Sentences with phrase «education policy research senior»

Beginning in January 2015, Hill, along with the Center for Education Policy Research Senior Project Manager Barb Gilbert and Instructional Specialist Daniel McGinn, will observe teaching using Samsung tablets placed in 460 middle school classrooms around the country.

Not exact matches

He is also the senior advisor for policy, research, and education at SADD (Students Against Destructive Decisions), an organization he served as national chairman and chief executive officer for more than fifteen years.

While bringing in an outsider can be a «great boost,» looking within the system shouldn't be overlooked, said John Aubrey Douglass, a senior research fellow for public policy and higher education at the Center for Studies in Higher Education at the University of California in education at the Center for Studies in Higher Education at the University of California in Education at the University of California in Berkeley.

Being in the SUNY system could be a saving grace for the school's academic stability, said John Aubrey Douglass, a senior research fellow for public policy and higher education at the Center for Studies in Higher Education at the University of California in education at the Center for Studies in Higher Education at the University of California in Education at the University of California in Berkeley.

Such issues came to mind during remarks by Daryl Chubin, senior vice president for policy and research at the National Action Coalition for Minorities in Engineering, and Shirley Malcom, director of the AAAS Directorate for Education and Human Resources.

He went to NIMH from the National Science Foundation (NSF), where he held a variety of senior positions, focusing on basic research in the biological, behavioral and social sciences, science policy and science education.

«This has very important implications for early education policy in the United States, where we are debating how early to start and whether preschool should be provided to all children or exclusively target low - income children,» said Dearing, a professor of applied developmental psychology who is also a senior research fellow at the Norwegian Center for Child Behavioral Development at the University of Oslo.

«Stress, including the stress of racial discrimination, affects cortisol levels and sleep, which are important for cognition and learning,» said study senior author Emma Adam, a professor of human development and social policy at Northwestern's School of Education and Social Policy and faculty fellow at the Institute for Policy Respolicy at Northwestern's School of Education and Social Policy and faculty fellow at the Institute for Policy ResPolicy and faculty fellow at the Institute for Policy ResPolicy Research.

«There has been a dramatic contraction of the prison education system, particularly those programs focused on academic instruction versus vocational training,» said Lois Davis, the study's lead author and a senior policy researcher at RAND, a nonprofit research organization.

U.S. Senators Susan Collins and Angus King, Congressman Bruce Poliquin, LePage administration Senior Policy Advisor John Butera and Ellsworth Mayor Robert Crosthwaite were on hand to launch the new facility, which is the first step in the Laboratory's long - range plan to gradually migrate mouse production (except for the research mice used by JAX scientists) from Bar Harbor to Ellsworth, freeing up space in Bar Harbor to expand research and education programs.

Matthew Ladner is a senior advisor for policy and research at the Foundation for Excellence in Education.

«Right now, classrooms are the telecommunications ghettos of American culture,» said John Yrchik, a senior professional associate for research at the National Education Association and an author of the policy statement.

Ronald F. Ferguson, Senior Lecturer in Education and Public Policy at the Harvard Graduate School of Education and Senior Research Associate at the Malcolm Wiener Center for Social Policy, is the AGI director and a faculty co-chair.

In this forum, Matthew Ladner, senior advisor for policy and research at the Foundation for Excellence in Education, argues that ESAs offer a grand advance over charter schooling and deserve the support of reformers.

Author Bio: Tom Loveless is a senior fellow in Governance Studies at the Brookings Institution in Washington, D.C. Loveless» research focuses on education policy and the politics of educational reform.

He directs the Harvard Program on Education Policy and Governance, is Senior Fellow at the Hoover Institution at Stanford University, and is Editor - In - Chief of Education Next, a journal of opinion and research.

• Anya Kamenetz education reporter for NPR and author of «The Test: Why Our Schools Are Obsessed with Standardized Testing — But You Don't Have to Be» • Elaine Weiss national coordinator of the Broader Bolder Approach to Education • Matthew Chingos senior fellow at the Brookings Institution and research director of its Brown Center on Education Policy • Chanelle Hardy senior vice president for policy and executive director of the National Urban League Washingteducation reporter for NPR and author of «The Test: Why Our Schools Are Obsessed with Standardized Testing — But You Don't Have to Be» • Elaine Weiss national coordinator of the Broader Bolder Approach to Education • Matthew Chingos senior fellow at the Brookings Institution and research director of its Brown Center on Education Policy • Chanelle Hardy senior vice president for policy and executive director of the National Urban League WashingtEducation • Matthew Chingos senior fellow at the Brookings Institution and research director of its Brown Center on Education Policy • Chanelle Hardy senior vice president for policy and executive director of the National Urban League WashingtEducation Policy • Chanelle Hardy senior vice president for policy and executive director of the National Urban League Washington Policy • Chanelle Hardy senior vice president for policy and executive director of the National Urban League Washington policy and executive director of the National Urban League Washington Bureau

Jay P. Greene is professor of education reform, University of Arkansas, a senior fellow at the Manhattan Institute for Policy Research, and a contributing editor of Educateducation reform, University of Arkansas, a senior fellow at the Manhattan Institute for Policy Research, and a contributing editor of EducationEducation Next.

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oeducation and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University oEducation, University of London.

James W. Guthrie, currently superintendent of public instruction in Nevada, is senior fellow and former director of education policy studies at the George W. Bush Institute, where Elizabeth Ettema is research associate in education policy.

Patrick McGuinn is professor of political science and education at Drew University and a senior research specialist at the Consortium for Policy Research in Eeducation at Drew University and a senior research specialist at the Consortium for Policy Research in Edresearch specialist at the Consortium for Policy Research in EdResearch in EducationEducation.

Christine Campbell is policy director and senior research analyst at the Center on Reinventing Public Education at the University of Washington.

Matthew Chingos is Senior Fellow and Director of the Education Policy Program at the Urban Institute, where Daniel Kuehn is a Research Associate.

Author Bio: Dr. Matthew Ladner is the Senior Advisor of Policy and Research for the Foundation for Excellence in Education.

The series invites participants to dive into critical topics in education and interact with Harvard's innovative thinkers — senior leaders in education research, policy, and practice.

Author Bio: Paul E. Peterson is the Henry Lee Shattuck Professor of Government and Director of the Program on Education Policy and Governance at Harvard University, a Senior Fellow at the Hoover Institution at Stanford University, and Senior Editor of Education Next, a journal of opinion and research.

An associate professor at the Harvard Graduate School of Education, research fellow at the Hoover Institution, deputy director of Harvard's Program on Education Policy and Governance, and, when Congress was drafting the Every Student Succeeds Act, a senior policy advisor to the ranking member of the U.S. Senate Committee on Health, Education, Labor, and Pensions, Marty stands tall within the education research and policy comEducation, research fellow at the Hoover Institution, deputy director of Harvard's Program on Education Policy and Governance, and, when Congress was drafting the Every Student Succeeds Act, a senior policy advisor to the ranking member of the U.S. Senate Committee on Health, Education, Labor, and Pensions, Marty stands tall within the education research and policy comEducation Policy and Governance, and, when Congress was drafting the Every Student Succeeds Act, a senior policy advisor to the ranking member of the U.S. Senate Committee on Health, Education, Labor, and Pensions, Marty stands tall within the education research and policy communPolicy and Governance, and, when Congress was drafting the Every Student Succeeds Act, a senior policy advisor to the ranking member of the U.S. Senate Committee on Health, Education, Labor, and Pensions, Marty stands tall within the education research and policy communpolicy advisor to the ranking member of the U.S. Senate Committee on Health, Education, Labor, and Pensions, Marty stands tall within the education research and policy comEducation, Labor, and Pensions, Marty stands tall within the education research and policy comeducation research and policy communpolicy communities.

Prior to joining MSU in September 1996, she was a Senior Research Scientist with the Division of Education Policy Research of Educational Testing Service, a position she held for eight years.

He is the faculty methodologist for the Penn IES Pre-Doctoral Training Program, a faculty fellow with the Penn Institute for Urban Research, a faculty affiliate with the Penn Wharton Public Policy Initiative, a senior researcher at the Consortium for Policy Research in Education, and an affiliated researcher with the University of Chicago Consortium on School Research.

Keynote speakers included Pedro Rivera, Pennsylvania secretary of education; Roberto Rodriguez, deputy assistant to the president for education at the White House; Judy Schneider, senior analyst at the Congressional Research Service; Carmel Martin, executive vice president for policy at the Center for American Progress; Lindsay Fryer, senior education policy advisor for the U.S. Senate HELP Committee; and Raul Gonzalez, senior program officer at the Bill and Melinda Gates Foundation.

Paul E. Peterson is the Henry Lee Shattuck Professor of Government and Director of the Program on Education Policy and Governance at Harvard University, a Senior Fellow at the Hoover Institution at Stanford University, and Editor - In - Chief of Education Next, a journal of opinion and research.

Mr. Myers, 53, most recently was the senior vice president and chief strategy officer at Mathematica Policy Research Inc., a Princeton, N.J. - based firm that conducts research on issues related to education, employment, health care, nutrition, and Research Inc., a Princeton, N.J. - based firm that conducts research on issues related to education, employment, health care, nutrition, and research on issues related to education, employment, health care, nutrition, and welfare.

Robert Hill, a former government education policy advisor and visiting senior research fellow at King's College London, told Schools Week there was a risk of more change if large numbers of struggling schools were suddenly made into academies.

Three top seniors from Chavez Schools — Alexys Hewlett, Nicolas Vilarroel, and Brenda Guevera - Ortiz — presented their year - long research and policy solutions to an audience of education experts, community leaders and Obama administration staff.

Abigail Gray, Senior Researcher, Consortium for Policy Research in Education, University of Pennsylvania

Marcus A. Winters, a senior fellow at the Manhattan Institute, conducts research and writes about education policy.

Three top seniors from Chavez Schools — Alexys Hewlett, Nicolas Vilarroel, and Brenda Guevera - Ortiz — presented their year - long research and policy solutions to an audience of education experts, community...

Prior to joining the foundation, Orville was a Senior Research Analyst at the Education Trust - West, where he conducted research and advocated for policies to boost educational achievement and close opportunity gaps impacting students of color and students in poverty in California Research Analyst at the Education Trust - West, where he conducted research and advocated for policies to boost educational achievement and close opportunity gaps impacting students of color and students in poverty in California research and advocated for policies to boost educational achievement and close opportunity gaps impacting students of color and students in poverty in California schools.

AASA Journal of Scholarship & Practice About Campus Academic Leadership Journal in Student Research Academic Questions Accounting Education ACM Transactions on Computing Education Across the Disciplines Acta Didactica Napocensia Action in Teacher Education Action Learning: Research and Practice Action, Criticism, and Theory for Music Education Active Learning in Higher Education Administrative Issues Journal: Connecting Education, Practice, and Research Adult Education Quarterly: A Journal of Research and Theory Adult Learner: The Irish Journal of Adult and Community Education Adult Learning Adults Learning Mathematics Advances in Engineering Education Advances in Health Sciences Education Advances in Language and Literary Studies Advances in Physiology Education AERA Open Africa Education Review African Higher Education Review African Journal of Research in Mathematics, Science and Technology Education Afterschool Matters AILA Review AILACTE Journal Alabama Journal of Educational Leadership American Annals of the Deaf American Biology Teacher American Educational History Journal American Educational Research Journal American Educator American Journal of Business Education American Journal of Distance Education American Journal of Education American Journal of Engineering Education American Journal of Evaluation American Journal of Health Education American Journal of Play American Journal of Sexuality Education American Journal on Intellectual and Developmental Disabilities Analysis of Verbal Behavior Anatomical Sciences Education Annals of Dyslexia Annual Review of Economics Anthropology & Education Quarterly Applied Developmental Science Applied Environmental Education and Communication Applied Language Learning Applied Linguistics Applied Measurement in Education Art Education Art Therapy: Journal of the American Art Therapy Association Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice Arts Education Policy Review ASHE Higher Education Report Asia Pacific Education Review Asia Pacific Journal of Education Asian Journal of Education and Training Asia - Pacific Forum on Science Learning and Teaching Asia - Pacific Journal of Teacher Education Assessment & Evaluation in Higher Education Assessment for Effective Intervention Assessment in Education: Principles, Policy & Practice Assessment Update Association of Mexican American Educators Journal Athletic Training Education Journal Australasian Journal of Early Childhood Australasian Journal of Educational Technology Australasian Journal of Gifted Education Australasian Journal of Special and Inclusive Education Australian and International Journal of Rural Education Australian Educational Computing Australian Educational Researcher Australian Journal of Adult Learning Australian Journal of Career Development Australian Journal of Education Australian Journal of Educational & Developmental Psychology Australian Journal of Environmental Education Australian Journal of Indigenous Education Australian Journal of Learning Difficulties Australian Journal of Music Education Australian Journal of Teacher Education Australian Mathematics Teacher Australian Primary Mathematics Classroom Australian Review of Applied Linguistics Australian Senior Mathematics Journal Australian Universities» Review Autism: The International Journal of Research and Practice

«We think the state has to develop a sense of urgency in closing the achievement gap between Latino students, Latino English learners, and the rest of the students,» said Leni Wolf, senior research and policy analyst at Education Trust — West.

Frank Kros, the Executive Vice President of The Children's Guild and Kelly Spanoghe, the Vice President of Special Education and Student Support Services at The Children's Guild, along with Principal Nakia Nicholson guided Nina and her coworkers, Nia Davis, Senior Manager of Policy and Legal Research, and Kimberley Lane, Vice President of External Growth on a tour of our school.

Jennifer DePaoli is the Senior Research & Policy Advisor at Civic Enterprises, where she leads the education portfolio, including research and advocacy on behalf of the GradNation campaign, work with CASEL and others in the SEL field, and research and policy work in the alternative educatioResearch & Policy Advisor at Civic Enterprises, where she leads the education portfolio, including research and advocacy on behalf of the GradNation campaign, work with CASEL and others in the SEL field, and research and policy work in the alternative education Policy Advisor at Civic Enterprises, where she leads the education portfolio, including research and advocacy on behalf of the GradNation campaign, work with CASEL and others in the SEL field, and research and policy work in the alternative educatioresearch and advocacy on behalf of the GradNation campaign, work with CASEL and others in the SEL field, and research and policy work in the alternative educatioresearch and policy work in the alternative education policy work in the alternative education space.

Delia Pompa is Senior Fellow for Education Policy at the Migration Policy Institute in Washington, D.C., a nonpartisan research and policy organization that first published this commePolicy at the Migration Policy Institute in Washington, D.C., a nonpartisan research and policy organization that first published this commePolicy Institute in Washington, D.C., a nonpartisan research and policy organization that first published this commepolicy organization that first published this commentary.

As Senior Program Director of State and Local Networks, Hayin leads Partners for's work in California, developing and maintaining strategic relationships in California's complex network of advocacy, research, and education policy organizations.

She holds an appointment in the Institute for Social Research, serves as co-director of the Education Policy Initiative, is currently the board president at the Association for Education Finance and Policy, and is a nonresident senior fellow in the Economic Studies program at the Brookings Institution.

Robert Holland Chicago The writer is senior fellow for education policy at the Heartland Institute, a research organization.

Matthew Di Carlo, senior research fellow at the Albert Shanker Institute, which studies education policy, reiterated that it would be «enormously complicated» to determine how any one factor such as socioeconomic status affects ACT scores.

They include Kai - ming Cheng, a professor at Hong Kong University who has been a member of the Hong Kong Education Commission, is intimately familiar with the Shanghai reforms and was recently appointed to the China State Advisory Committee on Curriculum Reform; Tom Corcoran, Co-director of the Consortium for Policy Research in Education at Columbia University and an early observer of the work of the Shanghai Municipal Education Commission; Ben Jensen, a principal at the Grattan Institute in Melbourne, Australia, whose research on several aspects of the Shanghai system have drawn the notice of many observers; Vivien Stewart, Senior Advisor to Asia Society for education, and earlier, to the United Nations, who has been visiting, observing and leading delegations to China for more than a decade; and Minxuan Zhang, President of Shanghai Normal University and deputy director of the Shanghai Education CoEducation Commission, is intimately familiar with the Shanghai reforms and was recently appointed to the China State Advisory Committee on Curriculum Reform; Tom Corcoran, Co-director of the Consortium for Policy Research in Education at Columbia University and an early observer of the work of the Shanghai Municipal Education Commission; Ben Jensen, a principal at the Grattan Institute in Melbourne, Australia, whose research on several aspects of the Shanghai system have drawn the notice of many observers; Vivien Stewart, Senior Advisor to Asia Society for education, and earlier, to the United Nations, who has been visiting, observing and leading delegations to China for more than a decade; and Minxuan Zhang, President of Shanghai Normal University and deputy director of the Shanghai Education ComResearch in Education at Columbia University and an early observer of the work of the Shanghai Municipal Education Commission; Ben Jensen, a principal at the Grattan Institute in Melbourne, Australia, whose research on several aspects of the Shanghai system have drawn the notice of many observers; Vivien Stewart, Senior Advisor to Asia Society for education, and earlier, to the United Nations, who has been visiting, observing and leading delegations to China for more than a decade; and Minxuan Zhang, President of Shanghai Normal University and deputy director of the Shanghai Education CoEducation at Columbia University and an early observer of the work of the Shanghai Municipal Education Commission; Ben Jensen, a principal at the Grattan Institute in Melbourne, Australia, whose research on several aspects of the Shanghai system have drawn the notice of many observers; Vivien Stewart, Senior Advisor to Asia Society for education, and earlier, to the United Nations, who has been visiting, observing and leading delegations to China for more than a decade; and Minxuan Zhang, President of Shanghai Normal University and deputy director of the Shanghai Education CoEducation Commission; Ben Jensen, a principal at the Grattan Institute in Melbourne, Australia, whose research on several aspects of the Shanghai system have drawn the notice of many observers; Vivien Stewart, Senior Advisor to Asia Society for education, and earlier, to the United Nations, who has been visiting, observing and leading delegations to China for more than a decade; and Minxuan Zhang, President of Shanghai Normal University and deputy director of the Shanghai Education Comresearch on several aspects of the Shanghai system have drawn the notice of many observers; Vivien Stewart, Senior Advisor to Asia Society for education, and earlier, to the United Nations, who has been visiting, observing and leading delegations to China for more than a decade; and Minxuan Zhang, President of Shanghai Normal University and deputy director of the Shanghai Education Coeducation, and earlier, to the United Nations, who has been visiting, observing and leading delegations to China for more than a decade; and Minxuan Zhang, President of Shanghai Normal University and deputy director of the Shanghai Education CoEducation Commission.

Bob Schwartz joined the faculty of the Harvard Graduate School of Education in 1996, where he has served, successively, as Lecturer, Professor of Practice, Academic Dean, Francis Keppel Professor in Educational Policy and Administration, and Senior Research Fellow.

She was also a deputy education commissioner in Florida, a senior policy advisor in the U.S. Department of Education during President George W. Bush's administration, and an education research fellow at Stanford University's Hoover Inseducation commissioner in Florida, a senior policy advisor in the U.S. Department of Education during President George W. Bush's administration, and an education research fellow at Stanford University's Hoover InsEducation during President George W. Bush's administration, and an education research fellow at Stanford University's Hoover Inseducation research fellow at Stanford University's Hoover Institution.