Conference Speakers' Biographies
23rd Annual Statewide Conference on Inservice Education
October 24-26, 2004
Crowne Plaza Hotel. Albany, NY
Dr. Terrence Roberts
A 15-year-old eleventh grader when he joined eight other students and became one of the first nine black students to go to a formerly segregated public high school in Little Rock, he is now co-chairperson of the Master's in Psychology Program in Antioch University. A graduate of California State University at Los Angeles (BA), and UCLA (MSW), Dr. Roberts obtained his Ph.D. in psychology from Southern Illinois University in Carbondale, Illinois. Since 1998 he has been the official desegregation consultant for the Little Rock, Arkansas School District , and provides similar services to school districts around the nation.
Charlotte Danielson
Charlotte Danielson has taught at all levels from kindergarten to college and has worked as an administrator, a curriculum director, and a staff developer. In her consulting work Ms. Danielson has specialized in aspects of teacher quality and evaluation, curriculum planning, performance assessment, and professional development.
While at Educational Testing Service (ETS), Ms. Danielson served on the design team for Praxis III: Classroom Performance Assessments, and coordinated the development of the assessor training program. She was a contributing member of ETS's projects with the National Board for Professional Teaching Standards, the Council of Chief State School Officers, and the California Department of Education.
Ms. Danielson is the author of a number of books supporting teachers and administrators. In addition she has written several Collections of Performance Tasks and Rubrics, published by Eye on Education.
Robert D. Felner
Dr. Robert Felner is Professor and Director of the School of Education at the University of Rhode Island (URI), where he also directs the National Center on Public Education and Social Policy (NCPE). NCPE's overarching mission is to improve the lives of all children and families by collaborating with communities to solve real problems.
At the University of Illinois, Dr. Felner was a Professor of Public Policy, Education, and Social Welfare in the Institute of Government and Public Affairs; Professor in the Psychology Department; the Director of the Graduate Programs in Clinical and Community Psychology; Director for the Center for Prevention Research and Development. The University appointed Dr. Felner to the "Irving B. Harris Professorship," an endowed faculty position dedicated to interdisciplinary scholarship in social policy and education. Dr. Felner was the founding President of the Boards of Directors of the Martin Luther King Community Services of Illinois Foundation, dedicated to the needs of economically disadvantaged children and families.
He earned his Ph.D. in Clinical/Community Psychology at the University of Rochester. Dr. Felner has authored over 150 papers, articles, chapters, and volumes. His work focuses on understanding and guiding local, statewide, and national policy regarding the reform of P-12 education, especially as it impacts students and families from economically and socially disadvantaged backgrounds.
Mary Magee Quinn
Mary Magee Quinn; a Principal Research Scientist at the American Institutes for Research, and co-author of the Managing Antisocial Behavior ER&D manual. She is currently the Project Director of the Alternative Schools Project; the Systems Improvement Activities to Enhance Children's Mental Health Service Project; and Linking Assessment Policy and Practice Project; Co-director of the Center for Effective Collaboration and Practice; and an Associate Director of the National Center on Education, Disability, and Juvenile Justice. Her research interests focus on improving outcomes for children, youth, and adolescents with disabilities; especially those at-risk or involved in the juvenile justice system. She has presented at national and international conferences; authored and co-authored books, chapters, and articles; and is a member of the Council for Exceptional Children. Dr. Quinn earned her Ph.D. in Curriculum and Instruction from Arizona State University.
Bennett A. Shaywitz, M.D.
Bennett A. Shaywitz, M.D., Professor of Pediatrics and Neurology and Chief of Pediatric Neurology at Yale University School of Medicine, received his AB from Washington University and his M.D. from Washington University School of Medicine and completed his Pediatric training and then a Postdoctoral fellowship in Child Neurology at the Albert Einstein College of Medicine. Together he and his wife, Dr. Sally Shaywitz, established and currently Co-Direct the Yale Center for the Study of Learning and Attention. He has used functional magnetic resonance imaging (fMRI) to discover differences in brain organization and function in children and adults with dyslexia and is now using fMRI to study how the brain changes as children with dyslexia are taught how to read.
Sally E. Shaywitz, M.D.
Sally E. Shaywitz, M.D., Professor of Pediatrics at Yale University School of Medicine, received her AB from the City University and her M.D. from Albert Einstein College of Medicine. She and her husband, Dr. Bennett A. Shaywitz, Co-Direct the Yale Center for the Study of Learning and Attention. Dr. Sally Shaywitz's research provides the basic framework: conceptual model, epidemiology and neurobiology for the scientific study of learning disabilities, particularly dyslexia, in children. |
