Presenter Bios
Sybilla Beckmann is professor of mathematics at the University of Georgia. She has a bachelor's degree in mathematics from Brown University and a PhD in mathematics from the University of Pennsylvania. She has taught at Yale University, as a J. W. Gibbs Instructor of Mathematics, and at the University of Georgia, and has received a number of teaching awards. Beckmann has done research in Arithmetic Geometry, but her current main interest is the mathematical education of teachers -- an interest that emerged when she had children. Beckmann developed three mathematics content courses for prospective elementary school teachers at the University of Georgia and wrote a book for such courses, Mathematics for Elementary Teachers, published by Addison-Wesley. She was a member of the writing team of NCTM’s Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics and has worked on the development of state mathematics standards.
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Steven Brint is professor of sociology at the University of California, Riverside. He is the author of The Diverted Dream (with Jerome Karabel), In an Age of Experts, and Schools and Societies. His recent work on teachers' views of the No Child Left Behind Act emphasizes teachers' understandings of professionalism.
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Rodger W. Bybee is executive director of BSCS. Prior to joining BSCS, he was executive director of the National Research Council’s Center for Science, Mathematics, and Engineering Education (CSMEE) in Washington, D.C. Between 1986 and 1995, he was associate director of BSCS. He participated in the development of the National Science Education Standards, and from 1993 to 1995 he chaired the content working group of that National Research Council project. At BSCS, he was principal investigator for four new National Science Foundation (NSF) programs: an elementary school program titled Science for Life and Living: Integrating Science, Technology, and Health; a middle school program titled Middle School Science & Technology; a high school biology program titled Biological Science: A Human Approach; and a college program titled Biological Perspectives. His work at BSCS also includes serving as principal investigator for programs to develop curriculum frameworks for teaching about the history and nature of science and technology for biology education at high schools, community colleges, and four-year colleges, and curriculum reform based on national standards.
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Pamela Grossman is professor of English education in the School of Education at Stanford University. Her research interests include the content and processes of teacher education, the connection between professional knowledge and professional preparation in teaching, the teaching of English in secondary schools, and the role of subject matter in high school teaching. Her publications include: The Making of a Teacher: Teacher Knowledge and Teacher Education, a co-edited volume (with Sam Wineburg), titled Interdisciplinary Curriculum: Challenges to Implementation as well as articles in Teachers College Record, American Educational Research Journal, Educational Researcher, Journal of Literacy Research, Teaching and Teacher Education, and Review of Research in Education. Her most recent research includes a four-year longitudinal study of beginning language arts teacher and a study of the formation of professional community among teachers. She has recently served as Member-at-Large for the American Educational Research Association and on the Standing Committee on Research for the National Council of Teachers of English. She has just been elected incoming Vice-President for Division K, Teaching and Teacher Education, of AERA.
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James Hiebert is the Robert J. Barkley professor of education at the University of Delaware, where he teaches in programs of teacher preparation, professional development, and doctoral studies. His professional interests focus on mathematics teaching and learning in classrooms. He has edited books on students’ mathematics learning and co-authored the books Making Sense: Teaching and Learning Mathematics with Understanding and The Teaching Gap: Best Ideas from the World’s Teachers for Improving Education in the Classroom. He served on the National Research Council committee that produced Adding It Up and Helping Children Learn Mathematics, was director of the mathematics portion of the TIMSS 1999 Video Study, and is a PI on the NSF-funded Mid-Atlantic Center for Teaching and Learning Mathematics. He has served on the editorial boards for American Educational Research Journal, Cognition and Instruction, Elementary School Journal, Journal for Research in Mathematics Education, Journal of Educational Psychology, Journal of Mathematical Behavior, and Mathematics Thinking and Learning.
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George Noell is professor of psychology and the director of the doctoral program in school psychology at Louisiana State University. Noell’s research has focuses on two distinct themes. First, his research has examined methods for improving intervention selection and increasing treatment compliance in child behavior therapy for developmental, behavioral, and academic concerns. Second, Noell’s research is also examining the estimation of effects in education using massive multivariate longitudinal databases. This work is currently focused on the assessment of teacher preparation. Noell has authored and coauthored research articles, book chapters, books, and professional technical manuals examining various issues in educational assessment, behavioral consultation, intervention, and system service delivery. Noell has served as the principal investigator for a number of funded research projects including serving as the evaluator for statewide projects in Louisiana designed to improve students’ educational outcomes. Noell currently serves on several editorial boards in education and psychology including one appointment as editor-in-chief. Noell is a fellow of the Division of School Psychology of the American Psychological Association and has been elected a member of the Society for the Study of School Psychology.
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Paul J. Sally, Jr. is professor of mathematics and director of undergraduate mathematics instruction at the University of Chicago. His research areas are p-adic analysis and representation theory. Sally graduated from Boston College in 1954 and soon began teaching junior high and high school mathematics at Boston College High School. He received his Ph.D. from Brandeis in 1965 and joined the University of Chicago faculty the same year. Sally became in 1983 the first director of the University of Chicago School Mathematics Project, which is responsible for the "Chicago math" program. He founded Seminars for Elementary Specialists and Mathematics Educators (SESAME) in 1992. He also co-founded the Young Scholars Program, teaching gifted students from grades 7-12 in conjunction. For his efforts, Sally was recognized with the Amoco undergraduate teaching award and by the MAA with the Deborah and Franklin Haimo Awards for Distinguished College or University Teaching of Mathematics in 2001.Back to Agenda
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Tim Sass is professor of economics at Florida State University. He has over 20 years of experience empirically analyzing public policy issues in areas including land-use regulation, professional licensure, safety regulation, voting rights and antitrust law. For the last five years his research has focused on the economics of education. During that time he has been the principal investigator on a study of charter schools funded by the Spencer Foundation and co-PI on a USDOE-IES funded project to study the determinants of regular education teacher effectiveness as well as co-PI on a grant project to evaluate the certification system of the National Board for Professional Teaching Standards. He has served as a consultant to the RAND Corporation, Berkeley Policy Associates and the National Academies on various education policy issues. He received his Ph.D. in Economics at the University of Washington.
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Lee S. Shulman is the eighth president of The Carnegie Foundation for the Advancement of Teaching. He is the first Charles E. Ducommun Professor of Education Emeritus and professor of psychology emeritus (by courtesy) at Stanford University. Shulman is past president of the American Educational Research Association (AERA) and received its career award for Distinguished Contributions to Educational Research. He is a member of the National Academy of Education, having acted as both vice president and president. He is the recipient of the American Psychological Association’s 1995 E.L. Thorndike Award for Distinguished Psychological Contributions to Education, a fellow of both the American Academy of Arts & Sciences and the American Association for the Advancement of Science, a Guggenheim Fellow, a Fellow of the Center for Advanced Study in the Behavioral Sciences and has been awarded the 2006 Grawemeyer Prize in Education. In 2004, Shulman’s collected writings on teacher education and higher education were published by Jossey-Bass Inc., in two volumes, The Wisdom of Practice and Teaching as Community Property. His most recent studies emphasize the central role of a “scholarship of teaching” in supporting needed changes in the cultures of higher education, and the function and features of signature pedagogies in professional education. From 1963 to 1982, he served as professor of educational psychology and medical education at Michigan State University, where he founded and co-directed the Institute for Research on Teaching (IRT).
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Kent Seidel is Assistant Professor and Director of Educational Leadership graduate programs at the University of Cincinnati, and Executive Director for the Alliance for Curriculum Reform. He is a Principal Investigator for the Ohio Teacher Quality Partnership, a state-wide, longitudinal study of teacher preparation. He was editor and author for Assessing Student Learning: A Practical Guide, and has written on program evaluation and assessment for the National Association of Secondary School Principals, the Association for Supervision and Curriculum Development, the national journal Teaching Theatre, the New Handbook of Research on Music Teaching & Learning, and Arts Education Policy Review. He is completing a book on effective and appropriate uses of student achievement data for school improvement and educator evaluation. Seidel has consulted on development of standards and assessments for six states and numerous districts and schools, and was a National Steering Committee member overseeing the development of the National Assessment of Educational Progress exams for the arts.
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Mark Windschitl is associate professor of science education at the University of Washington and he is chair of the Department of Curriculum and Instruction. His research focuses on how novice teachers conceptualize the epistemic and methodological core of science and the influence of these frameworks on how they approach reform-based instruction in their classrooms. His most recent series of studies, funded by Carnegie, track the development of pedagogical reasoning in new teachers as they move out of undergraduate studies, into university teacher education coursework, then into the field for student teaching, and finally transitioning into their first years of professional service. Other offshoots of this program of research include examinations of the nature of what novice teachers “bring with them” to the classroom from their inquiry experiences at the undergraduate level, and, how science teachers learn to make instructional decisions based on evidence of learning from their students’ work. Windschitl earned a Ph.D. in curriculum and instruction from Iowa State University.
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David Wright is Director of the Teacher Quality Center in the California State University system, the largest preparer of teachers in the United States. Wright plans and coordinates the CSU Systemwide Evaluation of Teacher Preparation, an annual comprehensive assessment of the outcomes of CSU teacher preparation. In conducting the evaluation, Wright compiles evidence pertaining to the readiness, employment, performance and effectiveness of CSU graduates who earn teaching credentials on the 23 CSU campuses. Annually Wright reports the compiled evidence in tabular and graphic formats to the CSU Board of Trustees, the Chancellor, the 23 campus presidents, provosts and deans of education. Currently Wright is expanding the evaluation scope to include evidence of academic gains (value added) by the K-12 students of recent CSU teaching graduates. Prior to working in the CSU, Wright was an elementary school teacher, a university professor, and an education policy advisor at the state level. For 20 years he conducted and interpreted policy-related studies and initiated reforms in state policies that govern the academic and professional preparation, assessment, induction and certification of teachers in California.
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Robert Yager has been on the faculty at the University of Iowa for 50 years as professor of science education. He received his M.S. and PhD in Plant Physiology from the University of Iowa and was employed to create a New Center for Science Education – initially situated in a laboratory school. Yager has been active professionally, having served on boards, committees, and as president of seven national organizations including the National Association for Research in Science Teaching, the Association of Science Teacher Education, and the National Science Teachers Association. He has headed one of the largest graduate programs in science education and has chaired 130 PhD dissertations. His publications total over 600. He has directed over 100 NSF projects for teachers and directed the Salish Project which funded science teacher educator research projects involving ten diverse universities active in preparing new science teachers. He currently works on the NSF supported IMPPACT research effort – studying the effectiveness of science teacher education programs. He also heads the NSTA Exemplary Science Programs resulting in Monographs describing and evaluating science programs that illustrate the visions elaborated in the National Science Education Standards.
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Robert J. Yinger is professor of educational studies and teacher education at the University of Cincinnati and Research Director for the Ohio Teacher Quality Partnership. From 1998 to 2005 he was Dean of the School of Education and Professor of Educational Psychology at Baylor University. Yinger has published over 80 articles and book chapters in the areas of professional knowledge, teacher cognition, teacher education, and professional standards. His current scholarship focuses on the relationship of the professions to democratic social institutions and to civil society. Yinger received his Ph.D. from Michigan State University in 1977 and has held appointments as Visiting Professor at Stanford University, Distinguished Scholar at the University of Alberta, Noted Scholar at the University of British Columbia, Noted Scholar and External Examiner at the University of Hong Kong, and Visiting Scholar at the Carnegie Foundation for the Advancement of Teaching. Yinger is immediate past Chair of the Board of Directors for the American Association of Colleges for Teacher Education and past President of the Holmes Partnership.
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