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. 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 one hundred eighty 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, most recently, the Edward Lee Thorndike Award for distinguished psychological contribution 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. Ball’s work draws on her many years of experience as an elementary classroom teacher.  Her 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. She is also an expert on teacher education, with a particular interest in how professional training and experience combine to equip teachers with the skills and knowledge needed for effective practice. Dr. Ball 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 is also co-director of the Center for Proficiency in Teaching Mathematics, a research and development center aimed at strengthening professional education of mathematics teachers. 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.
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

Isabel Beck is professor emerita at the University of Pittsburgh. Before beginning her academic career she was an elementary teacher. Dr. Beck has conducted extensive research on decoding, vocabulary, and comprehension, and has published many journal articles and several books on these topics. A 2002 book, Bringing Words to Life: Robust Vocabulary Instruction (with Margaret McKeown and Linda Kucan) has become a best seller. And a follow up book, Creating Robust Vocabulary, has just been released. Beyond many journal articles, Dr. Beck’s research and development experiences with decoding and comprehension are represented in two recent books: Making Sense of Phonics (2006) and Improving Comprehension with Questioning the Author, 2006, (with Margaret McKeown). 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 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.

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

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).

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.

http://www.colorado.edu/education/faculty/hildaborko/index.html

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. 

Jere Brophy is University Distinguished Professor of Teacher Education and Educational Psychology at Michigan State University. He received his training as a clinical and developmental psychologist at the University of Chicago. He has conducted research on teachers' achievement expectations and related self-fulfilling prophecy effects, relationships between classroom processes and student achievement, and teachers' strategies for motivating students to learn. Most recently, Brophy has focused on curricular content and instructional method issues involved in teaching social studies for understanding, appreciation, and life application. His books include Looking in Classrooms, Teacher-Student Relationships: Causes and Consequences, Teachers Make a Difference, Subject-Specific Instructional Methods and Activities, Social Constructivist Teaching: Affordances and Constraints, and Motivating Students to Learn.
http://ed-web2.educ.msu.edu/researchprofiles/search/profileview.asp?email=jereb@msu.edu

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 president of the Board of The Carnegie Foundation for the Advancement of Teaching, and the Spencer Chair in Organizational Studies in the School of Education and the Graduate School of Business at Stanford University. Previously he was Marshall Field IV Professor of Urban Education and Sociology, director of the Center for School Improvement, and director of the Consortium in Chicago School Research at the University of Chicago. He 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 

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

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. 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).
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. She received her BA from Yale University and her EdD from Temple University. Darling-Hammond has received the 1999 Outstanding Educator Award from the Exploratorium museum in San Francisco, the Distinguished Service Award of the Council of Chief State School Officers, and the Review of Research in Education Award from the American Educational Research Association (AERA). Her publications include The Right to Learn: A Blueprint for Creating Schools that Work, 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’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 from Princeton University and his PhD from the Massachusetts Institute of Technology. diSessa was 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 Ableson), 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

Jacquelynne Eccles is Wilbert McKeachie Professor of Psychology, Education, and Women’s Studies 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 James McKeen Cattell Award, the Sarah Goddard Power Award, and the Kurt Lewin Award. She is a fellow in the American Psychological Association and the American Psychological Society, and past president of the Society for Research on Adolescence. Her publications include The Psychobiology of Sex Differences and Sex Roles and Managing to Make It. Her research focuses on school, family, and peer groups as contexts for social and cognitive development.
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 Margaret 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 was named President of Teachers College in 2007. Previously, she served for 11 years as dean of the School of Education and George and Diane Weiss Professor of Education at the University of Pennsylvania. Fuhrman received her BA and MA in history from Northwestern University and her PhD in political science and education from Columbia University and Teachers College. She is the founder and chair of the management committee of the Consortium for Policy Research in Education and a member of the board of trustees of the Carnegie Foundation for the Advancement of Teaching. Fuhrman’s research interests include state policy design, accountability, deregulation, and intergovernmental relationships. Her publications include From the Capitol to the Classroom: Standards-Based Reform in the States, One Hundredth Yearbook of the National Society for the Study of Education, Rewards and Reform: Creating Educational Incentives that Work (with Jennifer O’Day); and Designing Coherent Education Policy: Improving the System.
http://www.tc.edu/fuhrman

Nathaniel L. Gage is Margaret Jacks Professor of Education and (by courtesy) professor of psychology emeritus at Stanford University. He received his AB from the University of Minnesota and his PhD from Purdue University. Gage has received the John Simon Guggenheim Foundation Fellowship and was twice a fellow of the Center for Advanced Study in the Behavioral Sciences. His publications include Teacher Effectiveness and Teacher Education and The Scientific Basis of the Art of Teaching. He has been president of the American Educational Research Association (AERA) and the American Psychological Association’s Division of Educational Psychology. He has received the Thorndike Award and AERA’s Award for Distinguished Contributions to Educational Research.

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 John M. Musser Professor of Psychology emeritus at Yale University and Richard March Hoe Professor of Education and Psychology, emeritus at Teachers College, Columbia University. Gordon is a fellow of The American Association for the Advancement of Science, The American Psychological Society, The American Psychological Association, and The Orthopsychiatric Association. His publications include Day Care: Scientific and Social Policy Issues, Equality of Educational Opportunity: A Handbook for Research, and Compensatory Education for the Disadvantaged: Programs and Practices—Preschool through College; Supplementary Education and Affirmative Development.

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.

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 a 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 current research projects include studies of standard setting for educational tests, validation of standards-based score reports and decision rules, and statistical properties of large-scale test-based accountability systems. Recent publications include Standard Setting as a Participatory Process: Implications for Validation of Standards-Based Accountability Programs (2002), Validating Standards-Based Test Score Interpretations (2004, with W. A. Lorié), and Uses and Misuses of Data for Educational Accountability and Improvement (2005 NSSE Yearbook, with J.L. Herman), and “Reliability” (in Educational Measurement, 4^th ed., 2006). 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, 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). He currently serves on the Board of the Educational Testing Service, and is Vice-Chair of the Board of the Spencer Foundation.
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

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 teachers’ work, educational policy, and administrative practice. Her publications include Teacher Unions in School, Teachers at Work: Achieving Excellence in Our Schools, Leading to Change: The Challenge of the New Superintendency, and Finders and Keepers: Helping New Teachers Survive and Thrive in Our Schools. Her current research focuses on the next generation of teachers.
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 ch