_________________________________________

March 21, 2015


Dear Members of Congress and the Obama Administration:

We are researchers and professors in colleges, universities, and other research institutions throughout the United States with scholarly and practical expertise in public education, including education policy, school reform, teaching and learning, assessment, and educational equity. As Congress revises and reauthorizes the Elementary and Secondary Education Act, we strongly urge departing from test-focused reforms that not only have been discredited for high-stakes decisions, but also have shown to widen, not close, gaps and inequities.[*] The current reauthorization provides an historic opportunity to leverage federal resources to address the deeper and more systemic problems with strategies that research has compellingly demonstrated to be far more effective in improving the educational opportunities and success of all students, particularly those in highest need. Specifically, we write to endorse the concerns, analyses, and recommendations in the recently released policy memo from the National Education Policy Center, Reauthorization of the Elementary and Secondary Education Act: Time to Move Beyond Test-focused Policies, which is available online at http://nepc.colorado.edu/publication/esea and republished below with permission from the authors.


(The list of over 2000 educational researchers who signed this letter
appears after the reprinted policy memo below.)

* Trends around test-score gaps have remained largely steady, while opportunity gaps and inequities reflecting much more than math and reading scores have widened.

School of Education, University of Colorado Boulder
Boulder, CO 80309-0249
Telephone: 802-383-0058

NEPC@colorado.edu
http://nepc.colorado.edu

NEPC POLICY MEMO
FEBRUARY, 2015
REAUTHORIZATION OF THE
ELEMENTARY AND SECONDARY EDUCATION ACT:
TIME TO MOVE BEYOND TEST-FOCUSED POLICIES

Kevin G. Welner & William J. Mathis
University of Colorado Boulder

In this Policy Memo, Kevin Welner and William Mathis discuss the broad research consensus that standardized tests are ineffective and even counterproductive when used to drive educational reform. Yet the debates in Washington over the reauthorization of the Elementary and Secondary Education Act largely ignore the harm and misdirection of these test-focused reforms. As a result, the proposals now on the table simply gild a demonstrably ineffective strategy, while crowding out policies with proven effectiveness. Deep-rooted trends of ever-increasing social and educational needs, as well as fewer or stagnant resources, will inevitably lead to larger opportunity gaps and achievement gaps. Testing will document this, but it will do nothing to change it. Instead, the gaps will only close with sustained investment and improvement based on proven strategies that directly increase children’s opportunities to learn.

Today’s 21 year olds were in third grade in 2002, when the No Child Left Behind Act became law. For them and their younger siblings and neighbors, test-driven accountability policies are all they’ve known. The federal government entrusted their educations to an unproven but ambitious belief that if we test children and hold educators responsible for improving test scores we would have almost everyone scoring as “proficient” by 2014. Thus, we would achieve “equality.” This approach has not worked.1

Yet over the past thirteen years, Presidents Bush and Obama remained steadfastly committed to test-based policies. These two administrations have offered federal grants through Race to the Top,2 so-called Flexibility Waivers under NCLB,3 School Improvement Grants4 and various other programs to push states, districts and schools to line up behind policies that use these same test scores in high-stakes evaluations of teachers and principals, in addition to the NCLB focus on schools. The proposed new Teacher Preparation Regulations under Title II of the Higher Education Act now attempt to expand the testing regime to teacher education programs.5 These expansions of test-driven accountability policies require testing even beyond that mandated by NCLB.

Not surprisingly, current debates over the reauthorization of the Elementary and Secondary Education Act (ESEA), of which NCLB is the most recent iteration, now center around specific assessment issues such as how many tests should be given and which grades should be tested, as well as the respective roles of state and federal governments.6 Largely lost in these debates is whether test-based accountability policies will produce equitable educational opportunities through substantially improved schooling. This NEPC Policy Memo explains why they will not.7 Instead, we argue that as a nation we must engage in a serious, responsible conversation about evidence-based approaches that have the potential to meaningfully improve student opportunities and school outcomes.

Where We Started

NCLB was an ineffective solution to some very real problems. Opportunities for children to grow, learn and thrive were inequitably distributed in 2001, just as they are now.8 For very good reasons, many civil rights groups lined up behind NCLB (just as some now continue to support test-based reforms). As articulated by President Bush: we need to end the “soft bigotry of low expectations.” We must maintain universally high expectations for our students, teachers, principals, and schools. Nobody should advocate that we return to an idealized version of pre-NCLB schooling.

Current policy fails to provide the schooling supports necessary for student success and largely ignores the many opportunity gaps that exist for children outside of school that powerfully affect school performance. Standards-based accountability reform as originally conceived in the late 1980’s acknowledged the importance of these factors.9 And, as originally adopted, NCLB included additional, albeit insufficient, federal funding for public schools, as did the stimulus funding that included Race to the Top. But the Great Recession wreaked havoc on state budgets, and the additional federal funding also (twice) dried up. Moreover, the federal incentives created through Race to the Top and the ESEA Flexibility Waivers failed to pressure states to tackle resource inequities. As a result, adequate school funding remains a key, unaddressed equity issue.

Students from low-income families are now a majority in US public schools.10 Many of these children live in conditions of concentrated poverty, with few educational resources in their homes or communities. Their parents face unemployment, underemployment, food insecurity, often lack stable housing, and face many other obstacles that seriously undermine children’s opportunities to learn. Well-supported schools with substantial resources can make an important difference in these children’s lives, but it is not realistic to expect schools to be the nation’s primary anti-poverty program. Doing so is as unfair to children as it is to educators. It is a false promise.

What’s Included in, and What’s Missing from, the Current Testing Debate

There is now a parent-led backlash against “over-testing,” and politicians in both major parties are paying attention. These parents point to the time spent administering the tests themselves, as well as to the diversionary effects of high-stakes testing on curriculum and instruction—which includes narrowed curriculum, teaching to the test, and time spent preparing for the high-stakes assessments.11

Nevertheless the debate in Washington DC largely ignores the fundamental criticism leveled by parents and others: testing should not be driving reform. Often missing this point, many politicians have begun to call merely for reducing or shortening the tests. Some also want to eliminate the federal push to use the tests for teacher evaluation while at the same time leaving untouched the test-driven accountability policies at the center of education reform. Other politicians are less interested in whether testing mandates continue than whether those mandates come from the states or from the federal government.

This kind of tinkering at the margins is just more of the same; the past decades have seen a great deal of attention paid to technical refinement of assessments—their content, details, administration, and consequences. In the words of long-time accountability hawk Chester Finn, “NCLB Accountability is Dead; Long Live ESEA Testing.”12 But the problem is not how to do testing correctly. In fact, today’s standardized assessments are probably the best they’ve ever been. The problem is a system that favors a largely automated accounting of a narrow slice of students’ capacity and then attaches huge consequences to that limited information.

Testing used as a diagnostic or summary instrument for children’s learning can be a helpful tool. It is harmful, however, to use students’ test scores as a lever to drive educational improvement.13 This use of testing is ill-advised because, as described below, it has demonstrably failed to achieve its intended goal, and it has potent negative, unintended consequences.

Since NCLB became law in 2002, students may have shown slight increases in test scores, relative to pre-NCLB students. However, looking at the results of the National Assessment of Educational Progress (NAEP), any test score increases over the pre-NCLB trend are very small, and they are miniscule compared to what early advocates of NCLB promised.14 We as a nation have devoted enormous amounts of time and money to the focused goal of increasing test scores, and we have almost nothing to show for it. Just as importantly, there is no evidence that any test score increases represent the broader learning increases that were the true goals of the policy—goals such as critical thinking; the creation of lifelong learners; and more students graduating high school ready for college, career and civic participation. While testing advocates proclaim that testing drives student learning, they resist evidence-based explanations for why, after two decades of test-driven accountability, these reforms have yielded such unimpressive results.

The National Academy of Sciences is among many that have critiqued test-driven incentives.15 The specific ways that tests are used within accountability policies is problematic. Again and again, experts have pointed to the violation of basic rules for test use, to the weaknesses in the scope and capacity of tests, and to the limited ability of growth models to make valid inferences about whether a given input (such as an individual teacher) actually caused a given student’s measured changes in test scores.16

As important as those concerns are, the unintended consequences of testing are even more alarming. Researchers have long documented how top-down mandates can result in goal displacement.17 That is, the measured goal of increased test scores displaces the larger goal of increased learning. Thus, even while test scores may have inched up, other facets of students’ education have suffered. All the standardized tests we’ve given, past and present, capture only a small part of what we care about in education and in our children. Whether our goals are for citizenship or a well-prepared workforce, the narrowing of curriculum and constraining of instruction is harmful to the nation’s democratic and economic goals and those of the citizenry. To be specific, our singular focus on those test scores had negative consequences. For example:
• making schooling less engaging and creative;18
• deprofessionalizing teachers and teaching;19
• abandoning our past pursuit of learning that fully encompasses arts, music, social studies, and science;20 and
• marginalizing values and skills that help students develop the ability to cooperate, problem solve, reason, make sound judgments,21 and function effectively as democratic citizens.22

We stress here that tests are useful when applied to their intended purposes and when there is legitimate evidence to support those purposes. Although measuring outcomes does not directly enrich learning, our schools do need disaggregated and useful information about how schools are serving students. This is an important part of a healthy evaluative feedback loop. The problem is not in the measurements; it is in the fetishizing of those measurements. It is in the belief that measurements will magically drive improvements in teaching and learning. It is in the use of test scores to issue facile admonishments: try harder! teach smarter! retain the child in third grade! reconstitute the school staff! It is in the singular focus on achievement outcomes to the exclusion of focusing on children’s opportunities to learn or on the system’s needs.

Policymakers know how to do these things and often do good work when they listen to and educate their constituents. Some state and federal initiatives are aimed at evidence-based reforms such as expanding high-quality early childhood education and community schools.23 These remain small exceptions, however, within a system that still has test-based accountability at its core.

Considering the Equity Argument for Test-Based Reform

For those focused on educational equity, the appeal of NCLB and other test-based accountability policies arises from the nation’s history of ignoring fundamental educational needs of entire subgroups of children: those with special needs, those whose first language is not English, and those who are neither wealthy nor white.24 The requirement in NCLB that test scores be disaggregated served to call greater attention to achievement gaps. The hope was that this greater attention would be followed by greater resources and greater opportunities. In fact, reading recent statements from some civil rights groups today, calling for Congress to continue NCLB’s testing requirements, this still seems to be the hope.25 But we do not see any reason to believe that a test-focused ESEA in 2015 would yield any greater focus on opportunities to learn than did a test-focused ESEA in 2002.

It is important to note that achievement gaps were well known prior to NCLB. The disaggregation of NAEP test results has provided clear documentation of achievement gaps for many decades.26 What NCLB and related policies added was a set of punitive interventions, not a guiding knowledge of the gaps and not a set of strategies and resources to close the gaps. Test-focused policies, whether we start with 2002’s NCLB or 1994’s “Goals 2000” and “Improving America's Schools Act” (when the federal push for test-based accountability began), have not closed the nation’s achievement gaps. “While the states’ progress was uneven among different grades, subjects, and subgroups, NCLB did not yet evidence sustainable and generalizable high-stakes accountability policy effects.”27 Disaggregating data and “shining a light” does not teach children. Teaching children requires good teachers and resources.

The apparent embrace of test-focused policies by some civil rights groups is all the more puzzling given the recent history of achievement gaps. As explained by Prof. Jaekyung Lee in 2006:

Racial and socioeconomic achievement gaps narrowed substantially in the 1970s and early 1980s. During the 1970s, education and social policies worked to narrow the achievement gap by guaranteeing a minimally adequate level of achievement for minorities through compensatory education, minimum competency testing, school desegregation, equalization of school funding, the war on poverty, and affirmative action. As the focus of education policy … shifted from equity to excellence during the last two decades, there [arose] a potential tension between academic excellence and equity. In the 1990s, racial achievement gaps stopped narrowing or began to widen, signaling setbacks in the progress the nation made toward educational equity.28

Achievement gaps are important. More specifically, gaps in scores on high-quality tests are important, and it is important to continue measuring those gaps. But the NAEP serves that purpose; policy makers do not need additional test results to identify the core needs and problems.

Closing Opportunity Gaps in Communities of Concentrated Poverty

In government, the process of enacting laws is generally separate from the appropriations process. This often leads to disjointed, disconnected and underfunded laws. If we as a nation are to continue asking our schools to somehow counteract the effects of poverty and other societal ills, we will need to provide children in resource-starved communities with extraordinarily enriching opportunities within those schools.29 Looking to the adequacy studies across the nation, each economically deprived child should receive between 40% and 100% greater funding than the average student, while they actually receive about 19% greater funding.30 In fact, by one measure, urban districts serving our most needy children have only 89% of the national average in revenues.31

The original language of ESEA’s Title I program provided that each child living in poverty would receive an additional 40% of the state’s average spending.32 Neither the federal government nor the states have ever appropriated sums of this magnitude.33 The current discussion in Congress similarly ignores this promise and this need. In fact, one proposal is to make Title I funds “portable,” which would have the effect of moving even more funds away from schools with the greatest needs.34 Moreover, next year’s sequester, with the automatic reductions in ESEA and other education and social services funding, remains a real threat.35 This dire picture is compounded by the United States now having one-third of all our children living in poverty, half our public school students living at or near poverty, a 2% annual increase in children in poverty, and one of the worst income disparities among developed nations.36

The above-described pattern of ever-increasing social needs and educational needs, as well as fewer or stagnant resources, will inevitably lead to larger—not smaller—opportunity gaps and achievement gaps.37 Testing will document this, but it will do nothing to change it. Instead, the gaps will only close with sustained investment and improvement based on proven strategies that directly increase children’s opportunities to learn.38

Universal Accountability

NCLB and similar policies have done a disservice to the word “accountability.” Our nation and our nation’s education system need accountability, but it must be fair and it must be universal. Holding teachers accountable but excusing the policy makers who fail to provide necessary supports is as harmful and illogical as holding students accountable but excusing poor teaching. Today’s demoralized teaching force has been given too much responsibility for outcomes and too little control over those outcomes. A system of universal accountability would continue to make strong demands on teachers and principals; but equally strong demands must be made on the leaders and policy makers in district offices, state and federal legislatures, and state and federal departments of education. This, too, was the basic idea behind standards-based accountability reform as originally conceived in the late 1980’s.39 But it has largely disappeared from the system. When one part of the educational accountability system disappears, the system cannot provide the necessary opportunities to learn.40

Conclusions

The purpose of ESEA has long been to ensure equal opportunities for all children, particularly those living in poverty, and the reauthorization debates offer us an opportunity to remember that purpose and to re-think our national directions in education. This must begin with a sober and honest look at the effects of the No Child Left Behind Act. The broad consensus among researchers is that this system is at best ineffective and at worst counter-productive. The issues now being debated in Washington largely ignore these facts about the failure of test-based educational reform, and the proposals now on the table simply gild, rather than transform, a strategy with little or no promise.

The ultimate question we should be asking isn’t whether test scores are good measures of learning, whether growth modeling captures what we want it to, or even whether test scores are increasing; it is whether the overall impact of the reform approach can improve or is improving education. Boosting test scores can, as we have all learned, be accomplished in lots of different ways, some of which focus on real learning but many of which do not. An incremental increase in reading or math scores means almost nothing, particularly if children’s engagement is decreased; if test-prep comes at a substantial cost to science, civics and the arts; and if the focus of schooling as a whole shifts from learning to testing.41

The way forward is not to tinker further with failed test-based accountability mechanisms; it is to learn from the best of our knowledge. We should not give up on reaching the Promised Land of equitable educational opportunities through substantially improved schooling, but we must study our maps and plan a wise path. This calls for a fundamental rebalancing—which requires a sustained, fair, adequate and equitable investment in all our children sufficient to provide them their educational birthright, and an evaluation system that focuses on the quality of the educational opportunities we provide to all of our children. As a nation, we made our greatest progress when we invested in all our children and in our society.

_________________________________________________________________________________________________
No state even came close to meeting the NCLB proficiency requirement. For a discussion of test score trends, see:
Lee, J. & Reeves, T. (June 2012). Revisiting the impact of NCLB high-stakes school accountability, capacity and resources: State NAEP 1990-2009 reading and math achievement gaps and trends. Education Evaluation and Policy Analysis, 34(2), 209-231.
Hout, M., & Elliott, S. W. (Eds) (2011). Incentives and Test-Based Accountability in Education. Committee on Incentives and Test-Based Accountability in Public Education; National Research Council, National Academy of Sciences. Retrieved February 7, 2015 from http://www.nap.edu/catalog/12521/incentives-and-test-based-accountability-in-education.
Lee, J. (2006). Tracking Achievement Gaps and Assessing the Impact of NCLB on the Gaps: An In-depth Look into National and State Reading and Math Outcome Trends. The Civil Rights Project. Cambridge, Massachusetts.
2 Race to the Top. The White House. Retrieved February 7, 2015 from http://www.whitehouse.gov/issues/education/k-12/race-to-the-top.
3 Slack, M. (February 9, 2012). Everything You Need to Know: Waivers, Flexibility, and Reforming No Child Left Behind. The White House Blog. Retrieved February 7, 2015 from http://www.whitehouse.gov/blog/2012/02/09/everything-you-need-know-waivers-flexibility-and-reforming-no-child-left-behind.
4 School Improvement Grants. U. S. Department of Education. Retrieved February 7, 2015 from http://www2.ed.gov/programs/sif/index.html.
5 U. S. Department of Education. (November 25, 2014). U.S. Department of Education Proposes Plan to Strengthen Teacher Preparation. Retrieved February 7, 2015 from http://www.ed.gov/news/press-releases/us-department-education-proposes-plan-strengthen-teacher-preparation.
See also Kumashiro, K. (2015). Review of Proposed 2015 Federal Teacher Preparation Regulations. Boulder, CO: National Education Policy Center. Retrieved February 7, 2015 from http://nepc.colorado.edu/thinktank/review-proposed-teacher-preparation.
6 For the administration’s “Blueprint,” see http://www2.ed.gov/policy/elsec/leg/blueprint/blueprint.pdf. For Senator Alexander’s version, see http://www.titlei.org/news-and-resources/blogs/legislation/alexander-unveils-new-esea-reauthorization-bill. For the House’s “Student Success Act,” see http://edworkforce.house.gov/uploadedfiles/student_success_act_-_introduction.pdf.
7 This Policy Memo is intended to examine the current debates around ESEA reauthorization and is not intended to support or oppose any specific statutory provisions being considered by Congress. This Memo reflects only the thinking of its authors and does not set forth any official position of the National Education Policy Center.
8 For analyses of the achievement gap trends prior to NCLB, see:
Lee, J. (2002). Racial and Ethnic Achievement Gap Trends: Reversing the Progress toward Equity? Educational Researcher, 31, 3-12.
Lee, J. & Reeves, T. (June 2012). Revisiting the impact of NCLB high-stakes school accountability, capacity and resources: State NAEP 1990-2009 reading and math achievement gaps and trends. Education Evaluation and Policy Analysis, 34(2), 209-231.
9 See Smith, M., & O’Day, J. (1990). Systemic school reform. In Politics of Education Association Yearbook (pp. 233-267). Taylor & Francis Ltd.
10 Research Bulletin: A New Majority: Low Income Students Now a Majority In the Nation’s Public Schools. (2015). Atlanta, GA: Southern Education Foundation. Retrieved February 7, 2015 from http://www.southerneducation.org/getattachment/4ac62e27-5260-47a5-9d02-14896ec3a531/A-New-Majority-2015-Update-Low-Income-Students-Now.aspx
See also Krogstad, J. & Fry, R. (August 18, 2014). Dept. of Ed. projects public schools will be ‘majority-minority’ this fall. Pew Research Center. Retrieved February 7, 2015 from http://www.pewresearch.org/fact-tank/2014/08/18/u-s-public-schools-expected-to-be-majority-minority-starting-this-fall/.
11 Nelson, H. (2013). Testing More, Teaching Less: What America’s Obsession with Student Testing Costs in Money and Lost Instructional Time. Washington DC: American Federation of Teachers. (Finding that “the time students spend taking tests ranged from 20 to 50 hours per year in heavily tested grades. In addition, students can spend 60 to more than 110 hours per year in test prep in high-stakes testing grades.”) Retrieved February 7, 2015 from http://www.aft.org/sites/default/files/news/testingmore2013.pdf.
Garcia, N. (2014, February 18). Survey: Colorado teachers say there’s too much testing. Colorado Chalkbeat. (“Teachers said they spend at least 50 of 180 days during the academic year administering state and district tests, with language arts specialists spending the most time on mandated assessments.”) Retrieved February 7, 2015 from http://co.chalkbeat.org/2014/02/18/survey-colorado-teachers-say-theres-too-much-testing.
Rogers, J., & Mirra, N. (2014). It’s about Time: Learning Time and Educational Opportunity in California High Schools. UCLA’s Institute for Democracy, Education, and Access. (Finding that test prep time was about four days in lower-income schools and about four days in wealthier schools). Retrieved on February 7, 2015 from http://idea.gseis.ucla.edu/projects/its-about-time/Its%20About%20Time.pdf.
McMurrer, J. (2008). NCLB Year 5: Instructional Time in Elementary Schools: A Closer Look at Changes for Specific Subjects. Washington DCL: Center on Education Policy. Retrieved February 7, 2015 from http://www.cep-dc.org/displayDocument.cfm?DocumentID=309
Crocco, M. S., & Costigan, A. (2007).The Narrowing of Curriculum and Pedagogy in the Age of Accountability Urban Educators Speak Out. Urban Education, 42(6), 512-535.
12 Finn, C. E. (2015, Feb. 6). NCLB Accountability is Dead; Long Live ESEA Testing. Retrieved February 7, 2015 from http://educationnext.org/nclb-accountability-dead-long-live-esea-testing
13 See the discussion of “consequential validity” in Welner, K. G. (2013). Consequential Validity and the Transformation of Tests from Measurement Tools to Policy Tools. Teachers College Record, 115(9), 1-6.
14 Lee, J. & Reeves, T. (June 2012). Revisiting the impact of NCLB high-stakes school accountability, capacity and resources: State NAEP 1990-2009 reading and math achievement gaps and trends. Education Evaluation and Policy Analysis, 34(2), 209-231.
National Academy of Sciences, “Incentives and Test-Based accountability in Education.” (http://www.nap.edu/catalog/12521/incentives-and-test-based-accountability-in-education).
Lee, J. (2006). Tracking Achievement Gaps and Assessing the Impact of NCLB on the Gaps: An In-depth Look into National and State Reading and Math Outcome Trends. The Civil Rights Project. Cambridge, Massachusetts.
15 National Academy of Sciences, “Incentives and Test-Based accountability in Education.” (http://www.nap.edu/catalog/12521/incentives-and-test-based-accountability-in-education). Other authoritative critiques of the current accountability push, particularly the use of value-added models in teacher evaluation systems, include:
American Statistical Association (2014). ASA statement on using value-added models for educational assessment. Alexandria, VA.
Baker, E. L., Barton, P. E., Darling-Hammond, L., Haertel, E., Ladd, H. F., Linn, R. L., Ravitch, D., Rothstein, R., Shavelson, R. J., & Shepard, L. A. (2010). Problems with the use of student test scores to evaluate teachers. Washington, D.C.: Economic Policy Institute. Retrieved from http://www.epi.org/publications/entry/bp278.
Haertel, E. H. (2013). Reliability and validity of inferences about teachers based on student test scores. Princeton, NJ: Education Testing Service. Retrieved from http://www.ets.org/Media/Research/pdf/PICANG14.pdf.
16 In addition to the reports cited in the previous endnote, see The Standards for Educational and Psychological Testing. (2014). American Educational Research Association (AERA), American Psychological Association (APA), National Council on Measurement in Education (NCME). Retrieved from http://www.apa.org/science/programs/testing/standards.aspx.
17 Wise, A. (1977). Why educational policies often fail: The hyperrationalization hypothesis. Curriculum Studies, 9, 43-57.
This is particularly true where high stakes are attached to the measured goal, implicating Campbell’s law: “The more any quantitative social indicator is used for social decision making, the more subject it will be to corruption pressures and the more apt it will be to distort and corrupt the social processes it is intended to monitor.” An application of Campbell’s Law to high-stakes assessments is found in Nichols, S. and Berliner, D. C. (2007). Collateral damage: How high-stakes testing corrupts America’s schools. Cambridge, MA: Harvard Education Press.
18 Zhao, Y. (2009). Catching Up or Leading the Way: American Education in the Age of Globalization. Alexandria, Virginia: ASCD.
19 See Milner, H.R. (2013). Policy Reforms and De-professionalization of Teaching. Boulder, CO: National Education Policy Center. Retrieved February 7, 2015 from http://nepc.colorado.edu/publication/policy-reforms-deprofessionalization.
20 Cawelti, G. (2006). The Side Effects of NCLB. Educational Leadership, 64(3), 64-68.
21 Schoen, L., & Fusarelli, L. D. (2008). Innovation, NCLB, and the Fear Factor: The Challenge of Leading 21st-Century Schools in an Era of Accountability. Educational Policy, 22(1), 181-203. For a discussion of 21st Century Skills, see http://www.imls.gov/about/21st_century_skills_list.aspx.
22 Howe, K. & Meens, D. (2012). Democracy Left Behind: How Recent Reforms Undermine Local School Governance and Democratic Education. Boulder, CO: National Education Policy Center. Available online at http://nepc.colorado.edu/publication/democracy-left-behind.
23 For the federal “Full-Service Community Schools Program,” see http://www2.ed.gov/programs/communityschools/index.html. For the Obama administration’s Early Learning Initiative, see https://www.ed.gov/early-learning.
24 For research on this history, see:
Donato, R. (1997). The other struggle for equal schools: Mexican Americans during the civil rights era. Buffalo: State University of New York Press.
Ladson-Billings, G. (2006). From the Achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools. Educational Researcher, 35(7), 3-12.
Ravitch, D. (1983). The Troubled Crusade: American Education, 1945-1980. New York: Basic Books.
Tyack, D. (1974). The one best system: A history of American urban education. Cambridge, MA: Harvard University Press.
25 “27 Civil Rights Groups and Education Advocates Release Principles for ESEA Reauthorization: ‘The Federal Role Must Be Honored and Maintained.’” Retrieved February 6, 2014 from http://www.civilrights.org/press/2015/esea-reauthorization-principles.html.
26 See the NAEP’s “Achievement Gap” webpage: http://nces.ed.gov/nationsreportcard/studies/gaps/.
27 Lee, J., & Reeves, T. (2012). Revisiting the impact of NCLB high-stakes school accountability, capacity and resources: State NAEP 1990-2009 reading and math achievement gaps and trends. Educational Evaluation and Policy Analysis, 34(2), 209-231.
28 Lee, J. (2006). Tracking Achievement Gaps and Assessing the Impact of NCLB on the Gaps: An In-depth Look into National and State Reading and Math Outcome Trends. Cambridge, MA: Civil Rights Project at Harvard University, p. 12 (internal citations omitted; emphasis added).
29 Carter, P. L. & Welner, K. G. (Eds) (2013). Closing the Opportunity Gap: What America Must Do to Give All Children an Even Chance. New York: Oxford University Press.
30 Mathis, W. (2005). The Cost of Implementing the Federal No Child Left Behind Act: Different Assumptions, Different Answers. Peabody Journal of Education. 80(2), 91-120.
31 McGuire, C. K. (2008). “Meeting the Challenges of Urban Communities: Funding School Districts.” In Kent McGuire & Vivian Ikpa (eds.), Policy, Leadership, and Student Achievement: Implications for Urban Communities. The Achievement Gap, Research, Practice, and Policy (pp. 3-16). Charlotte, NC: Information Age Publishing.
32 Mathis, W. (2005). The Cost of Implementing the Federal No Child Left Behind Act: Different Assumptions, Different Answers. Peabody Journal of Education. 80(2), 91-120.
Funding Fairness Campaign (2011). Ending Discrimination against Rural and Small Schools. Retrieved February 6, 2014 from http://www.formulafairness.com/summary.
33 Recent shortfalls in state funding are documented in Baker, B. D., Sciarra, D. G., & Farrie, D. (2014). Is School Funding Fair? A National Report Card. Newark, NJ: Education Law Center. Retrieved February 7, 2014 from http://schoolfundingfairness.org/National_Report_Card_2014.pdf.
34 See Sunderman, G. L. (2014). Review of “Federal School Finance Reform: Moving Toward Title I Funding Following the Child.” Boulder, CO: National Education Policy Center. Retrieved February 7, 2015 from http://nepc.colorado.edu/thinktank/review-title-1-reason-foundation.
35 Lee, M. J. (2015, January 29). The sequester that everyone hates is hard to replace. CNN. Retrieved February 7, 2015 from http://www.cnn.com/2015/01/29/politics/sequester-obama-democrats-republicans/.
Research Bulletin: A New Majority: Low Income Students Now a Majority In the Nation’s Public Schools. (2015). Atlanta, GA: Southern Education Foundation. Retrieved February 7, 2015 from http://www.southerneducation.org/getattachment/4ac62e27-5260-47a5-9d02-14896ec3a531/A-New-Majority-2015-Update-Low-Income-Students-Now.aspx
36 Ingraham, C. (2014, October 29). Child poverty in the U.S. is among the worst in the developed world. Washington Post. Retrieved February 7, 2015 from http://www.washingtonpost.com/blogs/wonkblog/wp/2014/10/29/child-poverty-in-the-u-s-is-among-the-worst-in-the-developed-world/.
37 Carter, P. L. & Welner, K. G. (Eds) (2013). Closing the Opportunity Gap: What America Must Do to Give All Children an Even Chance. New York: Oxford University Press.
38 A list of evidence-based recommendations, based on the Carter & Welner (2013) book, is available online at http://nepc.colorado.edu/sites/all/themes/fusion/fusion_starter/book/files/oppgappolicyrecs.pdf.
39 Smith, M., & O’Day, J. (1990). Systemic school reform. In Politics of Education Association Yearbook (pp. 233-267). Taylor & Francis Ltd.
40 Details of the accountability mechanisms at these different levels are not self-evident, of course. But sensible options are available. For teachers, for instance, a strong Peer Assistance and Review (PAR) system can be both fair and rigorous. At policy maker levels, accountability would probably need to be put in place at the outset, locking public officials in to core guarantees. See Blasi, G. (2002). Five: Reforming educational accountability. UCLA School of Public Affairs. California Policy Options. Paper 942. Retrieved February 7, 2015 from http://www.escholarship.org/uc/item/8j6241zm.
41 The “Time for Equity” framework developed by the Annenberg Institute for School Reform at Brown University, found at http://timeforequity.org/indicators/, offers a nice overview of the broad goals shared by people in the school communities about indicators that best measure learning. Their 24 indicators “are grounded in the goal of preparing students to succeed in college, career and civic life [and] look at the extent to which schools and systems provide the support students need to reach these ambitious goals.” As a sample, here are nine of those indicators:
• To what extent does the school focus on the quality and character of school life through the establishment of norms, values,
and interpersonal relationships that foster youth development and learning, along with a positive approach to racial
diversity on campus?
• To what extent are there opportunities for the development of school-community partnerships and for the community to
engage/support student learning?
• To what extent does the school create space for meaningful student, family, and community engagement about program
design, curriculum, or budgeting priorities?
• To what extent are students acquiring and applying the knowledge they need for future success in school, career and civic
life?
• To what extent are students acquiring the twenty-first-century skills required for success in school, career, and civic life?
• To what extent are students engaged in their learning within and outside of school?
• To what extent are students building the knowledge and skills they need to positively shape their communities?
• To what extent is time used to provide students with an opportunity to experience a broad range of teaching and learning?
• To what extent do schools provide all students with the services and support they need to ensure student growth, success,
and persistence?

______________________________________________________________________________________________


The following researchers endorse the NEPC memo, as of February 21, 2015. Affiliations are listed for identification purposes only. Total number of signers: 2,014.

Contact Person: Kevin Kumashiro
Dean, University of San Francisco School of Education
kkumashiro@usfca.edu


A. Daniel Johnson, Teaching Professor of Biology, Wake Forest University
A.J. Wagner, Retired Judge, State of Ohio School Board
Aaron Barlow, Associate Professor of English, New York City College of Technology (CUNY)
Aaron Bodle, Assistant Professor, James Madison University
Aaron J. Levine, Faculty/Assistant Specialist, University of Hawaii at Manoa
Aaron M. Johnson, Assistant Superintendent of Instructional Services, Farmington Public Schools & PhD Candidate in Curriculum and Instruction, Wayne State University
Abigail Jewkes, Associate Professor, St. John's University
Abigail Rombalski, Graduate Teaching Assistant, University of Minnesota
Adai Tefera, Research Scientist, Arizona State University
Adriana Tapanes, Professor, Harold Washington College-City Colleges of Chicago
Adrienne D. Dixson, Associate Professor of Critical Race Theory and Education, University of Illinois at Urbana-Champaign
Adrienne Keene, Postdoctoral Fellow, Brown University
Adrienne M. Costello, Associate Professor of English Education, SUNY Buffalo State College
Afrin F. Alavi, Researcher, University of Michigan-Dearborn
AG Rud, Distinguished Professor, Washington State University
Aimee LaPointe Terosky, Faculty, Saint Joseph's University
Al Schademan, Associate Professor, CSU Chico
Alain Bengochea, IES Postdoctoral Research Fellow, The Ohio State University
Alan A. Aja, Assistant Professor, Brooklyn College (CUNY)
Alan B. Bates, Associate Professor, Illinois State University
Alan Buss, Associate Professor, Elementary and Early Childhood Education, University of Wyoming
Alan Singer, Faculty, Hofstra University
Alan W. Garrett, Faculty, Eastern New Mexico University
Alan Young, Resource Teacher/Project Manager-JCPS Educator Growth System, Jefferson County Public Schools/Jefferson County Teachers Association (KY)
Albert DeVivo, Professor, Liu-Post
Albertina Valdez, Research Assistant, University of Texas at El Paso
Alberto Lopez-Carrasquillo, Associate Professor and Associate Dean, Northeastern Illinois University
Alethea Kuulei Serna, Associate Professor, University of Hawaii at Manoa, College of Education
Alex Molnar, Research Professor, University of Colorado Boulder
Alexandra Glaskowsky Leavell-Carter, Associate Professor, University of North Texas
Alexandra Miletta, Assistant Professor, Mercy College
Alicia A Bower, Graduate Student/Assistant, University of Nebraska at Omaha
Alicia A. Broderick, Associate Professor of Education, Inclusive Education Programs, Montclair State University
Alicia R. Crowe, Associate Professor, Kent State University
Alicia T O'Brien, Math Department Math Education Faculty and Chairperson, San Juan College
Alina V Aseyev, Education Student, Washington State University
Alisa Leckie, Assistant Professor, Georgia Southern University
Alison Happel-Parkins, Assistant Professor, University of Memphis
Alison Heron Hruby, Assistant Professor of English Education, Morehead State University
Alison Reynolds, Associate Director of Writing Program, Faculty, University of Florida
Alissa Levy Chung, Faculty, Northwestern University
Allen Trent, Professor, University of Wyoming
Allison Antink-Meyer, Assistant Professor, Illinois State University
Allison Freed, researcher, Michigan State University
Allison Godwin, Assistant Professor, Purdue University
Allison J Spenader, Associate Professor, College of St. Benedict - St. John's University
Allison Kootsikas, Assistant Professor, Pennsylvania State University
Allison Sterling Henward, Assistant Professor, University of Hawaii
Allyson Leja, Researcher, Florida State University
Allyson Tintiangco-Cubales, Associate Professor, San Francisco State University
Althier Lazar, Professor, Saint Joseph's University
Alyson Martin, Assistant Professor Special Education, Fairfield University
Alyssa Dunn, Assistant Professor, Michigan State University
Amanda Alexander, Assistant Professor, UT- Arlington
Amanda Lewis, Associate Professor, University of Illinois, Chicago
Amanda Moreno, Assistant Professor, Erikson Institute
Amanda Quesenberry, Faculty/Associate Professor, Illinois State University
Amanda R. Morales, faculty and administrator, Kansas State University
Amanda Villagómez, Assistant Professor, Eastern Oregon University
Amber Strong Makaiau, Director of Curriculum & Research, Uehiro Academy for Philosophy and Ethics in Education, UH Manoa
Amelia Wenk Gotwals, Associate Professor, Michigan State University
Amina Chaudhri, Assistant Professor, Northeastern Illinois University
Amira Proweller, Associate Professor, DePaul University, College of Education
Amos Hatch, Professor, University of Tennessee
Amy Boelé, Assistant Professor, University of Colorado Denver
Amy Brown, Ph.D., Faculty, University of Pennsylvania Critical Writing Program
Amy Cheney, Associate Professor, Appalachian State University
Amy E. Ruhaak, Faculty, University of Hawaii-Manoa
Amy Frederick, Assistant Professor, University of Wisconsin River Falls
Amy K. Anderson, Ed.D, Instructional Leader, Rio Rancho Public Schools
Amy Levin, Professor, California State University, Northridge
Amy Lynn Kennedy, assistant professor, Kutztown University of Pennsylvania
Amy Millikan, Director of Clinical Education, San Francisco Teacher Residency
Amy Perruso, Researcher, Hawaii Department of Education
Amy Ratto Parks, Director of Composition, First Year College Writing, University of Montana
Ana Cruz, Professor, St. Louis Community College at Meramec
Ana Maria Schuhmann, Assessment, William Paterson University
Ana Maria Villegas, Professor, Montclair State University
Ana Marjanovic-Shane, Associate Professor of Education, Chestnut Hill College
Anaida Colon-Muniz, Associate Professor, Chapman University
Andee Rubin, Senior Scientist, TERC
Andrea Aiona, PhD, Instructor, University of Hawaii at Manoa
Andrea Bartlett, Professor and Chair, University of Hawaii at Manoa
Andrea Burrows, Assistant Professor, University of Wyoming
Andrea Davis, Assistant Professor/Writing Program Administrator, Washington State University
Andrea Dyrness, Associate Professor of Educational Studies, Trinity College
Andrea Gelfuso, Faculty Researcher, University of Central Florida
Andrea Hyde, Associate Professor, Western Illinois University
Andrea J Ramirez, Faculty, Valdosta State University
Andrea McCloskey, Assistant Professor, Penn State University
Andrea Ramsey, Assistant Professor, University of Colorado Boulder
Andrea Word, Faculty, The University of Alabama in Huntsville
Andrew Bratspis, Graduate Student, University of South Florida
Andrew Chadwick Cox, Retired Associate Professor, University of Oklahoma
Andrew Elby, Faculty, University of Maryland
Andrew McKnight, Associate Professor, University of Alabama at Birmingham
Andrew Scheiber, Professor of English, former Chair, University of St. Thomas
Andrew Tatusko, Assistant Director for Faculty Development, Penn State University
Angela Eckhoff, Assistant Professor, Old Dominion University
Angela Lopez-Velasquez, Assistant Professor, Southern Connecticut State University
Angela M. Wiseman, Associate Professor of Literacy, North Carolina State University
Angela Valenzuela, Professor, Educational Administration, University of Texas at Austin
Anita Chikkatur, Assistant Professor, Carleton College
Anita Fernández, Faculty/Director, Prescott College
Anita S. Charles, Dir of Teacher Education, Bates College
Anita Sanyal, Lecturer, University of Maryland
Anke Grosskopf, Associate Professor, LIU Post
Ann Aviles de Bradley, Assistant Professor, Northeastern IL University
Ann Bracken, Lecturer, University of Maryland
Ann Lieberman, Senior Scholar, Stanford University
Ann M. Ishimaru, Assistant Professor, University of Washington
Ann M. Rule, Interim Dean, Saint Louis University
Ann Marie Stanley, Assistant Professor, University of Rochester
Ann Mogush Mason, Assistant Professor, University of Wisconsin, River Falls
Ann Schulte, Professor, California State University, Chico
Anna O. Graeber, Faculty/Associate Professor Emeriti, University of Maryland
Anna O. Soter, Professor Emerita, The Ohio State University
Annahita Ball, Assistant Professor, University at Buffalo - SUNY
Annalee G. Good, Researcher, University of Wisconsin-Madison
Anne Dichele, Professor, Quinnipiac University Master of Arts in Teaching Program
Anne E Campbell, Associate Dean and Director TESOL and Bilingual Education Programs, Fairfield University
Anne E Egger, Professor, Central Washington University
Anne E. Crampton, Doctoral Student, Teacher, Researcher, University of MN-Twin Cities
Anne Elrod Whitney, Associate Professor of Education, Pennsylvania State University
Anne Hafner, Professor, California State University LA
Anne Marie Liebel, Clinical Asst Professor, Clemson University
Anne Ociepka, Associate, Clinical Faculty, Indiana University/Purdue University at Indianapolis
Anne Ruggles Gere, Professor of English and Education, University of Michigan
Anne Slonaker, Associate Professor, Castleton State College
Annela Teemant, Associate Professor of Second Language Education, Indiana University Purdue University Indianapolis
Annette M. Daoud, Professor, California State University, San Marcos
Annie Adamian, Adjunct Faculty, CSU-Chico
Anthony Costa, Director of Field Experiences, Fairfield University
Anthony D. Neely, Doctoral Candidate, Education Researcher, University of Texas at San Antonio
Anthony DeFalco, Professor Emeritus, Long Island University
Anthony Edgington, Associate Professor, University of Toledo
Anthony J. Dosen, Associate Professor, Education, DePaul University
Anthony J. Moss, Researcher / Data Analyst, Kansas State Dept. of Education
Anthony Kenneth Tufie Francis, Assistant Professor of Teacher Development, Oakland University, Rochester, Michigan
Anthony Perone, Faculty, University of Washington Tacoma
Anthony Picciano, Professor/Executive Officer of the PhD Program in Urban Education, CUNY - Graduate Center
Antoinette Errante, Associate Professor, Ohio State University
Antoinette Ryan, Faculty, Department of Educational Leadership, Central Connecticut State University
Antonette Aragon, Associate Professor, Colorado State University
Antonia Darder, Endowed Chair in Ethics & Moral Leadership, Loyola Marymount University
Antonina Lukenchuk, Associate Professor, National Louis University
Antonio C. Cuyler, Assistant Professor of Arts Administration & Coordinator of Internships, Florida State University
Arnold Danzig, Professor, San Jose State University
Arnold Dodge, Associate Professor/Chair, Long Island University/C.W. Post Campus
Arshad I. Ali, Assistant Professor, George Washington University
Aryn Kruse, Faculty, Simpson College
Ashley D. Beason-Manes, Graduate Assistant/Doctoral Academy Fellow, University of Arkansas
Audrey Amrein-Beardsley, Associate Professor, Arizona State University
Audrey Cardany, faculty, researcher, University of Rhode Island
Audrey Lucero, faculty, University of Oregon
Austin Mulloy, Assistant Professor of Special Education, The Pennsylvania State University
Ava Bevins, adjunct faculty, UNC Wilmington
Ayn F. Keneman, Associate Professor, National Louis University
Bambi Lobdell Ph. D., Faculty, State University of New York at Oneonta
Barbara A. Bradley, Associate Professor, University of Kansas
Barbara Adams, Assistant Professor, University of Alaska Fairbanks
Barbara Barnes, Faculty, Brooklyn College/CUNY
Barbara Beatty, Professor, Wellesley College
Barbara Ferman, Professor of Political Science, Temple University
Barbara Flores, Professor, California State University San Bernardino
Barbara Garii, Dean, CEIT, LIU-Post
Barbara J Dray, Assistant Professor, University of Colorado Denver
Barbara Madeloni, Lecturer, University of Massachusetts Amherst
Barbara McClanahan, Associate Professor, Southeastern Oklahoma State University
Barbara Morgan-Fleming, Professor, College of Education, Texas Tech University
Barbara Regenspan, Associate Professor, Educational Studies, Colgate University
Barbara Roswell, Professor, Goucher College
Barbara Steckel, Associate Professor, Lesley University, Cambride, MA
Barbara Stengel, Professor of the Practice, Peabody College, Vanderbilt
Barbara Thayer-Bacon, Professor/faculty, University of Tennessee
Barbara Torre Veltri, Associate Professor, Northern Arizona University
Barbara Wylie, Associate Professor/Program Chair, Ivy Tech Community College
Barry A. Peratt, Professor of Mathematics, Winona State University
Barry Bull, Professor, Indiana University
Barry J. Wilson, Professor Emeritus, University of Northern Iowa
Beatriz Cordero Martin, Adjunct Lecturer, Early Childhood Education, Borough of Manhattan Community College, NY
Beatriz Quintos, Clinical Assistant Professor, University of Maryland
Becky L. Noel Smith, Doctoral student/Graduate Council Fellow, University of Alabama
Becky M. Atkinson, Associate Professor, University of Alabama
Belinda Bustos Flores, Professor & Chair, University of Texas at San Antonio
Belinda Otukolo Saltiban, Director, University of Utah
Benjamin C. Herman, Assistant Professor of Science Education, University of South Florida
Benjamin Lukey, Associate Specialist, University of Hawaii at Manoa
Benjamin P. Gibson, Vice President, Firelands, Local School Board
Bess Altwerger, Faculty, Researcher, Towson University
Beth A Ferri, Faculty/Professor, Syracuse University
Beth Anselmi, Regional Team Lead, Federal Programs Monitoring, California Department of Education
Beth Dykstra VanMeeteren, Assistant Professor, University of Northern Iowa
Beth Graue, Sorenson Professor of Childhood Studies, University of Wisconsin Madison
Beth Kontos, Adjunct History Teacher, North Shore Community College
Beth LaForce, Professor of Education, George Fox University
Beth Leonard, Associate Professor of Indigenous Studies, University of Alaska Fairbank
Beth Maloch, Professor; Associate Dean of Teacher Education and Student Affairs, The University of Texas at Austin
Beth Nason Quick, Dean, College of Education, University of Alabama in Huntsville
Beth Pateman, Interim Associate Dean for Academic Affairs, College of Education, University of Hawaii at Manoa
Beth Warren, Researcher, TERC
Bethany Hamilton-Jones, faculty, University of Georgia
Bethany Vosburg-Bluem, Assistant Professor, Teacher Education, Otterbein University
Bethy Leonardi, Research Associate, University of Colorado Boulder
Betsy Gilliland, Assistant Professor, University of Hawai'i Manoa
Bette J. Shellhorn, Associate Professor, Eastern Michigan University
Bettina Love, Assistant Professor, University of Georgia
Bettina Mileur, Teacher/Researcher, UAA
Betty Zan, Associate Professor, Early Childhood Education, University of Northern Iowa
Bic Ngo, Associate Professor, Curriculum and Instruction, University of Minnesota
Bill Black, Associate Professor, University of South Florida
Bill Rosenthal, Associate Professor, LaGuardia Community College, CUNY
Bonita Hampton, faculty, SUNY Oswego
Bonnie Mackintosh, Doctoral Student, Researcher, Educator, Harvard Graduate School of Education
Brad Alan Biggs, Assistant Professor, California State University Fullerton
Brad D Washington, Assistant Professor, School of Education, University of San Francisco
Bradley A. Levinson, Professor of Education Policy Studies, Indiana University
Bradley Conrad, Assistant Professor, Capital University
Bradley Porfilio, Associate Professor, California State University, East Bay
Brandelyn Tosolt, Associate Professor, Northern Kentucky University
Brandi Browskowski-Durow, Graduate Student and Latin Teacher, University of Wisconsin-Madison
Brandon Haskett, Assistant Professor of Music, Saginaw Valley State University
Brandon L. Fox, Assistant Professor, Stephen F. Austin State University
Brandon M. Butler, Assistant Professor, Old Dominion University
Brandon S. Diamond, Visiting Assistant Professor, University of Miami
Brant Deppa, Professor & Chair, Mathematics & Statistics, Winona State University
Bree Picower, Faculty, Montclair State University
Brenda Child, Professor of American Studies & American Indian Studies, University of Minnesota
Brenda Light Bredemeier, Associate Professor, University of Missouri St. Louis
Brenda M. Wright, Associate Professor, University of Wisconsin-River Falls
Brian Beaudrie, Assistant Professor of Mathematics Education, Northern Arizona University
Brian D. Schultz, Professor and Chair, Northeastern Illinois University
Brian Donohue-Lynch, Professor, Coordinating learning assessment, Quinebaug Valley Community College, Connecticut
Brian Dotts, Associate Clinical Professor, University of Georgia
Brian Ford, teacher, Ph.D. student, adjunct faculty, Montclair High School and Montclair State University
Brian Girard, Assistant Professor, The College of New Jersey
Brian Horn, Assistant Professor, Illinois State University
Bridget Kiger Lee, Post Doc Researcher, The Ohio State University
Brooke Davis, Faculty, University of Hawaii
Brooke Kandel-Cisco, Assistant Professor, Butler University
Bruce Baker, Faculty, Rutgers Graduate School of Education, New Brunswick
Bruce Dalby, Professor of Music Education, University of New Mexico
Bruce Horner, Endowed Chair in Rhetoric and Composition, University of Louisville
Bruce J. Biddle, Professor Emeritus, University of Missouri
Bruce Marlowe, Professor of Educational Psychology and Special Education, Roger Williams University
Bruce Spitzer, Dean, School of Education, Quincy University
Bryan Campbell, Researcher, University of Delaware
Bryan H. Jenner, M.Ed., Administrator/Adjunct Professor, Monmouth University
Bryan Ripley Crandall, Assistant Professor, Director of Connecticut Writing Project-Fairfield, Fairfield University
Bryan Wehrli, Ph.D., Lecturer, College of Education, UNM
Bryan, Faculty, Portland State University
Burcu Ates, Faculty, Sam Houston State University
C. Matthew Fugate, Faculty, Purdue University
C.J. Pascoe, Assistant Professor, University of Oregon
Caitlin L. Ryan, Assistant Professor, East Carolina University
Caitlin McMunn Dooley, Researcher, Georgia State University
Caleb Steindam, Doctoral Candidate/Researcher/Teacher Educator, Loyola University Chicago
Campbell F. Scribner, Assistant Professor of Education, Ohio Wesleyan University
Candice Dawson, Chief Executive Officer, dreaM Endlessly Consulting
Cara Greenwell, Researcher, University of Utah
Carey Applegate, Assistant Professor/English Education, University of Wisconsin - Eau Claire
Carie Green, Assistant Professor, University of Alaska Fairbanks
Carl A. Grant, Professor, University Wisconsin-Madison
Carl A. Young, Associate Professor, English Education, NC State University
Carl B. Anderson, Lecturer, Pennsylvania State University
Carla K. Meyer, Assistant Professor, Department of Instruction and Leadership in Education, Duquense University
Carol A. Bennett, Assistant Professor School of Education, Brigham Young University Hawaii
Carol Burris, Principal and NEPC Fellow, South Side High School
Carol C. Mukhopadhyay, Professor Emerita, San Jose State University
Carol Caref, Researcher, Chicago Teachers Union
Carol Gilles, Associate Professor of Reading/Language Arts, University of Missouri
Carol L Tieso, Associate Dean, College of William & Mary
Carol Lauritze, Professor Emerita, Eastern Oregon University
Carol Lloyd Rozansky, Chair and professor, Education Department, Columbia College Chicago
Carol M. Pate, Ed.D., Faculty researcher, La Salle University
Carol Mikoda, Writing instructor, SUNY Broome Community College
Carol N. Singletary, Faculty, Eastern New Mexico University
Carol S Cash, clinical Associate Professor, Virginia Tech
Carol Sperry, Emerita, Millersville University
Carole Edelsky, Professor Emerita, research in language education, AZ State University
Carolina Napp-Avelli, Clinical faculty, University of Maryland
Caroline EIck, Associate Professor, Mount St. Mary's University
Caroline T. Clark, Professor and Chair, The Ohio State University Department of Teaching and Learning
Carolyn Coil, Educational consultant, Pieces of Learning
Carolyn Walker Hitchens, Associate Professor, Ball State University
Carolyne J. White, Professor, Rutgers University-Newark
Carolynne Gischel, Assistant Professor of Spec Ed, Florida Gulf Coast University
Carrie Anna Courtad, Assistant Professor, Illinois State University
Carrie Semmelroth, Lecturer, Boise State University
Carroll Hughes PhD, Mathematics Instructor, Itawamba Community College
Casey D. Cobb, Associate Dean, Neag School of Education
Casey D. Gilewski, Doctoral Student and Graduate Teaching Assistant, University of Memphis
Casie Lynn Herron, Art and Fitness Adjunct Faculty, Pima Community College
Cassandra Scharber, Assistant Professor of Learning Technologies, University of Minnesota
Cassondra Gendron, Adjunct Faculty, Supplemental Instruction Coordinator, Westfield State University
Catherine Compton-lilly, Associate Professor, University of Wisconsin Madison
Catherine Hendley, PhD Faculty, Gateway Community and Technical College
Catherine Larsen, Assistant Professor, DePaul University
Catherine Lugg, Professor, Rutgers University
Catherine M. Koehler, Faculty, Southern Connecticut State University
Catherine Pullin Lane, Assistant Professor, University of Cincinnati Clermont College
Cathy Coulter, Associate Professor, University of Alaska Anchorage
Cathy Fleischer, Professor, Eastern Michigan University
Cathy Liebars, Associate Professor, The College of New Jersey
Cathy Wissehr, Assistant Professor, University of Arkansas
Celeste Andrea Berken, Teaching Specialist, University of Minnesota
Celia Oyler, Professor, Teachers College, Columbia University
Chan Wook Oh, Teacher Candidate, Berea College, KY
Chara Haeussler Bohan, Associate Professor, Georgia State University
Charlene Johnson Carter, Faculty, University of Arkansas
Charles Peck, Professor of Special Education, University of Washington
Charles Price, Faculty/Associate Professor, UNC-Chapel Hill
Charles Timothy Dickel, EdD, Professor of Education (Counseling and Educational Psychology), Creighton University
Charlotte Frambaugh-Kritzer, Assistant Professor in Secondary Reading, University of Hawaii at Manoa
Chasity Bailey-Fakhoury, Assistant Professor of Foundations, College of Education, Grand Valley State University
Chela Delgad PhD, Coliseum College Prep Academy
Chere L. Peguesse, Associate Professor of English/Director, Student Success Center, Valdosta State University
Cheryl E. Matias, Assistant Professor, University of Colorado Denver
Cheryl Gordon, Teaching Associate, University of Washington
Cheryl North, Assistant Professor, UMBC
Cheryll Brounstein, Administrator, University of Virginia
Chiwen Bao, Visiting Fellow, Harvard Graduate School of Education
Chris Kliewer, Professor, University of Northern Iowa
Chris Messinger, Executive Director, Boston Mobilization's Participatory Research Action Team
Christian Rewoldt, Ph.D. Candidate, Educational Policy and Leadership Studies, University of Texas at Arlington
Christian Z. Goering, Faculty, University of Arkansas
Christina Elizabeth Grayson, Researcher, Harvard Graduate School of Education
Christina M. Borders, Assistant Professor, Illinois State University
Christina Pavlak, Assistant Professor of Education, Quinnipiac University
Christine Abbott, Special Instructor, Oakland University
Christine Clark, Professor, University of Nevada, Las Vegas
Christine Colbert, Teacher, UCLA
Christine Irujo, Associate Professor, Westfield State University
Christine Kervina, Assistant Professor of English and Doctoral student, Northern Virginia Community College/George Mason University
Christine Leland, Professor, Indiana University
Christine M. Dawson, Director of Student Teaching, Skidmore College
Christine Marmé, Thompson, Professor, Penn State University
Christine Nganga, Assistant Professor, South Dakota State University
Christine Purkiss, Associate Professor of Teacher Education, Angelo State University
Christine Sleeter, Professor Emerita, California State University Monterey Bay
Christine von Renesse, Faculty (Associate Professor), Westfield State University
Christine Woywod, Assistant Professor, Art Education, University of Wisconsin-Milwaukee
Christine Yeh, Professor, University of San Francisco
Christopher A. Lubienski, Professor, University of Illinois
Christopher Bjork, Professor, Vassar College
Christopher Buttimer, doctoral student/researcher/instructor, Harvard Graduate School of Education
Christopher C. Martell, Clinical Assistant Professor, Boston University
Christopher Knaus, Professor, University of Washington Tacoma
Christopher Kuan Hung Au, Faculty, Teacher Education, University of Hawaii
Christopher L. Busey, Assistant Professor of Social Studies Education, Texas State University
Christopher P. Brown, Associate Professor, The University of Texas at Austin
Christopher Robbins, Associate Professor, Eastern Michigan University
Christopher Shope, Adjunct Faculty, Harrisburg Area Community College
Christopher Thaiss, Professor and Director, Center for Excellence in Teaching and Learning, University of California, Davis
Christopher Thomas, Associate Dean, University San Francisco
Christopher Tienken, Faculty, Seton Hall University
Christopher Worthman, Associate Professor, DePaul University
Cindy Borgmann, Associate Professor, Indiana University Purdue University Indianapolis
Cindy Cruz, Faculty, UC Santa Cruz
Cindy Lutenbacher, Associate Professor of English, Morehouse College
Cinthya M. Saavedra, Associate Professor, Utah State University
Claire Fontaine, Adjunct Faculty, Long Island University
Clarence La Mont Terry, Sr. Associate Professor, Occidental College
Clyde David Thatcher, animal behavior trainer, Karen Pryor Academy
Colette N. Cann, Assistant Professor, Vassar College
Colleen M. Fairbanks, Professor, University of North Carolina at Greensboro
Collette Madeleine Bloom,Professor/Faculty Graduate School, Texas Southern University
Connie Kendall Theado, Associate Professor, School of Education, University of Cincinnati
Connie North, Counselor, University of Wisconsin-Madison
Connor Warner, Instructor of Urban Teacher Education, University of Missouri-Kansas City
Courtney B. Cook, Curriculum and Instruction, University of Texas at Austin
Courtney C. Bentley, Associate Professor, University of Montevallo, Alabama
Craig A. Cunningham, Associate Professor, National Louis University
Craig A. Hughes, Professor, Central Washington University
Cristen Jenkins, Faculty, Northeastern Illinois University
Cristian Aquino-Sterling, Assistant Professor, School of Education - San Diego State University
Cristina Cammarano, assistant professor, Salisbury University
Crystal Ingalls, faculty, Ohio University
Crystal Jensen, Adjunct Faculty, Researcher, Touro University
Cyndi Danner-Kuhn, Faculty, College of Education, Kansas State University
Cynthia B. Dillard, Faculty, The University of Georgia
Cynthia Camille Sunal, Faculty, Department Head, University of Alabama
Cynthia Carter Ching, Associate Professor, School of Education, University of California - Davis
Cynthia Crump Taggart, Prof. of Music Education, Michigan State University
Cynthia Davidson, Emerging Technologies Coordinator, Program in Writing and Rhetoric, Stony Brook University
Cynthia Gordon da Cruz, Faculty/Adjunct Assistant Professor, Saint Mary's College of CA
Cynthia L. Carver, Associate Professor, Oakland University
Cynthia Lewis, Professor of Curriculum and Instruction, College of Education and Human Development, University of Minnesota
Cynthia S. Jesup , PhDstudent, researcher, Florida State University
Cynthia Taines, Associate Professor, Northern Illinois University
Dafney Blanca Dabach, Assistant Professor, Faculty and Researcher, University of Washington
Damien Kyle Crutcher, Music Educator, Michigan State University
Dan Battey, Associate Professor, Rutgers University
Dan Clawson, Professor of Sociology, University of Massachusetts, Amherst
Dan Hanley, Educational Researcher/Evaluator, Western Washington University
Dana A. Robertson, Assistant Professor, University of Wyoming
Dana Balsink Krieg, Associate Professor, Kenyon College
Dana Wright, Assistant Professor, Connecticut College
Daniel D. Liou, Assistant Professor, Arizona State University
Daniel E. Barth, Assistant Professor of STEM Education, University of Arkansas, Fayetteville
Daniel Glisczinski, Associate Professor, University of Minnesota Duluth
Daniel J. Quinn Ph.D., student, Oakland University, & Director, Great Lakes Center for Education Research and Practice
Daniel M. Levin, Clinical Assistant Professor, University of Maryland, College Park
Daniel Meier, Professor, San Francisco State University
Daniel Morales-Doyle, Visiting Lecturer, University of Illinois at Chicago
Daniel R. Hittleman, Professor Emeritus of Literacy Education, The City University of New York/Queens
Daniel Rosenberg, Director, General Studies, Adelphi University
Daniel S. Katz, Director of Secondary Education, Seton Hall University
Danielle V. Dennis, Associate Professor of Literacy Studies, University of South Florida
Dannie Ritchie, MD, MPH, Clinical Asst Prof of Family Medicine, Brown University
Danny Bernard Martin, Professor, University of Illinois at Chicago
Danny C. Martinez, Assistant Professor, University of California, Davis
Dara Nix-Stevenson, Educator & Independent Researcher, American Hebrew Academy
Darcy A. Fiano, Adjunct Instructor, University of Connecticut
Daria Buese, Associate Professor, Associate Dean of Graduate and Professional Studies, McDaniel College
Darla Linville, Assistant Professor, Georgia Regents University
Darlene Yee-Melichar, Professor, Gerontology, San Francisco State University
Darrell C. Hucks, Assistant Professor, Keene State College
Darrell Rudmann, Associate Professor, Shawnee State University
Dave F. Brown, Ed. D., Educational Researcher, West Chester University, PA
David A. Raker, Ed.D, Professor of Education, Westfield State University
David C Berliner, Regents' Professor, Arizona State university
David E. Kephart, Director of Academic Research, Link-Systems International, Inc.
David E. Kirkland, Associate Professor/English and Urban Education, New York University
David F. Hemphill, Professor of Education, San Francisco State University
David Gabbard, Professor, Boise State University
David Garcia, Associate Professor, Arizona State University
David Goodwin, Associate Professor, Missouri State University
David Gray Matthews, Assistant Professor, University of Memphis
David Hammer, Professor of Education and Physics, Tufts University
David J. Barsky, Associate Professor of Mathematics, California State University San Marcos
David Kopperud, Education Programs Consultant, California Association of Supervisors of Child Welfare and Attendance
David L. Griffin, Sr., Assistant Dean, Kansas State University
David Lee Carlson, Associate Professor, Arizona State University
David Light Shields PhD, Director, Teacher Education Programs, St. Louis Community College
David M. Tack, Assistant Professor, Minnesota State University Moorhead
David Meens, Ph.D. Candidate and Instructor, University of Colorado Boulder
David P. Bremenstuhl, Education Laureate, retired educator
David P. Crandall, Researcher, The NETWORK Inc. (Headquarters: Oregon)
David R Forman, PhD, Developmental Psychologist, Writer
David R. Stronck, Professor, California State University, East Bay
David Reinking, Professor, Clemson University
David Schaafsma, Professor of English, University of Illinois at Chicago
David Schultz, Assistant, Professor, Long Island University – Riverhead
David Spring M. Ed., Educational Researcher, Formerly University of Washington
David Stovall, Associate Professor, University of Illinois at Chicago
David V. Madrigal, Supervisor, Teacher Ed., California State University, East Bay
David W. Kupferman, Assistant Professor, University of Hawaii - West Oahu
Dawn Hunter, Professor, Director of Ph.D. Program, Chapman University
Dean C. Bacigalupo, Adjunct Professor & Middle School Teacher, Hofstra University
Debbie East, Ivy Tech, Community College
Debbie Fish, educational consultant, School of Fish
Debbie Reese, Researcher, American Indians in Children's Literature
Debbie Sonu, Assistant Professor, Hunter College, CUNY
Deborah A. Brown Ed. D., Clinical Assistant Professor, University of Arkansas
Deborah Amchin, Doctoral Student/Researcher, University of the Cumberlands
Deborah Bieler, Ph.D., Associate Professor, University of Delaware
Deborah Brothers, Professor of English, Lincoln Land Community College
Deborah G. Litt, Associate Professor, Trinity (Washington) University
Deborah L. Garvey, Treasurer & Director, Friends of African Village Libraries
Deborah L. Hanuscin, Associate Professor, University of Missouri
Deborah Lutz, Associate Professor, Long Island University, C.W. Post
Deborah Mckoy, Executive Director, University of California Berkeley - center for cities and schools
Deborah N Margolis, Chair & Associate Professor, School, College & Community Studies, Merrimack College
Deborah Palmer, Associate Professor of Bilingual/Bicultural Education, University of Texas at Austin Ann Wolf, faculty, Central New Mexico Community College
Deborah Walker, Grant Manager, Georgia Southern University
Debra Chittur, Associate Dean/Doctoral Student, Independence University/Pepperdine University
Debra Miretzky, Associate Professor, Educational Studies, Western Illinois University
Debra Wellman, Dean, College of Professional Studies and Professor of Education, Rollins College
Dee Knoblauch, Education faculty, Otterbein University
Denise Fleming, Professor, California State University, East Bay
Denise Guilbault, Associate Professor of Music, Rhode Island College
Denise Ives, Associate Professor of Teacher Education and Curriculum Studies, University of Massachusetts Amherst
Denise Oen, Clinical Assistant Professor, University of Georgia
Denisha Jones, Professor, Howard University
Dennis Beck, Assistant Professor, University of Arkansas
Dennis L. Rudnick, Associate Director of Multicultural Education & Research, Indiana University-Purdue University-Indianapolis
Dennis Urban, Adjunct Professor, Graduate School of Education, Touro College
Dennis W. Sunal, Professor/Science Education, University of Alabama
Denny Taylor, Professor Emeritus, Hofstra University
Deron Boyles, Professor of Philosophy of Education, Georgia State University
Derrick Mears, Ed.S. Program Coordinator/Clinical Associate Professor of Curriculum and Instruction/Educational Technology, University of Arkansas
Derrick W. Smith, Associate Professor, University of Alabama in Huntsville
Devorah Kennedy, Assistant Professor of Education, Alice Lloyd College
Devra D. Parker, Faculty, Burlington High School/Allen Community College
Diana Bell, Associate Professor of Writing and Communications, Huntsville
Diana L Underwood Gregg, Associate Professor, Math. Ed., Purdue University Calumet
Diane E. DeFord, Professor, Swearingen Literacy Chair, University of South Carolina
Diane Friedlaender, Researcher, Stanford University
Diane Horwitz, Coordinator Education Forums, DePaul University, University of Alabama in Huntsville
Diane J. Tedick, Associate Professor, University of Minnesota
Diane Ketelle, Professor of Education, Mills College
Diane R. Wood, Professor and Chair, Instructional Leadership and Professional Development, College of Education, Towson University
Diane Ravitch, Research Professor, New York University
Diane S. B. Huffman, Faculty and Researcher, Miami University, Oxford, Ohio
Diane S. Bassett, Professor Emerita, University of Northern Colorado
Diane Salmon, Associate Professor, National Louis University
Diane Santori, Associate Professor, West Chester University
Diane Stephens, Professor, University of South Carolina
Diane Waff. Practice Professor, University of Pennsylvania
Dianne R. Layden, Retired Faculty, Central New Mexico Community College
Dick Koblitz, Adjunct Professor, Webster University, St. Louis
Dimpal Jain, Assistant Professor, California State University, Northridge
Dixie Keyes, Associate Professor of Education, Arkansas State University
Django Paris, Associate Professor, Michigan State University
Dolores Calderon, Assistant Professor, University of Utah
Don Zancanella, Professor, University of New Mexico
Donald M Hume, Lecturer, California State University, Long Beach
Donna Adair Breault, Dept. Head and Professor, Missouri State University
Donna J. Grace, Faculty, University of Hawaii at Manoa
Donna M. Tuman, Chair, Art Department, Long Island University, C.W.Post
Donna T. Emmanuel, Associate Professor, University of North Texas
Donna Wake, Faculty, University of Central Arkansas
Doris A Santoro, Associate Professor, Bowdoin College
Dorothy A. Feola, Associate Dean, College of Education, William Paterson University
Dorothy J. Watson, Emerita, Un.Mo.Columbia
Doug Holton, Associate Director, Center for Teaching and Learning Excellence, Embry-Riddle Aeronautical University
Doug Selwyn, professor of education, SUNY Plattsburgh
Douglas Cosr, Researcher, University of Alaska Fairbanks
Douglas Kaufman, Associate Professor, University of Connecticut
Douglas Larkin, Assistant Professor, Montclair State University, New Jersey
Douglas W. Rogers, Associate Dean, School of Education, Baylor University
Doyin Coker-Kolo, Associate Dean, Millersville University
Drew Isola, Teacher, National Task Force on Teacher Education in Physics
Drew Polly, Associate Professor, UNC Charlotte
Duane E. Swacker, MAEd., Researcher, retiring teacher, former adjunct @ UMSL for 12 years
Dusty Columbia Embury, Associate professor & program coordinator, Learning & behavior disorders, Eastern Kentucky University
E Brook Chapman de Sousa, Assistant Professor, University of Hawaii
E Peter Ellertsen, Assessment chair (retired), Springfield College in Illinois
E. Elliott Seda, Assistant Professor of Education, Millersville University of Pennsylvania
Ed Bengtson, Assistant Professor, University of Arkansas
Edith Ayer, Adjunct Faculty, SUNY Cortland
Edmund C. Short, Associate Faculty, University of Central Florida College of Education and Human Performance
Edmund Miller, Senior Professor of English, LIU-Post
Edward Benson, Professor Emeritus, University of Connecticut
Edward Haertel, Professor Emeritus, Stanford University
Edward Janak, Associate Professor, University of Wyoming
Edwin Mayorga, Assistant Professor, Swarthmore College
Elaine Mo, Assistant Professor, University of the Pacific
Elaine Pierce Chakonas, Associate Professor, Northeastern Illinois University
Elaine Radmer, Assistant Professor, Gonzaga University
Eleanor Duckworth, Research Professor, Harvard University
Eleni Katsarou, Clinical Professor/Program Coordinator, BA in Urban Elementary Education UIC
Eli Tucker-Raymond, Research Scientist, TERC
Elinor A. Scheirer, Faculty/Professor, University of North Florida
Elisabeth Johnson, Associate Professor Literacy Education, St. Edward's University
Elizabeth A. Bloom, Associate Professor of Education, Hartwick College
Elizabeth A. Mellin, Associate Professor, Binghamton University
Elizabeth A. St.Pierre, Professor, University of Georgia
Elizabeth A. West, Associate Professor, University of Washington
Elizabeth Bandy, Owner, Bandy Consulting, LLC
Elizabeth Bellows, Assistant professor, Appalachian State University
Elizabeth Bishop, Ph.D., Teacher Educator, Teachers College, Columbia University
Elizabeth Brockman, English Professor, Central Michigan University
Elizabeth Day, Faculty: Liberal Studies and Child Studies, Santa Clara University
Elizabeth DeMulder, Faculty, College of Education and Human Development/George Mason University
Elizabeth Dinwiddie, Associate Instructor, researcher, Indiana University
Elizabeth Dutro, Professor, University of Colorado Boulder
Elizabeth E. Heilman, Ph.D., Associate Professor, Michigan State University
Elizabeth G. Dinkins, Assistant Professor, Bellarmine University
Elizabeth Grace, Assistant Professor, National Louis University
Elizabeth H. DeBray, Faculty, University of Georgia
Elizabeth Hallmark, Adjunct Professor, University of Rochester
Elizabeth Harden Willner, Professor of Education, Oklahoma City University
Elizabeth J. Meyer, Assistant Professor, California Polytechnic State University
Elizabeth Kahn, Instructor, Northern Illinois University
Elizabeth Kean, Professor Emerita, California State University, Sacramento
Elizabeth Lynch, Doctoral Candidate/Researcher, Hofstra University
Elizabeth Smith, Director, Education Renewal Zone, University of Arkansas
Elizabeth Swaggerty, Associate Professor, Reading Education, East Carolina University
Elizabeth V Moore, Associate Professor of Practice, Northern Arizona University
Elizabeth Vazquez, Scholar, UCLA
Elizabeth W. Ferrell, Ed.D., Adjunct Professor/high school English teacher, Loyola University Chicago/Chicago Public Schools
Ellen Lynch, Associate Professor of Early Childhood Education, University of Cincinnati
Ellen Skilton-Sylvester, Professor of Education, Arcadia University
Emery Marc Petchauer, Faculty, Oakland University
Emilie Berruezo Rodger, Associate Professor, Northern Arizona University
Emily Ainsworth, Pre-service Teacher, Washington State University
Emily Hines, Faculty/Assistant Professor of Reading, UW-Stout
Emily M. Neal, Assistant Professor of Political Science, St. Louis Community College
Emily Meixner, Associate Professor of English, The College of New Jersey
Encarna Rodriguez, Faculty, Saint Joseph's Unversity
Eric Brandon, Instructor, Cape Fear Community College
Eric C. Sheffield, Professor/faculty, Missouri State University
Eric Engdahl, Faculty/Chair, California State University, East Bay
Eric Errthum, Associate Professor, Winona State University
Eric Freeman, Faculty, Wichita State University
Eric Milou, Faculty, Professor of Mathematics, Rowan University
Eric P Rasmussen PhD, music education, Peabody Institute of Johns Hopkins
Eric Ruiz Bybee, Assistant Instructor, The University of Texas at Austin
Erica Frankenberg, Assistant Professor, Pennsylvania State University
Erica Frouman-Smith, Associate Professor, Foreign Languages, Long Island University: Post Campus
Erica Hartwell, Assistant Professor, Fairfield University
Erica Hernandez-Scott, Associate Teaching Professor, University of Missouri-Kansas City
Erica Meiners, Professor, Northeastern Illinois University
Erica Ruegg, associate professor-SEHS, Oakland University
Erik Jacobson, Associate Professor, Montclair State University
Erin F Whiting, Assistant Professor of Multicultural Education, Brigham Young University
Erin Hurt, Assistant Professor, West Chester University
Erin Jurand, Adjunct, Campbell University
Erin M. Casey, Clinical Assistant Professor, University of Arkansas
Erin McCloskey, Chair, Associate Professor of Education, Vassar College
Erin McNamara Horvat, Associate Professor, Temple University
Erin Ramos, Educator & Advocate, Good Shepherd Services, NYC
Ernest Rose, Professor, Loyola Marymount University
Ethan Margolis, Director of Education Leadership, University of Bridgeport
Eugene Golanda, Associate professor, retired, University of Alabama at Birmingham
Eugene Matusov, Professor of Education, University of Delaware
Eugenia Etkina, Professor, School of Education, Rutgers University
Eunsook Hong, Professor, College of Education, University of Nevada, Las Vegas
Eva Travers, Prof. Emerita, Swarthmore College
Evan Sterling, Researcher, University of Alaska Fairbanks
Eve Star Prado, Elementary School Teacher and Adjunct Professor, University of Texas at San Antonio
Eve Tuck, Associate Professor of Educational Foundations, State University of New York at New Paltz
Evelyn O'Connor, Professor, Adelphi University
Fabio de Oliveira Coelho, Academic Fellow, Georgetown University
Faith Boninger, Researcher, University of Colorado Boulder
Faryl Kander, Assistant Professor, Oklahoma State University
Faye Peitzman, Adjunct Professor, UCLA Graduate School of Education & Information Studies
Federico R. Waitoller, Assistant Professor, University of Illinois at Chicago
Felicia Reimer, Ph.D., Assistant Principal, Pomona High School, Jefferson County Colorado
Filiberto Barajas-López, Assistant Professor, University of Washington Seattle
Florence R. Sullivan, Faculty, University of Massachusetts, Amherst
Forrest W. Parkay, Professor, Educational Leadership, Washington State University
Frances Julia Riemer, Professor, Northern Arizona University
Frances R. Spielhagen, Professor, Director of Research, Mount Saint Mary College
Frances Rabinowitz, Superintendent, Bridgeport Public Schools
Francesca Lopez, Associate Professor, University of Arizona
Francine Hultgren, Professor and Chair, University of Maryland
Francisco Rios, Dean, Western Washington University
Frank Adamson, Senior Policy and Research Analyst, Stanford Center for Opportunity Policy in Education
Frank Bernt, Professor, Saint Joseph's University
Frank Goeddeke, Jr., Adjunct Assistant Professor, Embry-Riddle Aeronautical University
Frank M Bernt, Professor and Chair, Teacher Education Department, Saint Joseph's University
Fred Mindlin, Researcher and Staff Developer, University of California, Santa Cruz
G. Thomas Fox, faculty, National Louis University
Gabe Logan, Associate Professor History Education, Northern Michigan University
Gabriel Diaz Maggioli, Assistant Professor of TESOL, The New School
Gail Boldt, Professor, Penn State University
Gail Gleason, Athletic Learning Specialist and Advisor, Washington State University
Gail Sunderman, Senior Research Scientist, College of Education, University of Maryland
Gale Seiler, Associate Professor, School of Education, Iowa State University
Gary Bouchard, Associate Professor of Architecture, Pierce Community College
Gary E Marx, Associate Professor of Educational Leadership, Eastern Michigan University
Gary Galluzzo, Professor, George Mason University
Gary Troia, Associate Professor, Michigan State University
Gary Weilbacher, Associate Professor, Illinois State University
Gavrielle Levine, Faculty/Associate Professor, LIU Post
Gay C. Ward, Professor, University of Wisconsin-River Falls
Gayle Andrews, Professor, University of Georgia
Gene V Glass, Researcher, Arizona State University
Genevieve Negrón-Gonzales, Assistant Professor, University of San Francisco
Geni Hehr Flores, Instructor/Coordinator, Bilingual, ESL Education, Eastern New Mexico University
Geoff Goodman, Associate Professor, Long Island University
George Lipsitz, Faculty, University of California, Santa Barbara
George Theoharis, Associate Professor & Chair, Syracuse University
George Yonge, Professor emeritus, University of California @ Davis
Georgia A. Baugh, Associate Professor/Research Librarian, Saint Louis University
Gerald A. Goldin, Distingushed Professor of Mathematics Education, Mathematics, and Physics, Rutgers University
Gerald R. Pitzl, Professor Emeritus, Macalester College
Geraldine McNenny, Associate Professor, Chapman University
Gigi M David, faculty, University of North Florida
Gil Naizer, Professor, Texas A&M University-Commerce
Gilda Bloom-Leiva, Professor, San Francisco State University
Ginney Wright, Educator/PhD student, University of Arkansas
Giselle Abed, Associate Director, Career Center, Westfield State University
Glen I. Earthman, Professor Emeritus - Educational Leadership, Virginia Tech
Glennellen Pace, Associate Professor Emeritas, Lewis & Clark College
Gloria Ladson-Billings, Professor, University of Wisconsin-Madison
Gloria Whaley, School Psychologist/Child Psychologist, University of Minnesota
Grace A. Dary, Lecturer, University of Wisconsin-Stevens Point (retired)
Grace M. Hoagland, Director, Leadership Programs, Stanford Graduate School of Education
Grace Maes, Lecturer Teacher Education, CSU EASTBAY
Graciela Slesaransky-Poe, Professor and Dean, Arcadia University
Greg McClure, Assistant Professor, Appalachian State University
Gregory J. Marchant, Professor of Educational Psychology, Ball State University
Gregory Michael Worthington, Researcher, M.Ed. Educational Policy and Planning Student, University of Texas at Austin
Gretchen Schwarz, Professor, Baylor University
Gretchen Thomas, College of Education Faculty, The University of Georgia
Grisel Y. Acosta, Assistant Professor, Bronx Community College-City University of New York
Gustavo E. Fischman, Professor, Arizona State University
Guy Senese, Professor, Northern Arizona University
H. James McLaughlin, Richard James Mertz Chair of Education, Rollins College
Hailey Wilder, Researcher, University of Illinois
Hannah Slovin, Faculty, University of Hawaii
Hava Gordon, Associate Professor, Sociology, University of Denver
Heather Hickman, Adjunct Faculty, Lewis University
Heather Hurst, Adjunct Professor, St. Joseph's University
Heather Kindall, Assistant Professor, University of Arkansas
Heather L. Lynch, Associate Professor, Georgia State University
Heather Lattimer, Assoc. Professor & Chair, University of San Diego
Heather Nelson Shouldice, Assistant Professor of Music Education, Eastern Michigan University
Heather Ochman, Faculty, Fairfax County Public Schools
Heather Olson Beal, Associate Professor, Stephen F. Austin State University
Heidi Frederiksen, Associate Director, School of Teacher Education and Principal Preparation, Colorado State University
Heidi Pitzer, Visiting Assistant Professor, St. Lawrence University
Heidi R. Bohler, Assistant Professor, Westfield State University
Heidi Reich, doctoral candidate and teacher, Teachers College
Heidi Stevenson, Associate Professor , University of the Pacific
Heinz-Dieter Meyer, Associate Professor, SUNY Albany
Helen Berg, Faculty, Sam Houston State University
Helen Mongan-Rallis, Associate Professor of Education, University of Minnesota Duluth
Helenrose Fives, Associate Professor, Educational Foundations, Montclair State University
Hilary E. Hughes, Assistant Professor, University of Georgia
Holbrook Mahn, Professor, University of New Mexico
Holly Mc Cartney, associate professor, James Madison University
Holly Seplocha, Faculty, William Paterson University
Ingrid Seyer-Ochi, Faculty, Mills College, School of Education
Ira Shor, Professor, City University of NY Graduate Center
Irene Maya Ota, Diversity Coordinator, University of Utah
Irene Rosenthal, Associate Professor of Literacy, The College of St. Rose, Albany, NY
Irma Olmedo, Assoc. Prof. Emerita, U. Illinois-Chicago
Isaac Gottesman, Assistant Professor, Iowa State University
Isabel Nunez, Faculty, University of San Francisco
J Dianne Brederson, Professor of Education, Prescott College
J. Camille Cammack, Faculty, University of Massachusetts Amherst
J. Kenneth Grace, Associate Dean for Research, University of Hawaii at Manoa
J.B. Mayo, Jr., Associate Professor, University of Minnesota
J.F. "Jeff" McCullers, Director of Grants & Program Development, School District of Lee County, Florida
Jack Larson, Adjunct Professor, Trinity Washington University
Jack W. Denny, Assistant Professor, National Louis University
Jack Zevin, Professor of Education, Queens College/CUNY
Jack Zipes, Professor Emeritus, University of Minnesota
Jackie Kook, Educational Researcher, Walden University
Jacqueline Grennon Brooks, Professor, Hofstra University
Jacqueline Jordan Irvine, Professor Emeritus, Emory University
Jacqueline Kelly-McHale, Associate Professor, DePaul University
Jacquelynn McDaniel, Ph.D, Assistant Professor, Howard University
Jaekyung Lee, Dean, The Graduate School of Education, The University at Buffalo, SUNY
Jaime Liborio Del Razo, Adjunct Assistant Professor, Brown University
James Bucky Carter, Ph.D., Independent Scholar, Formerly of Washington State University, Pullman, and the University of Texas at El Paso
James Cercone, Assistant Professor, SUNY Buffalo State
James E Fredricksen, Associate Professor, Boise State University
James E McDermott, Ed.D., Clinical Faculty/Assistant Professor, Clark University
James Francis Woglom, Visiting Assistant Professor, University of Georgia
James G. Buell, Researcher, Northwestern University
James H. Nehring, Associate Professor, University of Massachusetts Lowell
James Harvey, Director, National Superintendents Roundtable
James Hoffman, Professor, The University of Texas at Austin
James J. Colangelo, Psy.D., Chair, Department of Counseling & Development, LIUPost
James Jon Barta, Dean, College of Health Sciences and Human Ecology, Bemidji State University
James L. Jackson, Jr., Faculty, University of Montevallo
James Lane, Research Fellow, University of Phoenix
James MaKinster, Professor of Education, Hobart and William Smith Colleges
James Martinez, Faculty/Assistant Professor, Valdosta State University
James McKown, Faculty, University of Hawai‘i at Mānoa
James P. Bednarz, Professor, LIU
James P. Burns, Assistant Professor, South Dakota State University
James R. King, Faculty, University of South Florida
James S. Cruz, Researcher/ Practitioner, CSU East Bay
Jamie A. Kowalczyk, Instructor, Concordia University Chicag
Jamie B. Lewiz, Assistant Professor, Georgia Gwinnett College
Jamie Collins, Educational Researcher, University of New Mexico
Jamie L. McCartney, Assistant Professor, Kent State University
Jamie Sompson Steele, Assistant Professor of Performing Arts, University of Hawaii at Manoa
Jamy Stillman, Assistant Professor of Education, University of Southern California
Jan Hammond, Associate Professor, Long Island, University-Post Campus
Jan M. Westrick, Professor of Education, Valparaiso University
Jan Nespor, Professor, The Ohio State University
Jan Rieman, Lecturer and Associate Director of First-Year Writing, UNC Charlotte
Jana Silver, Faculty, Hampshire College
Jane Bernard-Powers, Faculty Emerita, San Francisco State University
Jane C. Chauvin, Professor, Loyola University New Orleans
Jane Dickson, Faculty, University of Hawaii at Manoa
Jane M. Cooper, Assistant Professor, University of Houston
Jane M. Gangi, PhD, Associate Professor, Mount Saint Mary College
Jane Piirto, Trustees, Distinguished Professor, Ashland University
Jane S. Vogler, Assistant Professor, Educational Psychology, Oklahoma State University
Janelle Scott, Associate Professor, UC Berkeley
Janet Behrend, Research Associate, University of Arkansas at Little
Janet Chance, Adjunct Faculty & Administrator, Arcadia University
Janet E. Helms, Augustus Long Professor, Institute for the Study & Promotion of Race and Culture at Boston College
Janet Isbell, Assistant Professor, Tennessee Technological University
Janet Johnson, Faculty, Rhode Island College
Janet L Miller, Professor, Teachers College, Columbia University
Janet Lorch, Assistant Professor, National Louis University
Janet S. Oh, Professor, California State University, Northridge
Janet Zydney, Associate Professor, University of Cincinnati
Janice Bloom, researcher, CUNY Graduate Center
Janice Koch, Professor Emerita/ Researcher, Hofstra University
Janice L. Strauss, Faculty, SUNY Cortland
Janine Chitty, Asst. Professor, University of Arkansas Fort Smith
Janna Siegel Robertson, Professor, University of North Carolina, Wilmington
Jasmine Joy Welch-Ptak, researcher, University of Texas at Austin
Jason Fitzgerald, Assistant Professor, Wagner College
Jason Goulah, Associate Professor of Bilingual-Bicultural Education, DePaul University
Jason L Patton, Researcher/Doctoral Student, Eastern Michigan University
Jason L. Endacott, Assistant Professor, University of Arkansas
Jason Yip, Assistant Professor, University of Washington - Seattle
Jay C. Percell, Assistant Professor, Illinois State University
Jay Fogleman, Associate Professor/Secondary Education, University of Rhode Island
Jay Lemke, Professor Emeritus, City University of New York / Urban Education PhD Program
Jay R. Price, Professor Emeritus, UW-Stevens Point
Jayeesha Dutta, Researcher, University of New Orleans
Jean Ishibashi, Faculty, City College of San Francisco
Jeanne Henry, Associate Professor, Hofstra University
Jeanne L. Surface, Faculty, University of Nebraska Omaha
Jeanne M. Powers, Associate Professor, Arizona State University
Jeanne Marie Iorio, Associate Professor, University of Hawaii
Jeannie Kleinhammer-Tramill, Professor, Dept. of Teaching and Learning, University of South Florida
Jeannie Oakes, Presidential Professor Emeritus, UCLA
Jeff Edmundson, Director of Master's Programs, University of Oregon
Jeff Meilander, Lab Instructor, Northern Arizona University
Jeff Passe, Dean, The College of NJ
Jeffrey Kuzmic, Associate Professor, DePaul University
Jeffrey Marlatt, Director of Music Education, Associate Professor, Shenandoah Conservatory, Shenandoah University
Jeffrey Stuart Kaplan, Associate Professor, University of Central Florida
Jeffrey Winter, Faculty, National Louis university
Jehanne Beaton, School Partnership Network Coordinator, University of MN
Jenice L. View, Associate Professor, George Mason University
Jenn Fishman, Associate Professor/English (Rhetoric and Composition), Marquette University
Jenna Min Shim, Assistant Professor, University of Wyoming
Jenna Mitchler, Researcher/Graduate Instructor, University of Minnesota - Twin Cities
Jennifer Alexander, Child Development Faculty, City Colleges of Chicago
Jennifer Barrett-Tatum, Assistant professor, College of Charleston
Jennifer Beasley, Assistant Professor, University of Arkansas
Jennifer Bradley, Visiting Professor, Swarthmore College
Jennifer Brammer Elliott, Coordinator of Curriculum & Pedagogy/Professor, University of North Carolina Chapel Hill
Jennifer Chand, Washington State University
Jennifer Chen. Associate Professor, Kean University
Jennifer DePaoli, PhD, Researcher, Civic Enterprises
Jennifer Edstrom, Field Supervisor, University of San Diego
Jennifer FM Padua, Faculty, University of Hawaii at Manoa
Jennifer Formoso, Faculty, Oakland Unified School District
Jennifer Gutierrez, Faculty, University of New Mexico
Jennifer Herring, Associate Specialist, College of Education, University of Hawai'i at Manoa
Jennifer Job, Assistant Professor of Curriculum Studies, Oklahoma State University
Jennifer Kaywork, Ed.D, Assistant Professor of Teacher Education, Dominican College
Jennifer L. Pyles, Assistant Professor, Shippensburg University
Jennifer L. Schulze, Faculty, Western Oregon University
Jennifer M. King, Visiting Assistant Professor, SUNY Geneseo
Jennifer Mangan, Assistant Professor, James Madison University
Jennifer Mata, Assistant Professor, College of Education, DePaul University
Jennifer Mueller, Associate Professor, Chair Early Childhood Education, faculty, University of Wisconsin-Milwaukee
Jennifer Ng, Associate Professor, University of Kansas
Jennifer Oloff-Lewis, Assistant Professor, CSU, Chico
Jennifer Richards, Research Associate, College of Education, University of Washington
Jennifer Shettel, Associate Professor, Millersville University
Jennifer Torrie Hoffman, Faculty, St. Johns River State College
Jennifer VanDerHeide, Faculty, Michigan State University
Jeong-eun Rhee, Faculty, Long Island University, Post
Jeong-Hee Kim, Associate Professor, Kansas State University
Jeremy Jernigan, Faculty Fellow; Former Executive Director of College Readiness at the College Board, Indiana University
Jerome Bowers, Associate Professor and Associate Vice Provost, Northern Illinois University
Jerry Page Becker, Professor, Southern Illinois University
Jerry Rosiek, Associate Professor, University of Oregon
Jerusha Conner, Associate Professor, Villanova University
Jesse J Hargrove, Former Chair and Teacher Licensure Officer, Philander Smith College
Jesse Turner, Professor of Reading and Language Arts, Central Connecticut State University
Jesse Wilcox, Assistant Professor, Grand View University
Jessica Bacon, Assistant Professor, Lehman College, CUNY
Jessica Gale, Research Scientist, Georgia Institute of Technology
Jessica H. Hunt, Assistant Professor/STEM Education, The University of Texas at Austin
Jessica Heybach, Faculty, Aurora University
Jessica James Hale, Research Fellow, Mathematics Education, Georgia State University
Jessica Shiller, Faculty, Assistant Professor, Towson University
Jessica Tierney, Ph.D., Lecturer, University of Minnesota
Jessica Van Cleave, Assistant Professor/Director of Assessment, Mars Hill University
Jessie B. Ramey, Visiting Scholar, University of Pittsburgh
Jill Ewing Flynn, Associate Professor, University of Delaware
Jill Hendrickson Lohmeier, Associate Professor, University of Massachusetts Lowell
Jill Klefstad, Faculty, University of Wisconsin-Stout
Jill Lewis-Spector, Professor Emerita, New Jersey City University
Jill M. Hermann-Wilmarth, Associate Professor, Sociocultural Studies in Education, Western Michigan University
Jill M. Smith, Instructor, Westerville City Schools & The Ohio State University
Jillian Baez, Assistant Professor , College of Staten Island-CUNY
Jim Hofrock, High school teacher, adjunct professor, WVHS, MSJC
Jim La Prad, Associate Professor, Philosophical and Social Foundations of Education, Western Illinois University
Joan C. Grim, Lecturer, University of TN, Knoxville
Joan M Miller, faculty, Mount Saint Mary College
Joan P. Avis, Professor, University of San Francisco
Joan T. Wynne, Faculty/Program Leader Urban Education, Florida International University
Joan Wink, Professor Emerita, CSU Stanislaus
Joanna Geller, Senior, Research Associate, Annenberg Institute for School Reform at Brown University
Joanna Goode, Associate Professor, University of Oregon
Joanna Louise Branham, Secretary, Education Consultant, Prak-sis Contemporary Art Association, Chicago
Joanna O. Masingila, Interim Dean of the School of Education, Professor, Syracuse University
Joanna Schiffman, Doctoral Student/Researcher, Boston College
Joanne Arhar, Professor, Associate Dean, College of Education, Health, and Human Services, Kent State University
Joanne Healy, Assistant Professor of Special Education, University of Alaska Fairbanks
Joanne Marshall, Associate Professor, Educational Administration, Iowa State University
Joanne Olson, Director, Center for Excellence in Science, Mathematics, & Engineering Education, Iowa State University
JoBeth Allen, Professor Emeritus, University of Georgia
Jocelyn Weeda, PhD, Teacher & Researcher, Miami University & Centerville City Schools
Jody L. Kerchner, PhD, Prof and Director & Music Education, Oberlin College
Joe Bishop, Professor, Eastern Michigan University
Joe Lubig, Associate Dean & Department Head, Northern Michigan University
Joe Tompkins, Assistant Professor, Allegheny College
Joel Arvizo, Faculty, University of Utah
Joel R. Malin, Academic Professional and Graduate Student, University of Illinois at Urbana-Champaign
Joelle Pedersen, Researcher/Doctoral Student, Boston College
Joelyn Katherine Foy, Researcher, Kansas State University
John B. Harrison, Assistant Professor, Valparaiso University
John Charles Thompson, Researcher, Administrator, Parents for Music and Arts
John Czaplewski, Assistant Professor, Winona State University
John E. McEneane, Professor, Oakland University
John J. Lupinacci, Assistant Professor, Washington State University
John Klosek, Professor, NJCU
John Kohl, Retired Prof and Dean Emeritus, Montana State University
John Lutz, Associate Professor and Chair, Long Island University, Post Campus
John M. Davis, Ph.D., Chair, Educational Psychology, CSU East Bay
John Murdock , Adjunct Faculty, Physics, Towson University
John R Stiefer, Ph.D., Public School Educator, NW Arkansas
John R. Haught, Assoc Professor of TESOL / English, Wright State University
John R. Staver, Professor of Science Education and Chemistry, Purdue University
John W. Duffy, Teacher, Instructor, National Louis University, Retired
John Walcott, Assistant Professor, Calvin College
John Wesley White, Associate Professor, University of North Florida
Joi Spencer, Associate Professor, University of San Diego
Jolynn Asato, Assistant Professor, San José State University
Jon Snyder, Executive Director, SCOPE, Stanford University
Jonathan Lovell, Professor of English and English Education; Director of the San Jose Area Writing Project, San Jose State University
Jonathan Miller-Lane, Associate Professor & Director of Education Studies Program, Middlebury College
Jonathan Osler, Executive Director, San Francisco Teacher Residency
Jonathan Thomas, Assistant Professor, Northern Kentucky University
José Paez, Full Time Lecturer, California State University, Northridge
Jose Soltero, Associate Professor, faculty and researcher, DePaul University
Joseph A. Tedesco, District Library Technology Support Specialist, Northside ISD
Joseph C. Rumenapp, Assistant Professor of Education, Judson University
Joseph C. Wegwert, Ph.D., Associate Professor, Northern Arizona University
Joseph Flynn, Associate Professor, Northern Illinois University
Joseph G. Rosenstein, Professor of Mathematics, Rutgers University
Joseph Henderson, Adjunct Faculty,, University of Rochester
Joseph J. Ferrare, Assistant Professor, University of Kentucky
Joseph Jones, Associate Professor, University of Memphis
Joseph Levine, Professor of Philosophy, University of Massachusetts Amherst
Joseph Pignato, Associate Professor, State University of New York, Oneonta
Joseph Sanacore, Professor, Long Island University
Josh M Beach, Lecturer, University of Texas, San Antonio
Josh Radinsky, Associate Professor, University of Illinois at Chicago
Josh Shepperd, Assistant Professor, Catholic University of America
Joshua Diem, Faculty, University of Miami
Joy Oslund, Postdoc & Fixed Term Faculty, University of Michigan & Michigan State University
Joyce Strand, Faculty, University of Minnesota Duluth
Juan Araujo, Assistant Professor, Texas A&M University-Commerce
Juan F. Carrillo, Faculty, University of North Carolina, Chapel Hill
Juan Montes, Program Manager, UNM-Taos
Juanita M Silva, Graduate Research Assistant, University of Texas at Austin
Jubin Rahatzad, Graduate Student/Instructor, Purdue University
Judi Robbins, Associate Professor, Georgia Southern University
Judith A. Gouwens, Professor of Elementary Education, Roosevelt University
Judith Brooks-Buck, PhD, Professor, Virginia State University
Judith Calhoon, Associate Professor, University of New Mexico
Judith L. Falaro, Esq., Retired Administrator NHPS, Attorney and Adjunct Professor, Quinnipiac University School of Education
Judith Reed, Ed.D., Associate Professor of Education, Keene State College
Judy Helfand, Instructor of Humanities, Santa Rosa Junior College
Judy Lister, Professor of Education, Keene State College
Judy Pace, faculty/researcher, University of San Francisco
Judy Yu, Founding Executive Director, REACH
Julia Sass Rubin, Associate Professor, Edward J. Bloustein School of Planning and Public Policy, Rutgers University
Julian F. Fleron, Professor of Mathematics, Westfield State University
Julian Vasquez Heilig, Professor, California State University Sacramento
Julianne Guillard, Faculty, University of Richmond
Julie C Brown, Assistant Professor, University of Minnesota, Twin Cities
Julie Carr, Lecturer Music Education, Ithaca College
Julie F. Mead, Professor, University of Wisconsin-Madison
Julie Gorlewski, Assistant Professor, SUNY New Paltz
Julie L. Reed, Faculty/Former K-12 Educator, University of Tennessee
Julie McNamara, Faculty, California State University, East Bay
Julie Nicholson, Associate Professor of Practice, Mills College
Julie Westerlund, Associate Professor, Texas State University
Juliet A. Baxter, Department Head, University of Oregon
June Ann Smith, Associate Professor, LIU POST
June M. Robinson, Director of Special Education programs, University of St. Francis
Jung Kim, Assistant Professor, Lewis University
K Sullivan, faculty, Lane Community College
Kaia Tollefson, PhD, Associate Professor, California State University Channel Islands
Kara Finnigan, Associate Professor of Education Policy, University of Rochester
Kara M. Kavanagh, Assistant Professor, Early, Elementary, and Reading Education, James Madison University
Kara Mitchell Viesca, Faculty, University of Colorado Denver
Karen Cadiero-Kaplan, Professor, San Diego State University
Karen DeMoss, Faculty, Wagner College
Karen Dutt-Doner, Professor, Canisius College
Karen Grady, Faculty, Sonoma State University
Karen Grady, Faculty, Sonoma State University
Karen Graves, Professor of Education, Denison University
Karen Jane Weston, Faculty, Columbia College
Karen Kusiak, Faculty-Education Program, Colby College
Karen M. Wieland, Assistant Professor, Graduate Literacy Education, St. Bonaventure University
Karen Matheson, Director of Institutional Research, University of Washington College of Education
Karen Monkman, Professor, DePaul University
Karen Ogulnick, Faculty, LIU Post
Karena Morrison, Executive Director, Clearwater MLK Jr. Neighborhood Center
Kari Lynn Dahle-Huff, PhD Candidate/Research Assistant, University of Minnesota
Karin Evans, Professor of English, College of DuPage
Karin Frey, Ph.D, Research Associate Professor, University of Washington
Karl Lashley, Faculty, UNC Greensboro
Karl Wheatley, Associate Professor, Cleveland State University
Karole Warfield, Special Education Teacher, Emporia State University
Karolyn Barnes, Reading Specialist, University of Kansas
Karon N. LeCompte, Faculty, Baylor University
Karyn Sandlos, Associate Professor of Art Education, School of the Art Institute of Chicago (SAIC)
Karynne L M Kleine, Dean, Division of Education, Young Harris College
Kate Bauer-Jones, President/CEO, United Way of the Florida Keys; Doctoral Student, University of South Florida
Kate Bielaczyc, Associate Professor, Clark University
Kate Bohn-Geter, Faculty, College of St. Benedict - St. John's University
Kate Snyder, Assistant Professor, Springfield College
kate stanne, professor, westfield state university
Katharina Barbe, Assoc. Prof., Chair, Northern Illinois University
Katherine Ahern, Assistant Professor, LIU Post
Katherine Bertolini, Faculty-Assistant Professor, South Dakota State University
Katherine Crawford-Garrett, Assistant Professor, University of New Mexico
Katherine Dunn, Program Director, Southern Education Foundation
Katherine Glenn-Applegate, Director of Early Childhood Education Program/Assistant Professor, Ohio Wesleyan University
Katherine Ryan, Professor Emerita, University of Illinois at Urbana
Katherine Schultz, Dean, Mills College, School of Education
Katherine von Duyke, Adjunct faculty, lead teacher, University of Delaware, First State Montessori Academy
Kathleen A. Gormley, Professor, The Sage Colleges
Kathleen Brown, Associate Professor, Northeastern Illinois University
Kathleen Comerford, Professor of History, Georgia Southern University
Kathleen Crawford, Faculty, Georgia Southern University
Kathleen D. Hall, Associate Professor, University of Pennsylvania
Kathleen D. Rowlands, Professor, California State University, Northridge
Kathleen Dunn, Professor Emerita, Simmons College
Kathleen Hinchman, Professor, Syracuse University
Kathleen Knight Abowitz, Professor and Chair, Miami University
Kathleen Luttenegger, Association Professor, Metropolitan State University of Denver
Kathleen McInerney, Associate Professor, Saint Xavier University
Kathleen Nolan, Lecturer, Princeton University
Kathleen Provinzano, Assistant Clinical Professor, Drexel University
Kathleen R. Smith, Professor (Retired), University of Illinois at Urbana/Champaign
Kathleen Riley, Faculty, West Chester University of Pennsylvania
Kathleen Scott, Adjunct Faculty, Ashland University
Kathleen Shine Cain, Professor of Writing, Writing Center Director, Merrimack College
Kathleen Stanfa, Assistant Professor, Kutztown University of PA
Kathleen Wagner, Assistant Professor, Eastern New Mexico University
Kathryn A. Davis, Professor, University of Hawai`i
Kathryn Henderson, Assistant Instructor, The University of Texas at Austin
Kathryn L. Shively, PhD Candidate and Instructor, Indiana University
Kathryn Rider Akural, Professor Emerita, Berea College
Kathryn Wegner, Assistant Professor, Grinnell College
Kathryn Wengerd, Faculty, Malone University
Kathryn Young, faculty, Researcher, Metropolitan State University of Denver
Kathy Escamilla, Professor, University of Colorado, Boulder
Kathy M. Newman, Associate Professor of English, Carnegie Mellon University
Kathy McMahon-Klosterman, Professor Emerita, Miami University
Katie Brkich, Assistant Professor, Georgia Southern University
Katie Shepherd Dredger, Faculty, James Madison University
Katie Simon Kurumada, Faculty, Georgia State University
Katie Solic, Assistant Professor, West Chester University of Pennsylvania
Katie Zahedi, Assistant Professor, State University of New York, New Paltz
Katrina Bartow Jacobs, Visiting Assistant Professor, University of Pittsburgh
Katy Swalwell, Assistant Professor, Iowa State University
Katya Aguilar, Associate Professor, San Jose State University
Kay Ann Taylor, Associate Professor, Kansas State University
Kay Fujiyoshi, Instructor, University of Chicago
Kay Hutchins Sato, Assistant Provost, LIU Post
Keith Adolphson, Associate Professor, Eastern Washington University
Keith Harms, Postdoctoral Research Associate, University Writing Program, University of Arizona
Keith Kaiser, Chair of MUED, Professor, Researcher, Ithaca College
Keitha L. Hamann, Associate Professor, University of Minnesota
Kelli Prejean, Associate Professor of English, Marshall University
Kelli Trei, Biosciences Librarian and Assistant Professor, University of Illinois at Urbana-Champaign
Kelly A. Parkes, Faculty, Virginia Tech
Kelly Grindstaff, Project Manager for Teacher Professional Development, Rensselaer Polytechnic Institute
Kelly Guyotte, Assistant Professor, University of Alabama
Kelly Mogiefsky, Instructor, University Supervisor, CSU–East Bay
Kelly Norris, Faculty, BCSD, IA
Ken Lindblom, Associate Professor of English; Director of English Teacher Education, Stony Brook University
Ken Zeichner, Professor, University of Washington
Kenneth DeNisco, Associate Professor, Harrisburg Area Community College
Kenneth Elpus, Assistant Professor, University of Maryland, College Park
Kenneth Haar, Associate Professor, Westfield State University
Kenneth Jerich, Professor Emeritus, Illinois State University
Kenneth Mitchell, Associate Professor, Manhattanville College
Kenneth S. Goodman, Professor Emerita, Illinois State University
Kenneth Saltman, Professor, University of Massachusetts Dartmouth
Kenneth Teitelbaum, Dean, Watson College of Education, U. of North Carolina Wilmington
Kenneth Travers, Prof Emeritus, University of Illinois at Urbana-Champaign
Kent McGuire, President&CEO, Southern Education Foundation
Kenzo Sung, Mellon Postdoctoral Fellow, Wellesley College
Kerri Welch, Early Childhood Adjunct Faculty, Dutchess Community College
Kerry Enright, Associate Professor, University of California, Davis
Kerry Kretchmar, Assistant Professor of Education, Carroll University
Kerry Soo Von Esch, Teaching Associate, University of Washington
Kevin Brady, Lecturer (retired), Univ. of New Mexico
Kevin Brown, Richard S Melvin Professor, Indiana University Maurer School of Law
Kevin Burke, Faculty Fellow, University of Notre Dame
Kevin D. Finson, Faculty, Bradley University Institute for Educational Initiatives
Kevin Ferreira, Doctoral Student/Researcher, Boston College
Kevin G. Basmadjian, Dean, School of Education, Quinnipiac University
Kevin Gary, Associate Professor, Valparaiso University
Kevin J. Miller, Professor, Chair of Exceptional Education Dept.,SUNY - Buffalo State
Kevin Kumashiro, Dean, University of San Francisco
Kevin Murry, Associate Professor, Kansas State University
Kevin O'Connor, Faculty, University of Colorado Boulder
Kevin Oh, Assistant Professor, University of San Francisco
Kevin Welner, Faculty, University of Colorado Boulder
Kim Wachenheim, Senior Lecturer, Miami University
Kim Wieczorek, Associate Professor, SUNY Cortland
Kimberlee Everson, Assistant Professor, Western Kentucky University
Kimberlee Wagner, Reading Specialist Program Director, Rockford University
Kimberly E. Lewinski, Assistant Professor, La Salle University
Kimberly Kopfman, Researcher, George Mason University
Kimberly L. McCollum-Clark, Associate Professor, Millersville University of Pennsylvania
Kimberly Shaw, Professor of Physics, Columbus State University
Kirsten Cole, Assistant Professor, CUNY - Borough of Manhattan Community College
Konstantine Kyriacopoulos, Assistant Professor, University of North Carolina Wilmington
Kortney Sherbine, Assistant Professor, University of South Carolina
Kris, Director of Assessment, USF College of Education
Kristen Atkinson, Visiting Assistant Professor, University of Illinois at Chicago
Kristen Bottema-Beutel, Assistant Professor, Boston College
Kristen Buras, Associate Professor, Georgia State University
Kristen Gilbert, Adjunct Faculty, GRU
Kristen L Pratt, PhD candidate and Instructor, Washington State University
Kristen L. Schmidt, Director of Mental Health Services, Florida State University Multidisciplinary Center
Kristen Parkhurst, Faculty, Erie County Community College
Kristen Treglia, Instructional Technologist, Fordham University
Kristen Turner, Associate Professor of Education, Fordham University
Kristi Jones, faculty, Westminster College
Kristie Pretti-Frontczak, President, B2K Solutions, Ltd.
Kristien Zenkov, Associate Professor, George Mason University
Kristin Kistner Hall, Research Assistant, Center for Urban School Partnerships, Texas A&M University
Kristin M. Mauro, Ph.D., Faculty, Academic Adviser, First-Year Experience Coordinator, Iowa State University
Kristin McIlhagga, Ph.D. Candidate & Instructor, Michigan State University
Kristina M. Tank, Assistant Professor, Iowa State University
Kristine Clements, Adjunct Instructor, Skidmore College
Kurt Killion, Professor, Mathematics Education, Missouri State University
Kurtz K. Miller, Adjunct Instructor of Teacher Education, Wright State University
Kwangok Song, Assistant Professor, Arkansas State University
Kyle Gray, Assistant Professor, University of Northern Iowa
Kyle Peck, Professor of Education, Penn State University
Kyong-Ah Kwon, associate professor, Georgia State University
Kyounghee Seo, St. Cloud State University
L. Fiona Glade, Interim Assistant Dean for Undergraduate Studies, University of Baltimore
Lacey Peters, Assistant Professor, Hunter College, CUNY
Lance E. Mason, Assistant Professor of Education, Indiana University Kokomo
Lara Ervin-Kassab, Ed. D., Adjunct Professor, San Jose State University
Lara J. Handsfield, Associate Professor, Illinois State University
Larry Lawrence, Teacher/Researcher, UCLA Laboratory School
Laura Bigelow, Adjunct Professor of English, SUNY Broome
Laura Davis, Researcher, New York University
Laura Haniford, Assistant Professor, University of New Mexico
Laura Hines Wilhelm, Assistant Professor, Oklahoma City University
Laura J. Falvey, Teacher/researcher, University of Rhode Island
Laura Kelly, Research Assistant, Arizona State University
Laura L. Tietjen, Faculty, Kansas State University
Laura O. Franklin, Assistant Professor, Wayne State College
Laura Quaynor, Assistant Professor, University of South Carolina Aiken
Laura Ramirez, Faculty, Concordia University Chicago
Laura Swartzbaugh, Assistant Professor, National Louis University
Laura Thomas, Director, Center for School Renewal, Antioch University New England
Laura Valdiviezo, Faculty, University of Massachusetts-Amherst
Laurel Puchner, Professor, Southern Illinois University Edwardsville
Lauren Anderson, Assistant Professor, Connecticut College
Lauren Gatti, Assistant Professor, University of Nebraska
Lauren Madden, Ph.D., Assistant Professor, The College of New Jersey
Laurence Parker, Faculty, University of Utah
Laurie A. Snell, Director of Professional Educators Partnership, Valparaiso University
Laurie R. Lehman, Associate Professor, Long Island University, Brooklyn Campus
Laurie Stowell, Professor, Cal State San Marcos
Lawrence Baines, Associate Dean for Graduate Studies and Research, University of Oklahoma
Lawrence Blum, Distinguished Professor of Liberal Arts and Education, University of Massachusetts Boston
Lawrence L. Graykin, Chairperson and Cofounder, New Hampshire Center for Integrated Curriculum
Lawrence M. Jackson, Assistant Professor, University of Alabama
Lawrence P. Gallagher, Senior Research Social Scientist, SRI International
Lea Plut-Pregelj, research associate, University of Maryland
Leah Chamberlain, Director, Field Placement/Licensure/Adjunct Faculty, University of Arkansas
Leah Schoenberg Muccio, Assistant Professor, University of Hawaii at Manoa
Lee Anne Bell, Professor, Barnard College
Leif Gustavson, Dean, school of Education, Pacific University
Leigh Graves Wolf, Assistant Professor, Michigan State University
Leigh Patel, Associate Professor, Boston College
Leila Rosa, Adjunct Professor, University of Massachusetts, Dartmouth
Leonard Cruz PhD, Assistant Professor, St. Mary's College of Maryland
Lesley Bartlett, Associate Professor, University of Wisconsin, Madison
Leslie G. Gettier, Lecturer, Elementary Program Coordinator, University of Maryland
Leslie Gates, Assistant Professor, Millersville, University of Pennsylvania
Leslie P. Steffe, Research Professor, University of Georgia
Leslie Rebecca Bloom, Faculty, Roosevelt University
Leslie S. Cook, Associate Professor, Appalachian State University
Leslie S. Rush, Professor, University of Wyoming
Lettie Ramirez, Faculty, CSU East Bay
Lily L. Chow, Ed.D., Independent Education Researcher, University of San Francisco School of Education Alumna
Lin Chen, doctoral student, graduate assistant, University of Georgia
Linda Adler-Kassner, Professor, University of California, Santa Barbara
Linda Bynoe, Faculty, California State University, Monterey Bay
Linda Haling, Associate Professor, Illinois State University
Linda J. Emerick, Ph.D., Professor Emerita, College of Education, Towson University
Linda M Espinosa, Professor, University of Missouri-Columbia
Linda McSpadden McNeil, Professor, Rice University
Linda Pratt, Exec. Dir. of Teacher Education and Dana Prof. Of Education, Elmira College
Linda Russell, Faculty, Minneapolis Community and Technical College
Linda Shuford Evans, Faculty and Researcher, Kennesaw State University
Linda Valli, Faculty, University of Maryland
Linda Venenciano, Assistant Professor, University of Hawaii, Manoa
Lindsay Portnoy, Assistant Professor, Hunter College, CUNY, NYC
Lindy L. Johnson, Assistant Professor, The College of William and Mary
Ling Liang, Associate Professor, La Salle University
Linnea L. Rademaker, Graduate School Dissertation Chair, Northcentral University
Linnea Weiland, Associate Professor and Chair, William Paterson University
Lisa A. Escarcega, Chief Accountability/Research Officer, Aurora Public Schools
Lisa A. Uyehara, Faculty, College of Education/University of Hawaii, Manoa
Lisa Altemueller, Associate Professor, Metropolitan State University of Denver
Lisa Edstrom, Faculty, Barnard College
Lisa M. Jones, Ph.D., Program Evaluator, Aurora Public Schools
Lisa M. Perhamus, Assistant Professor, Grand Valley State University
Lisa Martin-Hansen, Professor, California State University, Long Beach
Lisa Sledge, Clinical Educator, IUPUI
Lisa Zagumny, Associate dean, College of Education, Tennessee Technological University
Liz White PhD, Coordinator, Oregon State University
Lloyd Komatsu, Assessment and Evaluation Coordinator, Forest Lake Area Schools
Logan Manning, Assistant Professor, University of Texas San Antonio
Lois Weiner, Professor, New Jersey City University
Lonni Anne Gill, Clinical Assistant Professor, Indiana University at Indianapolis
Loren Thomas, Director, Professional Preparation Programs, Prescott College
Lorena Guillen, Instructor, University of Washington
Lori Berman Wolf, Associate Professor, Adelphi University
Lori Czop Assaf, Professor, Texas State University
Lori D. Ungemah, Assistant Professor, Guttman Community College, CUNY
Lori Fulton, Assistant Professor, University of Hawaii at Manoa
Lori P. Aultman, Chair, Division of Education, Spring Hill College
Lori Rubino-Hare, Professional Development Coordinator, Northern Arizona University
Lorraine Davis, Associate Professor, National Louis University
Lorraine M Baron, Assistant Professor, University of Hawaiʻi at Mānoa
Lorraine Valdez Pierce, Associate Professor, George Mason University
Lorri Gumanow, Faculty, Hunter College - CUNY
Lourdes Sutton, Associate Dean, College of Education, New Jersey City University
Lucia Figueras, Math Content Specialist, NYC Department of Education
Lucien Adam, Lecturer, Miami Dade College
Lucretia E. Pence, Associate Professor, University of New Mexico
Luis O.Reyes, Research Associate, Center for Puerto Rican Studies, Hunter College, CUNY
Luisa Rodriguez Connal, Retired, Maricopa Community Colleges
Luke Conlin, Postdoctoral Scholar, Stanford University
Lunetta Williams, Associate Professor, University of North Florida
Luz A. Murillo, Associate Professor, University of Illinois Urbana-Champaign
Lydia Brauer, Associate Professor, Valparaiso University
Lyn Goeringer, Visiting Assistant Professor, Oberlin College
Lynn Cohen, Associate Professor, Long Island University, C.W. Post
Lynn Fendler, Professor, College of Education, Michigan State University
Lynn Gatto, Professor/Director of Elementary Education, Warner School/University of Rochester
Lynn Kalinauskas, Lecturer, University of Colorado Denver
Lynne E. Houtz, MS, PhD, Professor, Creighton University
Lynne M. Bejoian, Associate Professor, Montclair State University
M Bruce King, Faculty Associate, University of Wisconsin-Madison
M Cecil Smith, Professor, West Virginia University
M. Bailey, Research Coordinator, University of Alabama
M. Najeeb Shafiq, Associate Professor, University of Pittsburgh
Madeleine Murphy, Professor of English, College of San Mateo
Madhavi Tandon, Researcher, University of Colorado Denver
Magali Sarfatti Larson, Professor Emerita, Temple University
Maggie Knutson, Faculty, University of San Francisco
Maggie McGatha, Associate Professor, University of Louisville
Maika Watanabe, Associate Professor, San Francisco State University
Maja Wilson, Assistant Professor of Education, University of Maine at Farmington
Makeba Jones, Faculty and researcher, UC San Diego
Makenzie Selland, Assistant Professor, Utah Valley University
Malik S. Henfield, Associate Professor, University of Iowa
Manali J. Sheth, Assistant Professor, Iowa State University
Mandy L. Kirchgessner, Ed.D., Executive Director and Researcher, Insights Science Center, El Paso
Manina Huckvale, Associate Professor, William Paterson University
Manka Varghese, Associate Professor, University of Washington
Manuel Barrera, PhD, Faculty & Researcher, Metropolitan State University
Marc A. Markell, Professor, St. Cloud State University
Marc Daczewitz, Assistant Professor, Chadron State College
Marc Scott, Assistant Professor, Shawnee State University
Marcela Borge, Assistant Professor, Pennsylvania State University
Marcia B. Imbeau, Professor, Department of Curriculum and Instruction, University of Arkansas
Marcia Burrell, Faculty, SUNY Oswego
Marcia Ciurry, Adjunct Professor, Yale Law
Marcia Gentry, Professor of Educational Studies; Director Gifted Education Resource Institute Purdue University
Marco Gemignani, Associate Professor, Duquesne University
Marcus B. Weaver-Hightower, Professor and Chair, Educational Foundations and Research, University of North Dakota
Mardi Schmeichel, Assistant Professor, University of Georgia
Marek Oziewicz, Marguerite Henry Professor of Children's and Young Adult Literature, University of Minnesota
Margaret Austin Smith, Instructor, University of Maryland
Margaret Gail Shroyer, Professor, College of Education, Kansas State University
Margaret R. Beneke, Graduate Research Assistant, University of Kansas
Margaret Renn, Director, Field Experiences, William Paterson University
Margaret Sauceda Curwen, Assistant Professor, Chapman University
Margaret Torrie, faculty, Iowa State University
Margaret Walker, Faculty, University of MD
Margaret Yatsevitch Phinney, Professor Emerita, University of Wisconsin-River Falls
Margi Nowak, Professor, University of Puget Sound
Margo Dichtelmiller, Professor, Eastern Michigan University
Mari Ann Roberts, Associate Professor, Clayton State University
Mari C. Dagaz, Faculty, Central, Michigan University
Maria Asp, Neighborhood Bridges Program Director, The Children's Theatre Company
Maria C. Ledesma, Assistant Professor, University of Utah
Maria Dantas-Whitney, Professor and Chair, Western Oregon University
María G. Arreguín-Anderson, Assistant Professor, University of Texas at San Antonio
Maria Hantzopoulos, Assistant Professor, Vassar College
Maria Isabel Quita, Professor, San Francisco State University
Maria José Botelho, Associate Professor, University of Massachusetts Amherst
Maria Varelas, Professor, University of Illinois at Chicago
Mariana Pardes, Research, Associate, Villanova University
Mariana Souto-Manning, Associate Professor, Teachers College, Columbia University
Marianne D'Emidio Caston, Director of Teacher Education, Antioch University, Santa Barbara
Marie A. LeJeune, Associate Professor, Western Oregon University
Marilee Coles-Ritchie, Faculty, Westminster College
Marilyn Cochran-Smith, Cawthorne Professor, Boston College
Marilyn Grave, Associate Professor, University of Minnesota Crookston
Marilyn McKinney, Professor, University of Nevada, Las Vegas
Marilyn Morey, Associate Professor, Illinois State University
Maris Thompson, Associate Professor, California State University, Chico
Marjorie Siegel, Professor, Teachers College, Columbia University
Mark D. Vagle, Associate Professor, The University of Minnesota
Mark Guy, Professor/Science Education, University of North Dakota
Mark I Koester, Assistant Professor, Metropolitan State University of Denver
Mark Kissling, Assistant Professor, Penn State University
Mark Knighton, Instructor/Cohort Coordinator, University of Hawaii at Manoa
Mark Nagasawa, Assistant Professor, Erikson Institute
Mark Paige, Assistant Professor, University of Massachusetts- Dartmouth
Mark Shapiro, Associate Professor of Music, LIU Post
Mark Stern, Assistant Professor, Colgate University
Mark W.F. Condon, Professor Emeritus, University of Louisville
Mark Windschitl, Professor, University of Washington
Marla King Robertson, Researcher, University of North Texas
Marlene Deringer, Associate Professor, Emeritus, Otterbein University
Marlene Zepeda, Professor, Emeritus, California State University, Los Angeles
Marshall A George, Professor English/Literacy Education, Fordham University
Martha A. Townsend, Professor of English, University of Missouri
Martha Bigelow, Associate Professor, University of Minnesota
Martha L. VanderWolk, Professor Emerita, Union Institute & University
Martha McCoy, Adjunct Faculty, Touro University - California
Marti Lee, Faculty, Georgia Southern University
Martina Nieswandt, Associate Professor, University of Massachusetts Amhers
Martina Vasil PhD, Music Education Candidate, West Virginia University
Marvin Lynn, Dean, School of Education, Indiana University South Bend
Mary Ann Wallace, Assistant Professor, McNeese State University
Mary Beth Noll, Professor, St. Cloud State University
Mary DeKonty Applegate, Professor and Researcher, St. Joseph's University
Mary E Porcelli, Field Director / Lecturer, Bloomfield College
Mary Ellen Bargerhuff, Faculty, University of Hawaii
Mary Guay, Clinical Assistant Professor, University of Georgia
Mary H Sawyer, Assist Professor, SUNY New Paltz
Mary Hafeli, Professor, Teachers College Columbia University
Mary Inglis Burke Givens, Faculty, The University of Alabama
Mary Kallus, Associate Professor, Eastern New Mexico University
Mary Kathryn Campbell, Program Director, HYCCC
Mary Lavin Crerand, EPP Coordinator, Otterbein University
Mary M. Harris, Regents Professor Emerita, University of North Texas
Mary Martinez-Wenzl, Ph.D., Senior Researcher, Education Northwest
Mary McGinnis, Director, DHH Graduate Program, John Tracy Clinic
Mary Peraro Ed.D., Assistant Superintendent of Schools, Branford Public School
Mary Rice, Researcher, University of Kansas
Mary Schorse, Research, University of Delaware
Mary Stone Hanley, Researcher, Hanley Arts and Education Associates.
Mary Yee Ed.d, Candidate and Research Assistant, University of Pennsylvani
Marya Levenson, Professor of the Practice in Education, Brandeis University
Maryann Dudzinski, Associate Professor, Valparaiso University
Maryellen Rafferty, faculty, Adelphi University
Máté Wierdl, Faculty, University of Memphis
Matt Sutton, PhD, Candidate/Adjunct Professor, University of Massachusetts Lowell
Matthew John Caulfield, Assistant Professor, New Jersey City University
Matthew Knoester, Assistant Professor, University of Evansville
Matthew Moberly, Lecturer, California State University, Stanislaus
Matthew T. McBee, Assistant Professor, East Tennessee State University
Maureen P Hogan, Associate Professor, University of Alaska Fairbanks
Maxine McKinney de Royston, Postdoctoral Researcher, University of California, Berkeley
May Jadallah, Assistant Professor, Illinois State University
maya devi srivastava, faculty, SUNY at Buffalo
Maylan Dunn-Kenney, Associate Professor, Northern Illinois University
Meg Callahan-Steckley, Associate Professor, Nazareth College
Meg Hatton, Professor, Normandale Community College, Bloomington,
Meg J. Petersen, Professor, Plymouth State University
Meg White, Assistant Professor/Teacher Education, Richard Stockton University
Megan Bang, faculty, University of Washington
Megan Hopkins, Assistant Professor, Pennsylvania State University
Megan L. Birch, Associate Professor, Plymouth State University
Megan L. Franke, Professor, UCLA
Meghan Fitzgerald-Raimundo, Ed.D., Assistant Professor, Borough of Manhattan Community College
Meira Levinson, Associate Professor, Harvard Graduate School of Education
Mel Freilicher, Lecturer, University of California San Diego
Melanie Davenport, Associate Professor, Georgia State University
Melanie Landon-Hays, Assistant Professor, Western Oregon University
Melanie N. Burdick, Faculty, Washburn University
Melanie Shoffner, Associate Professor of English Education, Purdue University
Melissa Baker, Research Assistant/PhD Candidate, University of Georgia
Melissa L Heston, Associate Professor, University of Northern Iowa
Melissa Sherfinski, Assistant Professor, West Virginia University
Melissa Stinnett, faculty, Western Illinois University
Melissa Stull, Lecturer, School of Education, University of Michigan
Meredith Mountford, Professor/Director, UCEA Center for Research on District Governance, Florida Atlantic University
Merril Simon, Faculty, California State Univ., Northridge
Merry Merryfield, Professor Emeritus, The Ohio State University
Meta Van Sickle, Professor, College of Charleston
Michael Bowman, PhD Candidate, Instructor, University of Washington, Seattle
Michael D. Hill, Faculty, Co-chair of Council on Basic Writing, Henry Ford College
Michael D. Miller, Ph.D., Associate Professor, University of Wisconsin-River Falls
Michael David Coffey, faculty/professor, University of California
Michael Day, Professor and Director, Northern Illinois University
Michael Hass, Professor, Chapman University
Michael J. Carter, Assistant Professor, California State University, Northridge
Michael J. Dumas, Assistant Professor, University of California, Berkeley
Michael K. Barbour, Director of Doctoral Studies, Sacred Heart University
Michael Klonsky, Faculty, DePaul University
Michael Kotar, Professor of Education, California State University, Chico
Michael L. Boucher, Jr., Assistant Professor, Florida Gulf Coast University
Michael L. Shaw, Professor of Education, St. Thomas aquinas College
Michael McVey, Associate Professor, Eastern Michigan University
Michael Neal, Associate Professor, Florida State University
Michael P. Clough, Professor of Science Education, Iowa State University
Michael P. Evans, Assistant Professor, Miami University
Michael R. P. Bailey, Researcher & doctoral student/Special Education Administrator, University of South Florida/Pasco County Schools
Michael S. Kelly, Associate Professor, Loyola University Chicago School of Social Work
Michael S. Mills, Assistant Professor, University of Central Arkansas
Michael Svec, Associate Professor, Furman University
Michael Wavering, Faculty, University of Arkansas, Fayetteville
Michele Dornisch, Associate Professor, Long Island University
Michele Knobel, Professor, Montclair State University
Michele S. Moses, Faculty, University of Colorado Boulder
Michelle Gunderson, Functional Vice President for Elementary Schools, Chicago Teachers Union
Michelle J. LaFrance, Assistant Professor, George Mason University
Michelle Jewett, Faculty, Central NM Community College
Michelle Knotts, Instructor and researcher, Pennsylvania State University
Michelle Parker-Katz, Professor, University of Illinois at Chicago
Michelle Proctor, Department Chair – Education, The College of Lake County
Michelle Reidel, Associate Professor of Social Studies Education, Georgia Southern
Michelle Renee, Associate Director/Adjunct Assistant Professor, Annenberg Institute for School Reform Brown University, Georgia Southern University
Michelle Salgado, Research Associate, University of Washington
Michelle Schira Hagerman, Director of Graduate Certificate Programs, Michigan State University
Michelle Szpara, Associate Professor, Long Island University
Michelle Valverde, Director, New Mexico State University
Michiko HIkida, Doctoral Candidate/Teacher Educator, University of Texas at Austin
Miguel Zavala, Assistant Professor, California State University, Fullerton
Mike burdsall, Adjunct lecturer, Indiana University
Mike Rose, Research Professor, UCLA
Mileidis Gort, Associate Professor, The Ohio State University
Milena K. Sherry, Educator/Curriculum Writer, NYC Department of Education
Mindi Rhoaded, Assistant Professor, Ohio State University
Mindy Kornhaber, Associate Professor, College of Education, Penn State
Mindy Legard Larson, Associate Professor of Education, Linfield College
Ming Fang He, Professor, Georgia Southern University
Mira Cole Williams, Assistant Professor, James Madison University
Mirna ZIELKE-garcia , Teacher, SUNY New Paltz
Misty Sailors, Professor, The University of Texas at San Antonio
Mitchell J. Chang, Professor, UCLA
Mitchell Robinson, Associate Professor and Chair, Michigan State University
Mollie Blackburn, Professor, The Ohio State University
Molly Tambor, Assistant Professor, Long Island University C.W. Post
Monica Cavender, faculty, Quinnipiac University
Mónica G. García, Assistant Professor, California State University, Northridge
Monica Taylor, Associate Professor, Montclair State University
Monique Guishard, Lecturer, Bronx Community College - CUNY
Monisha Bajaj, Associate Professor, University of San Francisco
Mordechai Gordon, Professor of Education, Quinnipiac University
Moreen Carvan, Director of Assurance for Learning, Marian University Wisconsin
Morgan Hynes, Assistant Professor, Purdue University
Morgan V Lewis, Research Scientist, Retired, Ohio State University
Morna McDermott, Professor, Towson University
Mounir Farah, Professor, University of Arkansas
N. Eleni Pappamihiel, Professor, University of NC Wilmington
Nadine Dolby, Professor, Purdue University
Nancy Bewley, Head of School, The Parish School
Nancy Dulberg, Professor of Education, Saint Mary's College of California
Nancy Flanagan Knapp, Associate Professor, University of Georgia
Nancy Frye, Professor, Long Island University, Post
Nancy G. Patterson, Associate Professor, Grand Valley State University
Nancy Hutchinson Webb, PhD Research Graduate, Va Tech
Nancy L Levitt, adjunct faculty university supervisor, Chestnut Hill College
Nancy L. Davis, Program Director for School Counseling, Valparaiso University
Nancy L.Creech Ed.D, Oxford Community Schools
Nancy Latham, Associate Professor, Illinois State University
Nancy Rankie Shelton, Associate Professor, UMBC
Nancy S. Niemi, Professor and Chair, University of New Haven
Nancy Wasser, researcher, New Mexico State University
Natalia Smirnov, Doctoral Student/Researcher, Northwestern University
Nathan Magee, Associate Professor, The College of New Jersey
Nathan Moore, Associate Professor, Winona State University
Nathan Snaza, Faculty, University of Richmond
Nathan Taylor, Assistant Professor, Robert Morris University
Nelly Stromquist, Professor, University of Maryland
Nelson Flores, Assistant, Professor, University of Pennsylvania
Nicholas D. Hartlep, Assistant Professor, Illinois State University
Nicholas J. Pace, associate professor, University of Northern Iowa
Nicholas Lauer, Faculty, researcher, Oakland University
Nicholas Tampio, Associate Professor of Political Science, Fordham University
Nick Abel, Assistant Professor, Butler University
Nick Henning, Assistant Professor, California State University, Fullerton
Nicole Galante, Associate Director English Education Program, Stony Brook University
Nicole M Joseph, Assistant professor, University of Denver
Nicole M. Togno, Student, Researcher, George Mason University
Nicole Nguyen, Postdoctoral Research Associate, University of Illinois-Chicago
Nicole R. Olcese, Assistant Professor, Penn State University
Nicole Walkinshaw, Educator/Researcher, Florida Atlantic University
Nicole Walsh, Clinical Instructor, William Paterson University
Nigel Waterton, Assistant Teaching Professor, Montana State University
Niki Christodoulou, faculty, researcher, Georgia Regents University
Nikki Murdick, Faculty/Professor Special Education, Saint Louis University
Nikola Hobbel, Associate Professor, Humboldt State University, California
Nikole Richardson, Assistant Professor, Mills College
Nilajah Abdullah, Instructor, Mentor, Coach, Mpower Teaching, LLC
Nina Asher, Professor, University of Minnesota -- Twin Cities
Nina Salcedo Potter, Ph.D, Director of Assessment, San Diego State University
Noah A. Rubin, Director of Elementary Education, Wellesley College
Noah De Lissovoy, Associate Professor, University of Texas at Austin
Noni Mendoza-Reis, Professor, San Jose State University
Nora Hyland, Associate Professor, Rutgers, The State University of New Jerse
Nora Krieger, Associate Professor, Chair Education Division, Bloomfield College
Norma A Lopez-Reyna, Associate Professor, University of Illinois at Chicago
Norman A Stahl, Professor Emeritus, Northern Illinois University
Nuria Jaumot-Pascual, Senior Research Associate, TERC
OiYan Poon, Assistant Professor, Loyola University Chicago
Olga Jarrett, Professor, Georgia State University
Oliver L. Hurley, PhD, Professor, Assoc. Dean Emeritus, Georgia State University
Osar Jimenez-Castellanos, Associate Professor, Arizona State University
P. Zitlali Morales, Assistant Professor, University of Illinois at Chicago
Pamela Bolotin Joseph, Senior Lecturer, University of Washington Bothell
Pamela Brillante, Assistant Professor, William Paterson University
Pamela Haffner, ESE Teacher, DePaul University
Pamela J Farris, Professor, Illinois State University
Pamela Sullivan, Associate Professor, James Madison University
Pasi Sahlberg, Visiting Professor, Harvard Graduate School of Education
Pat Belanoff, faculty, Stony Brook University
Pat Keefe, Faculty, Clatsop Community College
Patriann Smith, Faculty Researcher, University of Illinois Urbana Champaign
Patricia Moyles, Teacher, Ivan Green Primary School
Patricia A. Whang, Professor, CSU Monterey Bay
Patricia A. Woodward-Young, Professor, Simpson College
Patricia Burch, Associate Professor, University of Southern California
Patricia Crawford, Associate Professor, University of Pittsburgh
Patricia Donohue, Assistant Professor and Researcher, San Francisco State University
Patricia Dunn, Associate Professor of English, Stony Brook University
Patricia E. Reynolds, Ed.D, Professor of TESOL, University of Mary Washington
Patricia Espiritu Halagao, Associate Professor, University of Hawaii, Manoa
Patricia F Wood, Associate Professor, School of Education, Samford University
Patricia Gandara, Research Professor, UCLA
Patricia H. Hinchey, Professor of Education, Penn State
Patricia Irvine, Associate Dean, San Francisco State University
Patricia Krueger-Henney, Assistant Professor, University of Massachusetts Boston
Patricia McGuire, President, Trinity Washington University
Patricia Mitchell, Associate Professor, University of San Francisco
Patricia Morrell, Professor, University of Portland
Patricia Stall, Professor, California State University San Marcos
Patrick Camangian, Associate Professor, University of San Francisco
Patrick Henry Smith, Associate Professor, University of Illinois at Urbana-Champaign
Patrick McQuillan, Associate Professor, Boston College
Patrick Pritchett, Visiting Assistant Professor, Amherst College
Patti Wojahn, Associate Professor, New Mexico State University
Paul Badenhorst, Researcher, The Pennsylvania State University
Paul C. Gorski, Associate Professor, George Mason University
Paul C. Voas, Elementary Educator and Coach, Beaverton School District
Paul Crowley, Professor/Faculty, Sonoma State University
Paul J. Wendel, Assistant Professor of Science Education, Otterbein University
Paul L. Thomas, Associate Professor, Faculty Director First Year Seminars, Furman University
Paul McKimmy, Faculty, University of Hawaii - Manoa
Paul Skilton-Sylvester, Lecturer, University of Pennsylvania
Paul Theobald, Dean, School of Education, Buena Vista University
Paul Tractenberg, Board of Governors Public Service Professor of Law, Director, Institute on Education Law & Policy, Rutgers University-Newark
Paula Gill Lopez, Associate Professor, Department Chair, Fairfield University
Paula M. Selvester, Professor of Education, California State University Chico
Pauline Lipman, Professor, University of Illinois at Chicago
Pauline W. U. Chinn, Professor, University of Hawaii at Manoa
Pedro A. Noguera, Professor, New York University
Peggy Apple, Assistant Professor, Clarion University of Pennsylvania
Peggy Kelly, Faculty, Wright State University
Peggy O'Neill, Professor, Loyola University Maryland
Penelope Earley, Professor, Education Policy, George Mason University
Penelope Wong, Associate, Professor of Education Studies, Berea College
Penny B. Howell, Associate Professor, University of Louisville
Pete Farruggio, Associate Professor, Bilingual Education, University of Texas
Peter B. Duffy, Associate, Professor, University of South Carolina
Peter C. Cormas, Assistant Professor, California University of Pennsylvania
Peter J Geisser, Special Education Lecturer, U Massachusetts Dartmouth
Peter Jones, Director, Institutional Effectiveness, California Institute of Integral Studies, University of Texas Pan American
Peter McLaren, Distinguished Professor in Critical Studies, Chapman University
Peter Miksza, Music education faculty, Indiana University, Bloomington
Peter Pereira, Professor Emeritus, DePaul University
Peter Rutkoff, Chair, American Studies, Kenyon College
Peter Smagorinsky, Distinguished Research Professor, The University of Georgia
Peter T. Piazza, Ph.D. Candidate, Boston College Lynch School of Education
Peter Taubman, Faculty, Brooklyn College
Phil Smith, Professor of Special Education, Eastern Michigan University
Philip Bell, Professor, University of Washington
Philip E. Kovacs, Associate Professor, University of Alabama in Huntsville
Philip Ferguson, Faculty, Chapman University
Philip P. Patterson, Ph.D., Associate Professor of Special Education, University of Alaska Fairbanks
Philip Ross, EdD/Faculty administrator, Southeast Community College
Phillip Harris, Executive Director, ASSOCIATION FOR EDUCATIONAL COMMUNICATION & TECHNOLOGY
Phillip S Riner, Ed. D., Professor of Education, University of North Florida
Phyllis Fernlund, Professor, California State University Chico
Portia K. Maultsby, Laura Boulton Professor Emerita of Ethnomusicoloy, Indiana University
Pradeep M. Dass, Director, Center for Science Teaching and Learning, Northern Arizona University
Preston D. Feden, Faculty, LaSalle University
Priscilla Sanville, Associate Professor, Lesley University
Priscilla W. Laws, Ph.D, Research Professor of Physics, Dickinson College
R. Clarke Fowler, Professor and Chair, Salem State University
R. Deborah Davis, Faculty, SUNY Oswego
Rachel Endo, Chair, Teacher Education Department, Hamline University
Rachel L. Cloward, Assistant Professor, LIU-Post
Rachel Lambert, Assistant Professor, Chapman University
Rachel Roegman, Assistant Professor, Purdue University
Rachel Zucker, Gould Faculty EdD, Burlington High School
Rachelle Savitz, Graduate Teaching Assistant/Researcher, University of Tennessee
Radhi H. Al-Mabuk, Professor of Education, University of Northern Iowa
Randal M. Ernst, Curriculum Specialist, Lincoln Public Schools (NE)
Randy Hewitt, Associate Professor, University of Central Florida
Ranita Cheruvu, Assistant Professor, William Paterson University of New Jersey
Raymond R. Isola, Ed.D, Retired Principal, Independent Writer & Researcher, San Francisco Unified School District
Reade W. Dornan, Retired, Michigan State University
Rebeca Burciaga, Asst. professor, SJSU
Rebeca Burciaga, Asst. professor, SJSU
Rebecca A. Goldstein, Associate Professor, Montclair State University
Rebecca A. Hamilton, Faculty, Suncoast Community High School
Rebecca Crawford, Educator, Indiana University
Rebecca Garte, Assistant Professor, Borough of Manhattan Community College of the City University of New York
Rebecca Joseph, Faculty, California State University, Los Angeles
Rebecca Justeson, Associate Professor, California State University, Chico
Rebecca Martusewicz, Professor, Eastern Michigan University
Rebecca Powell, Assistant Professor, University of Southern Mississippi
Rebecca R. Norman, Assistant Professor, Mount Saint Mary College
Rebecca Reynolds, Assistant Professor, Rutgers University
Rebecca T. Barber, Faculty Associate, Arizona State University
Rebekah Cordova, Education Researcher, University of Florida
Regina Figueiredo-Brown, Assistant Professor, East Carolina University
Rena Rice, Graduate Faculty, Bank Street, College of Education
Rena Shifflet, Associate Professor, Illinois State University
Rene Parmar, Professor of Educational Measurement, St. John's University
Rev. Michael Cory Flores, EdD, Professor, Cypress College, Cypress, CA
Rhea Settles, Ed.D, Clinical Faculty, California State University, East Bay
Rhonda Jeffries, Associate Professor, University of South Carolina
Rhoda Rae Gutierrez, Researcher, Collaborative for Equity and Justice in Education, University of Illinois at Chicago
Rhonda Bonnstetter, Professor, Southwest Minnesota State University
Ricardo Ariza, M.S.W., Director, Office of Multicultural Affairs, Creighton University
Ricardo D. Rosa, Assistant Professor, University of Massachusetts-Dartmouth
Rich Milner, Professor of Education, University of Pittsburgh
Rich Pulin, Founder/Chairman, The Early Childhood Music Education Foundation
Richard Beach, Professor Emeritus, University of Minnesota
Richard H. Haswell, Haas Professor Emeritus, Texas A&M University Corpus Christi
Richard L. Allington, Professor of Literacy Studies, University of Tennessee
Richard Mehrenberg, Assistant Professor, Millersville University
Richard R. Valencia, Faculty, University of Texas at Austin
Richard Stout, University Instructor / Supervisor, Calif. State Univ., Chico
Richard Strot, Faculty, Baylor University
Rick Orozco, Assistant Professor, University of Arizona
Rico Gutstein, Professor, University of Illinois at Chicago
Rita Bouchard, Science Educator, DVIA, Graduate Student - Antioch University
Rita cusack, Adjunct Math Dept, Northshore community college
Rita Kohli, Assistant Professor, University of California, Riverside
Rita Tracy, Lecturer, San Jose State University
Rita Turner, Ph.D., Faculty, University of Maryland Baltimore County
Rob Erwin, Associate Professor, College of Education, Niagara University
Rob Linne, Professor, Adelphi University
Robert A. Domingo, Associate Professor; Chair, LIU / Post Campus
Robert A. Schultz, Professor, Gifted Education and Curriculum Studies, The University of Toledo
Robert A. Wiggins, Professor, Oakland University
Robert Amchin, Professor of Music Education, University of Louisville
Robert Brasco Ed.D., Administrator, St. John's University
Robert Capuozzo, Assistant Professor, College of Education, University of Georgia
Robert Ceglie, Assistant Professor, Queens University of Charlotte
Robert D Hannafin, Dean, Graduate School of Education and Allied Professions, Fairfield University
Robert Donmoyer, Professor, University of San Diego
Robert E. Stake, Emeritus Professor of Education, University of Illinois
Robert J. Helfenbein, Associate Dean, Loyola University Maryland
Robert J. Templeton, Education Professor, Saint Joseph's University
Robert L Jarvis, Ph.D., Administrator, University of Pennsylvania
Robert L. Blomeyer, Jr. Ph.D., Retired Ed. Researcher & Teacher Educator, Senior Research Associate @ NCREL
Robert M Gray, PhD, Faculty/Administrator, University of South Alabama
Robert Manley, Dean, School of Education, Dowling College
Robert McEntarffer, Assessment/Evaluation Specialist, Lincoln Public School
Robert Spires, Assistant Professor, Valdosta State University
Robert W. Smith, Professor, Secondary Education, UNCW
Robert Yagelski, Associate Professor of English Education, SUNY-Albany
Roberta Ahlquist, Professor, Faculty, San Jose State University
Roberta Levitt, PhD, Associate Professor, LIU Post
Roberta Paikoff Holzmueller, Associate Professor, University of Illinois at Chicago
Robin Giebelhausen, Music Education, University of New Mexico
Robin Marion, Faculty, Westfield State University
Robin R. Jones, Retired Faculty, University of South Florida
Robyn Lana, Adjunct Faculty, Xavier University
Robyn Seglem, Faculty, Illinois State University
roger schank, John Evans Professor Emeritus, Northwestern University
Roland Sintos Coloma, Professor, Teacher Education, Miami University (Ohio)
Ronald L. Carr, STEM Education Faculty, Florida State University
Ronald McIntyre, Professor Emeritus, California State Univ, Northridge
Ronald W. Evans, Professor, College of Education, San Diego State Universit
Rosa Jimenez, Assistant Professor , University of San Francisco
Rosalie Friend, faculty (retired), Hunter College/CUNY
Rosalie Romano, Associate Professor, Western Washington University
Rosalind Horowitz, Professor, The University of Texas--San Antonio
Rose Marie Codling, Faculty, College of Southern Maryland
Rose Rudnitski, Dean, School of Education, Felician College
Rosemarie Michaels, Assistant professor, chair, Dominican University of California
Rosemary Henze, Professor, San José State University
Roxana Marachi, Associate Professor of Education, San Jose State University
Ruchi Agarwal- Rangnath, Adjunct Professor, San Francisco State University
Ruth Ann Johnston, Faculty, Valparaiso University
Ruth Burkett, Associate Professor, University of Central Missouri
Ruth Freedman, Associate Professor, National Louis University
Ruth Kermish-Allen, Executive Director, Maine Mathematics and Science Alliance
Ruth M. López, Senior Research Associate, Annenberg Institute for School Reform at Brown University
Ruth Powers Silverberg, Faculty, City University of New York College of Staten Island
Ruth Trinidad Galván, Faculty, University of New Mexico
Ruthann Kurth-Schai, Professor & Chair, Educational Studies, Macalester College
Ryan D. Shaw, Graduate Assistant, Michigan State University
Ryan Flessner, Associate Professor, Butler University
Ryan Rish, Assistant Professor, Kennesaw State University
Ryan T. Monaghan, Adjunct Professor, West Chester University of Pennsylvania
S. Maxwell Hines, Ph.D., Professor of Education, Winston-Salem State University
Sabrina Sembiantel, Assistant Researcher, Florida Atlantic University
Sahtiya Hosoda Hammell, Research Assistant, University of Virginia
Sally C Weaver, PhD, CEO, Sally's Music Circle
Sally O. Thomas, Ph.D., Retired faculty/researcher, Chapman University, Claremont Graduate University
Samantha Frizzell, Faculty, Westfield State University
Samuel Aguirre, Graduate Student/Researcher, University of Hawai'i at Manoa
Samuel McMahan, Teacher in training, Berea College
Sandra Howard, Associate Professor, Keene State College
Sandra I Kay, Founding Faculty, San Diego State University
Sandra L. Stacki, faculty, Hofstra University
Sandra L. Wickham, Retired Educator, University of Northern Colorado
Sandra M. Gonzales, Faculty, Wayne State University
Sandra M. Webb, Associate Professor, Georgia College & State University
Sandra Pech, Assistant Professor and BSE Coordinator, Kent State University at Tuscarawas
Sandra Schmidt, Faculty, Teachers College, Columbia University
Sandra Torrence, Faculty, Westfield State University
Sandra Wilde, Professor, Hunter College, CUNY
Sandy Grande, Chair, Associate Professor, Connecticut College
Sara A. Levy, Assistant Professor, Wells College
Sara K. Schneider, Associate Professor, National Louis University
Sara M. Childers, Independent scholar
Sara Miller, Assistant Professor, Longwood University
Sara Scott Shields, Assistant Professor, Florida State University
Sarah A. Mathews, Assistant Professor, Florida International University
Sarah Butzin, researcher, Institute for School innovation, Project CHILD
Sarah DeBacher, Director, Greater New Orleans Writing Project; Chair of Freshman Writing; Instructor of English, University of New Orleans
Sarah Diaz, Research assistant/doctoral student, Arizona State University
Sarah E. Baker, Term Assistant Professor, George Mason University
Sarah Giroux, Post Doctoral Research Associate, Development Sociology, Cornell University
Sarah Hochstetler, Assistant Professor, Illinois State University
Sarah Hunt-Barron, Assistant Professor, University of South Carolina Upstate
Sarah J. McCarthey, Professor, Director of Teacher Education, University of Illinois at Urbana-Champaign
Sarah Kiefer, Associate Professor, University of South Florida
Sarah Kondratuk, Assistant Professor, Northern Arizona University
Sarah La Belle, Staff/Student, University of Alaska Fairbanks
Sarah M. West, Instructor and doctoral student, Cleveland State University
Sarah Perrault, Assistant Professor, University of California, Davis
Sarah Pratt, Assistant Professor, University of North Texas
Sarah Stapleton, PhD Candidate, Instructor, Michigan State University
Sarah Stitzlein, Associate Professor of Education, University of Cincinnati
Sarah Woulfin, Assistant Professor, UConn
Scot Danforth, Professor, San Diego State University
Scott DeWitt, Assistant Professor, Knox College
Scott Ellison, Assistant Professor, University of Northern Iowa
Scott Fray, Faculty (Science and Math Education), Northern Arizona University
Scott Hewit, faculty, Rollins College
Scott L. Kight, Associate Professor of Biology, Montclair State University
Scott R. Furtwengler, Director, Institutional Research, Brazosport College
Scott Richardson, Assistant Professor, Millersville University of Pennsylvania
Scott Ritchie, Assistant Professor, Kennesaw State University
Scott Spaniol, Math Faculty, Morton College
Sean Connors, Assistant Professor, English Education, University of Arkansas
Sean Powell, Assistant Professor of Music Education, University of North Texa
Semya Hakim, Associate Professor, St. Cloud State University
Sergio M. Pesqueira Jr., Assistant Director, Department of Educational Leadership, Loyola Marymount University
Seth A. Parsons, Associate Professor, George Mason University
Seth Kahn, Professor, West Chester University of PA
Seung Lee, Professor of Art, Long Island University
Shamby Polychronis, Associate Professor, Westminster College
Shameem Rakha, Faculty/Assistant Professor, Washington State University
Shamini Dias, Director, Preparing Future Faculty Program, Claremont Graduate University
Shana Cinquemani, PhD Candidate, Graduate Teaching Associate, University of Arizona
Shani Beth-Halachmy, Faculty, National Louis University
Shani Wilfred, Professor, Valdosta State University
Shannon Essler-Petty, Ed.D, Assistant Professor, College of Saint Benedict/Saint John's University
Shannon Ford, Parent, The Most Important Position, Western Illinois University
Shannon Guerrero, Associate Professor, Mathematics Education, Northern Arizona University
Shannon Lowrey, Faculty, University of Hawaii
Shannon M. Daniel, Lecturer, Vanderbilt University
Shanté Paradigm Smalls, Assistant Professor, English, St. John's University
Shanti Elliott, Adjunct Professor, Northwestern University
Shara Cherniak, Doctoral Student /Graduate Teaching Assistant, University of Georgia
Sharice Richardson, Assistant Dean for First Year Students, Rutgers University - New Brunswick
Sharon Carmichael, retired reading specialist, Washington State University
Sharon Dole, Faculty/Professor, Western Carolina University
Sharon Elizabeth Nichols, Associate Professor, The University of Alabama
Sharon Ishii-Jordan, Associate Dean, College of Arts and Sciences, Creighton University
Sharon Merritt, Asst. Professor, Director, Fresno Pacific University
Sharon Rallis, Distinguished Professor, University of Massachusetts Amherst
Sharon Strickland, Assistant Professor of Mathematics, Texas State University
Shawgi Tell, Associate Professor of Education, Nazareth College
Sheila K. Marquardt, Faculty, Minnesota State University Moorhead
Shelbie Witte, Associate professor, Florida State University
Shelby Gull Laird, Assistant Professor, Stephen F. Austin State University
Shelley Aronoff, Faculty, Glendale Community College
Shelley Marshall, Faculty, Kent State University Ashtabula
Sheri Leafgren, Associate Professor/Teacher Education, Miami University
Sherri Brown, Associate Professor, University of Louisville
Sherry Howard, Project Director, Georgia State University
Sherry Noland-Gossett, Professor, STATE COLLEGE OF FLORIDA
Sherry Sanden, Assistant Professor, Illinois State University
Shireen Keyl, Postdoctoral Fellow, University of Arizona
Shirin Vossoughi, Assistant Professor, Northwestern University
Shiv Desai, Assistant Professor, University of New Mexico
Siddharth Lodaya, Admin Asst, Westfield State University
Simeon Stumme, Associate Professor, Concordia University Chicago
Skyler Wiseman, Faculty, Washington University in St Louis
Sloane Burgess, Assistant Professor, Kent State University
Sofia Villenas, Associate Professor, Cornell University
Sonia Kline, Assistant Professor, Illinois State University
Sonia M. Rosen, Faculty, Arcadia University School of Education
Sonia Nieto, Professor Emerita, University of Massachusetts, Amherst
Sonia Soltero, Associate Professor and Department Chair, DePaul University
Sonja de Groot Kim, Faculty, Kean University
Sonja Lanehart, Faculty, UTSA
Soo Hong, Assistant Professor, Wellesley College
Soonhyang Kim, Assistant Professor, Pace University
Sophia Georgiakaki, Associate Professor, Tompkins Cortland Community College
Sophia Tatiana Sarigianides, Associate Professor, Westfield State University
Sophie Degener, Associate Professor, National Louis University
Sousan Arafeh, Assistant Professor, Southern Connecticut State University
Stacey Takanishi, Faculty, University of Hawaii, Manoa
Stacy Kay Duffield, Associate Professor, North Dakota State University
Stacy Olitsky, Assistant Professor, Saint Joseph's University
Starlin D. Weaver, Professor of Science Teacher Education, Salisbury University
Stefinee Pinnegar, Teacher Educator, Brigham Young University
Stephanie Baran, Teaching Assistant, University of Wisconsin, Milwaukee
Stephanie Buelow, Assistant Professor, University of Hawaii
Stephanie Jones, Professor, College of Education, The University of Georgia
Stephanie M. Bennett, Assistant Profssor, Mississippi State University
Stephanie O'Brienm, Ph.D., Stony Brook University
Stephanie Storms, Assistant Professor, Fairfield University
Stephanie Wade, Assistant Professor of Writing, Unity College
Stephen Arasimowicz, Cofounder Welcome to my World Autism, Central Connecticut State University
Stephen D. Oates, Professor, Northern Michigan University
Stephen Mucher, Director, Bard College Master of Arts in Teaching Program
Steve Cohen, Senior Lecturer in Education, Tufts University
Steve Wellinski, Associate Professor, Eastern Michigan University
Steven Gelb, Professor, University of San Diego
Steven Greenstein, Assistant Professor, Montclair State University
Steven Grineski, Professor, Minnesota State University Moorhead
Steven Jay Gross, Professor, Educational Leadership, Temple University
Steven Semken, Associate Professor, Arizona State University
Steven Wolk, Professor, Northeastern Illinois University
Stuart Chen-Hayes, Associate Professor, CUNY Lehman College
Sue Mankiw, Associate Professor, William Paterson University, Wayne NJ
Sue Mendelsohn, Associate Director, Undergraduate Writing Program, Columbia University
Sumer Seiki, Visiting Assistant Professor, University of San Francisco
Sunita Mayor, Associate Professor, West Chester University, PA
Suresh Appavoo, Dean for Diversity and Equity/Associate Professor of Education, Dominican University of California
Susan Adamson, Assistant Professor, Butler University
Susan Auerbach, Professor, CA State University, Northridge
Susan Avery, Associate Professor Music Education, Ithaca College
Susan Briana Livingston, Graduate Teaching Assistant, University of Illinois
Susan Dreyer Leon, Professor of Education, Antioch University New England
Susan F Belgrad, Faculty, researcher, California State University Northridge
Susan F. Bohrer, PhD, Faculty, UC Merced
Susan Faircloth, Associate Professor, North Carolina State University
Susan Franks, Associate Professor, Georgia Southern University
Susan Hupp, Professor, University of Minnesota
Susan J. Schenck, Retired, Director of Field Placements; Associate Professor, Rhode Island College, The College of Charleston
Susan K. Brown, Faculty, Georgia Southern University
Susan L Lytle, Professor Emerita Education, Univ of Pennsylvania
Susan L. DeJarnatt, Professor of Law, Temple University Beasley School of Law
Susan Longerbeam, Faculty, Northern Arizona University
Susan M Moore, Clinical Professor, University of Colorado, Boulder
Susan M. Luppino, Visiting Instructor, Westfield State University
Susan Matoba Adler, Professor, University of Hawaii West O'ahu
Susan McMahon, Professor, National Louis University
Susan Nordstrom, Assistant Professor, University of Memphis
Susan Ohanian, Researcher, New England Society for the Study of Education
Susan P. Maude, Associate Professor, Iowa State University
Susan R. Adams, Assistant Professor, College of Education, Butler University
Susan Stratton, Faculty, SUNY Cortland
Susan Sullivan, Professor, The College of Staten Island, CUNY
Susan Wharton Conkling, Professor, Music Education, Boston University
Susanne Chuku, Assistant Professor, Westfield State University
Suzann Girtz, Assistant Professor, Gonzaga University Educational Leadership, St Cloud State University
Suzanne Baker, Instructor/Field Experience Coordinator, Denison University
Suzanne Ehst, Associate Professor of Education, Goshen College
Suzanne Freedman, Professor, University of Northern Iowa
Suzanne L. Burton, Professor of Music Education, University of Delaware
Suzanne Painter, Associate Professor, Arizona State University
Suzanne Stolz, Ed.D., Administrator, University of San Diego
Sylvia Blake, Dean and Chief Operating Officer, Long Island University Hudson Campuses
Sylvia Read, associate professor, Utah State University
Sylvia Smyntek-Gworek, adjunct, University at Buffalo
Sylvia Y. Sanchez, Associate Professor, George Mason University
Tabitha Dell'Angelo, Assistant Professor, The College of New Jersey
Tabitha Wojciechowski, Researcher, Washington State University
Tamar Jacobson, Chair, Department of Teacher Education, Rider University
Tamara J. Moore, Associate Professor, Purdue University
Tamara Lucas, Acting Dean, Montclair State University
Tamara Spencer, Associate Professor, Montclair State University
Tammy Oberg De La Garza, Assistant Professor, Roosevelt University
Tanetha Grosland, Faculty, Morgan State University
Tania Ramalho, Professor of Education, SUNY Oswego
Tanya Christ, Associate Professor, Oakland University
Tanya Velasquez, Faculty, University of Washington Tacoma
Tara J Yosso, Associate Professor, University of California, Santa Barbara
Tara L. Affolter, Assistant Professor of Education Studies, Middlebury College
Tasha Henneman, Research Associate, Mills College
Tasha R Wyatt, Graduate Affiliate Faculty, University of Hawaii
Tasha Tropp Laman, Associate Professor, University of Louisville
Tatiana Joseph, Ph.D, Assistant Professor, university of Wisconsin-Milwaukee
Tatyana Kleyn, Associate Professor, City College of New York
Ted J. Weiner, Adjunct professor, Arcadia University
Teddi Eberly-Martin, Lecturer, University of North Texas
Teresa Bergstrom, Doctoral Candidate, University of South Florida
Teresa Doughty, Professor, Educational Studies, Purdue University
Teresa Grettano, Assistant Professor and Director of First-Year Writing, Schoolcraft College
Teresa J Rishel, Associate Professor, Ball State University
Teresa Lamb, Mathematics Learning Specialist, Schoolcraft College
Tereza Joy Kramer, faculty, Saint Mary's College of California
Teri Holbrook, Associate Professor, Georgia State University
Terri L. Rodriguez, Faculty, College of St. Benedict & St. John's University
Terri S. Wilson, Visiting Scholar, University of Colorado Boulder
Terrie Epstein, Professor, Hunter College/CUNY
Terry Barrett, PhD, Professor Emeritus, The Ohio State University
Terry Earley, Ph.D., Faculty, Stony Brook University
Terry Jo Smith, Professor, National Louis University
Terry K. Smith, Assistant Professor, Radford University
Tevni Grajales, Faculty, Andrews University
Thandeka K. Chapman, Associate Professor, University of California San Diego
Theresa Catalano, Faculty, University of Nebraska-Lincoln
Theresa Montaño, Professor, CSU Northridge
Theresa, Faculty, University of Hawaii at Manoa
Therese Quinn, Faculty, University of Illinois at Chicago
Thomas Del Prete, Faculty/Director of Adam Institute for Urban Teaching, Clark University
Thomas Gouwens, Faculty, Roosevelt University
Thomas Harrington, Academic Specialist, Instructional Designer, Marian University
Thomas Herring, Professor of Physics, Western Nevada College
Thomas J. Mauhs-Pugh, Professor of Education and Provost, Green Mountain College
Thomas K. Holleran, Professor, University of Wisconsin-River Falls
Thomas Nelson, Associate Professor, University of the Pacific
Thomas Neuville, Associate Professor, Millersville University
Thomas Newkirk, Professor of English, University of New Hampshire
Thomas R. Post, Professor Mathematics Education, University of Minnesota
Thomas W. Bean, Faculty & Graduate Program Director, Old Dominion University
Thomia Thompson, School Counselor graduate student, Argosy University
Thomia Thompson, School Counselor graduate student, Argosy University
Thuy T La, Researcher, University of Hawaii
Timothy A. Kinard, Assistant Professor, Texas State University
Timothy A. Micek, Associate Professor, Education, Ohio Dominican University
Timothy D. Zimmerman, Assistant Professor, Hampshire College
Timothy E. Goodwin, Chair Professional Education, Bemidji State University
Timothy E. Horton, Faculty (Physics Dept.), Reeltown High School, AL
Timothy G. Larrabee, Associate Professor, Oakland University
Timothy J. Cook, Professor of Education, Creighton University
Timothy J. Voskuil, Coordinator, Calhoun ISD
Timothy San Pedro, Assistant Professor, Ohio State University
Tina Lageson, Educator/Student, Concordia University
Tina Trujillo, Assistant Professor, UC Berkeley
Tirza Wilbon White, Faculty, University of Maryland, College Park
Toby Daspit, Associate Professor, University of Louisiana at Lafayette
Todd Alan Price, Director of Policy Studies, National Louis University
Todd C. Reimer, Associate Professor, Metropolitan State University of Denver
Tom Anderson, Professor of Art Education, Florida State University
Tom Meyer, Director, Hudson Valley Writing Project & Associate Professor Secondary Education, SUNY New Paltz
Tomás Galguera, Professor, Mills College
Tomás Galguera, Professor, Mills College
Tomas R Giberson, Associate Professor, Oakland University
Tonie McDonald, Ed.D., Administrator, Hofstra University
Tracey Wright SR., Education Research Associate, TERC
Traci Higgins, Researcher, TERC
Tracy Dobie, Researcher/Doctoral, Candidate, Northwestern University
Tracy Elizabeth, Instructor of Education/Academic Researcher/Doctoral Student, Harvard Graduate School of Education
Tracy L. Smiles, Associate Professor, Western Oregon University
Tracy Spencer PhD, Professor, Lamar Institute of Technology
Trevor Williams, Professor, University of Colorado
Tricia Kress, Associate Professor, University of Massachusetts Boston
Tricia Niesz, Associate Professor, Kent State University
Trudy Knowles, Professor, Westfield State University, Westfield, MA
Tyson EJ Marsh, Assistant Professor, University of New Mexico
Uma M. Jayakumar, Assistant Professor, University of San Francisco
Ursula S. Aldana, Assistant Professor, University of San Francisco
Valerie Kinloch, Professor, Literacy Studies, Ohio State University
Vanessa Svihla, Assistant Professor, University of New Mexico
Verena Mellein, Researcher, Florida State University
Veronica M. Fife-Demski, Assistant Professor, Faculty, Ball State University
Vianna Alcantara, Research Associate, Brown University
Vichet Chhuon, Assistant Professor, University of Minnesota, Twin Cities
Vicki Bartolini, Ph.D., Chair, Professor of Education, Wheaton College, MA
Vicki Park, Assistant Professor, San Jose State University
Victor L. Willson, Head and Professor, Texas A&M University
Victor Lee, Assistant Professor, Utah State University
Victoria Banales, Faculty, Cabrillo College
Victoria Brockett, Academic Advisor, Valparaiso University
Victoria Gillis, Endowed Chair of Excellence in Literacy, University of Wyoming
Victoria M Hand, Associate Professor, University of Colorado Boulder
Vilma Seeberg, Ph.D., Associate Professor, Kent State University
Vilna Bashi Treitler, Full Professor & Chair, City University of New York
Vincent C. Bates, Assistant Professor, Weber State University
Vinh Pham, Ph.D., Researcher/Adjunct Assistant Professor, New York Institute of Technology
Vinson Carter, Assistand Professor, University of Arkansas
Virginia M. Jagla, Associate Professor, National Louis University
Virginia Mary Lea, Associate Professor, University of Wisconsin-Stout
Vito M. Dipinto, Faculty/Associate Professor, National Louis University
Vladimir G. Ivanovic, Trustee, Los Altos School District
Vonzell Agosto, Assistant Professor, University of South Florida
Wade Tillett, Assistant Professor, University of Wisconsin - Whitewater
Walter W. Lovings, Lead Counselor, Austin ISD
Wayne Au, Associate Professor, University of Washington Bothell
Wayne J Urban, Professor, University of Alabama
Wayne Jennings, Researcher, International Institute for Learning Alternatives
Wayne Journell, Faculty, University of North Carolina at Greensboro
Wendy Chi, Research Analyst, Jefferson County Public Schools
Wendy Gardiner, Associate Professor, National Louis University
Wendy Holmes, Professor Emerita, University of Rhode Island
Wendy Kohli, Professor, Fairfield University
Wendy Zagray Warren, professor and researcher, Berea College and Morehead State University
Westry Whitaker, Assistant Professor, University of North Georgia
Whitney Gordon Blankenship, assistant Professor, Rhode Island College
Willaim F McComas, Parks Family Professor, University of Arkansas
William D McInerney, Professor of Educational Leadership Emeritus, Purdue University
William G. Wraga, Professor, College of Education, University of Georgia
William H. Schubert, Retired Professor, University of Illinois at Chicago
William Henk, Dean, College of Education, Marquette University
William J. Barry, Lecturer, Texas State University
William J. Glenn, Associate Professor, Virginia Tech
William J. Mathis, Researcher, University of Colorado Boulder
William M.Bercu, Ph.D., Faculty, Retired, Arizona State University
William Sandoval, Professor, Graduate School of Education & Information Studies, UCLA
Xyanthe Neider, Assessment Director, Washington State University
Yael Wyner, Assistant Professor/Secondary Education, City College of New York
Yali Zhao, faculty and researcher, college of Education/Georgia State University
Yen Yen Woo, Associate Professor, Long Island University, C.W.Post
Yetta M. Goodman, Professor Emeritas, University of Arizona
Yolanda Gallardo Carter, Associate Professor, Berea College
Yoon Pak, Associate Professor, University of Illinois at Urbana-Champaign
Yurimi Grigsby, Faculty, Concordia University Chicago
Yvonne Liu-Constant, Assistant Professor, Lesley University
Zachary A. Casey, Assistant Professor/Educational Studies, Rhodes College
Zaline Roy-Campbell, Associate Professor, Syracuse University
Zeynep Ercan, Faculty/Associate Professor, Rowan University
Zoe Burkholder, Associate Professor, Montclair State University