The National Academy of Education is an honorific society consisting of U.S. members and international associates who are elected on the basis of outstanding scholarship related to education. Founded in 1965, the mission of NAEd is to advance high-quality education research and its use in policy formulation and practice. A listing of all our members is below. For further information and a bio, please click on their name or image.
The National Academy of Education accepts membership nominations annually. Only current members are eligible to submit nominations. For more information on the nomination process, please contact Maria Gahan, Director of Professional Development Programs.
Bruce M. Alberts is a United States National Medal of Science awardee (2014). He has served as Editor-in-Chief of Science (2008-2013) and as one of President Obama’s first three United States Science Envoys (2009-2011).
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.
Walter R. Allen is Allan Murray Cartter Professor in Higher Education in the Graduate School of Education and Information Studies at the University of California, Los Angeles. He is also Distinguished Professor of Education and Sociology and Director of CHOICES, a longitudinal study of college attendance among African Americans and Latinos in California.
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.
Alexander W. Astin is Allan M. Cartter Professor of Higher Education Emeritus at the University of California, Los Angeles. Astin has received the Award for Outstanding Research and the Extended Research Award from the American Association for Counseling and Development, the E. F. Lindquist Award from the American Educational Research Association, and the Research Achievement Award, The Mentoring Award, and the Howard R. Bowen Distinguished Career Award from the Association for the Study of Higher Education.
RON AVI ASTOR
Ron Avi Astor holds the Marjory Crump Chair Professorship in Social Welfare at the UCLA Luskin School of Public Affairs with a joint appointment in the UCLA Graduate School of Education and Information Studies. His work examines the role of the physical, social-organizational and cultural contexts in schools related to different kinds of bullying and school violence (e.g., sexual harassment, cyber bullying, discrimination hate acts, school fights, emotional abuse, weapon use, teacher/child violence).
Richard C. Atkinson served from 1995-2003 as the seventeenth president of the University of California (UC) system. His eight-year tenure was marked by innovative approaches to admissions and outreach, research initiatives to accelerate the university’s contributions to the state’s economy, and a challenge to the country’s most widely used admissions examination —the SAT—that led to major changes in the way millions of America’s youth are tested for college admissions.
Thomas Bailey is the 11th President of Teachers College, Columbia University, and the George and Abby O’Neill Professor of Economics and Education. An economist, with specialties in education, labor economics, and econometrics, Dr. Bailey is widely regarded as one the nation’s leading authorities on community colleges.
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.
ARNETHA F. BALL
Arnetha F. Ball is a Professor in the Graduate School of Education at Stanford University in the Curriculum Studies, Teacher Education, and the Race, Inequality and Language Programs. Dr. Ball is also the Charles E. Ducommun Professor in the Graduate School of Education.
DEBORAH LOEWENBERG BALL
Deborah Loewenberg Ball is the William H. Payne Collegiate Professor of education at the University of Michigan, an Arthur F. Thurnau Professor, and the director of TeachingWorks. She taught elementary school for more than 15 years, and continues to teach mathematics to elementary students every summer.
James A. Banks is Kerry and Linda Killinger Endowed Chair in Diversity Studies Emeritus at the University of Washington, Seattle. He received a BE in social science education from Chicago State University and a MA and a PhD in social science and education from Michigan State University.
W. STEVEN BARNETT
W. Steven Barnett is an economist and educational researcher whose work focuses on the economics of child development and related public policies, particularly early education policy. He is the Board of Governors Professor of Education (Economics and Policy) in the Graduate School of Education at Rutgers University, and Founding Co-Director of the National Institute of Early Education Research (NIEER) at Rutgers.
Hyman Bass is the Samuel Eilenberg Distinguished University Professor of Mathematics and Mathematics Education at the University of Michigan. Prior to 1999 he was Adrain Professor of Mathematics at Columbia University.
ESTELA MARA BENSIMON
Estela Mara Bensimon is a professor of higher education at the USC Rossier School of Education and Director of the Center for Urban Education, which she founded in 1999. She has served as President of the Association for the Study of Higher Education (ASHE) and as Vice President of the Postsecondary Education Division (Division J) of the American Education Research Association.
Mark Berends is a professor of sociology at the University of Notre Dame, where he directs the Center for Research on Educational Opportunity (CREO) and serves as chair of the Program for Interdisciplinary Educational Research (PIER) faculty committee. His research interests include school organization and classroom instruction and their relationship to student outcomes, with special attention to educational inequalities.
David C. Berliner is Regents’ Professor Emeritus at Arizona State University. His research and scholarship focus on teaching, teacher education, and educational policy.
HOWARD S. BLOOM
Since 1999, Dr. Howard S. Bloom has led MDRC’s development and application of experimental and quasi-experimental methods for estimating program impacts, with an emphasis on using these methods to improve evaluations of educational interventions. Before coming to MDRC, Dr. Bloom spent 21 years teaching research methods, program evaluation, and applied statistics to a generation of graduate students in public policy and management at Harvard University and at New York University, where in 1993 he received the university-wide Great Teacher Award.
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.
A. WADE BOYKIN, JR.
Wade Boykin is a Professor and Director of the Graduate Program in the Department of Psychology at Howard University. He is also the Executive Director of Capstone Institute at Howard University, and formally was Co-director of the Center for Research on the Education of Students Placed At Risk (CRESPAR).
Norman M. Bradburn, the Tiffany and Margaret Blake Distinguished Service Professor Emeritus, serves on the faculties of Chicago Harris, the Department of Psychology, the Booth School of Business, and the College. He is a former provost of the University (1984-1989), chairman of the Department of Behavioral Sciences (1973-1979), and associate dean of the Division of the Social Sciences (1971-1973).
Charles Brainerd is professor and Director of the JD/PhD Program in Law, Psychology and Human Development at Cornell University. Dr. Brainerd holds B.S., M.A., and Ph.D. degrees in experimental and developmental psychology. He has published over 300 research articles and chapters, and he has also published over 20 books.
Henry Braun is the Boisi Professor of Education and Public Policy, and director of the Center for the Study of Testing, Evaluation, and Educational Policy, at the Lynch School of Education Boston College. Professor Braun specializes in testing and education policy; large-scale assessment surveys and achievement gaps; value-added modeling; standard setting, and higher education outcomes.
BRYAN MCKINLEY JONES BRAYBOY
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.
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.
Anthony Bryk is the ninth president of The Carnegie Foundation for the Advancement of Teaching. He held the Spencer Chair in Organizational Studies in the School of Education and the Graduate School of Business at Stanford University from 2004 until assuming Carnegie’s presidency in September 2008.
Eamonn Callan is Pigott Family Professor in the Stanford University School of Education. He is a philosopher of education whose work draws heavily on contemporary moral and political theory.
Prudence L. Carter is the E.H. and Mary E. Pardee Professor and Dean of the Graduate School of Education at Berkeley. As a sociologist, her primary research and teaching agenda focuses on causes of and solutions to enduring social and cultural inequalities in schools and education.
Stephen Ceci currently works with Wendy Williams on a major project examining sex differences in cognitive performance, which has culminated in several peer-reviewed articles (e.g., American Scientist) and chapters. Ceci and Williams also created the Cornell Institute for Women in Science (CIWS) web page, and gave a large number of media interviews.
P. LINDSAY CHASE-LANSDALE
P. Lindsay Chase Lansdale is the Frances Willard Professor of Human Development and Social Policy in the School of Education and Social Policy (SESP) and a Faculty Fellow in the Institute for Policy Research (IPR) at Northwestern University. She is also the Vice Provost for Academics.
MICHELENE T.H. CHI
Michelene T. H. Chi is the director of the Learning Sciences Institute and a foundation professor in the Mary Lou Fulton Teachers College Arizona State University. She is a cognitive science researcher interested in issues of how students learn.
Paul Cobb is Professor of Mathematics Education at Vanderbilt University, where he holds the Peabody Chair in Teaching and Learning. His research interests focus on instructional design, issues of equity in mathematics teaching and learning, and the improving mathematics teaching on a larger scale.
CYNTHIA E. COBURN
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.
Marilyn Cochran-Smith is the Cawthorne Professor of Education at the Lynch School of Education, Boston College. Cochran-Smith is a past president of the American Educational Research Association (AERA) and was co-chair of AERA’s National Panel on Research and Teacher Education and co-editor of their report, Studying Teacher Education (2005).
Michael Cole is University Professor of Communication, Psychology, and Human Development and director of the Laboratory of Comparative Human Cognition, both at the University of California, San Diego. He received his BA from the University of California, Los Angeles, and his PhD from Indiana University.
James P. Comer is Maurice Falk Professor of Child Psychiatry at Yale University and associate dean at the Yale School of Medicine. He received his AB from Indiana University, his MD from Howard University’s College of Medicine, and his MPH from University of Michigan.
Lambros Comitas is Gardner Cowles Professor of Anthropology and Education at Teachers College (TC), Columbia University and director of TC’s Institute of International Studies. He was, for many years, the director of the Research Institute for the Study of Man in New York City, a leading American center of Caribbean study.
William Damon is professor of education at Stanford University and one of the world’s leading scholars of human, social, and moral development. By focusing his work on the positive aspects of growing up” rather than on the severe behavioral problems of adolescents, Damon has put himself on the forefront of the emerging positive psychology movement in the United States.
Linda Darling-Hammond is Charles E. Ducommun Professor of Education Emeritus at Stanford University, and President of the Learning Policy Institute. Her research, teaching, and policy work focus on issues of school reform, educational equity, and teaching quality.
Andrea diSessa is Evelyn Lois Corey Professor of Cognition and Development at the University of California, Berkeley. He received his AB in physics from Princeton University and his PhD, also in physics, from the Massachusetts Institute of Technology.
Rubén Donato is Professor of Educational Foundations, Policy and Practice in the School of Education at the University of Colorado at Boulder. He received his BA from the University of California at Santa Cruz and his MA and Ph.D. from Stanford University.
Greg Duncan is Distinguished Professor in the Department of Education at the University of California, Irvine. With a 1974 Ph.D. in Economics, Duncan spent the first two decades of his career at the University of Michigan working on, and ultimately directing, the Panel Study of Income Dynamics (PSID) data collection project, which, in 2001, was named by the National Science Foundation to be one of the 50 most significant NSF-funded projects in the organization’s history.
Jacquelynne Eccles is Distinguished Professor of Education at the University of California, Irvine and Emeritus Professor at the University of Michigan. She received her BA from the University of California, Berkeley, and her PhD from the University of California, Los Angeles.
Ronald G. Ehrenberg is Irving M. Ives Professor of Industrial and Labor Relations and Economics at Cornell University, director of the Cornell Higher Education Research Institute, and a research associate at the National Bureau of Economic Research. From 1995 to 1998, he served as Cornell’s vice president for Academic Programs, Planning, and Budget.
Margaret A. Eisenhart is University Distinguished Professor Emerita of Educational Anthropology and Research Methodology at the University of Colorado, Boulder. She received her undergraduate degree in French literature from Emory University and her masters and doctorate degrees in anthropology from the University of North Carolina, Chapel Hill.
Frederick Erickson was George F. Kneller Professor of Anthropology of Education at the University of California, Los Angeles (UCLA) from 1998-2011, and from 2000-2006 he was director of research at the Corinne A. Seeds University Elementary School, UCLA’s laboratory school. He received his bachelors and masters degrees in the history of music and his PhD in education at Northwestern University.
DOROTHY L. ESPELAGE
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.
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.
Michael Feuer is Dean of the Graduate School of Education and Human Development and Professor of Education Policy at The George Washington University, and President of the National Academy of Education. Before coming to GW, for the previous 17 years Feuer held positions at the National Research Council of the National Academies, most recently as the executive director of the Division of Behavioral and Social Sciences and Education.
David Figlio is the Orrington Lunt Professor Dean of the School of Education and Social Policy at Northwestern University, as well as Research Associate at the National Bureau of Economic Research. He earned his PhD in Economics in 1995 from the University of Wisconsin-Madison.
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.
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.
Sarah Warshauer Freedman is Professor of the Graduate School at the University of California, Berkeley where she served as founding faculty director for the Multicultural Urban Secondary English (MUSE) Credential and MA program until 2014 and for 10 years directed the National Center for the Study of Writing and Literacy. Her research focuses on how students who are most underserved by US schools and universities learn to write and how teachers learn to teach these students.
Susan Fuhrman is the President Emerita of Teachers College, Columbia University, founding Director of the Consortium for Policy Research in Education (CPRE), and immediate Past-President of the National Academy of Education. Dr. Fuhrman’s substantial leadership track record includes her term as Dean of the University of Pennsylvania’s Graduate School of Education from 1995-2006, where she was also the school’s George and Diane Weiss Professor of Education.
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 the 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.
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.
Patricia Gándara is Research Professor of Education in the Graduate School of Education and Information Sciences at UCLA. She received her PhD in educational psychology from UCLA.
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.
James Paul Gee is the Mary Lou Fulton Presidential Professor of Literacy Studies and a Regents’ Professor at Arizona State University. His book Sociolinguistics and Literacies (1990, Fifth Edition 2015) was one of the founding documents in the formation of the “New Literacy Studies”, an interdisciplinary field devoted to studying language, learning, and literacy in an integrated way in the full range of their cognitive, social, and cultural contexts.
Carol Gilligan is University Professor of Applied Psychology and the Humanities at New York University. She was a member of the Harvard faculty for over 30 years and held the Patricia Albjerg Graham chair in Gender Studies.
Susan R. Goldman, (PhD., University of Pittsburgh) is Distinguished Professor of Liberal Arts and Sciences, Psychology, and Education and Co-Director of the Learning Sciences Research Institute at the University of Illinois at Chicago. She conducts research on subject matter learning, instruction, assessment, and roles for technology, especially in literacy and mathematics.
Louis Gomez is the MacArthur Chair in Digital Media and Learning at UCLA’s Graduate School of Education & Information Studies. Before joining the UCLA faculty he was the Helen S. Faison Professor of Urban Education and Sr. Scientist at the Learning Research and Development Center (LRDC) at The University of Pittsburgh.
Thomas L. Good (Ph.D. Indiana University) is a Professor Emeritus and a long-time member of the Department of Educational Psychology at the University of Arizona. His previous appointments were at the University of Texas- Austin (in the Department of Educational Psychology), and the University of Missouri- Columbia (in the Curriculum and Instruction Department).
Edmund Gordon is the John M. Musser Professor of Psychology, Emeritus at Yale University, Richard March Hoe Professor, Emeritus of Psychology and Education, at Teachers College, Columbia University and Director Emeritus of the Institute for Urban and Minority Education (IUME) at Teachers College, Columbia University. He is also the Senior Scholar in Residence at the SUNY Rockland Community College.
Patricia Albjerg Graham is Charles Warren Professor of the History of Education Emerita at Harvard. She received her BS and MS from Purdue University and her PhD from Columbia University.
Sandra Graham is a Professor in the Human Development and Psychology division in the Department of Education at UCLA and the University of California Presidential Chair in Education and Diversity. Her major research interests include the study of academic motivation and social development in children of color, particularly in school contexts that vary in racial/ethnic diversity.
Hanna Holborn Gray was President of the University of Chicago from July 1, 1978 through June 30, 1993 and is now President Emeritus. Mrs. Gray is a historian with special interests in the history of humanism, political and historical thought, church history, and politics in the Renaissance and the Reformation.
Pam Grossman is the Dean of the Graduate School of Education at the University of Pennsylvania and the Nomellini-Olivier Professor Emerita at the Stanford University School of Education. She completed her undergraduate degree in English at Yale University and her PhD from Stanford University.
Megan Gunnar is a professor of Child Development at the University of Minnesota. She is the principal investigator for The International Adoption Project.
John T. Guthrie is the Jean Mullan Professor of Literacy in the Department of Human Development at the University of Maryland, College Park. As Director of the Maryland Literacy Research Center, he studied motivations and strategies in reading at all school levels.
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.
Amy Gutmann is president and Christopher H. Browne Distinguished Professor of Political Science in the School of Arts and Sciences and Professor of Communication in the Annenberg School for Communication at the University of Pennsylvania. Her 17th book, Everyone Wants to Go to Heaven but Nobody Wants to Die (with Jonathan Moreno), will be published by W.W. Norton in 2019.
Edward Haertel is the Jacks Family Professor of Education, Emeritus at Stanford University, where his research and teaching has focused on quantitative research methods, psychometrics, and educational policy, especially test-based accountability and the use of test data for educational program evaluation. Haertel’s early work investigated the use of latent class models for item response data.
Kenji Hakuta is the Lee J. Jacks Professor of Education emeritus at Stanford University. An experimental psycholinguist by training, he is best known for his work in the areas of bilingualism and the acquisition of English in immigrant students.
RONALD K. HAMBLETON
Ronald K. Hambleton holds the titles of Distinguished University Professor and Executive Director of the Center for Educational Assessment at the University of Massachusetts at Amherst. He earned his PhD in 1969 at the University of Toronto.
Eric Hanushek is the Paul and Jean Hanna Senior Fellow at the Hoover Institution of Stanford University. He is also chairman of the Executive Committee for the Texas Schools Project at the University of Texas at Dallas, a research associate of the National Bureau of Economic Research, and area coordinator for the economics of education of the CESifo Research Network.
Robert M. Hauser is Executive Officer of the American Philosophical Society. From 2010 through 2016, he served as Executive Director of the Division of Behavioral and Social Sciences and Education at the National Academies of Sciences, Engineering, and Medicine.
SHIRLEY BRICE HEATH
Shirley Brice Heath is Margery Baily Professor of English and Dramatic Literature and Professor of Linguistics Emerita, Stanford University, and past Professor at Large, Brown University (2003-2010). A linguistic anthropologist by training (Columbia University), she is best known in the United States for her longitudinal studies of linguistic development in the learning environments of families and communities.
James J. Heckman is the Henry Schultz Distinguished Service Professor of Economics at The University of Chicago. His recent research deals with such issues as evaluation of social programs, econometric models of discrete choice and longitudinal data, the economics of the labor market, and alternative models of the distribution of income.
Larry V. Hedges is Board of Trustees Professor of Statistics, Faculty Fellow at the Institute for Policy Research, and Professor in the School of Education and Social Policy at Northwestern University. He received his BA from the University of California, San Diego, and his MA and PhD from Stanford University.
Jeffrey Henig is a professor of political science and education at Teachers College and a professor of political science at Columbia University. He is author, coauthor, or coeditor of eleven books, including The Color of School Reform: Race, Politics and the Challenge of Urban Education (Princeton, 1999) and Building Civic Capacity: The Politics of Reforming Urban Schools (Kansas, 2001), both of which were named- in 1999 and 2001, respectively- the best book written on urban politics by the Urban Politics Section of the American Political Science Association.
Joan Herman is Co-Director Emeritus of the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) at UCLA, where she currently serves as senior research scientist. Her research has explored the effects of testing on schools and the design of assessment systems to support school planning and instructional improvement. Her recent work focuses on the validity and utility of teachers’ formative assessment practices and the assessment of deeper learning She also has wide experience as an evaluator of school reform.
Diana Hess became dean of UW-Madison’s School of Education on Aug. 1, 2015. Hess, only the ninth dean of the School of Education since its founding in 1930, comes to this post after serving as senior vice president of the Spencer Foundation in Chicago since September 2011.
Paul W. Holland held the Frederic M. Lord Chair in Measurement and Statistics in the Research and Development Division at the Educational Testing Service (ETS) in Princeton, New Jersey until he retired in 2006. His educational background includes a MA and PhD in statistics from Stanford University and a BA in mathematics from the University of Michigan.
MARGARET A. HONEY
Margaret Honey joined The New York Hall of Science as president and CEO in November of 2008. Among her current interests at NYSCI is the role of design-based learning in promoting student interest and achievement in STEM subjects.
Glynda Hull is Professor of Education in the Graduate School of Education at the University of California, Berkeley and holds the Elizabeth H. and Eugene A. Shurtleff Chair in Undergraduate Education. Her current research focuses on designing innovative online spaces for learning and exploring the burgeoning phenomenon of global schools.
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.
Jacqueline Jordan Irvine is Charles Howard Candler Professor of Urban Education Emerita in the Division of Educational Studies at Emory University. Professor Irvine’s specialization is in multicultural education and urban teacher education, particularly the education of African American students.
C. KIRABO JACKSON
C. Kirabo Jackson, a labor economist who studies education and social policy issues, is professor of human development and social policy at Northwestern University. He earned his bachelor’s degree in ethics, politics, and economics from Yale University in 1998 and his doctorate in economics from Harvard University in 2007.
Jack Jennings has played three roles during his career: education expert for the U.S. Congress, leader in a national think tank, and author. Although John F. Jennings is his formal name, he prefers to be known as “Jack,” his nickname.
Rucker C. Johnson is the Chancellor’s Professor of Public Policy in the Goldman School of Public Policy at the University of California, Berkeley, and faculty research associate at the National Bureau of Economic Research. As a labor economist who specializes in the economics of education, Johnson’s work considers the role of poverty and inequality in affecting life chances.
Susan Moore Johnson is Jerome T. Murphy Professor of Education at the Harvard Graduate School of Education, where she served as academic dean from 1993-1999. She received her AB in English Literature from Mount Holyoke College and her MAT in English and EdD in Administration, Planning, and Social Policy from Harvard University.
Carl Kaestle is University Professor and Professor of Education, History, and Public Policy Emeritus at Brown University. He received his BA from Yale College and his MAT and PhD from Harvard University.
Sharon Lynn Kagan is the Virginia and Leonard Marx Professor of Early Childhood and Family Policy, Co-Director of the National Center for Children and Families at Teachers College, Columbia University, and Professor Adjunct at Yale University’s Child Study Center. Scholar, pioneer, leader, and advocate, Dr. Kagan has helped shape early childhood practice and policies in the United States and in countries throughout the world.
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.
Gregory Kelly (PhD., Cornell University) is Distinguished Professor of Science Education and Senior Associate Dean for Research in the College of Education at Penn State University. Early in his career he taught physics and mathematics, including four years in the Peace Corps (Togo).
James A. Kelly has had a distinguished career in education policy, education finance, philanthropy, and teaching standards, assessments and certification. He chairs the Board of Advisors for Teaching Works, a nationally-important teacher education initiative at the University of Michigan.
Walter Kintsch is Professor Emeritus of Psychology and the former Director of the Institute of Cognitive Science at the University of Colorado in Boulder. He came to the University of Colorado in 1968 after receiving a Ph.D. in psychology from the University of Kansas and faculty appointments at the University of Missouri and the University of California at Riverside.
David L. Kirp, James D. Marver Professor of Public Policy at the University of California at Berkeley, is a policy consultant and former newspaper editor as well as an academic. In his seventeen books and scores of articles, in both the popular press and scholarly journals, he has tackled some of America’s biggest social problems, including affordable housing, access to health, gender discrimination and AIDS.
JOSEPH S. 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.
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.
Helen F. Ladd is the Susan B. King Professor Emerita of Public Policy and Economics at Duke University’s Sanford School of Public Policy. Her education research focuses on school finance and accountability, teacher labor markets, school choice, and early childhood programs.
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).
Sara Lawrence-Lightfoot, a sociologist, examines the culture of schools, the broad ecology of education, and the relationship between human development and social change. She has written 10 books: Worlds Apart: Relationships Between Families and Schools (1978), Beyond Bias: Perspectives on Classrooms (1979), and The Good High School: Portraits of Character and Culture (1983), which received the 1984 Outstanding Book Award from the American Educational Research Association.
Carol D. Lee is Professor Emeritus of Education in the School of Education and Social Policy and in African-American Studies at Northwestern University in Evanston, Illinois, U.S.A. She is a past president of the American Educational Research Association (AERA), AERA’s past representative to the World Educational Research Association, past vice-president of Division G (Social Contexts of Education) of the American Educational Research Association, past president of the National Conference on Research in Language and Literacy, and past co-chair of the Research Assembly of the National Council of Teachers of English.
Richard Lehrer is Frank W. Mayborn Professor of Education at Vanderbilt University. A former high school science teacher, he received a Ph.D. in educational psychology and statistics from the State University of New York, Albany and a B.S. in Biology from Rensselaer Polytechnic Institute.
Hope Jensen Leichter is Elbenwood Professor of Education and director of the Elbenwood Center for the Study of the Family as Educator at Teachers College, Columbia University. She received her BA from Oberlin College and her PhD from Harvard University.
NONIE K. LESAUX
Nonie K. Lesaux is Academic Dean and the Juliana W. and William Foss Thompson Professor of Education and Society. Her research focuses on promoting the language and literacy skills of today’s children from diverse linguistic, cultural and economic backgrounds, and is conducted largely in urban and semi-urban cities and school districts.
Marcia C. Linn is Professor of Development and Cognition, specializing in science and technology in the Graduate School of Education, University of California, Berkeley. She is a member of the National Academy of Education and a Fellow of the American Association for the Advancement of Science (AAAS), the American Psychological Association (APA), the Association for Psychological Science (APS), the American Educational Research Association (AERA), and the International Society of the Learning Sciences (ISLS).
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.
Susanna Loeb is Professor of Education and International and Public Affairs and Director of the Annenberg Institute for School Reform at Brown University. She was previously the Barnett Family Professor of Education at Stanford University, faculty director of the Center for Education Policy Analysis, and a co-director of Policy Analysis for California Education.
K. TSIANINA LOMAWAIMA
K. Tsianina Lomawaima (Ph.D. 1987, Stanford University, Anthropology) is Professor in the School of Social Transformation, Arizona State University. Tribal ancestry is Muscogee (Creek Nation).
BRIDGET TERRY LONG
Bridget Terry Long, Saris Professor of Education and Economics, is the 12th Dean of the Harvard Graduate School of Education (HGSE). A member of the HGSE faculty since 2000, Long served as academic dean from 2013 to 2017 and was previously the faculty director of the Ed.D. and Ph.D. programs from 2010 to 2013.
Dr. Henri Mann is a Cheyenne enrolled with the Cheyenne-Arapaho Tribes and she is the founding President of the Cheyenne and Arapaho Tribal College. Dr. Mann was the first individual to occupy the Endowed Chair in Native American Studies at Montana State University, Bozeman, where she is Professor Emeritus and continues to serve as Special Assistant to the President.
TERESA L. MCCARTY
Teresa L. McCarty is an educational anthropologist whose work focuses on Indigenous education and language education policy. She is the George F. Kneller Chair in Education and Anthropology at the University of California, Los Angeles, and the Alice Wiley Snell Professor Emerita of Education Policy Studies at Arizona State University. A Fellow of the American Educational Research Association, Society for Applied Anthropology, and International Centre for Language Revitalisation, she has also been the National Endowment for the Humanities Fellow at the School for Advanced Research.
Kathleen McCartney is the 11th president of Smith College. A summa cum laude graduate of Tufts University, she earned both her master’s and doctoral degrees in psychology from Yale University.
Lorraine McDonnell is an emerita professor of political science at the University of California, Santa Barbara. Prior to coming to UCSB, she was a senior political scientist at RAND.
Douglas Medin (Ph.D., University of South Dakota) taught at The Rockefeller University, University of Illinois, and the University of Michigan before assuming his current position as Professor of Psychology and Professor of Education and Social Policy at Northwestern University. Best known for his research on concepts and categorization, his recent research interests have focused on culture and cognition in general and the role of culture and experience in children’s development of biological concepts in particular.
Hugh Mehan is a professor emeritus of sociology and founding director of the Center for Research on Educational Equity and Teaching Excellence at the University of California, San Diego (UCSD). He received his BA from Hobart College, his MA from San Jose State College, and his PhD from the University of California, Santa Barbara.
Robert Mislevy holds the Frederic M. Lord Chair in Measurement and Statistics at Educational Testing Service, and is Emeritus Professor of Measurement, Statistics, and Evaluation at the University of Maryland, with affiliations in Second Language Acquisition and the Joint Program in Survey Methods. He earned his Ph.D. in Methodology of Behavioral Research at the University of Chicago in 1981.
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.
Luis C. Moll is Professor Emeritus in the Language, Reading and Culture Program of the Department of Teaching, Learning and Sociocultural Studies, College of Education, University of Arizona. He was awarded his Ph.D. in Educational Psychology/Early Childhood Development from the University of California, Los Angeles.
Pamela Moss is the John Dewey Collegiate Professor of Education at the University of Michigan. Her scholarship engages the critical potential of methodological pluralism in education research: how it is and might be theorized, practiced, taught, supported by organizational and governmental policies, and embedded in the evolving infrastructures through which knowledge is produced and used to orient action in complex educational contexts.
Chandra Muller is Alma Cowden Madden Centennial Professor of Liberal Arts in Sociology at the University of Texas at Austin. Her current research focuses on the long run effects of high school coursework on midlife work and financial security, health, and political participation, with an emphasis on social inequality by gender, social class, disability status, and immigration status.
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.
NA’ILAH SUAD 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.
Anna Neumann, Professor of Higher Education at Teachers College, Columbia University, studies teaching in urban colleges and universities, with an eye toward improving first-generation students’ subject-matter learning in first- and second-year courses (in general/liberal education), and in post-graduate work (in law school). In this work, she seeks to illuminate what good teaching means and how it unfolds, how professors learn to teach, and professional development practices and programs for supporting teaching improvement.
Sonia Nieto has devoted her professional life to questions of diversity, equity, and social justice in education. Professor Emerita in Language, Literacy, and Culture at the College of Education, University of Massachusetts, she has taught students from elementary grades through doctoral studies.
Nel Noddings is Lee Jacks Professor of Child Education emerita at Stanford University. She received her BA from Montclair State College, her MA from Rutgers University, and her PhD from Stanford University.
Pedro Noguera is the Emery Stoops and Joyce King Stoops Dean of the Rossier School of Education and a Distinguished Professor of Education at the University of Southern California. Prior to joining USC, Noguera served as a Distinguished Professor of Education at the Graduate School of Education and Information Studies at the University of California, Los Angeles.
Jeannie Oakes is Presidential Professor Emeritus in Educational Equity at UCLA, where she founded UCLA’s Institute for Democracy, Education, and Access; the University of California’s All Campus Consortium on Research for Diversity; and Center X, UCLA’s urban teacher preparation program. She is also Senior Fellow in Residence at the Learning Policy Institute.
Michael A. Olivas is William B. Bates Distinguished Chair of Law at the University of Houston and the director of the Institute for Higher Education Law and Governance. Olivas joined the faculty of the University of Houston in 1982.
MELVIN L. OLIVER
Melvin L. Oliver is the sixth president of Pitzer College, an award-winning professor, author and a noted expert on racial and urban inequality. Before joining Pitzer College, President Oliver served as the executive dean at the University of California, Santa Barbara’s College of Letters and Science, where he was also the SAGE Sara Miller McCune Dean of Social Sciences and a professor of sociology.
ANNEMARIE SULLIVAN PALINCSAR
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.
WALTER C. PARKER
Walter Parker is Professor Emeritus of Curriculum and Instruction and, by courtesy, Political Science at the University of Washington, Seattle. He studies social studies curriculum and instruction, K-12, and concentrates on civic education—teaching and learning about democracy.
Roy Pea is the David Jacks professor of education and learning sciences at Stanford University, and Director of the Learning Sciences and Technology Design (LSTD) PhD Program. Pea’s research has centered on how innovations in computing and communications technologies can influence learning, thinking, collaboration, and educational systems, and most recently has been focusing on bridging the sciences of informal and formal learning, and studies of socially-augmented learning technologies.
P. David Pearson served as dean of the Graduate School of Education at the University of California, Berkeley, were he is a faculty member in the language and literacy program. His current research focuses on issues of reading instruction and reading assessment policies and practices at all levels-local, state, and national; most notable is a decade-long line of inquiry into to synergies between science and literacy practices.
James W. Pellegrino is Liberal Arts and Sciences Distinguished Professor of Cognitive Psychology and Distinguished Professor of Education at the University of Illinois at Chicago. He also serves as co-director of UIC’s interdisciplinary Learning Sciences Research Institute.
WILLIAM R. PENUEL
Bill Penuel is a Professor of Learning Sciences and Human Development in the School of Education and Institute of Cognitive Science at the University of Colorado Boulder. He designs and studies curriculum materials, assessments, and professional learning experiences for teachers in science.
David Perkins is a Research Professor, retired from the Senior Faculty at the Harvard Graduate School of Education and a founding member of Project Zero, co-director for many years, and now senior co-director and member of the steering committee. Project Zero, founded in 1967, is a research and development group at the Harvard Graduate School of Education investigating human intelligence, creativity, understanding, and learning at all levels.
LAURA W. PERNA
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.
Trained as a statistician/psychometrician, Andrew C. Porter is George and Diane Weiss Emeritus Professor of Education in the Graduate School of Education at the University of Pennsylvania. Currently, he is Director of the Institute for Education Sciences Center on Standards, Alignment, Instruction and Learning (C-SAIL).
Alejandro Portes is Howard Harrison and Gabrielle Snyder Beck Professor Emeritus of Sociology at Princeton University and Research Professor of Law and Distinguished Scholar of Arts and Sciences at the University of Miami. He is the founding director of the Center for Migration and Development at Princeton.
Diana C. Pullin, J.D., Ph.D., is Professor Emerita of Education Law and Public Policy in the Lynch School of Education and the School of Law at Boston College. The focus of all of Pullin’s work has been the improvement of access to meaningful educational opportunity for all students.
Sophia Rabe-Hesketh is a Professor of Educational Statistics and Biostatistics at the University of California, Berkeley. She was previously Professor of Social Statistics at the Institute of Education, University of London and Reader in Statistics at the Institute of Psychiatry, University of London.
Stephen W. Raudenbush, EdD, joined the University of Chicago as the Lewis-Sebring Distinguished Service Professor and chair of the new Committee on Education. Professor Raudenbush is best known for his expertise in quantitative methodology using the advanced research technique of hierarchical linear models, which allows researchers to accurately evaluate data from school performance.
C. CYBELE RAVER
Dr. C. Cybele Raver is Deputy Provost at NYU. She provides University-wide leadership for strengthening NYU’s position among top-tier Research I institutions of higher education.
Sean Reardon is professor of education and (by courtesy) sociology at Stanford University, specializing in research on the effects of educational policy on educational and social inequality, on the causes, patterns, trends, and consequences of social and educational inequality, and in applied statistical methods for educational research. His primary research examines the relative contribution of family, school, and neighborhood environments to racial/ethnic and socioeconomic achievement disparities.
William J. Reese is the Carl F. Kaestle WARF and Vilas Research Professor of Educational Policy Studies and History at the University of Wisconsin-Madison. He has served as president of the History of Education Society, vice-president of the History and Historiography Division of the American Educational Research Association, and editor of the History of Education Quarterly.
Lauren Resnick is a professor of psychology at the University of Pittsburgh and director and senior scientist at the Learning Research and Development Center there. She received her AB from Radcliffe College and her AM and EdD from Harvard University.
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.
Over the last forty years, Mike Rose has taught in a range of educational settings, from kindergarten to job training and adult literacy programs. He is currently on the faculty of the Social Research Methodology Division of the UCLA Graduate School of Education and Information Studies.
Cecilia Elena Rouse is the Dean of the Woodrow Wilson School of Public and International Affairs and the Lawrence and Shirley Katzman and Lewis and Anna Ernst Professor in the Economics of Education. She is the founding director of the Princeton University Education Research Section, is a member of the National Academy of Education and a member of the Board of Directors of the National Bureau of Economic Research.
Brian Rowan is the Burke A. Hinsdale Collegiate Professor in Education, a Research Professor at the Institute for Social Research, and (by courtesy) a Professor of Sociology at the University Michigan. A sociologist by training (Ph.D., Stanford, 1978), Rowan’s scholarly interests lie at the intersection of organization theory and school effectiveness research.
Robert Rueda is Professor Emeritus of Educational Psychology and former Stephen H. Crocker Professor of Education at the Rossier School of Education at the University of Southern California, with a courtesy appointment in the Department of Psychology. His teaching focused on courses in the Psychology of Education, and his research has centered on the sociocultural basis of motivation, learning, and instruction, with a focus reading and literacy in English learners, and students in at-risk conditions.
Rubén G. Rumbaut is Distinguished Professor of Sociology at the University of California, Irvine, where he is also affiliated with its School of Education; and a fellow of the American Academy of Arts and Sciences. In the 1980s he conducted seminal studies of refugees from Vietnam, Laos, and Cambodia, and of their children’s adaptations in U.S. public schools.
Russell Rumberger is a Professor Emeritus in the Department of Education. A faculty member at UC Santa Barbara since 1987, he has published widely in several areas of education: education and work; the schooling of disadvantaged students, particularly school dropouts and linguistic minority students; school effectiveness; and education policy.
Geoffrey B. Saxe is a professor in the Graduate School of Education at the University of California, Berkeley (UCB). Since receiving his PhD in psychology from UCB in 1975, he has held postdoctoral and faculty positions at Children’s Hospital/Harvard Medical School (1976-1977), the Graduate Center of the City University of New York (1977-1981), and the University of California, Los Angeles (1981-1997).
Marlene Scardamalia is a professor at the Ontario Institute for Studies in Education, University of Toronto, and director of the Centre for Applied Cognitive Science. She received her BA from Clarion State College, her MS from Bucknell University, and her PhD from the University of Toronto.
DIANE WHITMORE SCHANZENBACH
Diane Whitmore Schanzenbach is the Margaret Walker Alexander Professor of Education and Social Policy, and Director of the Institute for Policy Research, at Northwestern University. She is also a Research Associate of the National Bureau of Economic Research.
Morton Schapiro began his term as the 16th president of Northwestern University on September 1, 2009. He is a professor of economics in Northwestern’s Judd A. and Marjorie Weinberg College of Arts and Sciences and also holds appointments in the J. L. Kellogg School of Management and the School of Education and Social Policy.
Leona Schauble is a cognitive developmental psychologist with research interests in the relations between everyday reasoning and more formal, culturally-supported, and schooled forms of thinking, such as scientific and mathematical reasoning. Her research concerns topics such as belief change in contexts of scientific experimentation, strategy change, and causal inference.
William H. Schmidt is a University Distinguished Professor at Michigan State University and director of the Center for the Study of Curriculum Policy. He holds faculty appointments in Statistics and Education.
Barbara Schneider is the John A. Hannah Chair University Distinguished Professor in the College of Education and Department of Sociology at Michigan State University. She has used a sociological lens to understand societal conditions and interpersonal interactions that create norms and values that enhance human and social capital for the past thirty years.
Alan Schoenfeld is the Elizabeth and Edward Conner Professor of Education and Affiliated Professor of Mathematics at the University of California at Berkeley. He is a Fellow of the American Association for the Advancement of Science and of the American Educational Research Association (AERA), and a Laureate of the education honor society Kappa Delta Pi; he has served as President of AERA and vice President of the National Academy of Education.
Donna Shalala is an American politician and academic serving as the U.S. Representative for Florida’s 27th congressional district since 2019. Donna E. Shalala was formerly President and CEO of the Clinton Foundation.
Lorrie Shepard is professor of Research and Evaluation Methodology and dean of the School of Education at the University of Colorado at Boulder. Her research focuses on psychometrics and the use and misuse of tests in education settings.
Robert Siegler is Schiff Foundations Professor of Psychology and Education. His research focuses on children’s thinking, particularly their mathematical and scientific thinking.
Edward A. Silver teaches and advises graduate students in mathematics education and conducts research related to the teaching and learning of mathematics. He is currently the Senior Associate Dean for Research and Graduate Studies and the William A. Brownell Collegiate Professor of Education and professor of mathematics at the University of Michigan in Ann Arbor.
Judith D. Singer is Senior Vice Provost for Faculty Development and Diversity and James Bryant Conant Professor of Education at Harvard University. An internationally renowned statistician, Singer’s scholarship focuses on improving the quantitative methods used in social, educational, and behavioral research.
DIANA SLAUGHTER KOTZIN
Diana Slaughter Kotzin, PhD, has been Constance E. Clayton professor emerita in urban education of the University of Pennsylvania since July 2011. Her research interests included culture, primary education, and home-school relations facilitating in-school academic achievement.
Robert Slavin is currently Director of the Center for Research and Reform in Education at Johns Hopkins University. He received his B.A. in Psychology from Reed College in 1972, and his Ph.D. in Social Relations in 1975 from Johns Hopkins University.
CHRISTINE E. SLEETER
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.
Marshall “Mike” Smith recently retired from the federal government where he served the last time for 17 months as a Senior Counselor to the Secretary of Education in the Obama administration. Before that he was the program director for education at the William and Flora Hewlett Foundation in Menlo Park, California, from 2001 to 2008.
Catherine Snow is Patricia Albjerg Graham Professor of Education at the Harvard Graduate School of Education. She received her BA from Oberlin College and her MA and PhD from McGill University.
DANIEL G. SOLORZANO
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.
MARGARET BEALE SPENCER
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 received an Honorary Doctorate of Humane Letters Degree from Northwestern University, and the Faculty Diversity Award at the University of Chicago.
James Spillane is the Spencer T. and Ann W. Olin Professor in Learning and Organizational Change at the School of Education and Social Policy at Northwestern University. He is also professor of Human Development and Social Policy, professor of Learning Sciences, professor of Management and Organizations, and faculty associate at Northwestern’s Institute for Policy Research.
Robert J. Sternberg is Professor of Human Development at Cornell University. Previously, he has been President of the University of Wyoming, Provost of Oklahoma State University, and Dean of Arts and Sciences at Tufts University.
James W. Stigler is Professor of Psychology and Associate Dean of Social Sciences at UCLA, and a Senior Fellow at the Carnegie Foundation for the Advancement of Teaching. He is co-author of two popular books: The Teaching Gap (with James Hiebert) and The Learning Gap (with Harold Stevenson).
Deborah J. Stipek is the former Dean and current Professor of Education at Stanford University. Her doctorate is from Yale University in developmental psychology.
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.
Marcelo M. Suárez-Orozco’s research, on conceptual and empirical problems in the areas of cultural psychology and psychological anthropology with a focus on the study of mass migration, globalization, and education, has been funded by the NSF, W. T. Grant, Spencer, Ford, Carnegie, other national and international foundations, and donors. He is author of numerous scholarly essays, award-winning books, and edited volumes published by Harvard University Press, Stanford University Press, the University of California Press, Cambridge University Press, New York University Press, and numerous scholarly papers appearing in international journals, in a range of disciplines and languages, including Harvard Educational Review, Revue Française de Pédagogie (Paris), Harvard Business Review, Cultuur en Migratie (Leuven), Harvard International Review, Temas: Cultura, Ideologia y Sociedad (Havana), Harvard Policy Review, Ethos, International Migration (Geneva), Anthropology and Education Quarterly, The Journal of the American Academy of Arts and Sciences, Annual Reviews of Anthropology, and others.
WILLIAM F. TATE IV
William F. Tate IV is the provost and executive vice president of academic affairs at the University of South Carolina. He holds the USC Education Foundation Distinguished Professorship with appointments in Sociology and Family and Preventive Medicine (secondary appointment).
Marta Tienda is Maurice P. During ’22 Professor of Demographic Studies and Professor of Sociology and Public Affairs at Princeton University, where she directed the Office of Population from 1998-2002. Prior to joining the Princeton faculty in 1997, Dr. Tienda held appointments at the University of Chicago, where she served as chair of the Department of Sociology and editor of the American Journal of Sociology, and the University of Wisconsin at Madison.
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).
Judith Torney-Purta is a developmental and educational psychologist who is Professor Emerita of Human Development (HDQM Department) at the University of Maryland. She has conducted interdisciplinary research for nearly fifty years on young people’s knowledge of democracy and on the social and political attitudes necessary to maintain it.
Elliot Turiel holds the Jerome A. Hutto Chair in the Graduate School of Education at the University of California, Berkeley. He is also an affiliated professor in the Department of Psychology.
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).
Deborah Lowe Vandell is Chancellor’s Professor and Founding Dean Emerita of Education at the University of California, Irvine. Prior to these appointments, she was the Sears Bascom Professor of Education at the University of Wisconsin, Madison.
Maris Vinovskis is Bentley Professor of History, professor at the Gerald R. Ford School of Public Policy at the University of Michigan, and a senior research scientist for the Center for Political Studies in the Institute of Social Research. He received his BA from Wesleyan University and his AM and PhD from Harvard University.
VANESSA SIDDLE WALKER
Vanessa Siddle Walker is the Samuel Candler Dobbs Professor of Educational Studies at Emory University. For 25 years, she has explored the segregated schooling of African American children, considering sequentially the climate that permeated the schools, the network of professional collaborations that explains the schools’ similarities, and the hidden systems of advocacy that sought equality and justice.
Mark Warschauer is Professor of Education at the University of California, Irvine, where he directs both the Digital Learning Lab and the Online Learning Research Center. Warschauer began his educational career as a Spanish bilingual mathematics teacher in San Francisco.
Noreen M. Webb is Distinguished Professor of Social Research Methodology in the UCLA Department of Education in the Graduate School of Education & Information Studies. Her research spans domains in learning and instruction, especially the measurement and study of teaching and learning processes and the performance of individuals and groups in mathematics and science classrooms, and measurement topics in generalizability theory.
Bernard Weiner received his undergraduate degree from the University of Chicago and his PhD from the University of Michigan in l963. Since 1965 he has been at the University of California, Los Angeles, where he is currently Distinguished Research Professor of Psychology.
Lois Weis is State University of New York Distinguished Professor of Sociology of Education at the University at Buffalo, State University of New York. She received her PhD in Educational Policy Studies from the University of Wisconsin-Madison.
Roger P. Weissberg is UIC Distinguished Emeritus Professor at the University of Illinois at Chicago (UIC). He is also Chief Knowledge Officer of the Collaborative for Academic, Social, and Emotional Learning (CASEL), an international organization committed to making evidence-based social, emotional, and academic learning an essential part of preschool through high school education (http://www.casel.org/).
AMY STUART WELLS
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.
Carl Wieman holds a joint appointment as Professor of Physics and of the Graduate School of Education at Stanford University. He served as the Associate Director for Science at the White House Office of Science and Technology Policy in September 2010-12.
John Willinsky is currently Khosla Family Professor of Education at Stanford University, and a fellow of the Royal Society of Canada. He received his BA in English from Laurentian University, his MEd in Educational Theory from the University of Toronto/Ontario Institute for Studies in Education, and his PhD in Educational Foundations from Dalhousie University.
WILLIAM JULIUS WILSON
William Julius Wilson is Lewis P. and Linda L. Geyser University Professor at Harvard University. He received his BA from Wilberforce University, his MA from Bowling Green State University, and his PhD from Washington State University.
Mark Wilson’s interests focus on measurement and applied statistics. His work spans a range of issues in measurement and assessment from the development of new statistical models for analyzing measurement data, to the development of new assessments in subject matter areas such as science education, patient-reported outcomes and child development, to policy issues in the use of assessment data in accountability systems.
Suzanne Wilson is currently Professor of Curriculum & Instruction at the Neag School of Education at the University of Connecticut. Wilson was previously University Distinguished Professor at Michigan State University, where she currently served as Chair and Professor in the Department of Teacher Education.
Sam Wineburg is the Margaret Jacks Professor of Education and, by courtesy, of History at Stanford University. Educated at Brown and Berkeley, he holds a PhD in Psychological Studies in Education from Stanford and an honorary doctorate from Sweden’s Umeå University.
FRANK C. WORRELL
Frank C. Worrell is a Professor in the Graduate School of Education at the University of California, Berkeley. He also holds an affiliate appointment in the Social and Personality Area in the Department of Psychology.
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.
CAROL CAMP YEAKEY
Carol Camp Yeakey, is the Marshall S. Snow Professor of Arts & Science and the Founding Director of the interdisciplinary program in Urban Studies and its Center on Urban Research and Public Policy at Washington University in St. Louis. She also holds faculty appointments in Arts & Sciences as Professor of Education; of International & Area Studies; of American Culture Studies; and, of Urban Studies & Public Policy and was appointed a Faculty Scholar in the Institute for Public Health.
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.
Ken Zeichner is Boeing Professor of Teacher Education Emeritus, University of Washington, Seattle. From 1976 to 2009, he was a faculty member in the School of Education at the University of Wisconsin-Madison.
Yong Zhao is Foundations Distinguished Professor in the School of Education with an appointment in the School of Business at the University of Kansas. He is also a professor of educational leadership at Melbourne Graduate School of Education.
Anthony Alvarado, Professor of Education, Stanford University, is former chancellor of instruction of San Diego City Schools. He received his BA and MA from Fordham University.
Richard C. Anderson is University Scholar and professor emeritus of education and psychology at the University of Illinois. Educated at Harvard, Anderson has been a school teacher and an assistant superintendent of schools.
Isabel Beck is professor emerita at the University of Pittsburgh. Dr. Beck has conducted extensive research on decoding, vocabulary, and comprehension, and has published many journal articles and several books on these topics.
Carl Bereiter is a professor emeritus at the Ontario Institute for Studies in Education at the University of Toronto. He received his BA, MA, and PhD from the University of Wisconsin.
Derek Bok has been a lawyer, professor of law, dean of the Harvard Law School, and president of Harvard University, where he currently serves as Three Hundredth Anniversary University Professor. He holds an AB from Stanford University, a JD from Harvard Law School, and an AM in economics from George Washington University.
John Bransford holds the James W. Mifflin University Professorship and is professor of education at the University of Washington. He was formerly Centennial Professor of Psychology and Education and co-director of the Learning Technology Center at Vanderbilt University.
John Seely Brown is the former chief scientist of Xerox Corporation. He received his BA from Brown University and his MS and PhD from the University of Michigan.
Courtney Cazden is Charles William Eliot Professor of Education Emerita at Harvard University. She received her AB from Radcliffe College, her MEd from the University of Illinois, and her EdD from Harvard University.
Charles Clotfelter is Z. Smith Reynolds Professor of Public Policy Studies and Professor of Economics and Law at Duke University, where he has taught since 1979. He is also a research associate of the National Bureau of Economic Research.
Allan Collins is professor emeritus of education and social policy at Northwestern University. He received his BA, MA, and PhD from the University of Michigan.
K. PATRICIA CROSS
K. Patricia Cross is David Pierpont Gardner Professor of Higher Education, Emerita at the University of California, Berkeley. Previously she served as Dean of Students at Cornell, Distinguished Research Scientist at Educational Testing Service, Professor of Higher Education and Chair of the Department of Administration, Planning and Social Policy at the Harvard Graduate School of Education.
Mihaly Csikszentmihalyi is the C.S. and D.J. Davidson professor of psychology and management at the Claremont Graduate University in California. He received his BA and PhD from the University of Chicago, where he taught for 30 years and chaired the Department of Psychology.
Larry Cuban is professor emeritus at Stanford University and former president of the American Educational Research Association. He received his BA from the University of Pittsburgh, his MA from Western Reserve University, and his PhD from Stanford University.
Robert Dreeben is professor emeritus at the University of Chicago and former chair of the Department of Education and of the Sociology of Education Section of the American Sociological Association (ASA). He received his AB from Oberlin in psychology (1952), his AM from Columbia in sociology (1954), and his PhD from Harvard in sociology (1962).
Richard Elmore is a professor of education at Harvard University and a senior research fellow with the Consortium for Policy Research in Education, funded by the U.S. Department of Education’s Office of Educational Research and Improvement. He is currently director of a CPRE research project on school accountability.
Edgar Epps came to the UWM School of Education following a distinguished career as professor of urban education at the University of Chicago. His interests in sociology, social stratification and social mobility led him to investigate the role of education in social mobility.
Elizabeth Fennema is Emerita Professor of Curriculum and Instruction and Senior Scientist at the Wisconsin Center for Education Research at the University of Wisconsin-Madison. She has studied the teaching and learning of mathematics throughout her professional career, and is well known for her work on gender and mathematics.
David Pierpont Gardner was president of the William and Flora Hewlett Foundation. He has also served as president of both the University of Utah and the University of California.
Herbert P. Ginsburg, Ph.D., is the Jacob H. Schiff Professor of Psychology and Education at Teachers College, Columbia University. He has conducted basic research on the development of mathematical thinking, with particular attention to young children, disadvantaged populations, and cultural similarities and differences.
Howard Gardner is the Hobbs Research Professor of Cognition and Education at the Harvard Graduate School of Education. He is a leading thinker about education and human development; he has studied and written extensively about intelligence, creativity, leadership, and professional ethics.
Gene V Glass is a lecturer in the Connie L. Lurie College of Education of San Jose State University. He is Emeritus Regents’ Professor at Arizona State University. He received his BA in German and mathematics from the University of Nebraska and a MS and PhD in educational psychology from the University of Wisconsin.
Jeremy Kilpatrick is Regents Professor of Mathematics Education at the University of Georgia. He received an A.B. in mathematics and an M.A. in education from the University of California, Berkeley, and an M.S. in mathematics and Ph.D. in education from Stanford University.
Michael Kirst Ph.D., is a Professor Emeritus of Education at Stanford University and President of the California State Board Of Education since 2011. He has been on the Stanford faculty since 1969.
David Klahr is the Walter van Dyke Bingham Emeritus Professor of Cognitive Development and Education Sciences in the Department of Psychology at Carnegie Mellon University. He received his undergraduate degree in Electrical Engineering from MIT and his Ph.D. in organizations and social behavior from Carnegie Mellon University.
Daniel Koretz is the Henry Lee Shattuck Research Professor of Education at the Harvard Graduate School of Education. The primary focus of his research is educational assessment, particularly as a tool of education policy.
Deanna Kuhn is professor of psychology and education at Teachers College Columbia University. She holds a Ph.D. from University of California, Berkeley, in developmental psychology.
ELLEN CONDLIFFE LAGEMANN
Ellen Condliffe Lagemann is the Levy Institute Research Professor at Bard College, and a Distinguished Fellow at the Bard Prison Initiative. Between 2002 and 2009, she was the Charles Warren Professor of the History of American Education at Harvard University.
Magdalene Lampert is George Herbert Mead Collegiate Professor in Education and Coordinator of Program Design and Development for the Teacher Education Initiative at the School of Education, University of Michigan. She conducts research on teaching and on the learning of teaching in, from, and for practice.
Judith Lanier is a Distinguished Professor of Teacher Education at Michigan State University. She received her BA from Western Michigan University and her PhD from Michigan State University.
Marvin Lazerson is Professor Emeritus at the University of Pennsylvania, and Professor at Central European University in Budapest, Hungary. He received A.B. and M.A. degrees from Columbia University and a Ph.D. in History from Harvard University.
Henry M. Levin is the William Heard Kilpatrick Professor of Economics and Education Emeritus at Teachers College, Columbia University. He is Director of the Center for Benefit-Cost Studies in Education, (www.cbcse.org).
Robert LeVine is Roy E. Larsen Professor of Education and Human Development and professor of anthropology at Harvard University. He received his AB and MA from the University of Chicago and his PhD from Harvard University.
Richard J. Light is a professor of education at the Harvard Graduate School of Education and the John F. Kennedy School of Government. His work focuses on ways to collect and analyze information to improve policy decisions.
Dan Lortie is a professor of education emeritus at the University of Chicago. He received his BA in sociology from McGill University and his MA and PhD in sociology from the University of Chicago.
Wilbert McKeachie is a professor emeritus at the University of Michigan and past director of the Center for Research on Learning and Teaching. He received his BA from Michigan State Normal College and his MA and PhD from the University of Michigan.
Milbrey McLaughlin is David Jacks Professor of Education and Public Policy Emeritus at Stanford University, former co-director of the Center for Research on the Context of Secondary School Teaching, and executive director of the John W. Gardner Center for Youth and Their Communities. She received her BA from Connecticut College and her EdM and EdD from Harvard University.
Deborah Meier is currently senior scholar at New York University’s Steinhardt School of Education. She began working in the field of education in the mid-60s as a kindergarten and Head Start teacher, and went on to be the founder and principal of a network of renowned East Harlem public schools (Central Park East schools) and the Mission Hill School in Boston, also a public school.
John. W. Meyer is Professor of Sociology, and by courtesy education, emeritus, at Stanford. He has contributed to organizational theory, comparative education, and the sociology of education, developing sociological institutional theory.
Robert P. Moses was a pivotal organizer for the Student Non-Violent Coordinating Committee (SNCC), directing its Mississippi Project. He was a driving force behind the 1964 Summer Project and in organizing the Mississippi Freedom Democratic Party (MFDP), which challenged the Mississippi regulars at the 1964 Democratic Convention.
Gary Orfield is Professor of Education, Law, Political Science and Urban Planning at the University of California-Los Angeles, and Professor of Education and Social Policy at Harvard University during the transition of the Civil Rights Project to UCLA. Professor Orfield is interested in the study of civil rights, education policy, urban policy, and minority opportunity.
Paul Peterson is Henry Lee Shattuck Professor of Government at Harvard University, Director of the Program on Education Policy and Governance, and Editor-in-Chief ofEducation Next: A Journal of Opinion and Research. He received his BA from Concordia College and his MA and PhD from the University of Chicago.
Penelope Peterson accepted her appointment as Dean, Northwestern University, in September 1997 after serving as University Distinguished Professor of Education at Michigan State University and Sears-Bascom Professor of Education at the University of Wisconsin-Madison. Under Peterson’s leadership, SESP has moved up from a rank of 20 by U.S. News and World Reports to being ranked consistently among the top ten schools of education nationally.
Denis C. Phillips is professor emeritus of education and (by courtesy) of philosophy at Stanford University, where he was also associate dean and interim dean of education. Trained initially as a biologist and science teacher, he moved into the philosophy of social science and history of nineteenth and twentieth century thought, concentrating on the emergence of the social sciences and educational research.
Thomas Romberg is Bascom Professor of Education and Professor Emeritus in the Department of Curriculum and Instruction at the University of Wisconsin, Madison. He received his BS in mathematics and MS in secondary education from Omaha University and his PhD in mathematics education from Stanford University.
Sheldon Rothblatt is professor emeritus of history at the University of California (UC), Berkeley. He was formerly chair of the department of history and director of the Center for Studies in Higher Education at Berkeley.
Bob Schwartz joined the faculty of the Harvard Graduate School of Education in 1996, where he served, successively, as Lecturer, Professor of Practice, Academic Dean, Francis Keppel Professor in Educational Policy and Administration, and Senior Research Fellow. Prior to joining the HGSE faculty, Schwartz served in a variety of roles in education: high school teacher and principal; education advisory to the Mayor of Boston and the Governor of Massachusetts; Assistant Director of the National Institute of Education; Executive Director of The Boston Compact; and Education Program director at The Pew Charitable Trusts.
Richard J. Shavelson is the Margaret Jacks Professor of Education (Emeritus) and former I. James Quillen Dean of the School of Education at Stanford University. Before joining Stanford, he was dean of the Graduate School of Education and professor of statistics (by courtesy) at the University of California, Santa Barbara.
Lee S. Shulman is the 8th President of The Carnegie Foundation for the Advancement of Teaching and the first Charles E. Ducommun Professor of Education Emeritus and Professor of Psychology Emeritus (by courtesy) at Stanford University and from 1963 to 1982 served as Professor of Educational Psychology and Medical Education at Michigan State University where he founded and co-directed the Institute for Research on Teaching (IRT). Shulman is past president of the American Educational Research Association (AERA) and received its highest honor, the career award for Distinguished Contributions to Educational Research.
Claude M. Steele is the new Executive Vice Chancellor and Provost at the University of California, Berkeley. Previously he served as the I. James Quillen Dean for the School of Education at Stanford University, and the twenty-first Provost of Columbia University, as well as a Professor of Psychology.
Kenneth Strike was professor emeritus at Cornell University and has most recently taught in the department of cultural foundations of education at Syracuse University. He received his PhD from Northwestern University.
David S. Tatel is a judge of the United States Court of Appeals for the District of Columbia Circuit. Before his appointment by President Clinton in 1994, Tatel was a partner and head of the education group at Hogan and Hartson in Washington, DC, for fifteen years.
John B. Willett is the Charles William Eliot Research Professor of Education at the Harvard University Graduate School of Education. He was educated at Oxford University, where he studied physics, specializing in quantum mechanics, and then received his doctorate in quantitative methods from Stanford University.
Clifton R. Wharton Jr. is the former chair and chief executive officer of the Teachers Insurance and Annuity Association and College Retirement Equities Fund, president emeritus of Michigan State University, and chancellor Emeritus of the State University of NewYork System. He was U.S. Deputy Secretary of State in 1993.
Rami Benbenishty is a Professor emeritus at the Hebrew University of Jerusalem and at Bar Ilan University, Israel. He got his Ph.D. in Social Work and Psychology from the University of Michigan, 1981.
Michael Fullan is Professor of Policy Studies at the Ontario Institute for Studies in Education at the University of Toronto. He received his BA and PhD in sociology from the University of Toronto.
Guy Neave is a distinguished scholar in the area of comparative higher education and has been an active administrator and consultant in a variety of international organizations concerned with higher education, including the World Bank, UNESCO, and the Council of Europe. He has performed studies, written reports for government education agencies, and written on higher education for countries on almost every continent in the world.
David R. Olson is University Professor Emeritus of the Ontario Institute for Studies in Education/University of Toronto. He is a Fellow of the Royal Society of Canada and holds Honorary Doctorates from Gothenberg University (1994) and the University of Saskatchewan (1996) and the University of Toronto (2012).
Michael Rutter is a professor of developmental psychopathology at the Institute of Psychiatry, Kings College London. He received his MB, ChB, and MD from the University of Birmingham Medical School and his DPM from the University of London.
Manabu Sato is Professor Emeritus at the University of Tokyo and Professor at Gakushuin University. His research interests include action research in school reform, curriculum research, and use of new technology in teacher education.
Anna Sfard conducts her research in the domain of learning sciences. Having reconceptualized human thinking as a form of communication and school-type learning as getting access to historically established specialized discourses, she studies the growth of mathematical thinking and hopes to contribute in this way to our understanding of human development at large.
Yossi Shavit is the Weinberg Professor of Sociology at Tel Aviv University. Shavit is a former president of the Israeli Sociological Society, a Spencer fellow, an Alon Fellow, a member of the honorary Sociological Research Association and past secretary of the ISA’s Research Committee on Stratification (RC28).
Sidney Strauss received his PhD from the School of Education at Berkeley in 1967 and did two years postdoctoral work in the Psychology Department, also at Berkeley. He teaches in the School of Education (SOE) at Tel Aviv University (TAU) where he is the Branco Weiss Professor of Research in Child Development and Education.
J. DOUGLAS WILLMS
J. Douglas Willms is a Professor and Director of the Canadian Research Institute for Social Policy at the University of New Brunswick (UNB). He holds the Canada Research Chair in Literacy and Human Development and is a Fellow of the Royal Society of Canada and the International Academy of Education.
International Associates Emeriti
Paul Black took his first degree in physics, and subsequently obtained his PhD in crystallography at the Cavendish Laboratory in Cambridge in l954. Between 1956 and 1976 he was a faculty member in the Department of Physics in the University of Birmingham (England), but his interests gradually moved from research in physics to research and development in science education.
Erik de Corte
Erik De Corte is professor emeritus of educational psychology and former director (and co-founder) of the Center for Instructional Psychology and Technology (CIP&T) at the University of Leuven, Belgium, where he received his PhD in educational sciences in 1970. De Corte was the founder and first President (1985-1989) of the European Association for Research on Learning and Instruction (EARLI), President of the International Academy of Education (1998-2006), and the chair of the HERCulES (Higher Education, Research and Culture in European Society) Expert Group of the Academia Europaea (2009-2017) which assist the Council in developing and managing activities and initiatives of the Academy.
Kieran Egan is an emeritus professor of Simon Fraser University, British Columbia. He received his BA in history from the University of London and his PhD in the philosophy of education from Cornell University.