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EMERSON J. ELLIOTT (Chair) is director of the Program Standards and Evaluation Project at the National Council for Accreditation of Teacher Education. He is also an independent consultant to the Indiana University’s National Survey of Student Engagement and to the National Center for Public Policy and Higher Education’s indicators project. He served as the first commissioner of education statistics in the U.S. Department of Education and has consulted with the Department’s National Educational Research Policy and Priorities Board. He was elected an 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 has an M.A. in public administration from the University of Michigan.

DAVID C. BERLINER 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 at 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, and the E.L. Thorndike Award of the Division of Educational Psychology of the American Psychological Association. He



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Understanding Others, Educating Ourselves: Getting More from International Comparative Studies in Education Biographical Sketches EMERSON J. ELLIOTT (Chair) is director of the Program Standards and Evaluation Project at the National Council for Accreditation of Teacher Education. He is also an independent consultant to the Indiana University’s National Survey of Student Engagement and to the National Center for Public Policy and Higher Education’s indicators project. He served as the first commissioner of education statistics in the U.S. Department of Education and has consulted with the Department’s National Educational Research Policy and Priorities Board. He was elected an 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 has an M.A. in public administration from the University of Michigan. DAVID C. BERLINER 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 at 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, and the E.L. Thorndike Award of the Division of Educational Psychology of the American Psychological Association. He

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Understanding Others, Educating Ourselves: Getting More from International Comparative Studies in Education has served as president of the American Educational Research Association and the American Psychological Association, and as a member of the National Research Council’s Board on Testing and Assessment. He has a Ph.D. in educational psychology from Stanford University. COLETTE CHABBOTT is the director of the Board on International Comparative Studies in Education. Prior to joining the National Research Council in 2000, she served for three years as director of the masters’ program in international comparative education at Stanford University. She has been working for more than 20 years on staff and as a consultant for international development organizations, including the U.S. Agency for International Development, the Rockefeller Foundation, CARE, and the Bangladesh Rural Advancement Committee, specializing in education for the past 10 years. She is the author of Constructing Education for Development: International Organizations and “Education for All” (2002). She has a B.A. in economics from the University of North Carolina at Chapel Hill, an M.P.A. in development policy from Princeton University, and an A.M. in sociology and a Ph.D. in education from Stanford University. CLEA FERNANDEZ 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 also served as codirector of the videotape case studies project of the Third International Mathematics and Science Study, and has coauthored several journal articles and book chapters on Japanese and American mathematics education. She has a Ph.D. from the University of Chicago. ADAM GAMORAN 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. Along with Andrew C. Porter, he served as co-editor of Methodological Advances in Cross-National Surveys of Educational Achievement, a recent National Research Council report by the Board on International Comparative Studies in Education. Other publications focus on student achievement, curriculum, and organizational analysis in education. He has a Ph.D. in education from the University of Chicago.

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Understanding Others, Educating Ourselves: Getting More from International Comparative Studies in Education LARRY V. HEDGES is Stella M. Rowley professor at the University of Chicago in the Departments of Education, Psychology, and Sociology. 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. He is a fellow of the American Statistical Association, a fellow of the American Psychological Association, and recipient of the review of research award from the American Educational Research Association. His National Research Council service includes membership on the Committee on the Evaluation of National and State Assessments of Educational Progress, the Forum on Educational Excellence and Testing Equity, and the Panel on the Combination of Information. Hedges has a Ph.D. in mathematical methods in educational research from Stanford University. HENRY W. HEIKKINEN is a professor emeritus 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 Content Working Group of the National Science Education Standards. Heikkinen has a Ph.D. in chemical education from the University of Maryland. JEREMY KILPATRICK is Regents professor at the University of Georgia Department of Mathematics Education. He has served on advisory boards of the Project on Science, the Mathematics and Technology Education in OECD Countries and the Core-Plus Mathematics Project. He has also served on national and international committees for the Trends in International Mathematics and Science Study (TIMSS 1995, 1999, and 2003); as a U.S. representative to the Programme for International Student Assessment (PISA) Mathematics Forum; 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 (as chair). He has a Ph.D. in mathematics education from Stanford University. SHARON LEWIS is director of research for the Council of the Great City Schools, where she is responsible for developing and maintaining a re-

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Understanding Others, Educating Ourselves: Getting More from International Comparative Studies in Education search program that articulates the status, needs, attributes, operation, and challenges of urban public schools and their students. She previously served in the Detroit Public Schools as assistant superintendent for the Department of Research, Development, and Coordination, and as director of the Office of Research, Evaluation, and Testing. She has also served as an international educational consultant to the U.S. Department of Defense Dependents Schools and as a State of Michigan delegate to the Soviet Union and the People’s Republic of China. Her National Research Council Service has included membership on the committees on Next Steps in Educational Research, Practice, and Progress; Evaluation of National and State Assessments of Educational Progress; and Appropriate Uses of Educational Testing. Lewis has an M.A. degree in educational research from Wayne State University. LYNN W. PAINE 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 has also served as a researcher with a Spencer Foundation cross-national study of teacher education and as a board member of the Comparative and International Education Society. Her publications include chapters in The Political Dimension of Teacher Education and Oxford Studies in Comparative Education. She has also served as a member of the National Research Council Committee on Continuing to Learn from TIMSS. Paine has a Ph.D. in international development from Stanford University. JANET WARD SCHOFIELD 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 three books: Classroom Culture, Black and White in School: Trust, Tension or Tolerance?, and Bringing the Internet to School: Lessons from an Urban District. She is a fellow of the American Psychological Association and the American Psychological Society. She has a Ph.D. in social psychology from Harvard University. JOSEPH TOBIN is a professor in the College of Education at Arizona State University. Previously he was a professor in the College of Education at the University of Hawaii and a visiting professor in human development

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Understanding Others, Educating Ourselves: Getting More from International Comparative Studies in Education 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 has a Ph.D. in human development from The University of Chicago. MONICA ULEWICZ is a program officer for the Board on International Comparative Studies in Education. Her primary responsibilities with the board have been related to its work on methodological advances in cross-national surveys of educational achievement and video technology. She co-edited the Board’s report entitled The Power of Video Technology in International Comparative Research in Education. Her professional experience includes teacher professional development and evaluation of programs with the Eisenhower Regional Consortium for Mathematics and Science Education at AEL, Inc. She served as a Peace Corps volunteer in Uganda, managing a conservation education program funded jointly by the U.S. Agency for International Development and the Wildlife Conservation Society. She has a masters of environmental management from Duke University and a B.A. in biology, with college honors, from Earlham College.