Carol D. Lee has developed a theory of cultural modeling that provides a framework for the design and enactment of curriculum that draws on forms of prior knowledge that traditionally underserved students bring to classrooms. She is co-editor, with Peter Smagorinsky, of Neo-Vygotskian Perspectives on Literacy Research, published by Cambridge University Press. She has published in numerous journals, including Reading Research Quarterly, Research in the Teaching of English, The Journal of Black Psychology, and the Journal of Negro Education, among others. Lee is active in the school reform movement in Chicago Public Schools and has taught in both public and private schools before assuming a university career. She is a founder and former director of an African centered independent school in Chicago that is 28 years old, New Concept School. She is also a founder of a newly established African centered charter school, the Betty Shabazz International Charter School. She engages in professional development activity for teachers both locally and nationally. She serves as co-coordinator of the Spencer Research Training program within the School of Education and Social Policy at Northwestern University.
Hank Levin is the William H. Kilpatrick Professor of Economics and Education at Columbia University in New York City. His research interests have led him to investigate the economics of education, school vouchers, and school reform.
Dr. Cecil D. Mercer is a Distinguished Professor in the Department of Special Education. Dr. Mercer has had a variety of experiences with exceptional people. Included in his experiences are YMCA camp counselor, work-study teacher and supervisor, rehabilitation counselor for high school students with mental handicaps, Head Start teacher, LD teacher, housefather/counselor supervisor for delinquent boys, and director of Special Education. Upon graduation from the University of Virginia in 1974, Dr. Mercer accepted a position at the University of Florida. Dr. Mercer teaches courses in learning disabilities, behavior management, assessment, learning strategies, and methods for teaching students with mild disabilities. Dr. Mercer’s research interests focus on interventions for students with learning disabilities and students at-risk, with particular interest in math and reading strategies. More importantly, he collects Lionel trains, baseball cards, and he enjoys fishing and golf. Dr. Mercer and his wife, Ann, have three sons, Kevin, Greg, and Ken, and a Golden Retriever named Buckley Beau.
Elizabeth Birr Moje is an Arthur F. Thurnau Professor of Literacy, Language, and Culture in Educational Studies at the University of Michigan, Ann Arbor, MI. Moje teaches undergraduate and graduate courses in secondary and adolescent literacy, literacy and cultural theory, and qualitative research methods. Moje also serves as a Faculty Associate in the University’s Institute for Social Research, and a Faculty Affiliate in Latino/a Studies. Her research interests revolve around the intersection between the literacies and texts youth are asked to learn in the disciplines (particularly in science and social studies) and the literacies and texts they experience outside of school. In addition, Moje studies how youth make culture and enact identities from their home and community literacies, and from ethnic cultures, popular cultures, and school cultures.
Amber Nutt is an Educational Support Technologist in the Center for Research on Learning at the University of Kansas. She provides training and support to enhance the learning and implementation of educational technology for for researchers and educators. Amber earned her BS in Secondary English Education from the University of Kansas and an MBA in Information Management at Grantham University. Amber resides in Shawnee, KS with her husband and many animals.
Annemarie Sullivan Palincsar is the Jean and Charles Walgreen Jr. Chair of Reading and Literacy and a teacher educator in Educational Studies 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. 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. She completed her doctorate at the Center for the Study of Reading at the University of Illinois, Champaign-Urbana.
Foxes’ Community and Wildlife Conservation Trust
Michael Pressley is the Notre Dame Professor in Catholic Education and a professor of psychology at the University of Notre Dame, Indiana, USA. He is the current editor of the Journal of Educational Psychology and has published over 250 articles, chapters, and books, including Reading Instruction That Works and the recent Learning to Read: Lessons from Exemplary First-Grade Classrooms. His writing reflects a wide range of interests and expertise, from work on children’s memory to research on the development of cognitive monitoring skills to studies of effective reading instruction. He is a member of the Reading Hall of Fame and a recipient of the National Reading Conference’s Oscar Causey Award.
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