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| Acher, Andres
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| Post-doctoral Fellow |
Education of Philosophy, PhD , Autonoma Unniversity of Barcelona , 2005
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| Blikstein, Paulo
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| Constructionist learning environments in developing countries, educational robotics, agent-based simulation. |
M. Eng. , University of Sao Paulo , 2000
Engineer , University of Sao Paulo , 1998
Masters , MIT Media Lab , 2002
Visiting Scholar , MIT Media Lab , 2003
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| Eksner, Julia
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| I am interested in the complex conjunction of factors that influence the learning and development of immigrant and minority children and youths. My theoretical focus is in the intersection of culture, cognition and development, in particular sociocultural and ecocultural approaches to cognition. I also work on bilingual language practices of immigrant youths and how they are related to social positioning, power, and immigrant identity constructions and have a strong applied interest in literacy learning of bilingual youths.
In my future work I am interested in studying the emergence of affective knowledge across childhood and adolescence. I am interested in the process of cultural transmission of affective knowledge and associated practices, i.e. how individuals learn how to interpret sensations as particular emotions, and how to know when and how to regulate these emotions.
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Magistra Artium , Free University of Berlin, Department of Anthropology , 2001
Visiting Scholar , University of Chicago, Department of Anthropology , 1998
PhD, Learning Sciences, Northwestern University, 2007
MA, Education and Social Policy, Northwestern University, 2004
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| Finn, Lou-Ellen
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| Professional Development Coordinator , Center for Technologies in Urban Schools (LeTUS) |
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| Gallagher, Jack
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| Research Assistant |
| Research Analyst , Engineering Research Center for Bioengineering Educational Technologies (VaNTH) |
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| Glenn, Mark
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| Program Assistant , Center for Learning Technologies in Urban Schools (LeTUS) |
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| Johnson, Heather
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| Curriculum Development Specialist |
| Currently, my interests involve looking at supports for teacher learning and how these supports affect teacher practice and ultimately student learning. Specifically, I am looking at a yearlong professional development opportunity for teachers working with a reform science curriculum. I am interested in what the teachers learn from PD, how they incorporate their new knowledge or beliefs into the enactment of the curriculum, and what effect this has on student factors, such as engagement and learning. |
BA in Environmental Science , University of Virginia , 1998
MT in K-8 Education , University of Virginia , 1998
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| Kuhn, Leema
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| argument and argumentation; explanation; motivation; engagement; student participation; classroom discourse; science curriculum |
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| Kwon, Samuel
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| Research Assistant Professor |
| Design of learning environments, urban school reform, science curriculum development, technology to support teaching and learning, educational software design |
BS, Electrical Science and Engineering , Massachusetts Institute of Technology , 1994
MS, Electrical Engineering and Computer Science , Massachusetts Institute of Technology , 1994
PhD, Learning Sciences, Northwestern University, 2003
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| Lee, Eunmi
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| Post doctoral fellow |
Ph.D. , University of Texas at Austin , 2005
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| Lee, Victor
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| external representations, science curriculum, pragmatics, conceptual change, science education, math education |
BS Cognitive Science with specialization in Human Computer Interaction , University of California, San Diego , 2001
BA Mathematics/Applied Science , University of California, San Diego , 2001
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| Lerner, Reuven
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| Online communities -- their design, and automatic methods for their evaluation. I'm particularly interested in online learning communities, especially those created outside of formal school contexts. |
| Agent-based modeling (e.g., NetLogo) |
| Homeschooling (and other alternatives to traditional schools) |
| Constructionism |
SB, Computer Science and Engineering , Massachusetts Institute of Technology , 1993
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| Maroulis, Spiro
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Substantively, I am most interested in understanding the mechanisms that impede organizational change and improvement. A related interest is understanding how an individual's social structure influences their decision-making and actions. Methodologically, I am interested developing ways of integrating dynamic modeling with more traditional quantitative and qualitative methods. My dissertation work utilizes agent-based modeling and social network analysis to study educational policy, particularly the implementation of school-level reform.
Prior to academia, I was a co-founder of PracticeFields, a consulting and education company that creates and delivers board game simulations of business dynamics (http://www.practicefields.com/). |
Masters in Public Policy , Harvard University , 1997
BSE, Civil Engineering and Public Policy Studies , Duke University , 1993
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| Mawyer, Kirsten
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| Professional development, teacher learning and curriculum design and use |
Teacher thinking and learning; literacy in the science classroom; design of professional development
Overview of Dissertation Research:
Titile: Literacy Strategies in the Science Classroom: The Influence of Beliefs, Knowledge and Goals on Implementation
Committee: Daniel C. Edelson (Chair); Miriam G. Sherin; Carol D. Lee
This study examines how teachers use literacy strategies in high school science classrooms as they implement reform-based earth and environmental science curricula. In particular, this qualitative comparative case study explores how cognitive resources such as beliefs, knowledge and goals influence teachers as they make design decisions during planning and enactment of curricula. Data includes extensive teacher interviews and yearlong observations in teachers’ classrooms. |
B.A. Geology & English , Amherst College , 1991
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| Novak, Michael
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| Researcher , Center For Connected Learning |
| Current interests:
Instructional materials design
Scientific Modeling and Visualization
Evolution |
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| Passty, Benjamin
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| MPES Cohort 1 |
| Women's labor supply; Economics of Education; origins and effects of policy. |
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| Rose, Ken
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| Research Associate |
PhD, Learning Sciences, Northwestern University, 2004
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| Rossi, Matthew
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| Research Analyst , IQWST |
B.S. Geology , College of William and Mary , 2003
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| Sengupta, Pratim
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At the broadest level, my work primarily concerns a) investigation of human cogntion of physical phenomena, b) design and development of educational technology.
From the cognitive perspective, I am intersted in investigating the development of understanding of various physical phenomena. In particular, I am interested in issues such as plausibility (and thereby, expectation failure, surprisingess, etc), knowledge representation, visuo-spatial thinking, etc. and their roles in learning. From the design perspective, I am interested in designing learnable, low-threshold-high-ceiling learninig environments using novel technology such as agent-based modelling.
My primary advisor is Prof. Uri Wilensky. My other committee members are Prof. Andrew Ortony &t Prof. Bruce Sherin. |
Master of Science, Physics , Northwestern University, U.S.A , 2002
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| Tisue, Seth
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| Software Engineer , CCL |
| design and implementation of programming languages |
B.S. (Applied Mathematics/Computer Science) , University of Chicago , 1993
M.S. (Computer Science) , Northwestern University , 2000
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| Umphress, Jessica
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| Folkbiology |
| The influence and effect of family on children's learning |
| Museum exhibit development, design, and evaluation |
| Informal science learning across contexts |
BA , Oberlin College , 1999
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| Verreau, Esther
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| IT Software engineer, Center for Connected Learning Computer-Based Modeling |
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