Voices in Urban Education
Archives
Evidence-Based Practice
VUE Number 6, Winter 05
| VUE Home | Archives | Order Print Copy |
Author Biographies
David V. Abbott
David V. Abbott is assistant commissioner of the Rhode Island Department of Elementary and Secondary Education. David Abbott has served as assistant commissioner since 2001. He leads the Systems Support Division, which includes the offices of Finance, Network & Information Systems, School Improvement & Support Services, and Teacher Certification.
Before joining RIDE, Abbott was a partner in the firm Asquith, Mahoney & Robinson, where he represented 11 school districts. He has also served as legal counsel to the Senate Committee of Health, Education, and Welfare and to the Rhode Island Association of School Principals. He is a graduate of the University of New Hampshire and of the Vermont Law School, and he holds a master's degree in educational policy and administration from Rhode Island College.
> VUE 6 Article: Bringing Measurement to District-Based Accountability:
The Challenge for Site Education Departments
Cynthia E. Coburn
Cynthia E. Coburn is Assistant Professor in Policy, Organization, Management, and Evaluation at the Graduate School of Education, University of California at Berkeley. Her research brings the tools of organizational sociology to understand the relationship between instructional policy and teachers' classroom practices in urban schools. She has studied these issues in the context of state and national reading policy, attempts to scale-up innovative school reform programs, and district-wide professional development initiatives. Coburn received her MA in Sociology and PhD in Education from Stanford University. She was the recipient of a Spencer Foundation national dissertation fellowship in 1999 and won the 2002 Dissertation Award from Division L (policy and politics) of the American Educational Research Association. Recent work has been published in Educational Evaluation and Policy Analysis, Educational Researcher, Sociology of Education, and Educational Policy.
> VUE 6 Article: When Districts Use Evidence to Improve Instruction:What Do We Know and Where Do We Go from Here?
Meredith I. Honig
Meredith I. Honig is an assistant professor of education at the University of Maryland College of Education. Dr. Honig's research and teaching focus is on policy design, policy implementation, and organizational change in cities. She is particularly interested in how public policy making bureaucracies such as school district central offices manage ambiguity, complexity, and innovation. Prior to joining the University of Maryland faculty, Honig was a policy and research specialist at the California Department of Education and worked in other state and local youth-serving agencies. Honig received her Ph.D. from Stanford University in Administration and Policy Analysis with a specialization in Organizational Studies. At Maryland, Dr. Honig teaches courses in policy design and implementation, organizational theory, and learning communities & educational organizations.
> VUE 6 Article: When Districts Use Evidence to Improve Instruction: What Do We Know and Where Do We Go from Here?
Dale Mezzacappa
Dale Mezzacappa has been covering education at The Inquirer since 1986, most of that time in Philadelphia. She also authored the longest-running series ever run in the Inquirer, following for 13 years a group of 1987 sixth-graders who were offered a free college education by philanthropists George and Diane Weiss.
> VUE 6 Article: Data, Observations, and Tough Questions:A Journalist's Evidence of School Quality
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 15 Article: A Fad or the Real Thing? Making Evidence-Based Practice Work
Warren Simmons
Warren Simmons is the executive director of the Annenberg Institute for School Reform at Brown University. The Institute was established in 1993 to generate, share, and act on knowledge that improves conditions and outcomes in American schools, particularly in urban areas and in schools serving disadvantaged students. The Institute pursues its work through four initiatives: supporting educational leadership; rethinking accountability; redesigning school districts; and fostering community-centered approaches to education reform. In each of those areas, the Institute conducts applied research, provides professional development, and offers technical assistance designed to illuminate, share, and extend promising practices.
Before joining the Institute, Dr. Simmons was Executive Director of the Philadelphia Education Fund, a nonprofit organization that helped the School District of Philadelphia to fund, develop, and implement new academic standards, content-based professional development, standards-based curriculum resources, and comprehensive school reform, as part of the Children Achieving reform agenda.
> Complete biography of Warren Simmons
> VUE 6 Article: Evidence-Based Practice: Building Capacity for Informed Professional Judgment
Archives
Evidence-Based Practice
VUE Number 6, Winter 05
| VUE Home | Archives | Order Print Copy |
Author Biographies
David V. Abbott
David V. Abbott is assistant commissioner of the Rhode Island Department of Elementary and Secondary Education. David Abbott has served as assistant commissioner since 2001. He leads the Systems Support Division, which includes the offices of Finance, Network & Information Systems, School Improvement & Support Services, and Teacher Certification.
Before joining RIDE, Abbott was a partner in the firm Asquith, Mahoney & Robinson, where he represented 11 school districts. He has also served as legal counsel to the Senate Committee of Health, Education, and Welfare and to the Rhode Island Association of School Principals. He is a graduate of the University of New Hampshire and of the Vermont Law School, and he holds a master's degree in educational policy and administration from Rhode Island College.
> VUE 6 Article: Bringing Measurement to District-Based Accountability:
The Challenge for Site Education Departments
Cynthia E. Coburn
Cynthia E. Coburn is Assistant Professor in Policy, Organization, Management, and Evaluation at the Graduate School of Education, University of California at Berkeley. Her research brings the tools of organizational sociology to understand the relationship between instructional policy and teachers' classroom practices in urban schools. She has studied these issues in the context of state and national reading policy, attempts to scale-up innovative school reform programs, and district-wide professional development initiatives. Coburn received her MA in Sociology and PhD in Education from Stanford University. She was the recipient of a Spencer Foundation national dissertation fellowship in 1999 and won the 2002 Dissertation Award from Division L (policy and politics) of the American Educational Research Association. Recent work has been published in Educational Evaluation and Policy Analysis, Educational Researcher, Sociology of Education, and Educational Policy.
> VUE 6 Article: When Districts Use Evidence to Improve Instruction:What Do We Know and Where Do We Go from Here?
Meredith I. Honig
Meredith I. Honig is an assistant professor of education at the University of Maryland College of Education. Dr. Honig's research and teaching focus is on policy design, policy implementation, and organizational change in cities. She is particularly interested in how public policy making bureaucracies such as school district central offices manage ambiguity, complexity, and innovation. Prior to joining the University of Maryland faculty, Honig was a policy and research specialist at the California Department of Education and worked in other state and local youth-serving agencies. Honig received her Ph.D. from Stanford University in Administration and Policy Analysis with a specialization in Organizational Studies. At Maryland, Dr. Honig teaches courses in policy design and implementation, organizational theory, and learning communities & educational organizations.
> VUE 6 Article: When Districts Use Evidence to Improve Instruction: What Do We Know and Where Do We Go from Here?
Dale Mezzacappa
Dale Mezzacappa has been covering education at The Inquirer since 1986, most of that time in Philadelphia. She also authored the longest-running series ever run in the Inquirer, following for 13 years a group of 1987 sixth-graders who were offered a free college education by philanthropists George and Diane Weiss.
> VUE 6 Article: Data, Observations, and Tough Questions:A Journalist's Evidence of School Quality
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 15 Article: A Fad or the Real Thing? Making Evidence-Based Practice Work
Warren Simmons
Warren Simmons is the executive director of the Annenberg Institute for School Reform at Brown University. The Institute was established in 1993 to generate, share, and act on knowledge that improves conditions and outcomes in American schools, particularly in urban areas and in schools serving disadvantaged students. The Institute pursues its work through four initiatives: supporting educational leadership; rethinking accountability; redesigning school districts; and fostering community-centered approaches to education reform. In each of those areas, the Institute conducts applied research, provides professional development, and offers technical assistance designed to illuminate, share, and extend promising practices.
Before joining the Institute, Dr. Simmons was Executive Director of the Philadelphia Education Fund, a nonprofit organization that helped the School District of Philadelphia to fund, develop, and implement new academic standards, content-based professional development, standards-based curriculum resources, and comprehensive school reform, as part of the Children Achieving reform agenda.
> Complete biography of Warren Simmons
> VUE 6 Article: Evidence-Based Practice: Building Capacity for Informed Professional Judgment
© all material AISR