Karen C. Fuson
Karen Fuson is Professor Emerita at the School of Education and Social Policy at Northwestern University. Dr. Fuson’s recent work has focused on the continued development and revisions of Children’s Math Worlds, a research-based program for students in grades kindergarten through fifth grade developed over 10 years in a wide range of classrooms and now published by Houghton Mifflin as Math Expressions. This research focused on developing a research-based coherent sequence of supportive representations and classroom structures through extensive classroom-based research and using analysis of curricula and strategies from a variety of countries. Dr. Fuson through the years has devoted particular attention to the teaching of math understandings and skills from age 2 to 8 and has also done extended research concerning math learning of Latino and urban children. Dr. Fuson has studied and published widely on children’s development of number concepts and arithmetic operations, word problem solving, as well as on mathematics education pedagogy. Dr. Fuson was a member of the Mathematics Learning Study Committee of the National Research Council at the National Academies of Science from 1999 to 2001. Dr. Fuson received a B.A. in Mathematics from Oberlin College, and a M.A.T. in Mathematics Education and Ph.D. in Teacher Education with emphases in mathematics and psychology from the University of Chicago.
Yolanda Garcia is the Director of the E3 Institute Advancing Excellence in Early Education at WestEd in San Jose, California. In this role, she supervises the Compensation and Retention Encourages Stability (CARES) Program as well as other efforts to improve local early education in a variety of settings and program types through professional development, recruitment, and financial incentives. In addition, she is engaged in research to determine the impact of such programs on child outcomes. Ms. Garcia’s other research interests have been focused on preschool English language learners and language development. Prior to her work at WestEd, she served for 20 years as the Director of the Children’s Services Department of the Office of Education of Santa Clara, California, overseeing services for more than 3000 children in Head Start, state preschool, and other child care programs. Ms. Garcia has served as a fellow with the U.S. Department of Health and Human Services and a senior program officer for the Charles Mott Foundation focusing on strategies for grant programs on early education and family support. In addition, she was a member of the Head Start Quality and Improvement Panel and the National Academy of Sciences Panel on the Integration of Sciences in Early Childhood Education. Ms. Garcia received her M.A. in Education Administration from San Jose State University, and her M.S. in Social Services Administration with an emphasis in child welfare and public policy from the University of Chicago.
Herbert P. Ginsburg
Columbia University, Teachers College
Herbert P. Ginsburg is the Jacob H. Schiff Foundation Professor of Psychology and Education at Teachers’ College at Columbia University. He is also a Professor in the Department of Mathematics Education and a Fulbright Senior Specialist. Dr. Ginsburg’s research interests have been focused on intellectual development and education, especially among poor and minority children, development of mathematical thinking, mathematics education and assessment, and the professional development of teachers. His current research involves evaluating Big Math for Little Kids, an early childhood mathematics curriculum co-authored by Dr. Ginsburg; examining the use of web-based video vignettes as a professional development tool; and studying computer-guided mathematics assessments for children. He is the author of numerous books, chapters, articles, and reviews, as well as several mathematics textbooks. In addition, Dr. Ginsburg is a co-developer of the Test of Early Mathematics Ability. Dr. Ginsburg received a B.A. from Harvard University in Social Relations and a M.S. and Ph.D. in Developmental Psychology from the University of North Carolina at Chapel Hill.
University of Delaware
Nancy C. Jordan is Professor of Education at the University of Delaware. Since 1998 she has been principal investigator of an NICHD funded project on children's math difficulties and disabilities. She is the author or co-author of many articles in math learning difficulties and most recently has published articles in Child Development, Journal of Learning Disabilities, Developmental Science, and Journal of Educational Psychology. Her work focuses on early prediction and prevention of math difficulties and connections between math and reading difficulties. Professor Jordan holds a bachelors degree from the University of Iowa, where she was awarded Phi Beta Kappa, and a masters degree from Northwestern University. She received her doctoral degree in education from Harvard University and completed a post-doctoral fellowship from the University of Chicago. Before beginning her doctoral studies, she taught elementary school children with special needs. Dr. Jordan also taught and did clinical work in the Center for Development and Learning at the University of North Carolina at Chapel Hill.
Sharon L. Kagan
Columbia University, Teachers College
Sharon Lynn Kagan is the Marx Professor of Early Childhood and Family Policy, as well as the Co-Director of the National Center for Children and Families, Associate Dean for Policy, and Director of the Office of Policy and Research at Teachers College, Columbia University. In addition, Dr. Kagan is also a Professor Adjunct at the Yale Child Study Center at Yale University. Scholar, policy advisor, and author, Kagan’s career has focused on the application of scientific knowledge to the construction of policies for young children and families. In over 200 publications and 14 books, she has examined the effects of policies and institutions on the development of children aged birth to eight and their families, with particular interest in low-income children, private-public collaboration in service delivery, as well as standards, professional development, organizational change, and family support. Currently, she is currently working with UNICEF on the development, validation, and implementation of early learning standards in forty countries across the globe. Domestically, she is the Chair of the National Task Force on Early Childhood Accountability, the co-author of a recent book on the early childhood teaching workforce, the director of the Policy Matters Project, and a consultant to states and foundations, and political leaders on early childhood pedagogy and practice She has also served in many leadership roles, including President of the National Association for the Education of Young Children, and President of Family Support America, chaired numerous panels and commissions including the National Education Goals Panel work on Readiness. She has been a member of national panels on Head Start and Chapter I, and was a member of the Committee on Early Childhood Pedagogy for the National Research Council. Early in her career, Dr. Kagan was a Head Start teacher and director. Recipient of the nation’s three most prestigious educational awards (the Conant award from the Education Commission of the States, the Distinguished Services award from the Council of Chief State School Officers, and the McGraw Hill prize, Kagan received her B.A. in English with a teaching certificate from the University of Michigan, her Master of Liberal Arts from Johns Hopkins University, and her Ed.D. in Curriculum and Teaching from Columbia University.
Susan C. Levine
The University of Chicago
Susan Levine is a Professor of Psychology and Chair of the Developmental Psychology program at the University of Chicago. Dr. Levine has studied early math and cognitive development beginning in infancy, focusing most recently on the role of math language and gesture inputs by parents and teachers. She was a co-author on the recent book, Quantitative development in infancy and early childhood. Dr. Levine’s work has focused on basic cognitive developmental research to understand the nature of mathematical development in areas such as early numerical development, measurement, mental rotation, and proportional and spatial reasoning. In addition, she has examined the effects of brain injury and stroke on brain and cognitive development. Dr. Levine received her B.S. from Simmons College, and her Ph.D. in Psychology from the Massachusetts Institute of Technology.
Kevin F. Miller
University of Michigan
Kevin Miller is a Professor and Co-Chair of the Combined Program in Education and Psychology at the University of Michigan, where he is also Professor in the Educational Studies and Psychology Departments, the Center for Human Growth and Development, and the Center for Chinese Studies. Dr. Miller has conducted extensive cross-cultural research between China and the United States in the areas of cognitive and mathematical development, specifically examining the role of culture, linguistics, and classroom practices in contributing to children’s learning. More recently, he has been studying how video representations of teaching and learning can be used in understanding the relations between teaching and learning, and improving the preparation of prospective teachers. Dr. Miller is Chair of the Mathematics Education Review Panel for the Institute of Education Sciences at the U.S. Department of Education and is a member of the Mathematical Sciences Education Board for the National Research Council. He received his B.A. in Psychology from Haverford College, and his Ph.D. in Child and School Psychology from the University of Minnesota.
University of Virginia
Robert Pianta is the Novartis US Foundation Professor of Education and Dean of the Curry School of Education at the University of Virginia, as well as a Professor in the Department of Psychology. He also serves as the Director of a National Center for Research in Early Childhood Education and the Center for Advanced Study of Teaching and Learning. Dr. Pianta’s work has focused on the predictors of child outcomes and school readiness, particularly adult-child relationships, and the transition to kindergarten. His recent work has focused on better understanding the nature of teacher-child interactions, classroom quality, and child competence, through standardized observational assessment. Dr. Pianta has also conducted research on professional development, both at the preservice and inservice levels. He has recently begun work to develop a preschool mathematics curriculum, incorporating a web-based teacher support component. Dr. Pianta received a B.S. and a M.A. in Special Education from the University of Connecticut, and a Ph.D. in Psychology from the University of Minnesota. Dr. Pianta began his career as a special education teacher.