- Adam Edgerton
University of Pennsylvania Graduate School of Education
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ADAM K. EDGERTON is a Ph.D. Candidate in Education Policy at the University of Pennsylvania Graduate School of Education and a 2019 National Academy of Education and Spencer Foundation Dissertation Fellow. His research explores the politics of education reform, collective bargaining, and K-12 standards.
- Douglas Fuchs
Peabody College, Vanderbilt University
E-mail Author
DOUGLAS FUCHS is the Nicholas Hobbs Endowed Chair in Special Education and Human Development at the Peabody College of Vanderbilt University and a Professor of Pediatrics at the Vanderbilt University Medical Center. Recent publications include Fuchs, D., & Fuchs, L. S. (2017). Critique of the national evaluation of response-to-intervention: A case for simpler frameworks, Exceptional Children, and Peng P., & Fuchs, D. (2017). A randomized control trial of working memory training with and without strategy instruction: Effects on young children’s working memory and comprehension, Journal of Learning Disabilities
- Lynn Fuchs
Vanderbilt University
E-mail Author
LYNN S. FUCHS is the Dunn Family Endowed Chair of Psychoeducational Assessment and Professor of Special Education in the Department of Special Education at Vanderbilt University. Her research interests include classroom assessment for instructional decision making, mathematics development, and mathematics intervention. Two recent publications are Fuchs, L.S., Fuchs, D., & Gilbert, J.K. (in press). Does the severity of students’ pre-intervention math deficits affect responsiveness to generally effective first-grade intervention? Exceptional Children, and Matthews, P.M., & Fuchs, L.S. (in press). Keys to the gate? Equal sign knowledge at second grade predicts fourth-grade algebra competence, Child Development.
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