James P. Spillane is the Spencer T. and Ann W. Olin Professor in Learning and Organizational Change at the School of Education and Social Policy at Northwestern University. He is also professor of Human Development and Social Policy, professor of Learning Sciences, professor of Management and Organizations, and faculty associate at Northwestern’s Institute for Policy Research. Spillane has published extensively on issues of education policy, policy implementation, school reform, and school leadership. His work explores the policy implementation process at the state, district, school, and classroom levels, focusing on intergovernmental and policy-practice relations. He also studies organizational leadership and change, conceptualizing organizational leadership as a distributed practice. Recent projects include studies of relations between organizational infrastructure and instructional advice-seeking in schools and the socialization of new school principals. His work has been supported by the National Science Foundation, Institute of Education Sciences, Spencer Foundation, Sherwood Foundation and Carnegie Corporation of New York. He has authored several books including Standards Deviation: How Local Schools Misunderstand Policy (Harvard University Press, 2004), Distributed Leadership (Jossey-Bass, 2006), Distributed Leadership in Practice (Teachers College Press, 2011) Diagnosis and Design for School Improvement (Teachers College Press, 2011), and numerous journal articles and book chapters. In 2013 he was awarded the Ver Steeg Research Fellowship at Northwestern University.
Michael Young is Emeritus Professor of Education with the Institute of Education, University of London, Department of Lifelong and Comparative Education. His main research interests are in the sociology of knowledge and its application to the curriculum with particular reference to the post compulsory phase of education and training. He has a continuing interest in the role of qualifications and is a Research Advisor/Consultant to the City and Guilds of London Institute, the OECD and the Centre for Educational Sociology, University of Edinburgh. His most recent books are Bringing Knowledge Back In (Routledge 2008), Knowledge Expertise and the Professions (Routledge 2014) with Johan Muller and Knowledge, and The Future School (Bloomsbury 2014) with David Lambert.
A. Lin Goodwin is Professor of Education on the Evenden Foundation, and Vice Dean at Teachers College, Columbia University (TCCU), New York. She currently serves as Vice President of the American Educational Research Association (AERA)—Division K: Teaching and Teacher Education, and is co-director (and architect) of a joint MA in Educational Leadership and Change between TCCU and the National Institute of Education in Singapore. She was recently awarded a 7.5 million dollar Teacher Quality Partnership grant from the U.S. federal government, to support her second teaching residency program, TR@TC2 (Teaching Residents at Teachers College 2). This year she was honored with a Distinguished Researcher Award from AERA’s Special Interest Group: Research on the Education of Asian and Pacific Americans.
Dr. Goodwin’s research and writing focus on the connections between teachers' and teacher educators’ identities and their development; between multicultural understandings and curriculum enactments; on the particular issues facing Asian and Asian American teachers and students in U.S. schools; and on international analyses/comparisons of teacher education practice and policy. Her publications have appeared in key education journals such as the Journal of Teacher Education, Review of Research in Education, Urban Education, Teaching Education, and Education and Urban Society; she is also the editor of several books. Her most recent publications include: Perspectives on high-performing education systems in Finland, Hong Kong, China, South Korea, and Singapore: What lessons for the U.S.? In, Educational Policy Innovations: Levelling Up and Sustaining Educational Achievement, (S. K. Lee, W. O. Lee, and E. L. Low, Eds.), and “What should teacher educators know and be able to do? Perspectives from practicing teacher educators (with Smith, L., Souto-Manning, M., Cheruvu, R., Tan, M. Y., Reed, R., Taveras, L.), Journal of Teacher Education.
Dr. Goodwin has served as a consultant to a wide variety of organizations including school districts, philanthropic foundations, higher education institutions, and professional educational organizations around issues of teacher education, diversity, educational equity, and assessment. Her work in teacher education and curriculum development has taken her to many different countries such as Poland, Brazil, Jordan, Mongolia, Latvia, Singapore, China, France, Bermuda, among others, where she has collaborated with educators to bring about school, teaching, and curriculum reform.
Professor Erica McWilliam is an internationally recognised scholar in the field of pedagogy with a particular focus on preparing young peoplefor 'over the horizon' futures. In her numerous presentations to educational leaders, teachers, parents and students, she elaborates on the challenges faced by all those who are seeking to ensure that our young people will live, learn and earn well in this demanding century. In particular, she stresses the importance of providing 'low threat, high challenge' learning environments that assist young people to welcome error and the instructive complications of unfamiliarity and complexity.She has been instrumental in directing the Creative Workforce 2.0 Research Program in the Australian Research Council Centre of Excellence for Creative Industries and Innovation since 2006, and has also performed professorial duties as an educational researcher at the National Institute of Education in Singapore. She is a Fellow of the Australian Council of Education, an Honorary Fellow of the Australia Council of Educational Leadership and an Associate Fellow of the Learning and Teaching Council of Australia. A recent sole-authored book, 'The Creative Workforce: How to launch young people into high flying futures', is published by UNSW Press, and number of her more recent papers are available on her website - http://www.ericamcwilliam.com.au/. Her most recent book, Educating Girls,was published last year with the Queensland University Press and Brisbane Girls Grammar School.
Carole L. Hahn, is based in Emory University, where she is the Charles Howard Candler Professor of Educational Studies. She teaches Social Studies Education and Comparative Education, and her research interests include cross national studies of citizenship education, gender issues and social studies. Her current projects are multicultural and citizenship education in selected Western democracies. She has obtained a Spencer Foundation grant for her research on “Engaging Transnational Citizens: A comparative study of civic teaching and learning”. In 2005, Professor Hahn received the Jean Dresden Grambs Distinguished Career Research in Social Studies Award from the National Council for the Social Studies. In 2006, she was recognized by the College of Education at Indiana University as an Outstanding Alumnus. She is an editor of the 2008 SAGE International Handbook on Education for Citizenship and Democracy. Her outstanding book, Becoming Political: Comparative Perspectives on Citizenship Education, received the 1998 Jubilee Award from the Danish Secondary Teachers' Union. In 1996, Professor Hahn received the Exemplary Research Award from the National Council for the Social Studies (NCSS). She is past President of NCSS and was the National Research Coordinator for the US portion of the Civic Education Study conducted under the auspices of the International Association for the Evaluation of Educational Achievement (IEA).
Ian Davies is based at the University of York, UK where he is the Deputy Head of the Department of Education, Director of the Graduate School in Education and Director of the Centre for Research in Education and Social Justice. He is the author of numerous books and many articles in academic journals most of which explore issues related to teaching and learning about contemporary society (with a particular focus on citizenship education). He lectures and researches extensively in international contexts. He has worked for the Council of Europe as an expert on education for democratic citizenship; is a past fellow of the Japan Society for the Promotion of Science; and is currently a Visiting Professor at the Hong Kong Institute of Education. He teaches and supervises undergraduate, MA and PhD students and student teachers.