Kathryn M. Borman is professor emerita in the Department of Anthropology, University of South Florida. She received her doctorate in sociology of education from the University of Minnesota in 1976. She has extensive experience in educational reform and policy as well as evaluation studies. Recently, she worked as a consultant to the U.S. Department of Education and National School to Work Office for the project “Preparing Teachers to Use Contextual Teaching and Learning Strategies to Enhance Student Success in and Beyond School.” Currently, she directs a $1.2 million evaluation study for the National Science Foundation titled “Assessing the Impact of the NSF’s Urban Systemic Initiative.” As co-principal Investigator of the NSF project, “Addressing National Addressing National Needs for Skilled Technical Graduates,” she investigated policy issues related to national standards and the training of skilled technical workers. In 1992-1993, she worked on the Evaluation Projects for Cincinnati Public Schools using funds from the Cincinnati Public Schools to carry out eight projects with College of Education faculty. She also participated in the Evaluation of Cincinnati Youth Collaborative (1992), assessing ongoing school-based support activities for youth. Additionally, she has been involved in training graduate students for research and teaches a variety of courses, including anthropology, education, and methods in qualitative analysis.
Arnold B. Danzig is professor of educational leadership and policy studies and founding director of the educational leadership doctoral program at San José State University. He is professor emeritus at Arizona State University and prior to coming to SJSU served as professor and associate director of the School of Public Affairs at Arizona State University. He previously served as associate dean and director of the Division of Policy, Leadership, and Curriculum in the Mary Lou Fulton Institute and Graduate School of Education at Arizona State University. He is author and editor of books, chapters, and articles on school leadership and education policy including Research on Learning and Teaching in Educational Leadership (2014); Review of Research in Education, “Education, Democracy, and the Public Good” (Volume 36, 2012); Learner-Centered Leadership: Research, Policy, and Practice (2007) and his research appears in multiple journals including International Studies in Educational Administration, Education Policy, Journal of Educational Administration, Educational Leadership and Administration, and the Journal of Educational and Psychological Consultation. His research offers a humanistic vision of democratic leadership for schools with deep and practical commitments to individual and community betterment.
David R. Garcia is an associate professor in the Mary Lou Fulton Teachers College at Arizona State University. His professional experience includes extensive work in state and national education policy development and implementation. His research interests include school choice, accountability, and the study of factors that facilitate or distort policy implementation in public education. His research has appeared in numerous journals, including Teachers College Record, Educational Policy, and the Journal of School Choice. He received his doctorate from the University of Chicago in Education Policy, Research, and Institutional Studies.
Terrence G. Wiley is president of the Center for Applied Linguistics (CAL) and professor emeritus at Arizona State University, where he served as executive dean of the former Mary Lou Fulton Institute and Graduate School of Education and Director of the Division of Educational Leadership and Policy Studies. Among his numerous publications are The Handbook of Heritage, Community, and Native American Languages Research, Policy, and Practice (coeditor, CAL-Routledge, 2014), The Education of Language Minority Immigrants in the United States (coeditor, Multilingual Matters, 2009), and Literacy and Language Diversity in the United States (CAL, 2005). He has cofounded two international journals, the Journal of Language Identity and Education (currently coeditor, Routledge) and the International Multilingual Research Journal (Routledge), and he has served on numerous editorial boards. He has lectured and served as a visiting professor at a number of international universities, most recently at Renmin (People’s) University of China.
