author of numerous books and articles on statistics and mathematics education, she has spoken nationally and internationally on issues in mathematics education. She has an undergraduate degree in mathematics from Marquette University and a master’s in mathematics from Loyola University of Chicago.

Maria Alicia Lopez Freeman is the executive director of the California Science Project and the director for the Center for Teacher Leadership in Language and Status Issues. She has taught chemistry and physics in large urban inner-city high schools and served as department chairperson. For the past 10 years, she has been working in science professional development, science education research, and educational change. She is currently involved in science education research primarily through the development of case studies focused on teachers and students of color in science programs. She served on the National Commission on Mathematics and Science Teaching for the 21st Century. She was twice elected the chairperson of the California Curriculum Development and Supplemental Materials Commission, an advisory body to the California State Board of Education. She was actively involved with the development of the National Science Education Standards as a member of the Working Group on Science Teaching Standards. She served as a member of the committee on Adolescence and Young Adulthood Science Standards for the National Board for Professional Teaching Standards. She was appointed to the Expert Panel in Mathematics and Science Education for the U.S. Department of Education and served on the board of directors of BSCS. Ms. Lopez Freeman has a degree in chemistry and physics and a master’s degree in educational leadership and change from Immaculate Heart College.

Michael Fullan is the dean of the Ontario Institute for Studies in Education of the University of Toronto. He has developed a number of partnerships designed to bring about major school

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