Promoting the Educational Success of Children and Youth Learning English Promising Futures (2017) / Chapter Skim
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Appendix A: Biosketches of Committee Members and Project Staff
Appendix A: Biosketches of Committee Members and Project Staff
Pages 487-496
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From page 487... ...
Dr. Takanishi also was founding executive director of the Federation of Behavioral, Psychological, and Cognitive Sciences; director of the Office of Scientific Affairs of the American Psychological Association; executive director of the Carnegie Council on Adolescent Development; and assistant director for Behavioral and Social Sciences and Education in the President's Office of Science and Technology Policy.
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From page 488... ...
Department of Education focused on peer review criteria for evaluating state Title III assessment and accountability provisions, state-level dual language programming, and attributes of promising practices in the math education of ELs. Prior to her position at AIR, she was a senior research scientist at the Center for Applied Linguistics, where she directed or co-directed federally funded studies focused on language, literacy, and science development in ELs, as well as assessment of and programming for ELs.
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From page 489... ...
Previously, he worked as director of English learner programs in the Illinois education department, where he spearheaded the development of the state's first assessment of English language proficiency. He was a part of the Chicago Public Schools Leadership Program, which partnered with Harvard University.
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From page 490... ...
Recently, she was appointed to the New York City Universal PreK Scientific Advisory Council and completed a secondary analysis of the Early Childhood Longitudinal Study-Kindergarten (ECLS-K) cohort on the school achievement patterns of language minority children.
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From page 491... ...
Currently, he directs the Understanding Language Initiative at Stanford, focused on the role of language in the Common Core State Standards and Next Generation Science Standards.
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From page 492... ...
in cognitive science and psychology and completed postdoctoral studies at the University of California, San Diego. Bobbi Ciriza Houtchens retired after nearly 40 years of teaching English and English language development, and now consults with and provides professional development for teachers who work with English learners and urban students across the country.
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From page 493... ...
She investigates how skills in different domains reciprocally affect one another and snowball over time, and examines the role of sociocultural context in skill development and lagged associations. Her research has been funded by the National Science Foundation; National Institute of Child Health and Human Development; National Institute of Mental Health; Administration for Children, Youth, and Families; Ford Foundation; and Robin Hood Foundation.
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From page 494... ...
Toppelberg is a child, adolescent, and adult psychiatrist and research scientist at Harvard Medical School and the Judge Baker Children's Center, where he directs the Child Language and Developmental Psychiatry Research Lab. He directs continuing medical education at the Child Mental Health Forum, serves on the medical staff at Children's Hospital Boston, and sits on the Harvard Medical School Department of Psychiatry research committee and the Harvard Global Mental Health Workgroup.
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From page 495... ...
Matthews Cecil Award from the Institute of Medicine in 2013. She has more than 20 years' experience providing administrative services and has worked at various nonprofit organizations in the Washington, D.C., area, including the Evangelical Lutheran Church in the America's Public Policy Office, Catholic University of America, and World Education Services.
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From page 496... ...
on producing cognitive profiles of academically talented youth in an effort to develop alternative methods for identifying such students from underresourced populations. Additionally, she has explored the effects of spatial skill training on performance in mathematics and science classes as well as overall retention rates within science, technology, engineering, and mathematics-related fields for students entering the engineering program at the Johns Hopkins University.
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