versity of Toronto, on issues of children’s thinking and from Robert Siegler, Department of Psychology, Carnegie-Mellon University, on children’s strategies for learning. Our work on teacher learning and professional development benefited from suggestions provided by Allan Feldman, School of Education, University of Massachusetts.

Although the project was an intellectually exciting undertaking for the committee, we were also mindful of the important role of our sponsor. The Office of Educational Research and Improvement (OERI) of the U.S. Department of Education established the committee’s charge to review the nation’s investment in research and the challenge of determining how that investment can pay high returns. We thank Joseph Conaty, Judith Segal, and C. Kent McGuire for the support they provided to this committee in their individual and official capacities.

Finally, there are several NRC staff and others who made significant contributions to the work of the Committee on Developments in the Science of Learning. Alexandra Wigdor, director of the Division of Education, Labor, and Human Performance of the NRC’s Commission on Behavioral and Social Sciences and Education (CBASSE), provided the initial impetus for the project and nurtured it in many different ways that were indispensable to its completion. Eugenia Grohman, associate director for reports of CBASSE, patiently worked with us through several drafts of the volume and significantly improved the text. Key support in facilitating our work came from Jane Phillips, senior project assistant in CBASSE, with assistance from Neale Baxter; Susan M.Coke, division administrative associate; Faapio Poe, administrative assistant, Vanderbilt University; and Carol Cannon, administrative assistant, University of California, Berkeley. All of these “behind the scenes” people played critical roles, and to each of them we are very grateful.

Alexandra Wigdor also was the inspiration for the project that resulted in How People Learn: Bridging Research and Practice. Her leadership in guiding the formation and work of the Committee on Learning Research and Educational Practice was central to its success. The vision of focusing the efforts of the research community on classroom practice is that of C.Kent McGuire, assistant secretary for educational research and improvement at the U.S. Department of Education. Rodney Cocking, study director of the Committee on Developments in the Science of Learning, provided support for the efforts of the Committee on Learning Research and Educational Practice. Wendell Grant, project assistant, worked long hours managing the logistics of the latter committee’s meetings and events and providing the administrative support for production of the committee’s report and its drafts. Christine McShane improved that report with her skilled editing. We also thank Carolyn Stalcup for design support and Sandra Yurchak for secretarial support.



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