Voices in Urban Education

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Extending Learning
VUE Number 16, Summer 2007

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Author Biographies

Shirley Brice Heath Shirley Brice Heath is a professor-at-large at the Watson Institute of International Studies at Brown University and teaches in the anthropology and education departments. Heath comes to Brown's Education Department after two decades of teaching at Stanford University in the Departments of English, Linguistics, and Anthropology, as well as Stanford's Graduate Schools of Education and Business. Central in her current research is later language and multi-media literacy development (for learners between the ages of 8 and 28) and the voluntary engagement of young people in long-term projects that center in the arts, environmental sustainability, and social justice. Trained as a linguistic anthropologist, she has carried out research in Mexico, Guatemala, South Africa, the United States, England, Germany, and Sweden. Her publications range across four major areas: language socialization, organizational learning, youth culture, and language planning. > VUE 16 Article: Focus for Learning

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David N. Cicilline David N. Cicilline is mayor of Providence, Rhode Island. At Brown University, Cicilline founded the College Democrats with his classmate, John F. Kennedy Jr. He graduated magna cum laude in 1983 with a degree in Political Science, and went on to earn a J.D. from the Georgetown University Law Center. Activity in Providence‘s 25 neighborhoods has reawakened under his mayorship. Mayor Cicilline‘s vision for a robust after-school system to rival those of wealthy suburban communities is on its way to becoming a reality. The two year-old Arts in the Park neighborhood program is already considered a national model. The Providence Public Schools are showing steady improvement across the board as a result of fundamental reform. And two independent studies showed Providence Schools transforming into one of the most financially efficient urban districts in New England. More > VUE 16 Article: The Providence After School Alliance

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Sophia Cohen Sophia Cohen is a mathematics education consultant and researcher. The primary focus of Sophia’s work has been teachers’ professional development. While Sophia was a Senior Research Associate at Education Development Center (1991 – 2007), she worked on a number projects, including collaborating on the teacher seminar materials Developing Mathematical Ideas (DMI). These materials offer teachers opportunities to study elementary and middle grades mathematics for themselves, study the development of mathematical understandings in children, and reexamine the nature of teaching and learning. Sophia went on to study the DMI teacher-participants’ learning, supported by a grant from the Spencer and MacArthur Foundations. Sophia received her doctorate in developmental psychology from Stanford University in 1983. Prior to her doctoral work, she spent a year studying psychology at the University of Geneva (Geneva, Switzerland) and received her Bachelor’s degree in psychology from Harvard University. > VUE 16 Article: Understanding and Supporting Children’ Mathematical Learning Lives

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Camrin Fredrick Camrin Fredrick is director of curriculum and instruction for Citizen Schools. > VUE 16 Article: Volunteers in Service to Youth: Citizen Schools

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Heather Harding Heather Harding is a principal associate at the Annenberg Institute for School Reform. Heather Harding's work focuses on developing culturally relevant tools in the Institute's teaching and learning review process and on supporting the Institute's equity focus in other Opportunity and Accountability initiatives. Prior to joining the Institute, she taught in the Harvard Graduate School of Education's Teacher Education Program and at Lesley University in the Out of School Time Master's Program. Heather began her education career as a secondary teacher in rural North Carolina and has served in numerous roles in school reform organizations. She earned her master's and doctoral degrees in education from the Harvard Graduate School of Education, where her thesis considered the intersection of race and pedagogy for four White urban middle school teachers. > VUE 16 Article: Volunteers in Service to Youth: Citizen Schools

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Heidi Harris Lemmel Heidi Harris Lemmel is a former senior associate at the Annenberg Institute for School Reform. Her work focused on extended learning opportunities and supports in relation to tool development, smart education systems, and civic supports. Prior to joining the Institute, she worked in a variety of educational settings as a teacher, administrator, education program director, external change agent, evaluator of national K-12 reform projects, and researcher, which provided her with an in-depth working knowledge of the theory and practice central to many of the national school reform efforts. She earned a BA from Bard College, an administrative credential, and a master's degree from Loyola University with a focus on organizational development and planning methodology. Her research interests include student transitions to college and the workforce and ways that high-quality community resources can be used to empower disenfranchised youth. > VUE 16 Article: Leveling the Playing Field: The Promise of Extended Learning Opportunities and Supports for Youth

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Eileen Landay Eileen Landay is clinical professor of English education (ret.) at Brown University and faculty director of the ArtsLiteracy Project. Her areas of specialization include methods of teaching english, language and literacy, classroom discourse, issues of urban education. Eileen is currently working on questions such as: What does it mean to be literate in the present-day Western industrialized world? What are the characteristics of academic discourse? What is the relationship between a person's ethnic and linguistic background and his/her experiences learning to write using conventions of academic discourse? What happens when students study their own literacy learning? She graduated from Harvard Graduate School of Education with an Ed.D. in 1994. > VUE 16 Article: Across the Doorsill: Extending Learning with Students in Mind and Body

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David Lemmel David Lemmel is national director of the Alternative High School Initiative at the Big Picture Company. He is also Director of Youth Development, a position through which he helps facilitate the Bill & Melinda Gates Foundation’s Alternative High School Initiative, a national collaboration of youth development organizations to create diploma-granting high schools for disconnected youth. His academic work examines psychosocial factors related to race and ethnicity and their impact on access to education and opportunity, achievement attitudes and behaviors, adolescent risk and resilience, and transition to adulthood trajectories. He received his BA from Bard College and both his MA and Ph.D. from UCLA in the Department of Sociology. > VUE 16 Article: Alternative High Schools: Pioneering Promising Practices for Blending Academic and Extended Learning Opportunities

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Dennie Palmer Wolf Dennie Palmer Wolf is the former director of opportunity and accountability at the Annenberg Institute for School Reform. Dennie Palmer Wolf headed a team that examined excellence and equity issues related to opportunity to learn and outcomes for students in K-12 urban systems. Prior to coming to the Institute, she taught at the Harvard Graduate School of Education and co-directed the Harvard Institute for School Leadership. She received an EdD and EdM from Harvard University. Her areas of interest include standards, assessment, and school reform and cultural policy for youth. She has served three terms as a member of the National Assessment Governing Board. Dennie is the recipient of numerous awards and grants and has published extensively in the field of education. > VUE 16 Article: Understanding and Supporting Children‘ Mathematical Learning Lives

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Ned Rimer Ned Rimer is he Managing Director and co-founder of Citizen Schools. He has been an educator, non-profit leader and manager for the past fifteen years. He has been an educator, non-profit leader and manager for the past 20 years. As an educator in Washington, D.C., he designed and implemented health seminars for non-governmental organizations and managed a physician's group that provided trainings in over 15 countries. He later spent several years as a teacher of high school youth at the Close Up Foundation. Ned also served as a leading administrator for the Close Up Foundation and as the Director of East Coast Operations for Pacific Intercultural Exchange, a non-profit organization that provides educational experiences at U.S. schools for students from ten countries. Ned earned a B.A. in Political Science from the University of Vermont, an MBA from Boston University (Public Management Program), and a Master's Degree in Education from Harvard University. > VUE 16 Article: Volunteers in Service to Youth: Citizen Schools

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Robert Rothman Robert Rothman is responsible for writing Institute publications and editing the Institute's quarterly journal Voices in Urban Education, a "roundtable-in-print" designed to air diverse viewpoints and share new knowledge on vital issues in urban education. He has written for numerous education publications and organizations and was a reporter and editor for Education Week. He was also a senior project associate for Achieve, a study director for the National Research Council, and the director of special projects for the National Center on Education and the Economy. Bob holds a BA in political science from Yale University. He is the author of Measuring Up: Standards, Assessment and School Reform and numerous book chapters and articles on testing and education reform. > VUE 16 Article: Leveling the Playing Field: The Promise of Extended Learning Opportunities and Supports for Youth

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Samuel Steinberg Seidel Samuel Steinberg Seidel is national project manager for the Alternative High School Initiative at the Big Picture Company. Sam Seidel began working with The Big Picture Company in 1999. After a three year hiatus, during which Sam was the director of the AS220 Broad Street Studio in Providence — a non-profit grassroots program working with young people transitioning out of juvenile prison — Sam rejoined the Big Picture staff in May of 2005 to work on the Alternative High School Initiative. Sam has taught in alternative and traditional settings for students in grade levels ranging from first grade to post-secondary. He has a degree in Education History and Policy, and as a student he attended 13 years of alternative public schools. > VUE 16 Article: Alternative High Schools: Pioneering Promising Practices for Blending Academic and Extended Learning Opportunities

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