Educational Policy in the 21st Century, Volume 1: Policy Dimensions in the 21st Century (Advances in
Contents:
Theories of intelligence and achievement across the junior high school transition: A longitudinal study and an intervention. Child Development, 78 , A critical analysis of Cambridge theories of value and distribution, revised edition. Institute of Economic Affairs. Taxonomy of educational objectives, handbook I: Problem-solving processes of college students. University of Chicago Press. Journal of Management, 39, 1,, Sustaining the doing, supporting the learning.
The returns from education to the individual, the firm, and the economy. Fiscal Studies , 20 1 , Open and closed mathematics: Student experiences and understandings. Journal for Research in Mathematics Education, 29 , Creating mathematical futures through an equitable teaching approach: The case of Railside school. Teachers College Record, 3 , Conventional wisdom on measurement: A structural equation perspective.
Psychological Bulletin, 2 , The normative development of child and adolescent problem behavior. Journal of Abnormal Psychology, 5 , Social capital and the labor-market outcomes of underrepresented groups. Interpersonal styles and labor market outcomes. Journal of Human Resources, 43 4 , The determinants of earnings: Journal of Economic Literature, 39 4 , Guided, cooperative learning and individual knowledge acquisition. Essays in honor of Robert Glaser pp. A study on grade 3 subtraction. The nature of understanding. Forty-fifth yearbook of the National Society for the Study of Education.
The effect of non-cognitive skills and personality traits on labour market outcomes. An integrative literature review. Human Resource Development Review, 6, Early externalizing behavior problems: Toddlers and preschoolers at risk for later adjustment. Development and Psychopathology, 12 3 , The causal effect of education on earnings. The impact of early cognitive and non-cognitive skills on later outcomes. American Educational Research Journal, 26 , A knowledge base for reform in primary mathematics instruction.
Elementary School Journal, 97 1 , Assessment of cirtical thinking and problem solving on the multistate bar exam. The impact of an integrated approach to science and literacy in elementary school classrooms. Journal of Research in Science Teaching, 49 5 , Research agenda for mathematics education: Teaching and assessing mathematical problem solving. A review and new insights. Journal of Management, 10, Developmental Psychology, 19 , The content of physics self-explanations. The Journal of the Learning Sciences, 1 1 , Expertise in problem solving. How students study and use examples to solve problems.
Cognitive Science, 13, Educated mis-employment in Hong Kong: Earnings effects of employment in unmatched fields of work. Economics of Education Review, 9 , Long-run substitutability between more and less educated workers: The Review of Economics and Statistics, 87 4 , Experimental comparison of inquiry and direct instruction in science. A revolution in one classroom: The case of Mrs. Educational Evaluation and Policy Analysis, 12 , Challenges for policy and practice. Reducing the racial achievement gap: Science , , 1,, Recursive processes in self-affirmation: Intervening to close the minority achievement gap.
Science , , Statistical power analysis for the behavioral sciences 2nd ed. Educational and Psychological Measurement, 14, Toward an integrative theory of training motivation: A meta-analytic path analysis of 20 years of research. Journal of Applied Psychology, 85, Common Core State Standards Initiative. English language arts standards.
Educational Policy Improvement Center. Crosswalk analysis of deeper learning skills to common core state standards. Prepared for the William H. American Economic Review , 2 , Understanding the early origins of the education-health gradient: A framework that can also be applied to analyze gene-environment interactions. Perspectives on Psychological Science, 5 5 , Essentials of psychological testing 3rd ed.
Formulating, identifying, and estimating the technology of cognitive and noncognitive skill formation. The Journal of Human Resources , 43 4 , Child mental health and human capital accumulation: The case of ADHD. Journal of Health Economics, 25 6 , 1,, Early test scores, socioeconomic status and future outcomes. Evaluating theories and evidence. Understanding differences in health behavior by education.
Journal of Health Economics , 29 1 , Target time toward teachers. Journal of Staff Development, 20 , Constructing 21st-century teacher education. Journal of Teacher Education , 57 X , Attachment insecurity and the distinction between unhappy spouses who do and do not divorce. Journal of Family Psychology, 15 3 , The guided discovery principle in multimedia learning. De La Paz, S. Effects of historical reasoning instruction and writing strategy mastery in culturally and academically diverse middle school classrooms.
Journal of Educational Psychology , 97 2 , Applications to writing for students with disabilities. What Americans know about politics and why it matters.
Implications of curriculum, instruction, and policy pp. Quarterly Journal of Economics , 4 , 1,, Practices, crosscutting concepts, and core ideas. Pellegrini is a professor of psychological foundations of education in the Department of Educational Psychology, University of Minnesota, Twin Cities Campus. She began her educational career teaching students with intellectual disabilities and autism in public schools over two decades ago.
Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis , 24 2 , Preschool program improves cognitive control. Science, , 1,, How scientists think in the real world: Implications for science education. Journal of Applied Developmental Psychology, 21 1 , The nature and impact of early achievement skills, attention skills, and behavior problems. School readiness and later achievement. Developmental Psychology, 43 6 , 1,, Psychological Monographs, 58 5 , whole no. A meta-analysis of after-school programs that seek to promote personal and social skills in children and adolescents.
American Journal of Community Psychology, 45, A meta-analysis of school-based universal interventions. Child Development , 82 1 , A social-cognitive approach to motivation and personality. Psychological Review, 95, Concurrent relations and prediction of change. Developmental Psychology , 41 1 , First grade and educational attainment by age American Journal of Sociology , 5 , 1,, The search for general abilities and basic capabilities: Theoretical implications for the modifiability and complexity of mechanisms mediating expert performance.
The Cambridge handbook of expertise and expert performance. A multivariate analysis of emotional and behavioral adjustment and preschool educational outcomes. School Psychology Review, 32 2 , The nature of proof: A description and evaluation of certain procedures used in a senior high school to develop an understanding of the nature of proof. Teachers College, Columbia University. Mathematics classrooms that promote understanding. An intervention program for cognitive modifiability.
An interdisciplinary literature review. A Planning Process on behalf of the Hewlett Foundation. The strange case of the transfer of training estimate. The Industrial-Organizational Psychologist, 39 2 , Progress report of the randomized trial of positive action in Hawaii: End of third year of intervention. Unpublished manuscript, Oregon State University. Instruction based on self-explanation. Alexander Eds , Handbook of research on learning and instruction pp. An update review and analysis.
Performance Improvement Quarterly, 10, Debates and demands in cultural context. Journal for Research in Mathematics Education, 21 , Inquiry into human faculty and its development. What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal , 38 4 , Research and knowledge at work: Perspectives, case studies, and innovative strategies. How general is human capital? Journal of Labor Economics , 28 1 , High-touch and here to stay: The problem of transfer calls for partnership. Training and Development Journal, 36 10 , Designing opportunities to learn to lead classroom mathematics discussions in pre-service teacher education: Association of Mathematics Teacher Educators.
Effects of problem-based learning: A meta-analysis from the angle of assessment. Review of Educational Research, 75 1 , Expert knowledge and processes of thinking. Are We There Yet?
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The development of markers for the big-five factor structure. Psychological Assessment, 4, The structure of phenotypic personality traits.
American Psychologist, 48, Demographic variables and personality: Personality and Individual Differences, 24 3 , American Economic Review , 81 4 , Similarity, convergence, and relationship satisfaction in dating and married couples. Journal of Personality and Social Psychology, 93 1 , The polarization of the European labor market. American Economic Review Papers and Proceedings, 99 2 , The relationship between marital processes and marital outcomes.
Question asking during learning. American Educational Research Journal, 31, Life long learning at work and at home. APS Observer, 20, Instruction based on tutoring. Strategy instruction and the teaching of writing: Handbook of writing research pp. An attributional approach to motivation in school. Implications for NAEP of research on learning and cognition. Report of a study commissioned by the National Academy of Education. National Academy of Education.
Fostering the development of whole-number sense: Teaching mathematics in the primary grades. In National Research Council, M. History, mathematics and science in the classroom pp. The National Academies Press. Fine motor skills and early comprehension of the world: Two new school readiness indicators. Developmental Psychology , 46 5 , 1,, The transfer of training: International Journal of Training and Development, 15 2 , The preparation and teaching practices of United States mathematics teachers: Grades 4 and 8.
National Council of Teachers of Mathematics. Growth of literacy engagement: Changes in motivations and strategies during concept-oriented reading instruction. Reading Research Quarterly, 31 , Increasing reading comprehension and engagement through concept-oriented reading instruction. Journal of Educational Research, 96, Contributions of concept-oriented reading instruction to knowledge about interventions for motivations in reading.
Educational Psychologist, 42 , Instructional contexts for engagement and achievement in reading. Best practices in couple relationship education. Journal of Marital and Family Therapy , 29 , What do people do at work: A profile of U. The role of cognitive skills in economic development. Journal of Economic Literature, 46 3 , Teaching, learning, and assessing science 4th ed. The nature of everyday science: British Journal of Developmental Psychology, 8 , Two courses of expertise. Instruction based on feedback. Adolescent IQ and survival in the Wisconsin longitudinal study.
The Journals of Gerontology, Series B: The importance of noncognitive skills: Lessons from the GED testing program. American Economic Review, 91 2 , The effects of cognitive and noncognitive abilities on labor market outcomes and social behavior. Journal of Labor Economics 24 3 , Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. Making it happen in the classroom. From evidence to action: A seamless process in formative assessment? Issues and Practice, 28 3 , Accountability and assessment in the service of learning: Is public interest in K education being served?
Key to next generation assessment success. Impact of assessment on classroom practice. Capturing quality in formative assessment practice: American Psychologist, 41, 1,, Developing scientific communities in classrooms: Learning and teaching with understanding. American Educational Research Journal, 30 , Problem solving as a basis for reform in curriculum and instruction: The case of mathematics. Educational Researcher, 25 4 , Mathematics teaching in the United States today and tomorrow: Educational Evaluation and Policy Analysis, 27 , Organization of data on life-span development of human abilities.
Assessment of self-regulation and related constructs: A critical review of construct indicators and measurement model misspecification in marketing and consumer research. Journal of Consumer Research, 30, Journal of Personality and Social Psychology , 71 , A testing effect in multimedia learning.
Journal of Educational Psychology, , The relation of special training to general intelligence. Educational Review 36 , A rose by any other name: Are self-esteem, generalized self-efficacy, neuroticism, and locus of control indicators of a common construct? Are measures of self-esteem, neuroticism, locus of control, and generalized self-efficacy indicators of a common core construct? Journal of Personality and Social Psychology, 83 3 , Commitment to civic participation.
American Educational Research Journal, 45 3 , Handbook of reading research, Vol Handbook of reading research, Vol IV. A functional approach to child language. The longitudinal course of marital quality and stability: A review of theory, method and research. Psychological Bulletin, , Neuroticism, marital interaction, and the trajectory of marital satisfaction. Journal of Personality and Social Psychology , 72 , 1,, Adolescent romantic relationships as precursors of healthy adult marriages: A review of theory, research, and programs.
Studies in the psychology of learning and teaching. War without inflation, the psychological approach to problems of war economy. Interpretation of educational measurements. A meta-analysis and a call for research. Issues and Practice, 30, A paradigm for cognition. The four levels 3rd ed. Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41 , The equivalence of learning paths in early science instruction: Effects of direct instruction and discovery learning.
Psychological Science, 15 10 , Studies of scientific discovery: Complementary approaches and convergent findings. Problem-based learning meets case-based reasoning in the middle-school science classroom: The Journal of the Learning Sciences, 12 4 , Designing learning environments to support students constructing coherent understandings. Implications of curriculum, instruction, and policy pp. A role for professional development in sustainability: Linking the written curriculum to enactment.
Occupational employment projections to Monthly labor review November , Learning teaching in, from, and for practice: What do we mean? Journal of Teacher Education, 61 Mind, mathematics, and culture in everyday life. The nature and methods of learning by doing. American Psychologist, 56, Demand and supply of work-related training: Evidence from four countries. Research in Labor Economics, 18 , The new division of labor: How computers are creating the next job market.
The labor market returns to cognitive and noncognitive ability: Evidence from the Swedish enlistment. Applied Economics, 3 , Internet environments for science education. Expectations and validation criteria. Educational Researcher , 20 8 , Non-production benefits of education: The civic and political health of the nation: A detailed look at how youth participate in politics and communities. The social practices of reading. Teaching and learning textual practices pp. St Leonards, New South Wales: Private sector training and earnings.
American Economic Review , 82 1 , Training and the private sector: The past, present, and future. Resources and behaviors that promote success pp. The effectiveness of creativity training. Review of Educational Research, 48 , The courage to confront 2nd ed. Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. American Psychologist, 59 , Learning and instruction 2nd ed. Upper Saddle River, NJ: Multimedia learning 2nd ed. Applying the science of learning.
Instruction based on visualizations. Handbook of research on learning and instruction. Using new information technologies in the creation of sustainable afterschool literacy activities: Evaluation of cognitive outcomes. Final report to the Andrew W. Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93, Modeling the dynamic hypotheses of gf-gc theory using longitudinal life-span data.
Learning and Individual Differences, 12 1 , Validation of the five-factor model of personality across instruments and observers. Journal of Personality and Social Psychology , 52 , Genetic influence on risk of divorce. Psychological Science , 3 , Research on affect in mathematics education: Affect and mathematical problem solving: Estimating public and private expenditures on occupational training in the United States. Prepared for the U. The nature of adolescent competencies predicted by preschool delay of gratification. Journal of Personality and Social Psychology, 54, Adolescence-limited and life-course-persistent antisocial behavior: Psychological Review, , A gradient of childhood self-control predicts health, wealth, and public safety.
Proceedings of the National Academy of Sciences, 7 , 2,, Foregrounding the disciplines in secondary literacy teaching and learning: A call for change. Journal of Adolescent and Adult Literacy, 52 2 , Multi-level teacher resource effects on pupil performance in secondary mathematics and science: The role of teacher subject matter preparation in contemporary policy issues: Choices and consequences in education. Her research foci are achievement motivation and stereotypes in the classroom. Currently, she is investigating implicit achievement goals.
Her interests include postsecondary access and equity issues, and literacy development and practices for both youth and adults. She is currently working on a dissertation exploring remedial reading and writing education in urban community colleges. He is the author of more than articles, book chapters, and books on education and psychology. Her research focuses on how teacher behavior and classroom tasks influence student motivation and learning.
She engages in interdisciplinary work with education researchers and practitioners to create motivating and conceptually rich environments in both urban and suburban schools. Her area of interest and research is the integration of technology into social studies education, specifically with digital history resources. Borland is a professor of education at Teachers College, Columbia University, where he coordinates graduate programs in gifted education.
He is the author of the book Planning and Implementing Programs for the Gifted, edited Rethinking Gifted Education, and has written numerous journal articles and book chapters. He has lectured on the education of gifted students across the United States and abroad, and he has consulted with numerous school districts, primarily as an evaluator of programs for gifted students. He received his doctorate in the Learning Sciences from Northwestern University.
His research interests are in the areas of mathematics education, urban education, and critical theory. She has written on social class and schooling issues and disability studies in education. She is currently associated with the Cognitive Development and Learning Lab at the Rutgers Center for Cognitive Science, where she works on the development, implementation, and assessment of a research-based science program for preschoolers. Her research interests include young children's comprehension and production of notations, their understanding of the animate-inanimate distinction, and various aspects of their science learning.
She is the editor of the journal Educational Measurement: Issues and Practice, and is the author or coauthor of books and articles on classroom assessment, educational measurement, program evaluation, and teacher professional development in assessment. His recent focus has been on curricular content and instructional method issues involved in teaching social studies for understanding, appreciation, and life application. Brown is an eight-year public schools educator and is currently a doctoral student in the Department of Educational Psychology at the University of Illinois at Chicago.
His program emphasis is in measurement, evaluation, statistics, and assessment. She earned her PhD in educational psychology in Her research interests include students' self-perceptions of performance and changes in student performances over time. Her recent publications have focused on faculty conceptions of teaching, learning, and mentoring, and student learning in the history classroom.
Carter is an associate professor in the School of Education and by courtesy the Department of Sociology at Stanford University. Carter's primary research agenda focuses on cultural explanations of academic and mobility differences among various racial and ethnic groups. She is the author of the award-winning book Keepin' It Real: School Success beyond Black and White Oxford University Press, , which examines the connections among achievement, culture, and identity for low-income African American and Latino students.
Other publications by Dr. Carter is conducting an international, comparative study of schools in South Africa and the United States, which examines strains between mobility and ethno-racial culture for disadvan-taged and socially marginalized students. He has previously worked on teacher quality issues at the National Council on Teacher Quality. Elizabeth Covay is a sociology graduate student at the University of Notre Dame and a researcher at the Center for Research on Educational Opportunity.
Her research interests include curriculum tracking, early childhood education, achievement gaps, and school community. He holds a PhD in Education Administration from The Ohio State University and has scholarly interests in planning, leadership, the ethics of practice, and organizational behavior. Crawford is a veteran school leader in both the public schools and university. Dionne Danns is an assistant professor at Indiana University, Bloomington. Her research interests include African American educational history in the 20th century with special emphasis on the civil rights and Black power eras.
Linda Darling-Hammond is Charles E. Ducommun Professor of Education at Stanford University, where her research, teaching, and policy work focus on issues of teaching quality, educational equity, and school reform. Lessons from Exemplary Programs. Heather Davis is an assistant professor at North Carolina State University in the Department of Curriculum and Instruction, where she teaches applied child and adolescent development classes for students preparing to teach in P settings. In , she received her PhD from the University of Georgia in applied cognition and development and has served on the faculties of University of Florida and Ohio State University.
Her research interests center on the role of student-teacher relationships in promoting students' motivation, learning, and achievement. She was a public school teacher before studying at the University of Chicago, where she received a PhD in psychology with a specialization in developmental psychology. During subsequent faculty positions at the University of Illinois at Chicago, the Merrill-Palmer Institute, the University of Houston, and her current position, she has worked with teachers and children in classrooms to develop a construc-tivist approach to early education that is informed and inspired by Piaget's research and theory.
DeVries has authored or coauthored eight books, three monographs, and many book chapters and journal articles. Her research interests include moral development, adolescent development, gender, and social and emotional learning. Additionally, Drill teaches a variety of courses for current and future educators at UIC. Prior to enrolling at UIC, she worked as a program coordinator for Northwestern University's Center for Talent Development, where she oversaw a rigorous academic program for gifted youth.
He holds a PhD in curriculum and instruction from the University of Missouri and has been a school administrator in several school districts. His research interests focus on employment interviews and human resource management. Over the last 30 years, she has conducted research on a wide variety of topics including gender-role socialization, teacher expectancies, classroom influences on student motivation and afterschool activities.
Much of this work has focused on the adolescent periods of life when health-compromising behaviors such as smoking dramatically increase. His research career in the area of classroom management has spanned nearly 30 years. He has taught preservice teachers, teacher trainers, and educational psychologists at the university level. He has also taught at the middle school and high school levels. Creating Conditions for Learning, a national program for classroom management.
She has authored two textbooks on classroom management based on her research on creating supportive classrooms for students. He was chair of the Education Division of Carnegie Corporation of New York from to , and designed and directed the teacher education reform initiative, Teachers for a New Era. He is the author of articles on learning, motivation, animal behavior, and education and of The German University: Kayden book prize for excellence in humanities.
Joyce Fienberg is a research specialist at the Learning Research and Development Center, University of Pittsburgh, where she has engaged in a variety of educational research projects for more than 20 years, including the Museum Learning Collaborative. She has collaborated with Gaea Leinhardt in the design and write-up of numerous studies, including a chapter in Learning Conversations in Museums. Fletcher is a member of the senior research staff at the Institute for Defense Analyses. He has designed computer-based instruction programs used in public schools and training devices used in military training.
Florez teaches undergraduate child development and early childhood assessment courses. She earned a master's degree and completed requirements for certification in school psychology at Millersville University in Millersville, Pennsylvania. Florez has led preschool special education assessment teams in three states and served as clinical faculty with Penn State University's College of Medicine on the pediatrie rehabilitation and child psychiatric units at the Hershey Medical Center.
She currently conducts research in the areas of early childhood teacher beliefs and preparation, and early childhood assessment.
Fortus, a senior scientist at the Weizmann Institute of Science in Israel and an assistant professor at Michigan State University, specializes in developing learning environments that foster the construction of scientific knowledge that can be readily applied in real-world situations. He investigates which supports teachers need to maximize the effectiveness of these environments and the ways in which learning one topic can facilitate the learning of other topics. He has received awards from the National Association for Research in Science Teaching and from the American Psychological Association for his research on the use of design in science classrooms.
His publications range from science education to theoretical physics to legal economics. Before receiving a PhD in science education, he was a high school physics teacher and a project director in the aerospace industry. Tony Frank MA, Northwestern University, ; Northeastern Illinois University, is a doctoral student in educational psychology at the University of Illinois at Chicago, and has worked as an administrator and middle school teacher in private schools since He has also taught courses in adolescent development to pre- and inservice middle school teachers at the University of Illinois at Chicago.
His area of research interest is adolescent identity development, particularly within the context of Jewish education. Franzak is an assistant professor in literacy education at New Mexico State University. A former middle and high school teacher of English language arts, she earned her PhD in language, literacy, and sociocul-tural studies at the University of New Mexico. Her research is in adolescent literacy policy, young adult literature, and the classroom context of secondary language arts education.
His most recent book is Preparing America's Teachers: A History Teachers College Press, Earlier works include A History of Hope: Fraser holds a PhD from Columbia University. He is author or coauthor of eight books and over scholarly works including: Universal Teaching Strategies 4th ed. Marilyn Friend, PhD, is professor of education in the Department of Specialized Education Services at the University of North Carolina at Greensboro, where she teaches coursework on inclusive practices and collaboration among service providers. She is the author of Special Education: Contemporary Perspectives for School Professionals 2nd ed.
Collaboration Skills for School Professionals 5th ed. William Bursuck , and Co-Teach! In addition, she is the coproducer on a series of videotapes about collaboration, coteaching, and inclusion, including The Power of Two 2nd ed. Doug has conducted programmatic research on response-to-intervention as a method for preventing and identifying children with learning disabilities and on reading instructional methods for improving outcomes for students with learning disabilities.
Fuchs has published more than empirical studies in peer-review journals. She has conducted programmatic research on assessment methods for enhancing instructional planning and on instructional methods for improving reading and math outcomes for students with learning disabilities. Michael Giromini is a PhD candidate at Michigan State University in K educational administration exploring effective high school reform. She consults with education departments and speaks at conferences throughout the United States and in many nations of the world regarding issues of language, teaching, and learning with implications for language arts curricula.
In addition to her research in early literacy, miscue analysis, and in exploring reading and writing processes, she has popularized the term kidwatching, encouraging teachers to be professional observers of the language and learning development of their students. She is a major spokesperson for whole language and in her extensive writing shows concern for the role of democracy and social justice in the curriculum.
She is a member of the Reading Hall of Fame and has received numerous awards for her research, scholarship, and teaching. Lin Goodwin is professor of education and associate dean for teacher education at Teachers College, Columbia University. Her research focuses on connections between teachers' identities and their development; on multicultural understandings and curriculum enactments; and on the issues facing Asian Americans in U.
Elizabeth Graue is a professor of early childhood education in the Department of Curriculum and Instruction at the University of Wisconsin-Madison. A former kindergarten teacher, her research addresses kindergarten policy and practice, homeschool relations, and, most currently, class size reduction programs. Her dissertation research explores the developmental progression of the dynamic relationships among perceptions of control, engagement, and coping strategies, and the contextual contributions of social partners.
She also designs evaluative studies of educational programs and manages all data collection and reporting processes for the Office of Educational Improvement and Innovation at the Oregon Department of Education.
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His research advances a situative theory of learning in classroom settings, with a particular focus on the agency and identity of students as they participate in classroom discourse and activity. His current research project, Comparing Options in School Mathematics: His research focuses on educational reform, teacher change, professional development, and student assessment and grading.
Guskey's publications include 14 books, 30 book chapters, and more than journal articles. His most recent books include Benjamin S. She is [Page xxiv] now an associate professor in educational psychology, and codirector of the Technology Integration and Evaluation Lab at the University of Victoria, Canada. Hadwin's program of research examines the design and delivery of instruction and technologies that promote self- and co-regulated learning.
Hadwin is a coauthor of the g Study software for supporting and researching SRL in solo and collaborative eLearning activities. His research interests include: Hannafin is an associate professor at the University of Connecticut. His research interests include open learning environments and issues surrounding technology integration in K and teacher education.
His research focuses on science education and on designing innovative environments for science learning. Of particular interest to him is integrating science education and the learning sciences to transform classrooms into environments that promote meaningful learning for all students.
Research interests include language and literacy development of young English learners in schools, homeschool relations, and community-based learning sites for immigrant and refugee youth. He taught at Yale and Duke Universities before going to Vanderbilt. Hawley has published numerous books, articles, and chapters dealing with the education of teachers, teacher quality, school reform, urban politics, political learning, organizational change, race relations, school desegregation, and educational policy.
The authors do this by linking conceptual frameworks to past research, analyzing these challenges, and Educational Policy in the 21st Century, Volume 1. Page 1. European Journal of Education, Vol. the 21st Century and considered at the Third Session of the Commission, , European Institute of Education and Social Policy, Paris number of major developments which are changing the cultural, social, . (iv) New International Perspectives and Dimensions.
He organized and directed the Common Destiny Alliance, a national consortium of organizations and scholars committed to improving inter-group relations. Justin Heinze MA, University of Michigan, has worked in higher education and is currently pursuing a PhD in educational psychology. His research interests include belonging and exclusion, first year transitions to college, and moral judgments of companies and organizations. Her research interests focus on the design and use of assessment to improve schools and student learning, teachers' formative assessment practices, and validity in new forms of testing.
Hess is a former public high school teacher in Louisiana and professor of education and politics at the University of Virginia. Hinze has a master's degree in psychology and is currently pursuing his doctorate in cognitive psychology at the University of Illinois at Chicago. His research interests include the dynamic processes involved in learning and memory and the implications of cognitive science for education. Hirsh is the executive director of the National Staff Development Council.
Hirsh spent 15 years in school district leadership positions. In , she completed three terms as a school board trustee in the Richardson Independent School District. Hochberg MA, Northeastern Illinois University, is a doctoral student in educational psycholgoy at the University of Illinois at Chicago UIC and has worked in higher education and student affairs for a number of years. Hochberg is interested in how individuals coordinate competing types of information scientific, religious in making moral decisions.
21st Century Education: A Reference Handbook
Hoge has taught elementary and middle school social studies in rural, urban, and suburban schools. His career in teacher education extends over 40 years and encompasses work at a variety of institutions from the South, West, and Midwest. For the past 20 years, Dr. Hoge has worked at the University of Georgia preparing graduate and undergraduate social studies educators for a variety of professional roles.
She received her doctorate in educational psychology from Indiana University. Hoke-Sinex's research interests include the social construction of gender and the psychological influences of gender roles on human development. Her most recent research examined the influence of college level gender studies courses on gender roles and feminist identity development. Her research focuses on parental involvement in child and adolescent education, especially parents' motivations for becoming involved and the processes through which their involvement influences student learning.
She and her colleagues have also developed school-based interventions designed to increase the effectiveness of parental involvement. She authors articles and books on school-based professional development, school change and improvement, and professional learning communities; her current publications are Learning Together, Leading Together: Voices from Research and Practice She monitors and supports the Leadership for Change Networks and the Concerns-Based Adoption Model constituencies, and designs and delivers professional development that nurtures school leadership.
Horn investigates how adolescents reason about issues of peer harassment and social exclusion. She has published numerous journal articles and book chapters on adolescents' social cognition and peer relationships, prejudice related to sexual orientation and gender expression, and safe schools for lesbian, gay, bisexual, and transgender youth.
She teaches a course in adolescent development to pre- and inservice middle school and high school teachers. Horn is a former high school English teacher and has been a youth advocate for more than 20 years. His research focuses on creativity and education. Ju Hur, MA, is a doctoral student in educational policy and administration at the University of Minnesota.
Hur is currently exploring research interests in the area of school leadership and sustainability of educational innovations. Her research interests focus on methods of measuring student learning ranging from large-scale surveys to teacher assessment practices. He taught high school social studies for 10 years prior to completing his PhD.
Jerome, MEd, is a doctoral candidate in clinical and school psychology at the University of Virginia and a research assistant at the Center for Advanced Study of Teaching and Learning in Charlottesville, Virginia. Her research interests include child development, the role of teacher-child relationships in early developmental success, and identifying factors that promote success for ELL, refugee, and immigrant youth.
Johnson, coordinator of special education programs, has taught in teacher education and special education programs for 36 years. The focus of her research is in the area of learning environments, particularly in the home, school, and community settings. She teaches early childhood, literacy, and special education courses. Johnson has published approximately 26 books, chapters, and articles. She completed her PhD in multicultural education at the University of Washington in Before joining the faculty at the University at Buffalo, she was an administrator in the New York City Public Schools for many years, where she specialized in the professional development of teachers in issues of diversity.
Her research interests include examining how White educators conceptualize race, multicultural policy implementation in the United States and Canada, historical and contemporary studies of community activism in urban school reform, and culturally responsive urban school leadership. Kauffman is Professor Emeritus of Education at the University of Virginia and a former classroom teacher.
His primary research and publication interests are emotional and behavioral disorders, learning disabilities, and the history of special education. Paul Kelleher is Norme R. Previously, he served for 35 years in public schools as a teacher, principal, and superintendent of schools. Kelleher holds a bachelor's and master's degrees from Harvard University and a doctorate from Teachers College at Columbia. He is the author of many articles and several books. His research has focused on several educational issues facing America's schools, including problems of student engagement, the process of matching teachers to classrooms, the assignment of diverse students to course sequences in high school, and the causes of teacher attrition.
Kennedy is a professor at Michigan State University. Her scholarship focuses on the relationship between knowledge and teaching practice, the nature of knowledge used in teaching practice, and on how research knowledge and policy initiatives can improve practice. She has published three books addressing the relationship between knowledge and teaching and has won five awards for her work, the most recent being the Margaret B.
Kientzler, PhD, is the principal of Re-Create Strategies, LLC, a consulting firm designed to assist businesses, schools, and youth-based organizations with the process of creating sustainable cultures of Wellness. Her mission is to provide an authentic spirit of support for people to make the most out of their lives—physically, intellectually, emotionally, socially, and spiritually— through lasting improvements within and across communities.
Kirschner is professor of educational sciences at the Department of Pedagogical and Educational Sciences at Utrecht University as well as head of the Research Centre Interaction and Learning and dean of the research master program Educational Sciences: He holds a master's degree in educational psychology from University of Amsterdam and a PhD from the Open University of the Netherlands.
Krapes has been teaching art and psychology at the secondary school level since He serves as a member of the executive board of the Division for Research in the Council for Exceptional Children. He has been a teacher of students with emotional and behavioral disorders, and recently a teacher educator and researcher. His work focuses on classroom and behavior management and the translation of research into practice. Suzanne Lane is a professor in the research methodology program at the University of Pittsburgh. She obtained her PhD in research methodology, measurement, and statistics at the University of Arizona.
Her research has involved the design and validation of performance assessments for education reform projects as well as for state assessment programs. She has published numerous articles and chapters on technical and validity issues related to performance assessments. She was the president of the National Council on Measurement in Education. Her research has focused on the teaching and learning of specific subject matter, modeling instructional explanations, understanding the nature of expertise in teaching, teacher assessment, program evaluation, and recently the exploration of learning in non school settings such as museums and online initiatives.
As director of the Museum Learning Collaborative, [Page xxvii] she authored journal articles and coauthored and coedited two volumes on learning in museums: Lesaux leads a research program that focuses on reading development and difficulties of children from linguistically diverse backgrounds. Lesaux conducts developmental and instructional research that has implications for practitioners, researchers, and policy makers. Her master's degree from the University of Minnesota focused on children's comprehension within various media formats and she received her PhD in educational psychology from the same institution in In addition to her work at CCT, her diverse interests have allowed her to research a wide variety of topics, including the moral development of gifted students, the evaluation of after-school programs, the impact of domestic violence on children's development, and the symbolic understanding of young children.
In addition to her research experience, Lewis has extensive teaching experience that includes both enriching student learning with online resources and designing and implementing online courses. Her research interests include second language and literacy education, family and community literacy practices of immigrant and minority groups, and the interrelationship between minority literacy practices and mainstream schooling. Li's major publications include three sole-authored books, Culturally Contested Literacies: He received his PhD in education from the University of London.
His research and his publications are focused on student learning and the professional development of teaching in higher education. He is author of the book Learning and Teaching in Higher Education: The Reflective Professional Lopez is a former elementary teacher, and is now a doctoral candidate in the educational psychology program at the University of Arizona. Her research interests include policy influences on academic proficiency among English Language Learners, and student perceptions of academic competence.
Her research interests include cultural and gender influences in confidence, problem-based pedagogy in teacher education and science, interactive multimedia learning environments, and scientific literacy. He directs the Talent Development Middle Grades Program and conducts research on the impact of reform efforts on middle grades student achievement. Her recent articles deal with such educational reform issues as vouchers, educational privatization, alternative certification, new teacher retention, high school reform, and other comprehensive school reform issues.
Mandinach was the associate director for research at the Education Development Center's Center for Children and Technology and the director for research for the Northeast and Islands Regional Education Laboratory. She holds a PhD in educational psychology from Stanford University. Mandinach's research has focused on the impact of technology on teaching, learning, and social organizations. She has spent over 25 years conducting research in the area of educational technology, writing extensively on the topic.
Marx PhD, Stanford University is professor of educational psychology and dean of education at the University of Arizona. His interdisciplinary research focuses on how classrooms can be sites for learning that are highly motivating and cognitively engaging by enhancing science education and developing teacher professional development models to sustain long-term change.
This work is highly collaborative with urban teachers and education leaders in order to create useable research findings that can support educational reform. Mason, after 10 years as a principal, 10 years in higher education, and 6 years as a district assistant superintendent, has returned to his roots—teaching visual arts. Christine Massey is the director of research and education at the Institute for Research in Cognitive Science at the University of Pennsylvania, where she also received her PhD in psychology.
Her research interests connect basic research in developmental cognitive science with mathematics and science learning in educational settings. She has directed a number of funded projects involving research, development, and evaluation related to student learning and curriculum and instruction for PreK through high school. Mayer is professor of psychology at the University of California, Santa Barbara, where he has served since He received a PhD in psychology from the University of Michigan in and served as visiting assistant professor of psychology at Indiana University from to His research interests are in educational and cognitive psychology.
His current research focuses on multimedia learning and computer-supported learning, with the goal of developing evidence-based principles for the design of multimedia instruction. He is the author or editor of 23 books and more than journal articles and chapters, including The Promise of Educational Psychology: Clark, , , and Learning and Instruction , Her research interests include children's writing, students' literacy identities, and teachers' writing practices. McCaslin's scholarship focuses on the relationships among cultural, social, and personal sources of influence that coregulate student adaptive learning, motivational dynamics, and emergent identity.
Her research interests include instructional strategies for effective inclusive education, coteaching and collaboration, and the translation of research into practice. She is interested in how cultural identity models may scaffold learning experiences that prepare teachers to work with culturally diverse students. She is a fellow with the Center for the Study of Mathematics Curriculum, and her dissertation research focuses on mathematics curriculum implementation in high school classrooms.
Melnick serves as assistant dean for academic outreach programs in the College of Education at Michigan State University. She teaches education policy-related courses. His research focuses on on how science teaching is supported at the school-district level. Mitchell taught social studies, language arts, and reading at the middle school level for 10 years. Lindsey Mohan is a doctoral student in the educational psychology program at Michigan State University.
She taught eighth-grade science and more recently has taught undergraduate courses in the teacher education program at Michigan State University. She has worked in elementary and middle school classrooms documenting highly engaging and effective literacy and science instruction. Her research interests include teaching, learning, and motivation in science and literacy classrooms, with a special interest in the engagement and discourse practices used by exemplary teachers.
Murdock is an associate professor and associate chair of the Department of Psychology at University of [Page xxix] Missouri-Kansas City, where she teaches course in motivation, educational psychology, and statistics. Her research focuses on contextual sources of motivation and behavior in classroom settings and the application of statistical models to studying context. Most recently, she has been theoretical models from achievement motivation to understanding cheating.
Anderman, which was published by Elsevier Press. His research focuses on the social organization of educational systems. Nichols received her PhD in educational psychology from the University of Arizona and is currently an assistant professor at the University of Texas at San Antonio. Her research interests merge student motivation and development, teacher-student relationships, and educational policy. Her most recent work focuses on the role and impact of high-stakes testing on teacher practice and student motivation and development.
Thomas Oakland is professor of educational psychology at the University of Florida. He has worked in more than 40 countries. She has experience teaching business subjects at the high school level in Morocco, Indiana, and Brussels, Belgium. As a Peace Corps volunteer in Afghanistan mids , she initiated a cooperative work program at Kabul University. Her research is centered on curriculum development and the transfer of learning. Her most recent coauthored book is Learning at Work: Olson is a graduate research associate in the Department of Educational Psychology at the University of Arizona.
Olson's area of interest and research brings a measurement perspective to understanding the high school to college transition, especially for first-generation students, their families, and the social support structures available on college campuses. Her research and teaching focuses on motivation and identity development during adolescence and young adulthood with a focus on low-income, first-generation college students and women. She has worked closely with adolescent mentoring and leadership programs. Her research focuses on supporting teachers' implementation of mathematics curricula.
She also works as a math specialist in a public elementary school. Pellegrini is a professor of psychological foundations of education in the Department of Educational Psychology, University of Minnesota, Twin Cities Campus. He has research interests in methodological issues in the general area of human development, with specific interests in direct observations.
His substantive interests are in the development of play and dominance. Pellegrino's research and development interests focus on children's and adult's thinking and learning and the implications of cognitive research and theory for assessment and instructional practice. Foundation Professor of Education and a professor in the Department of Psychology.
Pianta's work has focused on the predictors of child outcomes and school readiness, particularly adult-child relationships, and the transition to kindergarten. His recent work has focused on better understanding the nature of teacher-child interactions, classroom quality, and child competence, through standardized observational assessment.
Pianta has conducted research on professional development, both at the preservice and inservice levels. He has published more than scholarly [Page xxx] papers and is lead author on several influential books related to early childhood and elementary education. He has recently begun work to develop a preschool mathematics curriculum, incorporating a Web-based teacher support component.
Pianta received a BS and a MA in special education from the University of Connecticut, and a PhD in psychology from the University of Minnesota, and began his career as a special education teacher. He is currently part of a Wallace Foundation-supported project to develop and test an education leadership performance assessment and a National Science Foundation-supported project to study middle school mathematics teacher induction.
His primary research interests center on the effects of state and national policies on mathematics teaching and achievement. Ponti PhD candidate, business education, New York University is presently at work on her dissertation, which is related to the effective learning of economics. Prior to her career in academe, Lisa worked in the financial services industry as an analyst as well as a commercial lending officer.
Her primary interest is teacher education. As a COMP National Trainer, she provides training for other workshop leaders to help teachers develop proactive classroom management. Pullin is an attorney and educator. Augustina Reyes, a professor at the University of Houston, has served as associate superintendent for bilingual programs at the Houston Independent School District. As an associate professor, Dr. Her most current book is Discipline, Achievement, and Race: Is Zero Tolerance the Answer?
His specialities are classroom instruction and cognitive strategy instruction. An elementary school teacher for more than 20 years, she was seconded into the university in to set up elementary school teacher education programs. Frances O'Connell Rust is senior vice president for academic affairs and dean of faculty at the Erikson Institute. Her research and teaching focus on teacher education and teacher research. His research specialty is applied psychometrics, especially focused on educational testing and research. He has published in the fields of comparative education, education and national development, and political socialization among youth.
His teaching and research interests are in sociology of education, the sociology of social movements, and social psychology. Schertzer, EdD, is an educational consultant and doctoral dissertation advisor.