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Educational policy analysis archives.
n Vol. 11, no. 29 (August 19, 2003).
Tempe, Ariz. :
b Arizona State University ;
Tampa, Fla. :
University of South Florida.
c August 19, 2003
Comments on Weiner, Resnick and scientific debate / Jonathan Goodman.
Arizona State University.
University of South Florida.
t Education Policy Analysis Archives (EPAA)
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1 of 4 A peer-reviewed scholarly journal Editor: Gene V Glass College of Education Arizona State University Copyright is retained by the first or sole author, who grants right of first publication to the EDUCATION POLICY ANALYSIS ARCHIVES EPAA is a project of the Education Policy Studies Laboratory. Articles appearing in EPAA are abstracted in the Current Index to Journals in Education by the ERIC Clearinghouse on Assessment and Evaluation and are permanently archived in Resources in Education Volume 11 Number 29August 19, 2003ISSN 1068-2341Comments on Weiner, Resnick and Scientific Debate Jonathan Goodman New York UniversityCitation: Goodman, J. (2003, August 19). Comments o n Weiner, Resnick and scientific debate. Education Policy Analysis Archives, 11 (29). Retrieved [date] from http://epaa.asu.edu/epa a/v11n29/.AbstractLois Weiner (2003) and Lauren Resnick (2003) have a dvanced substantially different views of the success of the reforms undertaken by Community School District Two (CSD2) in New York city. Weiner's position vis a vis District Two has probably conferred a greater measure of objectivity to her views. Criticisms of scholarly work, even when sharply worded, are neither personal nor unsci entific; indeed they are quite common in all the sciences. Lois Weiner, Lauren Resnick, and the Archives are to be commended for initiating a public peer-reviewed debate on the studies used t o support what is unfortunately called "reform" education, fuzzy math and whole lan guage reading. As is becoming clear nationally, statistics about educational prog rams are not always what they seem. The scientific method includes the axiom that adversarial scrutiny of data is the only path to correct conclusions. Researchers c hallenging fuzzy math have often been denied access to education journals and their criticisms have gone unanswered and unrecognized in the education commun ity (See the web site http://mathematicallycorrect.com for instances of t his.) Another axiom of scientific objectivity is that the most reliable evidence for a
2 of 4 particular reform is not likely to be from the prop onents of that reform. In medical practice, for example, a new procedure must be test ed in clinical trials by researchers other than those who propose it before it is accepted. Precisely because Weiner was not involved in implementing the District 2 reforms, her analysis of the results is less likely to be biased though it might be biased for other reasons.Anyone who actually lived in District 2 and had chi ldren in District 2 schools during the period in questionÂ—as I didÂ—would be aware of t he huge shift in demographics that Weiner pointed out. For one thing, at least tw o new schools serving well the "well-to-do" (PS 234 and PS 98/IS 89) began operati ons. Moreover, a number of magnet schools (Lab, Salk, School of the Future, et c.) began drawing top students from throughout the city. It would have been more i nformative to present results from individual schools whose student populations w ere more stable. Having seen such data but not having access to them now, I do n ot recall that it was nearly as positive as the overall numbers quoted by Resnick.It is hard to agree with Resnick's complaints about the tone of Weiner's article. Criticism of the structure of a scientific study is not a personal attack on the ethics of the researchers. Scientific journals that engage in debate, such as Physical Review Letters regularly use such language. The fact that scient ific opinions are colored by personal factors does not make them wron g. Having interacted with officials of District 2 over the years, I can testi fy that it is difficult to describe their actions dispassionately. Weiner has done remarkably well, given her conclusions.ReferenceResnick, L. B. (2003, August 7). Reforms, research and variability: A reply to Lois Weiner. Education Policy Analysis Archives, 11 (28). Retrieved August 14, 2003, from http://epaa.asu.edu/epaa/v11n28/.Weiner, L. (2003, August 7). Research or Â“cheerlead ingÂ”? Scholarship on Community School District 2, New York City. Education Policy Analysis Archives, 11 (27). Retrieved August 14, 2003, from http://epaa.a su.edu/epaa/v11n27/.About the AuthorJonathan Goodman is Professor of Mathematics at the Courant Institu te of New York University.Email: firstname.lastname@example.orgHomepage: http://www.math.nyu.edu/faculty/goodman The World Wide Web address for the Education Policy Analysis Archives is epaa.asu.edu Editor: Gene V Glass, Arizona State UniversityProduction Assistant: Chris Murrell, Arizona State University
3 of 4 General questions about appropriateness of topics o r particular articles may be addressed to the Editor, Gene V Glass, email@example.com or reach him at College of Education, Arizona State Un iversity, Tempe, AZ 85287-2411. The Commentary Editor is Casey D. Cobb: firstname.lastname@example.org .EPAA Editorial Board Michael W. Apple University of Wisconsin David C. Berliner Arizona State University Greg Camilli Rutgers University Linda Darling-Hammond Stanford University Sherman Dorn University of South Florida Mark E. Fetler California Commission on Teacher Credentialing Gustavo E. Fischman California State UniveristyÂ–LosAngeles Richard Garlikov Birmingham, Alabama Thomas F. Green Syracuse University Aimee Howley Ohio University Craig B. Howley Appalachia Educational Laboratory William Hunter University of Ontario Institute ofTechnology Patricia Fey Jarvis Seattle, Washington Daniel Kalls Ume University Benjamin Levin University of Manitoba Thomas Mauhs-Pugh Green Mountain College Les McLean University of Toronto Heinrich Mintrop University of California, Los Angeles Michele Moses Arizona State University Gary Orfield Harvard University Anthony G. Rud Jr. Purdue University Jay Paredes Scribner University of Missouri Michael Scriven University of Auckland Lorrie A. Shepard University of Colorado, Boulder Robert E. Stake University of IllinoisÂ—UC Kevin Welner University of Colorado, Boulder Terrence G. Wiley Arizona State University John Willinsky University of British ColumbiaEPAA Spanish Language Editorial BoardAssociate Editor for Spanish Language Roberto Rodrguez Gmez Universidad Nacional Autnoma de Mxico email@example.com
4 of 4 Adrin Acosta (Mxico) Universidad de Guadalajaraadrianacosta@compuserve.com J. Flix Angulo Rasco (Spain) Universidad de Cdizfelix.firstname.lastname@example.org Teresa Bracho (Mxico) Centro de Investigacin y DocenciaEconmica-CIDEbracho dis1.cide.mx Alejandro Canales (Mxico) Universidad Nacional Autnoma deMxicocanalesa@servidor.unam.mx Ursula Casanova (U.S.A.) Arizona State Universitycasanova@asu.edu Jos Contreras Domingo Universitat de Barcelona Jose.Contreras@doe.d5.ub.es Erwin Epstein (U.S.A.) Loyola University of ChicagoEepstein@luc.edu Josu Gonzlez (U.S.A.) Arizona State Universityjosue@asu.edu Rollin Kent (Mxico) Universidad Autnoma de Puebla email@example.com Mara Beatriz Luce (Brazil) Universidad Federal de Rio Grande do Sul-UFRGSlucemb@orion.ufrgs.br Javier Mendoza Rojas (Mxico)Universidad Nacional Autnoma deMxicojaviermr@servidor.unam.mx Marcela Mollis (Argentina)Universidad de Buenos Airesmmollis@filo.uba.ar Humberto Muoz Garca (Mxico) Universidad Nacional Autnoma deMxicohumberto@servidor.unam.mx Angel Ignacio Prez Gmez (Spain)Universidad de Mlagaaiperez@uma.es Daniel Schugurensky (Argentina-Canad) OISE/UT, Canadadschugurensky@oise.utoronto.ca Simon Schwartzman (Brazil) American Institutes forResesarchÂ–Brazil (AIRBrasil) firstname.lastname@example.org Jurjo Torres Santom (Spain) Universidad de A Coruajurjo@udc.es Carlos Alberto Torres (U.S.A.) University of California, Los Angelestorres@gseisucla.edu EPAA is published by the Education Policy Studies Laboratory, Arizona State University
1 of 2 editorial board John WillinskyUniversity of British Columbia2003Â—ProfessorPhone: 604 822-3950Email: email@example.comAreas of InterestSOCIO-CULTURAL ASPECTS OF LANGUAGE, LITERACY AND LI TERATURE ANTI-RACISM AND POSTCOLONIALISM CURRICULUM HISTORY AND THEORY POST-STRUCTURALIST THEORY TECHNOLOGY IN EDUCATION Research Activities Public Knowledge Project The Public Knowledge Project, with funding from SSH RC, HRDC, and the Max Bell Foundation, employs a team of computer, information and social scientists, in its work with scholarly societies, professional organization s, and policymakers on developing and researching online systems that hold some promise o f improving the scholarly and public quality of academic research.Recently Published Work For full-text access to recent publications, scroll down the Public Knowledge Project's Publications and Presentations page Willinksy, J. (2001). After literacy: Essays New York: Peter Lang. Willinsky, J. (2000). If only we knew: Increasing the public value of soc ial science research New York: Routledge. Willinsky, J. (1999). Technologies of Knowing: A Proposal for the Human S ciences. Boston: Beacon. Willinsky, J. (1998). Learning to divide the world: Education at Empire's end Minneapolis, MN: University of Minnesota Press. Gaskell, J. & Willinsky, J. (Eds.) (1995). Gender in/forms curriculum: From enrichment to transformation New York: Teachers College Press. Willinsky, J. (1994). Empire of words: The reign of the OED Princeton, NJ: Princeton University Press. Willinsky, J. (1991). The triumph of literature/the fate of literacy: Tea ching English in the high school New York:
2 of 2 Teachers College Press.Willinsky, J. (1990). The new literacy: Redefining reading and writing in the schools New York: Routledge. John Willinsky is currently the Pacific Press Profe ssor of Literacy and Technology in the Department of Language and Literacy Education at th e University of British Columbia and a Fellow of the Royal Society of Canada. He is the author of Learning to Divide the World: Education at Empire's End which won Outstanding Book Awards from the Americ an Educational Research Association and History of Edu cation Society, as well as of the more recent titles, Technologies of Knowing and If Only We Knew: Increasing the Public Value of Social Science Research He directs the Public Knowledge Project, which is dedicated to developing online conference, journal, and indexing systems that improve the scholarly and public quality of academic resear ch, as well as playing at academic conferences with an international blues band of sch olar-musicians.
1 of 1 editorial board Kevin G. Welner University of Colorado, Boulder2003Â—Associate Professor of EducationSchool of Education, Room 217University of Colorado at Boulder249 UCBBoulder, CO 80309-0249Phone: 303-492-8370Fax: 303-492-7090E-mail: firstname.lastname@example.org Personal web site: http://education.colorado.edu/faculty/welnerk/ Kevin G. Welner is an associate professor at the Un iversity of Colorado, Boulder School of Education, specializing in educational policy, l aw, and program evaluation.. He is director of the Education in the Public Interest Center (EPIC) Welner's present research examines small school reforms, tuition tax credit v oucher policies, and various issues concerning the intersection between education right s litigation and educational opportunity scholarship. His past research studied the change process associated with equity-minded reform efforts ? reforms aimed at ben efiting those who hold less powerful school and community positions (primarily Latinos, African Americans, and the poor). Welner has received AERA's Early Career Award (in 2 006) and Palmer O. Johnson Award (best article in 2004), the Rockefeller Found ation's Bellagio Residency, and the Post-Doctoral Fellowship awarded by the National Ac ademy of Education and the Spencer Foundation.
1 of 1 editorial board Lorrie A. ShepardUniversity of Colorado, Boulder2003Â—Dean, School of EducationProfessor of EducationSchool of Education, Room 124University of Colorado at Boulder249 UCBBoulder, CO 80309-0249Phone: 303-492-6937Fax: 303-492-7090E-mail: email@example.comLorrie Shepard is professor of education and chair of the Research and Evaluation Methodology program area. Dr. Shepard is currently dean of the School of Education. Her research focuses on psychometrics and the use and m isuse of tests in educational settings. Technical topics include validity theory, standard setting, and statistical models for detecting test bias. Her studies evaluating tes t use include identification of learning disabilities, readiness screening for kindergarten, grade retention, teacher testing, effects of high-stakes testing, and classroom assessment. A t the graduate level, Dr. Shepard teaches courses in statistics, research methods, an d testing and assessment policy. In the teacher education program, she teaches assessme nt in collaboration with colleagues in content methods courses.Dr. Shepard is a past president of the American Edu cational Research Association and past president of the National Council on Measureme nt in Education. She was elected to the National Academy of Education in 1992 and serve d as Vice President of the NAE. She has been editor of the Journal of Educational Measurement and the American Educational Research Journal and interim editor of Educational Researcher In 1999 she won NCME's Award for Career Contributions to Educat ional Measurement. Dr. Shepard currently serves on the National Research Council's Board on Testing and Assessment. Education:PhD Research and Evaluation Methodology, University of Colorado at Boulder, 1972 MA Counseling, University of Colorado at Boulder, 1 970 BA History, Pomona College, 1968
1 of 1 editorial board Jay Paredes ScribnerUniversity of Missouri2003Â—Associate ProfessorDepartment of Educational Leadership and Policy Analysis 202 Hill Hall 573-884-1708Email: firstname.lastname@example.orgJay Paredes Scribner is Assistant Professor in the Department of Educational Leadership and PolicyAnalysis at the University of Missouri-Columbia. Hi s research focuses on the professional learning ofteachers and school administrators. Recently, he ha s been studying teacher leadership.
1 of 2 editorial board Gary OrfieldHarvard University2003Â—Professor of Education and Social PolicyHarvard Graduate School of EducationGutman 442 Cambridge, MA 02138Office phone: (617) 496-4824 E-mail: email@example.comGary Orfield is interested in the study of civil ri ghts, education policy, urban policy, and minority opportunity. He is the director of the Har vard Project on School Desegregation, and codirector of the Harvard Civil Rights Project which is developing and publishing a new generation of research on multiracial civil rig hts issues. Orfield's central interest has been the development and implementation of social p olicy, with a central focus on the impact of policy on equal opportunity for success i n American society. Recent works include studies of changing patterns of school dese gregation and the impact of diversity on the educational experiences of law students. In addition to his scholarly work, Orfield has been consistently involved in government and co urts in issues related to his research. He has been a court-appointed expert in school dese gregation cases in St. Louis, Los Angeles, San Francisco, and Little Rock and has bee n called to give testimony in civil rights suits by the U.S. Department of Justice and many civil rights, legal services, and educational organizations. In 1997, Orfield was awa rded the American Political Science Association's Charles Merriam Award for his "contri bution to the art of government through the application of social science research. Orfield is a native Minnesotan and a connoisseur of old musicals. He would appreciate he lp from Spanish-speaking students in upgrading his language skills for his annual tri ps to Latin America. DEGREE: Ph.D., University of ChicagoPRINCIPAL PUBLICATIONS: Diversity Challenged: Evidence on the Impact of Aff irmative Action (with M. Kurlaender) (2001) Raising Standards or Raising Barriers (with M. Kornhaber) (2001) Religion, Race and Justice in a Changing America (with H. Lebowitz) (1999) Chilling Admissions: The Affirmative Action Crisis and the Search for Alternatives (with E. Miller) (1998) Dismantling Desegregation: The Quiet Repeal of Brow n v. Board of Education (with S. Eaton) (1996)
2 of 2 Who Chooses? Who Loses? (with B. Fuller and R. Elmore) (1996) The Closing Door: Conservative Policies and Black O pportunity (with C. Ashkinaze) (1991) Must We Bus? Segregated Schools and National Policy (1978) AWARDS Charles Merriam Award, American Political Science A ssociation (1997) Brookings Institution Fellowship Danforth Fellowship Falk Fellowship Senior Scholar Fellowship, Spencer Foundation Woodrow Wilson Fellowship ASSOCIATIONS, BOARDS, AND COMMITTEES Advisory Board, Institute on Race and Poverty Editorial Board, Teachers College Record National Board, Leadership Council for Metropolitan Open Communities
1 of 2 editorial board Heinrich MintropUniversity of California, Berkeley2003Â—Associate ProfessorGraduate School of Education3647 Tolman HallUniversity of CaliforniaBerkeley, CA 94720(510) 642-5334Email: firstname.lastname@example.orgPh.D. in Education, 1996, Stanford University, School of Education.M.A. in Political Science and German Studies,Freie Universitt Berlin, Germany, 1978Heinrich Mintrop was a teacher in both the United S tates and Germany before he entered into his academic career. He received an MA in Poli tical Science and German Literature at the Freie Universitt Berlin (1978) and a Ph.D. in Education from Stanford University (1996). As a researcher, he explores how educationa l policies form institutional structures that in turn shape teaching and learning in schools He is particularly interested in the tension between student achievement and citizenship accountability and democratization. He examined these relationships, f irst, in eastern German schools that underwent fundamental changes after the collapse of socialism. A number of articles and a book Educational Change and Social Transformation (Falmer 1996), published with Hans Weiler and Elisabeth Fuhrmann, resulted from t his work. He co-authored (with Bruno Losito, CEDE, Italy) The Teaching of Civic Education, a chapter in the IEA Report on Civic Education (IEA 2001) that looks at the con ditions of Civic Education teaching in 28 countries. In recent years, Dr. Mintrop has turn ed to the issue of school accountability and the "fixing" of "failing schools." This work ha s so far produced a number of articles and book chapters on the fate of school improvement in schools on probation in the states of Maryland and Kentucky. Dr. MintropÂ’s work has been supported by the U.S. Department of Education, the Pew Charitable Trust, the Spencer Foundation, and the August Thyssen Foundation, Germany. He was recently awarded a Carnegie Corporation scholarship to study school accountability systems comparatively in the United States and Germany. He is also currently undertaking a study o f the California school accountability system. At UCLA, Dr. Mintrop is on the leadership t eam for the Principal Leadership Institute.Research Interests: Educational policy, school accountability, school i mprovement,
2 of 2 democratization, cross-national studies.
1 of 2 editorial board Thomas J. Mauhs-Pugh Green Mountain College1993Â—Dean, General EducationAssociate Professor of EducationChair, Education Department One College CirclePoultney, VT 05764-1199E-mail: email@example.com 802-287-8297 Fax: 802-287-8099Dr. Mauhs-Pugh specializes in the history and philo sophy of education. Trained in the cultural foundations of education at Syracuse Unive rsity, he draws from a broad mix of social and political theory, analytical philosophy, and American history. His research emphasizes the history of educational policy within the context of an evolving, liberal, democratic society. Of particular interest is the c entral position education holds in developing and maintaining a civil society and the tension between the administrative requirements of managing an educational system and the goals of that system. In addition to teaching standard courses within the education department and supervising student teachers, Dr. Mauhs-Pugh regularly teaches interdisciplinary and team-taught courses, such as The Northern Forest and Renewing C ivil Society: Social and Political Philosophy and Democratic Education. Dr. Mauhs-Pugh also regularly contributes to the Environmental Liberal Arts program, teaching such c ourses as Environmental Ethics, Images of Nature, and Simplicity and Sustainability EducationPh.D. History and Philosophy of Education, Syracuse University. 1994. Degree awarded with distinction.Dissertation: Rural School Consolidation in New York State 1795-1993 M.A.T. English, Brown University. 1984B.A. English, University of Massachusetts at Amhers t. 1983 Dr. Mauhs-Pugh taught English in grades 6-12 in New Hampshire and Vermont. Research Interests Developing a defense of public schooling in light o f its mission to provide a secular, democratic education.
2 of 2 Producing a comprehensive history of schooling in N ew York State. Strengthening the role of historical research and p hilosophical analysis in educational practice and policy debates. Selected Publications"12,000 Little Republics, Civic Apprenticeship and Democratic Decline: The Creation of New York's School System, 1795-1995." (In process.)"Rural Education," in The Encyclopedia of New York State Peter Eisenstadt, ed. Syracuse University Press, Fall 2002 expected publi cation date. "Compulsory Education," in The Encyclopedia of New York State Peter Eisenstadt, ed. Syracuse University Press, Fall 2002 expected publi cation date. "Andrew Sloan Draper," in The Encyclopedia of New York State Peter Eisenstadt, ed. Syracuse University Press, Fall 2002 expected publi cation date. "Developing the Good Person: The Role of Local Publ ics," chapter 3 in Educating Tomorrow's Valuable Citizens Joan M. Burstyn, ed. Albany, NY: SUNY Press, 1996
1 of 1 editorial board Daniel KallsPedagogiska InstitutionenUme UniversitetS-901 87 Ume SWEDENPhone: + 46 90 166765 Fax: + 46 90 166693 e-mail: firstname.lastname@example.orgDaniel Kalls is Professor of Education at Ume Uni versity, Sweden. He is chairman of the Board of Teacher Education and Research at Ume university. He is coordinator of a Thematic Network on Teacher Education sponsored by the European Commission (http://tntee.umu.se).Among his recent publications are: (Together with Ingrid Nilsson) Defining and Re-defi ning the Teacher in the Swedish Comprehensive School. Educational Review 1995, vol 47, nr 2, pp 173-188. (Together with Karl-Georg Ahlstrm) Contextualizing Quality. Recent Discussions on Teachers and Teacher Education in Sweden. European Journal of Teacher Education 1995, vol 18, nr 1, pp 25-35. Research on Teacher Education in Finland, Germany a nd Sweden. (Edited by Daniel Kalls & Ingrid Nilsson) Monographs on Teach er Education and Research, Ume University, nr 1. 1996. Teacher Education in Europe: Evaluation and Perspec tives. Edited by Theodor Sander, Friedrich Buchberger, Anthony E Greaves & D aniel Kalls (Osnabrck, 1996). European Curriculum Research in a Twenty Year Persp ective.(Edited by Daniel Kalls & Ingrid Nilsson) Monographs on Teacher Educ ation and Research, Ume University, nr 2. 1997.
1 of 1 editorial board William J. HunterThe University of Ontario Institute of Technology1993Â—ProfessorDean, School of EducationThe University of Ontario Institute of TechnologyOshawa, Ontario, Canada Email: email@example.com Education B.A. in English, Kent State University 1969 Ph.D. in Educational Psychology, Kent State Univers ity 1974 Bill Hunter is currently the dean of the School of Education in CanadaÂ’s newest university: The University of Ontario Institute of Technology. He was previously at The University of Calgary where he served (at various times) as the D irector of the Educational Technology Unit, the Head of the Department of Teacher Educati on and Supervision, the Academic Coordinator for the Distance Delivery Unit in the G raduate Division of Educational Research and the Coordinator of the Educational Tec hnology graduate area. He is a past editor of the Canadian Journal of Education Bill has diverse research interests, including educational telecommunications. For example, in the mid 90Â’s he developed a practicum course for online teachers and studied the kind of learning that was required for success in online teaching environments. He is currently in terested in issues surrounding online security and the implications these issues have for school curricula. Bill was once a high school English teacher and has taught for university departments of mathematics, nursing, psychology and home economics His career has included positions in Ohio, Rhode Island, Nova Scotia, Alber ta and Ontario as well as sabbaticals in New York, Ireland and New Zealand. He has conduc ted research on moral reasoning, on the uses of computers in teaching and learning a nd on a variety of measurement issues and problems. He has also published a chapte r on case-based teaching arising from his experience as the coach of a University of Calgary student team that took first place in an international competition held at the U niversity of Virginia. Mainly, though, he is a proud grandfatherÂ—Â—donÂ’t get him started.
1 of 1 editorial board Aimee HowleyOhio University1993Â— Currently Professor in the College of Education at Ohio University, I am struggling with the practicalramifications of my commitment to an intellectuallygrounded teacher education. Funding this commitmentand also providing respite from its dailiness aretheoretical and aesthetic pursuits that help me mak e sense of the complexities and shortcomings ofexperience. This hardly constitutes a researchagenda--more like a series of pointed encounters.Recent explorations of this sort have, for example, led to Foucauldian analyses of educational practices,outraged commentary on the manufactured benefits ofeducational technology, and some mucking about in large data sets.And I still get a junior-high buzz from passing andreceiving e-mail notes (without getting caught): firstname.lastname@example.org
1 of 1 editorial board Rick GarlikovUniversity of Alabama at BirminghamBusiness Ethics(205) 822-7466E-Mail: email@example.com EducationM.A., University of Michigan, PhilosophyB.A., University of Michigan, PhilosophyPhilosopher and Photographer. Writings and otherworks can be found at www.garlikov.com
1 of 1 editorial board Mark Eric FetlerCalifornia Department of Education1993Â—Assessment Office, Standards and Assessment Divisio n California Department of Education 1430 N Street, PO Box 944272 Sacramento, CA 94244-2720916/319-0562 (voice) 916/319-0967 (fax) Email: firstname.lastname@example.orgMark Fetler earned a doctorate in Psychology from t he University of Colorado in 1978. He currently manages several statewide testing program s, including the California English Language Development Test (CELDT), at the Californi a Department of Education. His interests include educational research, assessment, and accountability.
1 of 2 editorial board Linda Darling-HammondStanford University2003Â—School of EducationStanford UniversityLinda Darling-Hammond is Charles E. DucommunProfessor of Education at Stanford University Schoo l of Education. She also served as executive director of the National Commission on Teaching and AmericaÂ’sFuture which produced the 1996 widely cited bluepri nt for education reform: What Matters Most: Teaching for AmericaÂ’s Future Darling-Hammond's research, teaching, and policy work focus on teaching and teacher education, school restructurin g, and educational equity. She has been active in the development of standards for tea ching, having served as a twoterm member of the National Board for Professional Teach ing Standards and as chair of the Interstate New Teacher Assessment and Support Conso rtium (INTASC) committee that drafted model standards for licensing beginning tea chers. She is author of The Right To Learn, A License to Teach and Professional Development Schools: Schools for Developing a Profession along with six other books and more than 200 book chapters, journal articles, and monographs on education.Dr. Darling-Hammond works on issues of education po licy and practice, including school reform, authentic assessment, professional developm ent schools and educational research. She serves as the faculty sponsor for Sta nford's Teacher Education Program (STEP). As a leader in the charge for better teache r education and teacher preparedness, Dr. Darling-Hammond is instrumental in redesigning STEP to better prepare teachers to teach diverse learners in the context of challengin g new subject matter standards. She also is helping to create a network of Bay Area sch ools of education and professional development schools (PDS) interested in working tog ether on school reform, and learning communities for Bay Area practitioners through an o ngoing series of workshops, institutes, peer coaching networks and study groups Education:BA, Yale University, 1973; EdD (Urban Education),Te mple University, 1978 Professional Experience:Director and Senior Social Scientist, Education and Human Resources Program, RAND (1985-1989); Professor, Columbia University (1989-1 998); Co-Director, National Center for Restructuring Education, Schools, and Teaching, Teachers College, Columbia
2 of 2 University (1989-1998); William F. Russell Professo r in the Foundations of Education, Columbia University (1993-1998); Executive Director National Commission on Teaching and America's Future (1994).Stanford from 1998. Charles E. Ducommun Professor of Teaching and Teach er Education; Faculty Sponsor, Stanford Teacher Educat ion Program Current Research:Teacher training and education; professional develo pment schools; instruction of diverse learners; education policyRecent Select Publications: Teaching as the Learning Profession: A Handbook of Policy and Practice (Editor, with Gary Sykes, 1999); "Educating Teachers: The Academy 's Greatest Failure or It's Most Important Future?" in Academe (1999); "Learning to Teach in the 21st Century" in Principal (1998); "Investing in Teaching: The Divid end is Student Achievement" in Education Week (with Barnett Berry, 1998); The Righ t to Learn: A Blueprint for Creating Schools that Work (1997); Authentic Assessment in A ction: Studies of Schools and Students at Work (with Jacqueline Ancess and Beverl y Falk, 1995); Professional Development Schools: Schools for Developing a Profe ssion (Editor, 1994). Current Activities:Member, International Advisory Council, San Francis co Exploratorium (1998 ); Member, Technical Review Panel for the Schools an Staffing Survey (SASS), U.S. Department of Education (1997 ); Member, Advisory Board, Center for Policy Research in Education (1996 ); Member, Board of Directors, Recruiting N ew Teachers (1991 ); Member, National Advisory Commission, The College Board, Eq uity 2000 (1993 ); Member, Carnegie Corporation Task Force on Learning in the Primary Grades (1994 ); Chair, Council of Chief State School Officers, Interstate New Teacher Assessment and Support Consortium, Standards Drafting Panel (1991 ).
1 of 3 editorial board David C. Berliner Regents' Professor of EducationProfessorEducational Leadership & Policy StudiesEmail: email@example.com Office: Farmer 120T Phone: 480.965.8209 Fax: 480.965.6231Education and DegreesB. A. University of California at Los Angeles, July 1961. M. A. Psychology and Education, Los Angeles State C ollege, January, 1963. Ph. D. Educational Psychology, Stanford University, August, 1968. D. Humane Letters, Honoris Causa, University of Mas sachusetts at Amherst, November, 1989.EmploymentAssistant Professor of Psychology, San Jose State U niversity, 196768. Assistant Professor of Education and Psychology, Un iversity of Massachusetts, 196870. Associate Laboratory Director for Research, Far Wes t Laboratory for Educational Research & Development (Now WestEd), 197077. Head, Department of Educational Psychology, Univers ity of Arizona, 197781; Professor, 19771988. Dean, College of Education, Arizona State Universit y, 19972001. Professor, Division of Educational Leadership and P olicy Studies; Professor, Division of Psychology in Education, Arizona State University, 1988present.HonorsAward from the Brock international award committee, University of Oklahoma & Oklahoma State University, for distinguished contributions to educ ation, 2003. Award from the College of Extended Education, Arizo na State University, for Lifetime Achievement,
2 of 3 2001.Elected to National Academy of Education, 1999.Appointed Julius and Rosa Sachs lecturer, Teachers College, Columbia University, Autumn, 1998. Award from the Horace Mann League for Distinguished Contributions to Public Education, 1996. Award from the American Educational Research Associ ation, for Distinguished Contributions to Education, 1996.Award from the American Educational Research Associ ation, for Outstanding Book, The Manufactured Crisis (With Bruce J. Biddle), 1996. Award from the Division of Educational Psychology o f the American Psychological Association: The E. L. Thorndike award for lifetime achievements, 19 95. Award from the National Education Association, Frie nd of Education Award, 1994. Elected President, Division 15, the Division of Edu cational Psychology, American Psychological Association, 19931994. Medal of Achievement, University of Helsinki, 1991.Selected as Fellow, Center for Advanced Study in th e Behavioral Sciences, 198788. Elected President, American Educational Research As sociation, 19851986.Editorial ServiceEditor, Handbook of Educational Psychology 1996. Editor, Educational Researcher 19891992. Associate Editor, Teaching and Teacher Education 19861990. Editor, Volumes 79, Review of Research in Education, 19791981 .BooksGage, N. L., & Berliner, D. C. Educational psychology Boston, MA: Hougton Mifflin. Editions 1 through 6 from 1975 to 1998. Various editions trans lated into German by Prof. Dr. Gerhard Bach and published in Weinheim, Germany by Beltz/Psychologie Verlags Union under the title Pdagogishe psychologie Berliner, D. C., & Calfee, R. C. (Eds.)(1996). The handbook of educational psychology New York: Macmillan.Berliner, D. C., & Biddle, B. J. (1995). The manufactured crisis New York: Addison-Wesley. (Republished by Harper Collins)Casanova, U., Berliner, D. C., Powell, J. H., Rotte nberg, C., Placier, P. and Weiner, L. (Eds.) Readings in educational research Washington, D. C.: National Education Association A nine-volume series published between 1991 and 1994 on a range o f topics in education. Berliner, D. C., & Casanova, U. (1993). Putting research to work New York: Scholastic Publishers.
3 of 3 (Reprinted 1996 by IRI/Skylight Publishers)Berliner, D. C., & Rosenshine, B. (Eds.) (1987). Talks to teachers New York: Random House.Book Chapters and ArticlesDr. Berliner has published hundreds or book chapter s and articles in the scholarly literature. For a complete listing see his bibliography at his faculty webpage.
1 of 2 editorial board Terrence G. WileyArizona State University2003Â—Division DirectorEducational Leadership & Policy Studies College of EducationArizona State UniversityEmail: firstname.lastname@example.org Education BackgroundPh.D., Education: University of Southern California M.A., Linguistics: California State University Long Beach Doctoral studies in East Asian and European Social and Intellectual History: University of Hawaii M.A., Asian Studies: California State University Lo ng Beach B.A., History: California State University Long Bea chPrevious AppointmentsAssociate Dean and Professor of Education and Integ rative Studies, California Polytechnic University Pomona Professor of Education and Linguistics, Emeritus, C alifornia State University Long Beach Coordinator of Refugee Programs, City of Long Beach Department of Public HealthCurrent Teaching & ResearchEducational language policies, politics, and histor y www.language-policy.org Literacy, biliteracy, theory and policies History of education and educational reform for div erse groups Comparative educational equity and rights issues in global contexts Immigrant EducationEditorial ServiceCo-Editor. Journal of Language, Identity, and Education. (Mahwah, NJ: Lawrence Erlbaum Associates). http://www.asu.edu/educ/epsl/L PRU/JLIE/ Editorial Board member or ad hoc reviewer for Educational Analysis Policy Archives
2 of 2 (2003-present), International Journal of Bilingual Education and Bi lingualism (Multilingual Matters, Clevedon: England) (1997-present), Current Issues in Language Planning (Multilingual Matters, Clevedon: England) (1999-pre sent), Series on Multilingualism and Linguistic Diversity, Board of Consulting Editors ( 2002-present Multilingual Matters, LTD), Heritage Language Journal( University of California at Los Angeles) (2002-pres ent), TESOL Quarterly Association of Teachers of English to Speakers of Other Languages (1996-99), Bilingual Research Journal, National Association for Bilingual Education (NABE) (1992-1998), Multilingual Educator California Association for Bilingual Education (CABE) (1998-2001).PublicationsA partial list of published books, chapters and art icles is available at Dr. Wiley's faculty website: http://coe.asu.edu/elps/faculty/wiley.php
1 of 1 editorial board Robert E. StakeUniversity of IllinoisÂ—Urbana, Champaign1997Â—Email: email@example.comRobert Stake is professor of education and director of CIRCE at the University of Illinois. Since 1963 he has been a specialist in the evaluati on of educational programs, moving from psychometric to qualitative inquiries. Among t he evaluative studies he has directed are works in science and ma thematics in elementary and secondary schools, model programs an d conventional teaching of the arts in schools, devel opment of teaching with sensitivity to gender equity; educati on of teachers for the deaf and for youth in transition from schoo l to work settings, environmental education and special educa tion programs fro gifted students, and the reform of urb an education. Stake has authored Quieting Reform, a book on Charles Murray's evaluation of Cities-in -Schools; two books on meth odology, Evaluating the Arts in Education and The Art of Case Study Research ; and Custom and Cherishing a book with Liora Bresler and Linda Mabry on teaching the arts in ordinary el ementary school classrooms in America. Recently he led a multi-year evaluation st udy of the Chicago Teachers Academy for Mathematics and Science. For his evaluation wor k, in 1988, he received the Lazarsfeld Award from the American Evaulation Assoc iation, and, in 1994, an honorary doctorate from the University of Uppsala.
1 of 1 editorial board Michael ScrivenWestern Michigan University1993Â— Email: firstname.lastname@example.org Michael Scriven took honors degrees in mathematics and then in the philosophy of mathematical logic fr om the University of Melbourne, obtained his doctorate in philosophy at Oxford, and has taught in the US and Australia, in departments of mathematics, philosophy, psychology, the history & philosophy of science, and education, at Swarthmore College, Indiana University, the Universities of Minnesota, Western Australia, and San Francisco, and for twelve years at the University of California/Berkel ey. He has also held fellowships at the Center for Advanced Study in the Behavioral Science s (Palo Alto), the Center for Advanced Study in Theoretical Psychology (Universit y of Alberta), the Educational Testing Service (Princeton), the Center for the Stu dy of Democratic Institutions (Santa Barbara), and as a Whitehead Fellow at Harvard Univ ersity. His 300+ publications are mainly in the fields of h is appointments and in the areas of critical thinking, technology studies, computer studies, and evaluation. He is or has been on the editorial boards of 42 journals in thes e fields and some others such as psychiatry, and has edited several of them, includi ng University MicroNews He is an ex-President of the American Educational Research A ssociation and was the first president of one of the two associations that merge d to become the American Evaluation Association. He was also the founding editor of its journal and the recipient of its President's Prize and the AEA's Lazarsfeld Medal. R ecent positions include: Director of a federal project on teacher evaluation at the Evalua tion Center at Western Michigan, Senior Evaluation Fellow (AERA) at the National Sci ence Foundation, Professor at the Pacific Graduate School of Psychology and at the Un iversity of North Carolina/Greensboro. He was Professor of Evaluation at the University of Auckland in New Zealand from 2001 to 2004, while on leave from a chair in psycho logy at Claremont Graduate University. Currently, he is Associate Director of The Evaluation Center at Western Michigan University and holds tenure in the Departm ent of Philosophy.
1 of 2 editorial board Anthony G. Rud Jr.Associate ProfessorDepartment of Educational StudiesSchool of EducationPurdue UniversityBeering Hall of Liberal Arts and Education100 North University StreetWest Lafayette, Indiana 47907-2098 USAEmail: email@example.comPhone: 765-494-7310Fax: 765-496-1228Home page: http://www.edst.purdue.edu/rudAnthony Gordon Rud Jr. is associate professor in th e Department of Educational Studies, School of Education at Purdue University. He came t o Purdue in 1994 as associate dean, and served in that role until 2001. From 2001 to 20 02, Rud served as interim head of the Department of Educational Studies. He received his A.B. with honors from Dartmouth College, and his M.A. and Ph.D. in philosophy from Northwestern University. Rud's research and teaching interests center upon t he philosophical and historical foundations of education, with particular emphasis upon the moral dimensions of teacher education, educational administration, and higher e ducation. He is currently writing on Albert Schweitzer's legacy for educational thought and practice. Recent work includes research with Alan M. Beck of Purdue's Center for t he Human-Animal Bond on the moral and cognitive aspects of human-animal interaction i n schools; a book chapter on the moral dimensions of engineering education, co-autho red with an engineering professor for Lawrence Erlbaum Associates publishers; and an essay on being an interim head in the Chronicle of Higher Education.The author of a number of articles and reviews, Rud regularly makes presentations at major professional conferences. He serves on the ed itorial boards of several academic and professional journals, and was chair of the edi torial board of Purdue University Press. Rud was senior editor and contributor to A Place for Teacher Renewal: Challenging the Intellect, Creating Educational Reform (foreword by Maxine Greene of Teachers College, Columbia University), published by Teachers College Press in 1992. He joined James W. Garrison as co-editor and contributor to a volume o f essays entitled The Educational Conversation: Closing the Gap (foreword by Nel Noddings of Stanford University), published by the State University of New York Press in 1995. He came to Purdue from The North Carolina Center fo r the Advancement of Teaching, a nationally recognized program Rud helped to establi sh, where he served as Senior
2 of 2 Fellow. Rud also worked at Dartmouth College as an administrator, adjunct faculty member in philosophy, and freshman advisor. Prior t o graduate school, he taught humanities and social studies at a special needs hi gh school in Pittsfield, Massachusetts. Rud is a founding member and former officer of the Association for Philosophy of Education, a former member of the Committee on Inte rnational Relations of the American Educational Research Association and the Committee on Pre-College Instruction of the American Philosophical Association, and served as a senior associate of the Council for Basic Education. He has served as an officer or on committees of the Philosophy of Education Society.Rud has consulted for schools on leadership issues, critical thinking, moral education, and school reform, and for organizations as diverse as the National Paideia Center, the Boston University Center for the Advancement of Eth ics and Character, the Department of Special Education at the University of South Flo rida, and the Liberty Fund Inc. He consults on a new master's program in e-learning, i ncluding a course in educational ethics, for Jones International University, the fir st fully online, accredited university. Rud is chair of the Campus Advisory Board of the Ha rmony Institute of St. Cloud, Florida, heading this international team of scholars who are providing specialized advice on the establishment of the Albert Schweitzer Campus at th e Institute, within the new, planned community of Harmony, Florida.A native of the Berkshires of western Massachusetts Rud lives in West Lafayette, Indiana with his wife Rita, daughter Rachel (Northw estern University Class of 2007), three cats, and a dog.
1 of 1 editorial board Michele S. MosesUniversity of Colorado at Boulder Email: firstname.lastname@example.org Home page: http://www.michelemoses.com Michele S. Moses is Associate Professor of Educatio nal Foundations, Policy and Practice at the University of Colorado a t Boulder and is affiliated with the Education and the Public Intere st Center. She specializes in philosophy, education policy studies higher education, and ethics. She teaches courses such as Education Policy Theory, School and Society, Gender Issues in Education, and Philosophy of Education.Her research centers on issues of educational equal ity and social justice within education policies related to diversity and poverty, such as affirmati ve action and welfare-to-work policy. Recent articl es have appeared in the American Educational Research Journal Educational Researcher the Journal of Social Philosophy the Journal of Philosophy of Education and Educational Policy In addition, she is the author of Embracing Race: Why We Need Race-Conscious Educatio n Policy (Teachers College Press, 2002), winner of the Ameri can Educational Studies Association Critic's Choice Award. In an effort to gain a deeper underst anding of the roots of the political debates over race-conscious policies like affirmative action tha t profoundly affect meaningful opportunities for higher education, she is currently examining the na ture of persistent moral disagreement over controversial education policies in the United Stat es, as well as the relationship between moral disagreement and theories of justice.She is a 2007-2008 Fulbright New Century Scholar an d was a recent recipient of a National Academy of Education/Spencer Foundation Postdoctoral Fellow ship to study the moral disagreement about affirmative action.
1 of 1 editorial board Les McLeanUniversity of TorontoMeasurement and Evaluation (416) 923-6641, ext 2 478 Department of Curriculum, Teaching and Learning OISE/Univ. of Toronto 252 Bloor Street West Toronto, Ontario, CANADA M5S 1V6Email: email@example.comLes McLean is a Professor (Emeritus, as of July 1, 1996), Ontario Institute for Studies in Education of the U niversity of Toronto (OISE/UT). He received his doctorate in Educational Psychology fr om the University of Wisconsin in 1964, specializing in statistics and research metho ds. After teaching at Columbia University Teacher's College, Dr. McLean joined the OISE faculty in 1966, teaching courses in measurement, statistics, quantitative an d qualitative research methods and program evaluation. He continues to teach on a cont ract basis, year-to-year. Research and development projects have included a n ational study of the evaluation of student achievement for the Canadian Education Asso ciation, several province-wide surveys of student achievement, direction of Ontari o's participation in the Second International Mathematics Study and research into m athematics/language relationships in curriculum and pedagogy. Les, Doris Ryan and Barbar a Burnaby directed an evaluation of four projects in the Canada/China Human Resource s Development programme for the Canadian International Development Agency.Publications include, The Craft of Student Evaluation in Canada (Toronto:CEA, 1985), Learning About Teaching from Comparative Studies (Toronto:Min. of Educ., 1987, with Richard Wolfe and Merlin Wahlstrom), and "The U.S. national assessments in reading: reading too much into the findings" ( Phi Delta Kappan 69, 5, 1988, 369-372, with Harvey Goldstein). "Time to replace the classroom test wit h authentic measurement" ( Alberta Journal of Educational Research 36(1), 1990, 78-84), "Student evaluation in the ungraded primary school: The SCRP principle" ( Proceedings of the Second Canadian Conference on Classroom Testing D. Bateson, Ed., UBC, 1992) and "Pedagogical relevance in large-scale assessment" ( Advances in Program Evaluation R. Stake, Ed., 1991).For recent publications,see http://www.oise.utoronto.ca/~lmclean/.
1 of 1 editorial board Benjamin LevinUniversity of Manitoba1993Â—Room 213 Faculty of Education University of Manitoba Winnipeg Manitoba Canada R3T 2N2Phone:(204)-474-8285 Fax:(204)-474-7564 E-mail: Ben_Levin@umanitoba.ca Personal homepage. Ben Levin is Professor at the Department of Educati onal Foundations, Administration and Psychology at the University of Manitoba. He is nat ive of Winnipeg who holds a B.A. (Honours) from the University of Manitoba, an Ed.M from Harvard University and a Ph.D from the Ontario Institute of Advanced Studies in E ducation at the University of Toronto. Ben's career in education extends over many years, starting with his efforts while in high school to organize a city-wide high school students union and his election as a school trustee in Seven Oaks School Division at the age of 19. Since than he has worked with private research organizations, school divisions, p rovincial governments, and national and international agencies, as well as building an acad emic and research career, all in connection with education. He has held leadership p ositions in a wide variety of organizations in the public and non-profit sectors.From 1999 until September, 2002, he was Deputy Mini ster of Advanced Education and Deputy Minister of Education, Training and Youth fo r Manitoba, with responsibility for public policy in all areas of education and trainin g. Dr. Levin is widely known for his work in educational reform, educational change, educatio nal policy and politics. His work has been international in scope, including projects in England, Iceland, Israel, east-central Europe and with OECD. His writings, described more fully elsewhere on this site, examine broad areas of education policy.
1 of 1 editorial board Patrica F. JarvisUniversity of Washington andSeattle Pacific University 2002Â—Email: firstname.lastname@example.orgPatricia Jarvis obtained her Ph.D. in Educational L eadership and Policy Studies from Arizona State University. She is currently a Facult y Associate at the University of Washington and Associate Director for Data Informat ion Services and Research Analyst for the Washington School Research Center at Seattl e Pacific University. Her research interests include the impact of high-stakes testing and assessment policies and their impact on economically disadvantaged and minority s tudent groups, equity issues, and language policy. She also provides workshops and in -service training programs to teachers on assessment and testing methods and poli cy issues.
1 of 1 editorial board Craig HowleyAppalachian Collaborative Center for Learning,Assessment, and Instruction in Mathematics Co-Director, Research InitiativeOhio University Phone: 740-593-9869 Email: email@example.com Homepage:http://oak.cats.ohiou.edu/~howleyc/howleyc.htmI've written about, studied, and lived in rural pla ces. We now farm 80 acres in Appalachian Ohio, wherewe raise a small variety of crops and animals. Cult ure, politics, economics, and history concern me. I wish schools were better at promoting Â“the life of the mindÂ” (whatever that is; finding out is part of the adventure) among eve ryone. And I think there are reasons they don't, but these reasons constitute more than just inattention or foolishness. Culture, politics, economics, and history suggest reasons. L iterature (fiction) may be a much better guide to true education in rural places than the so rts of poor studies we educationists sponsor. Check out Wallace Stegner's Second Growth (circa 1947) or Annie Proulx's The Shipping News (1993) and even E.M. Forster's Howards End (1910). These folks have preserved something we have tried desperately to ab andon, but can't actually escape. The wonder is that, though these books (and many mo re) treat the dilemmas of rural life, they also deal with the idea of a true education mo re universally. Now, that's fun because it's not easy. In particular, novels don't lend the mselves to translations as cookbooks. Teaching well is the most difficult work in the wor ld. We make a great mistake with attempts to make it easy or happy. Happiness is not a worthy aim for education, nor is getting and holding a good job.
1 of 2 editorial board Thomas F. GreenProfessor EmeritusEducationSyracuse University firstname.lastname@example.org Voice phone: 315-677-9935Mail: Box 100Pompey Hill, NY 13138Tom Green is Professor Emeritus, Philosophyand Education, Syracuse University. From 1980 until his retirement in 1993 he was Margaret Slocum Professor of Education.He was a faculty member in the School ofEducation from 1964. He has earned degrees from the University of Nebraska and a PhD in philosophy from Cornell University. He is author of six books--one more than Moses--an d nearly a hundred articles on teaching, educational policy, school finance, moral and theological education and educational and social forecasting. From 1967-73, he was founding Director or Co-Direc tor of the Educational Policy Research Center at Syracuse, a federally funded cen ter for the study of education policy and social forecasting. He was President of the Philosophy of Education So ciety, 1975-76. Since, 1979, he has been officer or member of the National Academy of Education, an elected body of outstanding American scholars and educational leade rs. He is and has been at various times, a John Simon Guggenheim Fellow, a Whitehead Fellow of Harvard University, Fellow of the National Institute of Education and S enior Research Fellow at Princeton Theological Seminary. He was a Fulbright Lecturer in the American Studie s Seminar, Kyoto Japan, July 1985, and has been guest lecturer or visiting Profe ssor at more than a dozen American Universities. He was, for a time, a regular consult ant to the Country Planning Program of the OECD in Paris, to the developers of a New-Town in Central New York, and joint author of a policy paper on the uses of computers i n instruction for The World Bank.. His books include Predicting the Behavior of the Educational System (Syracuse University Press, 1980) Work, Leisure, and the American Schools (New York, Random House, 1970)
2 of 2 The Activities of Teaching (New York, McGraw Hill, 1971) He is currently engaged in work on a companion volu me in philosophy of education and pedagogy. Walls: Education in Communities of Text and Liturgy Among his recent publications are the following: Voices: The Educational Formation of Consicence (Notre Dame University Press, 1999. "Needed: A Pedagogy Please!" in The Condition of American Liberal Education: Pragmatism and a Changing Tradition Commentary on an essay by Bruce Kimball (The College Entrance Examination Board, New York, 1995) "Distributive Justice in Education," The 1990 American Education Finance Association Yearbook: Spheres of Justice in Educati on eds., Deborah A. Verstegen and James G. Ward, (New York, Harper Business, 1991 ) Chapt. 9 pgs. 221-238. "Public Speech", the 1993 DeGarmo Lecture of the So ciety of the University Professoriate. Teachers College Record vol. 95, Number 3, Spring 1994.
1 of 1 editorial board Gustavo E. FischmanArizona State University2003Â—Associate ProfessorMary Lou Fulton College of EducationDivisions of Educational Leadership & Policy Studies and Curriculum & InstructionArizona State UniversityEmail: email@example.comGustavo E. Fischman Ph.D. is an Associate Professor in the Divisions of EducationalLeadership & Policy Studies and Curriculum & Instruction, at the Mary Lou Fulton College of Education, Arizona State University. His areas ofspecialization are comparative and internationaleducation, gender studies in education, and the development of participatory and action-orientedresearch programs. Dr. Fischman obtained his Ph.D. in social sciences and comparative education from the University of California, Los An geles. His doctoral dissertation won the 1997 Gail P. Kelly outstanding dissertation of the year award of the Comparative and International Education Society. He is the author o f several books and articles on critical education, teacher education, and gender issues in education. In addition to serving on several editorial boards, he is the editor of the S panish and Portuguese section of Education Review
1 of 1 editorial board Sherman DornEPAA Editor (2005Â— )Associate ProfessorUniversity of South Florida E-mail: firstname.lastname@example.org Home page: http://www.shermandorn.com Phone: (813) 974-9482Sherman Dorn, Associate Professor in the Department of Psychological and Social Foundations at the University of South Florida, earned his B.A. from Haverford College (1987) and h is Ph.D. from the University of Pennsylvania (1992). He has been a faculty member a t the University of Delaware (1992-93) and Vanderbilt University (1993-96). His research interests include the school experiences of historically marginalized population s, the evolution and construction of education policy debates, academic freedom since 9/ 11, and the changing construction of computer literacy.
1 of 1 editorial board Gregory CamilliRutgers Graduate School of Education1993Â—Gregory Camilli is Professor in the Rutgers Graduat e School of Education. His interests include measurement, program evaluation, and policy issues regarding student assessment. Dr. Camilli teaches courses in statisti cs and psychometrics, structural equation modeling, and meta-analysis. His current r esearch projects include efficacy studies of phonics instruction, school factors in m athematics achievement, and differential item functioning.Greg Camilli Rutgers University 10 Seminary PlaceNew Brunswick, NJ 08903(908) 932-7496 X343 email@example.com
1 of 1 editorial board Michael W. AppleUniversity of Wisconsin,MadisonJohn Bascom Professor of Curriculum & Instruction and Educational PolicyStudies(608) 263-4592E-Mail: firstname.lastname@example.org EducationPh.D., Columbia University, Curriculum Studies, 197 0 M.A., Columbia University, Curriculum Studies and P hilosophy, 1968 Professor Apple's scholarly interests center on edu cation and power, cultural politics, curriculum theory and research, critical teaching, and democratic schools. Among his recent publications are Apple, Michael W. (2003) The State and the Politics of Education Routledge, New York. Apple, Michael W. (2001) Educating the "Right" Way: Markets, Standards, God, and Inequality. Routledge, New York. Apple, Michael W. (2000) Official Knowledge. New York: Routledge, 1993; 2nd edition 2000. Apple, Michael W. (1996) Cultural Politics and Education. Teachers College Press, New York Apple, Michael W. (1995) Education and Power Routledge, New York.