowment for the Humanities.. Principles and Persons.. The Dialectic of Action: A Philosophical Interpretation of History and the Humanities, Heidegger and the Philosophy of Mind, What is a Human Being,.. Naturalism and the Human Condition.. received a BS in mathematics from the City College of New York, a MA in mathematical statistics from Columbia University, and a PhD in theoretical statistics from the University of North Carolina.. He has been a professor of statistics and education and Stanford University since 1961, where he has also served as chair of the department from 1973-1976.. Olkin s work is aimed at ensuring that educators select the proper statistical tool for measuring the outcomes of their programs and methods, and that their interpretation of the results is similarly rigorous.. His research includes the development of powerful new statistical methods for combining results from independent studies that have analyzed the same topic.. Olkin has published (jointly with Larry Hedges) a book on statistical methods for meta-analysis, and recently co-edited (with L.. V.. Jones) the book.. The Nation s Report Card: Evaluation and Perspectives.. is professor emeritus of education and (by courtesy) of philosophy at Stanford University, where he was also associate dean and interim dean of education.. Trained initially as a biologist and science teacher, he moved into the philosophy of social science and history of nineteenth and twentieth century thought, concentrating on the emergence of the social sciences and educational research.. He received his PhD from the University of Melbourne in the philosophy of science and philosophy of education.. Recent publications include.. Postpositivism and Educational Research.. (with Nicholas Burbules);.. The Expanded Social Scientist's Bestiary.. Constructivism in Education: Opinions and Second Opinions on Controversial Issues.. (Ninety-Ninth National Society for the Study of Education Yearbook), editor and contributor;.. Perspectives on Learning.. , Fourth Edition (with Jonas Soltis); Muddying the Waters: The Many Purposes of Educational Inquiry , in Conrad Serlin (eds),.. The SAGE Handbook for Research in Education.. ; and Adding Complexity: Philosophical Perspectives on the Relationship Between Evidence and Policy , in P.. Moss (ed.. Evidence and Decision Making.. (106.. NSSE Yearbook).. edu/suse/faculty/displayRecord.. php?suid=dcpphdl.. Thomas Romberg.. is Bascom Professor of Education and Professor Emeritus in the Department of Curriculum and Instruction at the University of Wisconsin, Madison.. He received his BS in mathematics and MS in secondary education from Omaha University and his PhD in mathematics education from Stanford University.. He directed the National Center for Research in the Teaching and Learning of Mathematics for the U.. Department of Education, served as chair of the Commission on Standards for the National Council of Teachers of Mathematics that produced the curriculum and assessment standards for school mathematics, was a Fulbright Fellow to the U.. R, was a NSF teacher at the University of Delhi, was a Research Fellow at the University of Tasmania, and a Spencer Fellow at the Center for Advanced Study in the Behavioral Sciences.. Romberg has received the American Educational Research Association's Research Review Award, Interpretive Scholarship Award, and Professional Service Award; the National Council of Teachers of Mathematics' Lifetime Achievement Medal; and the International Distinguished Leadership Award in Mathematics Education from the University of South Africa.. A Common Curriculum for Mathematics.. Problematic Features of the School Mathematics Curriculum.. Perspectives on Scholarship and Research Method, Mathematics Classrooms that Promote Understanding, Standards-based Mathematics Assessment in Middle School, and Understanding in Mathematics and Science Matters.. is a professor of history emeritus at Williams College.. He received his BA from Williams College and his MA and PhD from Yale University.. Rudolph has received the John Simon Guggenheim Foundation fellowship, the Frederick W.. Ness Award, and the Rogerson Cup.. His scholarship focused on the history of American higher education.. The American College and University: A History.. , in print since 1962.. is Victor S.. Thomas Professor of Education and Philosophy emeritus at Harvard University.. He received his AB and AM from Brooklyn College and his PhD from the University of Pennsylvania.. Reason and Teaching.. Conditions of Knowledge.. The Anatomy of Inquiry.. Science and Subjectivity.. Four Pragmatists.. Beyond the Letter.. Of Human Potential.. In Praise of the Cognitive Emotions.. Symbolic Worlds, The Language of Education.. Gallery of Scholars.. Teachers of My Youth.. Philosophy and Education.. (editor), i Work, Education and Leadership (co-editor),.. Visions of Jewish Education.. (co-editor) and.. Worlds of Truth.. is the Margaret Jacks Professor of Education (Emeritus) and former I.. James Quillen Dean of the School of Education at Stanford University.. Before joining Stanford, he was dean of the Graduate School of Education and professor of statistics (by courtesy) at the University of California, Santa Barbara.. He has also been professor of education at UCLA and director of the RAND Corporation's Education and Human Resources Program.. He served as president of the American Educational Research Association; is a fellow of the American Association for the Advancement of Science, the American Psychological Association, and the American Psychological Society; and is a Humboldt Fellow.. Statistical Reasoning for the Behavioral Sciences,.. Generalizability Theory: A Primer.. (with Noreen Webb), and.. Scientific Research in Education.. (edited with Lisa Towne), and Measuring College Learning Responsibly: Accountability in a New Era.. is a professor of education and anthropology emeritus at Stanford University.. He received his BS from Central State Teachers College, his MA from the University of Wisconsin, and his PhD.. from the University of California, Los Angeles.. Spindler has received the Ford Foundation fellowship and was a fellow of the Center for Advanced Study in the Behavioral Sciences.. Doing the Ethnography of Schooling, What Do Anthropologists Have to Say about Dropouts?, The American Cultural Dialogue and Its Transmission,.. Fifty Years of Anthropology and Education, 1950-2000: A Spindler Anthology.. is Lucie Stern Professor of Philosophy and professor of education, statistics, and psychology emeritus at Stanford University and the founder and director of the Institute for Mathematical Studies in the Social Sciences.. He received his BS from the University of Chicago and his PhD from Columbia University.. Suppes has received the Wendell T.. Bush Fellowship, the American Psychological Association Fellowship, the John Simon Guggenheim Foundation Fellowship, and the National Medal of Science.. Probabilistic Metaphysics, Logique de Probable,.. A Probabilistic Theory of Causality.. Representation and Invariance of Scientific Structure,.. and co-author of.. Foundations of Measurement.. , volumes I III.. http://suppes-corpus.. FOREIGN ASSOCIATES.. is a professor emeritus of education at the University of Tokyo.. He received his PhD from the University of Illinois, Urbana-Champaign.. Psychology in a Non-Western Country.. Current Trends in Studies of Behavior Development in Japan.. Different Cultural Approaches.. Currently he is the president of Seisen Jogakuin College in Japan.. is Professor Emeritus of Education at the University of Haifa.. She is former Dean of the School of Education at the University of Haifa, and past President of Tel-Hai Academic College.. The major fields of research and teaching of Prof.. Ben-Peretz include curriculum studies, especially the interactions between teachers and curriculum materials; curriculum policy and evaluation; issues of teacher education, especially reform of teacher education programs; teacher thinking with a focus on learning from experience; the culture of teachers and teaching; policy making in education.. She has been a Visiting Professor and Lecturer at American, Canadian and European universities.. She authored numerous articles and chapters in books, as well as several books including: The Teacher-Curriculum Encounter: Freeing Teachers from the Tyranny of Texts (SUNY 1990), The Nature of Time in Schools (with Rainer Broome) (Teachers College, 1990), Learning from Experience: Memory and the Teacher s Account of Teaching (SUNY 1995), Behind Closed Doors: Teachers and the Role of the Teachers Lounge (with Shifra Schonmann) (SUNY 2000) and Policy-making in Education: A Holistic Approach in Response to Global Changes (Rowan Littlefield 2009).. In 1997, Professor Ben-Peretz was awarded the Lifetime Achievement Award, in recognition of outstanding contribution to curriculum studies over an extended period of time, Division B, Curriculum Studies, of the American Educational Research Association.. In 2006 she was awarded the Israel Prize for Research in Education.. is professor emeritus of educational psychology and former director (and co-founder) of the Center for Instructional Psychology and Technology (CIP T) at the University of Leuven, Belgium, where he received his PhD in educational sciences in 1970.. De Corte was the founder and first President (1985-1989) of the European Association for Research on Learning and Instruction (EARLI) and President of the International Academy of Education (1998-2006).. Currently he is the chair of the HERCULES (Higher Education, Research and Culture in European Society) Expert Group of the Academia Europaea (AE), which assists the Council in developing and managing activities and initiatives of the AE.. De Corte s research centers on learning, teaching, and assessment of thinking, problem-solving, learning and self-regulation skills, beliefs and emotions, especially in mathematics.. His recent publications include:.. From information to knowledge; from knowledge to wisdom: Challenges and changes facing higher education in the digital age.. Wenner-Gren International Series, Volume 85 (with J.. Fenstad, 2010, London, UK: Portland Press);.. Use of representations in reasoning and problem-solving: Analysis and improvement.. (with L.. Verschaffel, T.. de Jong and J.. Elen, 2010, New York: Routledge); The reflexive relation between students mathematics-related beliefs and the mathematics classroom culture (with P.. Op t Eynde, F.. Depaepe, and L.. Verschaffel) in.. Personal epistemology in the classroom: Theory, research, and implications for practice.. (edited by L.. Bendixen F.. Feucht, 2010, Cambridge, UK: Cambridge University Press); Historical developments in the understanding of learning in.. The nature of learning.. Using research to inspire practice.. (edited by H.. Dumont, D.. Istance F.. Benavides, 2010, Paris, OECD Publishing).. At the 25.. International Congress of Applied Psychology in 2002 De Corte was presented with the Award for Outstanding Career Contribution to Educational Psychology, and respectively in 2000 and 2003 he received the degree of Doctor Honoris Causa at the University of Johannesburg and the University of the Free State, Bloemfontein in South Africa.. In 2005-2006 he was a Fellow at the Center for Advanced Studies in the Behavioral Sciences at Stanford.. http://perswww.. kuleuven.. be/~u0004455/.. is a professor at Simon Fraser University, British Columbia.. He received his BA in history from the University of London and his PhD in the philosophy of education from Cornell University.. He is the author of many books and articles on teaching and curriculum, including.. The Educated Mind: How Cognitive Tools Shape our Understanding.. Getting it Wrong From the Beginning: Our Progressivist Inheritance From Herbert Spencer, John Dewey, and Jean Piaget.. Egan received the Grawemeyer Award in Education in 1991 for his contributions to the field of education.. educ.. sfu.. ca/kegan/.. is Professor of Policy Studies at the Ontario Institute for Studies in Education at the University of Toronto.. He received his BA and PhD in sociology from the University of Toronto.. Fullan is acknowledged as the world s leading expert on the educational change and reform process.. His 1982 textbook.. The Meaning of Educational Change.. (now in its fourth edition, in press) is recognized as the basic text in the field.. He has also made a significant and sustained contribution as a researcher and scholar to the reform of teacher education.. Fullan was appointed in 2004 as Special Policy Adviser in Education to the Premier, and to the Minister of Education, Ontario.. michaelfullan.. ca.. is a distinguished scholar in the area of comparative higher education and has been an active administrator and consultant in a variety of international organizations concerned with higher education, including the World Bank, UNESCO, and the Council of Europe.. He has performed studies, written reports for government education agencies, and written on higher education for countries on almost every continent in the world.. He is an expert in European history and policy and patterns of organization, finance, governance, and development.. With Burton Clark, he served as joint editor-in-chief of.. The Encyclopedia of Higher Education.. and edited the.. European Journal of Education.. and the journal of the International Association of Universities,.. Higher Education Policy.. He was founder of the Consortium for Higher Education Researchers and is director of research at the International Association of Universities.. Some of his publications include.. The Teaching Nation; Government and Higher Education Relationships Across Three Continents.. (with Frans van Vught) and.. Education: The Complete Encyclopedia.. (with Tprstem Husen, T.. Neville Postlethwaite, and Burton Clark).. He is also professor in comparative higher education at the Centre for Higher Education Policy Studies at the University of Twente, Netherlands.. is University Professor Emeritus of the Ontario Institute for Studies in Education/University of Toronto.. He is a Fellow of the Royal Society of Canada and holds Honorary Doctorates from Gothenberg University (1994) and the University of Saskatchewan (1996).. He has published extensively on language, literacy and cognition, including the widely anthologized article From utterance to text: The bias of language in speech and writing (Harvard Educational Review, 1977).. The world on paper: The Conceptual and cognitive implication of writing and reading.. (Cambridge, 1994) has been translated into eight languages.. His most recent authored books are.. Psychological theory and educational reform: How school remakes mind and society.. (Cambridge, 2003) and.. Jerome Bruner: The cognitive revolution in educational theory.. (Continuum, 2007).. He is co-editor with Nancy Torrance of.. The Cambridge Handbook of Literacy.. (2009) and.. The Handbook of Education and Human Development.. (Blackwell, 1996); co-editor with Michael Cole of.. Technology, literacy and the evolution of society: Implications of the work of Jack Goody.. (Erlbaum, 2006); co-editor with Janet Astington and Paul Harris of.. Developing theories of mind.. (Cambridge, 1988); co-editor with Janet Astington and Philip Zelazo of.. Developing theories of intention.. (Erlbaum, 1988); co-editor with Nancy Torrance of.. Literacy and orality.. (Cambridge, 1991); and with Nancy Torrance and Angela Hildyard of.. Literacy, language and learning.. (Cambridge University Press, 1985).. is a professor of developmental psychopathology at the Institute of Psychiatry, Kings College, London.. He received his MB, ChB, and MD from the University of Birmingham Medical School and his DPM from the University of London.. Rutter has received the Society for Research in Child Development Distinguished Scientist Award, the Rema Lapouse Mental Health Epidemiology Award, the C.. Anderson Aldrich Award from the American Academy of Child Psychiatry, the American Association on Mental Deficiency Research Award, the Helmut Horten Research Award, the Ruane Prize for Child and Adolescent Psychiatric Research, and the Sarnat International Prize in Mental Health.. Straight and Devious Pathways from Childhood to Adulthood, Parenting Breakdown: The Making and Breaking of Intergenerational Links, Studies of Psychosocial Risk: The Power of Longitudinal Data, Assessment and Diagnosis in Child Psychopathology,.. Developing Minds: Challenge and Continuity Across the Lifespan.. was the dean of the Faculty of Education at the University of Haifa, Israel, (1993-8) and a professor of educational psychology there.. Salomon is currently director of the Center for Research on Peace Education at that university.. Prof.. Salomon received his B.. (Summa cum Laude) in geography and education from the Hebrew University of Jerusalem, Israel (1966), and his Ph.. in educational psychology and communication from Stanford University (1968).. Since then he has taught at the Hebrew University and Tel-Aviv University in Israel, Universidad Ibero Americana in Mexico, and at Harvard, Indiana University, Stanford, USC, University of Michigan and University of Arizona in the USA.. Salomon has recently been elected to be a fellow of the.. International Academy of Education.. (2006), recived the.. Clervinga Chair.. at the Leiden University, The Netherlands (1993-4), received the.. Sylvia Scribner AERA award.. , as well as the.. Israel National Award.. for life long achievements in educational research (2001), is the recipient of an.. Honorary Doctorate.. from the Catholic University of Leuven, Belgium (1999), a.. fellow at the Stanford Center for the Advanced Study in the Behavioral Sciences.. (1998-9), editor of.. (1991-5),.. president.. of the Educational and Instructional Division of the International Association of Applied Psychology (1990-1994) and Fellow of the American Psychological Association (1983).. Salomon has written four books.. : Interaction of Media, Cognition and Learning.. (1979/1994), announced as a Citation Classic ;.. Communication and Education.. , (1981);.. Communication.. (Hebrew, 1981); and.. Technology and Education in the Information Age.. (Hebrew, 2001), and edited three books -.. Distributed Cognitions.. (1993),.. Peace education: The concep.. t, the principles and the research.. (2002), and.. The Handbook on Peace Education.. (2010).. He has also published more than 120 empirical, theoretical, and methodological articles in a variety of professional journals in the USA, Israel, Europe, and Latin America in the fields of technology, learning, cognition and learning; educational evaluation, and peace education.. teaches at the Graduate School of Education of the University of Tokyo.. His research interests include action research in school reform, curriculum research, and use of new technology in teacher education.. He has also conducted comparative studies of school reform and teacher education in Japan and the United States.. Sato received his PhD from the University of Tokyo.. Designing Educational Reform.. Learning: Its Death and Restoration.. Learning as Pleasure: Toward Dialogic Practice.. received his PhD from the School of Education at Berkeley in 1967 and did two years postdoctoral work in the Psychology Department, also at Berkeley.. He teaches in the School of Education (SOE) at Tel Aviv University (TAU) where he is the Branco Weiss Professor of Research in Child Development and Education.. In the SOE, he twice served as chair of the Department of Child Development and Education and instituted a number of teaching programs in that capacity.. By appointment, he established and served as the head of the Center for the Advancement of Teaching at TAU.. He has been the Chief Scientist of the Israeli Ministry of Education from September 2005 and, in that capacity, is responsible for the ministry s research directions as well as serving as the coordinator for the ministry s planning and policy.. His scholarly publications are in the areas of child development, teacher cognition, and the developmental, primatological and anthropological aspects of teaching.. tau.. ac.. il/~sidst.. is currently Khosla Family Professor of Education at Stanford University, and a fellow of the Royal Society of Canada.. He received his BA in English from Laurentian University, his MEd in Educational Theory from the University of Toronto/Ontario Institute for Studies in Education, and his PhD in Educational Foundations from Dalhousie University.. The Triumph of Literature/The Fate of Literacy: Teaching English in the High School.. The New Literacy: Redefining Reading and Writing in the Schools.. Empire of Words: the Reign of the OED.. Learning to Divide the World: Education at Empire s End.. , for which he won the Book of the Year Award from the American Educational Research Association in 1998; and.. The Access Principle: The Case for Open Access to Research and Scholarship.. He directs the Public Knowledge Project at UBC, which aims to improve the scholarly quality of and access to research and scholarship.. edu/faculty/willinsk.. is a Professor and Director of the Canadian Research Institute for Social Policy at the University of New Brunswick (UNB).. He holds the Canada Research Chair in Literacy and Human Development and is a Fellow of the Royal Society of Canada and the International Academy of Education.. Willms has published over two hundred research articles and monographs pertaining to youth literacy, children s health, the accountability of schooling systems, and the assessment of national reforms.. He is the editor of.. Vulnerable Children: Findings from Canada s National Longitudinal Study of Children and Youth,.. (University of Alberta Press, 2002) and the author of.. Student engagement at school: A sense of belonging and participation.. (Paris: Organization for Economic Cooperation and Development) and.. Monitoring School Performance: A Guide for Educators.. (Falmer Press, 1992).. Willms played a lead role in developing the questionnaires for Canada s National Longitudinal Survey of Children and Youth (NLSCY) and the OECD s Programme for International Student Assessment (PISA).. Recently, Willms and his colleagues designed the Early Years Evaluation (EYE), an instrument for the direct assessment of children s developmental skills at ages 3 to 6, and.. Tell Them From Me.. , an evaluation system for the continuous monitoring of school climate and student engagement and wellness.. Willms is known for his training of new investigators in the analysis of complex multilevel data.. He regularly conducts workshops on multilevel modeling across Canada and throughout Asia, Europe and Latin America.. Willms s current interests include the examination of family, school and community factors that contribute to the health and well-being of children and adolescents, and the use of continuous monitoring for evaluating school reforms.. FOREIGN ASSOCIATES EMERITI.. took his first degree in physics, and subsequently obtained his PhD in crystallography at the Cavendish Laboratory in Cambridge in l954.. Between 1956 and 1976 he was a faculty member in the Department of Physics in the University of Birmingham (England), but his interests gradually moved from research in physics to research and development in science education.. Black left Birmingham in 1976 to become professor of science education and director of the Centre for Science and Mathematics Education, at Chelsea College in London, and when Chelsea College merged with King's in 1985 he became the head of the King's Centre for Educational Studies, King's College London (KQC).. He retired in 1995, but is still active in research and development work.. Black has been a visiting professor of Education at Stanford University, California.. For many years he was involved closely with curriculum development work with the Nuffield foundation in science and in design and technology, at primary, secondary and tertiary levels.. He was chair of the government's task group on assessment and testing in 1987-88, and deputy chairman of the national curriculum council from 1989 to 1991.. Black has served on three committees on the USA national research council.. He is currently engaged in research and development work to improve classroom practices in formative assessment.. Michael Crozier.. is a senior research professor at the Centre National de la Recherche Scientifique, director of the Centre de Sociologie des Organisations, and director of the Postgraduate School of Sociology at the Institut d Etudes Politiques de Paris.. Le mal american,.. Strategies for Change,.. The Crisis of Democracy.. is an emeritus professor of sociology at Nuffield College and emeritus director of the Department of Social and Administrative Studies at the University of Oxford.. He received his PhD from the University of London.. Origins and Destinations,.. Change in British Society,.. Heredity and Environment, Decline of Donnish Dominion, Twentieth-Century British Social Trends, No Discouragement: An Autobiography,.. A History of Sociology in Britain: Science, Literature and Society.. He is a fellow of the British Academy.. is emeritus professor of history at the University of Sussex.. He was formerly deputy director of adult education at the University of Leeds and then professor of history at the University of Wisconsin, Madison.. He has a BA and MA from Cambridge University and a PhD from Leeds University.. He has received the Walter D.. Love Memorial Prize of the Conference on British Studies and the Fulbright Award for Research and Teaching.. Learning and Living,.. Quest for the New Moral World,.. The Second Coming: Popular Millenarianism,.. Early Victorian Britain,.. Late Victorian Britain,.. The Common People,.. Scholarship Boy..

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  • Title: NAEd/Spencer Fellowship Programs
    Descriptive info: NAEd/Spencer Fellowship Programs.. The National Academy of Education awards two professional development fellowship programs.. These programs seek to encourage a new generation of scholars to undertake research relevant to the improvement of education, or to support early career scholars working in critical areas of education research.. Additionally, those selected participate in professional development retreats with National Academy of Education members, senior scholars,  ...   encouraged provided they describe research related to education.. Applications will be judged on the applicant's past research record, career trajectory in education research, and the quality of the project described in the application.. Fellowships must begin during the 2014-2015 academic year.. For more information on a particular fellowship program, please follow the appropriate link below.. NAEd/Spencer Postdoctoral Fellowship Program.. NAEd/Spencer Dissertation Fellowship Program..

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  • Title: NAEd Research Initiatives
    Descriptive info: The National Academy of Education is dedicated to advancing the highest quality education research.. The Research Advisory Committee (RAC), which is charged with setting the research agenda for the organization, is instrumental in identifying and developing new research program ideas, and in providing guidance to projects  ...   members: Robert Floden (Chair), Deborah Loewenberg Ball, Andrea DiSessa, Michael Feuer, Susan Fuhrman (ex-officio), Pamela Grossman, Edward Haertel (ex-officio), Robert Hauser (ex-officio), Henry Levin, Robert Mislevy, Marcelo Suárez-Orozco, and Gregory White (ex-officio).. Current research initiatives include:.. Measures of Effective Teaching (MET) Early Career Research Grants Competition..

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  • Title: Publications
    Descriptive info: Publications: List of Books, Reports, Studies, and Papers.. Alexander, L.. , James, H.. T.. The Nation's Report Card: Improving the Assessment of Student Achievement.. (with a review of the report by a Committee of the National Academy of Education, by Glaser, R).. Washington, DC: National Academy of Education.. $15.. 00.. Bailey, S.. Prejudice and Pride: The Brown Decision After Twenty-Five Years, May 17, 1954 May 17, 1979.. Carroll, J.. B.. , and others (1984).. Improving Education: Perspectives on Educational Research.. $5.. Clark, B.. R.. (1979).. Comparative Analysis of Systems of Higher Education.. Paper presented to the National Academy of Education.. Proceedings of the National Academy of Education,.. 6.. Darling-Hammond, L.. , Baratz-Snowden, J.. (Eds.. (2005).. A Good Teacher in Every Classroom : Preparing the Highly Qualified Teachers Our Children Deserve.. National Academy of Education Committee on Teacher Education.. San Francisco: Jossey-Bass.. Available from the.. Jossey-Bass Web site.. , Bransford, J.. Feinburg, W.. , et al.. (1980).. Revisionists Respond to Ravitch.. Gilligan, C.. (1982).. New Maps of Development: New Visions of Maturity.. Paper presented to the National Academy of Education, under a grant from the Ford Foundation.. American Orthopsychiatric Association, Inc.. Glaser, R.. , Linn, R.. , Bohrnstedt, G.. (1992).. Assessing Student Achievement in the States.. The First Report of the National Academy of Education Panel on the Evaluation of the NAEP Trial State Assessment: 1990 Trial State Assessment.. $20.. Assessing Student Achievement in the States: Background Studies.. Studies for the Evaluation of the NAEP Trial State Assessment Commissioned for the National Academy of Education Panel Report on the 1990 Trial.. $17.. (1993).. The Trial State Assessment: Prospects and Realities.. The Third Report of the National Academy of Education Panel on the Evaluation of the NAEP Trial State Assessment: 1992 Trial State Assessment.. $27.. , Bohrnstedt,G.. (1994).. The Trial State Assessment: Prospects and Realities: Background Studies.. Studies of the National Academy of Education Panel on the Evaluation of the NAEP Trial State Assessment: 1992 Trial State Assessment.. 00.. Out of print.. Quality and Utility.. The 1994 Trial State Assessment in Reading, Background Studies.. Studies of the National Academy of Education Panel on the Evaluation of the 1994 National Assessment of Educational Progress Trial State Assessment in Reading.. (1996).. Quality and Utility: The 1994 Trial State Assessment in Reading.. The Fourth Report of the National Academy of Education Panel on the Evaluation of the NAEP Trial State Assessment: 1994 Trial State Assessment in Reading.. $25.. Assessment in Transition: Monitoring the Nation's Educational Progress.. $32.. Photocopy available $10.. Background Studies of the Final Report of the National Academy of Education Panel on the Evaluation of the NAEP Trial State Assessment.. Lagemann, E.. , Shulman, L.. (1999).. Issues in Education Research: Problems and Possibilities.. San Francisco: Jossey Bass, 1999.. $39.. 95.. Linn, R.. L.. , Welner, K.. G.. (2007).. Race-Conscious Policies for Assigning Students to Schools: Social Science Research and the Supreme Court Cases.. National  ...   Judith Anderson Koenig, Editors.. Page, E.. (1978).. The Methodology of International Evaluation of Educational Achievement.. Proceedings of the National Academy of Education,.. 5.. Research and the Renewal of Education.. (1991).. A Report from the National Academy of Education.. Project on Funding Priorities for Educational Research.. Funded by the Carnegie Corporation of New York.. Schramm, W.. (1976).. The Second Harvest of Two Research-Producing Events: The Surgeon General's Inquiry and Sesame Street.. 3.. Snow, C.. , Griffin, P.. , Burns, M.. Knowledge to Support the Teaching of Reading: Preparing Teachers for a Changing World.. San Francisco: Jossey-Bass, 2005.. Shepard, L.. , Glaser, R.. Setting Performance Standards For Student Achievement.. Report of the NAE Panel on the Evaluation of the NAEP Trial State Assessment: An Evaluation of the 1992 Achievement Levels.. National Academy of Education, 1993.. (1993).. Setting Performance Standards For Student Achievement: Background Studies.. Stanley, J.. (1979).. On Educating the Gifted.. Book Reviews:.. Altbach, P.. , Teichler, U.. [Reviews of.. International Encyclopedia of Higher Education].. 7.. 00**.. Bond, L.. , Wiley, D.. (1981).. [Reviews of the report.. The Reign of ETS: The Corporation That Makes Up Minds].. 8.. Borrowman, M.. How Scholars From Abroad View Higher Education in America.. [Review of essays sponsored by the Carnegie Commission on Higher Education.. ] Proceedings of the National Academy of Education,.. Calfee, R.. , Arnold, R.. , Drum, P.. [Review of the book.. The Psychology of Reading.. ].. Proceedings of the National Academy of Education, vol.. 3, 1976.. Falmagne, R.. (1977).. Towards an Educational Technology.. The Nature of Intelligence.. 4.. Green, T.. Images of Education in Kyklios Paideia.. [Review of.. Encyclopedia Britannica.. , 15th ed.. ].. Greeno, James G.. Human Characteristics and School Learning.. House, E.. , Husén, T.. Reports from the National Institute of Education on the Compensatory Education Study,.. 6 vols.. Humphreys, L.. Race Differences in Tested Intelligence: Important Socially, Obscure Causally.. Bias in Mental Testing.. Inkeles, A.. The International Evaluation of Educational Achievement.. [Review of.. International Studies in Evaluation.. , 9 vols.. Pasanella, A.. [Review of the report.. Federal Programs Supporting Educational Change.. , 5 vols.. Richardson, S.. The Futures of Children: Categories, Labels, and Their Consequences.. , and the book.. Issues in the Classification of Children.. Ross, L.. , Cronbach, L.. [Review of the.. Handbook of Evaluation Research.. Smith, J.. , Welch, F.. The Overeducated American.. Proceedings of the National Academy of Education,.. Van Bruggen, J/ C.. , Freudenthal, H.. [Review of the series.. Soviet Studies in the Psychology of Learning and Teaching Mathematics.. , 6 vols.. Wohlstetter, P.. , Boruch, R.. Numbers, Prose, and Pictures.. [Review of the report.. The Condition of Education.. Proceedings of the National Academy of Education:.. Vol.. 1, 1965-1974.. National Academy of Education, 1974.. $18.. 2, 1975.. National Academy of Eduation, 1975.. National Academy of Education, 1976.. 4, 1977.. National Academy of Education, 1978.. To order publications, please contact:.. Judie Ahn, Senior Program Officer.. jahn@naeducation.. (202) 334-2396..

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  • Title: Annual Fund Donations
    Descriptive info: We hope you will consider supporting the National Academy of Education by making a gift to NAEd s.. 2012-2013 Annual Fund for the Academy s Future.. Contributions to this fund provide an important source of revenue for NAEd s general operations, as well as critical support for NAEd s planning and new project development activities.. Over the past year, the NAEd has grown its professional development and research programs, furthering its mission to advance the highest quality education research and its use in policy and practice.. Our partnership with the Spencer Foundation has expanded recently, and the NAEd is now administering both the Postdoctoral and Dissertation Fellowship programs within a more unified professional development framework.. The newly formed Professional Development Committee has played a critical role in providing overall direction to these endeavors.. In addition, the Research Advisory Committee has held multiple planning meetings over the year, and continues to develop a portfolio of research studies to bring NAEd  ...   include workshops that would address: Current and potential uses of NCES longitudinal surveys by the education research community; extend research insights into how, why, and where people learn; and an examination of new developments in education research methodology.. Complementing these research initiatives are plans for expanding professional development activities that would enhance the skills of discipline based education researchers as well as those using emerging forms of research methods and data.. While new initiatives such as these require major foundation support to implement, contributions to the Annual Fund help to provide additional seed money for initial planning and project advancement.. Please consider making a tax-deductible contribution to this year s.. You may contribute online via credit card through our.. secure website.. or mail your contribution to the NAEd offices.. Thank you for considering a gift to the.. - a donation that will help NAEd continue to build its infrastructure and initiate important new projects.. Sincerely,.. President.. Gregory White.. Executive Director..

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  • Title: History and Current Projects
    Descriptive info: History and Examples of Research.. The NAEd was founded in 1965 on the initiative of John Gardner, then president of the Carnegie Corporation of New York, and James B.. Conant, former president of Harvard University to promote scholarly inquiry and discussion concerning the ends and means of education, in all its forms, in the United States and abroad.. Since its founding, the NAEd has sponsored numerous commissions and study panels including both NAEd members and other scholars.. One early study, The Appropriate Federal Role in Education: Some Guiding Principles, was completed in the early 1970s with support from the Department of Health, Education, and Welfare (HEW).. Thereafter, in 1972, the NAEd was asked by the Secretary of HEW to assist in designing the structure for what was then the nascent National Institute of Education.. Although no formal reports were involved, between 1968 and 1972, NAEd also made regular recommendations to the Secretary of HEW concerning funding for basic research.. Another early example, Prejudice and Pride: The Brown Decision After 25 Years, was produced at the request of the Assistant Secretary of Education.. It analyzed the Brown decision, the extent of its implementation, views of its present meaning and relevance, and policy options under which its spirit might flourish.. In 1987, NAEd published The Nation's Report Card: Improving the Assessment of Student Achievement.. This included a review of the National Assessment of Educational Progress (NAEP) by a study group appointed by then U.. Secretary of Education, William J.. Bennett, and chaired by Lamar Alexander and H.. The report also provided a commentary on that review by a NAEd panel led by Robert Glaser of the University of Pittsburgh.. The NAEd focused on NAEP again in the early 1990s, this time contributing the intellectual leadership and coordination for an independent evaluation of the NAEP 1990, 1992, and 1994 Trial State Assessments led by panel chairs Robert Glaser of the University of Pittsburgh and Robert Linn of the University of Colorado at Boulder; principal investigator Lorrie Shepard of the University of Colorado at Boulder; and project director George Bohrnstedt of the American Institutes for Research.. These provide State-by-State comparisons of educational achievement, the first such use of NAEP data.. A panel of experts coordinated the study portfolio, and examined a range of major issues: state-by-state and state-to-national comparisons; validity and reliability of the assessment data; content, curriculum, and consensus processes; operations, sampling, data analysis; and the methods of reporting results of the assessments.. In 1995, NAEd published Improving Education Through Standards-Based Reform, which was written by Milbrey McLaughlin of Stanford University, Lorrie Shepard of the University of Colorado at Boulder, and Jennifer O Day of Stanford University.. Initially planned to provide advice to the National Education Standards and Improvement Council (NESIC) about critical issues in standards development, this report was instead directed to a more general audience once it became clear that NESIC would be abolished.. In addition to these examples of policy-relevant research, the NAEd has sponsored reviews of research and commentaries on the current state of education research.. In 1969, a group of NAEd members collaborated to write Research for Tomorrow's Schools: Disciplined Inquiry for Education, edited by Lee J.. Cronbach and Patrick Suppes and published by Macmillan.. In 1991, Michael W.. Kirst of Stanford University and Diane Ravitch, then of Teachers College, Columbia University, chaired a committee that again reviewed the state of the field.. Consisting entirely of NAEd members (who, in addition to Kirst and Ravitch, included Michael Cole, University of California at San Diego; James S.. Coleman, the University of Chicago; Linda Darling-Hammond, then of Teachers College, Columbia University; Lauren B.. Resnick, the University of Pittsburgh; and Marshall S.. Smith, then of Stanford University), the Kirst-Ravitch committee produced a report published by NAEd and entitled Research and the Renewal of Education.. Another notable study, The Commission on the Improvement of Education Research, was a self-generated study panel co-chaired by Ellen Condliffe Lagemann, then of New York University and Lee S.. Shulman of Stanford University and the Carnegie Foundation for the Advancement of Teaching, which completed its work in 1999.. The commission (whose members, in addition to Lagemann and Shulman, were: Charles E.. Bidwell, University of Chicago; Ann L.. Brown, University of California, Berkeley; Jerome Bruner, New York University; and Allan Collins, Northwestern University) studied the ways in which education research is changing and should change.. Seventeen papers were written for the commission.. They were edited and published by Jossey-Bass as Issues in Education Research: Problems and Possibilities (1999).. The final report of the commission, Next Steps, was a report to NAEd concerning what it might do to strengthen the scholarship of education.. In 1998, at the request of the National Educational Research Policy and Priorities Board (NERPP), NAEd undertook a one-year study of research priorities related to the board's focus on high achievement for all students.. Under the direction of James G.. Greeno, Stanford University, and Ann L.. Brown, University of California at Berkeley, the NAEd convened three discrete panels.. The first panel, chaired by Hugh Mehan of the University of California, San Diego, considered critical transitions and the curricula and assessment practices that support them.. The second panel, chaired by Magdalene Lampert of the University of Michigan, studied professional development  ...   Programs.. The American Educational Research Association (AERA) and NAEd are working together to conduct a systematic assessment of education research doctorate programs using the methodology of the National Research Council (NRC) Assessment of Research Doctorate Programs.. Currently, education research is not included as a field in the NRC study taxonomy.. The study will provide critical data that can be used to establish benchmarks and quality criteria to improve education research doctorate programs nationally.. In addition to collecting and reporting on program attributes such as student and faculty demographics, program characteristics, and the scholarly productivity and impact of faculty, this study will also assess the extent and nature of methodological preparation of education research doctoral students.. This effort is being co-led by Felice Levine, AERA, and Lorrie Shepard, University of Colorado at Boulder.. Collaborations with the National Research Council.. Beginning in 2005, the NAEd and the NRC have entered into a more formal collaboration to engage their respective disciplinary strengths in order to advance the highest quality education research.. To facilitate the development of this collaboration, the NAEd moved its offices to the Keck Center of the National Academies in Washington, DC.. Two reports developed in collaboration with the NRC and funded by Carnegie Corporation of New York have been released in 2010.. Getting Value Out of Value-Added documents discussions of a workshop to help policy makers understand the current strengths and limitations of value-added approaches, including their responsible and defensible uses in education settings.. The report committee was chaired by Henry Braun of Boston College, and the workshop brought together experts in educational testing and accountability, value-added methodology from both the economics and statistical traditions, and state and local data systems to help identify areas of emerging consensus as well as areas of disagreement regarding appropriate uses of value-added methods.. A second joint report, High School Dropout, Graduation, and Completion Rates: Better Data, Better Measures, Better Decisions, was also released by NRC and NAEd in 2010.. The committee was chaired by Robert M.. Hauser of the National Research Council and University of Wisconsin, Madison.. The report provides recommendations to federal, state, and local education officials on how data systems can be enhanced to supply a more accurate and comparative assessment of high school completion rates.. Exploring the Uses of Data Captured from Adaptive Educational Technologies (AET).. In 2010 the NAEd received funding from the Pearson Foundation to carry out a project to explore the potential uses of data captured from adaptive educational technologies for research on learning.. Bringing together researchers, industry leaders, and research funders, an organizing committee convened an initial planning meeting (May 12, 2011) and a larger AET Summit (December 1-2, 2011) organized around the following questions:.. What research opportunities are possible using these data?.. What kinds of analyses have researchers conducted in the past using such data? And, what has been learned from such analyses?.. What more is needed to develop research in this area?.. What are the costs and benefits of using such data for research?.. What kind of organizational supports would be needed from developers if data were used for research and program improvement?.. What other accommodations might be needed for researchers (e.. , to ensure confidentiality of data, allow data to be processed statistically, etc.. )?.. A.. background paper canvassing current research on adaptive educational technologies.. has been released, and a white paper based on proceedings of the AET Summit will be released in 2013.. Susan Fuhrman of Teachers College, Columbia University, James Gee of Arizona State University, and Brian Rowan of University of Michigan, serve as project co-chairs.. Funded by the National Science Foundation, the goal of this project is to review existing methods for evaluating the quality of teacher preparation programs and to design a framework for developing new and innovative approaches.. The steering committee held its first workshop in June 2012, and a second workshop will take place in February 2013.. A set of commissioned papers and a synthesis report will be produced as part of this project.. Steering committee members include: Michael Feuer, Chair; Deborah Ball; Jeanne Burns; Robert Floden; Lionel Howard; and Brian Rowan.. This project is being carried out in partnership with the Graduate School of Education and Human Development of the George Washington University.. The National Academy of Education, in partnership with the University of Michigan's Institute for Social Research, is pleased to announce the Measures of Effective Teaching (MET) Early Career Research Grants competition.. This program will award up to 10 grants of $25,000 each to conduct a research study using the extensive Measures of Effective Teaching Longitudinal Database.. With funding from the US Department of Education, the National Academy of Education is conducting a Workshop to Examine Current and Potential Uses of NCES Longitudinal Surveys by the Education Research Community.. This project will be organized in collaboration with NCES leadership to stimulate dialogue regarding the research community s use of data collected through NCES surveys.. Selected topics will be developed with a focus on three types of changing research needs:.. Evolving research methodologies;.. An increasing focus on the classroom and on learning outcomes.. Issues related to changing student demographics (e.. , English language learners).. Commissioned papers and workshop presentations will be publicly available at the completion of the project..

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  • Title: Upcoming Events and Meetings
    Descriptive info: National Academy of Education Upcoming Events and Meetings.. 2014-15 NAEd/Spencer Dissertation Fellowship.. Application Due: October 4, 2013.. 2014-15 NAEd/Spencer Postdoctoral Fellowship.. Application Due: November 1, 2013.. NAEd/Spencer Fellows Fall Retreat.. October 24, 2013.. George Washington University, in Washington, DC.. NAEd Annual Meeting.. October 25-26, 2013..

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  • Title: Workshop to Examine Current and Potential Uses of NCES Longitudinal Surveys
    Descriptive info: Workshop to Examine Current and Potential Uses of NCES Longitudinal Surveys.. by the Education Research Community.. Evolving research methodologies.. Steering Committee Members.. (Chair), University of Wisconsin-Madison.. Steve Barnett.. , Rutgers University.. Laura Desimone.. , University of Pennsylvania.. Pascal (Pat) Forgione.. , ETS.. Pat Goldsmith.. Jennifer Lee.. , Indiana University.. Sean Reardon.. Barbara Schneider.. Staff Contact..

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  • Title: Evaluation of Teacher Preparation Programs
    Descriptive info: Funded by the National Science Foundation, this project will review existing methods of evaluating the quality of teacher preparation programs and develop a framework for innovative approaches.. The steering committee held its first workshop in June 2012, and a second workshop in February 2013.. The final committee report and a  ...   Fall 2013.. This project is being conducted jointly with the Graduate School of Education and Human Development of the George Washington University.. Steering Committee Members.. Chair.. ), George Washington University.. Deborah Ball.. Jeanne Burns.. , Louisiana Office of the Governor and Board of Regents.. (ex-officio), Teachers College, Columbia University.. Lionel Howard..

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  • Archived pages: 37