Course Developers

Master of Science in Education: 21st Century Teaching and Learning

Dr. John Barell

Dr. John Barell is an educator who explored the many possibilities of educating young people in nontraditional settings in New York City public schools and at Montclair State University (NJ). His published writings reflect challenges to students and their teachers to take risks by adventuring into complex problematic situations to inquire, solve problems, and think critically. Now professor emeritus at Montclair State University, Barell worked from 2000 to 2006 as a consultant to the American Museum of Natural History in New York City, helping teachers and students become inquisitive about the wonders of earth and space. His current research involves taking issues raised in Developing More Curious Minds and asking how we can develop communities of inquiry at home, at school, in places of work, and within our democracy.

Dr. Frank Champine

Dr. Frank Champine graduated with a Bachelor of Arts in History from La Salle University in Philadelphia and he holds two master’s degrees, one in Integrative Education and the other in the Humanities. Champine taught social studies from grades 6-12 over the course of his 35 years in public education. During the final 10 years of his career, he served as the social studies coordinator. In 1984, Frank was designated Pennsylvania Teacher of the Year. He has served as a workshop presenter for Understanding by Design (UbD)and he has assisted several school districts in curriculum revision projects utilizing the design model. For the past several years, Champine has provided expert reviews for the ASCD UbDExchange, giving feedback on units in social studies and the humanities.

Dr. Nancy Dana

Dr. Nancy Dana is currently a professor of education and director of the Center for School Improvement at the University of Florida. The Center focuses on practitioner inquiry as a core mechanism for school improvement throughout Florida.

Preceding her position at the University of Florida, Dana was a faculty member in the Department of Curriculum and Instruction and codirector of the State College Area School District-Pennsylvania State University Elementary Professional Development School Program at Penn State.

Dr. Dana has been personally coaching and studying the action research of elementary, middle, and high school teachers since 1990. Dr. Dana’s experiences and research led her to coauthor the Reflective Educator’s Guide to Classroom Research, taking practitioners throughout the nation through the action research process step-by-step since its publication in 2003. In addition, she has published more than 30 articles and book chapters, and a book on coaching the action research process, The Reflective Educator’s Guide to Professional Development: Coaching Inquiry-Oriented Learning Communities. Her current research focuses on applying the success of the action research process for teachers to administration in Leading with Passion and Knowledge available from Corwin Press, along with the second edition of her first book, coauthored with Diane Yendol-Hoppey. She is considered to be a leading expert in action research as a result of her extensive work in the field.

John Larmer

John Larmer oversees all curriculum materials development at Buck Institute for Education (BIE), including the writing and editing of products such as the PBL Toolkit, Project Based Government, and Project Based Economics. In addition, he consults on curriculum development efforts for other school reform organizations, conducts professional development workshops, and contributes to BIE’s research work. Larner began his career in education as a high school social studies and English teacher. He was a school coach for the Bay Area Coalition of Essential Schools and a member of the CES-Citibank National School Reform Faculty. At WestEd, as a member of the Western Assessment Collaborative, he coached schools in the use of standards and assessments to improve instruction. John also served as an external evaluator for California’s Immediate Intervention/ Underperforming School Program and contributed to the writing of Aiming High: High Schools for the 21st Century, the California State Department of Education’s 2002 blueprint for high school reform. John received his Bachelor of Arts in Political Science from Stanford University, and holds master’s degree in Educational Technology and Educational Administration from San Francisco State University. He lives in Mill Valley, California with his wife and two children.

Dr. Jessica Hockett

Dr. Jessica Hockett holds a doctoral in Educational Psychology (Gifted Education and Research Methodology emphases) at the Curry School of Education, University of Virginia. As a research assistant for The National Research Center on the Gifted and Talented, Hockett worked on a three-year, federally funded study on how teachers identify and develop talent in diverse K-2 classrooms. She wrote differentiated online Advanced Placement social science courses for Project LOgGED On, a Javits grant project dedicated to helping underserved, highly able learners meet their academic potential. Hockett has given numerous conference, workshop, and in-service presentations related to differentiation. She collaborates with districts in the United States and Canada to implement long-term initiatives for differentiated instruction. Jessica’s work with differentiation also extends to online professional development, curriculum design, and evaluation. Prior to doctoral study, Jessica was a secondary English, social studies, and math teacher in the Chicago area.

Tim Lucas

Tim Lucas is a Professor of Practice at Lehigh University, Pennsylvania, in the Graduate Education Leadership Program. He also serves as a consultant for the Carbon Lehigh Intermediate Unit 21, a regional branch of the PA Department of Education, supporting school improvement projects, e-learning, emergency management programs, and professional development. Lucas has been involved with public education for over 35 years, having taught elementary school, middle school, high school, and college courses. He has been a middle school vice principal, elementary principal, and superintendent of schools. Lucas is also co-author Schools that Learn: A Fifth Discipline Resource, which was awarded the National Staff Development Council’s Book of the Year Award in 2001. He is considered one of the leading authorities on teaching and integrating systems thinking into curriculum and school leadership, sharing practical tools for building learning organizations, and helping schools co-create sustainable, data-driven initiatives.

Pamela Livingston

Pamela Livingston’s interest and expertise is in helping educators learn the tools and techniques of 21st century technology while considering the realities of the busy classroom. She supports technology-using teachers in schools, most recently as the head of technology at the Peck School in Morristown, N.J. A frequent presenter and keynote speaker at national conferences such as the National Educational Computer Conference, Lausanne’s Laptop Institute, South Dakota’s Laptop Conference, and Anytime Anywhere Learning Foundation’s leadership summits, she also develops workshops and provides advice for U.S. and international schools, districts, and corporations. Linvingston’s book, 1-to-1 Learning: Laptop Programs That Work, is a result of interviewing laptop educators around the U.S., reviewing studies and best practices on the 1-to-1 classroom, and experience overseeing the Peck School’s laptop program. This book is publisher International Society for Technology in Education’s best seller. She holds a bachelor’s degree. in Computer Systems and a master’s degree in Education Technology. Pamela is now a full-time presenter, writer, and consultant for schools in the U.S. and overseas.

Dr. John R. Mergendoller

Dr. John R. Mergendoller works in partnership with the Buck Institute for Education Board of Trustees to improve 21st Century teaching and learning by creating and disseminating the products, practices, and professional development necessary for effective project-based learning. He is responsible for overall program management, long-range planning, and the development of partnerships with national and international educational organizations, school consortia, and foundations committed to expanding the use of project-based learning. Before assuming the position of executive director, John was Buck Institute for Education’s research director, and before that, the senior program director at the Far West Laboratory (now WestEd), a federally funded, regional educational laboratory. He began his career teaching music in rural Louisiana elementary schools as a VISTA volunteer, and then taught high school English and French at Kimball Union Academy in Meriden, New Hampshire, and the Roxbury Latin School in West Roxbury, Massachusetts. John received an bachelor’s degree in Letters from Wesleyan University, master’s degree in Education from Harvard Graduate School of Education, and a doctorate in Education and Psychology from the University of Michigan. He lives in Mill Valley, California, with his wife, Jessica Muller.

Dr. Fred Newmann

Dr. Fred Newmann is a retired professor of Curriculum and Instruction at the University of Wisconsin. Originally, he was involved in Social Studies education at the high school level. This led him to pursue research and development in Social Studies curriculum with the Center on Organization and Restructuring of Schools at the University of Wisconsin. Throughout 1990-1995, Dr. Newmann studied the nature of re-organization and educational restructuring of K-12, identifying Authentic Intellectual Work and the involvement process. He then became lead researcher for the Evaluation of Chicago Annenberg Challenge at the University of Chicago from 1996-2001. Newmann studied, developed, and elaborated the concept of Authentic Instruction, receiving a Presidential Citation from the American Education Research Association. As a result of these studies, Dr. Newmann is considered to be the leading expert on Authentic Intellectual Work.

Dr. Carol Ann Tomlinson

Dr. Carol Ann Tomlinson is professor of Educational Leadership, Foundations, and Policy at the University of Virginia’s Curry School of Education, where she was named Outstanding Professor in 2004. She is codirector of the university’s Summer Institute on Academic Diversity. Tomlinson’s career as an educator includes 21 years as a public school teacher, with 12 years as a program administrator for advanced and struggling learners. Tomlinson, a reviewer for eight journals and a section editor for one, is the author of more than 100 articles, book chapters, books, and other professional development materials.

21st Century Teaching and Learning

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