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Review and Assessment of the Health and Productivity Benefits of Green Schools: An Interim Report
policy. Her courses include evaluation methods, research methods, use of research as a strategy for change, and organizational decision making. She has published 11 books, 3 of which are on evaluation and 5 on the uses of research and evaluation in policy making. Her recent work is about the influences on educational policy making exerted by information, ideology, interests, information, and institutional constraints. She has been a fellow at the Center for Advanced Study in the Behavioral Sciences, a guest scholar at the Brookings Institution, a congressional fellow under the sponsorship of the American Sociological Association, a senior fellow at the U.S. Department of Education, and a member of seven panels of the National Academy of Sciences. She is on editorial boards for the Teachers College Record, Journal of Educational Change, Journal of Comparative Policy Analysis, Asia-Pacific Journal of Teacher Education and Development, American Behavioral Scientist, and others. She holds a Ph.D. in sociology from Columbia University.
Suzanne M. Wilson is a professor of teacher education in the Department of Teacher Education Michigan State University. She is an educational psychologist with an interest in teacher learning and teacher knowledge. Her studies include the capacities and commitment of exemplary secondary school history and mathematics teachers, and she has written extensively on the knowledge base of teaching. She recently concluded a longitudinal study of the relationship between educational policy and teaching practice by examining efforts to reform mathematics teaching in California. She is also the director of the Center for the Scholarship of Teaching. Her areas of expertise include curriculum policy, history of teachers and teaching, mathematics reform, teacher assessment, teacher education and learning, and teaching history. Dr. Wilson earned her Ph.D. from Stanford University.