Andrew Shouse focuses on equitable science education in formal and informal settings and communication of research to policy and practice audiences. His work is informed by a breadth of experiences in practice, including teaching elementary and middle grades, science center administration, and policy analysis. Prior to his appointment at the University of Washington, Dr. Shouse was Senior Program Officer at the National Research Council's Board on Science Education (2003–2008) where he directed two consensus studies and edited the reports Learning Science in Informal Environments: People, Places, and Pursuits (NRC, 2007; with Bell, Lewenstein, and Feder) and Taking Science to School: Learning and Teaching Science in Grades K–8 (NRC, 2007; with Duschl and Schweingruber) and authored (with Michaels and Schweingruber) Ready, Set, Science! Putting Research to Work in K–8 Science Classrooms. Dr. Shouse serves on advisory bodies for numerous organizations, including: the National Geographic Society, the National Association for Research in Science Teaching, the Pacific Science Center, The Museum of Science and Industry (Chicago), and The NSF Center for Biophotonic Science and Technology at the University of California-Davis. Shouse completed a Ph.D. in Curriculum, Teaching, and Educational Policy at Michigan State University in 2005.
Angelo Collins began her career in education as a classroom teacher. Her academic interests lie at the intersection of teachers and teaching, the STEM (Science, Technology, Engineering and Mathematics) disciplines and policy. She has served as the Director of the Teacher Assessment Project at Stanford University and the Committee that produced the 1995 National Science Education Standards and she was the founding executive Director of the Knowles Science Teaching Foundation.
Prior to being named as Dean of the College of Education, Dr. Young served as Director of the Curriculum Research and Development Group in the College of Education, and Director of the Hawaii Educational Policy Center. Dr. Young has been curriculum developer and principal investigator or co-principal investigator on numerous grants and contracts. He has been involved for over 35 years in the research, development, dissemination, and evaluation of multiple science programs that are used in the U.S. and in several foreign countries. In addition, he has worked extensively throughout the Pacific Island entities. He has taught in undergraduate, graduate, and in-service teacher education. His research activities have been in learning and teaching science, program dissemination, scale up, and implementation and maintenance in schools, and in multi-dimensional assessment. Dr. Young holds degrees from the State University of New York–Albany and the University of Hawaii.
Jerome Shaw has been a professional educator for over thirty years, eleven of which were spent as a K–12 teacher in California public schools. As a classroom teacher, Dr. Shaw taught science in bilingual (Spanish-English) and "sheltered" (i.e., structured English immersion) settings, in four-walled and outdoor classrooms at both the elementary and high school levels. He also worked with a variety of programs designed to advance educational opportunities for and the academic achievement of underrepresented and underserved students. After receiving his doctorate in science education from Stanford University, Dr. Shaw worked at WestEd providing technical assistance to science education reform efforts across the country on topics such as curriculum development, selection, and implementation, teacher professional development, and student assessment. A university professor since 2003, Dr. Shaw's research focuses on science teaching and learning for culturally and linguistically diverse students and assessment of student learning in science, particularly via performance tasks with the interests of English learners in mind. He teaches courses on K–12 student assessment, science methods for future elementary teachers, and issues in educational assessment.
Kathy Peasley is the Assistant Superintendent of Academic and Technology Services for the Grand Ledge Public Schools in Grand Ledge Michigan. She has been with the district since August, 2004 where she has held several positions including that of interim superintendent. Prior to coming to Grand Ledge she provided instructional leadership and support to a number of Michigan school districts while serving as the Director of General Education at two regional educational service districts.
Dr. Peasley has worked as the Interim Director of the Science, Mathematics and Technology Center at Central Michigan University, adjunct teacher education faculty at Michigan State University, and as a consultant with the Science and Mathematics Program Improvement Office at Western Michigan University. She has also provided curriculum and staff development consulting services in science education for a number of mid-Michigan school districts and was the National Science Foundation Internal Evaluation Consultant for the Midland Public Schools Science Resources Center for 8 years. During this time she also authored the Midland Public Schools K–8 science assessment system.
Dr. Peasley is an alumnus of Michigan State University where she received her Ph.D. in Curriculum, Teaching and Educational Policy in 1994 with an emphasis on science education. She also holds a master's degree in biology education from Central Michigan University and a bachelor's degree in biology and chemistry from Ferris State University.
A former middle school reading teacher, Marilyn Chambliss is an educational psychologist interested in how readers comprehend exposition in social studies and science, how different text features influence the comprehension of children, how to develop comprehensible textbook materials, and how to develop powerful comprehension instruction. Before coming to the University of Maryland, Dr. Chambliss was the Project Director of the Text Analysis Project at Stanford University culminating in a book co-authored with Robert Calfee, Textbooks for Learning: Nurturing Children's Minds. While an active member of the faculty in the College of Education at Maryland, Dr. Chambliss conducted research to identify the features of textbook materials that support student comprehension and learning, effective instruction to enhance comprehension and learning, and the features of reading instruction offered to children who score more highly on standardized tests than their SES would predict. This work resulted in two additional books, and numerous published articles. Now that she is no longer an active faculty member, Dr. Chambliss is working with her former students to prepare manuscripts based on their dissertations. Future goals include moving more firmly out of the academic world and attempting to bring what she has learned to the practical world of textbook publishing and reading programs within individual schools.
Dr. Songer's research is focused on fostering and assessing complex thinking in science. In particular, the work focuses on creating modeling, visualization and other technological tools, and creating interactive, online curricular units that work in concert with the visualization and modeling tools to promote students' deep understandings of essential environmental science topics. Dr. Songer has a Ph.D. in Science Education from the University of California, Berkeley, an M.S. in Molecular/Developmental Biology from Tufts University, and a B.S. in Biological Sciences from the University of California, Davis. She was awarded a Presidential Faculty Fellowship from President William J. Clinton in 1996 and is a Fellow of the American Association for the Advancement of Science.
Ronald Korenich has been a professional educator for 35 years and has served as an elementary classroom teacher, assistant middle school principal, elementary principal and district coordinator of elementary education. Throughout Dr. Korenich's varied and rich professional career, he participated in and led a variety of systemic educational initiatives including the implementation of inquiry based instruction and learning in science and social studies, the development of a partnership with the Writing Project to improve writing instruction and the development of writing in the disciplines, the creation of a reading intervention system, the effective use of differentiation to improve student learning and the opening of a community based program for 3 and 4 year old children and the parents called the Family Literacy Center. Additionally, Dr. Korenich served as adjunct graduate faculty for two universities in western Pennsylvania. Currently he is working with a variety of schools and school districts as an educational consultant.
Dr. Schneider has been the Principal Investigator of numerous initiatives including the Strategic Literacy Initiatives, the NSF Center for Assessment and Evaluation of Student Learning (CAESL), the NAEP Science Framework and Test Specification projects, and the What Works Clearinghouse Science Curriculum submissions. He has over 35 years of science, mathematics, and technology education experience, including K–12 pre-service teacher education, high school science teaching in biology, physics and oceanography, and professional development. He has published numerous articles on science, mathematics, and technology education, professional development, and teacher preparation. He received his doctorate from Stanford University in the Design and Evaluation of Educational Programs with an emphasis in STEM, a bachelor's degree in Biology from the University of California, Berkeley, and a California Life Teaching Credential from California State University, San Jose.
ORDER SUPPORTW-9 Track My Order Request an Invoice Request a Return Create a Quote Shipping Rates Purchasing FAQs
SUBSCRIPTION SUPPORTAccess New Teacher Subscriptions System Requirements How-To Videos Webinars My Subscription Expiration Feedback and Support Sitemap
© 2016 - TCI | Social Studies Textbooks, Science Textbooks & Curriculum for K-12 Schools