Dr. Carlson's research interests include the impact of educative curriculum materials and transformative professional development on science teaching and learning. She began her career as a middle and high school science teacher and has spent the last 20 years working in science education developing curriculum, leading professional development, and conducting research. Dr. Carlson received a BA in Environmental Biology from Carleton College, an MS in Curriculum and Instruction from Kansas State University, and a PhD in Instruction and Curriculum (science education) from the University of Colorado. email@example.com
Professor of Education
Professor Borko’s research explores 1) the process of learning to teach with an emphasis on changes in teachers’ knowledge, beliefs about teaching and learning, and classroom practices as they participate in professional-development programs; 2) learning to lead professional development, and 3) the measurement of instructional practices. Within CSET, Professor Borko directs the Problem-Solving Cycle (PSC) project, which works with middle-school math leaders in San Francisco, and is a Co-Principal Investigator on a National Science Foundation-funded project aimed at field testing the PSC professional-development model and devising approaches to the preparation of math leaders. Professor Borko is also a Co-Principal Investigator on a project funded by the William T. Grant Foundation and the Spencer Foundation entitled “Quality Assessment in Science.” She holds a BA in Psychology, an MA in the Philosophy of Education, and a PhD in Educational Psychology from the University of California at Los Angeles. firstname.lastname@example.org
Claude Goldenberg's areas of research and professional interest center on promoting academic achievement among language minority children and youth. A native of Argentina, Goldenberg is currently Professor of Education and Chair of Curriculum Studies and Teacher Education (CTE) at the Stanford University Graduate School of Education. He was previously at California State University, Long Beach, where he was Professor of Teacher Education, Associate Dean of the College of Education, and Executive Director of the Center for Language Minority Education and Research (CLMER).
Goldenberg received his A.B. in history from Princeton University and M.A. and Ph.D. from Graduate School of Education, UCLA. He has taught junior high school in San Antonio, TX, and first grade in a bilingual elementary school in the Los Angeles area.
Dr. Langer-Osuna's research focuses on the nature of student identity and engagement during collaborative mathematical activity, and the ways in which authority and influence are constructed in interaction. Recent work has focused on developing theoretical and analytic tools to capture the construction of marginalization and privilege in patterns of student engagement, and the spread of ideas in student-led collaborative work. Her work has been published in the Journal for Research in Mathematics Education, Journal of the Learning Sciences, Mathematics Education Research Journal, Canadian Journal of Science, Mathematics, and Technology Education, among other outlets. Professor Langer received a B.S. from Carnegie Mellon University, and M.A. and Ph.D from University of California, Berkeley.
Dr. Sarah Levine's research focuses on the teaching and learning of literary interpretation and writing in under-resourced urban high schools, with an emphasis on the links between in- and out-of-school interpretive practices. She is also interested in ways that digital media – specifically radio production – can be used as frameworks for teaching reading and writing to middle and high school students. Before pursuing an academic career, Sarah taught secondary English at a Chicago public school for ten years. While there, she founded and ran a youth radio program that used digital audio production as a tool to help make writing and analysis relevant and real-world for struggling students, and to build bridges between school and the world outside.
Dr. Levine's primary goal as an academic is to help shape the teaching and learning of secondary English teachers and contribute to research that will help students — especially those in urban and under-resourced schools — become independent readers and writers. email@example.com
The Shriram Family Professor in Science Education
Professor Osborne’s research interests include attitudes toward and understandings of science by students and the public, discourse in the pedagogy of the science classroom, and language and literacy in science teaching. At CSET, Professor Osborne oversees the Reading for Understanding in Science professional-development program, serves as a CSET board member, and is the CSET liaison to the Strategic Education Research Partnership (SERP). He holds a degree in Physics from Bristol University; a Postgraduate Certificate in Education from Cambridge University; a Master of Science degree in Astrophysics from Queen Mary College, London University; a Post-Graduate Diploma in Computing from North London Polytechnic; and a PhD from the University of London. firstname.lastname@example.org
Future Faculty Director, Haas Center for Public Service, Former Dean, Graduate School of Education,
Dr. Stipek's scholarship concerns instructional effects on children's achievement motivation, early childhood education, elementary education, and school reform. In addition to her scholarship, Dr. Stipek has an interest in policies affecting children and education. She served for five years on the Board of Children, Youth and Families at the National Research Council; she was the Chair of National Research Council Committee for Increasing High School Students' Engagement and Motivation to Learn and she directed the MacArthur Foundation Network on Teaching and Learning. While a professor at UCLA, Dr. Stipek served as the Director of the Corinne Seeds University Elementary School and the Urban Education Studies Center. email@example.com
CSET Founding Director
Professor Grossman’s research interests include teacher education and certification; English education, literacy, and literature; and professional development. While at CSET, her research focused on classroom practice in middle-school English and Language Arts, pathways into teaching, and teacher-preparation programs for teachers, clergy, and clinical psychologists. Professor Grossman now serves as Dean of the University of Pennsylvania's Graduate School of Education. Professor Grossman received a BA in English from Yale University, an MA in Instructional Research and Curriculum Design from the University of California at Berkeley, and both an EdS in Evaluation and a PhD in Curriculum and Teacher Education from Stanford University.