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Teacher Education

David Labaree is a professor of education at Stanford University who writes about the history and sociology of American education. He has written about the evolution of high schools (“The Making of an American High School,” 1988), the growing role of consumerism in education (“How to Succeed in School Without Really Learning,” 1997), and the origins and character of schools of education in American universities (“The Trouble With Ed Schools,” 2004). He has also published a collection of essays (“Education, Markets, and the Public Good,” 2007).The Trouble with Education Schools Yale University Press; 1 edition (September 12, 2006)

Deborah Loewenberg 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 work draws on her many years of experience as an elementary classroom teacher. Ball’s research focuses on mathematics instruction, and on interventions designed to improve its quality and effectiveness. She is an expert on teacher education, with a particular interest in how professional training and experience combine to equip beginning teachers with the skills and knowledge needed for effective practice. Ball 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 (appointed by President George W. Bush) and the National Board for Education Sciences (appointed by President Barack Obama).

Arthur Levine is the sixth president of the Woodrow Wilson National Fellowship Foundation and president emeritus of Teachers College, Columbia University. He also previously served as chair of the higher education program, chair of the Institute for Educational Management, and senior lecturer at the Harvard Graduate School of Education. Dr. Levine is the author or co-author of nine books on American education and dozens of articles and reviews, including a series of noted reports for the Education Schools Project on the preparation of school leaders, teachers, and education researchers. Much of his research and writing in recent years has focused on increasing access to higher education and improving equity in the schools. He has received numerous honors, including a Guggenheim Fellowship and a Carnegie Fellowship, as well as the American Council on Education’s Book of the Year award, and he is a Fellow of the American Academy of Arts and Sciences.

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