The HQT study
benefits from the expertise of its Advisory Board. Members of the Board
are highly-regarded scholars in the areas of literacy, mathematics, organizational
theory, and research methodology.
Susan Addington, Ph.D.
Susan Addington is a mathematician and teacher educator at California
State University, San Bernardino. She received her Ph.D. in Mathematics
at the State University of New York at Stony Brook. She is especially
interested in elementary and middle school math education, as well as
informal math education, and innovative uses of technology. She has been
project mathematician and curriculum writer for the Alaskan project "Adapting
Yup'ik Elders' Knowledge", director of the High School Teachers' Program
at the IAS/Park City Math Institute, and worked on the "Connecting with
Mathematics" curriculum for teacher professional development at EDC. In
addition to her tenure at CSU, San Bernardino, Dr. Addington has taught
at the University of California, Berkeley, Radcliffe College, and the
University of Minnesota. She has been a curriculum writing consultant
with Education Development Center and is a frequent presenter at the American
Educational Research Association and the National Council of Teachers
of Mathematics.
Richard
Allington, Ph.D.
Richard Allington is Professor of Reading Education at the University
of Tennessee and the current President of the International Reading Association.
He earned his Ph.D. in Elementary and Special Education from Michigan
State University and is the recipient of national and international awards
in reading education and research. He has authored more than 100 research
articles and several books including the recent Classrooms that Work:
They Can All Read and Write, and No Quick Fix: Rethinking Reading Programs
in American Elementary Schools. Both books are widely cited and have influenced
literacy policy in elementary schools around the country. Dr. Allington
has served on the Board of Directors of the International Reading Association
and as president of the National Reading Conference. The recipient of
many grants, he has been working as a Research Scientist with the National
Research Center on English Learning and Achievement and is conducting
a multi-state study of exemplary elementary teaching in schools in California,
Texas, Florida, and New York as well as other states. This work appears
in two new books, Learning to read: Lessons from exemplary first-grade
classrooms and Reading to learn: Lessons from exemplary fourth-grade classroom
(Guilford). The first book was co-authored with Mike Pressley and others
and the second with Peter Johnston.
Aaron
Pallas, Ph.D.
Aaron Pallas is Professor of Sociology and Education at Teachers College,
Columbia University. He received his Ph.D. at the Johns Hopkins University
and served on the faculty at Michigan State University. His research interests
include educational stratification, sociology of the life course, research
methodology, school effects and effectiveness, and social organization
of schools. Among his many publications are: Rites and wrongs: Institutional
explanation for the course scheduling in urban high schools (American
Journal of Education), Research in Sociology of Education and Socialization,
vol. 12 (JAI Press), and The effects of schooling on individual lives
(in The Handbook of Sociology and Education). Dr. Pallas has a long-standing
interest in the education of disadvantaged children and youth, including
potential school dropouts.
