NAEd Members Attending 2021 NAEd/Spencer Spring Fellows Retreat

Patricia Alexander, University Maryland


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Patricia Alexander is a Distinguished University Professor, the Jean Mullan Professor of Literacy, and Distinguished Scholar-Teacher in the Department of Human Development and Quantitative Methodology at the University of Maryland where she heads the Disciplined Reading and Learning Research Laboratory.  She has served as President of Division 15 (Educational Psychology) of the American Psychological Association, Vice-President of Division C (Learning and Instruction) of the American Educational Research Association, and Past-President of the Southwest Educational Research Association.  A former middle-school teacher, Dr. Alexander received her reading specialist degree from James Madison University (1979) and her PhD in reading from the University of Maryland (1981).  Since receiving her PhD, Dr. Alexander has published over 300 articles, books, chapters, and monographs in the area of learning and instruction.  She has also presented over 400 papers or invited addresses at national and international conferences.  She currently serves as the senior editor of Contemporary Educational Psychology, was past editor of Instructional Science and Associate Editor of American Educational Research Journal-Teaching, Learning, and Human Development, and presently serves on 14 editorial boards including those for Learning and Instruction, Educational Psychologist, and the Journal of Educational Psychology

Dr. Alexander is a member of the National Academy of Education, and a Fellow of the American Psychological Association, the American Educational Research Association, and the Society for Text and Discourse.  Named one of the five most influential educational psychologists over the past decade, her honors include the Oscar S. Causey Award for outstanding contributions to literacy research from the Literacy Research Association (2001), the E. L. Thorndike Award for Career Achievement in Educational Psychology from APA Division 15 (2006), and the Sylvia Scribner Career Award from AERA Division C (2007).  In addition, she has received various national, university, and college awards for teaching and mentoring.

James Anderson, University of Illinois, Urbana Champaign


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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.

Alfredo Artiles, Stanford University


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Alfredo J. Artiles is Professor at Stanford University’s Graduate School of Education. His scholarship examines paradoxes of educational equity. He studies how protections provided by special education can unwittingly stratify educational opportunities for minoritized groups and is advancing cultural, historical and spatial representations of this problem. Current work traces equity consequences of the shifting meanings of “disability” and “inclusive education” across contexts and scales and develops opportunity structures in such milieus.

Dr. Artiles served on the White House Commission on Educational Excellence for Hispanics. He and his colleagues led the federally-funded National Center for Culturally Responsive Educational Systems and Region IX Equity Assistance Center. He was elected AERA Vice-President to lead its Social Context of Education Division and received mentoring awards from Spencer Foundation, AERA, and Arizona State UniversityArtiles is Fellow of AERA and the National Education Policy Center. He was resident fellow at CASBS and a Spencer Foundation/NAEd Postdoctoral Fellow. He received an Honorary Doctorate from the University of Göteborgs (Sweden) and is Honorary Professor, University of Birmingham (UK).

Artiles’ Wallace Lecture Toward an interdisciplinary understanding of educational equity and difference: The case of the racialization of ability” received AERA’s Palmer O. Johnson Award. His paper “Objects of protection, enduring nodes of difference: Disability intersections with “other” differences, 1916 – 2016” (with Dorn & Bal) won the AERA Review of Research Award.  He edits the “Disability, Culture, & Equity” book series (Teachers College Press). Publications include: The 14th Brown Lecture – “Re-envisioning equity research: Disability identification disparities as a case in point” (Educational Researcher); At the intersection of language, learning and disability: Issues and opportunities in the education of bilingual children (with Castro) (Center for Applied Linguistics); SAGE Handbook on Inclusion and Diversity in Education (with Schuelka, Johnstone, & Thomas); Inclusive education: Examining equity on five continents (with Kozleski & Waitoller) (Harvard Education Press).

https://profiles.stanford.edu/alfredo-j-artiles

Eva Baker, University of California, Los Angeles


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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. 

Megan Bang, Spencer Foundation/Northwestern University 


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Megan Bang (Ojibwe and Italian descent) is a Professor of the Learning Sciences and Psychology at Northwestern University and is the Senior Vice President at the Spencer Foundation. Dr. Bang studies dynamics of culture, learning, and development across the life course. She is particularly interested in knowledge organization, reasoning, and decision-making about complex socio-ecological systems and their intersections with identity, cultural variation, history and power. She conducts research in schools, informal learning environments, and everyday community contexts with people and places across the life course. She engages in foundational cognitive studies as well as participatory design experiments that aim to create and implement more effective and just learning environments, especially focused on science. Dr. Bang’s design work has been focused on inter-generational place based (field-based) learning environments that aim to support Indigenous resurgence through STEAM and has studied teacher practice and student learning in such environments. Further, Dr. Bang has engaged in a range of scholarship with respect to family and community engagement and leadership. She is a teacher educator and engages in the professional development of education leaders. She is former preschool teacher, middle-school and high-school teacher. Dr. Bang serves on the Board of Science Education at the National Academy of Sciences, and NSF’s Education and Human Resources Advisory Committee and NSF’s Advisory Committee for Environmental Research and Education. She is a mother, auntie, grandmother, sister, and daughter.

 

Margaret Beale Spencer, University of Chicago


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Margaret Spencer is an elected member of the National Academy of Education and held Board Membership as well as voted fellow status in several Divisions of the American Psychological Association. She was recently named the Charles F. Grey Distinguished Service Professor in the Department of Comparative Human Development and the College at the University of Chicago. She received an Honorary Doctorate of Humane Letters Degree from Northwestern University, and the Faculty Diversity Award at the University of Chicago. She was named recipient of the American Psychological Association Division 7 (Developmental Science) 2018 Urie Bronfenbrenner Award for Distinguished Contributions to Developmental Science, and the Society for Research in Child Development (SRCD) Award for Distinguished Contributions to Cultural and Ecological Research. She was an inaugural fellow of the American Education Research Association (AERA) and invited to provide the organization’s prestigious Brown Lecture. Spencer received the Alphonse Fletcher Fellowship awarded for scholarly and artistic works devoted to the legacy of the 1954 Brown v. Board of Education Decision. She was the inaugural Director both of the NIMH and University funded W. E. B. Du Bois Collective Research Institute and the Center for Health Achievement Neighborhoods Growth and Ethnic Studies (CHANGES) at the University of Pennsylvania. More recently Margaret has launched the major Urban Resilience Initiative (URI) at the University of Chicago which is a national and community emphasizing collaboration. It synthesizes the “lessons learned” from several decades of basic research, theorizing and implementing of programming and evaluation efforts. Margaret Beale Spencer received her PhD in child and developmental psychology from the Committee on Human Development at the University of Chicago where she Chair’s the same department.

Accordingly, the life-course coping knowledge accrued, as a function of basic research as well as collaborative and community level applications of the type noted are critical; all promote new lines of basic scholarly inquiry particularly salient for resiliency promotion and policies intended to be experienced as supportive by envisioned beneficiaries. Thus, in addition to the ongoing basic research, as a recursive process, the outcomes of application opportunities continue to have implications for Spencer’s ongoing theory-building efforts. In fact, specifically relevant to vulnerability and resiliency, her invited collaborations with communities in Kosovo following ten years of war provides a provocative example. In parallel fashion, observations and interviews in Johannesburg, South Africa, Perth Australia (with Aboriginal grandparents) and especially relevant opportunities had in Cuba continue to represent highly significant resources for understanding needed programming for and theorizing about resiliency. At the same time on the domestic side, Spencer’s partnerships during the missing and murdered child crisis of Atlanta in the late 1970s-early 1980s were highly distressing but illuminating experiences. Similarly, insights accrued from collaborations in Detroit with myriad Holy Cross Children’s Center (HCCS) collaborative opportunities and associated experiences with the community-based Samaritan Center each continue to afford practice, research and policy relevant conceptualizations and implementation strategy insights critical for authentic change. Also informative for Spencer’s current Urban Resiliency Initiative have been partnerships in Philadelphia as community-policing collaborations linked with the State’s disproportionate minority contact emphasis as well as gleaned insights while serving as a guardian ad litem in the Family Court of Philadelphia. Accordingly, both long-term community-based domestic collaborations as well as parallel international partnerships have provided “lessons learned” critical for research, practice and policy innovations. Conceptually grounded opportunities as partnerships and innovative collaborations continue to inform and guarantee insights about human vulnerability which bridge to resiliency options no matter one’s placement on the planet.

Hilda Borko, Stanford University


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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. Dr. Borko’s research explores teacher cognition, the process of learning to teach, and the impact of teacher professional development programs on teachers and students. Served as President of the American Educational Research Association (2003-2004) and as a member and chair of various committees for the American Educational Research Association, Association of Mathematics Teacher Educators, and Educational Psychology Division of the American Psychological Association. Dr. Borko is a member of the National Academy of Education, a member of the Professional Development Committee, and was chair of the National Academy of Education/Spencer Postdoctoral Fellowship Selection Committee (2010-2012). She was editor of the teaching, learning, and human development section of the American Educational Research Journal, interim editor (with Lorrie Shepard) of Educational Researcher, and editor of Journal of Teacher Education (with Jennie Whitcomb and Dan Liston). She is the 2014 recipient of the Excellence in Scholarship in Mathematics Teacher Education Award, Association of Mathematics Teacher Educators.

Bryan Brayboy, Arizona State University


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Bryan McKinley Jones Brayboy (Lumbee) is President’s Professor in the School of Social Transformation at Arizona State University. At ASU, he is Senior Advisor to the President, Director of the Center for Indian Education, Interim Director of the School of Social Transformation, and co-editor of the Journal of American Indian Education From 2007 to 2012, he was Visiting President’s Professor of Indigenous Education at the University of Alaska Fairbanks. He is the author/editor of eight volumes, dozens of articles and book chapters, multiple policy briefs for the U.S. Department of Education, National Science Foundation, and the National Academy of Sciences. His research focuses on the role of race and diversity in higher education, and the experiences of Indigenous students, staff, and faculty in institutions of higher education. He has been a visiting and noted scholar in Canada, Australia, and New Zealand. His work has been supported by the U.S. Department of Education, the National Science Foundation, the Ford, Mellon, Kellogg, and Spencer Foundations, and several other private and public foundations and organizations. He and his team have, over the past 17 years, prepared over 155 Native teachers to work in American Indian communities and over 20 American Indian PhDs.

Jeanne Brooks-Gunn, Columbia University


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Jeanne Brooks-Gunn is the Virginia and Leonard Marx Professor of Child Development at Teachers College and the College of Physicians and Surgeons at Columbia University. A developmental psychologist, she obtained her B.A. from Connecticut College, Ed.M. from Harvard University and Ph.D. from the University of Pennsylvania. Brooks-Gunn specializes in policy-oriented research that focuses on family and community influences on the development of children and youth. Her research centers on designing and evaluating interventions and policies aimed at enhancing the well-being of children, with a particular focus on children whose parents are poor, are single or have low levels of education. She also examines the interaction of development, biology and environment. She conducts multi-site longitudinal studies and coordinates experiments which explore the role of housing, as well as early childhood, afterschool, and home visiting programs in the development of children. Her books include Adolescent mothers in later life (1987), Consequences of growing up poor(1997) and Neighborhood Poverty: Context and consequences for children (Volume 1). Policy implications in studying neighborhoods (Volume 2) (1997). Professor Brooks-Gunn has received numerous honors and awards for her work. Her awards and recognitions include: election into the Institute of Medicine of the National Academies (2009); Honorary Doctorate of Science at Northwestern University (2009); the Society for Research in Child Development’s award for distinguished contributions to public policy for children (2005). She has been elected an American Educational Research Association Fellow (2010); Margaret Mead Fellow by the American Academy of Political and Social Science (2004) and has received the James McKeen Cattell Fellow Award (2002) for outstanding contributions to the area of applied psychological research from the American Psychological Association. She was honored with the Distinguished Contributions to Research in Public Policy Award (2001) from the American Psychological Association and has also received the John B. Hill Awardfrom the Society for Research on Adolescence for her life-time contribution to research on adolescence (1996).

Prudence Carter, Brown University


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Prudence L. Carter is is Sarah and Joseph Jr. Dowling Professor of Sociology at Brown University. Prior to coming to Brown, Carter was E.H. and Mary E. Pardee Professor and Dean of the Graduate School of Education at Berkeley from 2016-2021. Professor Carter’s research focuses on explanations of enduring inequalities in education and society and their potential solutions. Specifically, she examines academic and mobility disparities shaped by the effects of race, ethnicity, class, and gender in the United States and global society.

Carter’s award-winning book, Keepin’ It Real: School Success beyond Black and White (2005), debates various cultural explanations used to explain school achievement and racial identity for low-income Black and Latino youth in the United States. Keepin’ It Real was recognized as the 2006 co-winner of the Oliver Cromwell Cox Book Award given by the American Sociological Association (ASA) for its contribution to the eradication of racism and was a finalist for the C. Wright Mills Book Award, given by the Society for the Study of Social Problems.
Her other books include Stubborn Roots: Race, Culture, and Inequality in U.S. & South African Schools and Closing the Opportunity Gap: What American Must Do to Give Every Child an Even Chance (co-edited with Dr. Kevin Welner)—both published by Oxford University Press.

Professor Carter’s scholarship and writing have appeared also in several journals and book volumes, including Ethnic and Racial Studies, Harvard Educational Review, Social Problems, Sociology of Education, Sociology of Race and Ethnicity, Teachers College Record, Review of Research in Education, and the British Journal of Sociology. It has also been featured on multiple national public radio and TV news programs.

A Brown alumna (’91), Professor Carter received a Bachelor of Science degree in applied mathematics and economics. She earned a Master of Art in Sociology and Education from Teachers College, Columbia University and a Master of Philosophy and Ph.D. in Sociology from Columbia University.

She is an elected fellow of the Sociological Research Association and the American Education Research Association. Carter is the 2022 President-elect of the American Sociological Association.

Cynthia Coburn, Northwestern University


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Cynthia E. Coburn is Professor at the School of Education and Social Policy, Northwestern University. Coburn studies the relationship between instructional policy and teachers’ classroom practices in urban schools, the dynamics of school district policy making, and the relationship between research and practice for school improvement. She has won numerous awards for her scholarship, including the American Educational Research Association Early Career Award in 2011, election as a Fellow of the American Educational Research Association in 2015, and an honorary doctorate (Doctor Honoris Causa) from CU Louvain in Belgium. She is a member of the California Collaborative for District Reform, the DREME network investigating coherence of early mathematics instruction, and the National Academy of Sciences, Medicine and Engineering Standing Committee on Scientific Communication. Coburn has a BA in philosophy from Oberlin College, and a MA in Sociology and a PhD in Education from Stanford University.

Colette Daiute, Graduate Center, City University of New York


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Colette Daiute is Professor in the Ph.D. Programs in Psychology, Urban Education, Educational Psychology, The Committee on Globalization and Social Change, and MA in Childhood and Youth Studies. Dr. Daiute was formerly on the faculty of the Harvard Graduate School of Education. She does research, practice, and policy innovations with education and community organizations during and after violent conflicts and social structural exclusions. Daiute’s recent books include Narrative Inquiry: A Dynamic Approach (Sage Publications); Human Development and Political Violence (Cambridge University Press); International Perspectives on Youth Conflict and Development (Oxford University Press); Minority Educators – Roma in Serbia – Narrate Education Reform (with Tinde Kovacs-Cerovic, University of Belgrade Institute of Psychology and Education); Values Analysis of Global Education Initiatives (Global Education Network Europe). Recent journal articles include “Dynamic values negotiating geo-political narratives across a migration system” (Qualitative Psychology) and “Narrating crisis from war zones to disease zones” (Journal of Humanistic Psychology). Daiute’s current research projects include DACA at 10 (focusing on how immigrant youth interact with community colleges and community organizations to advocate for self-determination in U.S. society); Social Supports for Interactive Digital Narrative Design Learning; Dynamic Storytelling to Enhance Lawyer – Asylum Seeker Communication; Colette Daiute is a Member of the National Academy of Education and Past President of the Jean Piaget Society for the Study of Knowledge and Development, where she recently launched a podcast series How Ideas Travel. In addition to teaching at the Graduate Center, Dr. Daiute is a founding member and co-coordinator of the Qualitative Research Methods Concentration.

Dorothy Espelage, University of North Carolina at Chapel Hill


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Dorothy L. Espelage is the William C. Friday Distinguished Professor of Education at the University of North Carolina at Chapel Hill. Previously, she was professor of Psychology at the University of Florida. She is the recipient of the APA Lifetime Achievement Award in Prevention Science and the 2016 APA Award for Distinguished Contributions to Research in Public Policy, and is a Fellow of APS, APA, and AERA. She was just elected to the National Academy of Education. She earned her Ph.D. in Counseling Psychology from Indiana University in 1997. Over the last 22 years, she has authored over 200 peer- reviewed articles, six edited books, and 70 chapters on bullying, homophobic teasing, sexual harassment, dating violence, and gang violence. Her research focuses on translating empirical findings into prevention and intervention programming and she has secured over eleven million dollars of external funding. She advises members of Congress and Senate on bully prevention legislation. She conducts regular webinars for CDC, NIH, and NIJ to disseminate research. She authored a 2011 White House Brief on bullying among LGBTQ youth and attended the White House Conference in 2011, and has been a consultant on the stopbullying.gov website and consultant to the National Anti-bullying Campaign, Health Resources and Services Administration (HRSA) in the U.S. Department of Health and Human Services (HHS). She has presented multiple times at the Federal Partnership to End Bullying Summit and Conference. She is a consultant to the National Institutes of Health Pathways to Prevention Initiative to address bullying and youth suicide. Espelage has appeared on many television news and talk shows and has been quoted in the national print press.

John Fantuzzo, University of Pennsylvania


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Dr. John Fantuzzo is the Albert M. Greenfield Professor of Human Relations and Education Policy Program at the University of Pennsylvania. He is also the Director of the Penn Child Research Center and Co-Director of the Actionable Intelligence for Social Policy National Network at the University of Pennsylvania.

He is a leader in school-based, early childhood education research and the use of Integrated Data Systems (IDS) in education to enhance the well-being of children from low-income households living in segregated disadvantaged in large urban center. His work has included building and using scientific validated capacities at the macro- and micro-systems levels for various populations of vulnerable children.

At the macro-level, he co-developed the Kids Integrated Data System (KIDS) for Philadelphia, which was one of the first fully integrated data systems providing research to inform policies and public services. Based on the success of KIDS, he was invited along with Dennis Culhane to develop and co-director of Actionable Intelligence for Social Policy (AISP), a national network of Integrated Data Systems serving state and local governments with development funding from the MacArthur Foundation. At present the network and its learning communities represents over 50% of the U.S. population. As Co-director of AISP, he has been promoting the use of IDS nationally through (1) identifying best practices, (2) assisting in the development of local and state IDSs, and (3) using AISP Network sites to conduct large multi-site research. This model for integrating data across Education, Health, and Human Service agencies in Philadelphia and nationally has been used to study how various publically monitored risks affect the educational well-being of subgroups of vulnerable children and youth.

At the micro-level, Fantuzzo has developed and tested school-based interventions using large-scale RCT designs. He was the Principle Investigator, along with Drs. Vivian Gadsden and Paul McDermott, for the development and validation of the Evidence based Program for Integrated Curricula (EPIC), a comprehensive school-readiness program for Head Start, which was successfully tested with a randomized control trial across the School District of Philadelphia (SDP). He is also the developer or co-developer of a number of published assessment tools validated for young children and families from low-income households that are used nationally and internationally. Fantuzzo serves on the editorial boards of research journals in education and early childhood. He is also the recipient of the Martin Luther King, Jr. Community Involvement award and the third recipient of National Head Start Research Mentor award.

Robert Floden, Michigan State University


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Robert Floden is University Distinguished Professor and Dean of the College of Education, Michigan State University. Floden received an AB with honors in philosophy from Princeton University and an MS in statistics and PhD in philosophy of education from Stanford University. Floden is Co-Editor of the Journal of Teacher Education and serves on the Board of Directors for the American Association of Colleges for Teacher Education.  He is a Fellow of the Philosophy of Education Society and the American Psychological Association, Division 15.  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.  He is currently working on approaches to the evaluation of teacher education.  Floden is Secretary-Treasurer for the National Academy of Education.

Kenneth Frank, Michigan State University


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Kenneth Frank received his Ph.D. in measurement, evaluation and statistical analysis from the School of Education at the University of Chicago in 1993. He is a member of the National Academy of Education and MSU Foundation professor of Sociometrics, professor in Counseling, Educational Psychology and Special Education; and adjunct (by courtesy) in Fisheries and Wildlife and Sociology at Michigan State University. His substantive interests include the study of schools as organizations, social structures of students and teachers and school decision-making, and social capital. His substantive areas are linked to several methodological interests: social network analysis, sensitivity analysis and causal inference (http://konfound-it.com), and multi-level models. His publications include quantitative methods for representing relations among actors in a social network, robustness indices for sensitivity analysis for causal inferences, and the effects of social capital in schools, natural resource management, and other social contexts. Dr. Frank’s current projects include how beginning teachers’ networks affect their response to the Common Core; how schools respond to increases in core curricular requirements; school governance; teachers’ use of social media (https://www.teachersinsocialmedia.com/); implementation of the Carbon-Time science curriculum (http://carbontime.bscs.org/); epistemic network analysis (http://www.epistemicnetwork.org/); social network intervention in natural resources and construction management; complex decision-making in health care; and the diffusion of knowledge about climate change.

Megan Franke, University of California, Los Angeles


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 Megan Franke is an education professor in the Graduate School of Education and Information Studies at UCLA. Franke’s research focuses on understanding and supporting teacher learning for both preservice and inservice teachers. She studies how teaching mathematics with attention to students’ and their mathematical thinking can create opportunities for low-income students of color to learn mathematics with understanding. She is known for her leadership in Center X: Where Research and Practice Intersect for Urban School Professionals and her ongoing professional development work to support teachers, schools, and communities. She received her doctorate in educational psychology from the University of Wisconsin-Madison.

 

Vivian Gadsden, University of Pennsylvania


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Vivian L. Gadsden is the William T. Carter Professor of Child Development, Professor of Education, and Director of the National Center on Fathers and Families at the University of Pennsylvania.  She is also a faculty member in Department of Africana Studies and the Gender, Sexuality, and Women’s Studies Program, and served as Associate Director of the National Center on Adult Literacy.  Gadsden is Immediate Past President of the American Educational Research Association (AERA). Gadsden’s research and scholarly interests take a life-course developmental perspective that integrates historical and contemporary social analyses. Across her work, she seeks to uncover the cultural repertoires, strengths, as well as the needs that young children, youth, and families bring to learning, schooling, health, and well-being. Guided by interests in the cultural and familial domains in which children, youth, and adults form identities, Gadsden’s scholarship examines how these identities are leveraged, while also documenting the social hierarchies that constrain and enable opportunity. As part of this scholarship, she is concerned with the ways language and literacy practices contribute to the development, engagement, and well-being of vulnerable populations.  Her conceptual framework, family cultures, has been used widely to examine the interconnectedness among families’ political, cultural, and social histories and racialized identities; social practices; and literacy processes. Her current, collaborative projects include studies of Head Start children’s literacy learning and teacher communities; parenting and family engagement; young fathers in urban settings; health and educational disparities within low-income communities; children of incarcerated parents; and intergenerational learning within African American and Latino families.  Former co-editor of Educational Researcher, Gadsden served as the chair of The National Academies of Sciences, Engineering, and Medicine’s Committee on Supporting Parents of Young Children, and co-edited the report,Parenting Matters. She was also lead editor for the AERA Review of Research in Education volume on risk.

 

Adam Gamoran, William T. Grant Foundation


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Adam Gamoran is the president of the William T. Grant Foundation, a charitable organization that supports research to improve the lives of young people. He spent three decades at the University of Wisconsin-Madison, where he held the John D. MacArthur Chair in Sociology and Educational Policy Studies. His many roles at UW-Madison included director of the Wisconsin Center for Education Research, chair of the sociology department, and interim dean of the School of Education. His research interests include stratification and inequality in education and school reform. Recent studies have focused on interventions to improve performance and reduce gaps, including a professional development program to improve elementary teaching and learning in Los Angeles, and a family engagement program to boost children’s academic and social outcomes by strengthening relationships among families and between families and schools, first in San Antonio and Phoenix, and later in Philadelphia. Each of these studies involved large-scale cluster-randomized trials. 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 currently chairs the National Research Council’s Board on Science Education. Previously he chaired the Independent Advisory Panel of the National Assessment of Career and Technical Education for the U.S. Department of Education, and was twice appointed by President Obama to serve on the National Board for Education Sciences.

 

Ofelia Garcia, The Graduate Center, City University of New York


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Ofelia García is Professor in the Ph.D. programs of Urban Education and of Latin American, Iberian, and Latino Cultures (LAILAC) at the Graduate Center of the City University of New York. She has been Professor of Bilingual Education at Columbia University’s Teachers College, Dean of the School of Education at the Brooklyn Campus of Long Island University, and Professor of Education at The City College of New York. Among her best-known books are Bilingual Education in the 21st Century: A Global Perspective; Translanguaging; Language, Bilingualism and Education (with Li Wei, 2015 British Association of Applied Linguistics Book Award recipient). Her recent books (2016-2017) include The Oxford Handbook of Language and Society (with N. Flores & M. Spotti); Encyclopedia of Bilingual and Multilingual Education (with A. Lin & S. May), The Translanguaging Classroom (with S. I. Johnson & K. Seltzer); Translanguaging with Multilingual Students (with T. Kleyn). Prior to 2016, García’s books include Educating Emergent Bilinguals (with J. Kleifgen), Handbook of Language and Ethnic Identity (with J. Fishman), Negotiating Language Policies in Schools: Educators as Policymakers (with K. Menken), Imagining Multilingual Schools (with T. Skutnabb-Kangas and M. Torres-Guzmán), and A Reader in Bilingual Education (with C. Baker). She is the General Editor of the International Journal of the Sociology of Language and the co-editor of Language Policy (with H. Kelly-Holmes). García was co-principal investigator of CUNY-NYSIEB (www.cuny-nysieb.org) from its inception in 2011 until 2016. García’s extensive publication record on bilingualism and the education of bilinguals is grounded in her life experience living in New York City after leaving Cuba at the age of 11, teaching language minority students bilingually, educating bilingual and ESL teachers, and working with doctoral students researching these topics. In 2016 García received an Honorary Doctorate of Humane Letters from Bank Street Graduate School of Education, and in 2017 she received the Charles Ferguson Award in Applied Linguistics from the Center of Applied Linguistics, and the Lifetime Career Award from the Bilingual Education SIG of the American Education Research Association.

Ofelia Garcia, The Graduate Center, City University of New York


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Ofelia García is Professor in the Ph.D. programs of Urban Education and of Latin American, Iberian, and Latino Cultures (LAILAC) at the Graduate Center of the City University of New York. She has been Professor of Bilingual Education at Columbia University’s Teachers College, Dean of the School of Education at the Brooklyn Campus of Long Island University, and Professor of Education at The City College of New York. Among her best-known books are Bilingual Education in the 21st Century: A Global Perspective; Translanguaging; Language, Bilingualism and Education (with Li Wei, 2015 British Association of Applied Linguistics Book Award recipient). Her recent books (2016-2017) include The Oxford Handbook of Language and Society (with N. Flores & M. Spotti); Encyclopedia of Bilingual and Multilingual Education (with A. Lin & S. May), The Translanguaging Classroom (with S. I. Johnson & K. Seltzer); Translanguaging with Multilingual Students (with T. Kleyn). Prior to 2016, García’s books include Educating Emergent Bilinguals (with J. Kleifgen), Handbook of Language and Ethnic Identity (with J. Fishman), Negotiating Language Policies in Schools: Educators as Policymakers (with K. Menken), Imagining Multilingual Schools (with T. Skutnabb-Kangas and M. Torres-Guzmán), and A Reader in Bilingual Education (with C. Baker). She is the General Editor of the International Journal of the Sociology of Language and the co-editor of Language Policy (with H. Kelly-Holmes). García was co-principal investigator of CUNY-NYSIEB (www.cuny-nysieb.org) from its inception in 2011 until 2016. García’s extensive publication record on bilingualism and the education of bilinguals is grounded in her life experience living in New York City after leaving Cuba at the age of 11, teaching language minority students bilingually, educating bilingual and ESL teachers, and working with doctoral students researching these topics. In 2016 García received an Honorary Doctorate of Humane Letters from Bank Street Graduate School of Education, and in 2017 she received the Charles Ferguson Award in Applied Linguistics from the Center of Applied Linguistics, and the Lifetime Career Award from the Bilingual Education SIG of the American Education Research Association.

Ofelia Garcia, The Graduate Center, City University of New York


patricia_gandara

Ofelia García is Professor in the Ph.D. programs of Urban Education and of Latin American, Iberian, and Latino Cultures (LAILAC) at the Graduate Center of the City University of New York. She has been Professor of Bilingual Education at Columbia University’s Teachers College, Dean of the School of Education at the Brooklyn Campus of Long Island University, and Professor of Education at The City College of New York. Among her best-known books are Bilingual Education in the 21st Century: A Global Perspective; Translanguaging; Language, Bilingualism and Education (with Li Wei, 2015 British Association of Applied Linguistics Book Award recipient). Her recent books (2016-2017) include The Oxford Handbook of Language and Society (with N. Flores & M. Spotti); Encyclopedia of Bilingual and Multilingual Education (with A. Lin & S. May), The Translanguaging Classroom (with S. I. Johnson & K. Seltzer); Translanguaging with Multilingual Students (with T. Kleyn). Prior to 2016, García’s books include Educating Emergent Bilinguals (with J. Kleifgen), Handbook of Language and Ethnic Identity (with J. Fishman), Negotiating Language Policies in Schools: Educators as Policymakers (with K. Menken), Imagining Multilingual Schools (with T. Skutnabb-Kangas and M. Torres-Guzmán), and A Reader in Bilingual Education (with C. Baker). She is the General Editor of the International Journal of the Sociology of Language and the co-editor of Language Policy (with H. Kelly-Holmes). García was co-principal investigator of CUNY-NYSIEB (www.cuny-nysieb.org) from its inception in 2011 until 2016. García’s extensive publication record on bilingualism and the education of bilinguals is grounded in her life experience living in New York City after leaving Cuba at the age of 11, teaching language minority students bilingually, educating bilingual and ESL teachers, and working with doctoral students researching these topics. In 2016 García received an Honorary Doctorate of Humane Letters from Bank Street Graduate School of Education, and in 2017 she received the Charles Ferguson Award in Applied Linguistics from the Center of Applied Linguistics, and the Lifetime Career Award from the Bilingual Education SIG of the American Education Research Association.

Kris Gutierrez, University of California, Berkeley


kris-gutierrez

Kris D. Gutiérrez is Professor of Education in the Graduate School of Education at the University of California, Berkeley and holds the Carol Liu Chair.  Gutiérrez is a learning scientist with research interests in literacy, educational policy, and qualitative, design-based approaches to inquiry. Gutiérrez’s research examines learning in designed environments, with attention to students from nondominant communities and Dual Language Learners. Her work on Third Spaces examines the affordances of syncretic approaches to literacy and learning, new media literacies, STEM learning, and the re-mediation of functional systems of learning.   She is past president of the American Educational Research Association and was appointed by President Obama to the National Board for the Institute of Education Sciences, for which she served as vice-chair.  Gutiérrez’s research has been published widely in premier academic journals, and is a co-author of Learning and Expanding With Activity Theory.

Gutiérrez has won numerous scholarly awards, including the Literacy Research Association Oscar Causey Award for outstanding contributions to literacy research, AERA Division C Sylvia Scribner Award for influencing the field of learning and instruction (2005), the Medal of Excellence from the Columbia University/Teachers College (2016), the AERA Division G Distinguished Contributions to Social Contexts in Education Research-Lifetime Achievement Award (2014) and the Henry T. Trueba Award for Research Leading to the Transformation of the Social Contexts of Education (2014). Gutiérrez received the AERA Hispanic Research in Elementary, Secondary, or Postsecondary Education Award and the Inaugural Award for Innovations in Research on Diversity in Teacher Education, Division K (AERA). She was a fellow at the Center for Advanced Study in the Behavioral Sciences, served on the U.S. Department of Education Reading First Advisory Committee, and was a member of President Obama’s Education Policy Transition Team.

Sylvia Hurtado, University of California, Los Angeles


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Sylvia Hurtado is Professor in the Graduate School of Education and Information, and served as Director of the Higher Education Research Institute at the University of California, Los Angeles for more than a decade. Previous to UCLA, she also served as Director of the Center for the Study of Higher and Postsecondary Education at the University of Michigan. She has written extensively on racial campus climate, the experiences of underrepresented identity groups in college, and diversity in higher education. She has over 100 publications, seven books/monographs, and co-edited two books that won awards from the International Latino Book Awards in 2016 for Hispanic-Serving Institutions: Advancing Research and Transformative Practice (Routledge Press) and in 2017 for The Magic Key: The Educational Journey of Mexican Americans from K-12 to College and Beyond (University of Texas Press). She received the 2018 Social Justice in Education Award from the American Educational Research Association; the 2015 Research Award from the Division J, and was named an AERA Fellow in 2011. She served as President of the Association for the Study of Higher Education (ASHE) in 2005, and Chaired the University of California System-wide Academic Senate’s Board of Admissions and Relations with Schools in 2010 that resulted in policy changes in statewide eligibility for college admission. Her research, in collaboration with scholars, was used as strong evidence for using race in college admissions as part of the University of Michigan’s affirmative action cases, informing the 2003 Supreme Court case decisions in Grutter v. Bollinger and Gratz v. Bollinger. Black Issues in Higher Education (Diverse magazine), named her among the Top 15 influential faculty who personify scholarship, service and integrity and whose work has had substantial impact on the academy. She has led several federally-funded (NIH, NSF, IES) projects on diverse learning environments and student retention, STEM education and diversification of the scientific workforce, and innovation in undergraduate education. Her most recent work involves collaborating with scholars to advance culturally aware mentoring practices and assessment in graduate education; and the impact of culturally responsive, student-centered interventions on transformation in the university. 

Dr. Hurtado grew up in San Antonio, Texas and received an A.B. degree from Princeton University in Sociology; an M.Ed. in Administration and Social Policy from the Harvard Graduate School of Education; and a Ph.D from UCLA in Education.

Sylvia Hurtado, University of California, Los Angeles


barbara-rogoff

Sylvia Hurtado is Professor in the Graduate School of Education and Information, and served as Director of the Higher Education Research Institute at the University of California, Los Angeles for more than a decade. Previous to UCLA, she also served as Director of the Center for the Study of Higher and Postsecondary Education at the University of Michigan. She has written extensively on racial campus climate, the experiences of underrepresented identity groups in college, and diversity in higher education. She has over 100 publications, seven books/monographs, and co-edited two books that won awards from the International Latino Book Awards in 2016 for Hispanic-Serving Institutions: Advancing Research and Transformative Practice (Routledge Press) and in 2017 for The Magic Key: The Educational Journey of Mexican Americans from K-12 to College and Beyond (University of Texas Press). She received the 2018 Social Justice in Education Award from the American Educational Research Association; the 2015 Research Award from the Division J, and was named an AERA Fellow in 2011. She served as President of the Association for the Study of Higher Education (ASHE) in 2005, and Chaired the University of California System-wide Academic Senate’s Board of Admissions and Relations with Schools in 2010 that resulted in policy changes in statewide eligibility for college admission. Her research, in collaboration with scholars, was used as strong evidence for using race in college admissions as part of the University of Michigan’s affirmative action cases, informing the 2003 Supreme Court case decisions in Grutter v. Bollinger and Gratz v. Bollinger. Black Issues in Higher Education (Diverse magazine), named her among the Top 15 influential faculty who personify scholarship, service and integrity and whose work has had substantial impact on the academy. She has led several federally-funded (NIH, NSF, IES) projects on diverse learning environments and student retention, STEM education and diversification of the scientific workforce, and innovation in undergraduate education. Her most recent work involves collaborating with scholars to advance culturally aware mentoring practices and assessment in graduate education; and the impact of culturally responsive, student-centered interventions on transformation in the university. 

Dr. Hurtado grew up in San Antonio, Texas and received an A.B. degree from Princeton University in Sociology; an M.Ed. in Administration and Social Policy from the Harvard Graduate School of Education; and a Ph.D from UCLA in Education.

Sylvia Hurtado, University of California, Los Angeles


barbara-rogoff

Sylvia Hurtado is Professor in the Graduate School of Education and Information, and served as Director of the Higher Education Research Institute at the University of California, Los Angeles for more than a decade. Previous to UCLA, she also served as Director of the Center for the Study of Higher and Postsecondary Education at the University of Michigan. She has written extensively on racial campus climate, the experiences of underrepresented identity groups in college, and diversity in higher education. She has over 100 publications, seven books/monographs, and co-edited two books that won awards from the International Latino Book Awards in 2016 for Hispanic-Serving Institutions: Advancing Research and Transformative Practice (Routledge Press) and in 2017 for The Magic Key: The Educational Journey of Mexican Americans from K-12 to College and Beyond (University of Texas Press). She received the 2018 Social Justice in Education Award from the American Educational Research Association; the 2015 Research Award from the Division J, and was named an AERA Fellow in 2011. She served as President of the Association for the Study of Higher Education (ASHE) in 2005, and Chaired the University of California System-wide Academic Senate’s Board of Admissions and Relations with Schools in 2010 that resulted in policy changes in statewide eligibility for college admission. Her research, in collaboration with scholars, was used as strong evidence for using race in college admissions as part of the University of Michigan’s affirmative action cases, informing the 2003 Supreme Court case decisions in Grutter v. Bollinger and Gratz v. Bollinger. Black Issues in Higher Education (Diverse magazine), named her among the Top 15 influential faculty who personify scholarship, service and integrity and whose work has had substantial impact on the academy. She has led several federally-funded (NIH, NSF, IES) projects on diverse learning environments and student retention, STEM education and diversification of the scientific workforce, and innovation in undergraduate education. Her most recent work involves collaborating with scholars to advance culturally aware mentoring practices and assessment in graduate education; and the impact of culturally responsive, student-centered interventions on transformation in the university. 

Dr. Hurtado grew up in San Antonio, Texas and received an A.B. degree from Princeton University in Sociology; an M.Ed. in Administration and Social Policy from the Harvard Graduate School of Education; and a Ph.D from UCLA in Education.

Sylvia Hurtado, University of California, Los Angeles


barbara-rogoff

Sylvia Hurtado is Professor in the Graduate School of Education and Information, and served as Director of the Higher Education Research Institute at the University of California, Los Angeles for more than a decade. Previous to UCLA, she also served as Director of the Center for the Study of Higher and Postsecondary Education at the University of Michigan. She has written extensively on racial campus climate, the experiences of underrepresented identity groups in college, and diversity in higher education. She has over 100 publications, seven books/monographs, and co-edited two books that won awards from the International Latino Book Awards in 2016 for Hispanic-Serving Institutions: Advancing Research and Transformative Practice (Routledge Press) and in 2017 for The Magic Key: The Educational Journey of Mexican Americans from K-12 to College and Beyond (University of Texas Press). She received the 2018 Social Justice in Education Award from the American Educational Research Association; the 2015 Research Award from the Division J, and was named an AERA Fellow in 2011. She served as President of the Association for the Study of Higher Education (ASHE) in 2005, and Chaired the University of California System-wide Academic Senate’s Board of Admissions and Relations with Schools in 2010 that resulted in policy changes in statewide eligibility for college admission. Her research, in collaboration with scholars, was used as strong evidence for using race in college admissions as part of the University of Michigan’s affirmative action cases, informing the 2003 Supreme Court case decisions in Grutter v. Bollinger and Gratz v. Bollinger. Black Issues in Higher Education (Diverse magazine), named her among the Top 15 influential faculty who personify scholarship, service and integrity and whose work has had substantial impact on the academy. She has led several federally-funded (NIH, NSF, IES) projects on diverse learning environments and student retention, STEM education and diversification of the scientific workforce, and innovation in undergraduate education. Her most recent work involves collaborating with scholars to advance culturally aware mentoring practices and assessment in graduate education; and the impact of culturally responsive, student-centered interventions on transformation in the university. 

Dr. Hurtado grew up in San Antonio, Texas and received an A.B. degree from Princeton University in Sociology; an M.Ed. in Administration and Social Policy from the Harvard Graduate School of Education; and a Ph.D from UCLA in Education.

Sylvia Hurtado, University of California, Los Angeles


barbara-rogoff

Sylvia Hurtado is Professor in the Graduate School of Education and Information, and served as Director of the Higher Education Research Institute at the University of California, Los Angeles for more than a decade. Previous to UCLA, she also served as Director of the Center for the Study of Higher and Postsecondary Education at the University of Michigan. She has written extensively on racial campus climate, the experiences of underrepresented identity groups in college, and diversity in higher education. She has over 100 publications, seven books/monographs, and co-edited two books that won awards from the International Latino Book Awards in 2016 for Hispanic-Serving Institutions: Advancing Research and Transformative Practice (Routledge Press) and in 2017 for The Magic Key: The Educational Journey of Mexican Americans from K-12 to College and Beyond (University of Texas Press). She received the 2018 Social Justice in Education Award from the American Educational Research Association; the 2015 Research Award from the Division J, and was named an AERA Fellow in 2011. She served as President of the Association for the Study of Higher Education (ASHE) in 2005, and Chaired the University of California System-wide Academic Senate’s Board of Admissions and Relations with Schools in 2010 that resulted in policy changes in statewide eligibility for college admission. Her research, in collaboration with scholars, was used as strong evidence for using race in college admissions as part of the University of Michigan’s affirmative action cases, informing the 2003 Supreme Court case decisions in Grutter v. Bollinger and Gratz v. Bollinger. Black Issues in Higher Education (Diverse magazine), named her among the Top 15 influential faculty who personify scholarship, service and integrity and whose work has had substantial impact on the academy. She has led several federally-funded (NIH, NSF, IES) projects on diverse learning environments and student retention, STEM education and diversification of the scientific workforce, and innovation in undergraduate education. Her most recent work involves collaborating with scholars to advance culturally aware mentoring practices and assessment in graduate education; and the impact of culturally responsive, student-centered interventions on transformation in the university. 

Dr. Hurtado grew up in San Antonio, Texas and received an A.B. degree from Princeton University in Sociology; an M.Ed. in Administration and Social Policy from the Harvard Graduate School of Education; and a Ph.D from UCLA in Education.

Sylvia Hurtado, University of California, Los Angeles


barbara-rogoff

Sylvia Hurtado is Professor in the Graduate School of Education and Information, and served as Director of the Higher Education Research Institute at the University of California, Los Angeles for more than a decade. Previous to UCLA, she also served as Director of the Center for the Study of Higher and Postsecondary Education at the University of Michigan. She has written extensively on racial campus climate, the experiences of underrepresented identity groups in college, and diversity in higher education. She has over 100 publications, seven books/monographs, and co-edited two books that won awards from the International Latino Book Awards in 2016 for Hispanic-Serving Institutions: Advancing Research and Transformative Practice (Routledge Press) and in 2017 for The Magic Key: The Educational Journey of Mexican Americans from K-12 to College and Beyond (University of Texas Press). She received the 2018 Social Justice in Education Award from the American Educational Research Association; the 2015 Research Award from the Division J, and was named an AERA Fellow in 2011. She served as President of the Association for the Study of Higher Education (ASHE) in 2005, and Chaired the University of California System-wide Academic Senate’s Board of Admissions and Relations with Schools in 2010 that resulted in policy changes in statewide eligibility for college admission. Her research, in collaboration with scholars, was used as strong evidence for using race in college admissions as part of the University of Michigan’s affirmative action cases, informing the 2003 Supreme Court case decisions in Grutter v. Bollinger and Gratz v. Bollinger. Black Issues in Higher Education (Diverse magazine), named her among the Top 15 influential faculty who personify scholarship, service and integrity and whose work has had substantial impact on the academy. She has led several federally-funded (NIH, NSF, IES) projects on diverse learning environments and student retention, STEM education and diversification of the scientific workforce, and innovation in undergraduate education. Her most recent work involves collaborating with scholars to advance culturally aware mentoring practices and assessment in graduate education; and the impact of culturally responsive, student-centered interventions on transformation in the university. 

Dr. Hurtado grew up in San Antonio, Texas and received an A.B. degree from Princeton University in Sociology; an M.Ed. in Administration and Social Policy from the Harvard Graduate School of Education; and a Ph.D from UCLA in Education.

David Kaplan, University of Wisconsin-Madison


david_kaplan

David Kaplan is the Patricia Busk Professor of Quantitative Methods in the Department of Educational Psychology at the University of Wisconsin-Madison. Kaplan holds affiliate appointments in the University of Wisconsin’s Department of Population Health Sciences and the Center for Demography and Ecology and is also an Honorary Research Fellow in the Department of Education at the University of Oxford. Kaplan holds research affiliate appointments at the Leibniz Institute for Educational Research and Information and the Leibniz Institute for Educational Trajectories. Kaplan’s program of research focuses on the development Bayesian statistical methods for education research. His work on these topics is directed toward applications to large-scale cross-sectional and longitudinal educational surveys. He is actively involved in the OECD Program for International Student Assessment (PISA) where he served on its Technical Advisory Group from 2005-2009 and its Questionnaire Expert Group from 2004-present where he served as the Chair of the Questionnaire Expert Group for PISA 2015. Kaplan also sits on the Design and Analysis Committee and the Questionnaire Standing Committee for the National Assessment of Educational Progress (NAEP). Kaplan is an elected member of the National Academy of Education, a recipient of the Samuel J. Messick Distinguished Scientific Contributions Award from the American Psychological Association (Division 5), a recipient of the Humboldt Research Award, a fellow of the American Psychological Association (Division 5), and was a Jeanne Griffith Fellow at the National Center for Education Statistics. Kaplan received his Ph.D. in education from UCLA in 1987.

Joseph Krajcik, Michigan State University


Joseph-Krajcik

Joseph Krajcik serves as director of the CREATE for STEM Institute and is the Lappan-Phillips Professor of Science Education at Michigan State University. In his role as director of CREATE, he works with faculty, teachers and researchers to improve the teaching and learning of science, mathematics and engineering kindergarten through college by engaging in innovation and research. Throughout his career, Joe has focused on working with science teachers to design and test learning environments to reform science teaching practices and to research student learning and engagement in project-based learning environments. He has authored and co-authored books, over 100 manuscripts and curriculum materials. In 2019, Joe was elected as a member of the National Academy of Education Member. In 1999 he served as president of the National Association for Research in Science Teaching from which he received the Distinguished Contributions to Science Education Through Research Award in 2010. In 2014 he received from Michigan Science Teachers’ Association the George G. Mallinson Award for overall excellence of contributions to science education. He was honored to receive a Distinguished Professorship from Ewha Woman’s University in Seoul, South Korea in 2009, Guest Professorships from Beijing Normal University in Beijing, China in 2002 and 2018, and the Weston Visiting Professor of Science Education from Weizmann Institute of Science, Israel in 2005.

Michal Kurlaender, University of California, Davis


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Michal Kurlaender is Professor of Education Policy and Chair at the School of Education, University of California, Davis. Her research focuses on the causes and consequences of educational inequality across a diverse set of educational pathways. Kurlaender investigates critical areas of education policy including, school reform and accountability, career and technical education, college admissions, access to and success in college, college quality, and labor market returns to education. Professor Kurlaender works closely with all of California’s public K-12 and higher education sectors–the University of California, the California State University and the California Community College systems. In 2016 she launched an IES-funded partnership with the California Department of Education to explore college and career readiness and students’ transition to post-secondary schooling and work. Kurlaender serves as a faculty director of Policy Analysis for California Education (PACE) and Wheelhouse: The Center for Community College Leadership and Research. Professor Kurlaender was a Visiting Scholar at the Russell Sage Foundation in 2017-18, and a UC Davis Chancellor Fellow 2013-2018. She is a member of the Mindset Scholars Network, the UC Provost’s Advisory Council on Educational Equity, and the UC Davis Center for Poverty Research. Kurlaender received her doctorate in education from Harvard University in 2005. Her work has been published in various academic and policy outlets.

Michal Kurlaender, University of California, Davis


barbara-rogoff

Michal Kurlaender is Professor of Education Policy and Chair at the School of Education, University of California, Davis. Her research focuses on the causes and consequences of educational inequality across a diverse set of educational pathways. Kurlaender investigates critical areas of education policy including, school reform and accountability, career and technical education, college admissions, access to and success in college, college quality, and labor market returns to education. Professor Kurlaender works closely with all of California’s public K-12 and higher education sectors–the University of California, the California State University and the California Community College systems. In 2016 she launched an IES-funded partnership with the California Department of Education to explore college and career readiness and students’ transition to post-secondary schooling and work. Kurlaender serves as a faculty director of Policy Analysis for California Education (PACE) and Wheelhouse: The Center for Community College Leadership and Research. Professor Kurlaender was a Visiting Scholar at the Russell Sage Foundation in 2017-18, and a UC Davis Chancellor Fellow 2013-2018. She is a member of the Mindset Scholars Network, the UC Provost’s Advisory Council on Educational Equity, and the UC Davis Center for Poverty Research. Kurlaender received her doctorate in education from Harvard University in 2005. Her work has been published in various academic and policy outlets.

Gloria Ladson-Billings, University of Wisconsin-Madison


Ladson-Billings_Gloria

Gloria Ladson-Billings is the former Kellner Family Distinguished Professor of Urban Education in the Department of Curriculum and Instruction and faculty affiliate in the Department of Educational Policy Studies at the University of Wisconsin, Madison. She was the 2005-2006 president of the American Educational Research Association (AERA). Ladson-Billings’ research examines the pedagogical practices of teachers who are successful with African American students. She also investigates Critical Race Theory applications to education. She is the author of the critically acclaimed books The Dreamkeepers: Successful Teachers of African American Children and Crossing Over to Canaan: The Journey of New Teachers in Diverse Classrooms, and numerous journal articles and book chapters. She is the former editor of the American Educational Research Journal and a member of several editorial boards. Her work has won numerous scholarly awards including the H.I. Romnes Faculty Fellowship, the NAEd/Spencer Postdoctoral Fellowship, and the Palmer O. Johnson outstanding research award. During the 2003-2004 academic year, she was a fellow at the Center for Advanced Study in the Behavioral Sciences at Stanford University. In fall of 2004, she received the George and Louise Spindler Award from the Council on Anthropology and Education for significant and ongoing contributions to the field of educational anthropology. She holds honorary degrees from Umeå University (Umeå Sweden), University of Massachusetts-Lowell, the University of Alicante (Alicante, Spain), the Erickson Institute (Chicago), and Morgan State University (Baltimore).  She is a 2018 recipient of the AERA Distinguished Research Award, and she was elected to the American Academy of Arts & Sciences in 2018.

Judith Warren Little, University of California, Berkeley


Judith-Warren-Little

Judith Warren Little is Carol Liu Professor of Education Policy, emerita, and former dean at the Graduate School of Education, University of California, Berkeley. She received her PhD in sociology from the University of Colorado and worked as Senior Program Director at Far West Laboratory (now WestEd) before joining the faculty at Berkeley. Her research focuses on teachers’ work and careers, the organizational and policy contexts of teaching, and teachers’ professional development. In particular, she investigates the resources and interactions that support or constrain teacher learning in both formal professional development and informal workplace settings. She is also interested in international developments in the composition, quality, distribution and preparation of the teacher workforce, and in cross-field studies of education for the professions. Little has served as member and chair of the Academy’s post-doctoral selection committee and as a member of the NAEd Board of Directors.

 

Elizabeth Birr Moje, University of Michigan


elizabeth-moje

Elizabeth Birr Moje is dean, George Herbert Mead Collegiate Professor of Education, and an Arthur F. Thurnau Professor of Literacy, Language, and Culture in the School of Education at the University of Michigan. Moje teaches undergraduate and graduate courses in secondary and adolescent literacy, cultural theory, and research methods and was awarded the Provost’s Teaching Innovation Prize with colleague, Bob Bain, in 2010. A former high school history and biology teacher, Moje’s research examines young people’s navigation of culture, identity, and literacy learning in and out of school in Detroit, Michigan. Moje has published 5 books and numerous articles in journals such as ScienceHarvard Educational ReviewTeachers College RecordReading Research Quarterly, Journal of Literacy ResearchReview of Education ResearchJournal of Research in Science TeachingScience EducationInternational Journal of Science Education, Journal of Adolescent & Adult Literacy, and the International Journal of Qualitative Studies in Education. Her research projects have been or are currently being funded by the National Institute of Health/NICHD, John S. and James L. Knight Foundation, National Science Foundation, William T. Grant Foundation, Spencer Foundation, International Reading Association, and the National Academy of Education. Moje chairs the William T. Grant foundation Scholar Selection Committee and is a member of the National Academy of Education.

Richard Murnane, Harvard University


richard-murnane

Richard Murnane, an economist, is the Thompson Research Professor at the Harvard Graduate School of Education and a research associate at the National Bureau of Economic Research. Over the last 40 years, Murnane has studied the effectiveness of school improvement strategies, teacher labor markets, and the impacts of technical change on skill demands. With Greg Duncan, Murnane has examined the respects in which the growth in family income inequality in the U.S. has affected educational opportunities for children from low-income families and the effectiveness of alternative strategies for improving life chances for these children. Products of this project included the 2011 edited volume, Whither Opportunity, and the 2014 book, Restoring Opportunity. One of Murnane’s current research projects (with Stanford sociologist Sean Reardon) examines trends in the use of different types of private schools by low- and higher-income families in the U.S. Murnane is a member of the American Academy of Arts and Sciences. 

Richard Murnane, Harvard University


richard-murnane

Richard Murnane, an economist, is the Thompson Research Professor at the Harvard Graduate School of Education and a research associate at the National Bureau of Economic Research. Over the last 40 years, Murnane has studied the effectiveness of school improvement strategies, teacher labor markets, and the impacts of technical change on skill demands. With Greg Duncan, Murnane has examined the respects in which the growth in family income inequality in the U.S. has affected educational opportunities for children from low-income families and the effectiveness of alternative strategies for improving life chances for these children. Products of this project included the 2011 edited volume, Whither Opportunity, and the 2014 book, Restoring Opportunity. One of Murnane’s current research projects (with Stanford sociologist Sean Reardon) examines trends in the use of different types of private schools by low- and higher-income families in the U.S. Murnane is a member of the American Academy of Arts and Sciences. 

Richard Murnane, Harvard University


richard-murnane

Richard Murnane, an economist, is the Thompson Research Professor at the Harvard Graduate School of Education and a research associate at the National Bureau of Economic Research. Over the last 40 years, Murnane has studied the effectiveness of school improvement strategies, teacher labor markets, and the impacts of technical change on skill demands. With Greg Duncan, Murnane has examined the respects in which the growth in family income inequality in the U.S. has affected educational opportunities for children from low-income families and the effectiveness of alternative strategies for improving life chances for these children. Products of this project included the 2011 edited volume, Whither Opportunity, and the 2014 book, Restoring Opportunity. One of Murnane’s current research projects (with Stanford sociologist Sean Reardon) examines trends in the use of different types of private schools by low- and higher-income families in the U.S. Murnane is a member of the American Academy of Arts and Sciences. 

Na’ilah Suad Nasir, Spencer Foundation


Na'ilah Nasir

In 2017, Na’ilah Suad Nasir became the sixth President of the Spencer Foundation. She was a faculty member at the University of California, Berkeley from 2008-2017 and was selected as the second UC Berkeley Vice Chancellor for Equity and Inclusion in 2015. She also holds the Birgeneau Chair in Educational Disparities in the Graduate School of Education, and was previously the H. Michael and Jeanne Williams Chair of African American Studies. Nasir joined the Berkeley faculty in 2008 from the School of Education at Stanford University, where she earned the St. Claire Drake Teaching Award in 2007.

The author of Racialized Identities: Race and achievement for African-American youth, published by the Stanford University Press in 2011, Nasir’s research examines the racialized and cultural nature of learning and schooling. She is interested in the intertwining of social, cultural, and political contexts and learning, especially in connection with inequity in educational outcomes. Nasir also published over 30 articles in scholarly journals. In 2017, Nasir was elected to membership in the National Academy of Education. The National Academy of Education (NAEd) advances high quality education research and its use in policy and practice.

Nasir has also been an integral member of the UC Berkeley Resident Faculty Program where faculty integrate themselves into student life and provide support for students by living alongside them in the residence halls. In this role, she worked with Resident Faculty colleagues to promote academic achievement and to create an inclusive and comfortable community that encourages personal growth and development. She strives to integrate her scholarly work with her commitment to community and engaged scholarship.

Nasir received her BA in 1993 from UC Berkeley (Social Welfare and Psychology) and her PhD in 2000 from UCLA (Psychological Studies in Education).

Na’ilah Suad Nasir, Spencer Foundation


Na'ilah Nasir

In 2017, Na’ilah Suad Nasir became the sixth President of the Spencer Foundation. She was a faculty member at the University of California, Berkeley from 2008-2017 and was selected as the second UC Berkeley Vice Chancellor for Equity and Inclusion in 2015. She also holds the Birgeneau Chair in Educational Disparities in the Graduate School of Education, and was previously the H. Michael and Jeanne Williams Chair of African American Studies. Nasir joined the Berkeley faculty in 2008 from the School of Education at Stanford University, where she earned the St. Claire Drake Teaching Award in 2007.

The author of Racialized Identities: Race and achievement for African-American youth, published by the Stanford University Press in 2011, Nasir’s research examines the racialized and cultural nature of learning and schooling. She is interested in the intertwining of social, cultural, and political contexts and learning, especially in connection with inequity in educational outcomes. Nasir also published over 30 articles in scholarly journals. In 2017, Nasir was elected to membership in the National Academy of Education. The National Academy of Education (NAEd) advances high quality education research and its use in policy and practice.

Nasir has also been an integral member of the UC Berkeley Resident Faculty Program where faculty integrate themselves into student life and provide support for students by living alongside them in the residence halls. In this role, she worked with Resident Faculty colleagues to promote academic achievement and to create an inclusive and comfortable community that encourages personal growth and development. She strives to integrate her scholarly work with her commitment to community and engaged scholarship.

Nasir received her BA in 1993 from UC Berkeley (Social Welfare and Psychology) and her PhD in 2000 from UCLA (Psychological Studies in Education).

Na’ilah Suad Nasir, Spencer Foundation


Na'ilah Nasir

In 2017, Na’ilah Suad Nasir became the sixth President of the Spencer Foundation. She was a faculty member at the University of California, Berkeley from 2008-2017 and was selected as the second UC Berkeley Vice Chancellor for Equity and Inclusion in 2015. She also holds the Birgeneau Chair in Educational Disparities in the Graduate School of Education, and was previously the H. Michael and Jeanne Williams Chair of African American Studies. Nasir joined the Berkeley faculty in 2008 from the School of Education at Stanford University, where she earned the St. Claire Drake Teaching Award in 2007.

The author of Racialized Identities: Race and achievement for African-American youth, published by the Stanford University Press in 2011, Nasir’s research examines the racialized and cultural nature of learning and schooling. She is interested in the intertwining of social, cultural, and political contexts and learning, especially in connection with inequity in educational outcomes. Nasir also published over 30 articles in scholarly journals. In 2017, Nasir was elected to membership in the National Academy of Education. The National Academy of Education (NAEd) advances high quality education research and its use in policy and practice.

Nasir has also been an integral member of the UC Berkeley Resident Faculty Program where faculty integrate themselves into student life and provide support for students by living alongside them in the residence halls. In this role, she worked with Resident Faculty colleagues to promote academic achievement and to create an inclusive and comfortable community that encourages personal growth and development. She strives to integrate her scholarly work with her commitment to community and engaged scholarship.

Nasir received her BA in 1993 from UC Berkeley (Social Welfare and Psychology) and her PhD in 2000 from UCLA (Psychological Studies in Education).

Annemarie Sullivan Palincsar, University of Michigan


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Annemarie Sullivan Palincsar is the Jean and Charles Walgreen, Jr. Professor of Reading and Literacy at the University of Michigan School of Education. Annemarie is a literacy researcher and teacher educator who has focused much of her scholarship on the intersection of science and literacy learning. She has had a number of NSF and IES grants focused on teacher practice specific to enhancing elementary children’s engagement and learning in the context of investigation-based science and specific to text comprehension.

Prior to receiving her doctorate from the University of Illinois, Annemarie was a resource consulting teacher for atypical learners. Her work has been published in Cognition and Instruction, Elementary School Journal, Teachers College Record, Teaching and Teacher Education, and The Journal of the Learning Sciences among others.

Annemarie was a member of the National Research Council’s Study of Teacher Education Programs and the National Academy of Education’s Commission on Teacher Education. She also served on the National Research Council Task Force on Instructional Implications of How People Learn. In her current research, Annemarie is exploring the use of tablet technology to support diverse learner’s engagement in science literacy practices.

Laura Perna, University of Pennsyvlania


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Laura W. Perna is James S. Riepe Professor and Executive Director of the Alliance for Higher Education and Democracy (AHEAD) at the University of Pennsylvania (Penn). She is a faculty fellow of the Institute for Urban Research, faculty affiliate of the Penn Wharton Public Policy Initiative, and member of the advisory board for the Netter Center for Community Partnerships, as well as past chair of Penn’s faculty senate. Dr. Perna has served as President of the Association for the Study of Higher Education (ASHE) and Vice President of the American Educational Research Association’s Division J (Postsecondary Education) and is a member of the AERA Grants Governing Board. She has served on the editorial boards of American Education Research JournalEducational ResearcherEducational Evaluation and Policy AnalysisJournal of Higher EducationReview of Higher EducationJournal of College Student Development, and Research in Higher Education, and as associate editor of AERA Open. She is now editor of Higher Education: Handbook of Theory and Research and a member of the Board of Directors for Postsecondary Network Policy Institute (PNPI). 

Dr. Perna’s research examines the ways that social structures, institutional practices, and public policies promote and limit college access and success, particularly for groups that continue to be underrepresented in higher education. Her scholarship is published in books, journal articles, policy reports, and other outlets. Recent publications include Improving Research-Based Knowledge of College Promise Programs (with Edward Smith, 2019, American Educational Research Association), Taking It to the Streets: The Role of Scholarship in Advocacy and Advocacy in Scholarship (2018, Johns Hopkins University Press), The Attainment Agenda: State Policy Leadership for Higher Education (with Joni Finney, 2014, Johns Hopkins University Press) and The State of College Access and Completion: Improving College Success for Students from Underrepresented Groups (with Anthony Jones, 2013, Routledge). She has provided invited testimony to the U.S. Senate’s Health Education Labor and Pensions Committee and the Subcommittee on Higher Education and Workforce Training, Committee on Education and the Workforce, United States House of Representatives. Her research has been funded by the U.S. Department of Education’s Institute of Education Sciences, Lumina Foundation, and other organizations.

Among other honors, Dr. Perna has received the Christian R. and Mary F. Lindback Foundation Award for Distinguished Teaching from the University of Pennsylvania, Early Career Achievement Award from ASHE, Excellence in Public Policy in Higher Education Award from ASHE’s Council on Public Policy and Higher Education, the Dr. Constance Clayton Education Award from the Philadelphia College Prep Roundtable, and the Robert P. Huff Golden Quill Award from the National Association of Student Financial Aid Administrators. She is also a Fellow of the American Educational Research Association. She holds bachelor’s degrees in economics and psychology from the University of Pennsylvania, as well as a master’s in public policy (M.P.P.) and Ph.D. in education from the University of Michigan. 

 

Barbara Rogoff, University of California, Santa Cruz


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Barbara Rogoff is the UC Santa Cruz Distinguished Professor of Psychology at the University of California-Santa Cruz. She received the 2013 Award for Distinguished Lifetime Contributions to Cultural and Contextual Factors in Child Development, from the Society for Research in Child Development. She is a Fellow of the Association for Psychological Science, the American Anthropological Association, the American Psychological Association (APA), and the American Educational Research Association.

Rogoff’s research focuses on cultural aspects of learning, with special interest in collaboration and observation, and Indigenous-heritage, Mexican, Guatemalan, and other communities of the Americas.

She has held the University of California Presidential Chair and has been a Fellow of the Center for Advanced Study in the Behavioral Sciences, a Kellogg Fellow, a Spencer Fellow, and an Osher Fellow of the Exploratorium. She served as Editor of Human Development, Study Section member for the National Institute of Child Health and Human Development, and committee member on the Science of Learning and Supporting Parents of Children Ages 0-8 for the National Academy of Science.

Her recent books have received major awards: Learning Together: Children and Adults in a School Community (finalist for the Maccoby Award of Division 7 of the APA); The Cultural Nature of Human Development (William James Book Award of Division 1 of the APA); and Developing Destinies: A Mayan Midwife and Town (Maccoby Award of Division 7 of the APA).

Rogoff has recently co-edited a special issue of Human Development (2014) on Learning by Observing and Pitching In to Family and Community Endeavors, and a volume of Advances in Child Development and Behavior (2015) on Children Learn by Observing and Contributing to Family and Community Endeavors: A Cultural Paradigm.

Christine Sleeter, California State University, Monterey Bay


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Christine E. Sleeter (PhD, University of Wisconsin) is Professor Emerita in the College of Education at California State University Monterey Bay, where she was a founding faculty member. Previously she was a faculty member at Ripon College, and the University of Wisconsin-Parkside. She has served as a visiting professor at several universities, including San Francisco State University, the University of Maine, University of Colorado Boulder, Victoria University of Wellington and Auckland University in New Zealand, and Universidad Nacional de Educación a Distancia in Madrid, Spain. She is past President of the National Association for Multicultural Education, and past Vice President (Division K) of the American Educational Research Association. Her research focuses on anti-racist multicultural education, ethnic studies, teacher education, and critical family history. She has published over 150 articles and 24 books, including Un-Standardizing Curriculum (2nd ed. with J. Flores Carmona, Teachers College Press, 2017) and Transformative Ethnic Studies in Schools (with M. Zavala, Teachers College Press, 2020). Her ethnic studies research review is widely used in efforts to instantiate ethnic studies in K-12 schools across the U.S. She has also published two novels that feature teachers as main characters (White Bread and The Inheritance), and is in the process of completing a third. She serves on several advisory boards, including the Handbook of Research on Teachers of Color, el Centro de Investigación en Educación para la Justicia Social (in Chile), and the UC California Teacher Research and Improvement Project. Awards for her work include the American Educational Research Association Social Justice in Education Award, the Chapman University Paulo Freire Education Project Social Justice Award, Kappa Delta Pi Laureate, and the National Association for Multicultural Education Exceptional Service Award. Her community service at present includes” incoming newsletter editor for the Central Coast Writers, doing volunteer gardening for the City of Monterey, and serving on the CSUMB Library Dean’ Advisory Council. 

Daniel Solorzano, University of California, Los Angeles


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Daniel Solorzano is a Professor of Social Science and Comparative Education and Chicana and Chicano Studies at the University of California, Los Angeles. He is also the Inaugural Director of the Center for Critical Race Studies in Education at UCLA. His teaching and research interests include critical race theory in education; racial microaggressions; racial microaffirmations; and critical race spatial analysis. Dr. Solorzano has authored more than 100 research articles and book chapters on issues related to educational access and equity for underrepresented student populations and communities in the United States. For his early body of work, Solorzano received the Tomas Rivera Center Postdoctoral Fellowship, the Educational Testing Service Postdoctoral Fellowship, and the Ford Foundation Postdoctoral Fellowship. In 2007, Professor Solorzano received the UCLA Distinguished Teaching Award. In 2012, Solorzano was presented the American Education Research Association (AERA) Social Justice in Education Award. In 2012, he was also awarded the Critical Race Studies in Education Association Derrick A. Bell Legacy Award. In 2014, Solorzano was elected a Fellow of the American Education Research Association. In 2017, he received the inaugural Revolutionary Mentor Award from the AERA Critical Educators for Social Justice (CESJ). In 2019, Professor Solorzano delivered the AERA Distinguished Lecture on Racial Microaggressions. Solorzano received the Distinguished Alumni Award from the Claremont Graduate University in 2020. Also, in 2020, he received the 50th Anniversary Alumni Award from the Chicano Latino Student Affairs Center at the Claremont Colleges. In 2020, Solorzano was elected to the National Academy of Education.

Dr. Solorzano grew up in Los Angeles, California and received a B.A. degree from Loyola University in Sociology and Chicana/o Studies; an M.Ed. in Urban Education from the Loyola Marymount University; and an M.A. and Ph.D. from the Claremont Graduate School in the Sociology of Education.

Carola Suarez-Orozco, University of California, Los Angeles


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Dr. Carola Suárez-Orozco is a professor of Human Development and Psychology at the UCLA Graduate School of Education and Information Sciences. Her body of research uses mixed-methodological strategies to elucidate the child, adolescent, and young adult experience of immigration. Her work focuses on the question, how is a person’s development shaped by immigration and how are they changed by the process? Dr. Suárez-Orozco has considered a wide variety of processes including identity formation, family separations, gendered patterns, civic engagement, and most recently the unauthorized experience. A focus on school settings has been an essential and enduring theme in her basic research agenda as schools are a first contact point between the immigrant child, their family and the new society. Further, education is a critical predictor of current as well as future wellbeing and socio-economic mobility for the most rapidly growing sector of the U.S. youth population. 

William Tierney, University of Southern California


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William G. Tierney is University Professor Emeritus and founding director of the Pullias Center for Higher Education at the University of Southern California. He is a past president of the Association for the Study of Higher Education (ASHE) and the American Educational Research Association (AERA. He was awarded the Howard R. Bowen Distinguished Career Award from ASHE, and the Distinguished Research Award from Division J of AERA. Tierney is an elected member of the National Academy of Education, and a Fellow of AERA. At the USC Rossier School of Education, Tierney served as the associate dean for research and faculty affairs and as a department chair. He has served as academic dean at a Native American community college, a Peace Corps volunteer in Morocco, a scholar-in-residence in Malaysia and a Fulbright Scholar in Central America, Australia and India. He has been a Fellow at the Rockefeller Foundation’s Center in Bellagio, Italy, and a Fernand Braudel Fellow at the European University Institute in Florence, Italy.  His recent books include: Rethinking Education and Poverty; The Impact of Culture on Organizational Decision-making, Higher Education for Democracy: The Role of the University in Civil SocietyCreating a Culture of Mindful Innovation in Higher Education and Get Real:  49 Challenges Confronting Higher Education. He earned a master’s from Harvard University and a PhD from Stanford University. 

Guadalupe Valdés, Stanford University 


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Guadalupe Valdés’ research explores many of the issues of bilingualism relevant to teachers in training, including methods of instruction, typologies, measurement of progress, and the role of education in national policies on immigration. Specifically, she studies the sociolinguistic processes of linguistic acquisition by learners in different circumstances–those who set out to learn a second language in a formal school setting (elective bilingualism) and those who must learn two languages in order to adapt to immediate family-based or work-based communicative needs within an immigrant community (circumstantial bilingualism). Her research in these areas has made her one of the most eminent experts on Spanish-English bilingualism in the United States.

 

Amy Stuart Wells, Columbia University


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Amy Stuart Wells is a Professor of Sociology and Education and the Director of the Center for Understanding Race and Education (CURE) at Teachers College, Columbia University. Her research and writing has focused broadly on issues of race and education and more specifically on educational policies such as school desegregation, school choice, charter schools, and tracking and how they shape and constrain opportunities for students of color. Wells’ current research project, “Metro Migrations, Racial Segregation and School Boundaries,” examines urban and suburban demographic change over the last 10 years and the role that public schools and their boundaries play in who moves where. From 2009-2011 Wells was the Director of the Building Knowledge for Social Justice Project (2009-2011) at the Ford Foundation. From 1999-2006, she was the principal investigator of a five-year study of adults who attended racially mixed high schools funded by the Spencer, Joyce and Ford Foundations. She is the author and co-author of multiple books, academic articles and book chapters, including Both Sides Now: The Story of School Desegregation’s Graduates and most recently, “Longing for Milliken: Why Rodriguez Would Have Been Good but Not Enough.” In K. J. Robinson and C. Ogletree (Eds) Rodriguez at 40: Exploring New Paths to Equal Educational Opportunity. In addition, Wells began her career as a journalist and continues to write for the popular press. Wells is also the recipient of several honors and awards, including a Fellow of the American Educational Research Association (2013 inductee), 2007-2008 Fellowship at the Center for Advanced Study in the Behavioral Sciences; a 2001-02 Fellowship from the Carnegie Corporation’s Scholars Program; the 2000 Julius & Rosa Sachs Lecturer, Teachers College-Columbia University; and the 2000 AERA Early Career Award for Programmatic Research. In 1999-2000 she was a Russell Sage Visiting Scholar. In 1995-96 she was a National Academy of Education-Spencer Foundation Post-doctoral fellow, and 1990-91 she was a Spencer Dissertation Fellow.

Stanton Wortham, Boston College


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Stanton Wortham is the Charles F. Donovan, S.J., Dean of the Lynch School of Education and Human Development at Boston College. He was formerly the Berkowitz Professor of Education at the University of Pennsylvania. He earned his B.A. with highest honors from Swarthmore College and his Ph.D. from the University of Chicago in Human Development. His research applies techniques from linguistic anthropology to study interaction, learning and leadership development in classrooms and organizations. He has also studied media discourse and autobiographical narrative. Books include Learning Identity, Bullish on Uncertainty and Discourse Analysis beyond the Speech Event. He has most recently done research with Mexican immigrants, exploring the challenges and opportunities facing both newcomers and host communities in places where both Mexican and longstanding resident identities can be more fluid than in areas with a long history of Mexican settlement. This work has yielded films as well as traditional publications. He has been a W.T. Grant Foundation Distinguished Fellow and is an American Educational Research Association Fellow. He received the American Educational Research Association Cattell Early Career Research Award and the University of Pennsylvania Lindback Award for Distinguished Teaching. In both research and practice, he and his colleagues at Boston College are elaborating and implementing a broad vision of “formative education,” in which educators are responsible for fostering the development of whole people, including interrelations among interpersonal, emotional, ethical and spiritual dimensions.

Hirokazu Yoshikawa, New York University


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Hirokazu Yoshikawa is the Courtney Sale Ross Professor of Globalization and Education at NYU Steinhardt and a University Professor at NYU, and Co-Director of the Global TIES for Children center at NYU (for current research projects, click on Research below). He is a core faculty member of the Psychology of Social Intervention program, and a faculty affiliate of the Metropolitan Center for Equity and the Transformation of Schools and the Institute on Human Development and Social Change at NYU. He is a community and developmental psychologist who studies the effects of public policies and programs related to immigration, early childhood, and poverty reduction on children’s development. He has also conducted research on culture, sexuality and youth and young adult development in the contexts of HIV/AIDS risk and prevention and is currently conducting research on gay/straight alliances. He conducts research in the United States and in low- and middle-income countries.

Previously he served as the Walter H. Gale Professor of Education at the Harvard Graduate School of Education, and as its Academic Dean. He currently serves on the Leadership Council and as the Co-Chair of the early childhood development and education workgroup of the U.N. Sustainable Development Solutions Network, the research and technical group advising the Secretary-General on the 2015-2030 global development goals. His research has been funded by the National Science Foundation, the Institute of Education Sciences, the National Institutes of Health, and several foundations. His recent books include Immigrants Raising Citizens: Undocumented Parents and Their Young Children (2011, Russell Sage, sole authored),and Improving the Odds for America’s Children: Future Directions in Policy and Practice (2014, Harvard Education Press, with Kathleen McCartney and Laurie Forcier, a volume dedicated to the 40th anniversary of the Children’s Defense Fund with a foreword by Congressman George Miller and an afterword by Marian Wright Edelman), and Cradle to Kindergarten: A New Plan to Combat Inequality (with Ajay Chaudry, Taryn Morrissey, and Christina Weiland, 2017, Russell Sage). He serves on the Boards of the Russell Sage Foundation and the Foundation for Child Development, and on the Advisory Boards for the Open Society Foundations Early Childhood Program and the UNESCO Global Education Monitoring Report. In 2014 he was elected to the National Academy of Education. He has received two awards for mentorship of ethnic minority students from the American Psychological Association. He obtained his PhD in clinical psychology from NYU.

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