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OCR for page 189
,`~.~.~.r ''in
Biographical Information on Convocation arc!
Action Conference Speakers
Bruce Alberts, president of the
National Academy of Sciences in Wash-
ington, D.C., is a respected biochemist
recognized for his work both in bio-
chemistry and molecular biology. He is
noted particularly for his extensive
study of the protein complexes that
allow chromosomes to be replicated, as
required for a living cell to divide.
He has spent his career making
significant contributions to the field of
life sciences, serving in different capaci-
ties on a number of prestigious advisory
and editorial boards, including as chair
of the Commission on Life Sciences,
National Research Council. Until his
election as President of the Academy,
he was President-Elect of the American
Society of Biochemistry and Molecular
Biology.
Born in 1938 in Chicago, Illinois,
Alberts graduated from Harvard Col-
lege in Cambridge, Massachusetts, with
a degree in biochemical sciences. He
earned a doctorate from Harvard
University in 1965. He joined the
faculty of Princeton University in 1966
and after ten years was appointed
professor and vice chair of the Depart-
ment of Biochemistry and Biophysics at
the University of California, San Fran-
cisco (UCSF). In 1980, he was awarded
the honor of an American Cancer
Society Lifetime Research Professor-
ship. In 1985, he was named chair of
the UCSF Department of Biochemistry
and Biophysics.
Alberts has long been committed to
the improvement of science education,
dedicating much of his time to educa-
tional projects such as City Science, a
program seeking to improve science
teaching in San Francisco elementary
schools. He has served on the advisory
boar(1 of the National Science Re-
sources Center a joint project of the
National Academy of Sciences and the
Smithsonian Institution working with
teachers, scientists, and school systems
to improve teaching of science as well
as on the National Academy of Sciences'
National Committee on Science E(luca-
tion Stan(lar(ls anti Assessment.
He is a principal author of Me Mo
OCR for page 190
lecular Biology of the Cell, considered
the leading textbook of its kind and
used widely in U.S. colleges and univer-
sities. His most recent text,Essential
Cell Biology (1997), is inten(le(1 to
approach this subject matter for a wider
audience.
Deborah Loewenberg Ball is
professor of educational studies at the
University of Michigan. Her work as a
researcher and teacher educator draws
directly and indirectly on her long
experience as an elementary classroom
teacher. With mathematics as the main
context for the work, Ball studies the
practice of teaching and the processes
of learning to teach. Her work also
examines efforts to improve teaching
through policy, reform initiatives, and
teacher education. Ball's publications
include articles on teacher learning
and teacher education; the role of
subject matter knowledge in teaching
and learning to teach; endemic chal-
lenges of teaching; and the relations of
policy and practice in instructional
reform.
Hyman Bass is the Adrian Professor
of Mathematics at Columbia University,
where he has taught since 1959. He
holds a Ph.D. from the University of
Chicago, and a B.A. from Princeton. His
research is mainly in algebra-group
theory, K-theory, number theory, anti
APPE N AX 2
algebraic geometry. Dr. Bass received
the Van Amringe Prize for his book,
Algebraic K-theory, the Cole Prize in
algebra from the American Mathemati-
cal Society, and was a Phi Beta Kappa
National Visiting Scholar. He is a
member of the National Academy of
Sciences and of the American Academy
of Arts and Sciences. He currently
chairs the Mathematical Sciences
Education Board at the National Re
search Council. Bass is a member of
the Program Steering Committee for
this Convocation.
Catherine Brown is an Associate
Professor in the Department of Curricu-
lum and Instruction at Indiana Univer-
sity. She has an extensive background
in teacher professional development,
elementary and secondary mathematics
pedagogy, anti instruction in mathemat-
ics education at the middle school, high
school, and university levels. She is a
member of the National Council of
Teachers of Mathematics, Mathematical
Association of America, anti the Ameri-
can E(lucational Research Association.
Brown received her (1octor of education
in mathematics education from the
University of Georgia in 1985 and has
been a reviewer and author for
numerous mathematics education
journals. Brown is a member of the
Program Steering Committee for this
Convocation.
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Sam Chattin is a science teacher at
William H. English Middle School in
Scottsberg, Indiana. He has expertise in
middle level teaching and learning,
having taught at the middle school level
for more than twenty years. He is a
member of the National Middle School
Association, the National Association of
Biology Teachers, and served on the
Board of the National Science Teachers
Association. Chattin has received
several awards for his work the
Presidential Award for Excellence in
Science Teaching, the Kohl Interna-
tional Teaching Award, the Walt Disney
Salute to the American Teacher, the
Lifetime Cable Award, along with
several others. Chattin is a member of
the Program Steering Committee for
this Convocation.
Tom Dickinson attended Wake Forest
University where he received his B.A. in
history in 1969. He taught social stud-
ies to both middle school and high
school students for seven years and he
earne(1 his M.E(1. in social studies
education from the University of Vir-
ginia in Charlottesville. In 197S,
Dickinson worked on his doctoral
(legree full time, graduating in 1980 with
a Ed.D. in social studies education and a
· · · · · ~
minor In supervision of Instruction.
Dickinson worked at the college level
for the majority of the last nineteen
years at North Carolina Wesleyan
CONVOCATION BIOGRAPHICAL STATEMENTS
College, Eastern Illinois University,
Georgia Southern College dater Univer-
sity), and is currently a professor of
curriculum and instruction at In(liana
State University in Terre Haute, Indiana.
His primary teaching, writing and
research concerns deal with middle
school education, specifically middle
school teacher education.
He served as editor of the Middle
School Journal for the National Middle
School Association and authored or
edited a number of books on middle
school education. In addition he wrote,
with C. Kenneth McEwin in 1996, a
background paper for the Middle Grade
School State Policy Initiative (MGSSPI)
of the Carnegie Corporation title(1
Forgotten youth, forgotten teachers:
Transformation of the professional
preparation of teachers of young
Adolescents.
Dickinson is a member of the Profes-
sional Preparation anti Certification
Committee of the National Middle
School Association, a stan(ling commit-
tee that is charge(1 with oversight of the
NCATE review process for middle
school teacher education. He has also
serve(1 as a Boar(1 of Examiner for
NCATE and a member of the Steering
Committee of the 1994 National Assess-
ment of Education Progress (NAEP)
U.S. History Consensus Project.
Dickinson has written a number of
grants in the last five years that were
OCR for page 192
aimed at the development of middle
school and high school performance-
based teacher education programs and
K-12 teacher creativity staff develop-
ment workshops. His research interests
include middle school teacher education
and the origins of the middle school
movement.
Nancy DocIa is a President and
founder of Teacher to Teacher, a con-
sulting firm for middle level education.
She began her career as a middle school
teacher and since then has continued to
act as a teacher advocate and helper in
both her writings and presentations.
Doda has a Ph.D. from University of
Florida, in Middle School Curriculum
and Instruction. She has been a Team
Leader on an Interdisciplinary Team;
Teacher-Advisor in Advisor-Advisee
Program, has authored a regular col-
umn for teachers for four years called
'Teacher to Teacher" in the Middle
School Journal; now a monograph called
Teacher to Teacher. Since 1976, when
she began consulting work during the
summers, to a full-time job as a teacher
helper to(lay, she has worke(1 with
mi(l(lle level teachers, administrators,
and parents in over forty states, Canada,
Europe, anti the Far East. She was a
featured guest on the NBC Today Show
in 1988. Doda has co-authored Team
Organization: Promise Practices and
Possibilities with Dr. Tom Erb for NEA,
APPE N AX 2
authored many articles, and recently
wrote for Instructor on the subject of
homebase called, 'who's Afraid of
Homebase"? Middle Years, 1991. Doda
was the first teacher to keynote the
National Middle School Association's
annual conference in 1977 anti has
keynoted that conference on two addi-
tional occasions. She has serve(1 on the
Boar(1 of Directors of the National
Middle School Association for five
years.
Robert FeIner is currently Chair of
the Department of Education and
Director of the National Center on
Public Education anti Social Policy at
the University of Rho(le Islan(l. The
Center's central focus is on (leveloping
and implementing more effective
models through which universities can
partner with K-12 public education to
ensure academic success anti positive
evelopmental outcomes for all stu-
(lents. In this work, the Center partners
with schools anti local communities,
local anti state agencies, anti other
branches of government to enhance
their joint capacity to a(l(lress pressing
e(lucational, social, health anti economic
issues and to improve the lives of all
children, youth, anti families through
collaborative efforts.
Previously, at the University of
Illinois, he was Professor of Public
Policy, Education, anti Social Welfare,
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and the Professor of Psychology and
Director of the Graduate Programs in
Clinical and Community Psychology.
While at Illinois he served as founding
Director of the Center for Prevention
Research and Development where the
Center worked to develop more sys-
tematic applications of land-grant
university traditions to the lives of the
residents of Illinois and the nation. In
1990 he was appointed by the Univer-
sity of Illinois to the "Irving B. Harris
Professorship" a faculty position for
interdisciplinary scholarship in social
policy and education. He was the
founding president of the Board of
Directors of the Martin Luther King
Community Services of Illinois Founda-
tion, an organization that focuses on
the needs of economically disadvan-
taged children and families. FeIner has
also served as Director of the Graduate
Programs in Clinical and Community
Psychology at Auburn University, and
before that as Assistant Professor of
Clinical/Community Psychology at
Yale University. He earned his Ph.D. in
Clinical/Community Psychology at the
University of Rochester.
He serves or has served on the
editorial boards of nearly a dozen
scientific journals and as a member of
more than two dozen federal and foun-
dation research and demonstration
advisory and grant review panels. He is
a fellow of the American Psychological
CONVOCATION BIOGRAPHICAL STATEMENTS
Association, the American Psychological
Society, and the American Orthopsychi-
atric Association. In recognition of his
work in the prevention field he received
the Administrator's Award from the U.S.
Alcohol, Drug Abuse, and Mental
Health Administration and, in 1988 his
work on educational reform as preven-
tion was selected by the American
Psychological Association as one of
fourteen "Exemplary" Prevention
Programs in the United States. He is
the author of over 150 papers, articles,
chapters, and volumes. A primary focus
of his work is on understanding and
guiding local, statewide, anti national
policy and reform efforts to transform
elementary, middle level, and secondary
education. Of particular concern are
the needs of students and families from
economically and socially disadvantaged
backgrounds, anti the preparation of
youth and families to participate in the
workforce and democracy of the 2ist
Century. This work has involve(1 over
i,000 schools and partnerships across
more than 22 states and has been
fun(le(1 by the Carnegie Corporation,
the Lilly Endowment, the Kellogg
Foundation , an (1 the Kauffman an (1
Danforth Foundations, several states
anti large school (listricts.
A secon(1 major focus of his work has
been on the reform anti evaluation of
social anti health policy anti programs
that a(l(lress welfare (lepen(lence,
OCR for page 194
mental health, substance abuse, and
improving the developmental, educa-
tional, and vocational outcomes of
children, youth, and families.
Linda Cooper Foreman has been a
high school and middle school cIass-
room teacher for twenty-three years.
For the past eleven years, she has also
worked as Curriculum Specialist for The
Mathematics Learning Center (MEC)
at Portland State University, Portland,
Oregon. At MEC, she works exten
sively with teachers and teacher leaders
from across the nation, supporting the
implementation of mathematics reform.
She is currently co-authoring an NSF
supported comprehensive mathematics
curriculum for grades 5-S, Mathematics
Alive! Courses I-IV (the first 2 courses
were originally published as Visual
Mathematics). Foreman is a recipient of
the Presidential Award for Excellence in
Mathematics Teaching.
Stephen 0. Gibson is the Principal
at Patapsco Middle School in Ellicott
City, Maryland. He has been the
principal at this middle school for the
past nine years.
Katherine Hart has recently retired
from the Chair of Mathematics Educa-
tion at the University of Nottingham.
She was director of the Shell Centre.
Hart started her career as a mathemat
APPE N DO 2
ics teacher in England, the U.S., and
Bermuda. Shewasthenateacher-
trainer for ten years with a year as a
UNESCO fiel(1 officer in Bangkok,
Thailand. After obtaining an Ed.D. at
the University of Indiana she did re-
search at London University for ten
years, producing books for teachers on
the research projects: Concepts in
Secondary Mathematics anti Science
(CSMS), Strategies anti Errors in
Secondary Mathematics (SESM), and
Chil(lren's Mathematical Frameworks
(CMF).
She was an inspector of schools
(HMp for two years and then became
director of a curriculum development
project before (Erecting the Shell Centre
for the last five years.
Hart was president of the British
Society for Research in Learning Math-
ematics, Psychology of Mathematics
Education Workshop and the Interna-
tional Group Psychology of Mathemat-
ics Education. She has worked in many
third-worId countries and is currently
committed to working in Kwazulu,
Natal in South Africa anti Sri Lanka.
Glenda Pappas is a University Distin-
guishe(1 Professor at the Department of
Mathematics at Michigan State Univer-
sity. She receive(1 her E(1.D. in Math-
ematics anti Education, with (listinction,
from the University of Georgia in 1965.
She has been a member of the Depart
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ment of Mathematics faculty at MSU
since she received her degree. From
1989-91 she was on leave to serve as the
Program Director for Teacher Prepara-
tion at the National Science Foundation.
Her research and development interests
are in the connected areas of students'
learning of mathematics and mathemat-
ics teacher change at the middle and
secondary levels. She is the Co-Director
of the Connected Mathematics Project,
which is funded by the National Science
Foundation to develop a complete middle
school curriculum for teachers and for
students. She served as the Chair of the
middle school writing group for the
National Council of Teachers of Math
ematics' (NORM) Ca~rric?~?`m and
Evaluation Standards for School Math-
ematics, and as Chair of the Commission
that developed the NORM Professional
Standardsfor Teaching Mathematics.
She served on the NCEM Board of
Directors from 1989 to 1992 and is
currently serving on the Board through
2001.
Lappan was a member of the National
Advisory Boards of the following: Glenn
T. Seaborg Center for Teaching and
Learning Science and Mathematics, the
Ford Foundation/University of Pitts-
burgh QUASAR project, the NSF/
University of Maryland Teacher Prepa-
ration Collaborative, the NSF/San
Diego State University Mathematics for
Elementary Teacher Preparation Mate
CONVOCATION BIOGRAPHICAL STATEMENTS
rials Development Project, the Univer-
sity of Chicago School Mathematics
Project, the NSF/University of Wiscon-
sin Cognitively Guided Instruction
Project and many others. In 1993 she
received a Distinguished Faculty Award
from Michigan State University and the
Michigan Council of Teachers of Math-
ematics Service Award for 1993. She
served as Vice-Chair of the Mathemati-
cal Sciences Education Board for five
years and continues as a member of
MSEB. In 1995 she was appointed by
the Secretary of Education to the
National Education Research Policy and
Priorities Board. In 1996 she received
the Association of Women in Mathemat-
ics Louise Hay Award for outstanding
contributions to Mathematics Educa-
tion. In 1997 she receive(1 a Meritorious
Faculty Awar(1 for the College of Natural
Science Alumni. In 1998 she was named
University Distinguished Professor at
MSU. She is currently the President of
the National Council of Teachers of
Mathematics.
Cyril Kent McGuire is the assistant
secretary for the Office of E(lucational
Research and Improvement at the U.S.
Department of Education. He was
nominate(1 by President Clinton in
October 1997 and confirmed by the
Senate in May 1998. This office fun(ls
research anti (demonstration projects to
improve education , an (1 collects an (1
OCR for page 196
disseminates statistical information on
the condition of education.
McGuire, of Moorestown, NT, joined
the department after serving as pro-
gram officer of the education portfolio
for the Pew Charitable Trusts in Phila-
delphia, where he was responsible for
the Trusts and national initiatives in
education reform. From 1991 to 1995,
he was program director of education
for the Lilly Endowment, where he
directed all grant making related to
education reform in Indiana, as well as
national education policy initiatives.
From 1980 to 1989, he served as
policy analyst and then as director of the
School Finance Collaborative at the
Education Commission of the States.
There, he directed national projects
related to at-risk youth, education
technology and education choice;
participated in the design and imple-
mentation of the organization's core
initiatives in K-12/higher education
reform; and led efforts to provide
technical assistance to states in school
finance and governance.
McGuire received a B.A. in econom-
ics from the University of Michigan, an
M.A. in education administration and
policy from Columbia University, and a
Ph.D. in public administration from the
University of Colorado.
Katherine Rasch is Dean and Profes-
sor of Education in the School of E(luca
APPE N DO 2
tion at MarywDe University in St. Louis,
Missouri. She has expertise in teacher
and mathematics education and
coursework (resign. She is a member of
the National Middle School Association,
National Council of Supervisors of Math-
ematics, National Council of Teachers of
Mathematics, American Association of
Colleges for teacher Education. Rasch
receive(1 her Ph.D. in education from
Saint Louis University in 1983. She has
taught at the graduate and undergraduate
levels and worke(1 in collaborative (1esign
of coursework with teachers in partner
schools. Rasch currently serves as the
president of the Missouri Association for
Colleges of Teacher Education. She has
published and presented on teacher
education and preparation. Rasch is a
member of the Program Steering Com-
m~ttee for this Convocation.
Nanette Seago is currently the Project
Director for the Video Cases for Math-
ematics Professional Development
Project, funded by the National Science
Foundation. This past year she directed
the Mathematics Renaissance K-12 Video
Pilot Stu(ly. For six years (1991-1997) she
was a Regional Director for the Mi(l(lle
Gra(les Mathematics Renaissance. She
has taught in kindergarten anti upper
elementary gra(les as well as mathematics
et the mi(l(lleschoo}level. She authore
the TIMSS Video Moderator's Ga~ide for
the U.S. Department of Education.
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Edward Silver is a Professor in the
Department of Instruction and Learn-
ing at the University of Pittsburgh's
School of Education, and senior scien-
tist with the Learning Research and
Development Center. He has an
extensive background in mathematics
education at the secondary and post-
secondary levels, having taught at the
secondary level for six years and at the
university level for nearly twenty years.
He currently serves on the Mathemati-
cal Sciences Education Board (MSEB).
During 1984-1985 he worked in the
private sector as Project Director for
secondary school algebra and geom-
etry courseware. Silver is a member of
the National Council of Teachers of
Mathematics (NCTM) and is leader of
the NCTM Standards 2000 Project,
Grade 6-S Writing Group. Other
activities include being a member of
the editorial pane} for Cognition and
Instruction, 1995-1999; member of the
editorial pane} for {ournalfor Research
in Mathematics Education, 1995-1998;
member, Mathematical Sciences
Academic Advisory Committee of the
College Board, 1994-1997; and member,
National Board for Professional Teach-
ing Standards (NBPTS) Middle Child-
hood and Early Adolescence Math-
ematics Standards Committee, 1992-
1996. He has authored many profes-
sional articles and has been the recipi-
ent of major grants in the mathematics
CONVOCATION BIOGRAPHICAL STATEMENTS
education field. Silver is the Chair of
the Program Steering Committee for
this Convocation.
Mary Kay Stein is a Research Scien-
tist at the Learning Research and
Development Center at the University of
Pittsburgh. She has conducted numer-
ous studies of cIassroom-based teaching
and learning in a variety of educational
reform contexts. She was the director
of the documentation component of the
QUASAR Project, a multi-year mi(l(lle
school mathematics instructional
reform project. The QUASAR research
provi(le(1 measures of program imple-
mentation at each of the project's six
middle schools with a focus on the setup
and implementation of mathematics
instructional tasks. Based on this work,
Stein has published a series of studies
on mathematics reform and teacher
professional (levelopment in high-
poverty urban middle schools.
Stein's current work attempts to
integrate the teaching anti learning of
subject matter with the stu(ly of social
and organizational arrangements of
schools as institutions. Currently, Stein
is Director of Research for the High
Performance Learning Communities
Project, a multi-year OERI-fun(le(1
contract to study the district-wide,
content-(lriven improvement strategy of
New York City's Community School
District 2.
OCR for page 198
Stein has also been active in building
bridges between research and practice.
Along with Margaret Smith, Marjorie
Henningsen, and Edward Silver, she has
authored a casebook on middle school
mathematics instruction Teachers
College Press, forthcoming) which
builds on the research findings of the
QUASAR Project. Stein is also a Co-
Principal Investigator of an NSF-funded
project to develop mathematics instruc-
tional cases for professional develop-
ment of middle school mathematics
teachers.
Luther Williams is the Assistant
Director of Education and Human
Resources at the National Science
Foundation. The Directorate includes
programs a(l(lressing pre-college,
undergraduate, graduate and
post(loctoral science, mathematics,
engineering and technology education;
human resource development activities;
and a program to stimulate SET infra-
structure development in states.
Williams has a distinguished record
as a scientist, educator, and administra-
tor. He held faculty and administrative
positions at Purdue University, Washing-
ton University in St. Louis, the Univer-
sity of Colorado, and Atlanta University.
He served as the NIH Deputy Director
for the National Institute of General
Me(lical Sciences.
Williams earned a B.A. in biology
APPE N AX 2
from Miles College, an M.S. from
Atlanta University, a Ph.D. from Purdue
University, and was a postdoctoral
biochemistry fellow at the State Univer-
sity of New York at Stony Brook. The
author of over 50 scientific publications,
he is a member and/or fellow of several
professional organizations, the recipient
of four honorary doctorate degrees and
the Presidential Meritorious Rank
Awar(1 in 1993.
Susan S. Wood is a Professor of
Mathematics at the J. Sargeant
Reynol(ls Community College in
Richmond, Virginia. She has been
actively involve(1 in national mathemat-
ics education issues and has an exten-
sive background in mathematics
education at the community college
level, having taught mathematics at the
community college level for twenty-f~ve
years. She received her Ed.D. from the
University of Virginia in 1979. Awards
inclu(le the first J. Sargeant Reynol(ls
Community College Sabbatical, 1996;
Distinguished Service in Mathematics
Education Award, 1995; William C.
Lowry Outstanding Mathematics
Teacher Awar(l, Virginia Council of
Teachers of Mathematics, 1995; Fac-
ulty Development Grant, 1995; Chan-
cellors Commonwealth Professor, 1994;
Employee Recognition, 1990 anti 1994;
State Council of Higher Education for
Virginia Outstanding Faculty Award,
OCR for page 199
1992; Outstanding Work in Develop-
mental Studies, 1989; and Education
Professions Development Act Fellow-
ship, 1971-1973. Wood has strong ties
to several mathematics professional
organizations, significant national
involvement, and has made about
seventy conference presentations to
students and teachers since 1990. She
is a member of the National Research
CONVOCATION BIOGRAPHICAL STATEMENTS
Council's Mathematical Sciences
Education Board, President-Elect of the
American Mathematical Association of
Two-Year Colleges, and a member of
the National Council of Teachers of
Mathematics, and the Mathematical
Association of America. Wood is a
member of the Program Steering
Committee for this Convocation.
OCR for page 204
for Mathematics in Context as well as a
teacher leader for College Preparatory
Mathematics, Changes from Within.
Vernon Williams specializes in
teaching mathematics to gifted and
talented students at the Longfellow
Intermediate School in Fairfax County
and has been teaching mathematics to
middle school students for twenty six
years in Fairfax County, Virginia. WiD
iams attended the University of Mary-
land where km Fey was his student
teaching supervisor. He has won various
teaching awards, including the 1990
Fairfax County Teacher of the Year. He
has coached LongfeDoWs MathCounts
Team for sixteen years and has won the
State Championship thirteen times. He
decided to become a Junior High School
mathematics teacher as a student in
middle school because he considered his
teachers such great role models and
wanted to emulate them.
Orit ZasIavsky is a senior lecturer at
the Department of Education in Tech-
nology anti Science, Technion-Israe}
Institute of Technology, Haifa, Israel.
She receive(1 her Ph.D. in Mathematics
Education from the Technion in 1987
anti spent the two following years as a
APPE N AX 2
post doctoral fellow at the Learning
Research and Development Center,
University of Pittsburgh, where she co-
authore(1 a highly cited review paper on
Functions, Graphs, and Graphing. Her
Ph.D. dissertation and some of her
current research are connected to
learning algebra in grades 7-12. Her
research interests inclu(le: Students'
anti teachers' mathematical thinking;
the role of examples anti counter-
examples in learning mathematics;
analysis and enhancement classroom
mathematical interactions and dis-
course; and characteristics and underly-
ing processes fostering the professional
development of mathematics teachers
and teacher educators.
Zaslavsky taught secondary math-
ematics for 12 years, and has been
involved in teaching pre-service and in-
service mathematics teachers for the
past 15 years. For the past nine years
she has been director of large profes-
sional development projects for middle
and secondary mathematics teachers.
She is now a member of the Interna-
tional Committee of the International
Group for the Psychology of Mathemat-
ics Education (PME), and a member of
the editorial board of the journal of
Mathematics Teacher Education.
OCR for page 205
Biographical Statements for Speakers at the
Action Conference on Research in the Teaching arc!
Learning of Mathematics in the MicIcIle GracIes
James Fey is Professor of Curriculum
and Instruction and Mathematics at the
University of Maryland. His special
interest is development of innovative
secondary school mathematics curricu-
lum materials and research on their
effects. He has been author of algebra
materials in the Connected Mathematics
Project, the Core-Plus Mathematics
Project, and the Computer-Intensive
Algebra project.
Kueno Gravemei her is on the faculty
of the Freudenthal Institute research
group on mathematics education. The
Freudenthal Institute (F~ is part of
Utrecht University, the department of
Mathematics and Computer Science and
the Center for Education in the Exact
~eta) Sciences. The FT is the National
Expertise Center for Mathematics
Education in primary and secondary
education.
James Hiebert is the H. Rodney
Sharp Professor of Educational Develop-
ment at the University of Delaware.
Hiebert worked closely with, and has
co-authored with, lames Stigler on the
mathematics video in TIMSS. He
testified before the Committee on
Science at the U.S. Congress regarding
TIMSS. One focus of his work is to
research and understand the effects of
conceptually based instruction in
mathematics. He has expertise in the
whole of the TIMSS study and its
following analyses, questions, concerns,
and impact on current U.S. mathematics
and science reform.
Richarc! Lesh is the R.B. Kane Distin-
guishe(1 Professor of Education, Associ-
ate Dean for Research and Develop-
ment, anti Director of the School Math-
ematics anti Science Center at Purdue
University. He is also the Director for
the Princeton Research Institute on
Science anti Mathematics Learning, anti
Associate E(litor for Mathematical
Thinking & Learning: An International
Journal. Areas of specialization include
research anti assessment on problem
solving, learning; instruction in math-
ematics anti science education, teacher
education; computer-based and text-
base(1 curriculum (1evelopment for
chil(lren anti a(lults; anti research
RESEARCH ACTION CONFERENCE BIOGRAPHICAL STATEMENTS
OCR for page 206
design in mathematics and science
education. He has been a Research
Director of the SIMCALC project, in
collaboration with Jeremy Roschelle and
km Kaput, and is the director at the
Purdue satellite of the University of
Wisconsin's National Center for Improv-
ing Student Learning and Achievement
in Mathematics and the Sciences. From
1994 to 1999, Dr. Lesh was the Director
for Mathematics and Science Instruc-
tion at the World Institute for Computer
Assisted Teaching (WICAI), an(l, from
1989 to 1995, he was a Principal Scien-
tist at the Educational Testing Service in
Princeton, where he was also the
Director of the Center on Technology
and Assessment. He also has served as
Chief Program Designer for the Educa-
tion Testing Service's PACKETS Perfor-
mance Assessment System for Grades 3-
5. Dr. Lesh received a B.A. in Math-
ematics and Physics from Hanover
College, anti M.A. anti Ph.D. (legrees
from Indiana University. Dr. Lesh was a
Professor of Mathematics and Educa-
tion at Northwestern University, and,
from 1984 to 1989, he was
Northwestern's Associate Dean for
Research and Program Development in
the School of Education.
Dora SabeIIi is a senior program
(Erector in the Directorate for Education
and Human Resources (EHR) at the
National Science Foundation (NSF).
APPE N AX 2
During part of 199S, Sabelli was on
assignment to the National Science and
Technology Council, working at the
Office of Science and Technology
Policy. Now, following a career as a
research scientist and faculty member,
she is focusing on helping un(lerstan
how to provide quality science, math-
ematics, and technology education
rejective of current scientific advances
and technology trends. Her director-
ship included coordination of the NSF-
wi(le program of research in Learning
and Intelligent Systems; the Research
on Education, Policy anti Practice
Program; anti membership in the NSF-
wide Knowledge and Distributed Intelli-
gence implementation group and in the
EHR-wide Technology Integration into
Education working group. Dr. Sabelli
received a Ph.D. in Chemistry ~heo-
retical Organic) from the University of
Buenos Aires, Argentina for research
performed at the University of Chicago
while a recipient of one of the first
CONICET external fellowships. Her
former positions include Senior Re-
search Scientist, National Center for
Supercomputing Applications, Univer-
sity of Illinois at Urbana-Champaign;
Assistant Director for Education, Na-
tional Center for Supercomputing
Applications, University of Illinois at
Urbana-Champaign; Associate Professor
of Chemistry, Department of Chemis-
try; Large Scale Computing Coordina
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for, Academic Computer Center, Univer-
sity of Illinois at Chicago. She authored
11 research publications in her research
field between 1980 and 1991, and has co-
directed three research theses.
Alan SchoenfeIc! is a member of the
NationalAcademyof Education. His
research deals with thinking, teaching,
and learning, with an emphasis on
mathematics. One focus of his work has
been on problem solving, and his book,
Mathematical Problem Solving (1985),
characterizes what it means to "think
mathematically" and describes a re-
search-based undergraduate course in
mathematical problem solving. A
second line of his work focuses on
understanding and teaching the con-
cepts of functions and graphs. A third
deals with assessment, and Schoenfeld
heads the Balanced Assessment Project,
which is developing alternative assess-
ments for K-12 mathematics curricula.
He chaired the National Science
Foundation's Working Group on Assess-
ment in Calculus, and serves on the
National Research Council's Board on
Testing and Assessment. He is associ-
ate editor of Cognition and Instruction
and an editor of Research in Collegiate
Mathematics Education. His efforts to
bring together teachers, mathemati-
cians, educators, and cognitive re-
searchers to collaborate on issues in
mathematics education have produced
the two volumes: Mathematical Think-
ing and Problem Solving (editor, 1994)
and Cognitive Science and Mathematics
Education (editor, 19871.
Edward! Silver is a Professor in the
Department of Instruction and Learning
at the University of Pittsburgh's School
of Education, and senior scientist with
the Learning Research and Develop-
ment Center. He has an extensive
background in mathematics education
at the secondary and post-secondary
levels, having taught at the secondary
level for six years anti at the university
level for nearly twenty years. He cur-
rently serves on the Mathematical
Sciences Education Board (MSEB).
During 1984-1985 he worke(1 in the
private sector as Project Director for
secondary school algebra anti geometry
courseware. Silver is a member of the
National Council of Teachers of Math-
ematics (NCI~M) anti is leafier of the
NCTM Stan(lar(ls 2000 Project, Gra(le 6-
~ Writing Group. Other activities
inclu(le being a member of the e(litorial
pane} for Cognition and Instruction,
1995-1999; member of the editorial pane}
for {ournalfor Research in Mathematics
Education, 1995-1998; member, Math-
ematical Sciences Academic Advisory
Committee of the College Board, 1994-
1997; anti member, National Boar(1 for
Professional Teaching Stan(lar(ls
(NBPTS) Middle Childhood and Early
RESEARCH ACTION CONFERENCE BIOGRAPHICAL STATEMENTS
OCR for page 208
Adolescence Mathematics Standards
Committee, 1992-1996. He has authored
many professional articles and has
been the recipient of major grants in the
mathematics education field. Silver is
the Chair of the Program Steering
Committee for the Convocation.
Judy Sowder is a Professor of Math-
ematical Sciences and Director of the
Center for Research in Mathematics and
Science Education at San Diego State
University. Before returning to study
for her Ph.D., she taught elementary
and middle school, then secondary and
college mathematics. Since receiving a
doctorate in mathematics education in
1976 she has focused her teaching on
the preparation of teachers and gradu-
ate students in mathematics education.
She has published over forty papers,
nineteen book chapters, and three
books, all on topics of mathematics
learning and teaching. Two of the
books focus on research on preparing
middle school teachers of mathematics.
She is currently the Editor of the {our-
nalfor Research in Mathematics Educa-
tion and is the director of a curriculum
(levelopment project aimed at producing
course materials in mathematics for
elementary and middle school teachers,
both preservice anti inservice. She has
served on many national and interna-
tional committees anti advisory boar(ls,
inclu(ling secretary anti program com
APPE N DO 2
mittee member for the International
Group for Psychology in Mathematics
Education, steering committee member
of Leading Mathematics Education into
the 2ist Century Project, chair of the
NCTM Standards Coordinating Com-
mittee, and chair of the NCTM Re-
search Advisory Committee. She has
directed numerous projects funded by
NSF and OERT and has received awards
for teaching and research.
Mary Kay Stein is a Research Scien-
tist at the Learning Research anti
Development Center at the University of
Pittsburgh. She has conducted numer-
ous studies of cIassroom-base(1 teaching
anti learning in a variety of e(lucational
reform contexts. She was the (Erector
of the documentation component of the
QUASAR Project, a multi-year middle
school mathematics instructional
reform project. The QUASAR research
provided measures of program imple-
mentation at each of the project's six
middle schools with a focus on the setup
and implementation of mathematics
instructional tasks. Based on this work,
Stein has published a series of studies
on mathematics reform and teacher
professional development in high-
poverty urban middle schools.
Stein's current work attempts to
integrate the teaching and learning of
subject matter with the study of social
and organizational arrangements of
OCR for page 209
schools as institutions. Currently, Stein
is Director of Research for the High
Performance Learning Communities
Project, a multi-year OERI-funded
contract to study the district-wide,
content-driven improvement strategy of
New York City's Community School
District 2.
Stein has also been active in building
bridges between research and practice.
Along with Margaret Smith, Marjorie
Henningsen, and Edward Silver, she has
authored a casebook on middle school
mathematics instruction (Teachers
College Press, forthcoming) which
builds on the research findings of the
QUASAR Project. Stein is also a Co-
Principal Investigator of an NSF-funded
project to develop mathematics instruc-
tional cases for professional development
of middle school mathematics teachers.
Sandra WiIcox is an Associate
Professor in the Department of Teacher
Education at Michigan State University
(MSU) and Director of the Mathematics
Assessment Resource Service (MARS).
She has expertise in mathematics
education and assessment, having
taught education classes at the univer-
sity level for twelve years anti partici-
pated in several projects examining
assessment in mathematics. She is a
member of the American E(lucational
Research Association (AERA), the
National Council of Teachers of Math-
ematics (NTCM), and National Council
of Supervisors of Mathematics (NCSM).
Wilcox received her Ph.D. in 1989.
Prior to her work at MSU, she taught
secondary mathematics in the Detroit
Public Schools. She receive(1 the
Outstanding Dissertation Award at
MSU's College of Education in 1990.
Wilcox is interested in the initial anti
continuing professional development of
elementary anti mi(l(lle school teachers
anti the role of new forms of curriculum
and assessment in fostering teacher
learning anti teacher change. She is
also interested in qualitative methods
instruction and in collaborative studies
of mathematics education reform with
regard to issues of equity and access
and the multiple context within which
reform exists.
RESEARCH ACTION CONFERENCE BIOGRAPHICAL STATEMENTS
OCR for page 210
Biographical Statements for Speakers at the
Action Conference on the Professional Development of
Teachers of Mathematics in the Middle Grades
Deborah Loewenberg Ball is
professor of educational studies at the
University of Michigan. Her work as a
researcher and teacher educator draws
directly and indirectly on her long
experience as an elementary classroom
teacher. With mathematics as the main
context for the work, Ball studies the
practice of teaching and the processes
of learning to teach. Her work also
examines efforts to improve teaching
through policy, reform initiatives, and
teacher education. Ball's publications
include articles on teacher learning and
teacher education; the role of subject
matter knowledge in teaching and
learning to teach; endemic challenges of
teaching; and the relations of policy and
practice in instructional reform.
Karen Economopou~os is a devel-
oper of Investigations in Number, Data
and Space, a K-5 mathematics curricu-
lum funded by the National Science
Foundation. In addition to curriculum
(levelopment, she works extensively
with classroom teachers, administrators,
and school districts in the area of
curriculum reform. She is a co-author
APPE N AX 2
of Beyond Arithmetic: Changing Math-
ematics in the Elementary Classroom anti
a former classroom teacher.
Joan Ferrini-Mundy is Director of
the Mathematical Sciences Education
Boar(1 anti Associate Executive Director
of the Center for Science, Mathematics,
and Engineering Education at the
National Research Council. She is on
leave from her position as a professor of
mathematics at the University of New
Hampshire, where she joined the faculty
in 1983. She hol(ls a Ph.D. in mathemat-
ics education from the University of
New Hampshire. Ferrini-Mun(ly taught
mathematics at Mount Holyoke College
in 1982-83, where she co-foun(le(1 the
SummerMath for Teachers program.
She was the Principal Investigator for
the National Council of Teachers of
Mathematics' (NCI~M) Recognizing anti
Recording Reform in Mathematics
Education (R3M) project. She serve
as a visiting scientist at the National
Science Foundation from 1989-91. She
chaired the NCI~M's Research Advisory
Committee, was a member of the
NCTM Board of Directors, and served
OCR for page 211
on the Mathematical Sciences Educa-
tion Board. Ferrini-Mundy has chaired
the American Educational Research
Association Special Interest Group for
Research in Mathematics Education.
Her research interests are in calculus
learning and reform in mathematics
education, K-14. Currently she chairs
the Writing Group for Standards 2000,
the revision of the NCTM Standards.
John Moyer is currently a member of
the Department of Mathematics Statis-
tics and Computer science at Marquette
University in Milwaukee, Wisconsin. He
received a B.S. in Mathematics and
Physics from Christian Brothers College
in 1967, an M.S. in Mathematics from
Northwestern University in 1974. He
taught mathematics and physics in
Chicago area high schools from 1967-
1972. He joined the faculty at Marquette
University in 1974, where he has taught
mathematics, computer science, and
mathematics education courses.
Since he has been at Marquette
University, he has received funding for
many mathematics education projects,
most aimed at improving the profes-
sional development of middle school
mathematics leachers. Recent projects
include the Middle School Teachers'
Mathematics Project (MSEMP), 1986-
98; the Metropolitan Milwaukee Math-
ematics Collaborative (M3C), i989-
present; the Mathematics and Science
Teachers' Business and Industry Aware-
ness Project, 1989-present; the QUASAR
project, 1990-97; the Project for the
Improvement of Mathematics Education
(PRIME), 1991-96; Preparing for Alge-
bra Through Community Engagement,
1995-96; Rethinking Professional Devel-
opment Goals 2000, 199~; Leadership
for Urban Mathematics Reform, 199&
98; Linked Learning in Mathematics
Project, 1997-present.
Mark Saul is a teacher at Bronxville
High School, New York. He has taught
for twenty-eight years and has been a
Mathematics Adjunct Associate Profes-
sor at City College of New York for nine
years. He is also Director of the Ameri-
can Regions Mathematics League
Russian Exchange Program. He re-
ceive(1 his Ph.D. in mathematics e(luca-
tion from New York University in 1987.
He was awarded the Sigma Xi Recogni-
tion for Outstanding High School
Science Teacher, Lehman College
Chapter in 1981, anti receive(1 a
Westinghouse Science Talent Search
Certificate of Honor, 1980-1983. He was
recognize(1 with the Presi(lential Awar
for Excellence in the Teaching of
Mathematics, NSF in 1984. Saul is a
member of the NRC's Mathematical
Sciences Education Board. He has been
continuously active in professional
workshops, activities, presentations, anti
has authored over twenty publications.
DEVELOPMENT ACTION CONFERENCE BIOGRAPHICAL STATEMENTS
OCR for page 212
Nanette Seago is currently the
Project Director for the Video Cases for
Mathematics Professional Development
Project, funded by the National Science
Foundation. This past year she directed
the Mathematics Renaissance K-12
Video Pilot Study. For six years (1991-
1997) she was a Regional Director for
the Middle Grades Mathematics Renais-
sance. She has taught in kindergarten
and upper elementary grades as well as
mathematics at the middle school level.
She authored the TIMSS Video
Moderator's Ga~ide for the U.S. Depart-
ment of Education.
Margaret Smith is an assistant
professor in the department of curricu-
lum and instruction at the Pennsylvania
State University. She has an Ed.D. in
mathematics education from the
University of Pittsburgh and has taught
mathematics at the junior high, high
school, and college levels. She was the
coordinator of the QUASAR project
between 1990 and 1997 where she
focused primarily on supporting and
studying the professional development
of project teachers. She is currently
working in preservice teacher educa-
tion anti is co-principal investigator of
COMET (Cases of Mathematics In-
struction to Enhance Teaching), a
project aimed at (1eveloping case
materials for teacher professional
development in mathematics.
APPE N AX 2
Iris Weiss is President of Horizon
Research, Inc. in Chapel Hill, North
Carolina. Weiss has a B.S. in biology
from Cornell University, a Master's in
Science Education from Harvard Uni-
versity, and a Ph.D. in Curriculum and
Instruction from the University of North
Carolina at Chapel Hill. Prior to estab-
lishing HRI in 1987, Weiss was Senior
Research Scientist at the Research
Triangle Institute. Her activities have
included directing several national
surveys of science and mathematics
teachers; evaluating a number of sci-
ence anti mathematics education
projects anti systemic reform efforts;
and providing technical assistance to
agencies anti professional organizations
such as the National Science Founda-
tion, the American Association for the
Advancement of Science, the Council of
Chief State School Officers, the National
Council of Teachers of Mathematics, the
National Science Teachers Association
and the Office of Technology Assess-
ment. She is currently (Erecting the
design and implementation of a 50-
project cross-site evaluation of NSF's
Local Systemic Change Initiative.
Stephanie Williamson is the Assis-
tant Director for Mathematics of the
Louisiana Systemic Initiatives Program
(LaSIP), has been a mathematics
educator for twenty-five years, as an
elementary, middle, and high school
OCR for page 213
mathematics teacher. She has held
leadership positions in several of the
professional organizations of which she
is a member: National Council of
Teachers of Mathematics (NCTM),
National Council of Supervisors of
Mathematics (NCSM), Louisiana
Association of Teachers of Mathematics
~ATM), and Louisiana Council of
Supervisors of Mathematics (LCSM).
Williamson's primary responsibilities at
LaSIP involve coordinating statewi(le
mathematics professional development
programs. She is currently a member of
NCTM's Professional Development and
Status Advisory Committee.
DEVELOPMENT ACTION CONFERENCE BIOGRAPHICAL STATEMENTS
OCR for page 214
Representative terms from entire chapter:
middle school
