Voices in Urban Education

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Toward Proficiency
VUE Number 14, Winter 2007

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Author Biographies

Kimberley Gomez Kimberley Gomez is assistant professor of curriculum and instruction at the college of education at the University of Illinois at Chicago. Gomez is a learning sciences researcher whose research concerns the design and study of learning environments and inquiry tools for the support of literacy and language in the content areas and with standard and advanced learning technologies. > VUE 14 Article: Co-authored by Louis Gomez, Phillip Herman, and Kimberley Gomez: Integrating Text in Content-Area Classes: Better Supports for Teachers and Students

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Louis Gomez Louis Gomez is Aon Professor of Learning Sciences at Northwestern University's school of education and social policy. He is one of the co-directors of the National Science Foundation-sponsored Center for Learning Technologies in Urban Schools (LeTUS). Gomez also co-directed The Learning Through Collaborative Visualization (CoVis) Project at Northwestern University. Additionally, Gomez was director of Human-Computer Systems Research at Bellcore in Morristown N.J. He is chair, Educational Testing Service (ETS) Visiting Panel of Research and is a recent recipient of the Spencer Foundation Mentorship Award. > VUE 14 Article: Co-authored by Louis Gomez, Phillip Herman, and Kimberley Gomez: Integrating Text in Content-Area Classes: Better Supports for Teachers and Students

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Edmund W. Gordon Edmund W. Gordon is the Richard March Hoe Emeritus Professor of Psychology and Education at Teachers College, Columbia University, and the John M. Musser Professor of Psychology Emeritus at Yale University. Professor Gordon's distinguished career spans professional practice, scholarly life as a minister, clinical and counseling psychologist, research scientist, author, editor, and professor. He held appointments at several of the nation's leading universities including Howard, Yeshiva, Columbia, City University of New York, Yale, and the Educational Testing Service. He has served as visiting professor at City College of New York and Harvard. Currently, Professor Gordon is the Senior Scholar and Advisor to the President of the College Board where he developed and co-chaired the Taskforce on Minority High Achievement. > VUE 14 Article: Intellective Competence

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Phillip Herman Phillip Herman is research assistant professor of learning sciences and research director, Center for Learning Technologies in Urban Schools at Northwestern University's school of education and social policy. He conducts research on the student and teacher learning that occurs in classrooms that adopt inquiry-based technology-laden science curricula in middle schools. He also studies the goals, beliefs and motivation of students and teachers in academic settings. > VUE 14 Article: Co-authored by Louis Gomez, Phillip Herman, and Kimberley Gomez: Integrating Text in Content-Area Classes: Better Supports for Teachers and Students

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Rhonda H. Lauer For the past decade, Rhonda H. Lauer has served as Chief Executive Officer of Foundations, Inc., a nonprofit organization committed to providing quality educational opportunities for underserved youth. Through its Afterschool Education, School Services, and Community Initiatives, Foundations serves thousands of pre K-12 students nationwide. Prior to joining Foundations, Ms. Lauer worked for many years in the School District of Philadelphia, one of the nation's largest, as associate superintendent, management negotiator, principal, administrator, and teacher. A national speaker and lecturer, Ms. Lauer sits on several boards, including the Greater Philadelphia Urban Affairs Coalition and Say Yes to Education. She holds a master's degree from Temple University. > VUE 14 Article: Beyond the Classroom: Collective Responsibility for Developing Proficiency in Urban Youth

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Lindsay Clare Matsumura Lindsay Clare Matsumura is an assistant professor in the University of Pittsburgh's Learning Policy Center. > VUE 14 Article: Co-authored by Lauren B. Resnick and Lindsay Clare Matsumura: Academic Proficiency: Bright Hopes, Blurry Vision

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Sarah Michaels Sarah Michaels is an associate professor in the education department at Clark University. Prior to coming to Clark in 1990, Michaels served as Director of the Literacies Institute in Newton, MA, funded by the Mellon Foundation. She also directed projects on language and schooling with funding from the Spencer Foundation, Carnegie, and the Department of Education, while serving as a Research Associate and Instructor at the Harvard Graduate School of Education. > VUE 14 Article: Co-authored by Richard Sohmer and Sarah Michaels: The Investigators Club: An Alternative to Textbook Science

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Lauren B. Resnick Lauren B. Resnick is director of the Learning Research and Development Center at the University of Pittsburgh. Resnick is an educational psychologist who has made notable contributions to the cognitive science of learning and instruction. In 1986–1987, Resnick was the president of the American Educational Research Association. She received the 1998 E. L. Thorndike Award from the American Psychological Association. > VUE 14 Article: Co-authored by Lorin Resnick and Lindsay Clare Matsumura: Academic Proficiency: Bright Hopes, Blurry Vision

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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 14 Article: From “Basic” to “Proficient”

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Richard Sohmer Richard Sohmer is the founder and co-designer of the Investigators' Club, an after-school science program for inner-city middle school students. He is co-Principal Investigator of a Spencer Foundation major grant, "Socializing Motivation and Academic Efficacy: The Power of a Practice". His current research focuses on documenting the principles and practices that promote intersubjectivity and successful science learning in the Investigators' Club as well as the apprenticeship of teachers new to the I-Club practice. > VUE 14 Article: Co-authored by Richard Sohmer and Sarah Michaels: The Investigators Club: An Alternative to Textbook Science

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