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 $12 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 includespan>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
Pro Vice Chancellor, Dean and Head of School of Education
Southern Cross University, Australia
Professor Nan Bahr is Pro Vice Chancellor (Students), Professor and Dean of Education at Southern Cross University. This new role for the University holds responsibility for oversight and strategic management for improved engagement, experience, and retention of students. Professor Bahr is also responsible for, for the quality of the Teacher Education programs, research, and service, in the field of education as Dean of Education. Nan has held leadership positions at Griffith University as Dean (Learning and Teaching) for the Arts, Education and Law Group; at Queensland University of Technology as Assistant Dean (Teaching and Learning) for the Faculty of Education; and, at the University of Queensland as the Director of Teacher Education. As a researcher, she has a national and international profile for educational research with over 130 publications including several books. Key research has been focused on the Middle Years of Schooling linking the fields of developmental psychology, adolescence with particular emphasis on cognition and cognitive development, resiliency and responsive schooling.
Associate Professor of Middle Grades and General Secondary Education
University of South Florida
Dr. Cheryl Ellerbrock is an Associate Professor in Teaching and Learning in the College of Education at the University of South Florida where she teaches both middle grades and general secondary education courses for the department. Her research centers on improving secondary school experiences for adolescent learners that includes investigating ways secondary school environments are responsive to the basic and developmental needs of adolescent learners, exploring ways to foster a responsive middle-to-high school transition, and examining ways to cultivate responsive secondary teachers and teacher educators. Cheryl is PI and Project Manager of the Helios STEM Middle Grades Teacher Preparation Residency program. She currently serves as the Vice Chair for AERA’s Middle Level Education Research Group, member of AMLE’s Research Advisory Committee, and Secretary and Collegiate Representative for the Florida League of Middle Schools.
WestED STEM Program
Christopher Harris, Ph.D., is director of research for science and engineering education within SRI International’s Center for Technology in Learning in Menlo Park, California. His research focuses on the design, implementation, and study of STEM instructional innovations in K-12 classrooms and informal learning 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 and engineering 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, instructionally supportive assessment, design-based implementation research, science teaching practice, and authenticity in science education.
Dr. Lisa Harrison, a former middle school mathematics teacher, is an associate professor of Middle Childhood Education (MCE) at Ohio University where she also serves as the MCE program coordinator. She earned her Ph.D. in Middle School Education at the University of Georgia. She teaches general methods courses in middle childhood education and teacher action research. Her research interest focuses on issues of equity and social justice in middle level education and teacher preparation. She also explores racial identity construction and the lived experiences of African American young adolescent girls.
Academic English Language Researcher
World-Class Instructional Design and Assessment (WIDA)
Rita MacDonald is an applied linguist who has worked in educational linguistics for 10 years, and a former K-12 ESL teacher and teacher educator. As a researcher at the 39-state WIDA Consortium in the School of Education at the University of Wisconsin-Madison, she works to support the equitable education and academic achievement of emergent multilingual students. In addition to focusing on the needs of English Learners, she works with two American indigenous communities to support their communities’ efforts in Native language revitalization. Recent experience includes equitable inclusion of multilingual youth in STEM education, and issues regarding the education of indigenous/Native American youth.
Eastern Institute of Technology, Taradale, New Zealand
Dr. Emily Nelson is a teacher educator at the Eastern Institute of Technology, Taradale, New Zealand. She is Programme Coordinator for a new innovative practice-based teacher education degree and a teacher on an inter-disciplinary Master of Professional Practice degree. She is motivated by student voice as socially just action in primary, middle years and tertiary education. Emily’s research interests include enacting student voice within pedagogy in classrooms, post-structural theorising of power, and increasingly, investigating how preservice teachers respond to new configurations of schooling generated by new generation learning spaces..
Middle Grades Teacher
Brattleboro Area Middle School, Vermont
Joe Rivers is a social studies teacher at Brattleboro Area Middle School. He serves on their Leadership Team and acts as Department Leader as well. Joe is the President of the Brattleboro Historical Society and involves his students in many community-based projects. He is also on the staff of the Middle Grades Institute and has worked in Vermont middle grades education since 1981.
Assistant Professor in Teaching and Learning
Southern Methodist University
Dr. Roman's research interests are located at the intersection of linguistics, science education, and environmental studies. Specifically, he studies the linguistic and multimodal characteristics of science texts that are used at the middle school level with the purpose of defining the features of the language of science instruction. In addition to his ongoing collaboration in MOOC and literacy development in science instruction, Dr. Román is currently analyzing the language used to teach climate change at the middle school level and also participating in an initiative that seeks to improve the quality of English as a foreign language instruction in the Galapagos Islands. Finally, he is interested in developing and conducting research on hybrid and online courses that address the needs of teachers working in dual-language programs and studying the best practices of teaching science to bilingual students.
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 Department of Teaching, Learning, and Educational Leadership at the State University of New York at Binghamton (SUNY- Binghamton). Her research interests include teacher education, critical global literacies, English language learners, and critical multicultural education. She has published in journals including the American Educational Research Journal, the Journal of Adolescent and Adult Literacy, Middle Grades Research Journal, and The Reading Teacher. Dr. Yoon’s recent book, Critical Literacies: Global and Multicultural Perspectives, provides the theoretical and instructional framework of critical global literacies for teachers and teacher educators.