- William Penuel
University of Colorado at Boulder
WILLIAM R. PENUEL is professor of educational psychology and learning sciences at the University of Colorado at Boulder. His research examines the design and implementation of innovations to improve learning in formal and informal settings. His research has appeared in Educational Researcher (2011, “Organizing Research and Development at the Intersection of Learning, Implementation, and Design,” with Barry J. Fishman and Britte Cheng) and the American Educational Research Journal (2011, “Preparing Teachers to Design Sequences of Instruction in Earth Science: A Comparison of Three Professional Development Programs,” with Lawrence Gallagher and Savitha Moorthy).
- Kenneth Frank
Michigan State University
KENNETH FRANK received his Ph.D. in measurement, evaluation and statistical analysis from the School of Education at the University of Chicago in 1993. He is currently a professor in counseling, educational psychology and special education as well as in fisheries and wildlife at Michigan State University. His substantive interests include the study of schools as organizations, social structures of students and teachers and school decision-making, and social capital. His substantive areas are linked to several methodological interests: social network analysis, causal inference, and multilevel models. Recent publications appear in the Sociology of Education (2011, “Focus, Fiddle and Friends: Sources of Knowledge to Perform the Complex Task of Teaching,” with Yong Zhao, William Penuel, Nicole Ellefson, and Susan Porter) and American Behavioral Scientist (2009, “Quasi-Ties: Directing Resources to Members of a Collective”).
- Min Sun
MIN SUN is an assistant professor of educational leadership and policy studies at Virginia Tech. Her research focuses on educational policy analysis, the development and evaluation of teachers and principals, and quantitative research methodology. Her dissertation investigates how school intraorganizational mechanisms mediate the impact of external interventions on improving teaching and learning. Her research has appeared in Leadership and Policy in Schools (2009, “How Does District Principal Evaluation Affect Learning-Centered Principal Leadership? Evidence from Michigan School Districts,” with Peter Youngs).
- Chong Kim
CHONG MIN KIM is currently a postdoctoral fellow for the Distributed Leadership Study at Northwestern University’s School of Education and Social Policy. He received his BA and MA in education from college of education science at Yonsei University in South Korea and his Ph.D. in measurement and quantitative methods from the College of Education at Michigan State University. His areas of interest include social network analysis, distributed leadership, school improvement, and causal inference. His dissertation investigates the effect of teachers’ social networks on teaching practices and class composition.
- Corinne Singleton
CORINNE A. SINGLETON is a research social scientist in the Center for Technology in Learning at SRI International. Her evaluation research uses both qualitative and quantitative methods and includes projects related to education policy, school reform, 21st-century learning, and educational technology. Her recent publications have appeared in the Journal of Computers in Mathematics and Science Teaching (2011, “Classroom Network Technology as a Support for Systemic Mathematics Reform,” with William Penuel and Jeremy Roschelle) and Educational Researcher (2008, “Mathematics Worth Knowing, Resources Worth Growing, and Research Worth Nothing: A Response to the National Mathematics Advisory Panel Report,” with Jeremy Roschelle, Nora Sabelli, Roy D. Pea, and John D. Bransford).