Co-Editor Penny Bishop is Professor of Middle Level Education at the University of Vermont where she teaches future middle grades educators and conducts research on schooling for young adolescents. She has served as Principal Investigator on numerous grants, bringing over $11 million dollars to Vermont schools to improve the learning and lives of middle grades students. Dr. Bishop has served as the Association for Middle Level Education's Research Advisory Board and as Chair of the American Educational Research Association's group on Middle Level Education Research. She is co-author of five books on effective middle grades practice. Her scholarship has appeared in outlets such as Journal of Adolescent and Adult Literacy, Middle Grades Research Journal, Research in Middle Level Education Online, The Reading Teacher, and Middle School Journal.
Co-Editor James Nagle is an Associate Professor of Education at Saint Michael's College. Currently, he teaches undergraduate and graduate courses in middle and high school curriculum and assessment, content literacy, organization, and educational research. He works extensively with Vermont teachers on proficiency based education and personalized learning. His research investigates the intersection of school reform initiatives and collaborative teacher learning in middle and high achools. Dr. Nagle has been a Principal Investigator of grants to support teacher learning including Project CREATE (Curriculum Reform for All Teachers of ELLs), a U.S. Department of Education grant. Dr. Nagle is editor of English Learner Instruction through Collaboration and Inquiry in Teacher Education. His work has appeared in journals such as The Educational Forum, Research in Middle Level Education Online, and Currents.
Dr. Kenneth Alonzo Anderson, a former middle school teacher, earned a Ph.D. in Curriculum & Instruction, with a minor in Educational Research and Policy Analysis from North Carolina State University in 2005. Anderson's research interests include praxis and policy issues related to black male achievement, middle grades education, teacher effectiveness, and content-area literacy development. Anderson is becoming noted for his ability to conduct large-scale data analysis and translate the results for scholars and practitioners. Anderson has served as Principal Investigator, Co-Principal Investigator, or Senior Personnel on externally-funded projects, exceeding 1.9 million dollars from organizations such as the National Science Foundation, American Educational Research Association, and Department of Homeland Security.
University of Georgia
Dr. Gayle Andrews is Professor in the Department of Educational Theory and Practice at the University of Georgia and Professor-in-Residence at Hilsman Middle School, Professional Development School District. Her research focuses on strengthening middle grades education for young adolescents, including studying improvement efforts in policy and practice affecting middle grades schools, the professional learning of middle grades educators, and the preparation of prospective middle grades teachers.
University of South Florida
Dr. Cheryl Ellerbrock is an assistant professor in Teaching and Learning in the College of Education at the University of South Florida. She oversees secondary general education courses and middle grades and general education courses in the Helios STEM Middle Grades Teacher Preparation Residency program. Dr. Ellerbrock’s research specializes in supporting the developmental needs of young adolescents by exploring how secondary school environments support the needs of adolescent learners, investigating ways to foster a responsive middle-to-high-school transition, and developing responsive secondary educators.
Center for Technology in Learning, SRI International
Dr. Christopher Harris is a senior researcher in science education in SRI International’s Center for Technology in Learning. His research focuses on the design, implementation, and study of instructional innovations in K-12 classrooms and informal science contexts. Of central interest is the design and research of curricula and assessments that capitalize on innovative technologies, align with the shifting policy context in science education, and make learning accessible for students of diverse backgrounds and abilities. His research often involves collaborative work in real-world educational settings for the purpose of informing both research and practice. Harris’ recent publications have addressed science education policy, science assessment, design-based implementation research, science teaching practice, and authenticity in science education.
Dr. Lisa Harrison holds the B.S. in Mathematics from Spelman College in Atlanta, Georgia and the M.S.T. in Teaching from Pace University in New York. She also holds the Ph.D. in Middle School Education from the University of Georgia. Dr. Harrison is an assistant professor in Middle Childhood Education and teaches courses in Middle Childhood Curriculum and Instruction. Her primary research interests include black young adolescent identity and teaching for social justice.
Academic English Language Researcher
World-Class Instructional Design and Assessment (WIDA)
Rita MacDonald has worked extensively in the field of content-language integration, using a systemic functional linguistics approach to build awareness of discipline-specific language and instructional capacity in elementary, middle and high school content teachers, both in-service and pre-service. Prior to joining WIDA, Rita taught in the MATESOL program in Applied Linguistics and co-taught in the Education Department at Saint Michael's College in Vermont. As coordinator of two National Professional Development grants from OELA, she has been fortunate to work with teachers across all grade levels in both high and low incidence settings, and is passionate about helping teachers understand how students construct meaning through language
Middle Grades Teacher
Brattleboro Area Middle School, Vermont
Joe Rivers has been a teacher and administrator in Vermont Public Schools (grades 7-12) for more than thirty years. He currently serves as social studies teacher at Brattleboro Area Middle School and the coach of the varsity boys basketball team at Brattleboro Union High School in Brattleboro, Vermont. In addition to being on the faculty of the Middle Grades Institute, Mr. Rivers is a member of the Vermont Association of Middle Level Education Executive Board and the Vermont Basketball Coaches Association Executive Board. He also possesses experience in the Common Core, and he is a presenter for grades 6-12 at the Agency of Vermont Common Core Social Studies Professional Development and a presenter for Technology and the Common Core at the Dynamic Landscapes 2.0 Conference.
University of Minnesota
Dr. Mark Vagle, a former teacher (elementary and middle school) and middle school administrator, is associate professor of education at University of Minnesota. Dr. Vagle is principal author and editor of Not a Stage! A Critical Re-Conception of Young Adolescent Education. This book and his numerous articles focus on the powerful ways moment-to-moment classroom interactions influence student learning. His most current research examines the profound influence social class has on the ways in which teachers and students perceive (and engage with) one another and how particular social class-sensitive pedagogies can be enacted in classrooms.
Dr. Bogum Yoon is an associate professor of literacy education in the Graduate School of Education at the State University of New York at Binghamton (SUNY- Binghamton). She currently coordinates the graduate literacy program at the university. Dr. Yoon’s major research interests include teacher education, critical literacy, English language learners, and multicultural education. She has published in journals including the American Educational Research Journal, the Journal of Adolescent and Adult Literacy, and The Reading Teacher. She has also co-edited Teachers’ Roles in Second Language Learning: Classroom Applications of Sociocultural Theory.