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Plenary Speakers

Tentative Title: Getting to Organizations & Systems Without Losing Touch with Learners & Teachers
Tentative Presentation Time: Wednesday, June 28, 1-3pm

James P. Spillane
Spencer T. and Ann W. Olin Professor in Learning and Organizational Change
Professor, Human Development and Social Policy
Professor, Learning Sciences
Faculty Fellow, Institute for Policy Research
Principal Investigator, Distributed Leadership Study
Northwestern University
Annenberg Hall
Room 336
2120 Campus Drive
Evanston, IL 60208-0001

Biography: James P. Spillane is the Spencer T. and Ann W. Olin Professor in Learning and Organizational Change at Northwestern University where he teaches in both the Learning Sciences and Human Development and Social Policy graduate programs in the School of Education and Social Policy and is a Faculty Fellow at the Institute for Policy Research. A graduate of the National University of Ireland, Spillane taught elementary school prior to earning a Ph.D. from Michigan State University in l993. Spillane’s work explores the policy implementation process at the state, school district, school, and classroom levels, focusing on intergovernmental relations and relations between policy and school leaders’ and teachers’ practice. He is author of Standards Deviation: How Local School Miss-Understand Policy (Harvard University Press, 2004) and Distributed Leadership (Jossey-Vass, 2005). He is director of Northwestern University’s Multidisciplinary Program in Education Sciences, a pre-doctoral training program involving students from Economics, Human Development and Social Policy, Learning Sciences, Psychology and Sociology.

Spillane received a Fulbright Distinguished American Scholars Award from the New Zealand Fulbright Committee in 2002. Spillane is Principal Investigator of the Distributed Leadership Studies, a program of research funded by the National Science Foundation, Spencer Foundation and Institute for Education Sciences. This work involves empirical investigations of the practice of school leadership. He has given invited talks on this work across the United States and in China, France, Ireland, Spain, United Kingdom, the Netherlands, and New Zealand. He consults with national and international agencies including National Science Foundation, U.S. Department of Education, National College of School Leadership (United Kingdom), Kansas Department of Education, Institute for Learning, Spencer Foundation, and the MacArthur Foundation. Spillane serves on the editorial board of numerous national and international journals. Publications can be found in American Educational Research Journal, Cognition and Instruction, Educational Evaluation and Policy Analysis, Education Researcher, Educational Administration Quarterly, Journal of Curriculum Studies, Teacher’s College Record, Educational Policy, Journal of Educational Policy, Sociology of Education, and Journal of Research on Science Teaching.

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Tentative Title: The learning sciences and place: Transforming how we think about urban science education
Tentative Presentation Time: Friday, June 30, 1:30-3:30pm

Angela Calabrese Barton
Associate Professor of Science Education
Department of Mathematics, Science, and Technology
Teachers College Columbia University
Box 210, 412B Main Hall
525 W. 120th St.
NY, NY 10027

Biography: Angela Calabrese Barton is an expert in critical and feminist studies in science education, with a particular emphasis on urban contexts. She received her PhD in Curriculum, Teaching and Educational Policy from Michigan State University in 1995. Her research has been funded by the National Science Foundation, the National Institutes of Health, and the Spencer Foundation. Her work has been published in Educational Researcher, American Education Research Journal, Educational Policy and Practice, the Journal of Research in Science Teaching, Science Education, Curriculum Inquiry, among others. She has received the Early Career Research Award, National Association for Research in Science Teaching, 2000; Kappa Delta Pi Research Award (Teaching and Teacher Education), AERA, Division K, 1999; the award for Exemplary Research in Teacher Education (with W. M. Roth, AERA, Division K, 2005), and the 2003 AESA Critics Choice Award (for her book, Teaching Science for Social Justice). Angie loves to run anything from 5ks to marathons, hike and read. She and her husband Scott have two daughters.

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Tentative Title: Using technologies to create disruptive pedagogies:  Reflections on some experiments to change the course of student learning
Tentative Presentation Time: Friday, June 30, 1:30-3:30pm

John G. Hedberg
Millennium Innovations Chair in ICT and Education,
Director of the ICT Innovations Centre
Macquarie University, Sydney, Australia.
Australian Centre for Educational Studies
Macquarie University, NSW 2109

Biography: Dr. Hedberg was previously Professor of Learning Sciences and Technologies at Nanyang Technological University in Singapore where he directed several research projects exploring the role of technologies in engaging students in Mathematics, Science, History and Geography classrooms. He is known for the constructivist learning environments he has designed culminating in a British Academy award for an interactive theatre CD-ROM entitled StageStruck. He has wide experience in the design of open and distance learning programs delivered on-line and through CD-ROM. He has published on navigation, cognition and multimodality, design and evaluation in interactive multimedia, the most recent book is Evaluating interactive learning systems with Thomas Reeves has been recently published by Educational Technology publications, He is also the Editor-in-chief of Educational Media International.