Doug Adams is a senior program manager with ALTEC, where he works as a professional development specialist. He is a 21st Century Skills consultant for Kansas City, Kansas Public Schools and a Field Trainer for Verizon Thinkfinity in Kansas. Doug is a senior trainer with the Intel Teach Program, certifying Master Teachers in Kansas.
CRL Learns sessions:
Donna E. Alvermann is Distinguished Research Professor of Language and Literacy Education at the University of Georgia. Formerly a classroom teacher in Texas and New York, her research focuses on youth’s multiple literacies in and out of school. From 1992 to 1997 she co-directed the National Reading Research Center, funded by the U.S. Department of Education. Past president of the National Reading Conference (NRC) and co-chair of the International Reading Association’s Commission on Adolescent Literacy, she currently edits Reading Research Quarterly. She was elected to the Reading Hall of Fame in 1999, and is the recipient of NRC’s Oscar Causey Award for Outstanding Contributions to Reading Research, the Albert Kingston Award for Distinguished Service, and the College Reading Association’s Laureate Award and the H.B. Herr Award for Contributions to Research in Reading Education, and the William S. Gray Citation of Merit awarded by the International Reading Association.
Anita Archer, Ph.D., recipient of eight Outstanding Educator awards, has taught elementary and middle school students and has been a faculty member at San Diego State University, the University of Washington, and the University of Oregon. Currently, she serves as an educational consultant to school districts on effective instruction, classroom management, language arts instruction, and study skills instruction. She is a nationally known presenter and has authored numerous curriculum materials, chapters, books, and training materials.
Dr. Sara Aronin is an Assistant Professor in the Department of Special Education at West Virginia University.
After a BA and MA in psychology from California State University at Los Angeles, Berliner received a PhD in Educational Psychology from Stanford University. He also was awarded a Doctorate of Humane Letters, Honoris Causa, from the University of Massachusetts at Amherst. Berliner is a past president of the American Educational Research Association, and of the Division of Educational Psychology of the American Psychological Association. Berliner is a Regents’ Professor at Arizona State University in the Educational Leadership and Policy Studies division.
Douglas Carnine is Professor of Education in the University of Oregon and Director of the National Center to Improve the Tools of Educators.Carnine was a National Science Foundation Fellow in Psychology as an undergraduate at the University of Illinois, where he graduated with distinction and as Phi Beta Kappa in 1969. He completed his M.A. in Special Education at the University of Oregon in 1971 and his Ph.D. in Educational Psychology at the University of Utah in 1974. A man with many varied research interests, Carnine has directed or co-directed over 20 federally-funded grants, totaling over $15,000,000. In addition, Carnine has served as consulting editor or editorial board member for eight journals, and has authored a developmental mathematics series, a remedial mathematics series, a U.S. history text, a computer networking system, and numerous CAI, ICAI and videodisk programs.
Dr. Peter Clough is a Chartered Sport and Exercise psychologist and a Chartered Occupational psychologist. He is a senior lecturer at the University of Hull in England. His main research interests are in performance in high-pressure environments. He is co-developer, with Keith Earle, of the mental toughness model and of the MTQ48 mental toughness questionnaire
Mark W. Conley is a Professor at the University of Memphis, having spent 21 years at Michigan State University. He specializes in literacy, teacher education and applied research in urban school contexts. He investigates connections between literacy and subject matter in teacher preparation. More recently, he has been collaborating with the Memphis City School District to develop a program using college age tutors to provide cognitive strategy instruction for young children.
Professor Csikszentmihalyi is the director of the Quality of Life Research Center (QLRC) at the Drucker School at Claremont University. The QLRC is a non-profit research institute that studies “positive psychology”; that is, human strengths such as optimism, creativity, intrinsic motivation, and responsibility.
Gene is a professor of special education at the University of Washington and teaches the Special Education module for the Danforth Program. Developing and evaluating programs for special education students has been the focus of much of his writing. Gene won the University of Washington Service Award in 2000 for his extensive and excellent with communities, schools, and families. He recently was a member of the Commission on Student Learning task force that developed the inclusion and accommodation guidelines for Washington students in special populations. Gene is very active in promoting education as a career and encourages undergraduate students in their growth.
Richard Elmore’s research focuses on the effects of federal, state, and local education policy on schools and classrooms. He is currently exploring how schools of different types and in different policy contexts develop a sense of accountability and a capacity to deliver high quality instruction. He has also researched educational choice, school restructuring, and how changes in teaching and learning affect school organization. Elmore is director of the Consortium for Policy Research in Education (CPRE), a group of universities engaged in research on state and local education policy, funded by the U.S. Department of Education. He teaches regularly in programs for public-sector executives. Elmore has held positions with the Department of Health, Education, and Welfare and the U.S. Office of Education (1969-71), as well as several government advisory positions at the city, state, and national levels.
Melanie Farmer works for ALTEC, a division of the KU Center for Research on Learning.
Ronald F. Ferguson is a Senior Lecturer on Education and Public Policy at the Harvard Graduate School of Education and the Director and Co-chair of Harvard’s Achievement Gap Initiative.
Bruce Frey, Ph.D., is an assistant professor of psychology and research in education at the University of Kansas. Previous books include Online Auctions! I Didn't Know You Could Do That published by Sybex and, with Neil Salkind, eBay Online Auctions: Effective Buying and Selling with eBay published by Muska & Lipman. He is an award-winning teacher of statistics, research design, and measurement.
Douglas Fuchs received his Ph.D. from the University of Minnesota in educational psychology with an emphasis in special education and school psychology. During his career he has taught first graders with serious emotional problems in a special school in Baltimore; taught in a fourth-grade classroom in Pennsylvania; and was staff psychologist for the Minneapolis public schools’ special education preschool program. He currently holds the Nicholas Hobbs Endowed Chair in Special Education and Human Development at Peabody College of Vanderbilt University, where he is also co-director of the Vanderbilt Kennedy Center Reading Clinic.
Lynn Fuchs is the Nicholas Hobbs Professor of Special Education and Human Development at Vanderbilt University, where she also co-directs the Kennedy Center Reading Clinic. She has conducted programmatic research on assessment methods for enhancing instructional planning and on instructional methods for improving reading and math outcomes for students with learning disabilities.
Michael Fullan is the Dean of the Ontario Institute for Studies in Education of the University of Toronto. An innovator and leader in teacher education, he has developed a number of partnerships designed to bring about major school improvement and educational reform. He participates as researcher, consultant, trainer, and policy advisor on a wide range of educational change projects with school systems, teachers’ federations, research and development institutes, and government agencies in Canada and internationally. He has published widely on the topic of educational change. Fullan is currently leading the evaluation team conducting a four year assessment of the National Literacy and Numeracy Strategy in England. He is also conducting with colleagues training, research and evaluation of literacy initiatives in several school districts, including the Toronto School District Board, York Region, Peel and Edmonton Catholic School District.
Dr. Gersten is a nationally recognized expert in both quantitative and qualitative research and evaluation methodologies, with an emphasis on translating research into classroom practice. He is regularly consulted as an expert in the area of mathematics research, use of randomized trials in educational research, and the education of English learners. He holds a Ph.D. in Special Education from the University of Oregon. Dr. Gersten is executive director of Instructional Research Group as well as professor emeritus in the College of Education at the University of Oregon. In 2002, Dr. Gersten received the Distinguished Special Education Researcher Award from the American Educational Research Association’s Special Education Research Division.
As executive director of the National Staff Development Council (NSDC), Stephanie Hirsh works on a variety of projects, including overall operation of NSDC, NSDC’s strategic plan, policy development work, state education agency relations, grant/fund development, and NSDC partnerships. Past columns in JSD and Results address the effective implementation of NSDC’s standards.
Bill James made his mark in the 1970s and 1980s with his Baseball Abstracts. He has been tearing down preconceived notions about America's national pastime ever since. He is currently the Senior Advisor on Baseball Operations for the Boston Red Sox. James lives in Lawrence, Kansas, with his wife, Susan McCarthy, and three children.
Joellen Killion is the National Staff Development Council’s director of special projects. Her writings for NSDC publications include two columns for the Journal of Staff Development: The Code, which poses a variety of ethical challenges for staff developers, and Skill Shop, which offers practical strategies for implementing staff development visions. Killion’s special project work ranges from the identification of results-based staff development programs across the country to the implementation of the NSDC standards in e-learning environments.
Jane A.G. Kise, Ed.D., is an educational consultant. She holds an MBA in finance from the Carlson School of Management and a doctorate in Educational Leadership from the University of St. Thomas. She is also the co-author of more than 20 books, including Differentiated Coaching: A Framework for Helping Teachers Change, Differentiation Through Personality Types, and Differentiated School Leadership, all from Corwin Press. Kise has worked with diverse organizations, including Minneapolis Public Schools, various public and private schools, The Bush Foundation, Twin Cities Public Television, and numerous other institutions. She is currently president of the Association for Psychological Type International.
Foxes’ Community and Wildlife Conservation Trust
Noelle Kurth works in the Division of Adult studies at the University of Kansas Center for Research on Learning.
Carol D. Lee has developed a theory of cultural modeling that provides a framework for the design and enactment of curriculum that draws on forms of prior knowledge that traditionally underserved students bring to classrooms. She is co-editor, with Peter Smagorinsky, of Neo-Vygotskian Perspectives on Literacy Research, published by Cambridge University Press. She has published in numerous journals, including Reading Research Quarterly, Research in the Teaching of English, The Journal of Black Psychology, and the Journal of Negro Education, among others. Lee is active in the school reform movement in Chicago Public Schools and has taught in both public and private schools before assuming a university career. She is a founder and former director of an African centered independent school in Chicago that is 28 years old, New Concept School. She is also a founder of a newly established African centered charter school, the Betty Shabazz International Charter School. She engages in professional development activity for teachers both locally and nationally. She serves as co-coordinator of the Spencer Research Training program within the School of Education and Social Policy at Northwestern University.
Hank Levin is the William H. Kilpatrick Professor of Economics and Education at Columbia University in New York City. His research interests have led him to investigate the economics of education, school vouchers, and school reform.
Dr. Cecil D. Mercer is a Distinguished Professor in the Department of Special Education. Dr. Mercer has had a variety of experiences with exceptional people. Included in his experiences are YMCA camp counselor, work-study teacher and supervisor, rehabilitation counselor for high school students with mental handicaps, Head Start teacher, LD teacher, housefather/counselor supervisor for delinquent boys, and director of Special Education. Upon graduation from the University of Virginia in 1974, Dr. Mercer accepted a position at the University of Florida. Dr. Mercer teaches courses in learning disabilities, behavior management, assessment, learning strategies, and methods for teaching students with mild disabilities. Dr. Mercer’s research interests focus on interventions for students with learning disabilities and students at-risk, with particular interest in math and reading strategies. More importantly, he collects Lionel trains, baseball cards, and he enjoys fishing and golf. Dr. Mercer and his wife, Ann, have three sons, Kevin, Greg, and Ken, and a Golden Retriever named Buckley Beau.
Elizabeth Birr Moje is an Arthur F. Thurnau Professor of Literacy, Language, and Culture in Educational Studies at the University of Michigan, Ann Arbor, MI. Moje teaches undergraduate and graduate courses in secondary and adolescent literacy, literacy and cultural theory, and qualitative research methods. Moje also serves as a Faculty Associate in the University’s Institute for Social Research, and a Faculty Affiliate in Latino/a Studies. Her research interests revolve around the intersection between the literacies and texts youth are asked to learn in the disciplines (particularly in science and social studies) and the literacies and texts they experience outside of school. In addition, Moje studies how youth make culture and enact identities from their home and community literacies, and from ethnic cultures, popular cultures, and school cultures.
Amber Nutt is an Educational Support Technologist in the Center for Research on Learning at the University of Kansas. She provides training and support to enhance the learning and implementation of educational technology for for researchers and educators. Amber earned her BS in Secondary English Education from the University of Kansas and an MBA in Information Management at Grantham University. Amber resides in Shawnee, KS with her husband and many animals.
Annemarie Sullivan Palincsar is the Jean and Charles Walgreen Jr. Chair of Reading and Literacy 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. 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 Education Goals Panel, and the National Advisory Board to Children’s Television Workshop. She is the 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.
Foxes’ Community and Wildlife Conservation Trust
Michael Pressley is the Notre Dame Professor in Catholic Education and a professor of psychology at the University of Notre Dame, Indiana, USA. He is the current editor of the Journal of Educational Psychology and has published over 250 articles, chapters, and books, including Reading Instruction That Works and the recent Learning to Read: Lessons from Exemplary First-Grade Classrooms. His writing reflects a wide range of interests and expertise, from work on children’s memory to research on the development of cognitive monitoring skills to studies of effective reading instruction. He is a member of the Reading Hall of Fame and a recipient of the National Reading Conference’s Oscar Causey Award.
Robert E. Slavin is 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, and the cofounder and chairman of the Success for All Foundation. He has authored or coauthored more than 200 articles and 20 books. 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, 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, and the Distinguished Services Award from the Council of Chief State School Officers in 2000. He received his BA in psychology from Reed College in 1972 and his PhD in social relations in 1975 from Johns Hopkins University.
Stephen W. Smith is a Professor in the Special Education Department at the University of Florida. Prior to receiving his Ph.D. in special education from the University of Kansas, he was a teacher of special education students for eight years. Dr. Smith teaches courses in emotional and behavioral disorders and has conducted multiple federally funded investigations of effective behavior management techniques, including the study of social conflict and the effects of schoolwide peer mediation programs. He serves as the principal investigator of a four-year research grant to study the effects of a cognitive-behavioral intervention to reduce student aggression and chronic classroom disruption. He has presented his findings and recommendations at numerous state, regional, national, and international professional conferences. While at the University of Florida, Dr. Smith has received three teaching awards and a University Research Award. He recently served a three-year term as a distinguished research professor. He is a research fellow for the Center for Effective Collaboration and Practice at the American Institutes for Research in Washington, D.C., and a trained mediator for the University of Florida Center for Dispute Resolution.
Randy Sprick is an educational consultant and trainer in Eugene, Oregon. Each year, he presents practical and entertaining workshops to over 15,000 teachers and administrators throughout the United States and Canada. Much of his work involves helping teachers, principals, and other staff set up schools and classrooms that encourage student responsibility and motivation, while humanely and effectively helping misbehaving students learn to behave in more responsible ways.
oug Strycharczyk, CEO of ACQ Ltd., has more than 30 years experience in a variety of roles with a number of blue chip businesses. In 1989, he founded AQR, now recognized as one of the most innovative (and fastest growing) test publishers in the world. His expertise includes development of psychometric tests and programs, and he played a key role in developing MTQ48.
Aaron Sumner is the Director of Technology for Research and Development at the University of Kansas Center for Research on Learning. He has worked in web development and instructional technology since 1994.
H. Lee Swanson, a distinguished professor of education at the University of California, Riverside, received the Special Education Distinguished Researcher for 2004 award, recognizing his 20-years of research on memory and learning disabilities. Swanson’s research looks at the root causes of such learning disabilities as dyslexia and attention deficit/hyperactivity disorder and the role of memory in learning and learning disorders. The goals of his research are to develop a theoretical model of learning disabilities that includes the cognitive mechanisms that moderate reading, mathematical and writing performance.
Joseph Torgesen is currently appointed as the Robert M. Gagne Professor of Psychology and Education at Florida State University, and he also serves as the Director of the Florida Center for Reading Research. He has been conducting research with children who have learning problems for 25 years, and is the author of over 160 articles, book chapters, books, and tests related to reading and l earning disabilities. For the last 15 years, he has been part of the effort supported by the National Institute of Child Health and Human Development to learn more about the nature of reading disabilities and ways to prevent and remediate reading problems in children. In his new role as Director of the Florida Center for Reading Research, he is working to help disseminate research based information about reading throughout Florida, and is also helping to provide leadership to the Reading First initiative in Florida.
Sharon Vaughn, Ph.D., is the Mollie Villeret Davis Professor in Learning Disabilities and the Director of the Texas Center for Reading and Language Arts at The University of Texas at Austin. She is the author of more than ten books and over 100 articles that address issues related to research and practice with learning problems. She has worked nationally and internationally with educators from Japan, Canada, Sweden, Norway, Portugal and Australia.
Naomi Zigmond is Professor of Special Education in the Department of Instruction and Learning, School of Education, University of Pittsburgh. She previously held clinical, academic, and administrative positions at Massachusetts General Hospital and Boston University. Dr. Zigmond’s research interests have included secondary and post-secondary school experiences of students with mild disabilities, the impact of graduating or dropping out, and the improvement of high school programs for such students. She is currently involved in the development of statewide alternate assessment for students with disabilities and the effectiveness of co-teaching as a special education service delivery model in secondary schools. Dr. Zigmond has published widely in refereed professional and books and was Editor of Exceptional Children for five years.