active learning in large physics classes and on developing physics curricula that promote conceptual development through problem solving. He has served as a member of the National Research Council’s Mathematical Sciences Education Board; the College Board’s Sciences Advisory Committee, SAT Committee, and Council on Academic Affairs; the Educational Testing Service’s Visiting Committee; the American Association of Physics Teacher’s Research in Physics Education Committee and of the editorial board of The Physics Teacher, and the Federal Coordinating Council for Science, Engineering and Technology’s Expert Panel. He earned a Ph.D. in physics from the University of Massachusetts, Amherst.
ANNEMARIE SULLIVAN PALINCSAR holds a chair in the University of Michigan’s School of Education, where she prepares teachers, teacher educators, and researchers to work in heterogeneous classrooms. She has conducted extensive research on peer collaboration in problem-solving activity, instruction to promote self-regulation, the development of literacy among learners with special needs, and the use of literacy across the school day. She is an editor of the books, Strategic Teaching and Learning and Teaching Reading as Thinking. Her cognition and instruction article on reciprocal teaching (co-authored with Ann Brown in 1984) is a classic. Dr. Palincsar currently serves on the National Research Council’s Committee on the Prevention of Reading Difficulties in Young Children. She received an early contribution award from the American Psychological Association in 1988 and one from the American Educational Research Association in 1991. In 1992 she was elected a fellow by the International Academy for Research in Learning Disabilities. She has M.A. and Ph.D. degrees in special education from the University of Illinois at Urbana-Champaign.
ROY D.PEA is director of the Center for Technology in Learning at SRI International, in Menlo Park, California, and consulting professor in the School of Education at Stanford University. He also directs the multi-institutional Center for Innovative Learning Technologies, which aims to create a national knowledge network for catalyzing best practices and new designs for improving learning with technologies among researchers, schools, and industries.. Previously, he was a John Evans professor of education and the learning sciences at Northwestern University, where he founded and chaired the learning sciences Ph.D. program and served as dean of the School of Education and Social Policy. He works as a cognitive scientist to integrate theory, research, and the design of effective learning environments using advanced technologies, with particular focus on science, mathematics, and technology. He has been a fellow of the Center for Advanced Study in the Behavioral Sciences and is a fellow of the American Psychological Society. He received his doctorate in developmental psychology from the University of Oxford, England, where he was a Rhodes Scholar.