Anthony Alvaradowas the superintendent of Community School District 2 in New York City for the past eight years. Earlier, he directed the Consortium of Worker Literacy. Prior to that, he served as NYC Public Schools Chancellor and as Superintendent of District 4. A frequent lecturer and advisor on urban school reform, he serves on a number of national boards and task forces and as consultant to several national foundations.
Richard Elmore is Professor of Education at Harvard University and a Senior Research Fellow with the Consortium for Policy Research in Education. His current research focuses on problems of accountability in education and on the process of instructional improvement in schools and school systems. He has written and edited several books on the effects of state and local education reform. For more information, see Dr. Elmore's personal web page.
Lauren Resnick is Professor of Psychology and Director of LRDC. She specializes in the cognitive science of learning and instruction. She is also co-director of New Standards and founder of the Institute for Learning. Professor Resnick serves on several national boards. She has been President of AERA, was the founding editor of Cognition and Instruction, and has written numerous widely regarded publications on education reform for both researchers and education practitioners. For more information, including a list of publications, see Dr. Resnick's personal web page.
Mary Kay Stein, a Research Scientist at LRDC, has worked on several national research and development projects. Most recently, she directed the classroom documentation component of the QUASAR project, a national effort designed to foster the development of enhanced mathematics programs for urban middle schools. Her current research focuses on describing and analyzing learning communities for teachers. Her work has been published in several major research journals.
Nancy Israel is a Research Associate at LRDC and Project Manager for HPLC with extensive experience in school and community relations. She served as Director of the Pittsburgh chapter of the American Jewish Committee and has developed curriculum on prejudice reduction. Previously she served as Director of the Office of Special Student Programs at the University of Pittsburgh.
Michael Harwell is a professor of Education Research Methodology in the School of Education at the University of Pittsburgh. His research interests are the behavior of statistical tests under realistic date conditions, nonparametric statistics and parameter estimation in item response theory.
Sharon Nelson-Le Gall, Professor of Psychology and Senior Scientist at LRDC, is nationally recognized for her research on children's achievement, motivation, and social-cognitive development. She serves on several national boards and committees focusing on minority and disadvantaged students and on the editorial boards of several prestigious journals. An annotated list of selected articles by Dr. Nelson-Le Gall is available on Dr. Nelson-Le Gall's personal web page.
Judy Johnston recently retired as principal of Taylor Allderdice High School in Pittsburgh, where she transformed the school into an award-winning institution through the development of a collaborative partnership with staff, parents, students, and the community. For nine years, she directed the widely recognized Schenley High School Teacher Center, a precursor to the national teacher professionalism movement.
Laura D'Amico is a Research Associate at LRDC. She began her research career as a graduate assistant on the CoVis Project, a national test-bed run out of Northwestern University which explores the use of project based pedagogy supported by computing and telecommunications to improve science education. Her research focuses on the role classroom assessment plays in the reform efforts of teachers.
Guido Gatti is a graduate student working on his Ph.D. in Research Methodology at University of Pittsburgh's School of Education. For more information, see Guido's personal web page.
Erika Gold Pearl is a graduate student pursuing a Ph.D. in Education with a focus on Policy, in the Administration and Policy Studies Department at the University of Pittsburgh's School of Education.
Jill van den Heuvel is a graduate student pursuing a Ph.D. in Research Methodology at the University of Pittsburgh, School of Psychology in Education. She received her undergraduate degree from Kean University, (Union, NJ), in Public Administration/Criminal Justice with a second degree in Pyschology.
Christie Hudson, a graduate student pursuing a Master's degree in Public Administration majoring in Policy Research and Analysis at the Graduate School of Public and International Affairs at the University of Pittsburgh. She is a recent graduate of the University in English Literature and Women's Studies.
Jennifer Mc Dowell is an undergraduate student working on a Bachelor's degree in Psychology.
Anne Madufuro is an undergraduate student working on a Bachelor's degree in Political Science.
Elaine Fink, superintendent of Community District 2 in New York. Formerly, she served as Deputy superintendant under Anthony Alvarado. Prior to that, an elementary school principal, a staff developer, and a teacher in the NYC public schools.
Beatrix Johnstone has spent 25 years working for the NYC public schools. She serves as Deputy superintendant to Elaine Fink and was formerly District #2's director of professional development. Previously, she served as a teacher, union chapter leader and as director of the Mentor-Teacher Program.
Denise Levine is the former director of magnet programs and standards implementation for Community School District 2 in New York City. She is currently the Principal of East Side Middle School (MS 114) and a District Fellow at the Institute for Learning at LRDC. A frequent presenter at national and international conferences, she has written numerous publications based on her teaching and research.
Deanna Burney has served as an elementary, middle, and high school principal in the School District of Philadelphia. As principal on special assignment, she was the architect and planner of a widely renowned instructional and support service model that linked schools, families, communities, universities, and agencies to better meet the needs of children in high-risk environments.
Elizabeth Rangel is a writer and editor . . . . . . . . . .