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Participants
Author/Practitioner Biographies
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Mark
Atkinson has been the Chairman and Chief Executive Officer
of Teachscape since July 1999. Prior to founding Teachscape,
Atkinson was a network news producer with extensive experience
reporting, producing, and directing network news documentaries.
He was a Senior Producer and Manager of New Markets for CBS
News Productions, where he developed new business opportunities,
focusing on multimedia production and the education market.
As Senior Producer at CBS News Productions, he directed the
production of The 20th Century With Mike Wallace,
a nightly, one-hour, non-fiction television series for The
History Channel produced by CBS. Prior to joining CBS, he
was a producer for Peter Jennings Reporting, ABC
News, where he produced network news specials for Peter Jennings.
Atkinson is a graduate of Yale University. |
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Fred Carrigg is currently on loan to the New Jersey Department of Education, serving in two capacities. As the New Jersey Director of Reading First, he coordinates the state’s effort to restructure reading programs in
the most impoverished districts. He is also a special assistant to the Commissioner for Urban Literacy. In this position, he serves as a senior administrator in the Abbott division for advice on successful literacy policies and works specifically with the poorest districts in the state on curriculum and instruction, policies, and programs to improve urban education. Since 1989, Carrigg has been the Executive Director for Academic Programs in Union City. His responsibilities include the supervision of the development and implementation of curriculum for all preK-12 programs. Consistent with his other responsibilities is the infusion of the ubiquitous use of technology in the district, which has led Union City to be cited as a national
model for seamless integration of technology into the daily
curriculum. Carrigg has a B.A. in foreign languages from Montclair
State University and an Ed.M. in Intercultural Education from
Rutgers University. |
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Michael Casserly
is the executive director of the Council of the Great City
Schools, a national organization that exclusively represents
large urban public school districts. The coalition has a leadership
composed of superintendents and school board members from some
50 member districts. In 1997, Casserly convened the first-ever
Public Education Summit for mayors and superintendents of the
nation’s big cities. He also led a delegation of 15 urban
school districts to participate in President Clinton’s
proposed voluntary national tests. Since 1977, Casserly has
represented the interests of urban public schools on Capitol
Hill, where he is recognized as one of the key players in the
nation's capital to shape federal policy. His legislative initiatives
include the federal Magnet School Assistance Act, the Urban
Schools of America Act, Dropout Prevention Demonstration Act,
and Teacher Professional Development Act. He also played an
instrumental role in convening the National Urban Education
Summit and coordinating the collaborative development of the
six National Urban Education Goals. In the area of research,
Casserly produced what is considered the first-ever report
card on the quality of urban education in America, “National
Urban Education Goals, Baseline Indicators 1990-91.” He
earned his Ph.D. from the University of Maryland. |
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Jere
Confrey is a professor of mathematics education and the
Director of the Systemic Research Collaborative for Mathematics,
Science and Technology (SYRCE) at the University of Texas
at Austin. In addition to serving as the President of Quest
Math and Science Multimedia, Confrey has co-founded numerous
preparatory programs, such as the UTEACH program for Secondary
Math and Science teacher preparation program, the SummerMath
program for young women at Mount Holyoke College and SummerMath
for Teachers. She has served on committees for several organizations,
including the National Academy of Sciences, the National
Research Council, the Department of Education and the National
Technology Advising Board. Confrey’s research focuses
on student learning of functions, ratio and proportion, trigonometry,
constructivist theory, equity, technology, and recently on
urban school reform and systemic change models. She received
her Ph.D. in mathematics education from Cornell University. |
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Chris
Dede is the Wirth Professor of Learning Technologies
and Chair of the Learning and Teaching area at the Harvard
Graduate School of Education (HGSE). His work with schools
includes service on the National Technology Advisory Boards
for the Milwaukee and Cleveland districts. His research includes
two grants from the National Science Foundation, one to aid
middle school students learning science via shared virtual
environments with digitized museum artifacts, and another
to study the effectiveness of using modeling environments
in science to enhance students' educational outcomes. He
also has a grant from The Atlantic Philanthropies to infuse
learning technologies into HGSE's teacher education program
through creating a virtual community of practice, and a grant
from the Joyce Foundation to use Internet-2 interactive media
for guidance and mentoring across distance. Dede is a member
of the board of directors of the Boston Tech Academy, an
experimental small high school in the Boston Public School
system, funded by the Gates Foundation. He serves on the
advisory boards of ThinkLink, FreshPond, bigchalk, Celt,
and World Book, as well as several U.S. Department of Education
Regional Educational Labs and Regional Technology Centers.
Dede received his Ed.D. from the University of Massachusetts
at Amherst. |
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Barry
Fishman is an assistant professor of learning technologies
in the University of Michigan School of Education. He serves
as a principal investigator in the Center for Highly Interactive
Computing in Education and the Center for Learning Technologies
in Urban Schools. Fishman's research focuses on the use of
technology to support standards-based systemic reform, models
for teacher development and the role of educational leaders
in fostering technological reform. His most recent work includes
a collaboration with the Detroit Public Schools to implement
an inquiry-based science curricula and development of the
online professional development tool Knowledge Networks on
the Web (KNOW). Fishman received his Ph.D. in learning sciences
from Northwestern University. |
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Susan
R. Goldman’s current research focuses on the psychological
processes involved in how people understand and learn from
text, discourse, multimedia, and conversation (face-to-face
and online). Of particular interest are the strategies people
have access to, the circumstances in which they use them,
and the psychological processes that produce flexible and
adaptive learning. A second important focus of her research
is on new assessment models that can inform decision-making
during learning and instruction processes. In her previous
position at the Learning Technology Center of Vanderbilt
University, she was part of a team of researchers working
with teachers to rethink their views of student learning,
instructional practices, curricular materials, and roles
for technology in supporting teaching and learning. In her
current position as Professor of Psychology and Education
at the University of Illinois at Chicago, she co-directs
the Center for the Study of Learning, Instruction, and Teacher
Development, which provides a context for continuing work
on teacher professional development and student learning
and initiating work on teacher preparation. Goldman received
her Ph.D. in cognitive experimental psychology from the University
of Pittsburgh and the Learning Research and Development Center. |
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Louis
M. Gomez is the Aon Professor of Learning Sciences at
the School of Education and Social Policy at Northwestern
University. Gomez co-directs the National Science Foundation-sponsored
Center for Learning Technologies in Urban Schools (LeTUS),
a partnership that includes the Chicago Public Schools, Detroit
Public Schools, University of Michigan, and Northwestern
University. The center is dedicated to collaborative research
and development with urban schools that will bring the current
state-of-the-art in computing and networking technologies
into pervasive use in schools so that they will integrally
support science and other curriculum. Gomez also co-directed
The Learning Through Collaborative Visualization (CoVis)
Project at Northwestern University. The CoVis Project focuses
on bringing next-generation scientific visualization and
collaboration technologies along with open-ended scientific
inquiry to high-school classrooms. In this project and others,
Gomez' primary interest is in working with school communities
to create curriculum that supports school reform while connecting
schools to broad communities of practice beyond school. Prior
to joining the faculty at Northwestern, Gomez was director
of Human-Computer Systems Research at Bellcore in Morristown,
New Jersey. Over the last several years, Gomez has also pursued
active research programs investigating techniques that improve
human use of information retrieval systems and techniques
that aid in the acquisition of complex computer-based skills.
Gomez received his Ph.D. in cognitive psychology from the
University of California at Berkeley. |
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Margaret
Honey, Vice President of the Education Development Center
and Director of EDC’s Center for Children and Technology,
has worked in the field of educational technology since 1981.
Her primary research interests include the role of technology
in school reform and student achievement, the use of telecommunications
technology to support online learning communities, and issues
of equity associated with the development and use of technology.
In 1992, Honey conducted the first national survey to look
at K-12 educators’ use of telecommunications, and in
1993, in collaboration with Bank Street College, she developed
one of the first projects to cultivate the Internet as an
environment in which to advance teacher professional development.
For more than a decade, she has been associated with district-wide
school reform efforts in Union City, New Jersey, nationally
recognized for its success in incorporating technology throughout
its programs. Beyond overseeing CCT’s extensive involvement
with educational technology research and development nationwide,
she is personally involved in several projects aimed at shaping
technology to help educators make effective diagnostic use
of data, including efforts to use handheld computers as tools
for ongoing classroom-based assessments. In 1999, she was
appointed to the Department of Education’s Expert Panel
on Educational Technology, charged with the responsibility
for creating a framework to be used in assessing the effectiveness
of all educational technology programs. She holds a doctorate
in developmental psychology from Columbia University. |
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Ellen
Condliffe Lagemann, Warren Professor of the History of American
Education and dean of the Harvard Graduate School of Education,
is a leading historian of education, a nationally known expert
on education research, and former president of the Chicago-based
Spencer Foundation. Lagemann was formerly a professor at New
York University, where she served as chair of the Department
of the Humanities and the Social Sciences and director of the
Center for the Study of American Culture and Education in the
School of Education. Before joining the faculty at NYU, Lagemann
taught for 16 years at Teachers College, Columbia University,
and was also a member of the Department of History at Columbia.
Lagemann is the author or editor of nine books as well as numerous
articles, reviews, and book chapters. She is a member of the
National Academy of Education, for which she served as president
from 1998 to 2002. She has also served as president of the
History of Education Society and on the editorial boards of
many journals, including the History of Education Quarterly,
and is a member of many other professional associations. In
2000-2001, Lagemann served on the Committee on the Scientific
Principles of Education Research of the National Research Council
of the National Academy of Sciences. She is a trustee of the
Russell Sage and Markle Foundations and former vice-chair of
the board of the Center for Advanced Study in the Behavioral
and Social Sciences in Stanford, California. A former high-school
social studies teacher, Lagemann earned her Ph.D. from Columbia
University. |
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Katie
Makar is a senior doctoral candidate in Mathematics Education
at the University of Texas at Austin, where her dissertation
examines teachers’ use of high-stakes test data to inform
classroom instruction. She has co-authored and presented several
papers on her work both nationally and internationally, including
at conferences in Australia and South Africa. Before beginning
her doctoral program, Makar taught high-school mathematics
for 15 years in California, Oregon, Nepal, and Malaysia. She
has also served as a consultant for Key Curriculum Press, as
an advisor for Discovering Geometry, and as a software
trainer in Geometer’s Sketchpad and Fathom.
Makar earned her B.A. in mathematics from Mills College and
her master’s degree from the University of California
at Berkeley, where she studied mathematical logic. |
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Barbara
Means, Co-Director of the Center for Technology in Learning,
is an educational psychologist whose research focuses on
ways in which technology can support students' learning of
advanced skills and the revitalization of classrooms and
schools. In addition to directing ongoing evaluations of
the technology-supported innovations GLOBE and Challenge
2000, she is currently involved in studying the interaction
between technology and education reform efforts in urban
high schools, and is addressing issues of research and evaluation
design for the U.S. Department of Education. She is also
a co-principal investigator for the Center for Innovative
Learning Technologies, for which she co-leads an examination
of the potential of technology-supported assessments. Means'
earlier work included directing the National Study of Technology
and Education Reform, which produced the volume, Technology
and Education Reform: Views from Research and Practice.
She has also published the edited volume Teaching Advanced
Skills to At-Risk Students and Comparative Studies
of How People Think. Prior to joining SRI, where she
serves as Vice President of the Policy Division, Means directed
the Applied Cognitive Research Group at the Human Resources
Research Organization. She earned her bachelor's degree in
psychology from Stanford University, and her Ph.D. in education
and intellectual development at the University of California
at Berkeley. |
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Robert
Nelson is Director of Technology for Milwaukee Public Schools
(MPS). Since the department's creation in 1995, MPS uses of
technology have expanded dramatically and realigned to support
learning in over 4,500 K-12 classrooms. Nelson also serves
on several advisory groups and boards, including the Milwaukee
Partnership Academy, a group that guides the development of
teaching and learning in Milwaukee. MPA board members include
key leaders from higher education, business, the teacher’s
union, the state and Milwaukee Public Schools. Previously,
Nelson spent 27 years working in MPS high schools as a teacher,
department chair, project director, assistant principal, and
principal. Nelson has a B.S. in applied mathematics and physics
and an M.S. in curriculum and instruction. |
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Deborah
Peek-Brown has been a science teacher for the past 22 years
for the Detroit Public Schools, where she currently works as
an instructional specialist in the Center for Learning Technologies
in Urban Schools. Funded by the NSF, the center is a partnership
consisting of Detroit Public Schools, the University of Michigan,
Chicago Public Schools, and Northwestern University. In her
position, Peek-Brown facilitates professional development and
participates in curriculum development. She also helps to develop
collaborative teams of researchers and teachers in order to
integrate the use of technology in Detroit schools and enhance
student achievement in science. She holds a master’s
degree in science education from the University of Michigan. |
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Bill
Penuel is Senior Education Researcher at the Center for Technology
in Learning at SRI International. His current research interests
center around new methodologies for studying the effectiveness
of designs for learning with technology in school and community
settings. Currently, he serves as the Principal Investigator
for the evaluation of the Global Learning and Observations
to Benefit the Environment (GLOBE) Program, an international
science education program that reaches more than 400,000 students
each year, Project WHIRL (Wireless Handhelds for Improving
Reflection on Learning), an effort to work with teachers to
handheld-supported assessment activities for science classrooms,
and the Social Capital for Technology Integration evaluation
research study, a study of how changes in teachers’ social
networks affect their level of technology use in the classroom. |
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David
Perkins is a founding member of Project Zero, a basic
research project at the Harvard Graduate School of Education
(HGSE) investigating human symbolic capacities and their
development. He is also a cofounder of the WIDE World initiative
at HGSE, a distance learning initiative for educational practitioners.
Perkins’ research focuses on creativity in the arts
and sciences, informal reasoning, problem solving, understanding,
individual and organizational learning, and the teaching
of thinking skills. He has participated in curriculum projects
addressing thinking, understanding, and learning in Colombia,
Israel, Venezuela, South Africa, and the United States. Perkins
has authored numerous publications, including The Eureka
Effect, an exploration of “breakthrough thinking,” and King
Arthur’s RoundTable, about organizational intelligence
and learning. He received his Ph.D. in mathematics and artificial
intelligence from the Massachusetts Institute of Technology. |
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Brian Reiser is an
Associate Professor in the School of Education and Social Policy
at Northwestern University, where he chairs the Learning Sciences
Ph.D. program. His research focuses on the design of learning
environments and technology-infused curricula that promote
effective problem solving and inquiry strategies for students.
His research efforts have included the study of learning in
complex domains such as physics and computer programming. His
current research concerns the design and study of investigation
environments and inquiry support tools for science. The goal
of this work is to develop a model of "reflective inquiry" and
the pedagogical principles for its support. These projects
explore the design of learning environments that scaffold investigation
and scientific argumentation about biological phenomena, and
the design of inquiry support tools that help students organize,
reflect on, and communicate about the progress of their investigations.
The empirical work, conducted in urban middle-school and high-school
classrooms, investigates how students develop inquiry and argumentation
skills, and how effective teachers support student inquiry.
He received his Ph.D. from Yale University. |
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Sam
Coburn Stringfield is a principal research scientist
for the Center For Social Organization of Schools (CSOS)
at Johns Hopkins University. He also serves as the co-director
of both the Systemic Supports for School Improvement section
of the Center for Research on Education of Students Placed
At Risk (CRESPAR) and the Program on Integrated Reform at
the University of California at Santa Cruz. Prior to coming
to Johns Hopkins, Stringfield worked as a teacher, a program
evaluator, a Tulane University faculty member, and as coordinator
of the Denver office of Northwest Regional Educational Laboratory.
His research focuses on designs for improving programs within
schools, school systems that serve historically at-risk populations,
and international issues in educational effectiveness. He
earned his Ph.D. from Temple University in educational psychology. |
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Jeff Swink is a graduate
of Trevecca Nazarene University where he earned both a B.S
in elementary education and an M.Ed. in educational administration.
He taught for twenty-six years in three middle schools in the
Metro Nashville Public Schools. For seven years, he was a field
tester and researcher for the "Adventures of Jasper Woodbury" project
in cooperation with the Learning Technology Center at Vanderbilt
University. He was involved in the development and implementation
of the Schools for Thought project for Metro Schools, a direct
result of the "Woodbury" project. As coordinator of the project
for six years, he worked with over three hundred teachers,
library media specialists, and principals in sixty Metro Schools
training them in the use of technology and strategies for educational
improvement. Presently, in his role as a Technology Teacher
Resource Manager, he plans and helps implement technology improvements
in fourteen Metro Schools. |
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As Vice President and Director of the Educational Resources Center at Thirteen/WNET, Ron Thorpe leads a 30-person department that explores the multiple ways to get the vast video resources of Thirteen and PBS into the hands of teachers and students, especially through the combination of new technologies. Previously, he served as program officer at the Geraldine Rockefeller Dodge Foundation, senior vice president for programs at the Rhode Island Foundation, and currently is Senior Program Officer in Education at the Wallace-Reader's Digest Funds. While at the Rhode Island Foundation, Thorpe was the architect of a three-year initiative that provided training and laptop computers for 25% of all public school teachers in the state; that pilot program eventually went to scale at 2,500 teachers, and today has reached nearly twice that number in various off-shoots of the initial program. Thorpe's master's degree and doctorate are from the Harvard Graduate School of Education. |
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Jeff
Wayman is an Associate Research Scientist with the Center for Social Organization of Schools (CSOS) at Johns Hopkins University. His research interests at CSOS include systemic supports for teachers, schools, and districts to improve academic achievement of at-risk students, most recently in the areas of data-based decision making, school dropout, and teacher preparation. Wayman holds a Ph.D in education and an M.S in statistics, both from Colorado State University. Prior to joining CSOS, Wayman taught junior high mathematics, various college-level education and statistics classes, and worked in prevention research. |
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Stone
Wiske is director of the Educational Technology Center
and a lecturer at the Harvard Graduate School of Education.
Her focus is the improvement of public education and effective
research through fostering mutually beneficial connections
between educational research and practice. Special interests
include the integration of new technologies and the incorporation
of learner-centered teaching for understanding into educational
settings, including schools, universities, and other settings.
Her recent work focuses on the creation and assessment of
online learning environments and activities, and the development
of networked communities of practice. She directs the Education
with New Technologies Web site, a networked learning community
to support teaching for understanding with new technologies.
It combines interactive tools, online courses, a library
of resources, pictures of practice, and electronic forums
for over 3000 registered members. Wiske teaches and conducts
research on online professional development courses through
WIDE World (Wide-Scale Interactive Development for Educators)
initiative. She edited Teaching for Understanding: Linking
Research with Practice and is co-editor and co-founder
of ECi (Education, Communication, and Information), an international
journal for dialogue about new developments in educational
theory, practice, and technology. She earned her Ed.D. from
the Harvard Graduate School of Education. |
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Mary E. Yakimowski-Srebnick
is the officer for the Division of Research, Evaluation, Assessment,
and Accountability for the Baltimore City Public School System,
a district that enrolls nearly 95,000 students. She is the
current Vice President-Elect of Division H of the American
Educational Research Association, and Immediate Past President
of the National Association of Test Directors. Her research
focuses on student assessment and urban education, including
her work as adjunct professor and doctoral committee member
for the Educational Leadership and Policy Department for the
Virginia Polytechnic Institute and State University. She earned
her Ph.D. in educational psychology from the University of
Connecticut. |
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