on the Context of Teaching. Her research combines studies of K-12 U.S. education policy and work on the broad question of community-school collaboration to support youth development. Her research on public education focuses on how school teaching is shaped by context issues, such as organizational policy, and the social-cultural conditions of the schools, districts and communities. She is involved with local efforts to engage schools, community organizations and agencies, parents, and faith-based institutions in developing new strategies for promoting youth development. She holds an Ed.M. and a Ph.D. in education and social policy from Harvard University.

Barbara M. Means is codirector of the Center for Technology in Learning at SRI International. She directs SRI’s study of science learning in California after-school programs and a national study of how schools are using student data to inform instructional decision making. Her research focuses on ways to foster students’ learning of advanced skills through the introduction of technology-supported innovations, and she led the recently completed comprehensive meta-analysis of research on the effectiveness of online learning for the U.S. Department of Education. Other recent work includes a synthesis of cognitive, curriculum, and intervention research on secondary mathematics learning and an examination of high schools with a science, technology, engineering, mathematics focus. She holds an A.B. in psychology from Stanford University and a Ph.D. in educational psychology from the University of California, Berkeley.

Steven A. Schneider is the senior program director of science, technology, engineering, and mathematics at WestEd. He has been the principal investigator of major initiatives on a wide ranage of topics, including cognition and mathematics instruction, assessments and evaluation of student learning, technology and engineering literacy, and an evaluation of California’s Statewide Mathematics Implementation Study, He has more than 35 years of experience in science, mathematics, and technology education, including K-12 preservice teacher education, high school science teaching in biology, physics, and oceanography, and professional development. He holds a degree in biology from the University of California, Berkeley, a 6-12 science teaching credential from California State University, San Jose, and a Ph.D. from Stanford University in the design and evaluation of educational programs with an emphasis in science, mathematics, and technology education.

Jerry D. Valadez is director of the Central Valley Science Project at California State University, Fresno. He has 30 years of experience in education as an assistant superintendent, school site administrator, supervisor,

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