Dan W. Butin, Ph.D., is an associate professor of education and assistant dean of Cambridge College’s school of education. He is the editor of Service-Learning in Higher Education (2005, Palgrave) and Teaching Social Foundations of Education (2005, Lawrence Erlbaum), and author, most recently, of Rethinking Service-Learning: Embracing the Scholarship of Engagement within Higher Education (forthcoming, Stylus). Dr. Butin is an editorial board member of the journal Educational Studies. His research focuses on issues of educator preparation and policy and community-based models of teaching, learning, and research. More about Dr. Butin’s teaching and research can be found at http://danbutin.org/ and he can be contacted at dan.butin@cambridgecollege.edu. 

David Carroll, Ph.D., is an associate professor in the Elementary Education Department at Western Washington University, where he has been since 2001. He teaches courses in effective teaching and reflective practice, as well as social studies methods. He is currently conducting a longitudinal research study on the development of dispositions for ambitious teaching. Prior to that he worked at Michigan State University from 1991-2001, managing a professional development school network, and serving as program coordinator for one division of the MSU teacher education program. While at MSU, Carroll also earned his Ph.D. Prior to MSU, Carroll directed the teacher education program at Prospect Center in Bennington VT from 1983-1991, and conducted summer institutes and professional development consultations. He began his career in education as an elementary teacher for the School District of Philadelphia from 1973-1982. 

Jacqueline Cossentino, Ed.D., is an assistant professor in the Department of Education Policy and Leadership at the University of Maryland, College Park.  She is also the Head of the Williamsburg Montessori School, which serves as the primary site of her current research on educational culture and practice. She is the author of several articles on Montessori education, including “Big Work: Goodness, Vocation and Engagement in the Montessori Method,” which appeared in Curriculum Inquiry, “Ritualizing Expertise: A non-Montessori View of the Montessori Method,” which appeared in American Journal of Education, and the forthcoming book Inside Montessori: Unexpected Lessons for Educational Reform, to be published by the State University Press of New York. 

Jennifer de Forest, Ed.D.,  is Assistant Professor at the University of Virginia, where she teaches educational history. She has published articles in Women’s History Review, Teachers College Record, and Change Magazine.  Her forthcoming articles include “Conservatism Goes to College: The Role of Philanthropic Foundations in the Rise of Conservative Student Networks,” in the 2007 Perspectives in the History of Higher Education. She is currently working on a book on the history of philanthropic foundations and k12 education reform movements. 

Sheron Fraser-Burgess, Ph.D., is an assistant professor of social foundations/multicultural education at Ball State University. Her teaching responsibilities in the Teachers’ College include foundations courses, multicultural education and philosophy of education. Additionally her research interests are in the areas of epistemology and education, critical thinking and democratic education. 

Stanley Fish, Ph.D, is the Davidson-Kahn Distinguished University Professor and Professor of  Law at Florida International University.  He has previously taught at the University of California at Berkeley, John Hopkins University, Duke University, and the University of Illinois at Chicago where he was Dean of the College of Liberal Arts and Sciences.  He has received many honors & awards, including the “Chicagoan of the Year for Culture.”  He is the author of ten books and is now a weekly columnist for the New York Times.  He resides in Andes, NY and Delray Beach, Florida with his wife Jane Tompkins. 

William Hare, Ph.D.,  is Professor Education at Mount Saint Vincent University, Halifax, Nova Scotia, Canada. His books include Open-mindedness and Education, In Defence of Open-mindedness, and What Makes a Good Teacher. Most recently he co-edited Key Questions for Educators. His articles have appeared in Educational Theory, Journal of Philosophy of Education, Journal of Applied Philosophy, Studies in Philosophy and Education, Philosophy Now, Skeptical Inquirer, and other journals. He is a former President of the Canadian Philosophy of Education Society. 

Gary R. Howard has 35 years of experience working with issues of civil rights, social justice, equity, education, and diversity. He is a keynote speaker, writer, and workshop leader who travels extensively throughout the United States and Australia.  Mr. Howard founded the REACH Center for Multicultural Education in 1976, and the REACH teacher training design and classroom materials are presently being used internationally.  He completed his undergraduate and graduate work in Cultural Anthropology and Social Psychology at Yale University, and has served as adjunct professor at several universities. His most recent book, We Can't Teach What We Don't Know, Second Edition was published by Columbia University in 2006 and is considered a groundbreaking work examining issues of privilege, power, and the role of White leaders and educators in a multicultural society. Gary Howard can be reached at:   garyhoward@earthlink.net 

Bonnie Johnson,  Ph.D.,  is a professor of human development and learning at Dowling College, Long Island, New York.  She has held professorial positions in Louisiana, Texas, and Iowa.  Dr. Johnson has taught at all levels from preschool through graduate school.  She was awarded the Distinguished Teacher of Teachers Award by the University of Wisconsin-Madison.  Dr. Johnson has coauthored more than 200 instructional texts for elementary, middle school, and high school students as well as for adult learners.  She has published widely in scholarly journals, and her most recent books are Wordworks: Exploring Language Play; High Stakes: Poverty, Testing, and Failure in American Schools; Trivializing Teacher Education: The Accreditation Squeeze; and Stop High Stakes Testing: An Appeal to America’s Conscience.  Dr. Johnson earned her Ph.D. at the University of Wisconsin-Madison. 

Dale D. Johnson, Ph.D., is a professor of literacy education at Dowling College, Long Island, New York.  Dr. Johnson was a professor at the University of Wisconsin-Madison for 20 years, and at colleges and universities in Iowa and Louisiana.  He served as the Dean of the College of Education and Human Development at the University of Louisiana at Monroe, spent several years as an elementary and middle school teacher, and was elected to the presidency of the International Reading Association.  Dr. Johnson taught English as a Second Language in Katsina, Nigeria.  His research centers on vocabulary development and comprehension.  Dr. Johnson is the author of 15 books, numerous scholarly articles, and instructional materials for children, adolescents, and adults.  His most recent books are Vocabulary in the Elementary and Middle School; High Stakes: Poverty, Testing, and Failure in American Schools; Trivializing Teacher Education: The Accreditation Squeeze; and Stop High Stakes Testing: An Appeal to America’s Conscience.  Dr. Johnson earned his Ph.D. at the University of Wisconsin-Madison. 

Lorraine Kasprisin, Ph.D., is Professor of Philosophy of Education and Educational Foundations at the Woodring College of Education at Western Washington University. She is the former director of the Center for Educational Pluralism at Woodring and editor of the Journal of Educational Controversy. She has presented papers at national and international conferences including the conferences in Belgium and Norway for the International Network of Philosophers of Education, and at Oxford University at the Philosophy of Education Society of Great Britain conference. Her articles have appeared in Studies in Philosophy and Education, Philosophy of Education, the Journal of Aesthetic Education, the Multicultural Education Journal, Prospero: A Journal of New Thinking in Philosophy of Education, and Teachers College Record. A social activist as well as a scholar and teacher, she has been active in the American Civil Liberties Union as chapter president and state board member, the Whatcom Human Rights Task Force and the Board of Directors of the Washington State Association for Multicultural Education.  She was awarded the Excellence in Teaching award by Western Washington University in 1991. 

Thomas Misco, Ph.D., is an assistant professor of social studies education in the Department of Teacher Education at Miami University in Oxford, Ohio. His research efforts address controversial issues, moral education, and citizenship education, in both domestic and international contexts. His current projects include pre-service teacher perceptions of controversial issues, social studies instructional time, reverse chronological history instruction, and Holocaust education in post-communist countries. 

James Shiveley, Ph.D., is a Professor in the Department of Teacher Education at Miami University where he teaches courses in social studies methods and supervises student teachers. He received his doctorate from The Ohio State University in the area of Global and Social Studies Education. His teaching, research, and service activities are concentrated on citizenship education for a democratic society and on the development of school/university partnerships. 

Paul Tarc,  Ph. D. in Culture, Language, and Teaching, is a course director in the preservice education program at York University in Toronto.  Paul has taught math and science in Ontario as well as in international schools in South America and South East Asia.  Paul's dissertation, entitled What is the "International" in the International Baccaluareate? Towards a periodization of IB in the World, analyzes how ideas and ideals of international education emerging under conditions of embedded liberalism in the 1960s have shifted in response to processes and imaginaries of globalization in recent decades. 

Athena Vongalis-Macrow, Ph.D., has been teaching and researching in international education since 1994.  Her research has included analysis of the impact of the English language as a global language, international reforms in education systems and the restructuring of education systems and teacher education. Current research interests include teacher professionalism, the impact of globalization on education systems, policy and governance in education, and analysing the policy of international agencies such as OECD, UNESCO and the World Bank. 

Keith Whitescarver, Ed.D., is an assistant professor of history of education at the College of William and Mary. Recent articles on Montessori education include: “Montessori and the Mainstream: A Century of Reform on the Margins,” Teachers College Record (in press),  and “Establishing an American Montessori Movement: Another Look at the Early Years,” Montessori Life (Spring 2006), both coauthored with Jacqueline Cossentino. 

Arthur Wise, Ph.D.,  is the president of the National Council for Accreditation of Teacher Education (NCATE).   At NCATE, he has directed the design of performance-based accreditation, and led efforts to develop a system of quality assurance for the teaching profession. He is co-author of A License to Teach, which is a blueprint for the professionalization of teaching, author of Rich Schools , Poor Schools: The Promise of Equal Educational Opportunity, a 1968 book that conceived the idea of the school finance reform lawsuit, and a 1979 book, Legislated Learning, that anticipated the call for teacher professionalism. As senior social scientist and director of the RAND Corporation’s Center for the Study of the Teaching Profession, he proposed education policies concerned with teacher licensing, teacher evaluation, and teacher compensation. Many of these proposals have been incorporated into state laws and regulations. Long active in federal education policy, Art was associate director for research, National Institute of Education, Department of Education and Welfare. Subsequently, at the Office of Management and Budget, he helped to create the separate cabinet-level U. S. Department of Education.  He is a graduate of the Boston (Public) Latin School , Harvard College , and received an MBA and a Ph.D. in education from the University of Chicago. He has made hundreds of presentations, published scores of articles, and has been the recipient of numerous awards.