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| David K. Cohen, University of Michigan | Prof. Cohen is John Dewey Collegiate Professor of Education, and Walter H. Annenberg Professor of Education Policy at The University of Michigan. His current research interests include educational policy, the relations between policy and instruction, and the improvement of teaching. His past work has included studies of the effects of schooling, various efforts to reform schools and teaching, the evaluation of educational experiments and large-scale intervention programs, and the relations between research and policy.
With Professors Brian Rowan and Deborah Loewenberg Ball, Professor Cohen codirects the Study of Instructional Improvement, a large longitudinal study of efforts to improve instruction and learning in reading/language arts and mathematics in highpoverty elementary schools. The research team is studying three major whole-school reform programs in more than one hundred schools, in forty school districts, in 14 states and the District of Columbia, during six years. |
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Deborah Loewenberg Ball, University of Michigan | Prof. Ball currently serves as dean of the University of Michigan School of Education, where she is also the William H. Payne Collegiate Professor and an Arthur F. Thurnau Professor. Her research focuses on mathematics instruction, and on interventions designed to improve its quality and effectiveness.
Ball has authored or co-authored over 150 publications and has lectured and made numerous major presentations around the world. Her research has been recognized with several awards and honors, and she has served on several national and international commissions and panels focused on policy initiatives and the improvement of education, including the National Mathematics Advisory Panel and the National Board for Education Sciences. She is an elected member of the National Academy of Education. |
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| Jennifer Lewis, Wayne State University | Dr. Lewis is a faculty member in teacher education and mathematics education at Wayne State University in Detroit, Michigan. She earned her PhD in teacher education at the University of Michigan in 2007 and did post-doctoral work at the University of Michigan and at the Center for Research in Mathematics and Science Education at San Diego State University. Previous to her graduate studies, Jenny taught elementary and middle school for ten years. Jenny's research focuses on teacher learning in urban settings and on learning from and building systemic efforts in high-poverty schools.
Jenny is especially interested in how teachers learn to teach and the content knowledge they draw upon and learn in teaching. She works with teachers and pre-service teachers using a variety of practice-focused pedagogies to improve the quality of mathematics instruction.
Jenny works in Jewish education in with a number of organizations. As a faculty member of the Mandel Teacher Education Institute in North America, and the Mandel School for Educational Leadership in Jerusalem, she has worked with fellows to observe and interpret educational practice using various philosophical lenses. She is married to Marc Bernstein and they have four children.
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| Yekoutiel Sabah, Ministry of Social Affairs | Yekoutiel (Couty) Sabah is Head of the Research, Planning and Training Division at the Israeli Ministry of Social Affairs. His responsibilities include the creation, diffusion and utilization of knowledge in personal social services in Israel, strategic planning processes for the Ministry, and in-service training through the Central School for the Training of Workers in Social Services (established in 1932).
His previous positions include: Head of the Strategic Planning Division at the Ministry of Labor and Social Affairs, Liaison officer to the International Labor Organization in Geneva, Director of the Fund for Research and Preventive Action and Head of the Civil Service Reform Taskforce at the Civil Service Commission.
He holds a BSW as well as an MA degree in Education from the Hebrew University (cum laude) and an MPA from Harvard University – Kennedy School of Government.
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| Lee Shulman, Stanford University | Prof. Shulman is President Emiritus of The Carnegie Foundation for the Advancement of Teaching. The Foundation was created by Andrew Carnegie in 1905 and chartered by the United States Congress in 1906.
Shulman was the first Charles E. Ducommun Professor of Education and Professor (by courtesy) of Psychology at Stanford University. He was previously Professor of Educational Psychology and Medical Education at Michigan State University, serving as a member of that faculty from 1963 to 1982. He was the founding Co-Director of the Institute for Research on Teaching (IRT) at Michigan State University from 1976.
Shulman is a past president of the American Educational Research Association (AERA). He is a member of the National Academy of Education, having served as both vice-president and president of that organization. In 2002 he was elected a Fellow of The American Academy of Arts and Sciences. Shulman's research and writings have dealt with the study of teaching and teacher education; the growth of knowledge among those learning to teach; the assessment of teaching; medical education; the psychology of instruction in science, mathematics, and medicine; the logic of educational research; and the quality of teaching in higher education. |
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Devora Steinmetz, Yeshivat Hadar | Dr. Steinmetz has authored articles about Bible, rabbinic literature, and Jewish education as well as two books: From Father to Son: Kinship, Conflict, and Continuity in Genesis and Punishment and Freedom: The Rabbinic Construction of Criminal Law. She has taught at the Jewish Theological Seminary, Drisha Institute, and Yeshivat Hadar in New York City, and at Havruta: A Beit Midrash at Hebrew University. Dr. Steinmetz is the founder of Beit Rabban, a day school in New York City that is profiled in Daniel Pekarsky’s book, Vision at Work: A Portrait of Beit Rabban. She serves as consultant for the Mandel Foundation in North America.
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| Sam Wineburg, Stanford University | Prof. Wineburg is the Margaret Jacks Professor of Education and (by courtesy) of History at Stanford University. His work stands at the interdisciplinary crossroads of education, cognitive science, and history. He studied religion and history at Brown and Berkeley, writing an honors thesis on Sefer Hasidim with Danny Matt in 1982. He went on to teach in public and Jewish schools, and in 1989 completed a doctorate in Psychological Studies in Education at Stanford. He spent the next twelve years at the University of Washington, where he was Professor, Cognitive Studies in Education, and Adjunct Professor, Department of History. For his sabbatical in 1997-98 he spent the year in Metulla (Israel), while serving as Visiting Professor at the University of Haifa.
His book, Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past won the 2001 Frederic W. Ness Award from the Association of American Colleges and Universities for work that makes the most important contribution to the “improvement of Liberal Education and understanding the Liberal Arts.”
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