Chris Dede is the Timothy E. Wirth Professor of Learning Technologies at Harvard’s Graduate School of Education.  His fields of scholarship include emerging technologies, policy, and leadership.  His funded research includes a grant from the National Science Foundation to aid middle school students learning science via shared virtual environments and a Star Schools grant from the U.S. Department of Education to help high school students with math and literacy skills using wireless mobile devices to create augmented reality simulations.  Chris has served as a member of the National Academy of Sciences Committee on Foundations of Educational and Psychological Assessment, a member of the U.S. Department of Education’s Expert Panel on Technology, and International Steering Committee member for the Second International Technology in Education Study.  He serves on Advisory Boards and Commissions for PBS TeacherLine, the Partnership for 21^st Century Skills, the Pittsburgh Science of Learning Center, and several federal research grants.  In addition, Chris is a member of the Board of Directors of the Boston Tech Academy, an experimental small high school in the Boston Public School system, funded by the Gates Foundation.  His co-edited book, Scaling Up Success: Lessons Learned from Technology-based Educational Improvement, was published by Jossey-Bass in 2005.  A second volume he edited, Online Professional Development for Teachers: Emerging Models and Methods, was published by the Harvard Education Press in 2006.

 

 

Researcher, teacher, lecturer, and writer, Sonia Nieto is Professor Emerita of Language, Literacy, and Culture in the School of Education, University of Massachusetts, Amherst. She has taught students at all levels from elementary grades through graduate school, and she worked at the university level preparing teachers and teacher educators for over thirty years. Her research focuses on multicultural education and the education of Latinos, immigrants, and students of diverse cultural and linguistic backgrounds. Her books include Affirming Diversity:  The Sociopolitical Context of Multicultural Education (4^th ed., 2004), The Light in Their Eyes:  Creating Multicultural Learning Communities (1999), What Keeps Teachers Going? (2003), and two edited volumes, Puerto Rican Students in U.S. Schools (2000), and Why We Teach (2005). In addition, she has published dozens of book chapters and articles in such journals as Educational Leadership, Multicultural Education, Theory into Practice and The Harvard Educational Review (including an invited article for the 75^th anniversary issue of HER in 2005). She serves on several national advisory boards that focus on educational equity and social justice, including Facing History and Ourselves (FHAO) and Educators for Social Responsibility (ESR), as well as on numerous editorial advisory boards for educational journals. She is also Series Editor for the Language, Culture, and Teaching Series from Lawrence Erlbaum Associates Publishers. Her many awards for scholarship, advocacy, and activism include the 1989 Human and Civil Rights Award from the Massachusetts Teachers Association, the 1996 Teacher of the Year Award from the Hispanic Educators of Massachusetts, the 1997 Multicultural Educator of the Year Award from the National Association for Multicultural Education, the Excellence in Education Award from Boricua College, the 2005 Outstanding Educator from the National Council of Teachers of English and, most recently, the Enrique T. Trueba Lifetime Achievement Award. She has received two honorary doctorates, one in Humane Letters from Lesley University in Cambridge, Massachusetts (1999), and the other in Intercultural Relations from Bridgewater State College, Massachusetts (2004). She was an Annenberg Institute Senior Fellow from 1998-2000 and she was awarded a month-long residency at the Bellagio Center in Italy in 2000. In 2003, she was named to the Críticas Journal Hall of Fame as the Spanish-Language Community Advocate of the Year and in 2006, she was awarded the Enrique Trueba Award for Scholarship, Mentorship, and Service. She is married to Angel Nieto, a former teacher and author of children’s books, and they have two daughters and ten grandchildren.

 

 

David Hopkins was recently appointed to the inaugural HSBC iNet Chair of International Leadership, where he supports the work of iNet, the International arm of the Specialist Schools and Academies Trust and the Leadership Centre at the Institute of Education, University of London.  He has also just been appointed a Professorial Fellow at the Faculty of Education, University of Melbourne.  Between 2002 and 2005 he served three Secretary of States as the Chief Adviser on School Standards at the Department for Education and Skills.  Previously, he was Chair of the Leicester City Partnership Board and Professor of Education, Head of the School, and Dean of the Faculty of Education at the University of Nottingham.  Before that again he was a Tutor at the University of Cambridge Institute of Education, a Secondary School teacher and Outward Bound Instructor.  David is also an International Mountain Guide who still climbs regularly in the Alps and Himalayas. Before becoming a civil servant he outlined his views on teaching quality, school improvement and large scale reform in Hopkins D. (2001) School Improvement for Real, London: Routledge / Falmer.  His new book Every School a Great School will be published by the Open University Press later this year.

 

 

Linda Lambert, Ed.D., is Professor Emeritus at California State University, East Bay, and founder of Lambert Leadership Development.  Dr. Lambert has served in multiple leadership roles including principal and director of numerous reform initiative and academies.  Her pioneering work in leadership has let to invitations by the State Department, foreign ministries and the Rockerfeller Foundation to consult in Egypt, Asia, Australia, Canada and Mexico.  In addition to numerous articles and chapters, Dr. Lambert is the lead author of the 1995 and 2002 best-selling texts, ‘The Constructivist Leader’ (1^st and 2^nd Editions) and ‘Who Will Save Our Schools?’ 1997; and author of ‘Building Leadership Capacity in Schools’, 1998; ‘Developing Leadership Capacity for School Improvement’, and adaptation of the 1998 text published in London (2003); and ‘Leadership Capacity for Lasting School Improvement’. 2003.  Awards include International Book of the Year (The Constructivist Leader), Outstanding California Educator, and Professor of the Year.  Her major consulting and research areas involve constructivist leadership, leadership capacity, women in leadership and organisational development.

 

 

Beatrice Avalos is Chilean National Research Coordinator in the IEA Study on Teacher Education (TEDS), Curriculum and Evaluation Unit, Ministry of Education, and professor in the Policy Studies Master’s Programme, University Alberto Hurtado, Chile. She coordinated programs in the Chilean Ministry of Education directed to the improvement of teachers and teaching in secondary education and teacher education institutions (1994-2002).  Journal and book publications focused on teacher education,educational policy in developing countries and gender issues. She has taught in universities in UK, Canada and Papua New Guinea.  Beatrice is also a consultant for the World Bank, the Asian Development Bank, UNESCO, PREAL, European Community and governments in several Latin American countries on school improvement, teacher professional development and teacher education.

 

 

Andy Hargreaves is the Thomas More Brennan Chair in Education in the Lynch School of Education . Andy Hargreaves' teaching and research at Boston College concentrates on sustainable leadership, professional learning communities, educational change and the emotions of teaching.  Professor Hargreaves has authored or edited more than 20 books - his most recent book, Teaching In the Knowledge Society: Education In the Age Of Insecurity, has received the 2004 Outstanding Book Award for Curriculum Studies from the American Educational Reserach Association.  He has been awarded visiting professorships and fellowships in Japan, Hong Kong, Spain, England, Canada and the United States, and is the holder of the 2000 Whitworth Award for outstanding contributions to educational research in Canada.  Andy is initiating editor of the International Handbook of Educational Change, and founding Editor-in-Chief of the Journal of Educational Change . His work is translated into more than a dozen languages.