Collaborator Biosketches
Jeanine C. Cogan, Ph.D.
Jeanine C. Cogan is Assistant Director of the Other 3Rs Project at the Center for Psychology in Schools and Education at the American Psychological Association. Before joining APA, Dr. Cogan was founder and director of her own consulting business, Action Based Consulting, focused on research and policy analysis as well as organizational development. A sample of clients included the Harvard Eating Disorders Center, the Commonwealth of Pennsylvania, Department of Health, and the American Sociological Association. As a consultant, Dr. Cogan worked with other eating disorder leaders and was the founding Executive Director of the Eating Disorders Coalition for Research, Policy & Action. Under her leadership the coalition of five founding organizations grew to more than 20 in three years, led to the introduction of four new bills promoting eating disorder relevant policies in Congress and identified key champions of the cause such as Senator Hillary Rodham Clinton.
Jeanine completed her Ph.D. in Experimental/Social Psychology at the University of Vermont in 1993. Since then Dr. Cogan has conducted research, published in professional journals, and spoken nationally and internationally at nearly 100 professional conferences, community talks and seminars on a range of topics with a recent emphasis on public policy. Dr. Cogan was recognized for her outstanding contributions in the policy arena and awarded Fellow Status of the Society for the Psychological Study of Social Issues (SPSSI), division 9 of APA. In 1996, she was awarded the James Marshall Public Policy Fellowship from SPSSI. In 1998 she received a highly competitive policy award from the American Psychological Association as the Baily Science Congressional Fellow. In 1999 Dr. Cogan was nominated for the Raymond Fowler Outstanding Mentoring Award for her commitment to mentoring students and young professionals. Most recently she received the 2005 Wings of Hope award for her ability to inspire others.
Jeanine is also trained as an executive and professional coach. She has coached a wide array of professionals one-on-one including CEO’s, small business owners, government employees, teachers, independent consultants, musicians, artists, employees of non-profit organizations, and professors.
Carol A. Dwyer, PhD
Carol A. Dwyer is currently vice president of the Educational Policy Leadership Institute and Distinguished Presidential Appointee at the Educational Testing Service, Princeton, New Jersey. Dr. Dwyer's work focuses on assessment and equity as they relate to teaching and learning in both higher education and elementary/secondary school settings. She has published extensively in the field of test validity, with an emphasis on using construct validity theory in test design to promote test fairness and appropriate test use. She was the architect and overall leader of the Praxis series of national teacher licensing tests, and personally directed the innovative teacher performance assessment effort known as Praxis III. She was also a major contributor to the ETS study, Gender and Fair Assessment, writing about gender issues in grading practices, educational competitions, and other non-test indicators of achievement.
Dr. Dwyer has been active in professional associations having served as President of the American Psychological Association’s Divisions of Educational Psychology and Evaluation, Measurement, and Statistics. She is a Fellow of APA's divisions of Educational Psychology; the Psychology of Women; and Evaluation, Measurement, and Statistics, and has for two terms served as chair of APA’s Committee on Psychological Tests and Assessments. She received her bachelor's degree in psychology from Barnard College in New York City and her doctoral degree in educational psychology from the University of California at Berkeley.
Rose Furr
Rose Furr is the Staff Development Teacher at Garrett Park Elementary School
for the Montgomery County Public Schools System (MCPS) in Garrett Park, Maryland. She has been an educator for 21 years - a teacher of grades 3, 4, and 5, an academic support teacher, and a staff development teacher. For years Ms. Furr was the lead 4th grade trainer for the MCPS New Teacher Program where she trained and mentored new teachers. She facilitated staff development training for the MCPS Office of Curriculum and Instruction, and the Office of Staff Development. Ms. Furr also was an Inquiry Group Facilitator for the Professional Development School Network for the University of Maryland. Ms. Furr developed curriculum for several disciplines, (e.g., social studies, reading and math), designed activities for the field trip database available on-line from MCPS homepage, reviewed and designed lessons for the United States Mint 50 State Quarters Program, and created lessons published for “The American Spirit Posters” in celebration of the 200th anniversary of the Bill of Rights for the National Council for the Social Studies.
One of Ms. Furr’s most notable honors was receiving the 1995 Montgomery County Teacher of the Year Award. She was also a state finalist for the 1995 Maryland State Teacher of the Year. She served as an educational consultant for Maryland Public Television and for MCPS Electronic School Bus videos (field trips on videos). She was a member of the Maryland Department of Education Educational Talent Consortium, is currently a member of the MCPS Social Studies Advisory
Committee, and was on the development team for the framework of the new and revised MCPS math and social studies curriculum K-5. She has served on the teacher advisory board for Oxon Cove Park sponsored by the National Park Service to design lessons for exploring the past at Mount Welby. She was selected as a panelist for the 1998 National Assessment of Educational Progress (NAEP) Writing Achievement Levels-Setting pilot study in St. Louis, Missouri.
Linda Jarvin, PhD
Linda Jarvin is a Research Scientist in the Department of Psychology at Yale University and Associate Director of the PACE Center at Yale. She has extensive experience working with teachers and applying psychological theories to the classroom. She is the project director for the current $3 million IERI grant, under which over 300 teachers have been trained and curriculum materials have been developed and implemented with several thousand students. She is also the co-principal investigator of a currently funded U.S. Department of Education program looking at the impact of practical contexts on teaching mathematics: Understanding Students Mathematical Competencies: An Exploration of the Impact
of Contextualizing Mathematical Problems.
Suzanne Morrow, M.A.
Suzanne Morrow is currently a Boston Connects Site Coordinator at the James
A. Garfield Elementary School in Brighton, MA. Boston Connects is a partnership
between Boston Public Schools, Boston College, and the YMCA. The program's goal
is to increase academic achievement, reduce barriers to learning, and expand
enrichment opportunities by creating a comprehensive, coordinated student support
system with generalized services for all students and focused services for some.
Suzanne works with students, school staff, families, and community agencies
to accomplish these goals. Previously, Suzanne worked with the Boston Public
Schools, serving as a clinical consultant and doing direct service, advocating
for students and their families. Originally, Suzanne is from Philadelphia. She
earned a BA from Tufts University and a MasteRs Degree in Social Work from
Washington University in St. Louis, Missouri.
Debra J. Rog, PhD
Debra J. Rog, PhD, is a Senior Research Associate with Vanderbilt University's Institute for Public Policy Studies, and directs the Washington office of the Center for Mental Health Policy. Having received her Ph.D. in social psychology from Vanderbilt, Dr. Rog has over 20 years of experience in program evaluation and applied research. She has directed numerous multi-site evaluations and research projects involving a range of issues, including homelessness, housing, services, and violence prevention. Currently, she is the Principal Investigator of a Coordinating Center for the Centers for Mental Health Services and for Substance Abuse Treatment's Homeless Families Initiative, and two foundation-funded cross-site evaluations of local collaboratives focused on violence prevention.
Dr. Rog has to her credit numerous publications on evaluation methodology, housing, homelessness, poverty, mental health, and program and policy development. She is co-editor of the Applied Social Research Methods Series and the Handbook of Applied Social Research Method and an editor of the Encyclopedia of Evaluation
and the Encyclopedia of Homelessness. She has served on the Board of Directors of the American Evaluation Association, and is a member of the American Psychological Association, the American Psychological Society, and the American Public Health Association. She has been recognized for her evaluation work by the National Institute
of Mental Health, the American Evaluation Association, the Eastern Evaluation Research Society, and the Knowledge Utilization Society.
Vivian S. Sonnenborn, EdD
Vivian S. Sonnenborn is currently teaching students with learning disabilities at the Greenville School, Edgemont School District in Scarsdale, New York. Dr. Sonnenborn works with students in a variety of settings, including the Resource Room, Inclusion Classes, and Special Classes. In addition to twenty years of teaching both special education and mainstream students, Dr. Sonnenborn has taught pre-service and in-service courses for teachers at Teachers College, Columbia University and more recently, through the Scarsdale Teachers Institute (STI). Such courses have focused on the development of reading and writing skills in elementary school age children. For many years, Dr. Sonnenborn has served on the Policy Board of the STI, a vibrant resource for in-service teachers and community members in the Scarsdale and Edgemont School Districts, promoting continuing education in a wide variety of areas. Dr. Sonnenborn also serves on a steering committee at Greenville School devoted to planning and implementing activities that promote positive behaviors (e.g., respect, and responsibility) in the school community.
Joanne Steckler
Joanne Steckler has worked in the field of education for more than 35 years. She taught grades one through five in four elementary schools over seventeen years as an elementary school teacher. Ms. Steckler earned a Masters degree in Education in Human Development at the University of Maryland in 1980 and earned Maryland state certification as Elementary School Principal – Supervisor through additional coursework at the University. Ms. Steckler worked as a staff developer with a specialty in Interdisciplinary Instruction while working as a classroom teacher. She then became a Curriculum Specialist in 1988 with responsibility for staff development and curriculum implementation at Rolling Terrace, a high poverty Title I school in Montgomery County, Maryland. Two years later Ms. Steckler became assistant principal then principal intern at Rolling Terrace. In 1992, Ms. Steckler was appointed as principal at Highland View Elementary School in Silver Spring, Maryland. Highland View is a Title I school with a high percentage of children eligible for the Free and Reduced Meals program, many of whom are also English Language Learners. During her twelve year tenure at Highland View, the school received recognition for implementation of a bilingual Spanish program, a large reduction in student mobility, and increased student achievement. After leaving Highland View prior to her November, 2004 retirement, Ms. Steckler worked to establish Montgomery County Public Schools (MCPS) as a provider of Supplemental Educational Services under the No Child Left Behind legislation.
During her career Ms. Steckler was named ESOL Principal of the Year (1999), was nominated for the Superintendent’s Mark Mann Excellence and Harmony Award (1997), the Washington Post Distinguished Educational Leadership Award (1997), and the Silver Spring Business & Community Award for Educator of the Year (2004), and was selected to attend the Washington Post Leadership Institute in 1998. In addition, under her leadership, Highland View was awarded a number of Maryland State Department of Education awards for achievement including a cash award in 2004 in recognition of performance for achievement on the Maryland School Assessments.
Since her retirement from Montgomery County Public Schools (MCPS), Ms. Steckler continues to work as an educational consultant. She has acted as on-site coordinator in MCPS for The Other 3 Rs, a study conducted in seventeen elementary schools through a partnership of the American Psychological Association, Vanderbilt University and MCPS. Ms. Steckler serves as training consultant to several aspiring school administrators in Montgomery County, advising them on professional issues and assisting with their development programs. In addition, Ms. Steckler works with the Deputy Superintendent’s office to host foreign visitors to MCPS. She also serves on the board of the MCPS Retiree’s Association as Special Projects chair. In this capacity, she directs an annual project to provide learning materials for students and parents in twenty MCPS Title I schools.
Robert J. Sternberg, PhD
Robert J. Sternberg, PhD , is IBM Professor of Psychology and Education and Director of the Center for the Psychology of Abilities, Competencies, and Expertise at Yale and current President of the American Psychological Association where the central focus of his research is on intelligence and cognitive development. He is most well known for his theory of successful intelligence, investment theory of creativity (developed with Todd Lubart), theory of mental self-government, balance theory of wisdom, and for his triangular theory of love and his theory of love as a story. Dr. Sternberg is the author of approximately 950 journal articles, book chapters, and books, and has received some $15 million in government grants and contracts for his research. In addition, he has consulted for hundreds of educational organizations on projects related to teaching and testing for intellectual skills. Dr. Sternberg is a Fellow of the American Academy of Arts and Sciences, the American Association for the Advancement of Science, the American Psychological Association (in 12 divisions), the American Psychological Society (APS), and the Society of Experimental Psychologists. He has won many awards from the APA, American Educational Research Association, APS, and other organizations. Among these are the Early Career Award and Boyd R. McCandless Award from APA; the Palmer O. Johnson, Research Review, Outstanding Book, and Sylvia Scribner Awards from AERA; the James McKeen Cattell Award from APS; the Award for Excellence of the Mensa Education and Research Foundation; the Sidney Siegel Memorial Award of Stanford University; and the Wohlenberg Prize of Yale University. Dr. Sternberg has served as president of the APA Divisions of General Psychology, Educational Psychology, Psychology and the Arts, and Theoretical and Philosophical Psychology, and as Editor of the Psychological Bulletin. He is Editor of Contemporary Psychology.
Rena F. Subotnik
Rena F. Subotnik began her position as Director of the Center for Psychology in the Schools and Education at the American Psychological Association in January 2002. Before she came to APA, Dr. Subotnik was Professor of Education at Hunter College, where she coordinated the secondary education program and served as research and curriculum liaison to the Hunter College laboratory schools (grades PK-12). In 1997-98, Dr. Subotnik was an APA Congressional Fellow in child policy with U.S. Senator Jeff Bingaman, a member of the Senate Health, Education, Labor and Pensions committee. Her fellowship assignment involved drafting and promoting legislation related to teacher quality, which led to passage of Title II of the Higher Education Act in 1998. Since the fellowship, Dr. Subotnik has been actively involved in the community of scholars and practitioners concerned about federal policy related to teacher education.
Dr. Subotnik has been awarded grants from the McDonnell Foundation, the Institute for Education Sciences, Jack Kent Cooke Foundation, Camille and Henry Dreyfus Foundation, the American Psychological Foundation, National Science Foundation, U.S. Department of Education Javits program, and the Spencer Foundation.
She is co-editor (with Robert Sternberg) of Optimizing Student Success with the Other Three R’s (in press), (with Herbert Walberg) The Scientific Basis of Educational Productivity (in press), (with Kurt Heller, Franz Monks, and Robert Sternberg) The International Handbook of Research on Giftedness and Talent(2nd Edition) (2000), (with Karen Arnold and Kathleen Noble) Remarkable Women: Perspectives on Female Talent Development (1997), (with Karen Arnold) Beyond Terman: Contemporary Longitudinal Studies of Giftedness and Talent (1994), and the author (with Lee Kassan, Alan Wasser, and Ellen Summers) of Genius Revisited: High IQ Children Grown Up (1993).
Mary E. Walsh, PhD
Mary E. Walsh is a clinical-developmental
psychologist and the Kearns Professor of Urban Education and
Innovative Leadership in the Department of Counseling, Developmental
and Educational Psychology at the Lynch School of Education at
Boston College. She also directs the Boston College Center for
Child, Family and Community Partnerships which joins the resources
of the Schools of Education, Social Work, Nursing, Law and
Management in order to promote university-community collaborations
that enhance the life chances of youth and families. For the past
several years, she has been a leader in a
school-community-university partnership among Boston College, the
Boston Public and Catholic Schools in the Allston-Brighton/Mission
Hill section of Boston, and community agencies and resources. This
partnership addresses barriers to learning and promotes academic
achievement by fostering strong connections between schools and
community resources/agencies. The partnership's efforts to build new
linkages between schools and community are highlighted in a
single-school project - the Gardner Extended Services School - as
well as a systemic partnership across Cluster 5 schools known as the
"Boston CONNECTS" Initiative. In both of these projects, the YMCA
serves as a lead agency. Dr. Walsh has presented and published
widely in the area of school-community supports for schoolchildren
and their families. Her most recent book, published as a yearbook of
the National Society for the Study of Education, and co-authored
with Mary Brabeck, is entitled “Meeting at the Hyphen:
Schools-Universities-Communities-Professions in Collaboration for
Student Achievement and Well Being.”
Dr. Walsh obtained her
Ph.D. in psychology from Clark University. She is a member of the
Board of Registration of Psychologists in the Commonwealth of
Massachusetts and is active in local and national committees that
address the intersection between education and
psychology.
Roger P. Weissberg PhD
Roger P. Weissberg is a Professor of Psychology and Education at the University of Illinois at Chicago (UIC) and Executive Director of the Collaborative for Academic, Social, and Emotional Learning (CASEL), an international organization committed to supporting the development and dissemination of effective school-based programs that enhance the positive social, emotional, academic, moral, and healthy development of young people. Dr. Weissberg also directs an NIMH-funded Predoctoral and Postdoctoral Prevention Research Training Program in Urban Children’s Mental Health and AIDS Prevention at UIC and is a Senior Research Associate with the Mid-Atlantic Laboratory for Student Success funded by the Office of Educational Research and Improvement of the U. S. Department of Education. From 1982 to 1992 he was a professor in the Psychology Department at Yale University where he collaborated with the New Haven Public School System to establish New Haven’s kindergarten through grade 12 Social Development Project.
Dr. Weissberg has published some 150 articles and chapters focused on preventive interventions with children and adolescents and has co-authored nine curricula on school-based programs to promote social competence and prevent problem behaviors including drug use, high-risk sexual behaviors, and aggression. His Social Competence Promotion Program for Young Adolescents received a model program designation from the Center for Subtonic Abuse Prevention. Recent edited books include Long-term Trends in the Well-being of Children and Youth (2003), and Building School Success on Social and Emotional Learning (2003). He also co-authored Promoting Social and Emotional Learning: Guidelines for Educators (1997) and Safe and Sound: An Educational Leader’s Guide to Evidence-based Social and Emotional Learning Programs (2003).
Dr. Weissberg is a past President of the Society for Community Research and Action (APA Division 27: Community Psychology) and co-chaired the APA Task Force on “Prevention: Promoting Strength, Resilience, and Health in Young People” from 1997 to 1999. He is a recipient of the William T. Grant Foundation’s five-year Faculty Scholars Award in Children’s Mental Health, the Connecticut Psychological Association’s Award for Distinguished Psychological Contribution in the Public Interest, and the National Mental Health Association’s Lela Rowland Prevention Award. In August 2000, he received the APA Distinguished Contribution Award for Applications of Psychology to Education and Training. Dr. Weissberg received his PhD from the University of Rochester in
1980.
Russell G. Wright, Ed.D
Russell G. Wright, Ed.D. is founder and director of the Event-Based Science Project, Montgomery County Public Schools. This NSF funded, science curriculum project, was hailed by NSF as “...a prototype for the nation.” As director, Dr. Wright coordinates all aspects of the project: he is principal author of its nineteen modules, manager, and liaison with corporate and government partners; and, he coordinates dissemination with Prentice Hall, and training with local and state education agencies. Adapted versions of activities written for several EBS modules have been featured in such publications as the teachers manual to Scientific American Frontiers episode of 1/11/95; Odyssey Magazine March ‘95; and, National Science and Technology Week materials April ‘95. Event-Based Science has been recognized as a Promising Science Program by the United States Department of Education 1/10/01. Web-based activities funded by NASA have been featured by NSTA's SciLinks program.
Dr. Wright has written proposals and obtained grants from the National Science Foundation and the National Aeronautics and Space Administration. Awards totaling $2.25 million have supported his curriculum development work for Event-Based Science. In 1997, the Maryland Association of Science Teachers presented to Dr. Wright its 1997 Outstanding Science Supervisor award. In 2001, the U.S. Department of Education selected Event-Based Science for recognition as a promising science program.
In 2002, Dr. Wright created the Total Engagement Learning System (TELS). He has worked with the Cal Ripken, Sr. Foundation, the McKenzie Group, and Quantum Simulations, Inc. to develop science and mathematics activities that utilize the TELS approach. He is now working with the American Psychological Association to develop training materials for The Other Three Rs project.
Barry J. Zimmerman, PhD
Barry J. Zimmerman is a
Distinguished Professor of Educational Psychology and Head
of Learning, Development, and Instruction area at the Graduate
School and University Center of the City University of New York.
Dr. Zimmerman has written more than 200 research articles, book
chapters, and professional conference papers, and written/edited
eight books on social cognitive and self regulatory processes in the
learning of children and youth. Dr. Zimmerman has received the APA
Division 16 (School Psychology) Senior Scientist Award for sustained
and exceptional program of scholarship, the Sylvia Scribner Award of
the American Educational Research Association for his exemplary
research in learning and instruction, and the New York City
Department of Health Award for preventive care of childhood asthma.
He is a past President of Division 15 of the American Psychological
Association (Educational Psychology), past Chair of the Behavioral
Science Assembly of the American Thoracic Association, and former
Member of the Board of Directors of the American Lung Association.
Dr. Zimmerman serves on the editorial boards of Contemporary
Educational Psychology, the Journal of Educational Psychology,
Developmental Review, and the School Psychology Quarterly, and is a
past member of the editorial boards of the American Educational
Research Journal, the Journal of Applied Developmental Psychology,
and Merrill Palmer Quarterly. Dr. Zimmerman has received grants from
the National Institutes of Health for his research in childhood
asthma and co-directed a program for teaching self regulatory study
skills for students at academic risk at New York Technical College
in New York City.
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