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Pearson works with more than 1,000 authors and researchers to bring you practical, evidence-based professional development programs and resources.
A few of the experts we work with include:
Jana Echevarría, Ph.D., is a Professor Emerita at California State University, Long Beach. She has taught in elementary, middle, and high schools in general education, special education, ESL, and bilingual programs. She has lived in Taiwan, Spain and Mexico. An internationally known expert on second language learners, Dr. Echevarría is a Fulbright Specialist. Her research and publications focus on effective instruction for English learners, including those with learning disabilities. Currently, she is Co-Principal Investigator with the Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE) funded by the U.S. Department of Education, Institute of Education Sciences (IES). In 2005, Dr. Echevarría was selected as Outstanding Professor at CSULB.
MaryEllen Vogt, Ed.D. is Distinguished Professor Emerita of Education at California State University, Long Beach. Dr. Vogt has been a classroom teacher, reading and special education specialist, district reading resource teacher, and university teacher educator. She received her doctorate from the University of California, Berkeley. A co-author of fourteen books, including the SIOP Series and Reading Specialists and Literacy Coaches in the Real World (2007), Dr. Vogt has provided professional development in all fifty United States, and in eight other countries. She served as President of the International Reading Association in 2004-2005.
Deborah J. Short, Ph. D. is a professional development consultant and a senior research associate at the Center for Applied Linguistics in Washington, DC. She co-developed the SIOP® Model for sheltered instruction and has directed national research studies on English language learners funded by the Carnegie Corporation, the Rockefeller Foundation, and the U.S. Dept. of Education. She recently chaired an expert panel on adolescent ELL literacy. As the director of Academic Language Research & Training, Dr. Short provides professional development on sheltered instruction and academic literacy around the U.S. and abroad. She has numerous publications, including the SIOP® book series and five ESL textbook series for National Geographic/Hampton-Brown. She has taught English as a second/foreign language in New York, California, Virginia, and the Democratic Republic of Congo.
Evelyn Arroyo is a noted national speaker on English Language Learner issues, and the author of several professional development resources, including A+RISE, Research-based Instructional Strategies for ELLs, which has already affected thousands of educators nationwide. Her focus and passion is helping elementary and secondary teachers close the achievement gap for ELLs and all struggling learners. A former teacher, principal and district administrator, Ms. Arroyo has 25 years of experience in public education, and has been district Teacher of the Year in Texas three times, was awarded the TEA's Innovative Practice Award, and was a Reader's Digest American Heroes Award Finalist. Throughout her career, Ms. Arroyo has been a supportive and constructive mentor to her fellow educators, and an impassioned advocate for the needs of English Language Learners.
Steve Chappuis brings a strong background in educational administration to ATI. His leadership experiences include serving as a junior high principal, a senior high principal and executive director responsible for supervision of schools and principals. As an assistant superintendent for curriculum and instruction, he implemented a standards-based instructional program that included comprehensive assessment plans with policies and professional development in classroom assessment. At ATI, Steve works with educators to help establish balanced and effective local assessment systems. He is also responsible for our leadership for excellence in assessment program - professional development for school leaders and policy makers, and is the co-author of Assessment Balance and Quality: An Action Guide for School Leaders 3rd. Ed.
Prior to joining ATI, Jan Chappuis was a curriculum and assessment specialist responsible for professional development and school improvement. Her background as an elementary and secondary teacher, combined with her assessment expertise and professional development experience, enables Jan to provide teachers and school leaders with practical solutions for motivating students and involving them in their own academic success. Her most recent publication, Seven Strategies of Assessment for Learning, helps teachers adopt formative assessment practices shown to improve learning.
A nationally recognized expert in performance assessment, Judy Arter background includes statewide writing assessments, development of large-scale and classroom-based assessments for competency assessment and development of district performance assessments. Prior to joining ETS, Judy directed Northwest Regional Educational Laboratory's (NWREL) assessment unit. She has written extensively on performance assessment and rubrics, and is the co-author of Creating & Recognizing Quality Rubrics.
Rick Stiggins founded the Assessment Training Institute (ATI) in 1992 to provide much-needed professional development in assessment for teachers and school leaders. ATI can help assessment users at all levels learn how to (a) create high-quality assessments, and (b) use them in the service of student success. The most unique feature of the ATI philosophy remains our advocacy of and professional development in "assessment for learning"; that is, the use of student-involved classroom assessment, record keeping and communication to promote success for all students. The ATI programs, materials and services in classroom assessment for student learning are specifically designed to draw teachers and administrators into local learning teams to master principles of balanced assessment and assessment for learning. Rick is the author of numerous books, articles and papers on assessment practices in the classroom and its impact on students and student success.
Donald R. Bear is director of the E. L. Cord Foundation Center for Learning and Literacy where since 1986 he has worked with children who struggle to learn to read and write, directly through assessments and tutoring programs in the center and through Reading Buddies tutoring programs.
Donald is a professor in the Department of Educational Specialties in the College of Education at the University of Nevada, Reno. He has been a third and fourth grade classroom teacher. Donald has been involved in a number of grants and innovative professional development programs. Assessments that he has developed are widely used in statewide literacy programs. He conducts workshops and consults with school districts to develop their programs.
Recent studies and writings examine the synchrony of literacy development, word study with English-language learners, upper level word knowledge, and the literacy learning of preschoolers. He is a co-author of several books, including Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction.
Marcia Invernizzi is a professor of reading education at the Curry School of Education at the University of Virginia. Marcia is also the director of the McGuffey Reading Center, where she teaches the clinical practica in reading diagnosis and remedial reading. Formerly an English and reading teacher, she works with Book Buddies, Virginia's Early Intervention Reading Initiative (EIRI), and Phonological Awareness Literacy Screening (PALS).
Shane Templeton is Foundation Professor of Curriculum and Instruction at the University of Nevada, Reno, where he is Program Coordinator for Literacy Studies. A former elementary and secondary teacher, his research focuses on the development of orthographic knowledge. He has written several books on the teaching and learning of reading and language arts and is a member of the Usage Panel of the American Heritage Dictionary. He is author of the "Spelling Logics" column in Voices from the Middle, the middle school journal of the National Council of Teachers of English.
Francine Johnstonis a former first grade teacher and reading specialist who learned about word study during her graduate work at the University of Virginia. She is now an associate professor in the School of Education at the University of North Carolina at Greensboro, where she teaches courses in reading, language arts, and children's literature. Francine frequently works with regional school systems as a consultant and researcher. Her research interests include current spelling practices and materials as well as the relationship between spelling and reading achievement.
Lauren Leslie received her Ph.D. in Educational Psychology from the University of Iowa and is currently Emeritus Professor at Marquette University where she served as the director of the Hartman Literacy Center for many years. She has published over 25 research articles, and she is the co-author of the Qualitative Reading Inventory-4. She received the Albert J. Harris Award from International Reading Association (2001) for article written with L. Allen, "Factors that predict success in an early literacy intervention program." She also received the Mary Neville Bielefeld Award for Career Achievement for her contributions to teaching, research and service, particularly the mentoring of women faculty and students.
JoAnne Schudt Caldwell is the co-author/author of seven titles including The Qualitative Reading Inventory-4 and Reading problems: Assessment and Teaching Strategies both published by Allyn & Bacon. She received her Ph.D. in Educational Psychology from Marquette University and currently teaches Literacy and Language Development at Cardinal Stritch University. In 1996 she received the Outstanding Service Award from the Wisconsin State Reading Association, as well as the Wisconsin Teacher Educator of the Year Award in 1997 and the Achievement Award from Marquette University School of Education in 2005.
Enrique A. Puig is the Director of the Morgridge International Reading Center and teaches K-12 content area reading at the University of Central Florida. He taught over 25 years in Orange County Public Schools and has worked with numerous school districts from the U.S. Virgin Islands to Washington. He is co-author of The Literacy Coach: Guiding in the Right Direction (Allyn & Bacon/Pearson) and The Literacy Leadership Team: Sustaining and Expanding Success (Allyn & Bacon/Pearson). Recognized as a Title I Distinguished Educator by the Florida Department of Education, he continues to work with students to further his knowledge of learning and instruction
Karen Karp is a Professor of Mathematics Education at the University of Louisville (Kentucky). Prior to entering the field of teacher education she was an elementary school teacher in New York. Karen is a co-author of Feisty Females; Inspiring Girls to Think Mathematically, which is aligned with her research interests on teaching mathematics to diverse populations. With Jennifer, Karen co-edited Growing Professionally: Readings from NCTM Publications for Grades K-8. She is a member of the Board of Directors of the National Council of Teachers of Mathematics (NCTM) and a former president of the Association of Mathematics Teacher Educators (AMTE).
Jennifer Bay-Williams is an Associate Professor of Mathematics Education at the University of Louisville (Kentucky). Jennifer has published many articles on teaching and learning in NCTM journals. She has also co-authored the following books: Math and Literature: Grades 6-8, Math and Nonfiction: Grades 6-8, Navigating through Connections in Grades 6-8. Jennifer taught elementary, middle, and high school in Missouri and in Peru, and continues to work in classrooms at all levels with students and with teachers. Jennifer serves as the President of the Association of Mathematics Teacher Educators (AMTE) and chair of the NCTM Emerging Issues Committee.
William G. Handlin, Sr. is a classroom teacher and Department Chairman of Technology Applications at Spring Woods High School in Houston, Texas. Awarded Life Membership in the Texas Congress of Parents and Teachers for his contributions to the well-being of children, Mr. Handlin is also a frequent workshop and seminar leader in professional meetings throughout the world.
No company has more depth and breadth of expertise surrounding the Common Core State Standards (CCSS) than Pearson. Our close association with key authors and architects of the CCSS, including Karen Wixson, Skip Fennell, Phil Daro, and Sally Hampton, among others, ensures that the spirit and pedagogical approach of the initiative is embodied in our educational materials, assessments, and professional development.
Johns Hopkins University
Center for Technology in Education
Dr. Kelli Millwood joined Pearson in 2008 to research the impact of professional development on teacher practices and student outcomes. Prior to her work with Pearson, Dr. Millwood conducted audits of schools and districts to investigate the impact of technology initiatives in the classroom. Additionally, she worked with a Regional Educational Lab to design and recruit participants for a randomized control trial on the impacts of an inquiry-based mathematics curriculum.
Grant Wiggins, Ed.D is the President of Authentic Education in Hopewell, New Jersey. He earned his Ed.D. from Harvard University and his B. A. from St. John's College in Annapolis. Grant consults with schools, districts and state education departments on a variety of reform matters; organizes conferences and workshops; and develops print materials and Web resources on curricular change. He is the co-author, with Jay McTighe, of Understanding By Design and The Understanding By Design Handbook, the award-winning and highly successful materials on curriculum published by ASCD. His work has been supported by the Pew Charitable Trusts, the Geraldine R. Dodge Foundation, and the National Science Foundation.
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