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Robert Floden,
Theme Leader
Teacher & Teaching |
Robert Floden is Professor of Teacher Education, Educational Policy, and Measurement & Quantitative Methods at Michigan State University, where he directs the Institute for Research on Teaching and Learning. Floden has an A.B. in philosophy (with honors) from Princeton University, and an M.S. in mathematical statistics and Ph.D. in education from Stanford University. He has been an Alexander von Humboldt Fellow at the University of Tübingen. Floden is co-PI of MSU’s Teachers for a New Era initiative, funded in part by grants from the Carnegie Corporation, Annenberg Foundation, and Ford Foundation. He has studied teacher education and other influences on teaching and learning for over two decades, including work on the cultures of teaching, teacher development, the character and effects of teacher education, and links between policy and classroom practice. Floden’s work appears in the Handbook of Research on Teaching, the Handbook of Research on Teacher Education, and many journals. He is the Philosophy of Education Society’s president. |
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Maenette Benham,
Theme Leader
Leaders & Leading
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Maenette Benham, a Native Hawaiian
scholar and teacher and is a Professor in the Educational Administration
Department at Michigan State University. She is the Program
Director for the K-12 Educational Leadership Program and teaches
graduate level courses in school leadership, school change,
organizational theory, research methods, and school-family-community
relations. As a scholar, mentor, and teacher, her inquiry
centers on the nature of engaged educational leadership; the
wisdom of knowing and praxis of social justice envisioned and
enacted by educational leaders; and the effects of educational
policy on native/indigenous people. She is the author
of numerous articles and books on these topics that include:
Culture and Educational Policy in Hawaii: The Silencing
of Native Voices (Lawrence Erlbaum Publishers), Let My Spirit
Soar! The Narratives of Diverse Women in School Leadership
(Corwin Press), Indigenous Educational Models for Contemporary
Practice: In Our Mother’s Voice (Lawrence Erlbaum Publishers),
The Renaissance of American Indian Higher Education: Capturing
the Dream (Lawrence Erlbaum Publishers), and Case Studies for
School Administrators: Managing Change in Education (Scarecrow
Publishers). She is currently the Editor of the American
Educational Research Association’s leading educational
journal, The American Educational Research Journal: Section
on Social and Institutional Analysis. |
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Jere Brophy,
Theme Leader
Leaners & Learning
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Jere Brophy is a University
Distinguished Professor of Teacher Education. A clinical and
developmental psychologist by training, he has conducted research
on teachers’ achievement expectations and related self-fulfilling
prophecy effects, teachers’ attitudes toward individual
students and the dynamics of teacher-student relationships,
students’ personal characteristics and their effects on
teachers, relationships between classroom processes and student
achievement, teachers’ strategies for managing classrooms
and coping with problem students, and teachers’ strategies
for motivating students to learn. Most recently, he has focused
on curricular content and instructional method issues involved
in teaching social studies for understanding, appreciation,
and life application. |
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William Schmidt,
Theme Leader
Curriculum |
William H. Schmidt received his undergraduate degree in mathematics from Concordia College in River Forrest, IL and his Ph.D. from the University of Chicago in psychometrics and applied statistics. He carries the title of University Distinguished Professor at Michigan State University and is currently co director of the Education Policy Center. Previously he served as National Research Coordinator and Executive Director of the US National Center which oversaw participation of the United States in the IEA sponsored Third International Mathematics and Science Study (TIMSS). He was also a member of the Senior Executive staff and Head of the Office of Policy Studies and Program Assessment for the National Science Foundation in Washington, DC from 1986-1988. He has published in numerous journals including the Journal of the American Statistical Association, Journal of Educational Statistics, and the Journal of Educational Measurement. He has co-authored seven books including Why Schools Matter. His current writing and research concerns issues of academic content inK-12 schooling, assessment theory and the effects of curriculum on academic achievement. He is also concerned with educational policy related to mathematics, science and testing in general. He was awarded the Honorary Doctorate Degree at Concordia University in 1997 and received the1998 Willard Jacobson Lectureship from The New York Academy of Sciences. |
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Wenzhong Yang,
Theme Leader
Family & Community
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Wenzhong Yang, known as Eric
to his colleagues, joined the Center in 2004 as a research associate.
He received his M.A. in Sociology from Wuhan University and
his Ph. D in Educational Psychology from the University of Connecticut
with a concentration in gifted education and talent development.
He taught ESL in a high school for 4 years and introductory
sociology courses in Wuhan University in China for 3 years.
His research interests include gifted education, developing
and disseminating effective models of education that integrates
the strengths of both the Eastern and Western educational practices,
parenting (family influence and talent development), curriculum
compacting, bilingualism, and gender-related issues. He has
presented his work at a number of national and international
conferences related to gifted education, and has already published
a number of articles and has several more in preparation and/or
selected for publication. http://www.msu.edu/~yangwen |
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