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| Assistant Professor,
Teaching and Learning, College of Education |
| University of Oregon |
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Ron Beghetto's research
and teaching focuses on
teacher development, improving
the use of assessment and
evaluation in the classroom,
and promoting creativity
in teachers and students.
He has published articles
and presented nationally
on creativity, educational
evaluation, and teaching
and teacher education. |
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| He earned his
Ph.D. in Educational Psychology
from Indiana University and
has received awards for excellence
in teaching from Indiana University,
the University of Wyoming
and University of Oregon. |
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| Director, The Teaching Research
Institute |
| Western Oregon University
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| Meredith
Brodsky's current projects
include Oregon Quality Assurance
in Teaching II, Read Oregon,
Oregon Teacher Recruitment
and Mentoring, and university/school
partnerships. Her professional
interests include administration
in higher education, teacher
preparation and teacher
quality, contextual teaching
and learning, special education
and literacy.
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At Western Oregon University, she was dean of the College of Education, special education faculty, field services director, and Total Quality Management coordinator.
Dr. Brodsky has consulted throughout Oregon and the U.S. in continuous quality improvement and has published technical assistance materials in that area. She was a commissioner for the Oregon Teacher Standards and Practices Commission and a chair of the Research and Information Committee of the American Association of Colleges for Teacher Education. She earned a Ph.D. in Special Education and Rehabilitation at University of Oregon. |
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| Associate Professor |
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| California State University,
Northridge |
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Beverly Cabello
has worked as a researcher
and evaluator at the Center
for the Study of Evaluation
at UCLA, WestEd, and in
the Research and Evaluation
Unit at the Los Angeles
Unified School District.
Her primary research interests
are in educational program
evaluation. She is assessment
coordinator for the Michael
D. Eisner College of Education
and the co-coordinator of
the TNE evidence team for
CSU Northridge. She earned
her Ph.D. in Education at
UCLA. |
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| Post-doctoral Scholar |
| Stanford University |
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| Ruth Chung has been a research associate for the Performance Assessment for
California Teachers, a teaching performance assessment for preservice
teachers, designed and piloted by a consortium of California universities
since 2003. She was involved in the development and implementation of the
History-Social Science "Teaching Event" for the PACT and has also been a
member of the PACT project management team. |
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| Her primary role in the project
has been related to analyzing the score and survey data from each year's
pilot and conducting the validity and reliability analyses for the PACT
Technical Report. Her dissertation study examined the learning experiences
of preservice teachers who completed the PACT and its impact on their
teaching practice. In addition to her involvement in PACT, Dr. Chung has
been involved in the School Redesign Network's New Performance Assessment
Collaborative, coordinating the efforts of the Envision Schools (a charter
management organization) in the design and implementation of scorable
performance assessments at the high school level that will be used as part
of a graduation portfolio system. She has also been working in the last
year as the Research Director for a longitudinal study of science and math
teachers engaged in the National Board certification process, focusing on
the impact of the certification process on teachers' formative assessment
practices.
A former secondary school teacher in the New York City public schools, Dr.
Chung recently completed her doctorate in education at Stanford University. |
| Associate Director, Institute for Education Research, University of Kentucky |
| Program Coordinator, Kentucky Teacher Quality |
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Dr. Clements is currently Associate Director of the University of Kentucky 's Institute for Education Research and a faculty member in the Department of Educational Policy Studies and Evaluation; however, he spends most of his time working on special-funded policy and research projects for state education agencies in Frankfort. |
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For the past three and a half years, he has served as Program Coordinator for Kentucky 's Teacher Quality Enhancement Grant, a project of the state's Education Professional Standards Board. In that capacity, he has observed the politics of Teacher Work Sample development and implementation, a component of Kentucky 's TQEG effort. His academic background is in political science (PhD, University of Chicago), and he has spent most of his career working in and around education policy and politics.
He has published numerous monographs, book chapters, and white papers on aspects of education in Kentucky. Prior to his recent positions with UK and the EPSB, he has worked for the Kentucky Long-Term Policy Research Center, the U.S. Department of Education in Washington, DC, and the Vanderbilt Institute for Public Policy Studies. |
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| Research Associate |
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| Michigan State University |
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Lee Cogan is a senior researcher with the Center for Research on Mathematics and Science Education at Michigan State University, a position he also held with the U.S. National Research Center for TIMSS when it was at MSU.
He is involved in two major research projects: Promoting Rigorous Outcomes in Mathematics/Science Education (PROM/SE), an NSF funded project working with over 65 school districts to use data such as that generated in the 1995 TIMSS to improve mathematics and science education; and an NSF funded study conducted in six countries looking at how future mathematics teachers for lower secondary schools are prepared to teach.
He has taught educational psychology, educational research methods and coordinated data collection and analyses for the Survey of Mathematics and Science Opportunities (SMSO), a multinational project that researched and developed the TIMSS questionnaires. He has collaborated in observational and quantitative studies of educational practices and policy and co-authored technical reports, articles, and books on TIMSS including Characterizing Pedagogical Flow, Facing the Consequences, and Why Schools Matter.
Dr. Cogan's research interests include parent and teacher beliefs, student learning and motivation, and instructional practices related to the learning of mathematics and the sciences. He has undergraduate degrees in psychology and microbiology and a doctorate in educational psychology from Michigan State University. |
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| Director, Teaching Quality and Leadership Institute |
| Education Commission of the States (ECS) |
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As director, Tricia Coulter is responsible for coordinating research and policy work related to teaching and leadership quality within the Institute and in collaboration with the work of other ECS Institutes. Currently, the TQL Institute is engaged in work on strengthening leadership through innovative efforts by districts and looking at differentiated compensation systems for teachers. |
| ECS is also one of the partner organizations heading up the National Comprehensive Center on Teacher Quality (NCCTQ) along with Learning Point Associate, ETS and Vanderbilt University. Under the federal Comprehensive Centers program, the NCCTQ will serve as the premier national resource to which the Regional Comprehensive Assistance Centers, states, and other education stakeholders turn for strengthening the quality of teaching – especially in high-poverty, low-performing, and hard-to-staff schools. Prior to joining ECS, Dr. Coulter worked as a Senior Policy Analyst at the State Higher Education Executive Officers (SHEEO) organization. There she had primary responsibility for all teacher quality research and policy work and initiatives. |
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| She graduated summa cum laude from the University of Nevada , Reno and continued at that institution to receive her Ph.D. in Counseling and Education Psychology with a specialty area in Consultation. |
Top
| Senior Consultant |
| Academy for Educational Development |
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Dr. Crowe's background and policy interests include higher education information systems, K-16 policy initiatives, academic, finance and strategic planning issues in higher education, and teacher quality reform. He is a graduate of Boston College and holds masters and doctoral degrees in political science from UNC-Chapel Hill. |
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Dr. Ed Crowe is currently a consultant on teacher quality and K-16 policy issues for several organizations. His current work includes:
- Consultant to the Academy for Educational Development and the Carnegie Corporation of New York on the Teachers for a New Era Program;
- Senior consultant on Higher Education Initiatives for the National Commission on Teaching and America's Future;
- Consultant on teacher quality policy for the State Higher Education Executive Officers (SHEEO), the national organization of statewide university systems and state higher education coordinating boards;
- Adviser to the Hunter Foundation of Scotland and to the Scottish National Executive on teacher quality;
- Member of the Advisory Council, Center for Research, Evaluation and Advancement of Teacher Education (CREATE);
- National advisory panel for the Ohio Teacher Quality Partnership.
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He also has had consulting roles with the U.S. Department of Education, the Education Commission of the States and the Southeast Center for Teaching Quality. He was senior adviser to the Texas A&M University System Regents Initiative; is an adviser to the Credible and Persuasive Evidence in Teacher Education Project of the American Association of State Colleges and Universities; and led a national study on teacher quality best practices for the American Productivity and Quality Center (APQC).
Ed was the first director of the Title II Teacher Quality Enhancement Program for the U.S. Department of Education. The Title II program awarded and supported over 90 competitive grants to states and to partnerships of universities and high need schools to improve the quality of teacher preparation policy and practice in the United States.
He has extensive experience in state higher education policy, with the Office of the President of the University of North Carolina system, as senior staff to the state higher education coordinating board in Arkansas, and as senior manager of a statewide math and science education reform project funded by the National Science Foundation. |
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