Juan-Carlos Aguilar (planning committee member) is the science program manager for the Georgia Department of Education. He oversees state policy in the area of science education, coordinates K-12 science curriculum development, codirects Georgia’s K-12 STEM initiative, supervises the alignment of the state assessments with the Georgia Performance Standards for science and serves as liaison between the Georgia Department of Education and different science organizations and institutions across the state. Previously, he was a middle school science and mathematics teacher in Fayette County. He is the president of the Council of State Science Supervisors.
Jacqueline Barber is the coprincipal investigator for Seeds of Science/Roots of Reading, and associate director of the Lawrence Hall of Science (LHS) in California, leading the LHS Center for Curriculum Development and Implementation and the GEMS Program. She has worked in K-12 science and mathematics education for more than 25 years, in curriculum and professional development, and is the author of many inquiry science teacher’s guides. She also has a background in scientific research.
Lindsay Berk teaches science at Chinook Middle School in SeaTac, Washington. Prior to teaching middle school, she taught high school and college-level courses in science. Berk has also worked as a wildlife biologist and geographical information systems analyst for several government agencies, including the U.S. Department of Agriculture Forest Service.
Willard Brown is a professional development associate for the Strategic Literacy Initiative at WestEd. His focus is science literacy including teacher professional development, facilitator professional development, materials development, and design-based research with science teachers. Previously, Brown taught high school science in the Oakland Public Schools.
Elizabeth (Betsy) Davis is an associate professor at the University of Michigan School of Education. Her research integrates aspects of science education, teacher education, and the learning sciences. One major focus of Davis’ work is a National Science Foundation (NSF)-funded project, Elementary Educative Curricula for Teachers of Science. Other projects have included the NSF-funded Curriculum Access System for Elementary Science project. Her experience also includes developing curriculum materials and serving as a teaching assistant for middle school science classes.
David Evans is the executive director of the National Science Teachers Association (NSTA). Prior to joining NSTA, he held various positions in science-related fields including director of the Center for Sustainability: Earth, Energy, and Climate at Noblis, Inc. and undersecretary for science at the Smithsonian Institution in Washington, DC. Earlier in his career, Evans was a tenured professor of oceanography at the University of Rhode Island and a classroom teacher in Media, Pennsylvania.
Susan R. Goldman is codirector of University of Illinois at Chicago’s (UIC) Learning Sciences Research Institute, and a distinguished professor of psychology and education in UIC’s College of Liberal Arts and Sciences. She conducts research on subject matter learning, instruction, assessment, and on roles for technology, especially in literacy and mathematics. Goldman is a board member and past president of the International Society of the Learning Sciences.
Cynthia Greenleaf is codirector of the Strategic Literacy Initiative at WestEd, where for two decades she has conducted research in adolescent literacy and translated it into teacher professional development. Currently, Greenleaf directs and serves as coprincipal investigator of Project READi. Concurrently, she codirects the five-year RAISE project that is bringing Reading Apprenticeship to 400,000 high school students in five states.
Monica Ko is a recent graduate of the Learning Sciences Program at Northwestern University and currently works as a visiting research specialist at the Learning Sciences Research Institute at the University of Illinois at Chicago. Her research focuses on engaging in collaborative design work to support disciplinary literacy and argumentation in K-12 science classrooms. Ko is a former high school science teacher.
Okhee Lee is a professor in the Steinhardt School of Culture, Education, and Human Development at New York University. Her current research involves the scale-up of a model of a curricular and teacher professional development intervention to promote science learning and language development of English language learners. She is a member of the writing team to develop the Next Generation Science Standards through Achieve, Inc. and the steering committee for the Understanding Language Initiative at Stanford University.
Jocelyn Lloyd is a first-grade teacher at Woodland Academy, in Worcester Public Schools, Massachusetts. She has taught at multiple grade levels for more than four years, including a combination grade 5-6 classroom in rural Maine, a science-focused classroom covering grades 5-8, and most recently a first-grade classroom in an urban district of Worcester.
Sarah Michaels (planning committee member) is professor of education and the senior research scholar at the Hiatt Center for Urban Education at Clark University. Her research focuses on academically productive talk in mathematics, science, and English language arts, from prekindergarten through high school. She is a coauthor of Ready, Set, SCIENCE!: Putting Research to Work in the K-8 Science Classroom, as well as Accountable Talk: Classroom Conversation that Works. She helped develop the Next Generation Science Exemplar System.
Danielle Miller is a founding faculty member of New Visions Charter High School for Advanced Math and Science in the Bronx, where she is currently a lead science teacher. In this role, she is teaching ninth-grade living environment and eleventh-grade advanced placement biology, as well as coaching department members and mentoring a Hunter College resident.
Elizabeth Birr Moje (planning committee member) is the associate dean for research and an Arthur F. Thurnau professor in the School of Education at the
University of Michigan. She also serves as a faculty associate in the university’s Institute for Social Research, in Latino/a Studies, and in the joint program in English and education.
Jean Moon is a scholar and researcher on issues of learning and organizational and knowledge structures in education. She is president of the Tidemark Institute and a visiting scholar at the Mosakowski Institute for Public Enterprise at Clark University. She has been a principal investigator on more than 75 funded projects, particularly projects in science and mathematics education focused on professional development of teachers and college faculty and the use of technology in the delivery and learning of these subject domains.
Brett Moulding is director of the Utah Partnership for Effective Science Teaching and Learning. He was the state science education specialist, coordinator of curriculum, and director of curriculum and instruction before retiring in 2008. He taught high school chemistry for 20 years. He was a member of the National Research Council’s Board on Science Education and a member of the committee who authored A Framework for K-12 Science Education. He subsequently served as a writing team leader for Achieve’s Next Generation Science Standards.
Catherine O’Connor is professor of education and linguistics at Boston University and is currently associate dean for faculty affairs in the School of Education. She has studied classroom discussion and academically productive talk by teachers and students for more than 20 years. She has focused on the role of talk in promoting student reasoning in literacy and mathematics learning in a variety of school settings.
Jonathan Osborne is the Shriram family professor of science in the Graduate School of Education, Stanford University. He began his career teaching physics in London secondary schools before becoming a lecturer at King’s College London, where he worked for 23 years as professor and department head. He joined Stanford in 2009. He was a member of the National Academy of Sciences’ committee that produced the framework for the Next Generation Science Standards. Currently he is chair of the expert group responsible for producing the framework for the OECD Program for International Student Assessment science assessments in 2015.
Annemarie Sullivan Palincsar is a professor of educational studies at the University of Michigan. Her research focuses on the design of learning environments that support self-regulation in learning activity, especially for children who experience difficulty learning in school. She has also studied the role of computer-assisted instruction in enhancing children’s understanding of subject-matter text and Web-based text.
P. David Pearson (planning committee chair) is a faculty member in the programs in language and literacy and human development at the Graduate School of Education at the University of California, Berkeley, where he served as dean from 2001-2010. He is currently working on Seeds of Science/Roots of Reading. He is also participating in the Strategic Education Research Partnership, a collaboration designed to embed research within the portfolio of school-based issues and priorities. Prior to coming to Berkeley in 2001, he served on the faculties of education at Michigan State University, the University of Illinois, and the University of Minnesota.
Deborah Peek-Brown is a science educator experienced in developing science curriculum and planning professional development programs for research projects at the University of Michigan. She coordinates data collection and communication with research project participants in public, private, and charter schools across the country. In addition, Peek-Brown works with the University of Michigan’s teacher education program supporting student teachers, mentor teachers, and novice teachers in multiple Detroit schools. She was a science educator in Detroit public schools for 28 years.
Susan Pimentel (planning committee member) is a founding principal of Student Achievement Partners. She was a contributing author of the Common Core State Standards for English Language Arts/Literacy. Pimentel also has led several national improvement efforts, including two multistate adult education reform initiatives, and the development of content for the American Board for Certification of Teacher Excellence. Since 2007, she has served on the National Assessment Governing Board.
Kiran Purohit started her career in education as a science, mathematics, and literacy teacher at the middle school level in New York City. For the past eight years, she has worked with schools across the city as an instructional coach
and curriculum developer in secondary mathematics, science, and social studies. Currently, Purohit works as the science instructional specialist for charter schools managed by New Visions for Public Schools.
Helen Quinn (planning committee member) is professor emerita in the Department of Particle Physics and Astrophysics at the SLAC National Accelerator Laboratory, and cochair of Stanford University’s K12 Initiative. Quinn is a theoretical physicist who was inducted into the National Academy of Sciences in 2003. Her interests in education range from science curriculum and standards to the preparation and continuing education of science teachers. She was an active contributor to the California State Science Standards development. Her current Natonal Research Council committee work includes chairing the Board on Science Education and serving on the Committee on a Framework for Assessment of Science Proficiency in K-12.
Brian J. Reiser is professor of learning sciences in the School of Education and Social Policy at Northwestern University. He leads the Scientific Practices project to develop an empirically-based learning progression for scientific practices. He is also on the leadership team for Investigating and Questioning our World through Science and Technology and led Biology Guided Inquiry Learning Environments. He was a founding member and chair of the first graduate program in learning sciences, created at Northwestern University.
Sherrie Roland Grafton is a teacher at Village Elementary School in Stafford County, Virginia.
Nancy Romance is professor of science education at Florida Atlantic University where she directs a National Science Foundation project focused on researching the impact of an interdisciplinary K-2 instructional model (Science IDEAS). She has coauthored two elementary science textbooks series and has served as a reading consultant to several publishers of middle and high school science textbook series. A former elementary, middle and high school teacher, she was assistant principal and director of K-12 science for a large school district in southeast Florida.
Mary Schleppegrell is professor of education at the University of Michigan and chair of the Educational Studies Program. A linguist, her research studies the role
of language in learning with particular attention to the needs of English language learners. She is currently engaged in an IES-funded project, Exploring Language and Meaning in Text with English Language Learners.
Sam Shaw has served as the state science education specialist for South Dakota for over three years. He has consulted for and helped develop many initiatives involving teacher training to build instructional capacity. Shaw also led South Dakota’s Next Generation Science Standards work as a lead state and is currently working through a final review of those standards. His previous experience includes teaching middle school science.
LeeAnn M. Sutherland is an associate research scientist in the School of Education at the University of Michigan. She joined the faculty in 1991, teaching in what is now the Sweetland Writing Center in the School of Literature, Science, and the Arts before obtaining her doctorate and joining the School of Education faculty. She is coprimary investigator of Investigating and Questioning our World through Science and Technology. Certified as an English teacher at the secondary level, Sutherland has worked in rural, urban, and suburban middle and high schools.
Michael Vitale is a professor of curriculum and instruction at East Carolina University. He has worked in both K-12 school research and university settings. His school research experience includes serving as director of Applied Research and as director of Instructional Technology for the Dallas (Texas) Independent School District. His university experience includes serving as an assistant professor of educational psychology at the University of Hawaii, associate professor and coordinator at the Center for Educational Technology at Florida Atlantic University, and codirector of the Educational Research Laboratory.
Aida Walqui is the director of the Teacher Professional Development Program at WestEd. Previously, she taught in the Division of Education at the University of California, Santa Cruz, and the School of Education at Stanford University. She has also taught in other universities in England, Mexico, Peru, and the United States.
Mark Windschitl is a professor of science teaching and learning at the University of Washington. His research interests deal with the early career development of science teachers. He has recently been principal investigator (PI) on two projects
that tracked science teachers from preparation through their first year of teaching. His research group has prototyped a set of high-leverage practices for K-12 science instruction that represent a “beginner’s repertoire” and has tested the conditions under novices can apply these core practices. Windschitl is also PI on a Noyce Teaching Scholars grant at the University of Washington.