2009-10 Dewey Seminar Participants
UPS Foundation Professor, School of Social Science, Institute for Advanced Study; Ph.D., Cambridge University, 1996; Ph.D., Harvard University, 2001. Allen is a political theorist who has published widely in democratic theory, political sociology, and the history of political thought. As a democratic theorist and historian of political thought, she investigates core values, such as equality, non-domination or freedom, and trustworthiness. As a political sociologist, she analyzes relations among legal structures, political values, and power dynamics, as well as foundational practices such as punishment, deliberation, opinion-formation, and citizenship generally. This year she continues work on the concept of equality and on assessing whether concepts of “paradigm shift” can be useful for analyzing political change.
Joshua Aronson is associate professor of developmental, social, and educational psychology, at NYU. He received his Ph.D. in 1992 from Princeton University. Before coming to NYU, he was on the faculty at the University of Texas and was a postdoctoral scholar and lecturer at Stanford University. Aronson’s research focuses on the social and psychological influences on academic achievement. Aronson is internationally known for his research on “stereotype threat” and minority student achievement, research that offers a strong challenge to traditional, genetic explanations of why African Americans and Latinos perform less well on tests of intelligence than their White counterparts, and why women trail men in hard math and science. Aronson and his colleagues’ research shows how stereotypes that allege lower ability among these groups depresses Black and Latino students’ test and school performance, women's comfort and performance in advanced mathematics and science domains. One of the most widely cited social scientists in the past decade, he has authored numerous chapters and scholarly articles on this work and is the Editor of Improving Academic Achievement: Impact of Psychological Factors on Education (Academic Press) and Readings about the Social Animal, (Worth). His current work focuses on methods of boosting the learning and test performance of underachieving youth. Aronson has received several awards and grants for his research including Early Career awards from the Society for the Psychological Study of Social Issues and the National Science Foundation, and the G. Stanley Hall Award from the American Psychological Association. He was the founding director of the Center for Research on Culture, Development and Education at New York University. His forthcoming book is called The Nurture of Intelligence.
Paul Attewell, a professor of Sociology and Urban Education at the City University of New York's Graduate Center, has spent his career addressing public policy dilemmas in education. Besides his work on Passing the Torch, he has researched the policy of requiring more advanced coursework from high school students and whether remedial education works for college students. His work has been supported by grants from the National Science, Ford, Andrew Mellon and Spencer foundations. His current research projects include a qualitative evaluation of inner city public school students who are being paid incentives to do well on standardized tests, and a separate project that looks at college graduation, stopping out, and dropping out among working and commuter undergraduates. Attewell earned his bachelor's degree in chemistry from University College at the University of London in 1971 and his doctorate in sociology from the University of California-San Diego in 1978. In 1978 and 1979, he was a National Institute of Mental Health post-doctoral fellow at the University of California-Berkeley.
From 1979 to 1983, he taught at the University of California-Santa Cruz and from 1983 to 1990, at the State University of New York, Stony Brook. The year before joining the Graduate Center faculty, he was a visiting professor at Stern Graduate School of Business at New York University.
Assistant Professor, Graduate School of Education, University of Pennsylvania; Ph.D., Tel Aviv University, 2000. Ben-Porath’s research focuses on democratic theory, civic education, and normative aspects of educational and social policy. Her areas of expertise include philosophy of education and political philosophy. Her book, Citizenship under Fire: Democratic Education in Times of Conflict (Princeton University Press 2006) focuses on civic education in wartime. In addition to articles on related topics, she has written on the rights of weak groups in a just society and on government regulation of intimate life. Her current research focuses on choice as a democratic value and its role in democratic policy-making (Tough Choices, Princeton University Press, forthcoming). She has been engaged in outreach work and community/university relations at both Tel-Aviv University and the University of Pennsylvania.
Larry Berger is CEO and co-founder of Wireless Generation, an education company that has pioneered the adaptation of emerging technologies to improve PreK-12 teaching and learning. Mr. Berger led the invention of Wireless Generation’s mCLASS system, which enables educators to administer early reading and math formative assessments using handheld computers and then immediately receive results, analysis, and support for differentiated instruction. Today, Wireless Generation serves more than 2 million children and hosts one of the largest databases of longitudinal student data in the country.
Prior to launching Wireless Generation, Mr. Berger was President of InterDimensions, a Web solutions company. He also served as the Educational Technology Specialist at The Children's Aid Society, where he led the development of "Technology Playgrounds,” community computer labs in disadvantaged neighborhoods that are models of using technology to empower young people. Mr. Berger was a Rhodes Scholar and a White House Fellow working on educational technology at NASA.
Mr. Berger was a 2007 inaugural Fellow for the Entrepreneurial Leaders for Public Education Program created by The Aspen Institute and the New Schools Venture Fund. He serves on the Carnegie-Institute for Advanced Study Joint Commission on Mathematics and Science Education and on the Board of Trustees for the Carnegie Foundation for the Advancement of Teaching. He is a member of the Board of Overseers for the Annenberg Institute on School Reform at Brown University. In addition, he serves on the Board of the Peer Health Exchange.
Professor in the Department of Philosophy and an Affiliate Professor of Educational Policy Studies, University of Wisconsin, Madison; Ph.D. University of Southern California, 1991. Brighouse’s recent publications include Justice (Polity 2005) and On Education (Routledge 2006). His interests include: the theoretical foundations of liberalism; the aims of education; what constitutes a good childhood; the place of the family in a theory of justice; and education reform. He has a persisting interest in educational inequality in theory, policy and practice. His major current project within political philosophy is working out the place of the family in egalitarian liberalism which he is working on with Adam Swift; their book, Family Values, is under contract with Princeton University Press and should be complete before very long. He is currently co-editor of Theory and Research in Education, and is co-director (with Mike McPherson) of the Spencer Foundation's Initiative on Philosophy in Educational Policy and Practice.
Tony Bryk, the Spencer Foundation Professor of Organizational Studies in Education and Business, has been named the next president of the Carnegie Foundation for the Advancement of Teaching.
Bryk assumed the post in August following the retirement of education Professor Emeritus Lee S. Shulman, who led the foundation since 1997. A nationally renowned educational researcher, Bryk came to Stanford in 2004 from the University of Chicago, where he helped to found the Center for Urban School Improvement. Bryk also established the Consortium on Chicago School Research, which produces studies on urban school reform. His current research and practice interests focus on the organizational redesign of schools and school systems and the integration of technology into schooling to enhance teaching and learning.
Bryk, a member of the National Academy of Education, said he was delighted to be named president of the foundation, which is located on the Stanford campus. "As was true a century ago when the foundation first began, today we confront a transformative moment in education," he said. "Larger social, economic and technology forces are calling us to reinvent schooling—where students learn in different ways and to much higher standards, where teachers and students engage with new technologies as well as with deeper knowledge, and where all are prepared for work and life in a global society."
Cahill is the Vice President, National Programs, and Program Director, Urban Education, at the Carnegie Corporation of New York, where she leads the Corporation's strategy to meet the twin goals of contributing to societal efforts to create pathways to educational and economic opportunity by generating systemic change across a K-16 continuum, and to create pathways to citizenship, civil participation and civic integration in a pluralistic society. Prior to rejoining Carnegie Corporation, she held the position of senior counselor to the chancellor for education policy in the New York City Department of Education under Chancellor Joel Klein. Cahill was a member of the Children First senior leadership team that oversaw and implemented the full-scale reorganization and reform of the NYC public schools. She played a pivotal role in the development of Children First reforms in secondary education, district redesign and accountability, new school development, and student support services. Cahill led a number of research and development projects and co-managed the cross-functional school restructuring processes for four years. Earlier, Cahill spent three years with Carnegie Corporation as a senior program officer in the Education Division, where she was responsible for the vision and the establishment of Schools for a New Society, the Corporation's seven-city urban school reform experiment, and the New Century High Schools, a partnership with the Bill & Melinda Gates Foundation, the Open Society Institute and New Visions for Public Schools. Cahill has more than thirty years experience in education reform, youth development and urban affairs work. She served as Vice President of the Fund for the City of New York where she developed the Beacons Schools initiative with New York City and as Vice President for Schools and Community Services at the Academy for Educational Development where she led several national demonstration projects with more than 20 urban districts. Cahill co-founded the Public Policy Program, a nationally recognized innovative college program for non-traditional students, and served as assistant professor and Director of the Urban Studies Program at Saint Peter's College in Jersey City.
Julia A. Clancy-Smith
Associate Professor of History, University of Arizona; Ph.D., University of California, Los Angeles, 1988. Clancy-Smith is probably the leading historian in the United States on the French in North Africa. Proposed research: a study that asks how colonial schooling promoted, or didn’t promote, modernity, especially as it related to the question of women’s education. She will compare the French influence in Tunisia (which she argues was successful) with that in Algeria (a failure) during the period 1830-1970. She’s especially interested in the way women were educated, in the justifications for it in terms of the French “civilizing mission” and the influence of the North African experience in other French colonial territories. Her work is in collaboration with Dalenda Largueche.
David Coleman is founder and Chief Executive Officer of The Grow Network, a part of McGraw- Hill Education. Grow works with states and districts to develop customized instructional reporting programs; products and services include customized student assessment reports for students, parents, educators, and administrators; parent outreach tools that involved families in their children’s education; personalized educator instruction systems providing leveled materials to support individualized learning; Personal Learning Program providing customized print and online instruction for students. A Rhodes Scholar, Coleman got involved in education as an undergraduate at Yale, founding the Branch program. In England, Mr. Coleman was a lecturer at the University of London before going to work as the pro bono education director at McKinsey & Company. In 2000, he formed The Grow Network, which has become the nation’s leader in assessment reporting and customized instructional materials.
Jeff Dolven (Princeton University)
Jeff Dolven teaches Renaissance literature, poetry, and poetics, including recent courses on Edmund Spenser, sixteenth and seventeenth-century lyric, the romance tradition, and the problem of style. His first book, Scenes of Instruction (University of Chicago Press), explores the relation between the didactic ambitions of Renaissance romance and the humanist culture of teaching. Current projects include essays on Shakespeare and on the emergence of iambic pentameter, and a new, book-length study of literary style from Wyatt to Jonson. His essays have been published or are forthcoming in such journals as English Literary Renaissance, Raritan, Modern Philology, and Modern Language Quarterly; he has also published poems in The Paris Review, The Yale Review, The TLS and elsewhere.
Josh Edelman is the Deputy Chief of School Innovation (OSI) for the DC Public Schools. OSI oversees efforts to support and empower 58 DC public schools through the infusion of unique programmatic elements targeting student investment and achievement.
Previously, Mr. Edelman was the Executive Officer of the Office of New Schools (ONS) at Chicago Public Schools, which worked to recruit, develop, and support new schools and ultimately, hold them accountable to high performance measures. Mr. Edelman has also held various leadership positions at The SEED Foundation, first on the board of directors, then as principal of The SEED School, a public charter boarding school in Washington DC. Mr. Edelman is also a seasoned educator. After teaching at Milton Academy in Massachusetts, he taught social studies for seven years at Menlo-Atherton High School in Atherton, California where he was also the founder and Executive Director for RISE (Realizing Intellect through Self-Empowerment), a youth development program targeted at African-American youth.
Mr. Edelman has a bachelor’s degree in American history from Harvard University, a master’s degree in education from Stanford University, and a second master’s in educational administration with administrative credential, also from Stanford University. Mr. Edelman has received fellowships from the Mellon Foundation and Echoing Green. Mr. Edelman has served on the Boards of The SEED Foundation, Center for the Future of Teaching and Learning, and was a MENtor for Real Men Read in Chicago.
Didier Fassin’s body of work is situated at the intersection of the theoretical foundations of the main areas of anthropology—social, cultural, political, medical. Trained as a medical doctor, Fassin has conducted field studies in Senegal, Ecuador, South Africa, and France, illuminating important aspects of urban and maternal health, public health policy, social disparities, and the AIDS epidemic. He recently turned to a new area that he calls “critical moral anthropology.” He analyzes the ways in which, in recent years, inequality has been redefined as “suffering,” violence reformulated as “trauma,” and military interventions qualified as “humanitarian.”
Knewton CEO, Jose Ferreira was formerly an executive at Kaplan, Inc., where he designed their first learning systems that generated a unique study plan for each student. He invented Kaplan’s Preview/Classroom/Review course architecture, and, in 1995, led a company-wide re-engineering effort that designed the courses used today. He is the only person whose strategies the Educational Testing Service (ETS) admitted “broke the code” on question types, forcing them to discard hundreds of thousands of test booklets. He also reverse-engineered the security and scoring algorithms on computerized testing, compelling the test-makers to pull the test for months of massive revisions, and earning the moniker “The Antichrist” inside ETS.
Jose spent 16 years thinking about and designing Knewton before he launched the company in 2008. Knewton hosts any 3rd-party education content, using network effects to provide atomic-concept-level adaptive learning to students and reporting to teachers and parents.
Graham Finlay (Ph.D. Johns Hopkins, 2002) has been a Lecturer in the School of Politics and International Relations, University College Dublin since 2004. Before that, he taught in the Department of Philosophy of Trinity College Dublin from 2002-2004. He has also taught, in various capacities, at University College Cork, the University of Calgary, the University of Baltimore County, Maryland and the Johns Hopkins University. His research interests include the history of political thought, especially John Stuart Mill, consequentialist thought, citizenship education, the theory of human rights and various topics in international justice, including migration and development.
Angel L. Harris
Angel Harris is an Assistant Professor of Sociology and African American Studies at Princeton University. He is also a faculty member in the Joint Ph.D. Program in Social Policy and Sociology, and a Faculty Associate of the Office of Population Research, the Center for Research on Child Wellbeing, and Center for Migration and Development at Princeton University. Harris' research interests include social inequality, policy, and education. His work focuses on the social psychological determinants of the racial achievement gap. Specifically, he examines the factors that contribute to differences in academic investment among African Americans, Latino/as, Asian Americans, and Whites. Harris also studies the impact that adolescents' perceptions of opportunities for upward socio-economic mobility have for their academic investment, and the long-term effects of youths' occupational aspirations both within the United States and Europe.
Hasan is the Vice Chancellor of Jamia Millia Islamia—a prominent university in Delhi. He is also an active participant in public debates regarding education and (secular) democracy in India. As a senior university administrator, a scholar, and a prominent public intellectual with close ties to many senior policy makers in India, Hasan’s comments would speak to the following areas of interest for the Seminar: international education, ‘democracy-friendly’ curricula, school design, and innovative ideas regarding ‘best practices’ for many different types of teachers (primary, secondary, tertiary, etc.).
Jeffrey R. Henig
Jeffrey R. Henig is a professor of political science and education at Teachers College, and professor of political science at Columbia University. He earned his B.A. at Cornell University in 1973, and his Ph.D. at Northwestern University in 1978. Before coming to Teachers College, he taught at George Washington University, where he served as Director of the Center for Washington Area Studies, and as Professor and Chair in the Department of Political Science. His research over the years has focused on the boundary between private action and public action in addressing social problems. Most recently, he has been focusing on the politics of school choice, charter schools, and coalition-building for urban school reform. His books include Neighborhood Mobilization: Redevelopment and Response (Rutgers, 1982); Public Policy and Federalism (St. Martins, 1985); Rethinking School Choice: Limits of the Market Metaphor (Princeton, 1994), Shrinking the State: The Political Underpinnings of Privatization (Cambridge, 1998), The Color of School Reform: Race, Politics and the Challenge of Urban Education (Princeton, 1999), named by the Urban Politics Section of the American Political Science Association as the "Best book written on urban politics" in 1999; Building Civic Capacity: The Politics of Reforming Urban Schools (Kansas, 2001), named by the Urban Politics Section of the American Political Science Association as the "best book written on on urban politics" in 2001; Mayors in the Middle: Politics, Race, and Mayoral Control of Urban Schools, (Princeton 2004); and Spin Cycle: How Research Gets Used in Policy Debates, The Case of Charter Schools (Russell Sage Foundation Press, 2008).
Frederick M. Hess
Resident Scholar and Director of Education Policy Studies, American Enterprise Institute. A former public high school social studies teacher, Rick Hess previously taught education and politics at the University of Virginia. He is a faculty associate at the Harvard University Program on Education Policy and Governance and serves on the Review Board for the Broad Prize in Urban Education. At AEI, Hess works on a diverse range of K-12 and higher education issues including accountability, charter schooling and school choice, educational politics, collective bargaining, No Child Left Behind, teacher and administrative preparation and licensure, school governance, college affordability, and entrepreneurship.
Hrabowski has served as President of The University of Maryland, Baltimore County, since 1992. Prior to his current appointment, he held the posts of vice provost and executive vice president there. Earlier positions include: assistant dean, University of Illinois, Urbana-Champaign; associate professor and associate dean for graduate studies, Alabama A&M University; professor, dean of arts and sciences, and vice president for academic affairs, Coppin State College. His research and publications focus on science and math education, with special emphasis on minority participation and performance. Hrabowski currently chairs the National Academies’ Committee on Underrepresented Groups and the Science & Engineering Workforce Pipeline and serves as a consultant to the National Science Foundation, the National Institutes of Health, the National Academies, and to universities and school systems nationwide. He is on the boards of the Carnegie Foundation for the Advancement of Teaching, the Alfred P. Sloan Foundation, the France-Merrick Foundation, the Marguerite Casey Foundation (Chair), and The Urban Institute, and previously served on the board of the Maryland Humanities Council. Hrabowski was named one of America’s Best Leaders by U.S. News & World Report in 2008 and has received the McGraw Prize in Education, the U.S. Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring, and the Columbia University Teachers College Medal for Distinguished Service. He is a member of the American Academy of Arts & Sciences and the American Philosophical Society, and a Fellow of the American Association for the Advancement of Science. He has authored numerous articles and co-authored two books, Beating the Odds and Overcoming the Odds, focusing on parenting and high-achieving African American males and females in science. Hrabowski earned a B.A. (mathematics) from the Hampton Institute, and an M.A. (mathematics) and his Ph.D. from the University of Illinois at Urbana-Champaign.
Assistant Professor of History and of Social Studies, Ph.D., Harvard University. Jewett’s research centers on the interplay of the academic disciplines (especially the social sciences) with political thought and political culture in the United States. He is currently working on a pair of book manuscripts entitled, To Make America Scientific: Science, Democracy, and the University Before the Cold War and Against the Technostructure: Critics of Scientism Since the New Deal.
Professor of Sociology, Bryn Mawr College; Ph.D., Harvard University, 1985. Since 1988, Karen has consistently received grants to work on education themes from the Spencer Foundation and The Andrew W. Mellon Foundation. His article, “Towards a Political Organizational Mode of Gatekeeping: The Case of Elite Colleges” has been called “a genuine classic – arguably the best single theoretical work on college admissions and one that continues to influence how other scholars who work in the area think” by Karabel. Karen is also a public intellectual who has written for The Nation, has authored numerous op-ed pieces, and has served as an elected member of the Upper Merion, PA School Board for the last ten years. Proposed research: a project on the role of school boards in the American educational system (he notes that no one knows how many school board members there are in the U.S.). His project is a good example of the kind of work that needs to be done if we are ever to develop a picture of how all the pieces of our educational system fit together.
Knowles is the Lewis-Sebring Director of the Urban Education Institute at The University of Chicago. The mission of the Urban Education Institute is to create new knowledge and educational models to address one of the nation's most significant and enduring questions: how do we produce reliably excellent schooling for children growing up in urban America. Prior to his current position, Knowles served as the Lewis-Sebring Executive Director and Senior Research Associate of the Center for Urban School Improvement at the University. He was deputy superintendent for teaching and learning at the Boston Public Schools from 1998 to 2002. At the Boston Public Schools, he was responsible for school improvement and professional development, developing and sustaining community partnerships, and supervising principals and district staff. He was co-director of the Boston Annenberg Challenge, a $30 million effort to improve literacy instruction, and has served in a number of other administrative positions, including founding director of a full-service, kindergarten-through-eighth-grade school in Bedford-Stuyvesant, New York City.
Edgar Thompson Professor of Public Policy Studies and Professor of Economics, Sanford School of Public Policy, Duke University; Ph.D., Harvard University. Most of Ladd’s current research focuses on education policy. She co-edited The Handbook of Research in Education Finance and Policy, co-authored (Edward Fiske) Elusive Equity: Education Reform in Post-Apartheid South Africa, edited Holding Schools Accountable: Performance-Based Reform in Education, and co-authored (Edward Fiske) When Schools Compete: A Cautionary Tale. From 1996-99 she co-chaired a National Academy of Sciences Committee on Education Finance. In that capacity she co-edited a set of background papers, Equity and Adequacy in Education Finance and the final report, Making Money Matter: Financing America’s Schools. She has written articles on charter schools, school-based accountability, market-based reforms in education, parental choice and competition, the effects of HUD’s Moving to Opportunity Program on educational opportunities and outcomes, and a series of papers on teacher quality and student achievement. Currently, she is continuing her research on teacher labor markets and teacher quality using North Carolina data. As a more general expert on state and local public finance and education policy, Ladd has also written extensively on the fiscal implications of growth, property taxation, education finance, tax and expenditure limitations, intergovernmental aid, state economic development, and the fiscal problems of U.S cities. In addition, she has co-authored books on discrimination in mortgage lending and the capitalization of property taxes and edited a volume on tax and expenditure limitations. She has been active in the National Tax Association and the Association for Public Policy and Management. She has also been a visiting scholar at the Federal Reserve Bank of Boston, a senior research fellow at the Lincoln Institute of Land Policy, a visiting fellow at the Brookings Institution, a Fulbright lecturer and researcher in New Zealand and South Africa, and a visiting researcher at the University of Amsterdam.
Professor, University of Illinois at Chicago; Ph.D., Harvard University, 1996. Laden’s research focuses on liberalism, democratic theory, feminism and the politics of identity, and the nature of practical reason and reasoning, and he is interested in the history of moral and political philosophy, especially Rousseau, Kant and Hegel. He is currently at work on a collection of essays on the work of John Rawls as well as a book on reasoning, relationships and idle conversation. Laden is the author of Reasonably Radical: Deliberative Liberalism and the Politics of Identity and co-edited (with Owen) Multiculturalism and Political Theory. His recent articles include "The House that Jack Built: Thirty Years of Reading Rawls" in Ethics, “Evaluating Social Reasons: Hobbes vs. Hegel” in Journal of Philosophy, and “Negotiation, Deliberation and the Claims of Politics,” in Multiculturalism. Laden is the Section Editor for Political Philosophy for Philosophy Compass.
Nick Lemann (Columbia University)
Nicholas Lemann was born, raised and educated in New Orleans. He began his journalism career as a 17-year-old writer for an alternative weekly newspaper there, the Vieux Carre Courier. He graduated magna cum laude from Harvard College in 1976, where he concentrated in American History and Literature and was President of the Harvard Crimson. After graduation he worked at The Washington Monthly, as an associate editor and then managing editor; at Texas Monthly, as an associate editor and then executive editor; at The Washington Post, as a member of the national staff; at The Atlantic Monthly, as national correspondent; and at The New Yorker, as staff writer and then Washington Correspondent. On September 1, 2003, he became dean of the Graduate School of Journalism at Columbia University, at the end of a process of re-examination of the school's mission conducted by a national task force convened by the university's President, Lee C. Bollinger. Lemann has published five books, most recently Redemption: The Last Battle of the Civil War (2006); The Big Test: The Secret History of the American Meritocracy (1999), which helped lead to a major reform of the SAT; and The Promised Land: The Great Black Migration and How It Changed America (1991), which won several book prizes. He has written widely for such publications as The New York Times, The New York Review of Books, The New Republic, Slate, and American Heritage; worked in documentary television with Blackside, Inc., Frontline, the Discovery Channel, and the BBC; and lectured at many universities. Lemann continues to write for The New Yorker, and serves on the boards of directors of the Authors Guild, the Center for the Humanities at the City University of New York Graduate Center, and the Society of American Historians, and is a member of the New York Institute for the Humanities.
Professor of Education, School of Education, Stanford University; Ph.D., University of Michigan, 1998. Loeb is also director of the Institute for Research on Education Policy and Practice at Stanford (IREPP), co-director of Policy Analysis for California Education (PACE), and a faculty research fellow at the National Bureau of Economic Research. IREPP's mission is to support high quality, multi-disciplinary empirical research that is informed by collaboration with stakeholders and practitioners and that, in turn, informs the improvement of education policy and practice; while PACE aims to link academic research more closely to the policy needs at the state level. Loeb specializes in the economics of education and the relationship between schools and federal, state and local policies. Her research addresses teacher policy, looking specifically at how teachers' preferences affect the distribution of teaching quality across schools, how pre-service coursework requirements affect the quality of teacher candidates, and how reforms affect teachers’ career decisions. She also studies school finance and resource allocation looking at how the structure of state finance systems affects the level and distribution of teaching quality across schools and how the structure of state finance systems affects the level and distribution of funds to districts. Her papers include "Estimating the Effects of School Finance Reform: A Framework for a Federalist System," Journal of Public Economics; "Examining The Link Between Teacher Wages and Student Outcomes: The Importance of Alternative Labor Market Opportunities and Non-Pecuniary Variation," Review of Economics and Statistics; "How Changes in Entry Requirements Alter the Teacher Workforce and Affect Student Achievement," Journal of Education Finance and Policy; and "Explaining the Short Careers of High-Achieving Teachers in Schools with Low-Performing Students," and "The Draw of Home: How Teachers' Preferences for Proximity Disadvantage Urban Schools," American Economic Review and the Journal of Policy Analysis and Management, respectively.
Stephen Macedo (Princeton University)
Stephen Macedo writes and teaches on political theory, ethics, public policy, and law, especially on topics related to liberalism, democracy and citizenship, diversity and civic education, religion and politics, and the family and sexuality. His current research concerns immigration and social justice, constitutional democracy in the US, and democracy and international institutions. From 2001-2009, he was Director of the University Center for Human Values. As founding director of Princeton’s Program in Law and Public Affairs (1999-2001), he chaired the Princeton Project on Universal Jurisdiction, helped formulate the Princeton Principles on Universal Jurisdiction, and edited Universal Jurisdiction: International Courts and the Prosecution of Serious Crimes Under International Law ( U. of Pennsylvania, 2004). As vice president of the American Political Science Association he was first chair of its standing committee on Civic Education and Engagement and principal co-author of Democracy at Risk: How Political Choices Undermine Citizen Participation, and What We Can Do About It (Brookings, 2005). His other books include Diversity and Distrust: Civic Education in a Multicultural Democracy (Harvard U. Press, 2000); and Liberal Virtues: Citizenship, Virtue, and Community in Liberal Constitutionalism (Oxford U. Press, 1990). He is co-author and co-editor of American Constitutional Interpretation, with W. F. Murphy, J. E. Fleming, and S. A. Barber (Foundation Press, fourth edition 2008).
Manning has served as Superior Court judge in Wake County (North Carolina) from 1988-1990 and 1996-present. He was a Lieutenant in the Judge
Advocate General's Corps, U.S. Navy Reserve, and practiced at Manning, Fulton & Skinner, with later emphasis on civil matters and employment law. Manning appeared before the U.S. Supreme Court in 1986. He received a Legislative/Public Policy Award from the NC School Psychology Association in 2004; a Champion for Children award from the NC Child Advocacy Institute in 2002; and an Outstanding Trial Judge Award from the NC Academy of Trial Lawyers in 2001. He earned both a bachelor's degree and a law degree from the University of North Carolina - Chapel Hill.
Marx has served as the President of Amherst College since 2003. As President, he has focused on realizing Amherst’s aim to be both the most selective and the most diverse liberal arts college, ensuring access for the most talented students of any economic background, curricular renewal and connecting the curriculum to research and internship/service experiences to inspire lifelong engagements. Marx previously served for 13 years on the faculty at Columbia University, where he was professor and director of undergraduate studies of political science. He also has established and managed programs designed to strengthen secondary school education in the U.S. and abroad. At Columbia, he served as director of the Gates Foundation-funded Early College High School Initiative at the Woodrow Wilson National Fellowship Foundation, which establishes model public high schools as partnerships between school systems and universities. He founded the Columbia Urban Educators Program, a public school teacher recruitment and training partnership. In the 1980s, he helped found Khanya College, a South African secondary school that prepared more than 1,000 black students for university. Marx is the author of scholarly articles and three books, Lessons of Struggle: South African Internal Opposition, 1960-1990, Making Race and Nation: A Comparison of the United States, South Africa and Brazil and Faith in Nation: Exclusionary Origins of Nationalism Making Race and Nation, which received the American Political Science Association’s 1999 Ralph J. Bunche Award (co-winner) and the American Sociological Association’s 2000 Barrington Moore Prize. Marx received a John Guggenheim Fellowship and fellowships from the United States Institute of Peace, the National Humanities Center, the Howard Foundation and the Harry Frank Guggenheim Foundation. Marx graduated from Yale University; he received an M.P.A., an M.A. and Ph.D. from Princeton.
Eric S. Maskin
Eric Maskin is probably best known for his work on the theory of mechanism design for which he shared the 2007 Nobel Memorial Prize in Economics. He has made contributions to many other areas of economics as well, including the theory of income inequality, the study of intellectual property rights, and political economy.
Associate Professor of Political Science, Drew University; Ph.D., University of Virginia, 2003. McGuinn’s first book, No Child Left Behind and the Transformation of Federal Education Policy, 1965-2005, was honored as a Choice outstanding academic title (2006). He has previously held fellowships at the Miller Center for Public Affairs at UVA and the Taubman Center for Public Policy at Brown University and was a visiting scholar in the Education and Politics program at Teachers College, Columbia University. His work has been published in Perspectives on Politics, Journal of Policy History, Publius: The Journal of Federalism, The Public Interest, Teachers College Record, Educational Policy, and Governance. He has contributed chapters to: Educational Innovation and Philadelphia’s School of the Future, Judging Bush, Conservatism and American Political Development, No Remedy Left Behind, Educational Entrepreneurship, and The Great Society and the High Tide of Liberalism. Proposed research: McGuinn’s project will analyze how the No Child Left Behind Act’s ambitious and controversial expansion of federal power in schools has reconfigured educational politics and practice in the U.S. It will examine ongoing efforts at both the state and federal level to restructure administrative institutions and relationships, create new political alliances, and re-frame public debates over school reform. The book will provide an in-depth analysis of the inter-governmental negotiations over the implementation of NCLB and their impact on the Congressional debate over the law’s re-authorization. The political and policy evolution of NCLB will be used to shed light on the contours of 21st century American politics, the dynamics of contemporary federalism, and the ability of reformers to sustain major policy changes over time.
Michael S. McPherson is the fifth President of the Spencer Foundation. Prior to joining the Foundation in 2003, he served as President of Macalester College in St. Paul, Minnesota, for seven years. A nationally known economist whose expertise focuses on the interplay between education and economics, McPherson spent the 22 years prior to his Macalester presidency as professor of economics, chairman of the Economics Department, and dean of faculty at Williams College in Williamstown, Massachusetts. He holds a B.A. in Mathematics, an M.A. in Economics, and a Ph.D. in Economics, all from the University of Chicago.
Joel S. Migdal
Robert F. Philip Professor, Henry M. Jackson School of International Studies, University of Washington. Formerly taught at Harvard University and Tel Aviv University. Ph.D in Political Science, Harvard University. Migdal’s work has focused on the development of a theory of state-society relations. His research in this field has been largely on the developing world, but his present project is an historical study of the creation of the public in the United States (largely since the Civil War) and its relationship to democratic governance. It looks at the construction, policing, and upending of rules for everyday behavior—how those rules are formed, who benefits from them, who is disadvantaged by them, and who is excluded by them. In that light, a part of the project focuses on how the growth of access to higher education in the United States has affected the make-up of, and change in, the public. Institutions of higher education are viewed as unique public spaces. Besides the state-society research, Migdal has also written on the Middle East, particularly the Palestinians and Israel, looking at the construction of politics and society in each historically and the each has affected the other. He is currently completing a book on the transformation of the Middle East since the end of the Cold War and America’s role in the region.
Associate Professor of English, Lehigh University and Co-Director of the university’s South Side Initiative; Ph.D., University of California, Berkeley, 1999. Moglen authored Mourning Modernity: Literary Modernism and the Injuries of American Capitalism and has also recently published a new edition of T. Thomas Fortune's Black and White: Land, Labor and Politics in the South, a neglected 19th-century classic of the African American radical political tradition. He is co-editor of Out of Apathy: Voices of the New Left 30 Years On and is now working on a book entitled, Black Enlightenment: African-American Literature and Politics, 1845-1945. His scholarship focuses on American political and literary movements, drawing in rich ways on the resources of psychoanalysis. Proposed research: a history of Bethlehem, PA, written in an experimental form (very short sections) that will take full advantage of the resources of scholarship but make those resources available to local community members. In particular, he wishes to share tools for understanding how racial, gender and class hierarchies develop over time and how democratic and egalitarian aspirations emerge in response to them. The project is part of a series of initiatives under his leadership at Lehigh which consist of efforts to re-conceptualize the relationship between universities and their various constituencies; he is pursuing a project of intellectual desegregation that will enable "faculty and students to share more broadly the specialized technical knowledge of the university, while at the same time enabling them to gain access to the many forms of information, culture and historical memory created in our urban community.” This project ties into the theme because of its efforts to come to grips with issues of how knowledge circulates across different sorts of institutional and demographic landscapes and its interest in a Dewey-an ideal of democratic knowledge.
Matthew J. Nelson
Lecturer, Department of Political Studies, School of Oriental and African Studies, University of London; Ph.D., Columbia University, 2002. His forthcoming book, In the Shadow of Shari‘ah: Islam, Islamic Law, and Democracy in Pakistan, will be published in 2009. Proposed research: a project on the links between Islam, Islamic education and competing constructions of religion, citizenship and the state in Pakistan. The proposal is very impressive both in the range of its materials and in its analytic perspective which draws on comparative politics and on the historical study of institutions, as well as post-colonial studies.
Thomas Payzant is a professor of practice at the Harvard Graduate School of Education. Prior to that, he served as superintendent of the Boston Public Schools from October of 1995 until his retirement in June of 2006. Before coming to Boston, he was appointed by President Clinton to serve as assistant secretary for Elementary and Secondary Education with the United States Department of Education. Over the past decade he has led a number of significant systemic reform efforts that have helped narrow the achievement gap and increase student performance on both state and national assessment exams. In addition to his tenure in Boston, Payzant has served as Superintendent of Schools in San Diego, Oklahoma City, Eugene, Oregon, and Springfield, Pennsylvania. Payzant's work has been recognized by educators at the regional and national level. In 1998, he was named Massachusetts Superintendent of the Year. In 2004, he received the Richard R. Green Award for Excellence in Urban Education from the Council on Great City Schools. And Governing Magazine named Payzant one of eight "Public Officials of the Year” in 2005. Payzant also received the McGraw Prize for his leadership of the San Diego school system from 1982 through 1993. Throughout his career, Payzant has not only kept abreast of the professional and research literature, he has contributed to it regularly—a remarkable achievement for the leader of a major urban school system. His essays, book chapters, book prefaces, and book reviews have been directed to both professional educators and policymakers. His curriculum vitae lists 51 publications between 1967 and 2005. He also has experience in the Clinton Department of Education.
Michael A. Rebell is an experienced litigator, administrator, researcher, and scholar in the field of education law. He is the executive director of the Campaign for Educational Equity at Teachers College, Columbia University. The Campaign seeks to promote equity and excellence in education and to overcome the gap in educational access and achievement between advantaged and disadvantaged students throughout the United States. Previously, Mr. Rebell was the co-founder, executive director and counsel for the Campaign for Fiscal Equity. In a series of cases known as CFE v. State of New York, the Court of Appeals, New York State’s highest court, declared that all children are entitled under the state Constitution to the “opportunity for a sound basic education” and it ordered the State of New York to reform its education finance system to meet these constitutional requirements. Mr. Rebell has also litigated numerous major class action lawsuits, including Jose P. v. Mills, which involved a plaintiff class of 160,000 students with disabilities. He also served as a court-appointed special master in the Boston special education case, Allen v. Parks. Mr. Rebell is the author or co-author of five books, and dozens of articles on issues of law and education. Among his most recent works are Courts and Kids: Pursuing Educational Equity Through the State Courts (U. Chicago Press, 2009); Moving Every Child Ahead: From NCLB Hype to Meaningful Educational Opportunity (Teachers College Press, 2008) (with Jessica R. Wolff), "Equal Opportunity and the Courts," Phi Delta Kappan, February, 2008, and "Professional Rigor, Public Engagement and Judicial Review: A Proposal For Enhancing The Validity of Education Adequacy Studies," 109 Teachers C. Rec. 1303 (2007). In addition to his research and litigation activities, Mr. Rebell is a frequent lecturer and consultant on education law. He is currently an adjunct Professor of Law at Columbia Law School and previously was a Visiting Professor at Harvard Law School, and for many years, a Visiting Lecturer at the Yale Law School. Mr. Rebell is a graduate of Harvard College and Yale Law School.
Neils Reeh received his Ph.D. in Sociology of Religion from the University of Copenhagen in 2007. Awarded a three-year post-doc from the Danish Research Council for Culture and Communication, he is now Assistant Professor in the Department for Cross Cultural and Regional Studies at the University of Copenhagen. He is a participant in the educational section of the project The Dynamics of Religions Reform in Church, State and Society in Northern Europe, 1780-1920, to be published by Leuven University Press.
Associate Professor of Political Science, Stanford University; Ph.D., Stanford University, 1998. Reich is a political theorist whose current works-in-progress include (with William S. Koski), The State’s Obligation to Educate: Equal or Adequate Education? and A Political Theory of Philanthropy: The Normative Basis of Private Activity in the Public Interest. In addition to numerous articles, Reich is the author of Bridging Liberalism and Multiculturalism in Education. He contributed to Democracy at Risk: How Political Choices Undermine Citizen Participation and What We Can do about It and co-editor (with Satz) and contributor to Toward a Humanist Justice: The Political Philosophy of Susan Moller Okin. In addition to his appointment in the Department of Political Science, Reich is a courtesy Professor in the Philosophy Department and in the School of Education; he is also Faculty Director of the Program in Ethics in Society, Faculty Co-Director of the Center for Philanthropy and Civil Society, and Co-Director of the Stanford Political Theory Workshop.
Hermon Dunlap Smith Professor, School of Social Service Administration, University of Chicago and co-director at the Consortium on Chicago School Research. Roderick is an expert in urban school reform, high school reform, high stakes testing, minority adolescent development, and school transitions. Her work has focused attention on the transition to high school as a critical point in students’ school careers and her new work examines the transition to college among Chicago Public School students. In prior work, she led a multi-year evaluation of Chicago's initiative to end social promotion and has conducted research on school dropout, grade retention, and the effects of summer programs. She is an expert in mixing qualitative and quantitative methods in evaluation. Her new work focuses on understanding the relationship between students' high school careers and preparation, their college selection choices and their post-secondary outcomes through linked quantitative and qualitative research. From 2001 to 2003, Roderick joined the administration of the Chicago Public Schools to establish a new Department of Planning and Development. Roderick is the faculty director of SSA’s community schools program and is a co-director of the Network for College Success, an R &D network of high schools focused on developing high quality leadership in Chicago high schools. She also serves as a member of the University of Chicago’s Committee on Education. Roderick has a Ph.D. from the Committee on Public Policy from Harvard University, a Master in Public Policy from the John F. Kennedy School of Government at Harvard University, and an A.B. from Bowdoin College.
Chief Executive Officer of High Tech High, Larry Rosenstock taught carpentry for eleven years, after law school, in urban high schools in Boston and Cambridge. He served as staff attorney for two years at the Harvard Center for Law and Education, and was a lecturer at the Harvard Graduate School of Education for five years. Larry was principal of the Rindge School of Technical Arts, and of the Cambridge Rindge and Latin School. He directed the federal New Urban High School Project, was president of the Price Charitable Fund, and is the founding principal of High Tech High in San Diego. Larry’s program, “CityWorks,” won the Ford Foundation Innovations in State and Local Government Award in 1992, and he is an Ashoka Fellow.
Catherine J. Ross (The George Washington University School of Law)
Professor of Law, the George Washington University School of Law; Ph.D. (History) and J.D., Yale University. Ross focuses her research at the intersection of family law, children's rights and constitutional law. She has written several books and numerous articles and book chapters on legal issues related to children and families. Ross was a Member of the School of Social Science at the Institute for Advanced Study in 2008-09; she is currently working on a book entitled, Crucibles of Liberty or Bastions of Orthodoxy? The Troubled First Amendment in Our Public Schools. Immediately prior to entering law teaching, Ross was a litigator at Paul, Weiss, Rifkind, Wharton & Garrison in New York. Before attending law school, she served on the faculty of the Yale Child Study Center and the Bush Center on Child Development and Social Policy at Yale. An elected Fellow of the American Bar Foundation, Ross is also active in the legal profession. A former chair of the American Bar Association's Steering Committee on the Unmet Legal Needs of Children, she co-chairs the Committee on the Rights of Children of the ABA's Section of Individual Rights and Responsibilities. She has served on many ABA committees, including the committee that oversees law school accreditation. Ross is former chair of the Section on Law and Communitarianism of the Association of American Law Schools. She serves or has served on the editorial boards of the Family Courts Review and the Family Law Quarterly.
Andrew Rotherham is co-founder and co-director of Education Sector, an independent national education policy think tank. In 1998, Rotherham launched the Progressive Policy Institute's 21st Century Schools Project, which he directed until 2005. Rotherham previously served at the White House as Special Assistant to the President for Domestic Policy during the Clinton administration. He managed education policy activities at the White House and advised President Clinton on a wide range of education issues including the reauthorization of the Elementary and Secondary Education Act, charter schools and public school choice, and increasing accountability in federal policy. Rotherham also led the White House Domestic Policy Council education team. In 2005 Governor Mark Warner appointed Rotherham to the Virginia Board of Education, a nine-member policymaking board overseeing the Commonwealth's public schools, a position he served in until 2009. Rotherham is currently a member of the board of directors of the Indianapolis Mind Trust and Democrats for Education Reform. He is also a trustee of the César Chavez Public Charter High School for Public Policy in Washington, D.C., and serves on advisory boards and committees for numerous organizations and institutions including The Broad Foundation, The Harvard Graduate School of Education, The Council of Chief State School Officers, the National Governors Association, the National Charter School Research Project, the National Association of Charter School Authorizers, and the Campaign for a U.S. Public Service Academy. Rotherham is also a member of the Aspen Institute-New Schools Entrepreneurial Leaders for Public Education 2008 Fellows class.
Research Associate, the Economic Policy Institute, and formerly New York Times education weekly columnist (1999-2002). His most recent books include Grading Education: Getting Accountability Right (2008) and Class and Schools: Using Social, Economic, and Educational Reform to Close the Black-White Achievement Gap (2004). He also co-authored the report, Narrowing the Achievement Gap for Low-Income Children: A 19-Year Life Cycle Approach (with Tamara Wilder and Whitney Allgood, 2008). Recent articles include “The Corruption of School Accountability,” “A Nation at Risk: 25 Years Later,” and “Whose Problem is Poverty?” An inventory of his recent articles can be accessed at http://www.epi.org/authors/bio/rothstein_richard/. Proposed research: a project that advances the recent work on accountability. He plans to address these issues: current accountability regimes don’t pay enough attention to inter-state funding inequities; accountability regimes won’t work unless those sorts of inequities are addressed; current accountability regimes may actually block approaches to education that are appropriate to developing citizens; and, schools can’t be held accountable when other socio-economic factors beyond their control are the basis for the achievement gap between disadvantaged and advantaged students. Attention also needs to be paid to dealing with those factors as accountability structures are designed. He has some interesting ideas about how to balance state and federal responsibilities within accountability structures. Also, his work ties in to several of the other projects here: in drawing on comparative materials (British secondary education assessment mechanisms); in trying to address the new analytical challenges presented by the recent federalization of education through NCLB; and in trying to develop a notion of civic education that nonetheless provides the public with reasonable tools for holding educators accountable.
Maggie Schein is the Founder/Director of P.I.E.R. Educational Consultants. P.I.E.R. brings together methods, research, and insights from humanities, social sciences and professional fields for dynamic, holistic, and educational problem analysis and strategy design. P.I.E.R. specializes in creating educational experiences for individuals/groups to facilitate awareness, understanding and action in personal, social, professional, and educational arenas, believing that education should expand perception, sharpen awareness, deepen understanding, and empower for action.
Joan Wallach Scott
Joan Wallach Scott's work has challenged the foundations of conventional historical practice, including the nature of historical evidence and historical experience. Drawing on a range of philosophical thought, as well as on a rethinking of her own training as a labor historian, she has contributed to the formulation of a field of critical history. Written more than twenty years ago, her now classic article, "Gender: A Useful Category of Historical Analysis," continues to inspire innovative research on women and gender. In her latest work she has been concerned with the ways in which difference poses problems for democratic practice. She has taken up this question in her most recent books: Only Paradoxes to Offer: French Feminists and the Rights of Man; Parité: Sexual Equality and the Crisis of French Universalism; and the The Politics of the Veil. She is currently extending her work on the veil to examine the relationship between secularism and gender equality. She is also preparing a collection of her essays that deals with the uses of psychoanalysis, particularly fantasy, for historical interpretation. The book will be called The Fantasy of Feminist History.
Djelloul Seddiki is the Director of the Al-Ghazali Institute of the Mosque of Paris, France. After doing his PhD in Human Sciences in Paris (University Paris X), Seddiki was appointed as an assistant professor at the Sabha University, in the years 1983-1986. He worked afterwards for several years as a journalist, before joining the pedagogical staff of the Mosque of Paris, in 1996. He is now in charge of the training of the imams and chaplains. Beside his professional career, he is engaged in ecumenical activities (Jewish - Christian Muslim dialogue) and he served as counselor for the President of the French Council of the Muslim Religion (Conseil Français du Culte Musulman) in 2003.
Laura M. Slatkin
B.A. 1968, Harvard; M.A. 1970, Cambridge; Ph.D. 1979, Harvard. Professor, New York University, Gallatin School of Individualized Study. Before joining the faculty of Gallatin, Laura M. Slatkin taught at the University of California at Santa Cruz, Yale University, Columbia University, and the University of Chicago, where she received the Quantrell Award for Excellence in Undergraduate Teaching. Her research and teaching interests include ancient Greek and Roman poetry, especially epic and drama, wisdom traditions in classical and Near Eastern antiquity, gender studies, anthropological approaches to the literature of the ancient Mediterranean world, and cultural poetics. Her recent course offerings have included Gender in Antiquity, Ancient Greek and Near Eastern Wisdom Traditions, Ancient Reflections in a Time of Modern War, Medea and Beloved, and Classical Drama and Its Influences. Professor Slatkin has published articles on Greek epic and drama. A second edition of her book, The Power of Thetis, is being published by Harvard University Press. She has served as the editor-in-chief of Classical Philology, an international journal in the field of classics and has co-edited Histories of Post-War French Thought, Volume 2: Antiquities (with G. Nagy and N. Loraux, New Press, 2001). In 2007, she held a fellowship from Columbia University Institute for Scholars in Paris, and she is currently working on a study of the reception of Homer in British romantic poetry. Professor Slatkin has been invited to present her work at the Max-Planck-Institut für Wissenschaftsgeschichte in Berlin, the Craven Seminar at Cambridge University, and the Ecole des Hautes Etudes in Paris. She is also currently a visiting professor in the Committee on Social Thought at the University of Chicago.
Anna Marie Smith
Professor, Cornell University; Ph.D., University of Essex, 1992, also undertook training in law at Cornell University and Columbia University on an Andrew W. Mellon Foundation New Directions Fellowship. Smith has published three books: Welfare Reform and Sexual Regulation (winner of the 2008 Victoria Schuck Book Award, APSA Women and Politics Section), Laclau and Mouffe: The Radical Democratic Imaginary, and New Right Discourse on Race and Sexuality: Britain, 1968-1990. She is extremely prolific in terms of articles and collaborative projects also. Proposed research: an examination of New York State constitutional law in order to offer an account of how positive socio-economic rights have come to be embedded in American state law, despite their absence from the jurisprudence of the Supreme Court. A right to a “sound basic education” affirmed in 2003 is at the heart of her analysis. By attending to the development of positive socio-economic rights in the legal context at the state level, she hopes to show that philosophical approaches to equality that are often dismissed as utopian (Ackerman and Alstott, Fineman, Rawls, van Parijs, Sen, Nussbaum, Barry, Kittay, Young and Fraser) are not utopian after all but have real practical force. Smith hopes to bring together conversations about equality within political theory and about educational equity in policy and advocacy contexts.
Carola M. Suárez-Orozco & Marcelo M. Suárez-Orozco
A husband and wife team, they have been collaborating extensively on issues relating to immigration since 1995. Carola is a Professor of Applied Psychology at New York University and Co-Director of Immigrant Studies at NYU. She has a Ph.D. in clinical psychology from the California School of Professional Psychology, San Diego 1993. Marcelo is the Ross University Professor of Globalization and Education at New York University and Co-Director of Immigrant Studies at NYU. He was the Thomas Professor of Education and Culture, Harvard University, 1996-2005. He has a Ph.D. in anthropology from the University of California, Berkeley, 1986. Their most recent publications include: Learning a New Land: Immigrant Students in American Society (CS-O, MS-O, and I. Todorova, Harvard), Globalization: Culture and Education in the Millennium (MS-O and Qin-Hilliard, editors, UC Press), The New Immigration: An Interdisciplinary Reader (MS-O, CS-O, and D. Qin-Hilliard, editors, Routledge), Learning in the Global Era: International Perspectives on Globalization and Education (MS-O, editor, UC Press), Històries d´immigració: la comprensió dels patrons de rendiment escolar dels joves immigrants nouvinguts (CS-O and MS-O), Children of Immigration (CS-O & MS-O, Harvard). Marcelo is an authority on global migration; Carola is an expert on the psychological experience of immigration on children and families and its impact on youth development. Together they are the leading national research team on patterns of adaption and integration of immigrant youth. Proposed research: a project to address the following problem: “Approximately a quarter of all children and youth in the U.S. originate in immigrant-origin households. Yet the myriad of contemporary school reform initiatives either neglect or ignore their presence in our schools.” Their study, “Immigration, Schools, and the State: Policy Misalignments & Their Consequences for Immigrant Youth” will draw on important new data generated by their research projects at the Harvard Immigration Center and New York University’s Center for Globalization and Education Research supported by significant National Science Foundation as well as other funding sources.
University Lecturer in Politics, member of the Centre for the Study of Social Justice, and Fellow in Politics and Sociology, Balliol College, University of Oxford. Swift has worked on the communitarian critique of liberalism, the relation between public opinion and political philosophy, the normative aspects of class analysis and social mobility, the morality of school choice, methodology in political theory, and parental rights and permissions. His publications include How Not to be a Hypocrite: School Choice for the Morally Perplexed Parent and Social Justice: Ideal Theory, Nonideal Circumstances (edited with Robeyns), a special issue of Social Theory and Practice. He is currently working, with Harry Brighouse to develop a liberal egalitarian theory of the family.
She is the founding Executive Director of the Internationals Network for Public School. This network of 11 schools provides the most innovative promising practices for newcomer immigrant students arriving at high school age. Claire leads Internationals' development of the organization's strategy, core values, partnerships, leadership training and fundraising efforts. Prior to founding Internationals, Claire raised funds for and developed various innovative programs for diverse populations of new learners of English in the New York City public schools. Claire joined The International High School at LaGuardia in 1991. After working in Brooklyn as a bilingual educator at the middle school level for eleven years, she facilitated the International Schools Partnership, the early network of International High Schools. Additionally, she coordinated the groundbreaking Early College program. Claire has taught undergraduate and graduate courses for educators at City University of New York and published various articles on language development programs. Claire graduated from Brooklyn College and Teachers College at Columbia University and is a trained school district administrator. She is fluent and literate in Spanish.
Yael "Yuli" Tamir
Tamir is an Israeli academic, politician and former Minister of Immigrant Absorption and Education and represents the Labor Party in the Knesset. Yuli Tamir received a BA in Biology and an MA in Political Science from the Hebrew University of Jerusalem. She received a Ph.D. in Political Philosophy from Oxford. Between 1989 and 1999, she was a philosophy lecturer at Tel Aviv University and a research fellow at the Shalom Hartman Institute of Jerusalem, Princeton and Harvard universities. Tamir was one of the founders of Peace Now in 1978, and between 1980 and 1985, she was an activist for Ratz. From 1998 until 1999, she was chairwoman of the Israeli Association for Civil Rights. In 1995, she became active in the Labour Party. Although Tamir failed to win election to the Knesset in the 1999 election, she was appointed Minister of Immigrant Absorption by Ehud Barak. She was elected to the Knesset in the following 2003 election and served on the finance, constitutional, law and order, public input, and culture and sport committees. She also served on the investigatory parliamentary committee into government corruption. She was elected to the Knesset again in the 2006 elections, and as of 4 May 2006, she is the Education Minister in Ehud Olmert's Kadima-led coalition government. As Minister of Education, she approved a history textbook for Arab children, wherein the 1948 Arab–Israeli War is described as the nakba - the disaster. This led the opposition leaders to demand her dismissal. Tamir defended her act as a way of giving "expression to [the Arab's] feelings as well." On August 11, 2008 Tamir announced plans to remove Ze'ev Jabotinsky's work from the national education curriculum. Tamir also served as acting Science, Culture and Sport minister following Ophir Pines-Paz's resignation in November 2006 until March 2007 when Raleb Majadele was appointed. Placed ninth on the party's list, she retained her seat in the 2009 elections.
Diana Chapman Walsh
Chapman Walsh is a former President of Wellesley College. During her tenure, the college undertook a number of new initiatives, including a revision of the curriculum and expanded programs in global education, experiential and service learning, and technology-assisted teaching and learning. Other important innovations during this period included the opening of the Davis Museum and Cultural Center, the establishment of the Religious and Spiritual Life Program, the construction of the Knapp Media and Technology Center and the Knapp Social Science Center, the creation of the annual Ruhlman and Tanner Conferences on student research and learning, and other initiatives designed to strengthen the quality of campus intellectual life.
Before assuming the Wellesley presidency, Walsh was the Florence Sprague Norman and Laura Smart Norman Professor at the Harvard School of Public Health, where she chaired the Department of Health and Social Behavior. Prior to joining the Harvard faculty, she was at Boston University, as a University Professor, and Professor of Social and Behavioral Sciences in the School of Public Health. As a Kellogg National Fellow, Walsh traveled throughout the United States and abroad studying workplace democracy and principles of leadership, and writing poetry.
Assistant Professor of Psychology, Stanford University; Ph.D., Yale University, 2005. Walton is a social psychologist whose research examines the effect of social-psychological factors of human motivation and achievement and on group differences. In collaboration with Geoffrey Cohen, in one line of research he developed an hour-long intervention to buttress ethnic minority college students' sense of social belonging in school. The intervention raised minority students' grades over three years. In another line of research conducted with Steve Spencer, he found evidence that standard measures of academic achievement systematically underestimate the intellectual ability of ethnic minority students and of women in quantitative fields. They do so because the performances of minority students and of women are depressed by psychological threats (e.g., stereotype threat). In addition to his academic research, he served for a year as a Fellow in the Office of Senator Hillary Rodham Clinton (D-NY) in the United States Senate, where he worked primarily on issues relating to children and education.
Michael Walzer has written about a wide variety of topics in political theory and moral philosophy: political obligation, just and unjust war, nationalism and ethnicity, economic justice and the welfare state. He has played a part in the revival of a practical, issue focused ethics and in the development of a pluralist approach to political and moral life. He is currently working on the toleration and accommodation of "difference" in all its forms and also on a (collaborative) project focused on the history of Jewish political thought.
Ian P. Wei
Ian Wei works on intellectual culture and the social history of ideas in Western Europe in the twelfth and thirteenth centuries. His published work chiefly explores the role of intellectuals in medieval society, especially the authority and status of the masters of theology at the University of Paris in the late thirteenth century. Wei also writes about the different ways of knowing developed by learned men and women in various social contexts, and the political and social views that they put forward, especially with regard to money, sex and politics. Since 2004 Wei has also co-coordinated a collaborative project entitled ‘Ideas and Universities’ for the Worldwide Universities Network. The aim is both to enrich understanding and to have an impact on contemporary policy-making by looking comparatively at the ways in which ideas have found institutional expression in universities in different cultures and periods. We bring together academics from all disciplines, university managers and policy-makers. We run a programme of international video seminars and international conferences which involve the universities of Bergen, Bristol, Hong Kong, Illinois at Urbana-Champaign, Leeds, Nanjing, Penn State, Sheffield, Southampton, Sydney, Toronto, Madison Wisconsin, Washington Seattle, York, and Zhejiang.
Dovi Weiss joined Time-To-Know in 2004 as one of the company's founders. He is the Chief Pedagogical Officer of Time-To-Know. Dovi is responsible for the pedagogic vision and strategy, as well as for the concepts and methodologies that are the building stones of the unique Time-To-Know pedagogic approach. Before that Dovi served as CEO at e-nnovate, a developer of online knowledge management technology, and as head of high tech innovation at SIT Ltd. which uses Systematic Inventive Thinking (SIT) in order to help organizations to be more innovative. Prior to that, he was head of interactive training & learning products at Onyx Interactive. Dovi Weiss is finalizing his Ph.D. in mathematics and science education from Tel-Aviv University, and holds an M.Ed., specializing in educational technology, from Boston University and an M.B.A. from the Wharton-Recanati Business School, Tel Aviv University. Dovi holds a B.SC in computer sciences and B.A in Literature from the Hebrew University in Jerusalem. He is a graduate of the Mandel Institute for educational leadership.
Director of Pedagogical Affairs, Israel Ministry of Education, and Associate Professor, School of Education, The Hebrew University of Jerusalem; Ph.D., The Hebrew University of Jerusalem, 1991. Zohar has been a visiting scholar in the Schools of Education at Harvard University and Columbia University. Publications include: Learning, Thinking and Learning to Think and Higher order thinking in science classrooms: Students' learning and teachers' professional development. Government-funded work includes projects on "Affirmative action for gifted girls” and "Analysis of learning processes induced by meta-strategic teaching of higher order thinking in science.” In the Ministry of Education, she has had responsibility for curricula in all school subjects (K-12) and for educational policy-making throughout the Israeli school system. It is considered the top professional position in the Ministry, and is the number three position in the hierarchy of the Ministry (after the Minister and General Director). Her main purpose in accepting this position was to try and implement a pedagogical shift from traditional instruction focusing on the transmission of information to more innovative instruction focusing on meaningful learning, deep understanding, and critical thinking. Proposed research: a more systematic study of how national policy-makers can effect a transition from disseminating common knowledge and basic skills to education for critical and creative thinking.