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Tricia Coulter, Ph.D
Tricia Coulter, Ph.D., is director of the Teaching Quality and Leadership Institute at Education Commission of the States (ECS). She is responsible for coordinating grant-funded research and policy work related to teacher and leadership quality, overseeing staff activities, planning teacher quality related sessions at national meetings, and reporting on grant activities to funding sources. Previously, Dr. Coulter was the coordinator of the State Higher Education Executive Officers K–16 Professional Development Collaborative—the group of state-level individuals with primary administrative responsibility for No Child Left Behind (NCLB)—Title II Student Affairs in Higher Education Partnership grants. She earned her doctoral degree from the University of Nevada–Reno.
John Doble is senior vice president and research director of Public Agenda. Previously, he led Doble Research Associates, which specialized in analyzing, from a nonpartisan perspective, public and leadership opinion about complex policy issues for an array of clients including The Kettering Foundation and the Edna McConnell Clark Foundation. Doble’s articles about public opinion have appeared in Judicature, Technology Review, Public Understanding of Science, Public Opinion Quarterly, and Foreign Affairs (co-authored with Daniel Yankelovich), among many other publications. In addition, he has presented study results to professional audiences at the White House; on Capitol Hill; at the National Press Club; and to numerous national and international associations, including the American Association of Public Opinion Research, the American Association for the Advancement of Science, and The Institute of American Studies in Beijing. Doble earned his master’s degree from the University of Delaware and completed additional postgraduate work at New York University and The New School.
Carol A. Dwyer, Ph.D., Moderator
Carol A. Dwyer, Ph.D., is a distinguished presidential appointee at ETS. In this position, she is charged with identifying the means for ETS to contribute to the closing of achievement gaps related to socioeconomic status, gender, disabilities, language status, and ethnicity. Her position also involves conceptualizing and realizing many national and regional conferences, a number of which are directly related to the No Child Left Behind Act. Dr. Dwyer, an educational psychologist, has worked for many years with issues of equity and education. She conceived and developed ETS’s Praxis assessments for beginning teachers, used by states nationwide to assist in ensuring a legally appropriate and scientifically grounded base for meeting states’ licensing standards. Dr. Dwyer personally directed the development of the Praxis III assessments, which include teacher observations, interviews, portfolios, and reflection on their own teaching. Dr. Dwyer is currently the principal investigator for research and dissemination for the National Comprehensive Center for Teacher Quality. She earned her doctoral degree in educational psychology from the University of California–Berkeley.
Laura Goe, Ph.D.
Laura Goe, Ph.D., is an associate research scientist in the Teaching and Learning
Research Center at ETS and is a senior researcher for the National Comprehensive Center for Teacher Quality. Previously, Dr. Goe was the research director for the Bay Area Consortium for Urban Education at the University of California–Berkeley, where she worked with representatives from school districts as well as two- and four-year colleges and universities in an effort to improve teacher recruitment, preparation, and retention in the Bay Area. She also worked extensively on issues of school finance, accountability, and teacher credentialing and distribution in California. Dr. Goe earned her doctorate from the University of California–Berkeley Policy, Organizations, Measurement, and Evaluation Program. She earned her master’s degree from the University of Memphis Education Leadership and Policy Program.
Daniel J. Reschly, Ph.D.
Daniel J. Reschly, Ph.D., is professor of education and psychology in Peabody College, Vanderbilt University, where he is chair of the top-ranked Department of Special Education in the country. From 1975 to 1998, Dr. Reschly directed the Iowa State University School Psychology Program. He has published on the topics of response to intervention, special education system reform, overrepresentation of minority children and youth, and classification procedures. He has been active in state and national leadership roles, including president of the National Association of School Psychologists and editor of School Psychology Review. Dr. Reschly served on the National Academy of Sciences Panels on Standards-Based Reform and the Education of Students with Disabilities (member), Minority Overrepresentation in Special Education (member), and Disability Determination in Mental Retardation (chair). He also is codirector of the National Research Center on Learning Disabilities. He earned his doctoral degree from the University of Oregon.
Jonathan Rochkind joined Public Agenda in 2006 as research manager. Rochkind has helped design and analyze research on a variety of topics including education, urban social issues, perceptions of racial and ethnic identity, and U.S. foreign policy. Previously, he was the research director for Princeton Data Source, a subsidiary of Princeton Survey Research Associates International, where he oversaw research on a variety of topics for different organizations, including the Pew Research Center and the Kaiser Family Foundation. Rochkind is a veteran of public opinion research, having served for more than 10 years, beginning at the University of Wisconsin Survey Center, and later working on behalf of the Centers for Disease Control and Prevention (CDC) for Abt Associates in Cambridge, Massachusetts.
Registration is required for participation. There is no registration fee.
Pre-Webcast Presentations—October 8, 2007
In preparation for the live, interactive webcast, participants are invited to view online presentations that provide different perspectives on the current issue and/or problem associated with preparing teachers to teach in at-risk or hard-to-staff schools. Presentations will be available beginning October 8, 2007.
Funding provided by the National Comprehensive Center for Teacher Quality. Views and opinions expressed by participants of the webcast or in the accompanying readings are not to be interpreted as the views of the funding agency or its partner organizations.
Download an Adobe® Reader® PDF version of America’s Challenge: Effective Teachers for At-Risk Schools and Students (3 MB).