Melissa Lunais a graduate student in the Learning Sciences program in the School of Education and Social Policy at Northwestern University. Prior to coming to Northwestern, she worked at Northwestern's teaching center as part of the faculty development team. She was also a former elementary school teacher as well as an undergraduate level environmental biology instructor. She received her undergraduate degree from Valparaiso University in Elementary Education and an M.S. from Lesley University and the Audubon Expedition Institute in Environmental Education. Her research interests include looking at science teachers thinking and learning in order to improve the learning experiences of K-12 science students.

Rosemary Russis a postdoctoral fellow in the Learning Sciences program at Northwestern University. She completed her graduate work in Physics in 2006 at the University of Maryland. Her graduate work with David Hammer involved using accounts from studies of professional science both to better describe the thinking done by K-20 students as they engage in science inquiry and to identify continuities between nascent and sophisticated science. She is interested in understanding and modeling student thinking about science as exhibited in both classroom and interview discourse. More recently, she has begun to think systematically about how to help teachers in classrooms value and to attend to that thinking.

Miriam Gamoran Sherin is Associate Professor of Learning Sciences in the School of Education and Social Policy at Northwestern University. Her interests include mathematics teaching and learning, teacher cognition, and the use of video for teacher learning. Recent articles appear in Cognition and Instruction, Teaching and Teacher Education, and the Journal of Mathematics Teacher Education. In 2001, Sherin received a postdoctoral fellowship from the National Academy of Education and in 2002 she was awarded a Career Grant from the National Science Foundation. Through these two projects Sherin has been investigating the development of “teachers’ professional vision.” In April, 2003, Sherin received the Kappa Delta Pi/American Educational Research Association Division K Award for early career achievements in research on teaching and teacher education.

msherin@northwestern.edu

Elizabeth (Beth) van Es is an Assistant Professor at the University of California, Irvine. Beth received her Ph.D. in Learning Sciences from Northwestern University in 2004. Beth’s research interests include teacher thinking and learning and the design of professional development. Specifically, she investigates how teachers learn to examine classroom interactions in new ways through viewing and discussing video records of practice. Recent publications appear in the Journal of Technology and Teacher Education and Mathematics Teaching in the Middle School. Beth is formally a high school English and Communications teacher.

evanes@uci.edu

Janet Walkoe taught high school mathematics for ten years prior to coming to the Learning Sciences program. She taught classes ranging from pre-algebra to multivariable calculus. Her last five years were spent teaching the NCTM recommended, reform based Interactive Mathematics Program (IMP). In that time she led a number of IMP trainings and workshops. In 1994 she received her BA in mathematics from the University of Chicago and after 10 years of teaching went back to pursue an MA in mathematics from the University of Illinois at Chicago. She received her National Board Certification in 2003 and enjoys mentoring future National Board candidates. Janet's interests are in teacher thinking and learning and student mathematics learning. She hopes to develop programs and tools that can help teachers facilitate students' mathematical development and algebraic reasoning.

JanetWalkoe2011@u.northwestern.edu




			Andrew Brantlinger Adam Colestock Katherine Linsenmeier Melissa Luna Miriam Gamoran Sherin--Principle Investigator Rosemary Russ Elizabeth van Es Janet Walkoe Andrew Brantlinger is Assistant Professor at the University of Maryland, College Park. His interests include urban education, teacher quality, teacher learning, and critical theory. Andrew recently completed a two-year position as the Senior Research Associate for the MetroMath study of alternatively certified mathematics teachers in New York City. Andrew received his doctorate from the Department of Learning Sciences at Northwestern University in Spring, 2007. His dissertation was a self-study of his own teaching of critical mathematics in an urban high school. amb@umd.edu Adam Colestock is a graduate student in the Learning Sciences program in the School of Education and Social Policy at Northwestern University. Prior to coming to Northwestern, he received his undergraduate degree from Williams College in mathematics and worked in a middle school computer lab for two years. His research interests include figuring out ways to improve mathematics education: whether it be through developing a better understanding of student's mathematical thinking, creating professional development opportunities for mathematics teachers, figuring out ways to have students do more original and creative thinking about mathematics or developing new technological tools to be used in the classroom. a-colestock@northwestern.edu Katherine Linsenmeier is a mathematics teacher at New Trier High School in Winnetka/Northfield, Illinois. She received a masters degree in Learning Sciences from Northwestern University in 2005. Katherine is interested in a variety of aspects of mathematics teaching and learning. Her most recent research experience involved investigating teacher learning in both mathematics and science, as well as exploring science learning at the undergraduate level. Melissa Lunais a graduate student in the Learning Sciences program in the School of Education and Social Policy at Northwestern University. Prior to coming to Northwestern, she worked at Northwestern's teaching center as part of the faculty development team. She was also a former elementary school teacher as well as an undergraduate level environmental biology instructor. She received her undergraduate degree from Valparaiso University in Elementary Education and an M.S. from Lesley University and the Audubon Expedition Institute in Environmental Education. Her research interests include looking at science teachers thinking and learning in order to improve the learning experiences of K-12 science students. mluna@northwestern.edu Rosemary Russis a postdoctoral fellow in the Learning Sciences program at Northwestern University. She completed her graduate work in Physics in 2006 at the University of Maryland. Her graduate work with David Hammer involved using accounts from studies of professional science both to better describe the thinking done by K-20 students as they engage in science inquiry and to identify continuities between nascent and sophisticated science. She is interested in understanding and modeling student thinking about science as exhibited in both classroom and interview discourse. More recently, she has begun to think systematically about how to help teachers in classrooms value and to attend to that thinking. r-russ@northwestern.edu Miriam Gamoran Sherin is Associate Professor of Learning Sciences in the School of Education and Social Policy at Northwestern University. Her interests include mathematics teaching and learning, teacher cognition, and the use of video for teacher learning. Recent articles appear in Cognition and Instruction, Teaching and Teacher Education, and the Journal of Mathematics Teacher Education. In 2001, Sherin received a postdoctoral fellowship from the National Academy of Education and in 2002 she was awarded a Career Grant from the National Science Foundation. Through these two projects Sherin has been investigating the development of “teachers’ professional vision.” In April, 2003, Sherin received the Kappa Delta Pi/American Educational Research Association Division K Award for early career achievements in research on teaching and teacher education. msherin@northwestern.edu Elizabeth (Beth) van Es is an Assistant Professor at the University of California, Irvine. Beth received her Ph.D. in Learning Sciences from Northwestern University in 2004. Beth’s research interests include teacher thinking and learning and the design of professional development. Specifically, she investigates how teachers learn to examine classroom interactions in new ways through viewing and discussing video records of practice. Recent publications appear in the Journal of Technology and Teacher Education and Mathematics Teaching in the Middle School. Beth is formally a high school English and Communications teacher. evanes@uci.edu Janet Walkoe taught high school mathematics for ten years prior to coming to the Learning Sciences program. She taught classes ranging from pre-algebra to multivariable calculus. Her last five years were spent teaching the NCTM recommended, reform based Interactive Mathematics Program (IMP). In that time she led a number of IMP trainings and workshops. In 1994 she received her BA in mathematics from the University of Chicago and after 10 years of teaching went back to pursue an MA in mathematics from the University of Illinois at Chicago. She received her National Board Certification in 2003 and enjoys mentoring future National Board candidates. Janet's interests are in teacher thinking and learning and student mathematics learning. She hopes to develop programs and tools that can help teachers facilitate students' mathematical development and algebraic reasoning. JanetWalkoe2011@u.northwestern.edu