Mathematics Education. He has published numerous articles, with a major focus on understanding of mathematics and physics.
Joan Moss is an assistant professor in the Department of Human Development and Applied Psychology at the Ontario Institute for Studies in Education at the University of Toronto. Previously she worked as a master teacher at the Institute of Child Study Laboratory School. Her research interests include children’s development and understanding of rational numbers and proportional reasoning. More recently, Moss has been working on classroom-based studies of children’s development of algebraic thinking. Her work in professional development includes preservice training, as well as coordination of learning opportunities with novice elementary school mathematics teachers using a Japanese lesson study approach. She has published widely and is an author of a mathematics textbook series. Moss carried out postdoctoral research at the University of California at Berkeley.
Annemarie Sullivan Palincsar is the Jean and Charles Walgreen professor of reading and literacy at the University of Michigan’s School of Education. She has conduced extensive research on peer collaboration in problem-solving activity, instruction to promote self-regulation, acquisition and instruction of literacy with primary students at risk for academic difficulty, and how children use literacy in the context of guided inquiry experiences. She was a member of the NRC committees that produced the reports How People Learn: Bridging Research and Practice, and Preventing Reading Difficulties in young Children. Palincsar is currently coeditor of Cognition and Instruction.
Cynthia M. Passmore is an assistant professor in the School of Education at the University of California, Davis. She specializes in science education and is particularly interested in student learning and reasoning about scientific models. Her research also focuses on preservice and in-service teacher professional development. She teaches the science methods courses for single and multiple subjects credential candidates, as well as graduate courses in science education. Earlier in her career she worked as a high school science teacher in East Africa, Southern California, and Wisconsin.
Denis Shemilt has worked at the University of Leeds for more than 25 years, where he has been evaluator of the Schools History Project 13-16, and codirector of the Cambridge History Project. Until recently, he was head of the School of Education at Trinity and All Saints, a constituent college of the university, devoting time to educational management at the expense of real work. He is now focusing on training history teachers and pursuing a long-postponed interest in the development of students’ historical frameworks.