TeacherPrep

The National Academies: Advisers to the Nation on Science, Engineering, and Medicine

Co-Chairs

Ellen Condliffe Lagemann

Ellen Condliffe Lagemann is currently a director of the Rennie Center for Education Research and Policy in Cambridge, Massachusetts, a member of the Advisory Committee of the (John) Dewey Center at Southern Illinois University in Carbondale, President of the Board of Concord Academy, Concord, Massachusetts, and Chair of the Board of Advisors of the District Management Council, Cambridge, Massachusetts. Previously she served as Charles Warren Professor of the History of American Education and former dean of the Harvard Graduate School of Education. She served as the president of the Spencer Foundation from 2000-2003, as a professor of history and education at New York University, and taught for 16 years at Teachers College at Columbia University. She is a past-president of the National Academy of Education and the History of Education Society, and she has served on the boards of many other organizations including the Teaching Commission, Jobs for the Future, the Russell Sage Foundation, and the Center for Advanced Study in the Behavioral Sciences. Dr. Lagemann was a member of the National Research Council’s Committee on Scientific Principles in Educational Research and the NRC Committee on Research in Education. She is the author or editor of nine books, including: A Generation of Women: Education in the Lives of Progressive Reformers, The Politics of Knowledge: The Carnegie Corporation, Philanthropy, and Public Policy, and Jane Addams on Education, as well as numerous articles, reports, reviews, and book chapters. Lagemann received an AB cum laude from Smith College; an M.A. from Teachers College, Columbia University; and earned her Ph.D. with distinction, Columbia University.

Kenneth Shine [IOM]

Kenneth Shine is Executive Vice Chancellor for Health Affairs of The University of Texas System. He is the former President of the Institute of Medicine (IOM) at the National Academies, and was the founding Director of the RAND Center for Domestic and International Health Security. Dr. Shine is Professor of Medicine Emeritus at the University of California, Los Angeles (UCLA) School of Medicine, where he served as dean and provost prior to his appointment at the IOM.. A cardiologist and physiologist, he has an A.B. in biochemical sciences from Harvard College and an M.D. from Harvard Medical School. He is a Fellow of the American College of Cardiology and American College of Physicians and is a member of many other honorary and academic societies, including the Institute of Medicine. He served as Chairman of the Council of Deans of the Association of American Medical Colleges from 1991-1992, and was President of the American Heart Association from 1985-1986. Dr. Shine’s many publications are not only in the field of cardiology but also on issues of medical research, public health, and public policy. He has served as an advisor to many national commissions and chaired a number of IOM studies.

Committee Members

Herbert K. Brunkhorst

Herbert Brunkhorst is Professor of Science Education and Biology at California State University, San Bernardino, and is currently Chair of the Department of Science, Mathematics, and Technology Education in the College of Education. He carries a joint appointment in the Department of Biology in the College of Natural Sciences. He was co-principle investigator of the NSF funded California State University Science Teaching Development Project, a university system-wide collaboration to improve science teacher preparation. He served as a senior faculty researcher on the U.S. Department of Education and Office of Educational Research and Improvement Salish Consortium project, a multidimensional collaborative research effort for improving science and mathematics teacher education. As a California State University Chancellor’s Teacher Preparation Scholar, Dr. Brunkhorst was selected as a member of the teacher preparation curriculum development team that produced a net-based elementary teacher preparation program. He co-chaired the NRC Committee on Science and Mathematics Teacher Preparation and is a past president of the Association for Science Teacher Education (formerly the Association for the Education of Teachers of Science), a Fellow of the American Association for the Advancement of Science, and a lifetime National Associate of the National Academies. Dr. Brunkhorst earned a Ph.D. with majors in science education and plant physiology at The University of Iowa, an M.A.T. in science education from Iowa, and a B.A. in biology from Coe College.

Margarita Calderón

Margarita Calderón, a native of Juárez, Mexico, is a Sr. Research Scientist at John Hopkins University’s Center for Data-Driven Reform in Education (CDDRE), and co-principal investigator on the Institute for Education Sciences randomized evaluation of English immersion, transitional, and two-way bilingual programs. Through a series of grants from OERI/IES, the Texas Education Agency, the Texas Workforce Commission, and the Department of Labor, she is conducting longitudinal research and development projects in El Paso, Texas regarding: teachers' learning communities, bilingual staff development, and adult English language learners. She conducts research in the ESL Reading, Spanish-English Transitional Reading, and Two-Way Bilingual Reading programs for the Success For All Foundation. Dr. Calderón is collaborating with the Center for Applied Linguistics and Harvard University in an eight-year study on the transition from Spanish reading into English reading, funded by OELA, NICHD, and IES. She directs the El Paso Adult Bilingual Curriculum Institute and co-directs the Alliance for Workplace Investment Center. She has a B.A. in English/French/ Journalism and an M.A. in applied linguistics from the University of Texas, El Paso and a Ph.D. in Educational Management, Socio-Linguistics, and Organizational Development from Claremont Graduate School and San Diego State University.

Marilyn Cochran-Smith

Marilyn Cochran-Smith is John E. Cawthorne Chair in Teacher Education for Urban Schools at Boston College's Lynch School of Education and the immediate past president of the American Educational Research Association. She also served as the co-chair of organization's National Consensus Panel on Teacher Education that recently released its 700+ page report. Dr. Cochran-Smith, who also directs the doctoral program in curriculum and instruction at the Lynch School, has concentrated her research on teacher education across the professional lifespan; teaching and issues of race, class, culture, and gender; teacher research/practitioner inquiry; and children's early language and literacy learning. She is the editor of The Journal of Teacher Education and co-editor of the Teachers College Press series on Practitioner Inquiry. A prolific author, Dr. Cochran-Smith has recently published research on outcomes, teaching quality, and competing agendas for education reform. Before joining the Boston College faculty in 1996, she taught at the University of Pennsylvania, which awarded her a Ph.D. degree. She also has a M.Ed. in curriculum and instruction from Cleveland State University and a B. A. in sociology from the College of Wooster.

Janice Dole

Janice Dole is currently associate professor of reading education at the University of Utah. After several years as an elementary teacher, Dr. Dole completed her M.A. and Ph.D. at the University of Colorado. Subsequently, she held positions at the University of Denver, the Center for the Study of Reading at the University of Illinois at Urbana-Champaign, and Michigan State University. Dr. Dole has written for many different audiences, including teachers and administrators (Elementary School Journal, Journal of Reading) and reading researchers and other educational researchers (Reading Research Quarterly, Review of Educational Research). She is currently on the Reading Development Panel for the National Assessment of Educational Progress and has worked for the research and development section of the American Federation for Teachers for the past five years. Her current research interests include comprehension instruction at the K–3 level and reading professional development for K–3 teachers in at-risk schools.

Donald N. Langenberg

Donald Langenberg is a groundbreaking physicist and nationally recognized higher education leader. He is Chancellor Emeritus of the 13-member University System of Maryland, which he headed from 1990 to 2002. In 1983 Dr. Langenberg became Chancellor of the University of Illinois at Chicago, where he was also a professor of physics. He was named Deputy Director of the National Science Foundation by President Jimmy Carter in 1980. As a scientist, Dr. Langenberg's research has been primarily in experimental condensed matter physics and materials science, with a major focus on the study of superconductivity. He served as chairman of the American Association for the Advancement of Science and of the National Association of State Universities and Land Grant Colleges, as president of the American Physical Society, and on the boards of the Alfred P. Sloan Foundation and the University of Pennsylvania. He was a member of the American Council of Education task force that looked at the role of university presidents in improving teacher education. As Chairman of the National Reading Panel from 1998-2000, he headed the committee that issued the groundbreaking report: Teaching Children to Read. He has served on the committee for several science studies at the National Academies. A native of North Dakota, Dr. Langenberg earned his B.S. at Iowa State University, his M.S. at UCLA, and his Ph.D. at the University of California - Berkeley. All of his degrees are in physics, and he also has received honorary degrees from the University of Pennsylvania and the State University of New York.

Ronald Latanision [NAE]

Ronald Latanision is professor emeritus of materials science and engineering and nuclear engineering at the Massachusetts Institute of Technology (MIT) and Principal and Practice Director of Mechanics and Materials in Exponent Corporation. He is the author or co-author of more than 200 scientific publications, founder and co-chairman of the New England Science Teachers, and a member of the National Academy of Engineering and the American Academy of Arts and Sciences. He has been a consultant to industry and government and active in organizing international conferences. He was appointed to the Nuclear Waste Technical Review Board on June 26, 2002, by President George W. Bush. Dr. Latanision received a bachelor of science degree in metallurgy from The Pennsylvania State University and a Ph.D. in metallurgical engineering from Ohio State University. During a sabbatical in 1982-1983, he served as a science advisor to the U. S. House of Representatives Committee on Science and Technology. He has served as a member of a number of committees at the National Academies, including several committees on science education, and he also served on the Center for Education advisory board.

James Lewis

James Lewis is a professor in the Department of Mathematics and Director of the Center for Science, Mathematics, and Computer Education at the University of Nebraska-Lincoln. Under his leadership as department chair, his department won the University of Nebraska's 1998 University-wide Departmental Teaching Award and a 1998 Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring. He was a co-PI for the Nebraska Math and Science Initiative, Nebraska's NSF-funded SSI and for Math Matters, a NSF grant to revise the mathematics education of future elementary school teachers at UNL. He is a member of the National Research Council's MSEB (Mathematical Sciences Education Board) and chair of the MAA's Coordinating Council on Education. Dr. Lewis was chair of the Steering Committee that produced the CBMS report, The Mathematical Education of Teachers, co-chair of the NRC Committee that in 2000 produced Educating Teachers of Science, Mathematics, and Technology: New Practices for the New Millennium, and a member of the AMS Task Force that produced Towards Excellence: Leading a Doctoral Mathematics Department in the 21st Century. He has a B.S. and Ph.D. in mathematics from Louisiana State University.

David Monk

David Monk is professor of educational administration and dean of the College of Education at The Pennsylvania State University. He earned an A.B. in economics at Dartmouth College and a Ph.D. in educational administration at the University of Chicago. He was a member of the Cornell University faculty for 20 years prior to becoming dean at Penn State in 1999. He has also been a third grade teacher and has taught in a visiting capacity at the University of Rochester and the University of Burgundy in Dijon, France. Dr. Monk is the author of Educational Finance: An Economic Approach (1990); Raising Money for Education: A Guide to the Property Tax (1997) (with Brian O. Brent); and Cost Adjustments in Education (2001) (with William J. Fowler, Jr.) in addition to numerous articles in scholarly journals, including key articles on teacher education. He is a co-editor for Leadership and Policy in Schools and serves on the editorial boards of The Economics of Education Review, The Journal of Education Finance, Educational Policy, and the Journal of Research in Rural Education. He consults widely on matters related to educational productivity and the organizational structuring of schools and school districts and is a Past President of the American Education Finance Association.

Annemarie Palincsar

Annemarie Palincsar is the Jean and Charles Walgreen Jr. Chair of Reading and Literacy and a teacher educator at the University of Michigan. Her research focuses on the design of learning environments that support self-regulation in learning activity, especially for children who experience difficulty learning in school. She studies how children use literacy in the context of guided inquiry science instruction, what types of texts support children's inquiry, and what type of support students identified as atypical learners require to be successful in this instruction. Annemarie has served as a member of the National Academy’s Research Council on the Prevention of Reading Difficulty in Young Children; the OERI/RAND Reading Study Group, the National Education Goals Panel, and the National Advisory Board to Children's Television Workshop. She is the co-editor of the journal Cognition and Instruction. Dr. Palincsar has a B.S. in special education from Fitchburg State College, and an M.S. and Ph.D. in education from the University of Illinois at Urbana-Champaign.

Michael Podgursky

Michael Podgursky is Professor of Economics at the University of Missouri - Columbia. He has published numerous articles and reports on education policy and teacher quality and co-authored a book titled Teacher Pay and Teacher Quality. Dr. Podgursky's research has been supported by grants from the U.S. Department of Education, the U.S. Department of Labor, the National Commission on Employment Policy, the U.S. Department of Agriculture, the National Science Foundation and various foundations and state government agencies. Dr. Podgursky is a member of the advisory boards of the National Center for Teacher Quality and the American Board for Certification of Teacher Excellence. From 1980 to 1995, Dr. Podgursky served on the faculty of the University of Massachusetts at Amherst. He earned his bachelor's degree in economics from the University of Missouri – Columbia and a Ph.D. in economics from the University of Wisconsin – Madison.

Andrew Porter

Andrew Porter is the Patricia and Rodes Hart Professor of Educational Leadership and Policy and director of the Learning Sciences Institute at Vanderbilt University. He has published widely on psychometrics, student assessment, education indicators, and research on teaching. His current work focuses on curriculum policies and their effects on opportunity to learn. Currently, he has research support from the National Science Foundation (co-director, System-Wide Change for All Learners and Educators; principal investigator, Longitudinal Design to Measure Effects of MSP Professional Development in Improving Quality of Instruction and Science Education; principal investigator, Improving Effectiveness of Instruction in Mathematics and Science With Data on Enacted Curriculum); and ED's Institute for Education Sciences (Consortium for Policy Research in Education). He is an elected member and former officer of the National Academy of Education, Lifetime National Associate of the National Academies, and past-President of the American Educational Research Association. Dr. Porter has a B.S. in education from Indiana University and an M.A. and Ph.D. in educational psychology form the University of Wisconsin.

Edward Silver

Edward Silver is William A. Brownell Collegiate Professor in Education at the University of Michigan and holds a joint appointment in the School of Education and the Department of Mathematics. He was formerly at the University of Pittsburgh, where he was also a senior scientist at the Learning Research and Development Center. His research interests focus on the teaching, learning and assessment of mathematics, particularly mathematical problem solving. He is also actively involved in efforts to promote high-quality mathematics education for all students, particularly Hispanic students. He has served on a number of editorial boards and he has published numerous articles and several books in the field of mathematics education. Dr. Silver's service with the NRC includes the Mathematical Sciences Education Board and the Study Group on Guidelines for Mathematics Assessment. Silver received a B.A. in mathematics from Iona College, an M.S. in mathematics from Columbia University, and an M.A and Ed.D. in mathematics education from Teachers College of Columbia University.

Dorothy Strickland

Dorothy Strickland is the Samuel DeWitt Proctor Professor of Education at Rutgers, the State University of New Jersey. A former classroom teacher, she was formerly the Arthur I. Gates Professor at Teachers College Columbia University. She has served on the faculties of Kean University and New Jersey City University. She taught in the New Jersey public schools for eleven years. Past president of both the International Reading Association and its Reading Hall of Fame, she held several elected positions in the National Council of Teachers of English. She is also active in the National Association for the Education of Young Children and was a member of the panel that produced Becoming a Nation of Readers and the NRC panel that produced Preventing Reading Difficulties in Young Children. Her publications include, among numerous others, Families: Poems Celebrating the African American Experience; The Administration and Supervision of Reading Programs; Emerging Literacy; Language, Literacy, and the Child; and Teaching Phonics Today. Dr. Strickland has a B.S. in elementary education from Newark State College (now Kean University), an M.A. in educational psychology from New York University, and a Ph.D. from NYU in early childhood and elementary education.

Suzanne Wilson

Suzanne Wilson is a professor of teacher education and director of the College of Education's Center for the Scholarship of Teaching. Her work spans several domains, including teacher learning, teacher knowledge, and the connection between educational policy and teachers’ practice. She has conducted research on history and mathematics teaching and has reviewed the literature on teacher professional development and teacher education. Her most recent book is California Dreaming: Reforming Mathematics Education, a case study of that state’s infamous “math wars.” Her current work focuses on developing sound measures for tracking what teachers learn in teacher preparation, induction, and professional development. Dr. Wilson is currently a member of the Center for Education Board and the Committee on Review and Assessment of the Health and Productivity Benefits of Green Schools, and previously served on the NRC Oversight Committee on How People Learn: Targeted Report for Teachers and the Panel on Learning and Mathematics. She received a Ph.D. in Educational Psychology from Stanford University, an M.S. from Stanford in Statistics, and a B.A. and teaching certificate from Brown University in American History and American Civilization.

Hung-Hsi Wu

Hung-Hsi Wu is a professor of mathematics at the University of California at Berkeley, where he has served on the faculty since 1965. His research focuses on differential geometry, and he has authored numerous research papers and monographs as well as three graduate level textbooks in Chinese. Professor Wu received a Ph.D. in mathematics from MIT, an A.B. from Columbia, and he has been involved in K-12 mathematics education since 1992. He was a leading figure in the development of California’s Mathematics Professional Development Institutes and one of two final reviewers of California’s Mathematics Framework. He served as a member of the NAEP Mathematics Steering Committee and on committees for the National Science Foundation, the U.S. Department of Education, and Achieve. Dr. Wu was a member of the NRC committee that produced “Adding It Up” in 2001 and also a member of the Mathematical Sciences Education Board.

James Wyckoff

James Wyckoff is Professor of Public Administration, Public Policy and Economics, Rockefeller College of Public Affairs and Policy at the University at Albany, State University of New York. He has written widely on issues of education finance, including teacher compensation and teacher recruitment and retention of teachers in New York State. Currently, he is working with colleagues to examine attributes of teacher preparation programs and pathways and induction programs that are effective in increasing the retention of teachers and the performance of students. Dr. Wyckoff directs the Education Finance Research Consortium and serves on the editorial boards of Education Finance and Policy and the Economics of Education Review. Wyckoff is past president of the American Education Finance Association and has served on a National Academy of Sciences panel examining the funding of Title 1. He has a B.A. in economics from Denison University and a Ph.D. in economics from the University of North Carolina – Chapel Hill.

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