- Alyson Lavigne
ALYSON LEAH LAVIGNE (previously known as Alyson Lavigne Dolan) is assistant professor of curriculum studies at Roosevelt University. Her research has focused on student and teacher motivational dynamics, early childhood and elementary education, teacher retention, and more recently, teacher evaluation.
- Thomas Good
University of Arizona
THOMAS L. GOOD is a Professor and Department Head in the Educational Psychology Department at the University of Arizona. His undergraduate work was at the University of Illinois, Champaign-Urbana, Illinois. His Master and PhD work were done at Indiana University, Bloomington, Indiana. His previous teaching included appointments at the University of Texas, Austin, Texas (Department of Educational Psychology) and the University of Missouri at Columbia, Missouri (Department of Curriculum and Instruction). He is a member of the National Academy of Education and is a Fellow in both the American Psychology Association and the American Educational Research Association. His interests include instructional behavior, teacher expectations, youth policy, and educational policy. His work has been supported by numerous foundations, his research has appeared in numerous publications (in journals for both researchers and practitioners), and his books have been translated into several languages (including Japanese, Spanish, German, and Chinese). Among his books are several editions of Looking in Classrooms (coauthored with Jere Brophy) and he is presently writing a book with Alyson Lavigne examining the intended and unintended effects of high-stakes evaluation
- Ronald Marx
University of Arizona
RONALD MARX is Professor of Educational Psychology and Dean of Education at the University of Arizona, where he holds the Paul L. Lindsay and Kathy J. Alexander Chair in Education. His interdisciplinary research has focused on science education in urban settings, and more recently, early childhood education. Recent publications include a psychometric evaluation of the Devereux Early Childhood Assessment published in the Journal of Psychoeducational Assessment (with Barbu, Levine-Donnerstein and Yaden) and a discussion of large-scale interventions in science education, appearing in the Journal of Research in Science Teaching.