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Biographical Sketches of Board Members
Board on International Comparative Studies in Education
GORDON M. AMBACH (ex-officio member until term ended November 2001) most recently served as executive director of the Council of Chief State School Officers (CCSSO) before retiring in 2001. He also is a former New York State Commissioner of Education and served in the U.S. Office of Education in the 1950s and 1960s. His professional interests have centered on education policy making and legislation. His advisory roles include membership on commissions and panels on learning technology, job training, the arts, and education standards and assessment. His other National Research Council memberships have been the Mathematical Sciences Education Board and the National Summit on Mathematics Assessment Steering Committee. As executive director of CCSSO, he represents the United States in the International Association for the Evaluation of Education Achievement (IEA), and is a member of the IEA Standing Committee. Ambach received a C.A.S. in education administration and an M.A. in teaching from Harvard University, and a B.A. from Yale University.
DAVID C. BERLINER (current member) is Regents’ Professor of Educational Leadership and Policy Studies and Professor of Psychology in Education and former dean of the College of Education at Arizona State University. His research has focused on the study of teaching, teacher education, and educational policy. He has taught at the University of Massachusetts, the University of Arizona, and universities abroad. His
publications include Educational Psychology and The Manufactured Crisis. Among his many awards are the Friend of Education award from the National Education Association, the Distinguished Contributions award of the American Educational Research Association (AERA), and the E.L. Thorndike award of the Division of Educational Psychology of the American Psychological Association (APA). He has served as president of AERA and APA, and as a member of the National Research Council’s Board on Testing and Assessment. He received a Ph.D. in educational psychology from Stanford University.
CHRISTOPHER T. CROSS (member until term ended September 2001) is a senior fellow with the Center on Education Policy and is the former president of the Council for Basic Education. In addition, he serves on the board of the American Institutes for Research, chairs the National Assessment of Title I Independent Review Panel for the U.S. Department of Education, and is chairman of the board of the Center for Education Policy. Previously, Mr. Cross served as president of the Maryland State Board of Education, assistant secretary for educational research and improvement at the U.S. Department of Education, and director of the education initiative of The Business Roundtable. He has written extensively in the education and public policy areas. Cross received an M.A. in government from California State University, Los Angeles.
EMERSON J. ELLIOTT (current chair) is a consultant, primarily with the National Council for Accreditation of Teacher Education, where he directs collaborative projects to develop performance-based standards and review processes for the program content element of accreditation. He has also consulted with the U.S. Department of Education National Educational Research Policy and Priorities Board and formerly served as the first Commissioner of Education Statistics with the U.S. Department of Education. He was elected American Statistical Association Fellow and has received Presidential Rank Awards for Meritorious and Distinguished Executive Service. His service with the National Research Council includes membership on the Committee on Strategic Education Research Program Feasibility Study. Elliott received an M.A. in public administration from the University of Michigan.
CLEA FERNANDEZ (current member) is an assistant professor of psychology and education in the Department of Human Development at Columbia University Teachers College. Her research interests are in the analysis of classroom processes, with a special emphasis on cross-cultural comparisons; the psychology of learning from instruction; and teachers’ theories of instruction and teacher development. She has served as director of
programs and research with Classroom, Inc., helping state school systems to implement computer-based simulations for use by teachers and students. She has also served as co-director of the videotape case studies project of the Third International Mathematics and Science Study, and has co-authored several journal articles and book chapters on Japanese and American mathematics education. She received a Ph.D. from the University of Chicago.
ADAM GAMORAN (current member) is a professor of sociology and educational policy studies at the University of Wisconsin, Madison. His research focuses on stratification and resource allocation in school systems. While a Fulbright Fellow at the University of Edinburgh, he studied curriculum change and educational inequality in Scotland. His publications include an article, “Student achievement in public magnet, public comprehensive, and private city high schools,” in Educational Evaluation and Policy Analysis, as well as articles on student achievement, curriculum, and organizational analysis in Sociology of Education, American Educational Research Journal, and American Sociological Review. He received a Ph.D. in education from the University of Chicago.
LARRY V. HEDGES (current member) is Stella M. Rowley Professor at The University of Chicago in the Departments of Education, Psychology, and Sociology. His honors include Fellow of the American Statistical Association, Fellow of the American Psychological Association, and recipient of the Review of Research Award from the American Educational Research Association. He has authored and coauthored numerous books and articles on statistical methods for research and is editor of the Journal of Educational and Behavioral Statistics. His National Research Council service includes membership on the Committee on the Evaluation of National and State Assessments of Educational Progress, Forum on Educational Excellence and Testing Equity, and Panel on the Combination of Information. Hedges received a Ph.D. in mathematical methods in educational research from Stanford University.
HENRY W. HEIKKINEN (current member) is a professor of chemistry at the University of Northern Colorado, specializing in chemical education. His current interests focus on curriculum development in general chemistry, student preconceptions, and implications of standards-based education reforms in science. He has served as a member of the U.S. Steering Committee for the Third International Mathematics and Science Study. He has also served as a consultant to the American Association for the Advancement of Science Project 2061 and as a chemistry education consultant in numerous countries. His National Research Council service
includes membership on the Commission on Life Sciences and the Committee on Development of an Addendum to the National Science Education Standards on Science and Technology. Heikkinen received a Ph.D. in chemical education from the University of Maryland.
JEREMY KILPATRICK (current member) is Regents Professor at the University of Georgia Department of Mathematics Education. He has served on advisory boards of the National Center for Research in Mathematical Sciences Education (chair); Project on Science, Mathematics and Technology Education in OECD Countries (Case Studies); and Core-Plus Mathematics Project. He has also served on the U.S. steering committee and subject matter advisory committee of the Third International Mathematics and Science Study, and as a researcher for the Mathematics Case Studies of U.S. Innovations in Science and Technology Education. His National Research Council service includes membership on the Mathematical Sciences Education Board and the Mathematics Learning Study Committee (chair). He received a Ph.D. in mathematics education from Stanford University.
MARLAINE E. LOCKHEED (member until term ended September 2001) is manager of evaluation at The World Bank Institute. She has served on the board of the Comparative International Education Society and as vice president of the American Educational Research Association (AERA) as well as president of the international studies special interest group of AERA. She serves on the research committee of the World Bank and as coeditor of Educational Evaluation and Policy Analysis. Her research focuses on school effectiveness in developing contexts. Her publications include National Assessment: Testing the System, Effective Schools in Developing Countries, and Improving Primary Education in Developing Countries. Lockheed received a Ph.D. in international development education from Stanford University.
LYNN W. PAINE (current vice chair) is an associate professor in the Department of Teacher Education at Michigan State University. Her research interests focus on understanding teaching and teacher education as contextualized practices. She currently serves as codirector of a study of mathematics and science new teacher induction in selected countries. She also has served as a researcher with a Spencer Foundation cross-national study of teacher education as a board member of the Comparative and International Education Study. Her publications include chapters in The Political Dimension of Teacher Education and Oxford Studies in Comparative Education. She also has served as a member of the National
Research Council Committee on Continuing to Learn from TIMSS. Paine received a Ph.D. in international development from Stanford University.
ANDREW C. PORTER (chair until term ended September 2001) is director of the Wisconsin Center for Education Research and professor of educational psychology, both at the University of Wisconsin, Madison. He currently directs the National Institute for Science Education, which is funded by the National Science Foundation. He has also served on the faculty at Michigan State University, where he was also associate dean for research and graduate study and codirector of the Institute for Research on Teaching. His research interests and numerous publications focus on psychometrics, student and teacher assessment, research on teaching, and education policy. His other National Research Council memberships include the Study Group on Fair Test Use, the Panel to Evaluate the National Center for Education Statistics, and the Committee on the Federal Role in Education Research. Porter received a Ph.D. in educational psychology from the University of Wisconsin.
JANET WARD SCHOFIELD (current member) is a professor of psychology and a senior scientist at the Learning Research and Development Center at the University of Pittsburgh. Her research interests focus on the impact of social and technological change on classroom processes. She has served as a consultant to the U.S. Office of Technology Assessment and to the Associate Commissioner for Equal Educational Opportunity at the U.S. Department of Education, as well as to state government bodies and local school districts. Her numerous publications include Computers and Classroom Culture and Black and White in School: Trust, Tension or Tolerance? She is a fellow of the American Psychological Association and the American Psychological Society. She received a Ph.D. in social psychology from Harvard University.
JOSEPH TOBIN (current member) is a professor of early childhood education in the College of Education at Arizona State University. He has formerly served as a professor in the College of Education at the University of Hawaii and as a visiting professor in human development at the University of Chicago. His research interests include educational ethnography, Japanese culture and education, visual anthropology, early childhood education, and children and the media. His publications include Preschool in Three Cultures and others on early childhood education, and classroom ethnography. He received a Ph.D. in human development from The University of Chicago.
