Doug Adams

Doug Adams is a senior program manager with ALTEC, where he works as a professional development specialist. He is a 21st Century Skills consultant for Kansas City, Kansas Public Schools and a Field Trainer for Verizon Thinkfinity in Kansas. Doug is a senior trainer with the Intel Teach Program, certifying Master Teachers in Kansas.

CRL Learns sessions:
http://crllearns.kucrl.org/events/free-thinking-tools-for-teachers/

Donna Alvermann

Donna E. Alvermann is Distinguished Research Professor of Language and Literacy Education at the University of Georgia. Formerly a classroom teacher in Texas and New York, her research focuses on youth’s multiple literacies in and out of school. From 1992 to 1997 she co-directed the National Reading Research Center, funded by the U.S. Department of Education. Past president of the National Reading Conference (NRC) and co-chair of the International Reading Association’s Commission on Adolescent Literacy, she currently edits Reading Research Quarterly. She was elected to the Reading Hall of Fame in 1999, and is the recipient of NRC’s Oscar Causey Award for Outstanding Contributions to Reading Research, the Albert Kingston Award for Distinguished Service, and the College Reading Association’s Laureate Award and the H.B. Herr Award for Contributions to Research in Reading Education, and the William S. Gray Citation of Merit awarded by the International Reading Association.

Anita Archer

Anita Archer, Ph.D., recipient of eight Outstanding Educator awards, has taught elementary and middle school students and has been a faculty member at San Diego State University, the University of Washington, and the University of Oregon. Currently, she serves as an educational consultant to school districts on effective instruction, classroom management, language arts instruction, and study skills instruction. She is a nationally known presenter and has authored numerous curriculum materials, chapters, books, and training materials.

Sara Aronin

Dr. Sara Aronin is an Assistant Professor in the Department of Special Education at West Virginia University.

David Berliner

After a BA and MA in psychology from California State University at Los Angeles, Berliner received a PhD in Educational Psychology from Stanford University. He also was awarded a Doctorate of Humane Letters, Honoris Causa, from the University of Massachusetts at Amherst. Berliner is a past president of the American Educational Research Association, and of the Division of Educational Psychology of the American Psychological Association. Berliner is a Regents’ Professor at Arizona State University in the Educational Leadership and Policy Studies division.

Douglas Carnine

Douglas Carnine is Professor of Education in the University of Oregon and Director of the National Center to Improve the Tools of Educators.Carnine was a National Science Foundation Fellow in Psychology as an undergraduate at the University of Illinois, where he graduated with distinction and as Phi Beta Kappa in 1969. He completed his M.A. in Special Education at the University of Oregon in 1971 and his Ph.D. in Educational Psychology at the University of Utah in 1974. A man with many varied research interests, Carnine has directed or co-directed over 20 federally-funded grants, totaling over $15,000,000. In addition, Carnine has served as consulting editor or editorial board member for eight journals, and has authored a developmental mathematics series, a remedial mathematics series, a U.S. history text, a computer networking system, and numerous CAI, ICAI and videodisk programs.

Peter Clough

Dr. Peter Clough is a Chartered Sport and Exercise psychologist and a Chartered Occupational psychologist. He is a senior lecturer at the University of Hull in England. His main research interests are in performance in high-pressure environments. He is co-developer, with Keith Earle, of the mental toughness model and of the MTQ48 mental toughness questionnaire

Mark Conley

Mark W. Conley is a Professor at the University of Memphis, having spent 21 years at Michigan State University. He specializes in literacy, teacher education and applied research in urban school contexts. He investigates connections between literacy and subject matter in teacher preparation. More recently, he has been collaborating with the Memphis City School District to develop a program using college age tutors to provide cognitive strategy instruction for young children.



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