Vonzell Agosto, a former high school teacher, is currently a Ph.D. student at the University of Wisconsin-Madison in the Department of Curriculum and Instruction. Her areas of interest are multicultural education, teacher education, and curriculum theory. She serves as a program adviser for the Multicultural Learning Community and as a program assistant for the multicultural seminar at UW-Madison. She has made presentations at the National Association for Multicultural Education and the American Educational Research Association.

Juliet A. Baxter is Associate Professor in the College of Education at the University of Oregon. Her research focuses on issues of teaching and learning mathematics, teacher education, and teacher professional development. She has conducted more than a decade of research into reform-based mathematics programs for students with learning disabilities and those at risk for special education. She has also directed a professional development project to support teachers' efforts to teach science as inquiry at the elementary and middle school levels. She is currently studying professional development that supports the strategic integration of mathematics and science at the elementary school level. Her work has been published in the American Educational Research Journal, the Elementary School Journal, and Learning Disabilities Research and Practice, among other journals.

John P. Bean is Associate Professor in the Educational Leadership and Policy Studies Department at Indiana University-Bloomington, where for the past 20 years he has taught a seminar in research design for doctoral students. He has chaired the research papers program for the annual meetings of the Association for the Study of Higher Education and Division J of the American Educational Research Association. He is best known for his development and estimation of theoretical models of college student retention and has published articles in the American Education Research Journal, Review of Educational Research, Research in Higher Education, and the Journal of Higher Education. He co-authored The Strategic Management of College Enrollments (1990) and co-edited the ASHE Reader on College Students (1996). John Mellencamp purchased one of his oil paintings. He makes Cremonese-style violins and once repaired Joshua Bell's Stradivarius violin.

Brian A. Bottge is Associate Professor in the Department of Rehabilitation Psychology and Special Education at the University of Wisconsin-Madison. He has combined his extensive classroom experience with learning theory to develop and test curricula and teaching methods to improve mathematics learning of students with disabilities. Since joining the faculty at UW-Madison, his research has been funded by the James S. McDonnell Foundation Cognitive Studies in Educational Practice program, the Office [Page 592]of Special Education and Rehabilitative Services, and the Institute of Education Sciences Cognition and Student Learning Research Grant program. He has published numerous articles on this topic in leading journals in special education and is frequently invited to speak at national and international conferences on math education such as the International Conference on Learning Disabilities in Chennai, India.

Gerald W. Bracey is an independent researcher and writer in Alexandria, Virginia. After obtaining a Ph.D. in psychology in 1967, he worked at many levels of education—state department, school district, university, and private company—before becoming an independent researcher in 1991. Since 1984, he has written a monthly “Research” column for Phi Delta Kappan to make research accessible to practitioners. Each October since 1991, he has written an annual essay that the editors of Phi Delta Kappan named “The Bracey Report on the Condition of Public Education.” His most recent book is a compendium of statistical information bearing on the performance of American public schools: Setting the Record Straight: Responses to Misconceptions About Public Education in the U.S.

Elizabeth G. Creamer is Associate Professor in the Department of Educational Policy and Leadership at Virginia Tech. Her research interests center on issues related to faculty work and lives, including personal and environmental factors associated with faculty research productivity and how these vary by gender. She is an active scholar who has published more than 45 journal articles and book chapters as well as three authored, co-authored, or co-edited books. She is a principal investigator on four projects funded by the National Science Foundation and is director of research and assessment for the Virginia Tech ADVANCE Grant.

Joyce L. Epstein is Director of the Center on School, Family, and Community Partnerships and the National Network of Partnership Schools, Principal Research Scientist, and Research Professor of Sociology at Johns Hopkins University. She has more than 100 publications on school organization and effects, with many on school, family, and community connections. She serves on many advisory and editorial boards. Her current research focuses on the roles of district and state leaders in guiding schools to develop partnership programs that reach all families and that help students to succeed at high levels. In all of her work, she is interested in the connections of research, policy, and practice.

Kadriye Ercikan is Associate Professor at the University of British Columbia in the area of Measurement, Evaluation, and Research Methods. Her research focuses on construction of data through assessments and the validity of interpretations from large-scale assessment results. In particular, her publications focus on validity and fairness issues in international and multilingual assessments. She combines statistical approaches with think-aloud approaches for examining examinee cognitive processes and validity of interpretations of assessment results. She has published widely in Educational Measurement: Issues and Practice, the Journal of Educational Measurement, Applied Measurement in Education, and the International Journal of Testing. She has served on the National Academy of Sciences' (NAS) Committee on Foundations of Educational and Psychological Assessment and contributed to the NAS book Knowing What People Know: The Science and Design of Educational Assessments.

Michael Ford is Assistant Professor in the Department of Instruction and Learning at the University of Pittsburgh. He develops classroom activities that engage students in key scientific practices and examines the learning outcomes from these activities that [Page 593]support scientific literacy. His work also involves preparing future science teachers and exploring the epistemological underpinnings of scientific knowledge in history and philosophy. His recent publications have appeared in Science & Education and the Journal of the Learning Sciences.

Ellice Ann Forman is Professor in the Department of Instruction and Learning at the University of Pittsburgh. She studies the processes of teacher-student and student-student interactions and problem solving in mathematics and science classrooms. Her research has been published in Linguistics and Education, Cognition and Instruction, Learning and Instruction, the Journal of the Learning Sciences, and Educational Studies in Mathematics. She has co-edited two books: Contexts for Learning: Sociocultural Dynamics in Children's Development and Learning Discourse: Discursive Approaches to Research in Mathematics Education. From 2000 to 2003, she served as associate editor of the American Educational Research Journal.

Robert E. Floden is Professor of Teacher Education, Measurement and Quantitative Methods, Educational Psychology, and Educational Policy at the Michigan State University College of Education. He has an A.B. in philosophy from Princeton University as well as an M.S. in mathematical statistics and a Ph.D. in philosophy of education, both from Stanford University. His work has been published in the Handbook of Research on Teaching, the Handbook of Research on Teacher Education, and many journals. He has been editor of Review of Research in Education, features editor of Educational Researcher, and president of the Philosophy of Education Society. He has been studying teacher education and other influences on teaching and learning for nearly three decades. He is currently co-principal investigator of Michigan State University's Teachers for a New Era initiative and co-principal investigator on a project developing measures of teachers' mathematical knowledge for teaching algebra.

R. Evely Gildersleeve is a Ph.D. student in the Graduate School of Education and Information Studies at the University of California, Los Angeles, where he holds a doctoral fellowship funded by the Spencer Foundation. His research interests focus on educational opportunity in P-16 pathways, especially as related to college choice for historically marginalized students. Before coming to UCLA, he worked in student affairs at Iowa State University. He is a graduate of Occidental College.

Carl A. Grant is Hoefs-Bascom Professor of Teacher Education in the Department of Curriculum and Instruction at the University of Wisconsin-Madison. He has written or edited 25 books or monographs in multicultural education and/or teacher education. He has also written more than 125 articles, book chapters, and reviews. Several of his writings and programs he directed have received awards. He is a former classroom teacher and administrator. He served as president of the National Association for Multicultural Education from 1993 to 1999, served as editor of the Review of Educational Research from 1996 to 1999, was a member of the National Research Council's Committee on Assessment and Teacher Quality from 1999 to 2001, and is currently the chair of the American Educational Research Association's Publication Committee.

Cheryl Hanley-Maxwell is Chair and Professor in the Department of Rehabilitation Psychology and Special Education at the University of Wisconsin-Madison. Her research interests focus on career development, enhancing family and student participation and power in educational processes and postschool life planning, and preparing adolescents for their adult roles. Recently, she co-directed the Research Institute on Secondary Education Reform for Youth With Disabilities (RISER). The purpose of RISER was to identify and describe educational policies and practices that enhance [Page 594]inclusive and challenging secondary education for all students. She has published numerous articles and chapters related to supported employment and transition. She also has extensive experience in preparing professionals and paraprofessionals to work with students as they move from school to their adult lives and to provide employees with disabilities employment-related services.

Debbi Harris recently received her Ph.D. in educational policy from Michigan State University. Her work has been published in Educational and Psychological Measurement, and she has presented at the annual meetings of the American Education Finance Association and the American Educational Research Association. She has also served as a research assistant for the Education Policy Center at Michigan State University and as an intern for the Michigan Department of Education. Her research interests include teacher quality, teacher compensation, and the interplay between educational politics and policy persistence. Prior to beginning her doctoral studies, she was a middle school science teacher.

Susan Harter is Professor of Psychology and Head of the Developmental Psychology Program at the University of Denver. She received her Ph.D. from Yale University in 1966, obtaining a joint degree in developmental and child clinical psychology. She remained at Yale as the first female faculty member in the Department of Psychology until coming to the University of Denver in 1974. While her research has focused on self-esteem, the construction of multiple selves, false self-behavior, classroom motivation, and emotional development, her research interests also include the study of gender issues across the life span and, most recently, school violence and the role of the self-system in provoking both depressive and violent ideation. Her research has resulted in the development of a battery of assessment instruments that are in widespread use in the United States and abroad. In addition to her numerous scholarly articles and chapters, she is the author of The Construction of the Self: Developmental Perspectives. At the University of Denver, she has received two major faculty research awards—the University Lecturer of the Year in 1990 and the John Evans Professorship Award in 1993—and has received awards conveying national and international recognition as well.

Ronald H. Heck is Professor of Educational Administration and Policy at the University of Hawaii at Manoa. His research interests include school effects on student learning, school leadership, and student transition to postsecondary education. Recent publications include Studying Educational and Social Policy: Theoretical Concepts and Research Methods (2004), Introduction to Multilevel Modeling Techniques (2000, with Scott L. Thomas), and “Tracks as Emergent Structures: A Network Analysis of Student Differentiation in a High School” (in American Journal of Education, with Carol L. Price and Scott L. Thomas).

Jason N. Johnson is a Ph.D. student in the Department of Educational Leadership and Policy Analysis at the University of Wisconsin-Madison. His research interests include postsecondary education institutional identity, college and university curriculum, leadership within the disciplines, and the rhetoric of education. He earlier studied and worked at the University of Washington, where he earned a bachelor's degree in comparative history of ideas and a master's degree in educational leadership and policy studies and served in a series of professional staff positions in the Office of Undergraduate Education, most recently as the associate director of first-year programs.

Cindy L. Juntunen is Professor in the Department of Counseling at the University of North Dakota. She received her Ph.D. from the University of California, Santa Barbara. Her primary research interests revolve around vocational psychology, with an [Page 595]emphasis on the work and social needs of marginalized groups. Her work has focused on the school-to-work transition, the welfare-to-work transition, and vocational needs of and issues for American Indian populations. Her current research is addressing the integration of vocational and emotional needs among high-risk youth. Other research and teaching interests include counselor supervision, feminist therapy, and ethical decision making.

Mary M. Kennedy is Professor at Michigan State University. From 1986 to 1994, she directed the National Center for Research on Teacher Learning. Her scholarship focuses on the relationship between knowledge and teaching practice, the nature of knowledge used in teaching practice, and how research knowledge and policy initiatives can improve practice. She has published three books addressing the relationship between knowledge and teaching and has won five awards for her work, the most recent being the Margaret B. Lindsey Award for Distinguished Research in Teacher Education. She has consulted with four ministries of education, the World Bank, and a host of national organizations. Prior to joining Michigan State University in 1986, her work focused mainly on policy issues and the role of research in improving policy. She has authored numerous journal articles and book chapters in these areas and has authored reports specifically for policy audiences, including the U.S. Congress.

Jane Clark Lindle is Eugene T Moore Endowed Professor of Educational Leadership at Clemson University. She has worked as a special education teacher, principal, and professor. She has served in various editorial roles, including editor of Educational Administration Quarterly from 1998 to 2004. Her research includes studies of shared governance, micropolitics, and state and national accountability policies. She recently published a study of middle school teaming in the Journal of Thought and another on coping with trauma in the principalship in the Journal of School Leadership. Her most recent books are 20 Strategies for Collaborative School Leaders and Building Spiritually Dispelling Myths About Early Adolescence.

Shirley J. Magnusson is Cotchett Professor of Science and Mathematics Teacher Education at the California Polytechnic State University in San Luis Obispo. She began her career in education in 1980 as a middle school science teacher and has taught science to students at the elementary, middle, and high school levels as well as at the college level. Her research has focused on both the teaching and learning of science in the context of inquiry-based instruction, drawing on sociocultural perspectives and the philosophy of science to conceptualize teacher and student roles. Along with several books, her work has appeared in the Journal of the Learning Sciences, Teaching and Teacher Education, and the Journal of Science Education and Technology.

Patricia M. McDonough is Professor of Higher Education in the Graduate School of Education and Information Studies at the University of California, Los Angeles. Her research is on college access, organizational culture, and educational equity. She has conducted research on students' college choice decision making, high school counseling, college rankings, access for African American and Latino students, rural college access, access in historically black colleges, private college counselors, affirmative action, and college admissions officers. She is the author of Choosing Colleges: How Social Class and Schools Structure Opportunity.

Mary Lee Nelson is Professor of Counseling Psychology at the University of Wisconsin-Madison. She has conducted research on counselor training and supervision processes; power, gender, and social class issues in counseling and supervision; and the relation of appearance talk to body dissatisfaction in adolescents. She has published [Page 596]articles on these and other topics in the Journal of Counseling Psychology, the Journal of Counseling and Development, Counselor Education and Supervision, the Journal of Multicultural Counseling and Development, the Journal of Clinical Child and Adolescent Psychology, the Journal of Clinical Psychology, and Clinical Supervisor and is currently on the editorial boards of The Counseling Psychologist and Psychotherapy Research. She has recently co-authored the book Critical Events in Psychotherapy Supervision: An Interpersonal Approach.

Anna Neumann is Professor of Higher Education and Coordinator of the Program in Higher and Postsecondary Education at Teachers College, Columbia University. Her research addresses scholarly learning and development within academic careers, intellectual development across the life span, teaching and learning in higher education, the learning of research and development of researchers, and interdisciplinarity in research. Her books include Learning From Our Lives: Women, Research, and Autobiography in Education (with Penelope L. Peterson) and Redesigning Collegiate Leadership: Teams and Teamwork in Higher Education (with Estela M. Bensimon). Funded by the Spencer Foundation's Major Grants Program, her current research explores professors' intellectual and professional learning through the early posttenure years. She is also co-investigator on a National Institutes of Health grant concerned with interdisciplinary research in public health and medicine. Other work includes studies of doctoral students' learning of research in education and the social sciences and professors as undergraduate teachers.

Aaron M. Pallas is Professor of Sociology and Education in the Department of Human Development at Teachers College, Columbia University. He also holds a courtesy appointment in the Department of Sociology at Columbia University. Since receiving his Ph.D. in sociology from Johns Hopkins University in 1984, he has held positions at the National Center for Education Statistics, Michigan State University, and Teachers College. His intellectual interests converge on the study of stratification within and between schools, school organization, and the life course. He is a former editor of Sociology of Education and is a past chair of the American Sociological Association's Section on Sociology of Education.

David Phillips is Professor of Comparative Education and a Fellow of St. Edmund Hall at the University of Oxford. He has written widely on issues in comparative education, with a focus on education in Germany and on educational policy borrowing. He served as chair of the British Association for International and Comparative Education from 1998 to 2000 and is an academician of the British Social Sciences Academy and a fellow of the Royal Historical Association. He was editor of the Oxford Review of Education for 20 years and serves on the editorial boards of various journals, including Comparative Education. He now edits the online journal Research in Comparative and International Education and is series editor of Oxford Studies in Comparative Education.

David N. Plank is Co-Director of the Education Policy Center at Michigan State University and Professor in the College of Education. He is a specialist in the areas of educational policy and education finance with both domestic and international research interests. He has worked as a consultant in education policy development for the World Bank, USAID, the United Nations Development Program, the Ford Foundation, and ministries of education in several countries in Africa and Latin America. He has published five books and numerous articles and chapters in a variety of fields, including history of education and economics of education. His most recent book is Choosing Choice: School Choice in International Perspective (2003), which he co-edited with [Page 597]Gary Sykes. He is currently at work on a book on the shifting relationship between schooling and the state.

Mike Rose is on the faculty of the Graduate School of Education and Information Studies at the University of California, Los Angeles, Division of Social Research Methodology. He has written a number of books and articles on language, literacy, schooling, and work and is the recipient of awards from the Spencer Foundation, the McDonnell Foundation, the National Counsel of Teachers of English, and the Guggenheim Foundation. His books include Lives on the Boundary: The Struggles and Achievements of America's Underprepared, Possible Lives: The Promise of Public Education in America, and The Mind at Work: Valuing the Intelligence of the American Worker.

Wolff-Michael Roth is Lansdowne Professor of Applied Cognitive Science at the University of Victoria. After a 12-year career as a high school science teacher, he first held a position teaching statistics for social scientists at Simon Fraser University before securing his current position in 1997. His interests lie in understanding knowing, learning, and identity related to mathematics and science from kindergarten to professional practice. He actively publishes in the areas of science studies, linguistics, learning sciences, and mathematics and science education. His recent major publications include Toward an Anthropology of Graphing (2003), Rethinking Scientific Literacy (2004, with A. C. Barton), and Talking Science: Language and Learning in Science Classrooms (2005). He has received numerous awards for his journal and book publications, including awards from organizations such as the National Association for Research in Science Teaching, the American Educational Research Association, and the European Association for Research on Learning and Instruction.

Steven Schlossman is Professor of History and Policy at Carnegie Mellon University. His research centers on the history of education, childhood, and juvenile justice. He has taught previously at the University of Chicago, the University of California, Los Angeles, and Harvard University and has been a research fellow at the University of California, Berkeley; Radcliffe College; and Stanford University. He has also held full-time positions at the RAND Corporation, the California State Assembly, and the California State Department of Justice. His recent publications include Transforming Juvenile Justice: Reform Ideals and Institutional Realities (2005), “Villain or Savior? The American Discourse on Homework, 1850–2003” (Theory Into Practice, Summer 2004, with Brian P. Gill), and “Punishing Serious Juvenile Offenders: Crime, Racial Disparity, and the Incarceration of Adolescents in Adult Prison in Late Nineteenth- and Early Twentieth-Century Pennsylvania” (in Beyond Empiricism [Joan McCord, Ed.], 2004, with David Wolcott).

Michael Seltzer is Associate Professor in the Social Research Methodology Division of the Graduate School of Education and Information Studies at the University of California, Los Angeles, where he teaches courses on quantitative methods and on the philosophical underpinnings of inquiry. He received his Ph.D. in education from the University of Chicago. His research activities center on the development of hierarchical modeling techniques and their use in multisite evaluation studies and studies of change. His methodological work has been published in various journals and edited volumes, including the Journal of Educational and Behavioral Statistics, Evaluation Review, Educational Evaluation and Policy Analysis, and The SAGE Handbook of Quantitative Methodology for the Social Sciences. Various substantive pieces on which he collaborated have appeared in journals such as Cognition and Learning, Developmental Psychology, the Reading Research Quarterly, and the American Journal of Psychiatry.

Steven B. Sheldon is Associate Research Scientist with the Center on School, Family, and Community Partnerships at Johns Hopkins University. He received his Ph.D. in educational psychology from Michigan State University. He conducts research on the influences on parental involvement, including parental beliefs, parents' social relationships, and school outreach. In addition, he studies the development of family and community involvement programs in school and the impact of these programs on student outcomes.

J. Douglas Toma is Associate Professor at the Institute of Higher Education at the University of Georgia, where he also has an appointment on the School of Law faculty and serves as dean of Franklin Residential College. Before his appointment at the University of Georgia in the fall of 2003, he served on the Graduate School of Education faculty at the University of Pennsylvania, where he organized and directed the Executive Doctorate in Higher Education Management. He writes about management and strategy, qualitative research, and law in higher education. He is the author of Football U.: Spectator Sports in the Life of the American University (2003). In 1995, he earned his Ph.D. in higher education from the University of Michigan. He also earned his MA. (1993) in history and his J.D. (1989) from the University of Michigan and earned his BA. (1986) in public policy and history from James Madison College at Michigan State University.

Kathryn R. Wentzel is Professor of Human Development in the College of Education at the University of Maryland, College Park. Her research interests focus on parents, peers, and teachers as motivators of adolescents' classroom behavior and academic accomplishments. She is currently examining dimensions of students' interpersonal relationships with teachers and peers that promote the adoption of group values and goals and that promote beliefs that the classroom is a safe, responsive, helpful, and emotionally supportive place to learn. Her work has been published in developmental and educational psychology journals such as Child Development and the Journal of Educational Psychology. She is a past vice president of Division E of the American Educational Research Association.

James Youniss is Wylma R. and James R. Curtin Professor of Psychology at the Catholic University of America. For more than four decades, he has studied cognitive, social, and moral development in children and youth, with his most recent focus being on civic-political participation. His books include Parents and Peers in Social Development; Adolescent Relations With Mothers, Fathers, and Friends; Community Service and Social Responsibility in Youth; and Roots of Civic Identity: International Perspectives on Community Service and Activism in Youth.

Kenneth M. Zeichner is Hoefs-Bascom Professor of Teacher Education and Associate Dean of the School of Education at the University of Wisconsin-Madison. His research focuses on issues of teacher education and teacher professional development. He was vice president of the American Educational Research Association (Division K), co-chair of the American Educational Research Association's Panel on Research in Teacher Education, a member of the National Academy of Education Committee on Teacher Education, and a member of the board of directors of the American Association of Colleges for Teacher Education (AACTE). In 2002, he received the Margaret B. Lindsey Award for Distinguished Research in Teacher Education from AACTE. He teaches graduate courses in the study of teacher education and directs the Madison Professional Development School Partnership.