Members of the National Academy of Education

(Bio-sketches for each member follow this list)

MEMBERS BIOGRAPHICAL INFORMATION

Bruce M. Alberts has been named by the American Association for the Advancement of Science (AAAS) to serve as editor in chief of its journal Science. He served as president of the National Academy of Sciences from 1993-2005. He is a respected biochemist recognized for his work in both biochemistry and molecular biology and is known particularly for his extensive molecular analyses of the protein complexes that allow chromosomes to be replicated. He joined the faculty of Princeton University in 1966 and after ten years moved to the medical school of the University of California, San Francisco (UCSF). In 1980 he was awarded an American Cancer Society lifetime research professorship. In 1985 he was named chair of the UCSF Department of Biochemistry and Biophysics. Alberts is one of the principal authors of The Molecular Biology of the Cell, now in its fourth edition, considered the leading advanced textbook in this field and used widely in U.S. colleges and universities. His most recent text, Essential Cell Biology, is intended to present this subject matter to a wider audience. Alberts is committed to the improvement of science education, and he helped to create City Science, a program for improving science teaching in San Francisco elementary schools. At the National Academies, he established a Center for Education, whose focus is on using evidence and analysis to help create a continuously improving education system at all levels, from kindergarten through college. He currently chairs the Board of Strategic Education Research Partnership (SERP) and is co-chair of the InterAcademy Council in Amsterdam.
http://www.ucsf.edu/alberts/

Anthony Alvarado, 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. 

James D. Anderson 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

Richard C. Anderson is director of the Center for the Study of Reading and professor of education and psychology at the University of Illinois. He is also professor at Beijing Normal University and Hong Kong Polytechnic 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. 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.

Alexander W. Astin is Allan M. Cartter Professor of Higher Education 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 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, and What Matters in College?

Richard C. Atkinson 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

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.S. 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. Dr. 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.

Deborah Loewenberg Ball 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.   Dr. 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.  Dr. 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. Dr. 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/

James A. Banks is Kerry and Linda Killinger Professor of 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; and Race, Culture, and Education: The Selected Works of James A. Banks. 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 is currently the Tisch Distinguished Visiting Professor at Teachers College, Columbia University.
http://faculty.washington.edu/jbanks
W. Steven Barnett 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.  Dr. 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.

Hyman Bass 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.

Isabel Beck is professor emerita at the University of Pittsburgh. Dr. Beck has conducted extensive research on decoding, vocabulary, and comprehension, and has published many journal articles and several books on these topics. Dr. 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. His publications include Human Capital, Economic Theory, The Allocation of Time and Goods Over the Life Cycle, and Social Economics.

Carl Bereiter 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. His books include The Psychology of Written Composition and Surpassing Ourselves: An Inquiry into the Nature and Implications of Expertise (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).
http://www.ikit.org/people/~bereiter.html

David C. Berliner is Regents' Professor of Educational Psychology and Educational Leadership and Policy Studies 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; and co-author (with Nathaniel Gage) of Educational Psychology, now in its sixth edition. 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.
http://tikkun.ed.asu.edu/coe/faculty/berliner.htm

Derek Bok 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. 

Hilda Borko 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 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 and interim editor (with Lorrie Shepard) of Educational Researcher. She served as President of the American Educational Research Association (2003-2004). She is editor of Journal of Teacher Education (with Jennie Whitcomb and Dan Liston). 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.

John Brademas 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-two 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 and 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, and How People Learn: Brain, Mind, Experience, and School. 

John Seely Brown 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.
http://www.johnseelybrown.com

Jerome Bruner is a law professor as well as professor of psychology at New York University. He received his BA from Duke University and his MA and PhD from Harvard University. Bruner has received the International Balzan Prize, the CIBA Gold Medal for Scientific Research, the Edward Lee Thorndike Medal, and the Distinguished Scientific Award. His publications include The Culture of Education, Acts of Meaning, Actual Minds, Possible Worlds, and Minding the Law (with Anthony Amsterdam). His latest volume, Making Stories: Law, Literature, Life, was published in 2002.
http://www.psych.nyu.edu/people/faculty/bruner/index.html

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. Dr. 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. His books include Hierarchical Linear Models (with Stephen Raudenbush), Catholic Schools and the 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).

Eamonn Callan 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/suse/contents/eamonn_callan.html 

Michelene T. H. Chi 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.

Paul Cobb is professor of mathematics education at Vanderbilt University where he has been a member of the faculty since 1992. His research interests focus on instructional design, the classroom microculture, and the broader institutional setting of mathematics teaching and learning. He received Hans Freudenthal Medal for cumulative research program over the prior ten years from the International Commission on Mathematics Instruction (ICMI) in 2005. He an Invited Fellow of the Center for Advanced Studies in the Behavioral Sciences and received the award for outstanding article published in the Journal for Research in Mathematics Education in1996. His publications include Communicating and Symbolizing in Mathematics: Perspectives on Discourse, Tools, and Instructional Design (with Ema Yackel and Kay McClain) and Emergence of Mathematical Meaning: Interaction in Classroom Cultures (with Heinrich Bauersfeld).
http://peabody.vanderbilt.edu/depts/tandl/mted/faculty/cobb.html

Marilyn Cochran-Smith 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. Dr. 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.
http://www2.bc.edu/~cochrans

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). 

Michael Cole 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. His publications include Cultural Psychology: A Once and Future Discipline, The Psychology of Literacy (with Sylvia Scribner), and The Development of Children (with Sheila Cole). 
http://LCHC.ucsd.edu/People/MCole/colevita.pdf

Allan Collins 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. His publications include 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). His book on The Second Educational Revolution: How Technology is Transforming Education is in press.
http://www.sesp.northwestern.edu/People/faculty/a_collins.html

James P. Comer 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. His publications include Beyond Black and White, Black Child Care, Maggie’s American Dream, School Power, and Waiting for a Miracle: Why Schools Can’t Solve Our Problems and How We Can.
http://www.schooldevelopmentprogram.org

Lambros Comitas 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, and 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.

Mihaly Csikszentmihalyi is the C.S. and D.J. 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. His publications include 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 the Psychology of Discovery and Invention; and 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 and The American Academy of Political and Social Sciences, among others.

William Damon is professor of education at Stanford University and a scholar in the area of human, social, and moral development. 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. His recent works, Greater Expectations, Some Do Care, The Youth Charter, and Bringing in a New Era in Character Education focus on analyzing the moral and social needs of youth today. He is editor of the Handbook of Child Psychology. 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://www.stanford.edu/group/adolescent.ctr

Linda Darling-Hammond 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. His publications include 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.
http://www-gse.berkeley.edu/faculty/AAdiSessa/AAdiSessa.html

Greg Duncan is Distinguished Professor in the Department of Education at the University of California, Irvine. With a 1974 Ph.D. 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. 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).

http://www.gse.uci.edu

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.
http://www.rcgd.isr.umich.edu/garp/

http://www.rcgd.isr.umich.edu/garp/

Ronald G. Ehrenberg 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 and a PhD in economics from Northwestern University in 1970. 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 (ninth 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, and What’s Happening to Public Higher Education and the author of Tuition Rising: Why College Costs So Much. He currently chairs the National Research Council's Board of Higher Education and is a fellow of the TIAA-CREF Institute. He previously chaired the American Association of University Professors Committees on the Economic Status of the Profession and on Retirement. 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. In 2006, he was elected a trustee of Cornell University.
http://www.people.cornell.edu/pages/rge2
http://www.ilr.cornell.edu/cheri

Margaret A. Eisenhart 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, “Female Recruits Explore Engineering,” she is developing and delivering a program to encourage high school minority girls’ interest in engineering and IT and 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.
http://www.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.S. 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, and 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, and Bridging the Gap Between Standards and Achievement. 
http://hugse9.harvard.edu/gsedata/resource_pkg.profile?vperson_id=315

Frederick Erickson 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://www.gseis.ucla.edu/faculty/pages/ferickson.html

Michael J. Feuer is the executive director of the Division of Behavioral and Social Sciences and Education at the National Research Council (NRC) of the National Academies. He has been at the NRC since 1993, first as the director of the Board on Testing and Assessment and then as the founding director of the Center for Education. He received a PhD in public policy analysis from the School of Public and Urban Policy at the University of Pennsylvania (Penn), a MA in public management from the Wharton School, and a BA in English literature from Queens College of the City University of New York. Prior to joining the NRC Feuer was senior analyst and project director at the Office of Technology Assessment of the United States Congress. Upon completing his doctorate he taught graduate seminars at Penn and then joined the faculty of Drexel University, where he was granted early tenure and taught courses in organization theory, labor economics, and public policy. He has published in numerous academic journals on topics ranging from mathematical human resources planning to human capital theory applied to corporate training, mental testing, and democratic education. His current special interests are evidentiary standards in education research and theories of rationality applied to education policy and education research.  Michael's most recent book is 'Moderating the Debate: Rationality and the Promise of American Education,' published by Harvard Education Press in 2006.

Robert Floden is University Distinguished Professor of Teacher Education, Measurement and Quantitative Methods, and Educational Psychology at Michigan State University. He is Director for the Institute for Research on Teaching and Learning and co-PI of MSU’s Teachers for a New Era project. 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. His current research examines teacher preparation and teachers’ mathematical knowledge for teaching. Floden has been president of the Philosophy of Education Society, a member of the NRC Committee on Education Research, and an Alexander von Humbolt Fellow at the University of Tuebingen. 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.

Susan Fuhrman 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). Dr. 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. 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 current non-executive Director of Pearson plc, the international education and publishing company. Dr. Fuhrman received bachelors and masters’ degrees in history from Northwestern University and a Ph.D. 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) and The Public Schools (The Institutions of American Democracy Series, with Marvin Lazerson, 2005). Through the Consortium for Policy Research in Education (CPRE), she leads and conducts a variety of research with significant financial support from the U.S. Department of Education, the National Science Foundation and private funding sources.  Dr. Fuhrman’s work has been recognized by a wide variety of international, national, state, and local organizations, including the City of New York, the Rutgers Graduate School of Education, and Crain’s New York Business magazine. Dr. Fuhrman lives in New Jersey with her husband, Dr. Robert Fuhrman; they have three sons and two grandchildren.
http://www.tc.edu/fuhrman

Adam Gamoran is a 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 a school-randomized field trial on the impact of teacher development on elementary science teaching and learning in Los Angeles.  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.S. Department of Education. In 1992-1993 he was a Fulbright Scholar at the University of Edinburgh, Scotland, and in 1998 he was a visiting professor at Tel Aviv University, Israel.
http://www.ssc.wisc.edu/soc/faculty/pages/gamoranhome.html

David Pierpont Gardner 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.

Howard Gardner is John H. and Elisabeth A. Hobbs Professor of Cognition and Education at Harvard Graduate School of Education and a senior director of Harvard Project Zero. He received his AB from Harvard College and his PhD in developmental psychology from Harvard University. Gardner has received a MacArthur Prize Fellowship, the Grawemeyer Award in Education, a Guggenheim Fellowship, and twenty-two honorary degrees. His publications include Frames of Mind: The Theory of Multiple Intelligences; Leading Minds; The Disciplined Mind; Intelligence Reframed; Changing Minds; and with fellow academicians Mihaly Csikszentmihalyi and William Damon, Good Work: When Excellence and Ethics Meet.  His most recent books are The Development and Education of the Mind, Multiple Intelligences: New Horizons, Five Minds for the Future, and Responsibility at Work.
http://pzweb.harvard.edu/PIs/HG.htm
http://www.howardgardner.com

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. His book 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.

Carol Gilligan 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. Her publications include 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; and Women and Therapy.

Robert Glaser is a Distinguished Emeritus University Professor of Psychology and Founding Director Emeritus of the Learning Research and Development Center at the University of Pittsburgh.  He received his PhD in psychological measurement and learning theory from Indiana University.  Professor Glaser has served as president of the American Educational Research Association (AERA) and the National Academy of Education.  He has received numerous awards, including a fellowship from the Center for Advanced Studies in Behavioral Sciences, the John Simon Guggenheim Foundation fellowship, the AERA E. F. Lindquist Award, the AERA Award for Distinguished Research, the American Psychological Association (APA) Distinguished Scientific Award for Applications in Psychology, the American Psychological Society James McKeen Cattell Award, the Educational Testing Service Award for Distinguished Service to Measurement, the APA Division of Applied Experimental and Engineering Psychology Franklin V. Taylor Award, and the AERA Presidential Citation Award.  Glaser is on the Advisory Panel for the Validities of Science Inquiry Assessments, and on the Advisory Board of the International Center for Learning and Enhanced Performance Studies. His current interest is cognition and learning related to the practice of instruction, and the assessment of subject matter competence and performance.

Gene V Glass is a Regents' Professor at Arizona State University in both the educational leadership and policy studies and psychology in education divisions. He received his BA in German and mathematics from the University of Nebraska and a MS and PhD in educational psychology from the University of Wisconsin. He served as President of the American Educational Research Association in 1975. Glass has made many important contributions to education statistics, notably his development of  “meta-analysis.” He applied meta-analysis to his often-cited research on the relationship of class size and achievement. He has published over a dozen books and nearly two hundred articles in scholarly and professional journals. Glass is the founding editor of Education Policy Analysis Archives, editor of Education Review, and executive editor of the International Journal of Education and the Arts.  In 2006, he was honored with the Distinguished Contributions to Educational Research award of AERA.
http://glass.ed.asu.edu/gene/

Edmund Gordon is the John M. Musser Professor of Psychology, Emeritus at Yale University, Richard March Hoe Professor, Emeritus of Psychology and Education, at Teachers College, Columbia University and Director Emeritus of the Institute for Urban and Minority Education (IUME) at Teachers College, Columbia University. He is also the Senior Scholar in Residence at the SUNY Rockland Community College. Professor Gordon's distinguished career spans professional practice, scholarly life as a minister, clinical and counseling psychologist, research scientist, author, editor, and professor. He has held appointments at several of the nation’s leading universities including Howard, Yeshiva, Columbia, City University of New York, and Yale. Additionally, Dr. Gordon has served as visiting professor at City College of New York and Harvard University. From July 2000 until August, 2001, he was Vice President for Academic Affairs and Interim Dean of Faculty at Teachers College, Columbia University. Dr. Gordon has been recognized as a preeminent member of his discipline. He is an elected Fellow of various prestigious associations including the American Psychological Association, American Society of Psychological Science, the American Association for Orthopsychiatry and Fellow and Life Member of the American Association for the Advancement of Science. In 1968 he was elected member of the National Academy of Education. Among his most recent honors is the “Edmund W. Gordon Chair for Policy Evaluation and Research” created by the Educational Testing Service to recognize his lasting contributions to developments in education including Head Start, compensatory education, school desegregation, and supplementary education. In 2005 Columbia University named its campus in Harlem, N. Y. the Edmund W. Gordon Campus of Teachers College, Columbia University. Dr. Gordon has been named one of America’s most prolific and thoughtful scholars. He is the author of more than 200 articles and 18 books. Edmund W. Gordon, Ed. D. has been married to Susan G. Gordon, M.D. since 1948. Together they conceived and raised four children, whom they claim as their most important achievements.

Patricia Albjerg Graham is Charles Warren Professor of the History of Education Emerita at Harvard. She received her BS and MS from Purdue University and her PhD from Columbia University. Graham has received a John Simon Guggenheim Foundation fellowship, a Woodrow Wilson fellowship, and a Radcliffe Institute fellowship. Her books include Progressive Education: From Arcady to Academe, Community and Class in American Education, Women in Higher Education, S.O.S.: Sustain Our Schools, and Schooling America. Formerly she was director of the National Institute of Education (1977-1979), dean of the Harvard Graduate School of Education (1982-1991) and president of the Spencer Foundation (1991-2000).

James G. Greeno is a visiting professor of education at the University of Pittsburgh and Margaret Jacks Professor of Education emeritus at Stanford University. He received his BA, MA, and PhD from the University of Minnesota. Greeno has received the Edward Lee Thorndike Award, a John Simon Guggenheim Foundation fellowship, and a fellowship from the Center for Advanced Study in Behavioral Sciences. His publications include Thinking Practices in Mathematics and Science Learning and The Situativity of Knowing, Learning, and Research.

Pam Grossman is the Nomellini-Olivier Professor of Education at the Stanford University School of Education.   Her research interests include teacher education and professional education more broadly, teacher knowledge, and the teaching of English in secondary schools.  Along with her colleagues Don Boyd, Hamilton Lankford, Susanna Loeb, and James Wyckoff, she has been engaged with a five year study of pathways into teaching in New York City schools, focusing on the features of preparation that affect student achievement.   She is currently investigating the classroom practices of middle-school English teachers that are associated with student achievement.  She is the co-Principal Investigator of the Teachers for a New Era project at Stanford, funded by the Carnegie Corporation, and is the Faculty Director of the new Center to Support Excellence in Teaching.  A former high school English teacher, Grossman also teaches the prospective English teachers in Stanford’s teacher education program.

Kris D. Gutiérrez is Professor of Literacy and Learning Sciences and holds the Inaugural Provost’s Chair at the University of Colorado, Boulder. She is also Professor Emerita of Social Research Methodology in the Graduate School of Education & Information Studies at the University of California, Los Angeles where she also served as Director of the Education Studies Minor and Director of the Center for the Study of Urban Literacies. Gutiérrez is a Fellow of the American Educational Research Association, the National Conference on Research on Language and Literacy, and the Education and the Public Interest Center. Her research examines learning in designed learning environments, with particular attention to students from non-dominant communities and English Learners. Her work on Third Spaces examines the affordances of syncretic approaches to literacy learning and re-mediation of functional systems of learning. Professor Gutiérrez's research has been published widely in premier academic journals and is a co-editor of Learning and Expanding with Activity Theory. Additionally, Professor Gutierrez has written a column for the Los Angeles Times’ Reading Page. Gutiérrez was recently nominated by President Obama to be a member of the National Board for the Institute of Education Sciences. She has received numerous awards, including the 2010 AERA Hispanic Research in Elementary, Secondary, or Postsecondary Education Award and the 2010 Inaugural Award for Innovations in Research on Diversity in Teacher Education, Division K (AERA) and was the 2010 Osher Fellow at the Exploratorium Museum of Science. Previously, Gutiérrez received the American Educational Research Association (AERA) Distinguished Scholar Award 2007 and was the 2005 recipient of the AERA Division C Sylvia Scribner Award for influencing the field of learning and instruction, and was a Fellow at the Center for Advanced Studies in the Behavioral Sciences 2006-07. She serves on numerous policy-making and advisory boards. She served as a member of the US Department of Education Reading First Advisory Committee and recently served as a member of President Obama’s Education Policy Transition Team. Professor Gutiérrez is President of the American Educational Research Association, and President of the National Conference on Research on Language and Literacy. Professor Gutiérrez was also recently identified as one of the 2009 Top 100 influential Hispanics in the nation by Hispanic Business Magazine. Gutiérrez has held Noted Scholar positions in Japan and Canada and is an invited speaker both nationally and internationally. Gutiérrez has used her expertise to improve the educational condition of immigrant and underserved students in out of school and formal schooling settings and to design effective models for teacher preparation. For over 15 years, Professor served as the principal investigator and director of an after-school computer learning club for low-income and immigrant children (UCLinks, Las Redes) and for over ten years was the Director of the UCLA Migrant Scholars Leadership Program, a residential summer academic program for high school student from migrant farmworker backgrounds. Both programs have been touted as exemplary models of excellence and transformative change.

Amy Gutmann is president of the University of Pennsylvania and former provost and Laurance S. Rockefeller University Professor of Politics and the University Center for Human Values at Princeton University. Among her books are Why Deliberative Democracy (with Dennis Thompson), Identity in Democracy, Democratic Education, Liberal Equality, Democracy and Disagreement (with Thompson), and Color Conscious (with Kwame Anthony Appiah), which received the American Political Science Association's Ralph J. Bunche Award, North American Society for Social Philosophy Book Award, and the Gustavus Myers Center for the Study of Human Rights Award. She is a member of the American Philosophical Society, a fellow of the American Academy of Arts and Sciences, and W.E.B. DuBois Fellow of the American Academy of Political and Social Science. Gutmann received her BA from Radcliffe College, MSc from the London School of Economics, and PhD from Harvard University. In 2003, Gutmann was awarded the Centennial Medal by Harvard University for "graduate alumni who have made exceptional contributions to society." In 2006, she received the Alumnae Recognition Award from the Radcliffe Institute for Advanced Study.
http://www.upenn.edu/president/gutmann/index.html

Edward Haertel is the Jacks Family Professor of Education at Stanford University, where his research and teaching focus on quantitative research methods, psychometrics, and educational policy, especially test-based accountability and the use of test data for educational program evaluation. Haertel's early work investigated the use of latent class models for item response data. His recent research projects have included studies of standard setting and standards-based score interpretations, statistical properties of test-based accountability systems, metric-free measures of score gaps and trends, and the policy uses and consequences of test-based accountability.  Recent publications include "Validating Standards-Based Test Score Interpretations" (2004, with W. A. Lorié), Uses and Misuses of Data for Educational Accountability and Improvement (2005 NSSE Yearbook, with J.L. Herman), “Reliability” (in Educational Measurement, 4th ed., 2006), and Assessment, Equity, and Opportunity to Learn (2008, co-edited with Pamela Moss, James Gee, Diana Pullin, and Lauren Young). Haertel has served as president of the National Council on Measurement in Education, chairs the Technical Advisory Committee concerned with the design and evolution of California's test-based school accountability system, chairs the NRC's Board on Testing and Assessment (BOTA), and from 2000 to 2003 chaired the Committee on Standards, Design, and Methodology of the National Assessment Governing Board. He has served on numerous state and national advisory committees related to educational testing, assessment, and evaluation, including the Joint Committee responsible for the 1999 edition of the Standards for Educational and Psychological Testing. Haertel has been a fellow at the Center for Advanced Study in the Behavioral Sciences and is a fellow of the American Psychological Association.

Kenji Hakuta is the Lee J. Jacks Professor of Education at Stanford University. An experimental psycholinguist by training, he is best known for his work in the areas of bilingualism and the acquisition of English in immigrant students. He is the author of numerous research papers and books, including Mirror of Language: The Debate on Bilingualism and In Other Words: The Science and Psychology of Second Language Acquisition. He chaired a National Academy of Sciences report Improving Schooling for Language Minority Children, and co-edited a book on affirmative action in higher education, Compelling Interest: Examining the Evidence on Racial Dynamics in Higher Education. Hakuta is also active in education policy. He has testified to Congress and other public bodies on a variety of topics, including language policy, the education of language minority students, affirmative action in higher education, and improvement of quality in educational research. He has served as an expert witness in education litigation involving minority students. Hakuta received his BA Magna Cum Laude in Psychology and Social Relations, and his Ph.D. in Experimental Psychology, both from Harvard University. He has been on the faculty at Stanford since 1989, except for three years (2003-2006) when he helped start the University of California at Merced as its Founding Dean of Social Sciences, Humanities and Arts. His prior academic appointments have been at Yale University (Psychology), and the University of California at Santa Cruz (Education). He was a Fellow at the Center Advanced Study in the Behavioral Sciences, is an elected member of the National Academy of Education and Fellow of the American Association for the Advancement of Science (Linguistics and Language Sciences).
http://www.stanford.edu/~hakuta

Maureen Hallinan is the William and Hazel White Professor of Sociology and Director 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, 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.
http://www.nd.edu/~hallinan/bio.html

Eric Hanushek is the Paul and Jean Hanna Senior Fellow at the Hoover Institution of Stanford University. He is also chairman of the Executive Committee for the Texas Schools Project at the University of Texas at Dallas, a research associate of the National Bureau of Economic Research, and a member of the Koret Task Force on K-12 Education. He serves as a member of the Board of Directors of the National Board for Education Sciences. He is an expert on educational policy, specializing in the economics and finance of schools. His on-going research spans a number of the most important areas of education policy including the impacts of high stakes accountability and of class size reduction and the importance of teacher quality. His books include Courting Failure, Handbook on the Economics of Education, The Economics of Schooling and School Quality, Assessing Policies for Retirement Income, Improving America's Schools, Assessing Knowledge of Retirement Behavior, Modern Political Economy, Making Schools Work, Educational Performance of the Poor, Improving Information for Social Policy Decisions, Statistical Methods for Social Scientists, and Education and Race. In addition, he has published numerous articles in professional journals. He was awarded the Fordham Prize for Distinguished Scholarship in 2004, and he is a Distinguished Graduate of the United States Air Force Academy. He completed his Ph.D. in Economics at the Massachusetts Institute of Technology. He served in the U.S. Air Force from 1965-1974.
http://www.hanushek.net

Robert M. Hauser is Vilas Research Professor of Sociology at the University of Wisconsin, Madison. He received his BA from the University of Chicago and his MA and PhD from the University of Michigan. Hauser has received the Paul F. Lazarsfeld Award and fellowships from the Center for Advanced Study in the Behavioral Sciences and the John Simon Guggenheim Foundation. He is a fellow of the American Association for the Advancement of Science and the American Statistical Association and a member of the National Academy of Sciences. His publications include: Education, Occupation, and Earnings: Achievement in the Early Career (with William Sewell); The Process of Stratification: Trends and Analyses (with David Featherman); Indicators of Children’s Well-Being (with Brett Brown and William Prosser); and High Stakes: Testing for Tracking, Promotion, and Graduation (with Jay Heubert). 
http://www.ssc.wisc.edu/~hauser/

Shirley Brice Heath is professor at large, Brown University, and Margery Bailey Professor of English and Dramatic Literature and professor of linguistics emerita, Stanford University. She received a BA from Lynchburg College, a MA from Ball State University, and a PhD from Columbia University. Her honors include the MacArthur Foundation fellowship, David H. Russell Research Award from the National Council of Teachers of English, John Simon Guggenheim Foundation fellowship, and Grawemeyer Award in Education (jointly with Milbrey McLaughlin). Heath’s primary research focuses on later language development, visual learning, and language socialization. Her publications include The Braid of Literature (with Shelby Wolf); Ways with Words: Language, Life, and Work in Communities and Classrooms; Language in the USA (with Charles Ferguson); and Telling Tongues: Language Policy in Mexico, Colony to Nation.
http://www.shirleybriceheath.com

James J. Heckman is the Henry Schultz Distinguished Service Professor of Economics at The University of Chicago. His recent research deals with such issues as evaluation of social programs, econometric models of discrete choice and longitudinal data, the economics of the labor market, and alternative models of the distribution of income. Professor Heckman has received numerous awards for his work, including the John Bates Clark Award of the American Economic Association in 1983, the 2000 Nobel Memorial Prize in Economic Sciences, the 2005 Jacob Mincer Award for Lifetime Achievement in Labor Economics, the 2005 University College Dublin Ulysses Medal, and the 2005 and 2007 Aigner award from the Journal of Econometrics. He is a member of the National Academy of Sciences, the American Academy of Arts and Sciences, and the American Philosophical Society. He is a fellow of the Econometric Society, the American Statistical Association, the International Statistical Institute, and the American Association for the Advancement of Science.

Larry V. Hedges is Board of Trustees Professor of Statistics, Faculty Fellow at the Institute for Policy Research, and Professor in the School of Education and Social Policy at Northwestern University. He received his BA from the University of California, San Diego, and his MA and PhD from Stanford University. His research interests include the development of statistical methods for social research, the use of statistical concepts in social and cognitive theory, the demography of talent and academic achievement, and educational policy analysis. His books include Statistical Methods for Meta-Analysis (with Ingram Olkin), The Handbook of Research Synthesis (with Harris Cooper), and The Social Organization of Schooling (with Barbara Schneider).
http://www.northwestern.edu/ipr/people/hedges.html

George Hillocks taught in the Education and English Language and Literature departments and was the director of the highly regarded MAT Program in English at the University of Chicago. He received his BA in English from the College of Wooster and his MA and PhD in English from Case Western Reserve. He received a Diploma in English Studies from the University of Edinburgh (Scotland). Hillocks has had a significant influence on the teaching of English, most notably in the area of English composition. For his book Teaching Writing as Reflective Practice (1997), Hillocks received the David H. Russell Award from the National Council of Teachers of English for distinguished research in the teaching of English. His most recent book is The Testing Trap: How State Writing Assessments Control Learning (Teachers College Press, 2002). He received the 2004 Distinguished Service Award from the National Council of Teachers of English. His book, Narrative Writing: Learning a New Model for Teaching, will be published in 2006 by Heinemann. He is now professor emeritus and a speaker and consultant.

Paul W. Holland holds the Frederic M. Lord Chair in Measurement and Statistics in the Research and Development Division at the Educational Testing Service (ETS) in Princeton, New Jersey. His educational background includes a MA and PhD in statistics from Stanford University and a BA in mathematics from the University of Michigan. His association with ETS began in 1975. In 1979 he became the director of the Research Statistics Group. In 1986 Holland was appointed ETS's first distinguished research scientist. He left ETS in 1993 to join the faculty at University of California, Berkeley, as a professor in the Graduate School of Education and the Department of Statistics, but returned in 2000 to his current position at ETS. He has made significant contributions to the following applications of statistics to social science research: categorical data analysis, social networks, test equating, differential item functioning, test security issues, causal inference in nonexperimental research, and the foundations of item response theory. His current research interests include: kernel equating methods, population invariance of test linking, software for item response theory, and causal inference in program evaluation and policy research.

Philip W. Jackson is David Lee Shillinglaw Distinguished Service Professor emeritus at the University of Chicago. He received his PhD from Teachers College, Columbia University. He is a past president of the American Educational Research Association and the John Dewey Society. His writings include Life in Classrooms, The Practice of Teaching, Untaught Lessons, John Dewey and the Lessons of Art and John Dewey and the Philosopher's Task. He is the co-author (with Jacob Getzels) of Creativity and Intelligence and (with Robert Boostrom and David Hansen) of The Moral Life of Schools.

Susan Moore Johnson is Carl H. Pforzheimer Jr. Professor of Education at the Harvard Graduate School of Education, where she served as academic dean from 1993-1999. She received her AB in English Literature from Mount Holyoke College and her MAT in English and EdD in Administration, Planning, and Social Policy from Harvard University. She studies and teaches about teachers’ work, educational policy, and administrative practice. Her published books include Teacher Unions in Schools, Teachers at Work: Achieving Excellence in Our Schools, Leading to Change: The Challenge of the New Superintendency, Finders and Keepers: Helping New Teachers Survive and Thrive in Our Schools and Managing School Districts for High Performance (with Stacey Childress, Richard Elmore, and Allen Grossman). Currently, she is director of The Project on the Next Generation of Teachers, which conducts research about the work and careers of the nation’s teaching force.
http://www.gse.harvard.edu/~ngt/

Jacqueline Jordan Irvine is Charles Howard Candler Professor of Urban Education in the Division of Educational Studies at Emory University. Professor Irvine's specialization is in multicultural education and urban teacher education, particularly the education of African American students. Her books include Black Students and School Failure (Greenwood), Growing Up African American in Catholic Schools (Teachers College Press), Critical Knowledge for Diverse Students (AACTE), Culturally Responsive Lesson Planning for Elementary and Middle Grades (McGraw-Hill), In Search of Wholeness: African American Teachers and Their Culturally Specific Pedagogy (Palgrave Publishers), and Educating Teachers for Diversity: Seeing with the Cultural Eye (Teachers College Press). Black Students and School Failure received the Outstanding Writing Award from The American Association of Colleges of Teacher Education and was selected as a Outstanding Academic Book by the American Association of College and University Research Librarians. In addition, she has published numerous articles and book chapters. She has received the Distinguished Career Award from the SIG on Black Education of the American Education Research Association, an award from the Association for Supervision and Curriculum Development for exemplary contributions to the education of African American children, the 2000 Dewitt-Wallace/AERA Lecture Award, the 2001 AACTE Hunt Lecture, and the 2003 AACTE Lindsey Award for Distinguished Research in Teacher Education. At Emory University's 2000 Commencement ceremony, Professor Irvine received the Thomas Jefferson Award, the highest award given to an Emory University faculty member for service and research. A renowned educator, in 2004 Professor Irvine received the prestigious Crystal Apple Award for Excellence in Graduate Teaching. At the 2005 meeting of the American Educational Research Association, she was presented AERA's Social Justice in Education Award for her efforts to advance social justice through education research.

Carl Kaestle is University Professor of Education, History, and Public Policy at Brown University. He received his BA from Yale College and his MAT and PhD from Harvard University. Kaestle has received the History of Education Society’s Outstanding Book Award, and the American Educational Research Association’s Research Review Award. He was president of the National Academy of Education from 1993-1997. His books include The Evolution of an Urban School System, Education and Social Change in Nineteenth-Century Massachusetts, Pillars of the Republic: Common Schools and American Society, and Literacy in the United States: Readers and Reading since 1880.  From 2001 to 2005 he directed the Advanced Studies Fellowship Program at Brown. Recently he joined the Board of Directors of the W.E.B. Du Bois Center of American History at Great Barrington, Massachusetts.
http://www.brown.edu/Departments/Education/facpages/Carl.html

Michael Katz is Walter H. Annenberg Professor of History, co-director of the Urban Studies Graduate Certificate Program at the University of Pennsylvania, and research associate in the Population Studies Center. He received his BA, MAT, and EdD from Harvard University. Katz has received the Albert C. Corey Prize and fellowships from the John Simon Guggenheim Foundation, Shelby Cullom Davis Center, the Institute for Advanced Study, the Russell Sage Foundation, the Open Society Institute, and the Woodrow Wilson Center. He is a fellow of the National Academy of Social Insurance and a fellow of the Society of American Historians. He is a past president of the History of Education Society and the Urban History Association. His publications include The Irony of Early School Reform: Educational Innovation in Mid-Nineteenth Century Massachusetts; In the Shadow of the Poorhouse: A Social History of Welfare in America ;Improving Poor People: The Welfare State, the Underclass, and Urban Schools as History; and The Price of Citizenship: Redefining the American Welfare State and, with Mark J. Stern, One Nation Divisible: What America Was and What It Is Becoming (see www.onenationdivisible.net). He received the Binkeley-Stephenson Award from the Organization of American Historians for the best article in the Journal of American History in 1995. In 2007, he received the Provost’s Award for Distinguished Ph.D. Mentoring and Teaching at the University of Pennsylvania.
http://www.history.upenn.edu/faculty/katz.htm

James Kelly is co-director of the Strategic Management of Human Capital project, a major initiative of the Consortium for Policy Research in Education (CPRE); this multi-year, national project was launched with significant foundation funding in January 2008. Mr. Kelly has had a distinguished career in education policy, education finance, philanthropy, and teaching standards, assessment, and certification. For twelve years he was founding president and chief executive officer of the National Board for Professional Teaching Standards (NBPTS), where he helped to create National Board Certification (NBC), an advanced professional certification program for accomplished elementary and secondary school teachers. Almost all states provide recognition for NBC, and more than 40 states provide additional compensation to National Board Certified Teachers. Prior to his time at NBPTS, Kelly served eleven years as program officer at the Ford Foundation, where he influenced state education finance and tax policies to make their support for education more equitable. Earlier he was on the faculty of Teachers College, Columbia University, was responsible for education policy at the National Urban Coalition, and worked in Pakistan to help establish the Institute of Education and Research at Punjab University. Mr. Kelly began his career as a public school teacher and administrator in Ladue, Missouri. His M.A. degree is from the University of Chicago and his Ph.D. is from Stanford University, with concentrations in political science, economics, and education. Since retiring from the NBPTS in 1999, Kelly has served as a senior advisor to Atlantic Philanthropies, the World Bank, the Asia Society, the National Academy of Sciences' Strategic Education Research (SERP) Committee, Widmeyer Communications, Standard & Poors, and the Henry Ford Learning Institute. He has served on the executive board of the Consortium for Educational Policy Research and the Board of Overseers of the Graduate School of Education at the University of Pennsylvania. He is co-chair of Learning to Give, a non-profit project that has worked with teachers to develop over a thousand teaching units to help students learn about philanthropy, volunteerism and community service. He serves on boards of other education and non-profit organizations and on the national advisory boards of two education technology corporations. Mentored throughout his career by extraordinarily wise and generous leaders, Mr. Kelly in turn assists many friends and colleagues as they develop their own careers and spheres of influence.
http://ics.colorado.edu/about/homepages/wkintsch.html

Jeremy Kilpatrick is Regents Professor of Mathematics Education at the University of Georgia. He received an A.B. in mathematics and an M.A. in education from the University of California, Berkeley, and an M.S. in mathematics and Ph.D. in education from Stanford University. Before joining the faculty at Georgia in 1975, he taught at Teachers College, Columbia University. His research interests include teachers’ proficiency in teaching mathematics, mathematics curriculum change and its history, mathematics assessment, and the history of research in mathematics education. He received the 2007 Felix Klein Medal honoring lifetime achievement in mathematics education from the International Commission on Mathematical Instruction and the 2003 Lifetime Achievement Award for Distinguished Service to Mathematics Education from the National Council of Teachers of Mathematics. He holds an honorary doctorate from the University of Gothenburg, is a National Associate of the National Academy of Sciences, and is a Fellow of the American Educational Research Association. His edited books include Adding It Up: Helping Children Learn Mathematics (with Jane Swafford and Brad Findell), A Research Companion to Principles and Standards for School Mathematics (with W. Gary Martin and Deborah Schifter), and A History of School Mathematics (with George Stanic). He recently co-chaired (with Helen Quinn) a committee on mathematics and science education for the National Academy of Education’s Education Policy White Papers Project.

Michael Kirst is a professor emeritus of education and business administration (by courtesy) at Stanford University. He received his AB from Dartmouth College and his MPA and PhD from Harvard University. Kirst has received the American Educational Research Association's Roald Campbell Award, a fellowship from the Center for Advanced Study in the Behavioral Sciences, and was associate director of the White House Fellows Association. His publications include Political Dynamics of American Education (with Frederick Wirt), Who Controls Our Schools: American Values in Conflict, and Betraying the College Dream. Kirst is the former president of the California State Board of Education.
www.michaelwkirst.com

David Klahr is the Walter van Dyke Bingham Professor of Cognitive Development and Education Sciences in the Department of Psychology at Carnegie Mellon University. He received his undergraduate degree in Electrical Engineering from MIT and his Ph.D. in organizations and social behavior from Carnegie Mellon University. His earlier work addressed cognitive processes in such diverse areas as voting behavior, college admissions, consumer choice, peer review and problem solving. Dr. Klahr pioneered the application of information-processing analysis to questions of cognitive development, and formulated the first computational models to account for children's thinking processes. He served as Head of the Psychology Department from 1983 to 1993, and is currently Director of the Program in Interdisciplinary Education Research (PIER), a doctoral training grant funded by the Office of Education. His current research focuses on cognitive development, scientific reasoning, and cognitively-based instructional interventions in early science education. His edited, authored, and co-authored books include Cognition and Instruction (1976), Cognitive Development: An Information Processing View (1976), Production System Models of Learning and Development (1987), Complex Information Processing: the Impact of Herbert A. Simon (1989); Exploring Science: the Cognition and Development of Discovery Processes (2000); and Cognition and Instruction: 25 years of Progress (2001). He served on the three NRC committees that produced Knowing What Students Know: The Science and Design of Educational Assessment (2001), Advancing Scientific Research in Education (2004,) and Taking Science to School: Learning and Teaching Science in Grades K-8 (2007).
http://www.psy.cmu.edu/faculty/klahr/personal/index.html

Daniel Koretz is a professor of education at the Harvard Graduate School of Education. The primary focus of his research is educational assessment, particularly as a tool of education policy. A major emphasis in his work has been the effects of high-stakes testing, including effects on schooling and the validity of score gains. His research has included studies of the effects of testing programs, the assessment of students with disabilities, international differences in the variability of student achievement, the application of value-added models to educational achievement, and the development of methods for validating scores under high-stakes conditions. His current work focuses on the design and evaluation of test-focused educational accountability systems. Dr. Koretz founded and chairs the International Project for the Study of Educational Accountability, and international network of scholars investigating improved approaches to educational accountability. His doctorate is in development psychology from Cornell University. Before obtaining his degree, Dr. Koretz taught emotionally disturbed students in public elementary and junior high schools.
http://gseweb.harvard.edu/faculty_research/profiles/profile.shtml?vperson_id=47648

Gloria Ladson-Billings is the Kellner Family Professor of Urban Education in the Department of Curriculum and Instruction and faculty affiliate in the Department of Educational Policy Studies at the University of Wisconsin, Madison. She is 2005-2006 president-elect of the American Educational Research Association. Ladson-Billings' research examines the pedagogical practices of teachers who are successful with African American students. She also investigates Critical Race Theory applications to education. She is the author of the critically acclaimed books The Dreamkeepers: Successful Teachers of African American Children and Crossing Over to Canaan: The Journey of New Teachers in Diverse Classrooms, and numerous journal articles and book chapters. She is the former editor of the American Educational Research Journal and a member of several editorial boards. Her work has won numerous scholarly awards including the H.I. Romnes Faculty Fellowship, the NAE/Spencer Postdoctoral Fellowship, and the Palmer O. Johnson outstanding research award. In 2002 she was awarded an honorary doctorate from Umeå University, Umeå Sweden. During the 2003 2004 academic year she was a fellow at the Center for Advanced Study in the Behavioral Sciences at Stanford University. In fall of 2004 she received the George and Louise Spindler Award from the Council on Anthropology and Education for significant and ongoing contributions to the field of educational anthropology.
http://www.education.wisc.edu/eps/faculty/ladson-billings.asp

Ellen Condliffe Lagemann is the Levy Institute Research Professor at Bard College and a Senior Scholar at the Levy Economics Institute there. Between 2002 and 2009, she was the Charles Warren Professor of the History of American Education at Harvard University. She is a former Dean of the Harvard Graduate School of Education and a former President of the Spencer Foundation. She has taught at New York University, where she was chair of the Department of the Humanities and the Social Sciences and Director of the Center for the Study of American Culture and Education, and at Columbia, where she was Professor of History and Education at Teachers College and a member of the Faculty of Arts and Science Department of History. Her publications include A Generation of Women: Education in the Lives of Progressive Reformers; Private Power for the Public Good: A History of the Carnegie Foundation for the Advancement of Teaching; The Politics of Knowledge: The Carnegie Corporation, Philanthropy, and Public Policy; and An Elusive Science: The Troubling History of Education Research.

Magdalene Lampert is George Herbert Mead Collegiate Professor in Education and Coordinator of Program Design and Development for the Teacher Education Initiative at the School of Education, University of Michigan. She conducts research on teaching and on the learning of teaching in, from, and for practice. Lampert has received the Raymond B. Cattell Early Career Award for Programmatic Research and the Interpretive Scholarship Award for Relating Research to Practice from the American Educational Research Association (AERA), the Exemplary Research in Teaching and Teacher Education Award from Division K of AERA, and the NAEd/Spencer Postdoctoral Fellowship. She received her BS from Chestnut Hill College, Masters Degrees in Education from Temple University and Antioch New England Graduate School of Education, and her EdD from Harvard University. Her publications include Teaching Problems and The Problems in Teaching; Talking Mathematics (with Merrie Blunk); and Teaching, Multimedia, and Mathematics (with Deborah Ball).

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. Her publications include The Process of Teaching, The Process of Learning, and The Individual and the School.

Sara Lawrence-Lightfoot is Emily Hargroves Fisher Professor of Education at Harvard University. She received her BA from Swarthmore College and her PhD from Harvard University. Lightfoot has received the MacArthur Prize Fellowship, the American Educational Research Association’s Outstanding Book Award, the Christopher Award, and the George Ledlie Prize. Her publications include The Art and Science of Portraiture (with Jessica Hoffmann Davis), The Good High School: Portraits of Character and Culture, Balm in Gilead: A Healer’s Journey, and Respect: An Exploration.

Marvin Lazerson is Professor Emeritus at the University of Pennsylvania, and Distinguished Visiting Professor at Central European University in Budapest, Hungary. He received A.B. and M.A. degrees from Columbia University and a Ph.D. in History from Harvard University. A distinguished historian of education, he served as President of the History of Education Society (U.S.). A widely-published scholar, during 1980s and 1990s, he served as dean of Penn's Graduate School of Education and as the University's Interim Provost. During the years, the School and the University achieved previously unprecedented scholarly, reputational and fiscal success. After serving as a university administrator, Professor Lazerson returned to the faculty and was named to the Howard and Judith Berkowitz Chair in Education. His interdisciplinary scholarship covers a broad number of areas, focuses on such issues the purposes of educational institutions, the role of schooling in democratic societies, the relationships between labor markets and education, the improvement of teaching and learning in higher education, and the management of universities. He is especially interested in how public policies develop and the ways they are implemented and managed. His most recent books are The Education Gospel: the Economic Power of Schooling, with W. Norton Grubb (Harvard University Press, 2004, pb. edition 2007), which examines the expectations for and the limitations on education as public policy, and Institutions of Democracy: the Public Schools, with Susan Fuhrman (Oxford University Press, 2005, pb. edition 2006), which examines the improvement of schooling in support of democratic societies. Professor Lazerson is also recognized as a teacher and mentor. The students in the Graduate School of Education at Penn named him the School's outstanding teacher. The Spencer Foundation awarded him a special 'mentoring grant' for his role in mentoring graduate students and junior faculty. He currently co-ordinates the higher education stream in the Department of Public Policy at Central European University, where he also co-teaches with Rosita Bateson the course 'Innovation, implementation, and management in higher education'.

Carol D. Lee is Professor of Learning Sciences in the School of Education and Social Policy and of African American Studies at Northwestern University. She received her B.A. in English Education from the University of Illinois at Urbana, her M.A. in English and Ph.D. in Education from the University of Chicago. Her research examines scaffolding everyday practical knowledge in service of discipline specific learning, with particular focus on African American and students from racial, ethnic and language minority communities. Her framework of Cultural Modeling entails fundamental re-conceptualization of academic domains taught in K-12 education and expanding attention to the joint cognitive, socio-emotional and situative demands of new learning, particularly with regard to students from racial, ethnic, language minority and low income communities. She is the author of Signifying as a Scaffold for Literary Interpretation: The Pedagogical Implications of an African American Discourse Genre and Culture, Literacy and Learning: Blooming in the Midst of the Whirlwind and co-editor with Peter Smagorinsky of Vygotskian Perspectives on Literacy Research. She is the founder and an African centered independent school founded in 1972 and founder as well as chairman of the Board of Director of 3 charter schools, the first founded in 1998 in Chicago. She has served as past president of the National Conference on Research in Language and Literacy, trustee of the research foundation of the National Council of Teachers of English (NCTE), and co-chair of the NCTE Assembly on Research. She is a past Vice President of Division G (Social Contexts of Education) of the American Educational Research Association. She is President of the American Educational Research Association (2009-2010) and member of the governing board of the association.

Valerie E. Lee is a Professor of Education at the University of Michigan, where she has worked since 1986. She is also a faculty associate at the University’s Institute for Social Research. She teaches courses in the sociology of education, program evaluation, and quantitative research methods. Her research focuses on issues of educational equity, particularly on identifying characteristics of schools that make them simultaneously excellent and equitable. Much of this research is oriented to public policies that relate to educational equity. Although much of her research has focused on secondary schools, more recently she has been studying similar issues in the early grades. “Equity” she defines in terms of socioeconomic status, race/ethnicity, and gender. Her graduate work was completed at Harvard University; before coming to Michigan she had a two-year fellowship at the Educational Testing Service. She has been associated with the Center for the Organization and Restructuring of School, directed by Fred M. Newmann at the University of Wisconsin (CORS; 1990-95) and with the Chicago Annenberg Research Project (CARP; 1995-2001), located within the Consortium for Chicago School Research, co-directed by Mark Smylie and Anthony Bryk. She has also served in an advisory capacity on several federal policy initiatives. Her research has been published in books, journal articles, and reports. Besides her focus on U.S. schools, recently she has begun to study school effects in Brazil and sub-Saharan Africa along with international colleagues.

Hope Jensen Leichter is Elbenwood Professor of Education and director of the Elbenwood Center for the Study of the Family as Educator at Teachers College, Columbia University. She received her BA from Oberlin College and her PhD from Harvard University. Leichter has received the Fulbright Travel Grant and French government fellowship, the John Simon Guggenheim Foundation fellowship, and the Outstanding Professor of the Year Award of the Student Senate at Teachers College, Columbia University. Her publications include Kinship and Casework, The Family as Educator, and Families and Communities as Educators.

Henry M. Levin is the William Heard Kilpatrick Professor of Economics and Education at Teachers College, Columbia University. He is Director of the National Center for the Study of Privatization in Education, a non-partisan entity www.ncspe.org and Co-Director of the Center for Benefit-Cost Studies in Education, (www.cbcse.org).  He is also the David Jacks Professor of Higher Education and Economics, Emeritus, at Stanford University where he served from 1968-99 after working as an economist at the Brookings Institution in Washington. From 1978-84 he was the Director of the Institute for Research on Educational Finance at Stanford, a federally-funded R. & D. Center. From 1986-2000 Levin served as the Director of the Accelerated Schools Project www.acceleratedschools.net , a national school reform initiative for accelerating the education of at-risk youngsters encompassing about 1,000 schools in 41 states. Levin has held Fulbright Professorships in Barcelona and Mexico and is on the Guest Faculty at Peking University and an Honorary Professor at Beijing Normal University. He has been a fellow of the Center for Advanced Study in the Behavioral Sciences and the Russell Sage Foundation. In 1992 the New York Times named him in its special issue on educational reform as one of “nine national leaders in education innovation”.  Levin has been the Editor of the Review of Educational Research and the President of the American Evaluation Association and a winner of its Gunnar Myrdal Award. He is also a recipient of the Outstanding Service Award of the American Educational Finance Association and an elected member of both the National Academy of Education and the International Academy of Education. He has been a member and President of the Palo Alto (CA) School Board and is President (2008-09) of the Comparative and International Education Society. He was a member of the Board of Trustees of Educational Testing Service from 1997-2008. Levin is a specialist in the economics of education and human resources and has published 20 books and about 300 articles on these and related subjects. At present he is doing research on educational reform, educational vouchers, cost-effectiveness analysis, costs to society of inadequate education, and educational privatization, and benefit-cost studies in education. His most recent books are:  Cost-Effectiveness Analysis: Methods and Applications (Sage Publications, 2001); Privatizing Education (Westview, 2001); Cost-Effectiveness and Educational Policy (Eye on Education, 2002); Readings in the Economics of Higher Education (Elgar, 2003); and Privatizing Educational Choice (Paradigm Publishers, 2005), and The Price We Pay: Economic and Social Costs of Inadequate Education (Brookings, 2007).

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. His publications include Child Care and Culture: Lessons from Africa.

Richard J. Light is a professor of education at the Harvard Graduate School of Education and the John F. Kennedy School of Government. His work focuses on ways to collect and analyze information to improve policy decisions. He is director of the Harvard Assessment Seminars, a consortium that brings together faculty and senior administrators from twenty-four colleges and universities to carry out research on college effectiveness. Light has been elected president of the American Evaluation Association and chaired the Panel on Youth for the National Academy of Sciences. He serves on the National Advisory Board for the U.S. Government Accountability Office, the National Board of the Fund for Improvement of Postsecondary Education, and the board of directors of the American Association for Higher Education. He was honored with the Paul Lazarsfeld Award for distinguished contributions to scientific practice and by Vanderbilt University as one of America's great teachers. He received his PhD in statistics from Harvard University. Light's books include By Design: Planning Research in Higher Education, Summing Up: The Science of Reviewing Research (with David Pillemer), and Making the Most of College: Students Speak Their Minds. 
http://ksghome.harvard.edu/~.RLight.Academic.Ksg/fullbio.html

Marcia C. Linn is professor of development and cognition specializing in education in mathematics, science, and technology in the Graduate School of Education at the University of California, Berkeley. She directs the NSF-funded Technology-enhanced Learning in Science (TELS) center. Board service includes the American Association for the Advancement of Science board, the Graduate Record Examination Board of the Educational Testing Service, the McDonnell Foundation Cognitive Studies in Education Practice board, and the Education and Human Resources Directorate at the National Science Foundation. She is a Fellow of the American Association for the Advancement of Science, the American Psychological Association, and Association for Psychological Science. She has twice been a fellow at the Center for Advanced Study in Behavioral Sciences. Her books include Computers, Teachers, Peers (2000), and Internet Environments for Science Education (2004). Awards include the National Association for Research in Science Teaching Award for Lifelong Distinguished Contributions to Science Education and the Council of Scientific Society Presidents first award for Excellence in Educational Research.
http://tels.berkeley.edu/~mclinn/

Robert Linn is distinguished professor emeritus of education and co-director of the National Center for Research on Evaluation, Standards, and Student Testing at the University of Colorado at Boulder. He has published over 225 journal articles and chapters in books dealing with a wide range of theoretical and applied issues in educational measurement. He served as editor of the third edition of Educational Measurement and as editor of the Journal of Educational Measurement. He has received several awards for his contributions to the field, including the ETS Award for Distinguished Service to Measurement, the E.L Thorndike Award, the E.F. Lindquist Award, the National Council on Measurement in Education Career Award, and the American Educational Research Association Award for Distinguished Contributions to Educational Research. He is past president of the American Educational Research Association, past president of the National Council on Measurement in Education, past president of the Evaluation and Measurement Division of the American Psychological Association, and past vice-president for the Research and Measurement Division of the American Educational Research Association. He is a Lifetime National Associate of the National Academies, and serves on two Boards of National Academy of Sciences.

Judith Warren Little is Carol Liu Professor of Education Policy at the Graduate School of Education, University of California, Berkeley. She received her PhD in sociology from the University of Colorado and worked as Senior Program Director at Far West Laboratory (now WestEd) before joining the faculty at Berkeley. Her research and teaching focus on teachers' work and careers, the contexts of teaching, and policies and practices of professional development. Her publications include the books Teachers' Work (with Milbrey McLaughlin) and The Subjects in Question: Departmental Organization and the High School (with Leslie Santee Siskin). In her current research, Little is investigating the resources and interactions that support or constrain teacher learning in both formal professional development and informal workplace settings. Dr. Little has served as member and chair of the Academy’s post-doctoral selection committee. 
http://www-gse.berkeley.edu/Faculty/gsefaculty.lr.html#Little

Dan Lortie is a professor of education emeritus at the University of Chicago and director of the Midwest Administration Center. He received his BA in sociology from McGill University and his MA and PhD in sociology from the University of Chicago. 

George Madaus is Boisi Professor Emeritus at Boston College. He is currently is a research professor at the Center for the Study of Testing, Evaluation, and Educational Policy. He received his BS from the College of the Holy Cross, his ME from the State College at Worcester, and his EdD from Boston College. His publications include The Fractured Marketplace for Standardized Testing (with Walter Haney and Robert Lyons), From Gate Keeper to Gateway: Transforming Testing in the United States, and Teach Them Well: An Introduction to Education (with Thomas Kellaghan and Richard Schwab).
http://www.csteep.bc.edu

Lorraine McDonnell is a professor of political science at the University of California, Santa Barbara. Prior to coming to UCSB, she was a senior political scientist at RAND. Her research has focused on the design and implementation of K-12 education policies and their effects on school practice. In recent studies, she examined the politics of student testing, particularly the curricular and political values underlying state assessment policies. Her publications have focused on various aspects of education policy and politics, including teacher unions, the education of immigrant students, and the role of citizen deliberation. She served for seven years on the National Research Council's Board on Testing and Assessment, and is currently a member of the NRC's advisory committee for the Division of Behavioral and Social Sciences and Education. She was the 2008-09 president of the American Educational Research Association.

Milbrey McLaughlin is David Jacks Professor of Education and Public Policy at Stanford University, co-director of the Center for Research on the Context of Secondary School Teaching, and executive director of the John W. Gardner Center for Youth and Their Communities. She received her BA from Connecticut College and her EdM and EdD from Harvard University. Her books include Building Professional Learning Communities (with Joan Talbert), Professional Communities and the Work of High School Teaching (with Joan Talbert), Community Counts, and Urban Sanctuaries: Neighborhood Organizations in the Lives and Futures of Inner-City Youth.

Michael McPherson is president of the Spencer Foundation, having assumed that post in 2003. A nationally known economist whose expertise focuses on the interplay between education and economics, McPherson was previously president of Macalester College (1996-2003) and spent the twenty-two years prior to assuming the Macalester presidency as professor of economics, chairman of the economics department, and dean of faculty at Williams College. McPherson has co-authored and edited seven books, including Keeping College Affordable and Economic Analysis and Moral Philosophy, and is the co-founder and co-editor of Economics and Philosophy. He has served as a trustee of the College Board and the American Council on Education. He was a fellow of the Institute for Advanced Study and a senior fellow at the Brookings Institution. McPherson holds a BA in mathematics, a MA in economics, and a PhD in economics, all from the University of Chicago.

Hugh Mehan is a professor of sociology and director of the Center for Research on Educational Equity and Teaching Excellence at the University of California, San Diego (UCSD). He received his BA from Hobart College, his MA from San Jose State College, and his PhD from the University of California, Santa Barbara. Mehan has received the UCSD Academic Senate Distinguished Teaching Award, the British Council–Fulbright Commission’s Higher Education Link, and numerous research grants. His publications include The Reality of Ethnomethodology, Learning Lessons, Handicapping the Handicapped, Constructing School Success, and Extending Educational Reform. His most recent book, Reform as Learning: School Reform, Organizational Culture, and Community Politics in San Diego (with Lea Hubbard and Mary Kay Stein), analyzes the contentious consequences of the comprehensive, centralized, content-based and fast-paced reform introduced by Alan Bersin and Anthony Alvarado in San Diego between 1998-2002.

Deborah Meier is currently senior scholar at New York University's Steinhardt School of Education. She began working in the field of education in the mid-60s as a kindergarten and Head Start teacher, and went on to be the founder and principal of a network of renowned East Harlem public schools (Central Park East schools) and the Mission Hill School in Boston, also a public school. These schools were an inspiration to many of the early K-12 small schools in our urban centers. Her books about these schools and issues of urban education include: The Power of Their Ideas, In Schools We Trust, Keeping School (with Ted and Nancy Sizer,) and Many Children Left Behind (edited with George Wood). She attended Antioch College and received her MA in History from the University of Chicago. She received a MacArthur Fellowship for her work in education in 1987.
http://www.deborahmeier.com

John W. Meyer is Professor of Sociology, emeritus, at Stanford. He has contributed to organizational theory (e.g., with W. R. Scott, Organizational Environments, Sage 1983; Institutional Environments and Organizations, Sage 1994), comparative education, and the sociology of education, developing lines of thought now called sociological institutional theory. Since the late 1970s, he has been involved in empirical research on the impact of global society on national states and societies (e.g., Thomas et al., Institutional Structure, Sage 1987). More recently, he completed a collaborative study of worldwide science and its impact on national societies (Drori, et al., Science in the Modern World Polity, Stanford, 2003). Another collaborative project was on the impact of globalization on organizational structures (Drori et al., eds., Globalization and Organization, Oxford 2006). He is now engaged, with colleagues, in studies of the rise and impact of the world human rights regime, in comparative research on the curricula of mass and higher education, and on the global expansion of higher education. He is a member of the National Academy of Education, has received honorary doctorates from the Stockholm School of Economics, the University of Bielefeld, and the University of Lucerne, and received the American Sociological Association’s Waller Award, for lifetime contributions to the sociology of education.

Robert Mislevy joined the University of Maryland in January, 2001, as a Professor of Measurement, Statistics, and Evaluation (EDMS). He is also an Affiliate Professor of Second Language Acquisition and the Joint Program in Survey Methods. He was previously a Distinguished Research Scientist at ETS and a Research Associate at National Opinion Research Center. He earned his Ph.D. in Methodology of Behavioral Research at the University of Chicago in 1981. Dr. Mislevy's research interests center on applying recent developments in statistical methodology and cognitive research to practical problems in educational and psychological measurement. His work has included a multiple-imputation approach for integrating sampling and test-theoretic models in the National Assessment of Educational Progress (NAEP), a Bayesian inference network for updating the student model in an intelligent tutoring system, and a demonstration of a framework for monitoring and improving portfolio assessment evaluation (in the context of the Advanced Placement Studio Art Portfolio assessment). His current projects include the NSF-supported PADI project, which is developing an assessment design system with a focus on science inquiry, and work with the Cisco Learning Institute and Educational Testing Service on simulation-based assessments of design and troubleshooting of computer networks. Among his honors and awards are the American Educational Research Association's Raymond B. Cattell Early Career Award for Programmatic Research, the National Council of Measurement in Education's Award for Technical Contributions to Educational Measurement (three times), the ETS Senior Research Scientist Award, AERA’s Lindquist Award and the International Language Testing Association's Samuel J. Messick Memorial Lecture Award. In 1992, he was elected president of the Psychometric Society. In 2003, he was presented the National Council of Measurement's Award for Career Contributions to Educational Measurement. He has served several committees of the National Research Council on issues concerning assessment, instruction, and cognitive psychology, and was a primary author of final report of the National Assessment Governing Board's Design Feasibility Team.
www.education.umd.edu/edms/mislevy

Luis C. Moll, born in Puerto Rico, was awarded his Ph.D. (1978) from the University of California, Los Angeles in educational psychology/early childhood development. He was an Assistant Research Psychologist at the Laboratory of Comparative Human Cognition of the University of California, San Diego from 1978-1986. He is currently Professor in the Department of Language, Reading and Culture of the College of Education at The University of Arizona. He served as Associate Dean for Academic Affairs of the College of Education from 2004-2007. His main research interest is the connection among culture, psychology and education, especially as it relates to the education of Latino children in the US. Among other studies, he has analyzed the quality of classroom teaching, examined literacy instruction in English and Spanish, studied how knowledge is produced in the broader social contexts of household and community life, and attempted to establish pedagogical relationships among these domains of study. His most recent work involves the longitudinal study of biliteracy development in children, and the use of new technologies to facilitate the informal learning of science in community settings. His co-edited volume, “Funds of

knowledge: Theorizing practices in households, communities, and classrooms,” was published in 2005 by Erlbaum Press, and received the 2006 Critics’ Choice Award of the American Educational Studies Association. He was elected to membership in the National Academy of Education in 1998.

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 www.algebra.org In 2004, with AP board member Danny Glover, Moses and others launched a national discussion calling for an amendment to the U.S. 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.

Richard Murnane is an economist who focuses his research on the relationships between education and the economy, teacher labor markets, the determinants of children’s achievement, and strategies for making schools more effective. In his 1991 book Who Will Teach? Policies that Matter (with Judith Singer and John Willett), Murnane shows that teachers’ salaries and certification requirements strongly affect the composition of the public school teaching force. Murnane’s 1996 book, Teaching the New Basic Skills, coauthored by MIT professor Frank Levy, explains how changes in the U.S. economy have increased the skills that high-school graduates need to earn a middle-class living, and shows how schools need to change to provide all students with the requisite skills. In spring 2004, Princeton University Press published Murnane and Levy’s book, The New Division of Labor: How Computers Are Creating the Next Job Market. This book shows how the spread of information technology has increased the value of some human skills and decreased the value of others. It also explains how education and training programs need to respond to new labor market realities. In 2005, Murnane and two Harvard colleagues edited Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning. It stems from work Murnane started in 2001, helping the central office of the Boston Public Schools to better support the efforts of BPS schools in learning from student assessment results. Murnane is currently working with HGSE Professor John B. Willett on a book describing how improvements in research design and analysis strategies can help educational researchers to make valid causal inferences in educational policy research.
http://hugse9.harvard.edu/gsedata/resource_pkg.profile?vperson_id=321

Nel Noddings is Lee Jacks Professor of Child Education emerita at Stanford University. She received her BA from Montclair State College, her MA from Rutgers University, and her PhD from Stanford University. Noddings has received the Medal for Distinguished Service from Teachers College, Columbia University; the Anne Roe Award for Contributions to the Professional Development of Women from Harvard University; the Willystine Goodsell Award from the American Educational Research Association; and three honorary doctorates. Her publications include Philosophy of Education, Educating for Intelligent Belief or Unbelief, Caring: A Feminine Approach to Ethics and Moral Education, The Challenge to Care in Schools, Educating Moral People, Starting at Home: Caring and Social Policy, Happiness and Education, Critical Lessons: What Our Schools Should Teach.

Jeannie Oakes is the Director of Education and Scholarship at the Ford Foundation. Previously she was the Presidential Professor in educational equity and director of the University of California, Los Angeles' (UCLA) Institute for Democracy, Education, and Access (IDEA) and the University of California's All Campus Consortium on Research for Diversity (ACCORD).   Specifically, her work addresses tracking and ability grouping, unequal distribution of resources and opportunities for education, and research on educators who are attempting to eliminate schooling inequalities.  Oakes’ books include Keeping Track: How Schools Structure Inequality (first edition published in 1985 and second edition in 2005), Becoming Good American Schools: The Struggle for Civic Virtue in Education Reform (with UCLA colleagues); and Learning Power: Organizing for Education and Justice (with UCLA colleagues).  Oakes' awards include three major awards from the American Educational Research Association (Early Career Award, Outstanding Research Article, Outstanding Book), the National Association for Multicultural Education's Multicultural Research Award, and the Distinguished Achievement Award from the Educational Press Association of America.  She is also the recipient of Southern Christian Leadership Conference's Ralph David Abernathy Award for Public Service and, most recently, the World Cultural Council's Jose Vasconcelos World Award in Education. 
http://www.gseis.ucla.edu/faculty/pages/oakes

Michael A. Olivas is William B. Bates Distinguished Chair of Law at the University of Houston and the director of the Institute for Higher Education Law and Governance. Olivas joined the faculty of the University of Houston in 1982. During his tenure at Houston he has been a visiting professor of law at the University of Wisconsin (UW) and special counsel to UW Chancellor Donna Shalala from 1989-1990. Prior to 1982 he held teaching and research positions at Ohio State University and Howard University, and he served as director of research for the League of United Latin American Citizens in Washington, DC, from 1979-1982. He has received a Distinguished Scholar Award from the American Educational Research Association and the Research Achievement Award from the Association for the Study of Higher Education, and was appointed a Fellow of the National Association of College and University Attorneys. He is an elected member of the American Law Institute. He served two terms as General Counsel to the AAUP. Olivas has earned recognition for his promotion of educational and social equity, including helping undocumented immigrants obtain access to Texas colleges and universities. He received his PhD from Ohio State University and his JD from Georgetown University. His books include The Law and Higher Education, Colored Men and Hombres Aqui, and Prepaid College Tuition Programs: Promises and Problems. 
http://www.law.uh.edu/faculty/main.asp?PID=31

Ingram Olkin 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 the book The Nation’s Report Card: Evaluation and Perspectives.

Gary Orfield is Professor of Education, Law, Political Science and Urban Planning at the University of California-Los Angeles, and Professor of Education and Social Policy at Harvard University during the transition of the Civil Rights Project to UCLA. Professor Orfield is interested in the study of civil rights, education policy, urban policy, and minority opportunity. He has been Director of the Civil Rights Project at Harvard, an initiative that develops and published a new generation of research on multicultural civil rights issues. At UCLA, The Civil Rights Project/El Proyecto de CRP will add more emphasis on issues of immigration and language and more focus on California and the Southwest to its long-standing work and a new co-director, Patricia Gandara. Orfield’s central interest has been the development and implementation of social policy, with a central focus on impact of policy on equal opportunity for success in American society. Recent works include five co-edited books over the last two years and numerous articles and reports. Recent books include, Dropouts in America: Confronting the Graduation Rate Crisis, School Resegregation: Must the South Turn Back? (with John Boger), and Higher Education and the Color Line (with Patricia Marin and Catherine Horn). In addition to his scholarly work, Orfield has been involved in the development of governmental policy and has served as an expert witness in several dozen court cases related to his research, including the University of Michigan Supreme Court case which upheld the policy of affirmative action in 2003 and has been called to give testimony in civil rights suits by the United State Department of Justice and many civil rights, legal services, and educational organizations. He was awarded the American Political Science Association’s Charles Merriam Award for his “contribution to the art of government through the application of social science research.” He has been awarded the 2007 Social Justice in Education Award by the American Educational Research Association. A native Minnesotan, Orfield received his PhD from the University of Chicago and travels annually to Latin America, where his research work is now expanding.

Annemarie Sullivan Palincsar is the Jean and Charles Walgreen Jr. Chair of Reading and Literacy, Arthur F. Thurnau Professor, associate dean for academic affairs and a teacher educator in Educational Studies at the University of Michigan. Her research focuses on the design of learning environments that support self-regulation in learning activity, especially for children who experience difficulty learning in school. With science educator, S.J. Magnusson, she studied how children use literacy in the context of guided inquiry science instruction, what types of text support children's inquiry, and what support students who are identified as atypical learners require to be successful in this instruction. In collaboration with R. J. Spiro and S. J. Magnusson, she investigated the use of a hypermedia tool (called EASE-C) to support bringing to scale knowledge and practice regarding text comprehension instruction. In collaboration with B. Dalton at Vanderbilt, she studied the role of computer-assisted instruction in enhancing children's understanding of subject matter text and web-based text. With L. Kucan, she is engaged in a design-experiment to craft a series of modules that will support teacher educators to prepare pre-service and in-service teachers to teach text-comprehension well. Annemarie has served as a member of: the National Academy’s Research Council on the Prevention of Reading Difficulty in Young Children; the OERI/RAND Reading Study Group, the National Research Council’s Panel on Teacher Preparation, The National Education Goals Panel, and the National Advisory Board to Children's Television Workshop. She was recently co-editor of the journal Cognition and Instruction. She completed her doctorate at the Center for the Study of Reading at the University of Illinois, Champaign-Urbana.

Thomas Payzant is a Professor of Practice at the Harvard Graduate School of Education. Prior to that, he served as superintendent of the Boston Public Schools from October of 1995 until his retirement in June of 2006. Before coming to Boston, he was appointed by President Clinton to serve as assistant secretary for Elementary and Secondary Education with the United States Department of Education. Over the past decade he has led a number of significant systemic reform efforts that have helped narrow the achievement gap and increase student performance on both state and national assessment exams. In addition to his tenure in Boston, Payzant has served as Superintendent of Schools in San Diego, Oklahoma City, Eugene, Oregon, and Springfield, Pennsylvania. Payzant's work has been recognized by educators at the regional and national level. In 1998, he was named Massachusetts Superintendent of the Year. In 2004, he received the Richard R. Green Award for Excellence in Urban Education from the Council on Great City Schools. And Governing Magazine named Payzant one of eight "Public Officials of the Year” in 2005. Payzant also received the McGraw Prize for his leadership of the San Diego school system from 1982 through 1993. Throughout his career, Payzant has not only kept abreast of the professional and research literature, he has contributed to it regularly—a remarkable achievement for the leader of a major urban school system. His essays, book chapters, book prefaces, and book reviews have been directed to both professional educators and policymakers. His curriculum vitae lists 51 publications between 1967 and 2005.
http://gseweb.harvard.edu/faculty_research/profile.shtml?vperson_id=215

Roy Pea is a professor of education and learning sciences at Stanford University, and director of the Stanford Center for Innovations in Learning and the co-director of Stanford’s H-STAR Institute (Human Services and Technologies Advanced Research).  Prior to teaching at Stanford, Pea was director of the Center for Technology and Learning at SRI International from 1996-2001, and dean of the School of Education and Social Policy and the John Evans Professor of Education and the Learning Sciences at Northwestern University from 1991-1996. Pea’s research has centered on how innovations in computing and communications technologies can influence learning, thinking, collaboration, and educational systems, and most recently has been focusing on bridging the sciences of informal and formal learning. He received his doctorate from Oxford University where he studied developmental psychology and psycholinguistics as a Rhodes Scholar. Pea is a co-editor of the new LEA volume Video Research in the Learning Sciences, and is a co-author of How People Learn: Mind, Brain, Experience and School.  He is a co-founder and director of Teachscape.com.

http://www.stanford.edu/~roypea/
http://scil.stanford.edu/
http://life-slc.org/

P. David Pearson serves as dean of the Graduate School of Education at the University of California, Berkeley, and is a faculty member in the language and literacy program. His current research focuses on issues of reading instruction and reading assessment policies and practices at all levels-local, state, and national. Prior to going to Berkeley in 2001, he was the John A. Hannah Distinguished Professor of Education in the College of Education at Michigan State University (MSU) and a co-director of the Center for the Improvement of Early Reading Achievement (CIERA) at MSU, with faculty appointments in teacher education and educational psychology. Prior to that, he was dean of the College of Education, co-director of the Center for the Study of Reading, and professor of curriculum and instruction at the University of Illinois. He has written and co-edited several books about research and practice, the most notable being the Handbook of Reading Research, now in its third volume, and the most recent an edited volume with Barbara Taylor, Teaching Reading: Effective Schools, Accomplished Teachers. Pearson's honors include the Oscar Causey Award for outstanding contributions to reading research from the National Reading Conference and the William S. Gray Citation of Merit by the International Reading Association for his contributions to theory, research, and practice.  His articles have been awarded IRA's Albert Harris Award for contributions to studies of reading difficulties and NCTE's Alan Purves Award for impact on practice.  In 2006, his doctoral alma mater, the University of Minnesota, presented him with the University's Outstanding Alumnus Award.

James W. Pellegrino is Liberal Arts and Sciences Distinguished Professor of Cognitive Psychology and Distinguished Professor of Education at the University of Illinois at Chicago. He also serves as co-director of UIC's interdisciplinary Learning Sciences Research Institute. From 1973-1979 he was Professor of Psychology and a Research Associate of the University of Pittsburgh's Learning Research and Development Center. From 1979-1989 he was Professor of Education and Psychology at the University of California at Santa Barbara where he also served as Chair of the Department of Education from 1987-1989. From 1989-2001 he was the Frank W. Mayborn Professor of Cognitive Studies at Vanderbilt University where he also served as co-director of the Learning Technology Center from 1989-1991 and as Dean of Vanderbilt's Peabody College of Education and Human Development from 1992-1998. Dr. Pellegrino's research and development interests focus on children's and adult's thinking and learning and the implications of cognitive research and theory for assessment and instructional practice. Much of his current work is focused on analyses of complex learning and instructional environments, including those incorporating powerful information technology tools, with the goal of better understanding the nature of student learning and the conditions that enhance deep understanding. A special concern of his research is the incorporation of effective formative assessment practices, assisted by technology, to maximize student learning and understanding. Dr. Pellegrino has served as head of several National Academy of Science/National Research Council study committees. These include chair of the Study Committee for the Evaluation of the National and State Assessments of Educational Progress, co-chair of the NRC/NAS Study Committee on Learning Research and Educational Practice, and co-chair of the NRC/NAS Study Committee on the Foundations of Assessment which issued the report Knowing What Students Know: The Science and Design of Educational Assessment. He was a member of the NRC/NAS/NAE Study Committee on Improving Learning with Information Technology and chaired the NRC/NAS Panel on Research on Learning and Instruction for the Strategic Education Research Partnership. He recently completed service as a member of the NRC/NAS Study Committee on Test Design for K-12 Science Achievement. He is a lifetime National Associate of the National Academy of Sciences and a member of the Board on Testing and Assessment of the National Research Council. Dr. Pellegrino has supervised several large-scale research and development projects funded by agencies such as NSF, IES, ONR, AFOSR, NIH, and private foundations. He has authored or co-authored over 225 books, chapters and journal articles in the areas of cognition, instruction and assessment and has made numerous invited presentations at local, state, national and international meetings and at universities throughout the world.

David Perkins is a senior professor of education at the Harvard Graduate School of Education and a founding member of Project Zero, co-director for many years, and now senior co-director and member of the steering committee. Project Zero, founded in 1967, is a research and development group at the Harvard Graduate School of Education investigating human intelligence, creativity, understanding, and learning at all levels. David Perkins conducts research on creativity in the arts and sciences, informal reasoning, problem solving, understanding, individual and organizational learning, and the teaching of thinking skills. He has participated in curriculum projects addressing thinking, understanding, and learning in Colombia, Israel, Venezuela, South Africa, Sweden, and Australia as well as in the United States. He is actively involved in school change. Perkins is a cofounder of the WIDE World Initiative, a distance learning initiative for practitioners. He is the author of numerous publications, including Smart Schools (The Free Press, 1992), Outstanding IQ (The Free Press, 1995) on intelligence and its cultivation, The Eureka Effect (Norton, 2001) about creative thinking and King Arthur’s Round Table (Wiley, 2003) about organizational intelligence and learning, and Making Learning Whole (Jossey-Bass, in press) about organizing learning around full meaningful endeavors.

Paul Peterson is Henry Lee Shattuck Professor of Government at Harvard University and director of the program on education policy and governance. He received his BA from Concordia College and his MA and PhD from the University of Chicago. Peterson has received the American Political Science Association’s Gladys Kammerer Award, the Woodrow Wilson Prize, the John Simon Guggenheim Foundation fellowship, and the Russell Sage Foundation fellowship. His publications include The Price of Federalism, School Politics Chicago Style, City Limits, and The Education Gap: Vouchers and Urban Schools.
http://www.people.fas.harvard.edu/%7Epepeters/index.htm

Denis C. Phillips 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^th NSSE Yearbook).
http://ed.stanford.edu/suse/faculty/displayRecord.php?suid=dcpphdl

Andrew Porter is Dean of the Graduate School of Education at the University of Pennsylvania and George and Diane Weiss Professor of Education. He publishes on psychometrics, education policy, student assessment, education indicators, research on teaching and school leadership. His current work focuses on a) curriculum policies and their effects on opportunity to learn and student achievement, b) studies of teacher induction and c) building and validating an assessment of school leadership. Currently, he has research support from the National Science Foundation (co-director, System-Wide Change for All Learners and Educators; senior researcher, How Does Induction and Continuing Professional Development Affect Middle School Mathematics Teachers’ Instruction and Student Achievement?; co-principal investigator, Meta-Analysis Study of the Effects of Teacher Professional Development with a Math or Science Content Focus on Improving Teaching and Learning) and the Wallace Foundation (principal investigator, Develop and Test Education Leadership Performance Assessment). He is an elected member and vice president of the National Academy of Education, member of the National Assessment Governing Board, Lifetime National Associate of the National Academies, and past-President of the American Educational Research Association.
www.andyporter.org , www.gse.upenn.edu/

Stephen W. Raudenbush, EdD, joined the University of Chicago as the Lewis-Sebring Distinguished Service Professor and chair of the new Committee on Education. Professor Raudenbush is best known for his expertise in quantitative methodology using the advanced research technique of hierarchical linear models, which allows researchers to accurately evaluate data from school performance. His research pursues the development, testing, refinement, and application of statistical methods for individual change. He also researches the effects of social settings, such as schools and neighborhoods. Professor Raudenbush’s research involves the development, testing, refinement, and application of statistical methods for studying individual change and the effects of social settings such as schools, and neighborhoods on change. He is also interested in measuring the social organization of neighborhoods, schools, and classrooms. Evaluation of the reliability and validity of assessments of these social settings borrows from and extends tools from psychometrics, as explained in recent articles in Science, Sociological Methodology, and The American Journal of Sociology. Professor Raudenbush has co-authored a series of articles in Psychological Methods on the design of multilevel and longitudinal experiments. His book with Anthony S. Bryk, Hierarchical Linear Models: 2^nd Edition (2002), provides an authoritative account of analytic methods for multilevel data.

Diane Ravitch is a research professor at New York University. She received her BA from Wellesley College and her PhD from Columbia University. She holds the Brown Chair in Education Studies at the Brookings Institution, where she edits Brookings Papers on Education Policy, and she has received eight honorary degrees. Her publications include The Great School Wars, The Troubled Crusade: American Education, 1945–1980, and Left Back: A Century of Failed School Reforms. She was assistant secretary in the U.S. Department of Education from 1991-1993.

William J. Reese, is the Carl F. Kaestle WARF professor of educational policy studies and history at the University of Wisconsin, Madison, where he received his PhD in 1980. He has served as president of the History of Education Society, vice president of the History and Historiography Division of the American Educational Research Association, and editor of the History of Education Quarterly. His books include Power and the Promise of School Reform: Grassroots Movements during the Progressive Era, The Origins of the American High School, America's Public Schools: From the Common School to 'No Child Left Behind,' and History, Education, and the Schools. The Spencer Foundation funded his current research project on the history of academic standards and promotion policies in the public schools.

Lauren Resnick is a professor of psychology at the University of Pittsburgh and director and senior scientist at the Learning Research and Development Center there. She received her AB from Radcliffe College and her AM and EdD from Harvard University. Resnick has received many awards, including the Award for Distinguished Contribution to the Field of Education from the American Educational Research Association and the Oeuvre Award for Outstanding Contributions to the Science of Learning and Instruction from the European Association for Research on Learning and Instruction. She has had fellowships from the Center for Advanced Study in the Behavioral Sciences, the American Association for the Advancement of Science, and the American Psychological Association. Her publications include Education and Learning to Think and Knowing, Learning, and Instruction.

Barbara Rogoff is currently UC Santa Cruz Foundation Professor of Psychology and holds the University of California Presidential Chair. She is a Fellow of the American Psychological Society, the American Anthropological Association, and the American Psychological Association. Barbara Rogoff has been a Fellow of the Center for Advanced Study in the Behavioral Sciences, a Kellogg Fellow, a Spencer Fellow, and an Osher Fellow of the Exploratorium. She has served as Editor of Human Development and of the Newsletter of the Society for Research in Child Development, Study Section member for the National Institute of Child Health and Human Development, and a committee member on the Science of Learning for the National Academy of Science. She was selected to give the 2004 UC Santa Cruz Faculty Research Lecture. Her book Apprenticeship in Thinking (1990) received the Scribner Award from the American Educational Research Association, Learning Together: Children and Adults in a School Community (2004) was finalist for the Maccoby Award of the American Psychologist Association, and The Cultural Nature of Human Development (2003) won the William James Book Award of the American Psychological Association.
http://people.ucsc.edu/~brogoff/

Sheldon Rothblatt is professor emeritus of history at the University of California (UC), Berkeley. He was formerly chair of the department of history and director of the Center for Studies in Higher Education at Berkeley. He was educated at UC Berkeley and King’s College, Cambridge University. He holds an honorary doctorate from Gothenburg University in Sweden. Rothblatt has received Guggenheim, American Council of Learned Societies, and Social Science Research fellowships; has been a Davis fellow at Princeton University and a visitor at Nuffield College, Oxford University; and has held visiting professorships in Austria, Sweden, Norway, and Australia. He is a fellow of the Royal Historical Society of Britain and in 2001 he was named a foreign member of the Royal Swedish Academy of Sciences. He received the History of Education Society Biennial Prize for the best essay in educational history published in an English language journal. He has been invited to give the Sir Douglas Robb Lectures for 2008 at the University of Auckland, New Zealand. His publications include The Revolution of the Dons: Cambridge and Society in Victorian England, Tradition and Change in English Liberal Education, The Modern University and Its Discontents: The Fate of Newman’s Legacies in Britain and America and Education’s Abiding Moral Dilemma: Merit and Worth in the Cross-Atlantic Democracies, 1800-2006.

Brian Rowan is the Burke A. Hinsdale Collegiate Professor in Education, a Research Professor at the Institute for Social Research, and (by courtesy) a Professor of Sociology at the University Michigan. A sociologist by training (Ph.D., Stanford, 1978), Rowan’s scholarly interests lie at the intersection of organization theory and school effectiveness research. Over the years, he has written on education as an institution, on the nature of teachers’ work, and on the effects of school organization, leadership, and instruction on student achievement. Current projects include research on comprehensive school reform programs, studies of federal technical assistance agencies, and studies of the school improvement industry. With Heinz D. Meyer, he recently co-edited The New Institutionalism in Education.
www.soe.umich.edu/faculty/rowan/index.html

Geoffrey B. Saxe is a professor in the Graduate School of Education at the University of California, Berkeley (UCB).  Since receiving his PhD in psychology from UCB in 1975, he has held postdoctoral and faculty positions at Children’s Hospital/Harvard Medical School (1976-1977), the Graduate Center of the City University of New York (1977-1981), and the University of California, Los Angeles (1981-1997). He has published widely in areas of culture and cognitive development. His research has been set in varied contexts, including classroom and home settings in the United States, remote areas in Papua New Guinea, and urban and rural Brazil. He has served on various standing committees and task forces and review panels for private and public foundations, including the MacArthur Foundation, the Spencer Foundation, the National Science Foundation, the Office of Educational Research and Improvement, the RAND Corporation, and the National Institutes of Mental Health. He is former editor-in-chief of the journal Human Development and has served on the editorial boards for various journals, including Cognition and Instruction, Cognitive Development, and the Journal of Applied Developmental Psychology. He was a recent fellow at the Center for Advanced Studies in the Behavioral Sciences at Stanford University and is a former Fulbright Fellow at the Federal University of Pernambuco, Brazil. He serves on the advisory board of the Glen Lean Ethnomathematics Centre at the University of Goroka in Papua, New Guinea. His books and monographs include Social Processes in Early Number Development (with Steven R. Guberman and Maryl Gearhart), Culture and Cognitive Development: Studies in Mathematical Understanding, and Studying Cognition in Flux (with Indigo Esmonde).
http://www-gse.berkeley.edu/faculty/gsaxe

Marlene Scardamalia is a professor at the Ontario Institute for Studies in Education, University of Toronto, and director of the Centre for Applied Cognitive Science. She received her BA from Clarion State College, her MS from Bucknell University, and her PhD from the University of Toronto. Scardamalia has received the Ontario Psychological Foundation Contribution to Knowledge Award, the National Defense Education Fellowship, and a fellowship from the Center for Advanced Study in the Behavioral Sciences. Her publications include The Psychology of Written Composition and Surpassing Ourselves: An Inquiry into the Nature and Implications of Expertise (both with Carl Bereiter) and Writing for Results (with Bereiter and Bryant Fillion).

William H. Schmidt received his undergraduate degree in mathematics from Concordia College in River Forrest, IL and his Ph.D. from the University of Chicago in psychometrics and applied statistics. He carries the title of University Distinguished Professor at Michigan State University and is currently co director of the Education Policy Center, co director of the US China Center for Research and co director of the NSF PROM/SE project. Previously he served as National Research Coordinator and Executive Director of the US National Center which oversaw participation of the United States in the IEA sponsored Third International Mathematics and Science Study (TIMSS). He has published in numerous journals including the Journal of the American Statistical Association, Journal of Educational Statistics, and the Journal of Educational Measurement. He has co-authored seven books including Why Schools Matter. His current writing and research concerns issues of academic content inK-12 schooling, assessment theory and the effects of curriculum on academic achievement. He is also concerned with educational policy related to mathematics, science and testing in general. He was awarded the Honorary Doctorate Degree at Concordia University in 1997 and received the1998 Willard Jacobson Lectureship from The New York Academy of Sciences and is a member of the National Academy of Education.

Alan Schoenfeld is Elizabeth and Edward Conner Professor of Education at the University of California, Berkeley. Schoenfeld is past president of the American Educational Research Association and past vice president of the National Academy of Education; he is a Fellow of The American Association for The Advancement of Science and a Laureate of Kappa Delta Pi.  He serves as Senior Advisor to the Education and Human Resources Directorate of the national Science Foundation, and was writing group leader for grades nine to twelve for the National Council of Teachers of Mathematics' Principles and Standards for School Mathematics. Schoenfeld received his BA from Queens College and his MS and PhD from Stanford University. Books he has written or edited include Mathematical Problem Solving, Cognitive Science and Mathematics Education, Mathematical Thinking and Problem Solving, and four volumes of Research in Collegiate Mathematics Education. A major focus of his current work is the Diversity in Mathematics Education project.
http://www-gse.berkeley.edu/Faculty/aschoenfeld

Donna E. Shalala is professor of political science and education and president of the University of Miami, Florida. She received her AB from Western College for Women and her PhD from Syracuse University. A National Academy of Education (NAE)/Spencer postdoctoral fellow, she was associate professor and chair of the politics and education program at Teachers College from 1971-1977. In the Carter Administration, she served as assistant secretary for policy development and research at the U.S. Department of Housing and Urban Development from 1977-1980). From 1980-1987 she was professor of political science and president of Hunter College, the City University of New York, and from 1987-1993 she was professor of political science and educational policy studies and chancellor of the University of Wisconsin, Madison. In January of 1993 Shalala was confirmed as the U.S. Secretary of Health and Human Services. She served the entire eight years of the Clinton Administration. Her research interests include the political economy of state and local government and education. In addition to NAE, she is a member of the National Academy of Public Administration, the American Academy of Arts and Sciences, the National Academy of Social Insurance, and the Institute of Medicine of the National Academy of Sciences.

Richard J. Shavelson is the Margaret Jacks Professor of Education, Professor of Psychology (by courtesy), Senior fellow in the Stanford Institute for the Environment, 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. His publications include Statistical Reasoning for the Behavioral Sciences, Generalizability Theory: A Primer (with Noreen Webb), and Scientific Research in Education (edited with Lisa Towne).

Lorrie Shepard is professor of Research and Evaluation Methodology and dean of the School of Education at the University of Colorado at Boulder.  Her research focuses on psychometrics and the use and misuse of tests in education settings.  In addition to technical work on validity theory, standard setting, and statistical models for detecting test bias, her studies evaluating test use have addressed the identification of learning disabilities, readiness screening for kindergarten, grade retention, teacher testing, and effects of high-stakes accountability testing on teaching and learning.  She served as President of the American Educational Research Association and President of the National Council on Measurement in Education and is currently President of the National Academy of Education.  She has received Distinguished Career Awards from the National Council on Measurement in Education, the American Educational Research Association, and the Educational Testing Service.
http://www.colorado.edu/education/faculty/lorrieshepard/index.html

Lee S. Shulman is the 8th President of The Carnegie Foundation for the Advancement of Teaching and the first Charles E. Ducommun Professor of Education Emeritus and Professor of Psychology Emeritus (by courtesy) at Stanford University and from 1963 to 1982 served as Professor of Educational Psychology and Medical Education at Michigan State University where he founded and co-directed the Institute for Research on Teaching (IRT). Shulman is past president of the American Educational Research Association (AERA) and received its highest honor, the career award for Distinguished Contributions to Educational Research. He is a member of the National Academy of Education, having acted as both vice president and president. Shulman’s service on boards of directors includes the Spencer Foundation, and he has acted as advisor to such organizations as the Center for Advancement of Scholarship in Engineering Education, the American Hebrew Academy, Olin College, the Mandel Foundation, and Wabash College’s Center for Inquiry in the Liberal Arts. He is the recipient of the American Psychological Association’s 1995 E.L. Thorndike Award for Distinguished Psychological Contributions to Education, a fellow of the American Academy of Arts & Sciences, and has been awarded 2006 Grawemeyer Prize in Education. In 2004, Shulman’s collected writings on teacher education and higher education were published by Jossey-Bass Inc., in two volumes, The Wisdom of Practice and Teaching as Community Property. His research has dealt with the quality of teaching and teacher education; knowledge growth among those learning to teach; the assessment of teaching; medical education; the psychology of instruction in science, mathematics and medicine; the logic of educational research; and the quality of teaching in higher education. His most recent studies emphasize the central role of a “scholarship of teaching” in supporting needed changes in the cultures of higher education, and the function and features of signature pedagogies in professional education.

Robert Siegler is Teresa Heinz Professor of Cognitive Psychology. His research focuses on children's thinking, particularly their mathematical and scientific thinking. He has published more than 200 articles and chapters, written 8 books, and edited 5 others. His books have been translated into numerous languages, including Japanese, Chinese, Korean, German, French, Greek, and Portuguese. Dr. Siegler's research focuses on the development of problem solving and reasoning in general and on the more specific topics of how children learn mathematics and how theoretical understanding of mathematical development can be applied to improving the learning of preschoolers from low-income backgrounds. The theoretically oriented research examines how children's basic representations of numbers influence their ability to learn whole number arithmetic, fractions, and other aspects of mathematics. Among the topics examined within this work are how representations of numbers change with age and experience, types of mathematical experiences that are especially helpful in producing improvements, the strategies that children use to solve mathematical problems, why some children are more mathematically proficient than others, and how children discover new strategies. This research suggested that certain types of numerical board games would be especially helpful for improving young children's mathematical understanding. Experimental tests of this prediction have yielded encouraging results; playing these board games yields large, rapid, and enduring gains in preschoolers' and young elementary school children's numerical understanding. The gains are especially large with preschoolers from low-income backgrounds. This research suggested that certain types of numerical board games would be especially helpful for improving young children's mathematical understanding. Experimental tests of this prediction have yielded encouraging results; playing these board games yields large, rapid, and enduring gains in preschoolers' and young elementary school children's numerical understanding. The gains are especially large with preschoolers from low-income backgrounds.

Judith D. Singer is the James Bryant Conant Professor of Education and former Academic Dean at the Harvard Graduate School of Education. One of the nation’s leading applied statisticians, her professional life focuses on improving the quantitative methods used in social, educational and behavioral research. Singer is primarily known for her contributions to the practice of multilevel modeling, survival analysis, and individual growth modeling, and to making these and other statistical methods accessible to empirical researchers. Singer's wide-ranging interests have led her to publish across a broad array of disciplines including: statistics, education, psychology, and medicine/public health. In addition to writing (or more often co-writing) nearly 100 papers and book chapters, she has also co-written three books including By Design: Planning Better Research in Higher Education and Who Will Teach: Policies that Matter, both published by Harvard University Press. Her most recent book with longtime collaborator John B. Willett is Applied Longitudinal Data Analysis: Modeling Change and Event Occurrence (NY: Oxford University Press), for which they received Honorable Mention from the American Publishers Association for the best Mathematics & Statistics book of 2003. A former National Academy of Education/Spencer postdoctoral fellow, she has received numerous awards for her work, including the Raymond B. Cattell Award for Programmatic Research and the Review of Research Award, both from the American Educational Research Association, and an American Statistical Association Fellowship, which she served in residence at the National Center for Educational Statistics. She has also been invited to become a fellow at the Center for Advanced Study in the Behavioral Sciences in Palo Alto.
http://www.gse.harvard.edu/~faculty/singer/

Robert Slavin is currently Director of the Center for Research and Reform in Education at Johns Hopkins University, Director of the Institute for Effective Education at the University of York (England), and Chairman of the Success for All Foundation. He received his B.A. in Psychology from Reed College in 1972, and his Ph.D. in Social Relations in 1975 from Johns Hopkins University. Dr. 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), 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 has been the program director for education at the William and Flora Hewlett Foundation in Menlo Park, California, since 2001. Prior to that, he was acting deputy secretary and under secretary 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. While not in government, he was at different times a professor at Harvard, 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. Her publications include 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.
http://www.gse.harvard.edu/~snow
http://www.gse.harvard.edu/~pild/

http://serpinstitute.org

Margaret Beale Spencer 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.e., 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.S. 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.

Claude M. Steele is Lucie Stern Professor in the Social Sciences and past chair of the Department of Psychology at Stanford University. He is the Director of the Center for Advanced Study in the Behavioral Sciences. He received his BA from Hiram College and his MA and PhD from Ohio State University. Steele has received the Dean’s Teaching Award at Stanford University, the William James Fellow Award from the American Psychological Society, the Kurt Lewin Award and the Gordon Allport Prize in Social Psychology from the Society for the Psychological Study of Social Issues, the Distinguished Scientific Contribution Award and the Senior Award for Distinguished Contributions to Psychology in the Public Interest from the American Psychological Association, and the Cattell Faculty Fellowship. He is a member of the American Academy of Arts and Sciences and the National Academy of Sciences and he has been awarded honorary doctorates from the University of Chicago, Yale University, and Princeton University.
http://www.casbs.org

James W. Stigler 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. 
http://www.psych.ucla.edu/Faculty/Stigler/

Deborah J. Stipek 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. Dr. 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.
ed.stanford.edu/suse/contents/deborah_j_stipek.html

Kenneth Strike is professor of cultural foundations of education at Syracuse University and professor emeritus at Cornell University. He received his PhD from Northwestern University. He is past president of the Philosophy of Education Society. His interests include professional ethics and political philosophy as they apply to education. His publications include The Ethics of Teaching; The Ethics of School Administration; Ethical Standards of the AERA: Cases and Commentary; "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; and "The Moral Role of Educators" in the Handbook of Teacher Education.

Marcelo M. Suárez-Orozco's research is on conceptual and empirical problems in the areas of cultural psychology and psychological anthropology with a focus on the study of immigration and globalization. He is author of The New Immigration: An Interdisciplinary Reader (co-edited with Carola Suarez-Orozco and Desire Qin-Hilliard), Globalization: Culture and Education in the New Millennium (co-edited with Desiree Qin-Hilliard), Latinos: Remaking America (co-edited with Mariela Paez), the six-volume Interdisciplinary Perspectives on the New Immigration (co-edited with Carola Suárez-Orozco and Qin-Hilliard), Children of Immigration (with C. Suárez-Orozco), Cultures Under Siege: Collective Violence and Trauma (co-edited with Antonius Robben), the award-winning Transformations: Immigration, Family Life, and Achievement Motivation Among Latino Adolescents (with C. Suárez-Orozco), and over one hundred scholarly papers. Marcelo and his wife Carola Suárez-Orozco, a cultural psychologist and faculty member at New York University (NYU), 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 comparative, interdisciplinary, and longitudinal study of Asian, Afro-Caribbean, and Latino immigrant youth in American society.  Suárez-Orozco has been a visiting professor at the University of Barcelona, Spain, and the Catholic University of Leuven, Belgium, and a fellow at the Center for Advanced Study in the Behavioral Sciences, Stanford University. Suárez-Orozco, the former Victor S. Thomas Professor of Education at Harvard, is the first Courtney Sale Ross University Professor of Education and Globalization at NYU.
http://Steinhardt.NYU.edu/immigration/team/marcelo.htm

David S. Tatel 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.S. 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 is presently Chair of the Board of the Carnegie Foundation for the Advancement of Teaching. 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.

Maris Vinovskis 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. His publications include 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 and From A Nation at Risk to No Child Left Behind. He was the deputy staff director to the U.S. House Select Committee on Population in 1978 and worked in the 1990s in the U.S. Department of Education on questions of educational research and policy, in both Republican and Democratic administrations.

Finis Welch 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.
http://www.tamu.edu/dof/notablefac/DPPages/FinisWelch.php

Clifton R. Wharton Jr. 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.S. 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. His publications include Patterns for Lifelong Learning and Subsistence Agriculture and Economic Development.

Carl Wieman is the director of the Carl Wieman Science Education Initiative at the University of British Columbia, and distinguished professor of physics at the University of Colorado at Boulder. He was named the 2004 Carnegie Foundation National Professor of the Year. He received his PhD in physics from Stanford University. He is co-winner of the Nobel Prize in Physics, 2001, “for the achievement of Bose-Eisenstein condensation in dilute gases of alkali atoms, and for early fundamental studies of the properties of the condensates.” In addition to atomic physics research, he does research on beliefs in science education and the use of technology in science education. This includes the Physics Education Technology project (PhET), which develops interactive web-based simulations for physics instruction and studies their effectiveness. His work is supported by the National Science Foundation and the Hewlett Foundation. He is also the Director of the Science Education Initiative at Colorado.

John B. Willett 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.
http://hugse9.harvard.edu/gsedata/Resource_pkg.profile?vperson_id=217

William Julius Wilson 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. His publications include 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.

Ken Zeichner 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. His books include 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 and Reflective teaching (both with Dan Liston) and Democratic teacher education reform in Africa (with Lars Dahlstrom).

MEMBERS EMERITI

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. His publications include The Organization and Its Ecosystem: A Theory of Structuring in Organizations and Structuring in Organizations: Ecosystem Theory Evaluated (both with John Kasarda).

Courtney Cazden 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. Her publications include Child Language and Education, Functions of Language in the Classroom, Whole Language Plus = Essays on Literacy in the US and New Zealand, and Classroom Discourse.
courtney_cazden@harvard.edu

K. Patricia Cross 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.F. 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. Her publications include Beyond the Open Door, Adults as Learners, Classroom Research, Classroom Assessment Techniques, and Collaborative Learning Techniques.

Larry Cuban 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.

Robert Dreeben 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;" 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.”  The book Stability and Change in American Education, edited by Maureen Hallinan, Adam Gamoran, Warren Kubitschek, and Tom Loveless, was published in 2003 to mark his contributions.

Nathan Glazer 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. His publications include American Judaism, Beyond the Melting Pot, Affirmative Discrimination: Ethnic Inequality and Public Policy, The Limits of Social Policy, and We Are All Multiculturalists Now.

John I. Goodlad 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, and 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: Alife of Education; A Place Called School, 20^th Anniversary Edition.

Maxine Greene 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. Her publications include 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. 

Oscar Handlin was the director of the Charles Warren Center for Studies in American History at Harvard University. He received his AB from Brooklyn College and his MA and PhD from Harvard University. Handlin has received the Union League Club Prize, the Christopher Award, the Sheldon Traveling Fellowship, and the John Simon Guggenheim Foundation Fellowship. His publications include Immigration as a Factor in American History, The Uprooted, and Boston’s Immigrants.

Jurgen Herbst 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. His publications include 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, and Requiem for a German Past, and School Choice and School Governance: A Historical Study of the United States and Germany.

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.S. Navy’s Distinguished Public Service Award, the Medal of Freedom, and the Clergyman of the Year Award. His publications include Patterns for Educational Growth, Thoughts for Our Times, and 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. His publications include: The Nation’s Report Card (with Lamar Alexander) 1989 NAE.

Wallace Lambert is a professor of psychology emeritus at McGill University. Lambert’s French "immersion" program for English-speaking children in bilingual areas of Canada has been widely imitated and has implications for bilingual education programs elsewhere. His publications include Bilingualism Sans Larmes: A Canadian Experiment, Attitudes and Motivations in Second Language Learning, and Children’s Views of Foreign Peoples: A Cross-National Study.

James G. March 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. His publications include: Organizations (with Herbert Simon), A Behavioral Theory of the Firm (with Richard Cyert), and A Primer on Decision Making.

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 (with D. 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.

Harold J. Noah 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. His publications include The National Case Study: An Empirical Comparative Study of Twenty-one Educational Systems (with A. Harru Passow et al.), The Economics of Education in the U.S.S.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, and Fraud and Education: The Worm in the Apple.

Frederick Olafson 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. His publications include 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, and Naturalism and the Human Condition.

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.S. 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.S.S.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. His publications include 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.

Frederick Rudolph 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. 

Seymour B. Sarason is a professor of psychology emeritus at Yale University. He received his AB from Rutgers and his MA and PhD from Clark University. Sarason has received the American Psychological Association awards for Distinguished Contribution to Clinical Psychology, Distinguished Contributions to Community Psychology, and Distinguished Contributions to Public Interest. His publications include Political Leadership and Educational Failure, Caring and Compassion in Clinical Practice, and A Window on the World from the Perspective of the Field of Mental Retardation.

Israel Scheffler 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. His publications include 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), Work, Education and Leadership (co-editor), and Visions of Jewish Education (co-editor).

George Spindler 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. His publications include Doing the Ethnography of Schooling, What Do Anthropologists Have to Say about Dropouts?, The American Cultural Dialogue and Its Transmission, and Fifty Years of Anthropology and Education, 1950-2000: A Spindler Anthology.

Patrick Suppes 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. His publications include Probabilistic Metaphysics, Logique de Probable, A Probabilistic Theory of Causality, and Representation and Invariance of Scientific Structure, and co-author of Foundations of Measurement, volumes I – III.
http://suppes-corpus.stanford.edu

FOREIGN ASSOCIATES

Hiroshi Azuma is a professor emeritus of education at the University of Tokyo. He received his PhD from the University of Illinois, Urbana-Champaign. His publications include Psychology in a Non-Western Country, Current Trends in Studies of Behavior Development in Japan, and Different Cultural Approaches. Currently he is the president of Seisen Jogakuin College in Japan.

Miriam Ben-Peretz 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.

Paul Black 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. Dr. 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. Dr. 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. Dr. 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.

Erik De Corte is professor emeritus of educational psychology and the former director (and co-founder) of the Center for Instructional Psychology and Technology at the University of Leuven, Belgium, where he received his PhD in 1970. De Corte is the Past President of the International Academy of Education and he was the founder and first President of the European Association for Research on Learning and Instruction (EARLI). De Corte’s research centers on learning, teaching, and assessment of thinking, problem-solving, learning skills, and beliefs, especially in mathematics. His recent publications include: Powerful learning environments: Unraveling basic components and dimensions (with Lieven Verschaffel, Noel Entwistle, & Jeroen Van Merriënboer); Excellence in Higher Education; Powerful environments for promoting deep conceptual and strategic learning (with Lieven Verschaffel, Gellof Kanselaar, & Martin Valcke); and Mathematical thinking and learning (with Lieven Verschaffel) in the Handbook of child psychology (6^th edition). Volume 4: Child psychology and practice. At the twenty-fifth International Congress of Applied Psychology in 2002 De Corte was presented with the Award for Outstanding Career Contribution to Educational Psychology, and in March 2003 he received the degree of doctor honoris causa of the University of the Free State, Bloemfontein, South Africa. In 2005 he acted as Chairman of the Assessment Committee of the Faculties of Educational Sciences in The Netherlands. In 2005-2006 he was a Fellow at the Center for Advanced Studies in the Behavioral Sciences at Stanford.
http://perswww.kuleuven.be/~u0004455/

Kieran Egan 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 and 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.
http://www.educ.sfu.ca/kegan/

Michael Fullan 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.
www.michaelfullan.ca

Guy Neave 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.

David Olson is a professor of applied psychology at the Ontario Institute for Studies in Education and University Professor, University of Toronto. He received his BEd from the University of Saskatchewan and his MEd and PhD from the University of Alberta. He holds honorary degrees from the University of Gothenburg, Sweden, and the University of Saskatchewan. He is a fellow of the Royal Society of Canada. His recent books include Technology, literacy and the evolution of society: Implications of the work of Jack Goody (with Michael Cole); Psychological Theory and Educational Reform: How School Remakes Mind and Society (Cambridge University Press, 2003); The World on Paper: The Conceptual and Cognitive Implications of Writing and Reading, (Cambridge University Press, 1994); Modes of Thought: Exploration in Culture and Cognition (with Nancy Torrance); Scripts and Literacy: Reading and Learning to Read Alphabets, Syllabaries, and Characters (with Insup Taylor); and Handbook of Education and Human Development (with Torrance). His book The World on Paper (CUP, 1994) has been translated into 6 languages. His biography of Jerome Bruner entitled Jerome Bruner's 'Fresh Look' at Education will appear in 2007.

Michael Rutter 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. His publications include 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, and Developing Minds: Challenge and Continuity Across the Lifespan.

Manabu Sato 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. His publications include Designing Educational Reform, Learning: Its Death and Restoration, and Learning as Pleasure: Toward Dialogic Practice.

Sidney Strauss 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. http://www.tau.ac.il/~sidst

John Willinsky is currently a Professor at Stanford University, and formerly a Pacific Press Professor of Literacy and Technology and Distinguished University Scholar in the Language and Literacy Education Department at the University of British Columbia (UBC), 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. His publications include 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; and 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. He directs the Public Knowledge Project at UBC, which aims to improve the scholarly quality of and access to research online. 
http://www.pkp.ubc.ca

J. Douglas Willms 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 Human Development and is a Fellow of the Royal Society of Canada and the International Academy of Education. Dr. 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). Dr. 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. Dr. 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. Dr. 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

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. His publications include Le mal american, Strategies for Change, and The Crisis of Democracy.

A. H. Halsey 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. His publications include Origins and Destinations, Change in British Society, Heredity and Environment, Decline of Donnish Dominion, Twentieth-Century British Social Trends, No Discouragement: An Autobiography, and A History of Sociology in Britain: Science, Literature and Society. He is a fellow of the British Academy.

John F. C. Harrison 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. His publications include Learning and Living, Quest for the New Moral World, The Second Coming: Popular Millenarianism, Early Victorian Britain, Late Victorian Britain, The Common People, and Scholarship Boy.