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Biographical Sketches of Committee Members Deborah Stipek (Chair) is the dean of the School of Education at Stanford University. Stipek is a professor of education and her research and scholarship focus on early childhood education, the effects of instruction and classroom climate on student motivation, and issues related to child, family, and educational policy. Stipek earned a doctorate in developmental psychology from Yale University in 1977 and a bachelor's degree in psy- chology from the University of Washington in 1972. Before coming to Stanford in 2000 she directed UCLA's laboratory elementary school, and the Urban Education Studies Center. Stipek also served on the National Academy of Sciences Board on Children, Youth, and Families. Recent books include: Constructive and Destructive Behavior: Implications for Family, School, andt Society (with A. Bohart, 2001~; (with K. Seal, 2001~; Motiva- tion to Learn: Integrating Theory and Practice (4th edition, 2002~. Carol Ames is a professor of educational psychology and dean of the College of Education at Michigan State University. She is interested in the development of social and academic motivation in children. Her research focuses on the effects of classroom structure, competition, and teaching practices on children's motivation to learn, and on school and family rela- tionships and specific strategies for increasing parental involvement in children's learning. Dr. Ames' areas of expertise include disadvantaged children and youth; motivation; motivation and learning in family/commu- nity/schools; motivation and social development; and parent involvement in family/community/schools. 269
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270 ENGAGING SCHOOLS Thomas I. Berndt is professor and head of the Department of Psycho- logical Sciences at Purdue University. Before coming to Purdue, Berndt was on the faculty of both the University of Oklahoma and Yale University. His primary research interests are in friendships and peer influence in childhood and adolescence, but he has also published research on achievement moti- vation, self-esteem, social cognition, school adjustment, and other topics. He previously served as the associate editor of the journal Developmental Psychology and as a consultant for the National Research Council and the National Institute of Health. He received his Ph.D. in Child Psychology from the University of Minnesota. Emily Cole served as the principal of Jefferson Davis High School in the Houston Independent School District from 1988 until the summer of 2001. During her tenure, with the help of several collaboratives, a reform move- ment named PROTECT G.R.A.D. (Graduation Really Achieves Dreams) was initiated. This innovative program included all the schools in a K-12 setting to work together toward the graduation of its students. The success of this reform program is seen in the 48 percent increase in students' gradu- ation rates and a 74 percent increase in awarding of college scholarships. At the national level, she received invitations to address the White House convening on Hispanic Children and Youth and to join a select committee on the U.S. Department Forum on English Language Learner/Native Ameri- can/Dropout and selected to participate in Aspen Institute on High School Reform. At the state level, she was appointed to two educational commit- tees on school reform initiatives. She received her formal education from Southwest Texas State University and the University of Houston, with added training at Principal's Center at Harvard University, Brown Univer- sity, and the Ford Foundation's National Center for Urban Partnerships. She is currently teaching in the Urban Education Center at the University of Houston. lames Comer is the Maurice Falk Professor of Child Psychiatry at the Yale University School of Medicine's Child Study Center and has been a Yale medical faculty member since 1968. He has concentrated his career on promoting a focus on child development as a way of improving schools. Dr. Comer founded the Yale Child Study Center School Development Program in 1968, which promotes the collaboration of parents, educators, and community to improve social, emotional, and academic outcomes for children that, in turn, help them achieve greater school success. Dr. Comer has authored a number of books and has been awarded a number of awards and honorary degrees. Tames Comer is a member of the Institute of Medicine. lames Connell is a former special education teacher and associate professor at the University of Rochester and is currently the president of the Institute for Research and Reform in Education, based in Philadelphia. His
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BIOGRAPHICAL SKETCHES OF COMMITTEE MEMBERS 27 work in youth development and education spans 25 years he has written numerous basic and applied research articles and helped design and support youth development and education projects across the country. Dr. Connell started IRRE with Louisa Pierson at the University of Rochester in 1989. He created First Things First a research-based framework for district- wide school reform in 1996. He has authored a White Paper commis- sioned by the Ewing Marion Kauffman Foundation on the reform frame- work and a recent report for the Department of Education, Getting Off the Dime: First Steps Toward Implementing First Things First. He is co-project director of Scaling Up First Things First the national project sponsored by the Department of Education that Riverview Gardens, MO, Shaw and Greenville, MS, and Houston, TX, have joined (along with Kansas City, KS). For the past 2 years, he has been working directly with all of the participating schools and districts involved in this project. Tim received his Ph.D. in developmental psychology from the University of Denver. Michelle Fine is a professor in the Social/Personality Psychology Pro- gram at The Graduate Center, City University of New York. Dr. Fine previously taught for 12 years at the University of Pennsylvania. Her re- search focuses on small urban high schools, and more recently, on access to higher education within prisons. Her recent books include Construction Sites: Community Spaces for Urban Youth (with L. Weis, 20001; The Un- known City (with L. Weis, 19901; Becoming Gentlemen (with L. Guinier and T. Balin, 19971; and Charting Urban School Reform: Reflections on Public High Schools in the Midst of Change (19941. She has been awarded the Janet Helms Distinguished Scholar Award (1994) and a Spencer Foun- dation National Mentoring Award (19981. Ruth T. Gross is professor emerita of pediatrics at Stanford University. At Stanford, where she was director of general pediatrics, she established a training program in adolescent medicine and directed the general pediatrics academic development training program. She was active in several research activities and was the national study director of the multisite clinical trial, the Infant Health and Development Program. In 1979, she was elected to the Institute of Medicine and is a member of numerous academic societies. She has served as a member of the IOM council as well as a member of the Mental Health and Behavior Board, the Board on Health Promotion and Disease Prevention, and the Board on Children, Youth, and Families. She has an M.D. from Columbia University College of Physicians and Surgeons. W. Norton Grubb is a professor and the David Gardner Chair in Higher Education at the School of Education, the University of California, Berkeley. He received his doctorate in economics from Harvard University. He has published extensively on a variety of topics in the economics of education, public finance, education policy, community colleges and "sec- ond chance" programs, and social policy for children and youth. He is also
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272 ENGAGING SCHOOLS the faculty coordinator of the Principal Leadership Institute, a program to prepare urban school principals in the Bay Area. He is currently working on a book about the development and consequences of occupational roles for schools and colleges, The Vocational Roles of American Schooling: Believ- ers, Dissenters, and the Education Gospel. He is the author most recently of Honored But Invisible: An Inside Look at Teaching in Community Col- leges (Routledge, 19991; Learning to Work: The Case for Re-integrating Education and Job Training (Russell Sage Foundation, 19961; Working in the Middle: Strengthening the Education and Training of the Middle- Skilled Labor Force (Tossey-Bass, 19961; and Education for Occupations in American High Schools (Teachers College Press, 1995), a two-volume ed- ited work on the integration of academic and occupational education. Rochelle Gutierrez is assistant professor in the Department of Curricu- lum and Instruction, College of Education and in Latina/Latino Studies, College of Liberal Arts and Sciences at the University of Illinois at Urbana- Champaign. She currently serves as an invited member on OERI-RAND's National Study Pane! for Mathematics. She has been a summer fellow at the Center for Advanced Study in the Behavioral Sciences at Stanford Univer- sity, a dissertation fellow with the Spencer Foundation, a postdoctoral fellow with the National Academy of Edcuation/Spencer Foundation, and a faculty fellow in the Bureau of Educational Research at the University of Illinois. Her research interests center on issues of equity for marginalized students, especially those living in the inner city. She is specifically con- cerned with the sociocultural and organizational factors that play out in the teaching of mathematics to Latina/Latino and African American students. She received her bachelor's degree in Human Biology from Stanford Uni- versity, and her master's and Ph.D. in curriculum and instruction from the University of Chicago. Carol Lee is associate professor of education in the Learning Sciences program at Northwestern University's School of Education and Social Policy. Dr. Lee's research addresses sociocultural foundations of literacy; literacy expertise within specific ethnic speech communities and their impli- cations for learning and teaching processes; and cultural models for knowI- edge representations in literacy related-tasks. She received her Ph.D. from the University of Chicago. She has been a recipient of a Spencer Research Mentor Award. Her research has been funded by the Spencer Foundation, the McDonnell Foundation's Cognitive Studies in Educational Practice, the National Science Foundation, and the National Council of Teachers of English. She is a past president of the National Conference on Research on Language and Literacy (NCRLL) and is a fellow of NCRLL. She has also been awarded a fellowship at the Center for Advanced Study in the Behav- ioral Sciences at Stanford University. Dr. Lee has worked in the field of education since 1966, as a classroom teacher, a founder of two independent
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BIOGRAPHICAL SKETCHES OF COMMITTEE MEMBERS 273 schools, and a school principal in addition to her university based research. She is the author of Signifying as ~ Scaffold for Literary Interpretation: The Pedagogical Implications of an African American Discourse Genre (Na- tional Council of Teachers of English) and co-editor of Vygotskian Perspec- tives on Literacy Research (Cambridge University Press). Edward L. McDill is professor emeritus of sociology at the Johns Hopkins University and principal research scientist at the Center for Social Organization of Schools (CSOS). He is founding director (1966-1969) and co-director (1976-1993) of CSOS. He also served as chair for the Depart- ment of Sociology, Johns Hopkins University, from 1970 through 1985. For the past 35 years, Dr. McDill's primary research interests have been in the sociology of education, with a focus on how the formal and informal organizational properties of schools influence the cognitive and affective development of students. In the past 15 years he has concentrated much of his research on the effects of the current American educational reform movement on the academic and personal development of disadvantaged students. His primary publication in this area is (with G. Natriello and A.M. Pallas) Schooling Disadvantaged Students: Racing Against Catastro- phe, Teachers College Press, 1990. Russell Rumberger is professor of education at the University of Cali- fornia, Santa Barbara, and was appointed director of the University of California's Linguistic Minority Research Institute methods. Rumberger's interest in decreasing high school drop-out rates has led him to examine such issues as student mobility and school effectiveness. He has published widely on education and work; the education of disadvantaged students, particularly school drop-outs; and education policy. His research on educa- tion policy has focused on school performance, school segregation, and most recently, student mobility. Carmen Varela Russo is chief executive officer of the Baltimore City Public School System. Her career in urban education spans 3 decades dur- ing which she has held positions as teacher, principal, director, and super- intendent in New York and Florida. She most recently served as associate superintendent in Broward County Public Schools in Fort Lauderdale, Florida, where she was in charge of technology, strategic planning, and school accountability. Lisbeth B. Schorr is lecturer in social medicine at Harvard University, and director of the Project on Effective Interventions at Harvard University. She heads the Project's Pathways Mapping Initiative and co-chairs the Aspen Institute's Roundtable on Comprehensive Community Initiatives for Chil- dren and Families. Ms. Schorr has woven many strands of experience with social policy, community building, education, and human service programs together to become a national authority on "what works" to improve the future of disadvantaged children and their families and neighborhoods. She
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274 ENGAGING SCHOOLS is a member of the Brookings Children's Roundtable and the National Selection Committee of the Ford Foundation/Kennedy School Awards for Innovations in American Government. Lisbeth Schorr is the author of Within Our Reach: Breaking the Cycle of Disadvantage (1988), and Com- mon Purpose: Strengthening Families and Neighborhoods to Rebuild America (19971. She is a member of the Institute of Medicine.
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