Kristen Sosulski is a Clinical Assistant Professor of Information, Operations and Management Sciences at New York University Stern School of Business.

Ted Bongiovanni is the Director for Distance Learning at NYU's School of Continuing and Professional Studies.

Kristen Sosulski is also the Director of the Center for Innovation in Teaching and Learning. She teaches the core information systems undergraduate course, a social media strategy course for startups called Electronic Communities, Data Visualization for Business Analytics, and a travel course called Operations in Panama.

Before joining the faculty at NYU Stern, Kristen was a Clinical Assistant Professor of Digital Communications and Media at NYU’s School of Continuing and Professional Studies, where she held positions as the Assistant Divisional Dean of Programs in Business, the Academic Director of Distance Learning, and the Academic Director of NYU Online: Undergraduate Degrees for Adults and the chair of the M.S. in Instructional Design and Corporate Training program. Prior to joining NYU, she was a project manager for the Columbia Center for New Media Teaching where she led the development of sophisticated educational technology projects using new media. Also, she was an instructor at Columbia University where she taught introductory and advanced computer programming to graduate students.
Kristen’s scholarly interests include learning sciences, social media and startups, and data visualization. Her research focus is on technological change and education. She has consulted with for profit, nonprofit and government agencies to conceptualize design and evaluate online educational, business and social media projects. She is the co-author of Essentials of Online Course Design: A Standards-based Guide (2011) and The Savvy Student's Guide to Online Learning (2013) and other articles related to higher education, learning, and technology.

Kristen received a B.S. in Information and Systems, and Management and Organizational Behavior from New York University Stern School of Business. She received an M.A., Ed.M. and Ed.D. from Columbia University.

Previously, Ted Bongiovanni was the Director of Programs for MOUSE, an organization dedicated to creating opportunities for kids to run tech help desks and interactive agencies in their schools and communities.

Before joining MOUSE, Ted was the Associate Director of Production for Columbia University's Center for New Media Teaching and Learning where he worked with Educational Technologists, Webmasters, Programmers, Videographers and faculty to oversee project development and production.

Ted's new media experience includes directing the Fathom Knowledge Network's production team and producing the community section of the New York Today website for The New York Times electronic media company. Previously, Ted was a legislative assistant for US Rep. Sam Coppersmith and served as a Peace Corps Volunteer in Lithuania.

He earned his BA from Susquehanna University and an MPA from Columbia University's School of International and Public Affairs. He was a Coro Leadership New York Fellow. He also is a PhD student in Education, Communication and Technology at NYU Steinhardt.
 

We have arranged for NCHERM members to receive a 20% discount on this essential, reliable, and eye-opening guide. 

Tom’s previous works have included Teacher: Mastering the Art and Craft of Teaching, 2012 (Bloomsbury), Not Quite a Teacher: Target Practice for Beginning Teachers, 2011 (Continuum) and The Behaviour Guru: Behaviour Management Solutions for Teachers, 2010 (Continuum). Available now, Teacher Proof draws from a wide range of recent and popular education theories and strategies. Tom Bennett highlights how much of what we think we know in schools hasn’t been ‘proven’ in any meaningful sense at all. He inspires teachers to decide for themselves what good and bad education really is, empowering them as professionals and raising their confidence in the classroom and the staffroom alike. Readers are encouraged to question and reflect on a number of issues, such as how research is commissioned and used by the people who make policy in the UK and beyond, the provenance of education research and how to spot when a claim is based on evidence and when it isn’t.

Tom describes Teacher Proof as an attempt to cut through the mythology and cargo-cult science that permeates and afflicts education. Social science has a long tradition of acting as a commentary of human experience. But done poorly, or misinterpreted, it becomes a dangerous way to justify almost anything. This is exactly what happens in education, as rhetoric and advocacy dresses itself in the gown of neutral enquiry and borrows the accoutrements of science without bothering to conform to its more rigorous disciplines.

As a teacher of ten years, Tom has been appalled by what sometimes passes for educational research, and how it so easily slips into the sphere of practical teaching – the classroom – without anything like the scrutiny it deserves. This inspired him to write Teacher Proof as both an exposure and a how-to guide for teachers, researchers and media professionals.

Tom has organised a conference for teachers, researchers, and anyone interested in these issues on September 7th 2013. The conference will look at how all of the communities involved in research can improve how research is done, who does it and with what parameters and methodologies. Find out more about the conference, taking place at Dulwich College, here: www.researchED2013.co.uk.

You can also visit Tom’s personal blog: www.behaviourguru.blogspot.co.uk.

This major, free Special Issue of Measurement: Interdisciplinary Research and Perspectives explores the ramifications of testing in the classroom, with a view to maximizing the benefits and minimizing possible drawbacks of current educational testing applications.

Click here to read How is Testing Supposed to Improve Schooling? for free, in full.

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William B. Russell III, Ph.D. is Associate Professor of Social Science Education at The University of Central Florida. He teaches social studies education courses and serves as the Social Science Education Ph.D. track coordinator.

Stewart Waters, Ph.D. is Assistant Professor of Social Science Education in the Department of Theory and Practice in Teacher Education at The University of Tennessee, Knoxville.

Thomas N. Turner, Ed.D. is Professor of Social Science Education in the Department of Theory and Practice in Teacher Education at The University of Tennessee, Knoxville.

Dr. Russell serves as the director for The International Society for the Social Studies and is the editor of a preeminent journal in the field of social studies education, The Journal of Social Studies Research. His research interests include alternative methods for teaching social studies, pre-service teacher education, and teaching with film. Dr. Russell has authored/edited numerous books. Dr. Russell has also authored over forty five peer-reviewed journal articles related to social studies education which have been featured in journals like Action in Teacher Education, Social Education, The History Teacher, Journal of Social Studies Research, The Clearing House, Social Studies and the Young Learner, The High School Journal, and The Social Studies.

Dr. Waters' research interests include alternative methods for teaching social studies, character education, visual literacy, social studies curriculum, and teaching with film. Dr. Waters is the conference coordinator for The International Society for the Social Studies and is the assistant editor for The Journal of Social Studies Research. Dr. Waters has authored three books and several peer-reviewed journal articles related to social studies education which have been featured in journals like Social Education, Action in Teacher Education, The Journal of Social Studies Research, Social Studies Research and Practice, and The Social Studies.

Dr. Turner's research interests include teaching elementary social studies, social studies methods, and drama in the classroom. He received his BS in Elementary Education from the University of Cincinnati and his master’s and doctorate in Social Science Education at Pennsylvania State University. He is author of numerous books and over a hundred book chapters and journal articles.

Jean’s newest book Time to Talk: Implementing outstanding practice in speech, language and communication is published this month by Routledge. In it, she says, she has ‘Done what I always do when I write – collected the fantastic practice I have seen on my travels and tried to put a conceptual framework around it, linking practice to research evidence.’

She took a similar approach in Beating Bureaucracy in Special Educational Needs, another Routledge book, now in its (2012) second edition. Here and in the earlier Special Educational Needs and School Improvement (David Fulton, 2004), she sought to demonstrate that improving outcomes for pupils with special needs is fundamentally a teaching and learning issue , and that we need to shift our focus away from bureaucratic special needs ‘procedures’ towards what is actually happening in the classroom and in school leadership.

She got into writing by accident. ‘I saw a series of articles about swimming – of all things – that a friend wrote for the local paper when we were living in the Middle East. I could do that too, I thought! I was a parent of young children, so I started writing for the paper about parenting. When I came back to the UK I put the articles together as a book, Psychology and Parenthood, and amazingly got it accepted for publication by the Open University Press.’

Jean describes the influence her early experience as an educational psychologist has had on her career. ‘I spent a lot of time with children who experience disadvantage of one kind or another. Since then I have always wanted to make a difference to children who don’t have much going for them in their lives. To make that difference, we need to support parenting, develop oral language skills, make sure these children do learn to read and become numerate by seven, and build social and emotional skills including the crucial dimension of self-efficacy. I’m motivated by evidence on ‘what works’ in all these areas and all my career choices have been driven by trying to embed what works in local and national policy and spending.’

The same desire to make a difference shapes her writing. ‘I don’t think that practitioners – whether they be parents, early years workers or teachers – always have access to good evidence. So I’ve tried to fill that gap in a way that makes evidence accessible, and blends it with real-life examples that people can emulate. So in my latest book, for example, I have put together what we know about the conditions that support children’s language development right through from infancy to the teenage years, but also described work that has been done in schools, early years settings and local authorities to ensure those conditions are in place – using a simple framework of ‘a place to talk’, ‘a reason to talk’, and ‘support for talk.’

Jean has been fascinated by the research on how children’s secure attachment and communication skills develop through warm reciprocal interaction with caregivers and says this is motivating her now to focus on what we need to do very early in children’s lives, to give them the best start in life. She is a founding Trustee of MP Graham Allen’s Early Intervention Foundation, and currently much involved with government on a joint approach to early years provision across health and education.

You can find her at www.jean-gross.com.

This handbook illustrates how education scholars employ Critical Race Theory (CRT) as a framework to bring attention to issues of race and racism in education.

Dr. Marvin Lynn is an internationally recognized expert on race and education. His research examines the work and lives of African American male teachers as well as the impact of teacher beliefs on African American students. He serves as an editorial board member of several journals, and has published more than two-dozen research articles and book chapters in reputable outlets.

Dr. Adrienne D. Dixson is an Associate Professor in the Department of Education Policy, Organization and Leadership and the Interim Director of the Center for Education in Small Urban Communities at College of Education - University of Illinois at Urbana-Champaign.

More about Dr. Lynn:

Currently, Dr. Lynn serves as Associate Professor of Education Studies and Associate Dean for Teacher Education at the University of Wisconsin-Eau Claire. Previously, he worked as Associate Professor of Curriculum & Instruction, Affiliate Faculty member in African American studies and Director of graduate and undergraduate elementary teacher preparation programs at the University of Illinois at Chicago (UIC). Prior to arriving at UIC, Dr. Lynn was Assistant and Associate Professor of Minority & Urban Education—a graduate program he founded and coordinated at the University of Maryland at College Park. He also worked for several years as an elementary and middle school teacher. In February of 2013, Dr. Lynn was named Dean of the School of Education at Indiana University South Bend.

He earned his Ph.D. in Social Sciences and Education from the University of California at Los Angeles, a Master of Arts in Curriculum and Teaching from Teachers College-Columbia University and a Bachelors of Science degree in Elementary Education with concentrations in music and language arts from DePaul University.

More about Dr. Dixson:

Dr, Dixson earned an MA in Educational Studies from the University of Michigan-Ann Arbor and a PhD in Curriculum and Instruction from the University of Wisconsin-Madison. A former classroom teacher in New Orleans, LA, her research interests focus on how issues of race, class and gender intersect and impact educational equity in urbanschooling contexts. Her scholarship is located within two theoretical frameworks: Critical Race Theory and Black feminist theories. Her current research focuses on how educational equity is mediated by school reform policies in the urban south. Specifically, she is examining school reform in post-Katrina New Orleans, how local actors make sense of and experience those reform policies and how those policies become or are "racialized."

She edited, along with her colleague, Celia K. Rousseau-Anderson, Critical Race Theory in Education: All God's Children Got a Song (2006, Routledge) one of the first book-length texts on CRT in education. Her latest publications examine race and education or race and educational research.

The goal of the Week of the Young Child is to focus public attention on the needs of young children and their families and to to ensure they reach their fullest potential in school and in life. This week also recognizes the early childhood programs and services that meet those needs.

First Established in 1971, the Week of the Young Child helps bring recognition to the idea that the early childhood years (birth through age 8) lay the foundation for children’s success in school and later life.
The Week of the Young Child is April 14 – 20, 2013 and the main theme is “Early Years Are Learning Years.” Each year schools, educational centers, and communities around the country celebrate the Week of the Young Child by organizing parties, games and other special events for young children to take part in.

Routledge believes in promoting learning early and many of our childhood education books center around this subject. In honor of the Week of the Young Child, Routledge is offering a 20% discount on the early childhood education books below. Simply visit our website now through May 16th, 2013 and enter the code IRK57 when making your purchase.

We hope to see you at the NAEYC 2013 Conference in November in Washington, DC.

You can visit our online early childhood education catalog to see some of our books that will be present at NAEYC this year.
  

The NASP Lifetime Achievement Award recognizes a school psychologist who, throughout their career, has made a significant contribution to the advancement of the profession of school psychology.

Sylvia Rosenfield’s work has been described as “inspirational,” “transformational” and “significant in defining our profession and guiding what school psychology has become.” She has been a member of the school psychology community for over 40 years, as a student, practitioner, and university trainer. After completing her undergraduate degree at Cornell University and master’s in speech pathology and audiology at the University of Illinois, she received her doctoral degree in school psychology at the University of Wisconsin. She began her professional career as a practicing school psychologist in the Madison (WI) schools. From the beginning of her professional work in the schools, she viewed the domain of consultation and collaboration as essential to school psychology practice.

After moving to NYC, she joined the faculty of the urban school psychology program at Fordham University, where she instituted a bilingual school psychology program and developed a strong interest in urban school issues. At Fordham, she also began her work on consultation and problem solving teams, working with schools in Connecticut and New York. As stated by one of her colleagues, “She led the school psychology program at Fordham to be a national model of training that focused less on diagnostic assessment and more on indirect intervention.” Based on her teaching and school experiences, she wrote Instructional Consultation (1987), now a recognized school consultation model. During her brief time at Temple University, she worked with school districts on Project Link, a precursor to Instructional Consultation Teams.

In reflecting on her career, she continues to believe in the potential of school psychology to make a difference in a place called school and is grateful for the opportunity to have contributed to that work.

About NASP
The National Association of School Psychologists (NASP) empowers school psychologists by advancing effective practices to improve students’ learning, behavior, and mental health.   

KDP members: Use discount code KDP13 when placing a book order direct from Routledge at www.routledge.com.

To receive the discount, enter KDP13 in the ‘apply discount code’ box of the shopping cart and hit ‘update cart’ before checkout. Please click here if you have any order inquiries.