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Appendix B Biographical Sketches of Committee Members and Workshop Speakers COMMITTEE MEMBERS AND STAFF Lauress L. Wise (Chair) is president of the Human Resources Research Organization (HumRRO). His research interests focus on issues related to testing and test use policy. He has served on the National Academy of Education's Panel for the Evaluation of the National Assessment of Educa- tional Progress (NAEP) Trial State Assessment, as coprincipal investigator on the National Research Council's (NRC) study to evaluate voluntary national tests, and as a member of the Committee on the Evaluation of NAEP. He has been active on the NRC's Board on Testing and Assessment, the Committee on Reporting Results for Accommodated Test Takers: Policy and Technical Considerations, and the Committee on the Evaluation of the Voluntary National Tests, Year 2. At HumRRO, he is currently directing an evaluation of California's high school graduation test and a project to pro- vide quality assurance for NAEP. Prior to joining HumRRO, he directed research and development on the Armed Services Vocational Aptitude Bat- tery for the U.S. Department of Defense. He has a Ph.D. in mathematical psychology from the University of California, Berkeley. Linda Chinnia is an educator with the Baltimore City Public School Sys- tem. During a 32-year career, she has served as an early childhood teacher, a senior teacher, a curriculum specialist, an assistant principal, a principal, and the director of elementary school improvement. Currently she serves as 40
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APPENDIX B 41 an area academic officer, supervising 35 elementary and K-8 schools. She has been an adjunct instructor at the Baltimore City Community College, Coppin State College, Towson University, and Johns Hopkins University. She has taught courses in early childhood education, elementary education, and educational supervision and leadership. She has B.A. and M.A. degrees from Towson University. Kay Dickersin is a professor at the Brown University School of Medicine. She is also director of the U.S. Cochrane Center, one of 14 centers world- wide participating in The Cochrane Collaboration, which aims to help people make well-informed decisions about health by preparing, maintain- ing, and promoting the accessibility of systematic reviews of available evi- dence on the benefits and risks of health care. Her areas of interest include publication bias, womens' health, and the development and utilization of methods for the evaluation of medical care and its effectiveness. She was a member of the Institute of Medicines' Committee on Reimbursement of Routine Patient Care Costs for Medicare Patients Enrolled in Clinical Tri- als, the Committee on Defense Womens' Health Research, and the Com- mittee to Review the Department of Defense's Breast Cancer Research Pro- gram. She has an M.S. in zoology, specializing in cell biology, from the University of California, Berkeley, and a Ph.D. in epidemiology from Johns Hopkins University's School of Hygiene and Public Health. Margaret Eisenhart is professor of educational anthropology and research methodology and director of graduate studies in the School of Education, University of Colorado, Boulder. Previously she was a member of the Col- lege of Education at Virginia Tech. Her research and publications have focused on two topics: what young people learn about race, gender, and academic content in and around schools; and applications of ethnographic research methods in educational research. She is coauthor of three books as well as numerous articles and chapters. She was a member of the NRC's Committee on Scientific Principles in Education Research. She has a Ph.D. in anthropology from the University of North Carolina at Chapel Hill. Karen Falkenberg is a lecturer in the Division of Educational Studies at Emory University. She is also the president of the Education Division of Concept Catalysts, a consulting company that has a specialization in sci- ence, mathematics and engineering education reform. She works both na- tionally and internationally. She was the program manager for the National
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42 IMPLEMENTING RANDOMIZED FIELD TRIALS IN EDUCATION Science Foundation funded local systemic change initiative in Atlanta called the Elementary Science Education Partners Program, and has been a men- tor for SERC@SERVE's Technical Assistance Academy for Mathematics and Science and for the WestEd National Academy for Science and Math- ematics Education Leadership. She also served on the National Academy of Engineering's Committee for Technological Literacy. Earlier, she was a high school teacher of science, mathematics, and engineering and was featured as a classroom teacher in case studies of prominent U.S. innovations in science, math, and technology education. Before she became an educator, she worked as a research engineer. She has a Ph.D. from Emory University. Jack McFarlin Fletcher is a professor in the Department of Pediatrics at the University of Texas-Houston Health Science Center and associate di- rector of the Center for Academic and Reading Skills. For the past 20 years, as a child neuropsychologist, he has conducted research on many aspects of the development of reading, language, and other cognitive skills in chil- dren. He has worked extensively on issues related to learning and attention problems, including definition and classification, neurobiological correlates, intervention, and most recently on the development of literacy skills in Spanish-speaking and bilingual children. He chaired the National Institute for Child Health and Human Development (NICHD) Mental Retarda- tion/Developmental Disabilities study section and is a former member of the NICHD Maternal and Child Health study section. He recently served on the President's Commission on Excellence in Special Education and is a member of the NICHD National Advisory Council. He was a member of the NRC's Committee on Scientific Principles in Education Research. He has a Ph.D. in clinical psychology from the University of Florida. Robert E. Floden is a professor of teacher education, measurement and quantitative methods, and educational policy and is the director of the Institute for Research on Teaching and Learning at Michigan State Univer- sity. He has written on a range of topics in philosophy, statistics, psychol- ogy, program evaluation, research on teaching, and research on teacher edu- cation. His current research examines the preparation of mathematics teachers and the development of leaders in mathematics and science educa- tion. He has a Ph.D. from Stanford University. Ernest M. Henley is a professor emeritus of physics at the University of Washington. He has served as the dean of the College of Arts and Sciences
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APPENDIX B 43 at the University of Washington and as director and associate director of its Institute for Nuclear Theory. The focus of his work has been with space- time symmetries, the connection of quark-gluons to nucleons-mesons, and the changes that occur to hadrons when placed in a nuclear medium; at present he is working in the area of cosmology. He was elected to member- ship in the National Academy of Sciences in 1979 and served as chair of its Physics Section from 1998-2001. He is a Fellow of the American Academy of Arts and Sciences, and served as president of the American Physical Society and as a member of the U.S Liaison Committee for the Interna- tional Union of Pure and Applied Physics. He has a Ph.D. in physics from the University of California, Berkeley. Margaret Hilton (Senior Program Officer) has contributed to consensus reports at the National Academies on monitoring compliance with interna- tional labor standards and on the national supply of Information Technol- ogy workers. Prior to joining the National Academies in 1999, Hilton was employed by the National Skill Standards Board. Earlier, she was a project director at the Congressional Office of Technology Assessment. She has a B.A. in geography, with high honors, from the University of Michigan (1975), and a master of regional planning degree from the University of North Carolina at Chapel Hill (1980). Vinetta C. Jones is an educational psychologist and the dean of the School of Education at Howard University. During a 30-year career in public edu- cation, she has maintained a singular focus: developing and supporting professionals and creating institutional environments that develop the po- tential of all students to achieve high levels of academic excellence, espe- cially those who have been traditionally underserved by the public educa- tion system. She has written and lectured widely on issues related to the education of diverse populations, especially in the areas of academic track- ing, the power of teacher expectations, and the role of mathematics as a critical factor in opening pathways to success for minority and poor stu- dents. She served for eight years as executive director of EQUITY 2000 at the College Board, where she led one of the largest and most successful education reform programs in the country. She has served on numerous boards and national committees and was inducted into the Education Hall of Fame by the National Alliance of Black School Educators in 2000. She has a B.A. from the University of Michigan and a Ph.D. in educational psychology from the University of California, Berkeley.
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44 IMPLEMENTING RANDOMIZED FIELD TRIALS IN EDUCATION Brian W. Junker is professor of statistics, Carnegie Mellon University. His research interests include the statistical foundations of latent variable mod- els for measurement, as well as applications of latent variable modeling in the design and analysis of standardized tests, small-scale experiments in psychology and psychiatry, and large-scale educational surveys such as the NAEP. He is a fellow of the Institute of Mathematical Statistics, a member of the board of trustees and the editorial council of the Psychometric Soci- ety, an associate editor and editor-elect of Psychometrika. He also served on the NRC's Committee on Embedding Common Test Items in State and District Assessments. He is currently a member of the Design and Analysis Committee for the NAEP. He has a Ph.D. in statistics from the University of Illinois (1988). David Klahr is a professor and former head of the Department of Psychol- ogy at Carnegie Mellon University. His current research focuses on cogni- tive development, scientific reasoning, and cognitively based instructional interventions in early science education. His earlier work addressed cogni- tive processes in such diverse areas as voting behavior, college admissions, consumer choice, peer review, and problem solving. He pioneered the ap- plication of information-processing analysis to questions of cognitive de- velopment and formulated the first computational models to account for childrens' thinking processes. He was a member of the NRC's Committee on the Foundations of Assessment. He has a Ph.D. in organizations and social behavior from Carnegie Mellon University. Ellen Condliffe Lagemann is an education historian and dean of the Harvard Graduate School of Education. Dr. Lagemann has been a profes- sor of history and education at New York University, taught for 16 years at Teachers College at Columbia University, and served as the president of the Spencer Foundation and the National Academy of Education. She was a member of the NRC's Committee on Scientific Principles in Education Research. She has an undergraduate degree from Smith College, an M.A. in social studies from Teachers College, and a Ph.D. in history and educa- tion from Columbia University. Barbara Schneider is a professor of sociology at the University of Chicago. She is a codirector of the Alfred P. Sloan Center on Parents, Children and Work and the director of the Data Research and Development Center, a new $6 million initiative of the Interagency Education Research Initiative.
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APPENDIX B 45 Her current interests include how social contexts, primarily schools and families, influence individuals' interests and actions. She has a Ph.D. from Northwestern University. Joseph Tobin is a professor in the College of Education at Arizona State University. Previously he served as a professor in the College of Education at the University of Hawaii. His research interests include educational eth- nography, Japanese culture and education, visual anthropology, early child- hood education, and children and the media. He was a member of the NRC's Board on International Comparative Studies in Education. He has a Ph.D. in human development from the University of Chicago. Lisa Towne (Study Director) is a senior program officer in the NRC's Cen- ter for Education and adjunct instructor of quantitative methods at Georgetown University's Public Policy Institute. She has also worked for the White House Office of Science and Technology Policy and the U.S. Department of Education Planning and Evaluation Service. She has an M.P.P. from Georgetown University. Tina Winters is a research associate in the NRC's Center for Education. Over the past 10 years, she has worked on a wide variety of education studies at the NRC and has provided assistance for several reports, includ- ing Scientific Research in Education, Knowing What Students Know, and the National Science Education Standards. WORKSHOP SPEAKERS Robert Boruch is university trustee chair professor in the Graduate School of Education and the Statistics Department (Wharton School) at the Uni- versity of Pennsylvania. He has received awards for his work on randomized trials and on privacy of individuals and confidentiality in social research from the American Evaluation Association (Myrdal Award), American Edu- cational Research Association (Research Review Award), and the Policy Studies Association (Donald T. Campbell Award). He has a Ph.D. in psy- chology from Iowa State University. Wesley Bruce is the assistant superintendent for the Center for Assess- ment, Research, and Information Technology in the Indiana Department of Education. Previously he served in several administration positions over
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46 IMPLEMENTING RANDOMIZED FIELD TRIALS IN EDUCATION the 9 years he was with South Bend Community School Corporation, and also served 11 years in the Kanawha County schools of Charleston, West Virginia. He has a B.A. in psychology from Rice University and a Ph.D. in computer science from the University of Charleston, West Virginia. Linda Chinnia was appointed to the committee after the workshop was held. Her biographical sketch appears earlier. Donna Durno is the executive director of the Allegheny Intermediate Unit, a service agency that provides resources, instruction and education services for schools, families, and communities through collaborative partnerships with local school districts, institutions of higher education, government agencies, and foundations. She has over 30 years of educational experience and expertise, culminating in 1987 when she was named commissioner for basic education for the Commonwealth of Pennsylvania. She has a B.S. from Seton Hill College, an M.Ed. in guidance and counseling from Indi- ana University of Pennsylvania, and a Ph.D. in educational administration from the University of Pittsburgh. Olatokunbo S. Fashola is a research scientist at the Johns Hopkins Uni- versity Center for Research on the Education of Students Placed at Risk. Her research interests include reading, after-school programs, language de- velopment, emergent literacy, program evaluation, educational policy is- sues, problem solving, school-wide reform, and bilingual education. She has a Ph.D. from the University of California, Santa Barbara. Judith M. Gueron is president of the nonprofit, nonpartisan MDRC, where she has directed many large-scale demonstrations and evaluations of social policy innovations and developed methods for rigorously studying real-world programs. The author of From Welfare to Work and numerous other publications, she has served on many advisory panels in the areas of employment and training, poverty, and family assistance. She has a Ph.D. in economics from Harvard University. Vinetta C. Jones was appointed to the committee after the workshop was held. Her biographical sketch appears earlier. Sheppard G. Kellam is a public health psychiatrist at the American Insti- tutes for Research, where he developed the Center for Integrating Educa-
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APPENDIX B 47 tion and Prevention Research in Schools. Since 1983, in partnership with the Baltimore City Public School System and Morgan State University, he has led three generations of epidemiologically based randomized field trials. He has an M.D. from Johns Hopkins University. Anthony (Eamonn) Kelly is professor of instructional technology in the Graduate School of Education at George Mason University. He coedited the Handbook of Research Methods in Mathematics and Science Education, and edited the special issue on research methods in education in the Educa- tional Researcher in 2003. He has a Ph.D. in psychological studies in educa- tion from Stanford University. Sharon Lewis is the director of research for the Council of the Great City Schools, a research program that articulates the status, needs, attributes, operation, and challenges of urban public schools and the children whom they serve. She has worked for 30 years in the Detroit public schools and served as the assistant superintendent for research and school reform. She has an M.A. in educational research from Wayne State University. Loretta McClairn is the family, schools, and communities coordinator at Dr. Bernard Harris elementary school (#250) in Baltimore. She is also the program coordinator for the Child First Authority at the school. She has a B.A. from Bowie State University in elementary education and has been teaching for more than 30 years. David Myers is a vice president and the director of human services research in Mathematica Policy Researchs' Washington, DC office. He has directed three large random assignment studies in education: the National Evalua- tion of Upward Bound, the Evaluation of the New York City School Choice Scholarship Program, and an evaluation of remedial reading programs for elementary school students--the Power4Kids Initiative. He has a Ph.D. in sociology from Washington State University. Richard J. Shavelson is a professor in the School of Education and the Department of Psychology (by courtesy) at Stanford University and past dean of the School of Education. For more than 20 years, he has sought new techniques for measuring performance in ways that contribute to edu- cational and workplace goals, exploring, for example, alternatives to mul- tiple-choice tests in schools, on the job, and in the military. His recent
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48 IMPLEMENTING RANDOMIZED FIELD TRIALS IN EDUCATION research has focused on new assessment tools for science and mathematics achievement; measuring individual and group performance in science and mathematics; statistically modeling performance assessment; and address- ing policy and practice issues in measurement reform. He has chaired the NRC's Board on Testing and Assessment. He has a Ph.D. in educational psychology from Stanford University (1971).
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