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Key Personnel

Dr. John Nunnery

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Dr. John Nunnery, Project Director, is the Executive Director of The Center for Educational Partnerships at Old Dominion University and Associate Professor of Educational Leadership and Foundations. He previously served as Director of the Bureau of Educational Research at The University of Memphis, Associate Research Scientist at Johns Hopkins University, and Executive Director of Research, Standards, and Accountability for the Memphis City Schools, where he was budget unit director for four units employing over 200 professional employees with an annual budget exceeding $12 million.

During his tenure with Memphis City Schools, the system won the Broad Prize and National Superintendent of the Year for large-scale school restructuring involving over 160 high-poverty schools, and his division won the first "Best Practices in Accountability Systems" award from the American Productivity and Quality Center for innovations in strategic planning, school improvement planning, organizational efficiency, and performance evaluation. His research and leadership interests are focused on providing effective solutions for educators of students at risk of failure due to economic hardship or historical deprivation. His work has been cited as meeting the highest standards of rigor by the National Clearinghouse for Comprehensive School Reform, the Comprehensive School Reform Quality Center, and the Education Commission of the States.

Dr. Nunnery received a Pew Charitable Trusts National Teaching Leadership award in 1991, the Charles E. Clear Award for consistent and substantial contributions to educational research in 2007, and the Sara and Rufus Tonelson Award for outstanding contributions in teaching, research, publication and service in 2009. Dr. Nunnery will direct the project, including overall fiscal management and strategic planning, collaborating with co-project director Dr. Madden to ensure effective and timely delivery of materials and professional development support to schools, overall management of the Systems Redesign Workgroup, interfacing with the external evaluator, management and coordination of the activities of all ODU staff on the project, and developing and managing subcontracts for all LEA and other official partners.

Dr. Robert Slavin

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Dr. Robert A. Slavin is Director of the Center for Research and Reform in Education at Johns Hopkins University, Director of the Institute for Effective Education at the University of York, and the co-founder and Chairman of the Success for All Foundation. He received his B. A. in Psychology from Reed College in 1972, and his Ph.D. in Social Relations in 1975 from Johns Hopkins University. Dr. Slavin has authored or co-authored more than 200 articles and 20 books, including Educational Psychology: Theory into Practice (Allyn & Bacon, 1986, 1988, 1991, 1994, 1997, 2000, 2003), Cooperative Learning: Theory, Research, and Practice (Allyn & Bacon, 1990, 1995), Show Me the Evidence: Proven and Promising Programs for America's Schools (Corwin, 1998), Effective Programs for Latino Students (Erlbaum, 2000), and One Million Children: Success for All (Corwin, 2001).

He received the American Educational Research Association's Raymond B. Cattell Early Career Award for Programmatic Research in 1986, the Palmer O. Johnson award for the best article in an AERA journal in 1988, the Charles A. Dana award in 1994, the James Bryant Conant Award from the Education Commission of the States in 1998, the Outstanding Leadership in Education Award from the Horace Mann League in 1999, and the Distinguished Services Award from the Council of Chief State School Officers in 2000. As Chairman of Success for All, a key partner in the project, Dr. Slavin will collaborate with Dr.s Nunnery and Madden to ensure effective and timely delivery of STAD-Math materials and professional development support to participating schools.

Dr. Nancy Madden

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Nancy A. Madden is President and co-founder of the Success for All Foundation which develops, researches, and disseminates educational programs to increase achievement, particularly for disadvantaged students. She is a professor at the Center for Research and Reform in Education at the School of Education at Johns Hopkins University and at the University of York Institute for Effective Education.

Dr. Madden graduated from Reed College in 1973, and received her PhD in Clinical Psychology from American University in 1980. From 1980-1998, she was a research scientist at the Center for Research on the Education of Students Placed at Risk at Johns Hopkins University, where she directed the development of the reading, writing, language arts, and mathematics elements of Success for All, a comprehensive school reform program.

An expert in literacy and instruction, Dr. Madden is the author or co-author of many articles and books on cooperative learning, mainstreaming, and education of disadvantaged students, including Effective Programs for Students at Risk (Allyn & Bacon, 1989) and Two Million Children: Success for All (Corwin, 2009). Current research interests include practices to increase social-emotional learning and use of interactive whiteboard technology and electronic response devices to increase student success.

Dr. Linda Bol

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Linda Bol is a Professor in the Educational Foundations and Leadership Department at Old Dominion University. Her area of emphasis is educational psychology and research. She received her Ph.D. in Educational Psychology from the University of California-Berkeley, where she won the dissertation of the year award for research on how science teachers' classroom practices impact student study activities and self-regulation. Since that time, she has published dozens of articles in high impact journals, such as the Journal of Educational Psychology, the Journal of Experimental Education, and the Journal of Educational Research.

She has served on the Editorial Board of the Journal of Educational Psychology and serves as consulting editor for Educational Technology Research and Development. In addition to her work on student self-regulation, she has conducted and published research on supports and impediments to teacher implementation of educational reforms in high needs schools, cooperative learning and math achievement in secondary schools, and professional development supports for teacher learning. Dr. Bol will co-lead the mixed-methods synthesis of systems redesign data along with Dr. Morrison.

Dr. Gary Morrison

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Gary R. Morrison received his doctorate in Instructional Systems Technology from Indiana University and is a professor and graduate program director in the instructional design and technology program in the Department of STEM Education and Professional Studies at Old Dominion University. His research focuses on cognitive load theory, instructional strategies, K-12 technology integration, and distance education. He is author of two books: Morrison, Ross, & Kemp's Designing Effective Instruction (6th Edition) and Morrison & Lowther's Integrating Computer Technology into the Classroom (4th Edition).

He has written over 25 book chapters and over 40 articles on instructional design and educational technology. Gary is the editor of the Journal of Computing in Higher Education and is on the editorial boards of Computers in Human Behavior, Quarterly Review of Distance Education, and Libraries Unlimited's Instructional Technology Series. He has worked as instructional designer for three Fortune 500 companies and the University of Mid-America. Two of the distance education courses he designed were accepted for broadcast on PBS and NPR. Dr. Morrison will co-chair the Systems Redesign Workgroup and co-lead the mixed-methods synthesis of systems redesign data along with Dr. Bol.

Dr. Melva Grant

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Dr. Melva R. Grant is an Assistant Professor of Mathematics Education in the Department of STEM Education and Professional Studies at Old Dominion University. She is a second career educator and has over a decade of experience as a high school mathematics teacher, a mathematics instructional coach and trainer of coaches for grades K -12, and a faculty member and leader for undergraduate and graduate mathematics education programs. Dr. Grant is engaged in several research projects that coalesce around three pillars: (a) developing effective classroom discourses that increase mathematical understanding, (b) building teacher capacity of mathematics content and learner-responsive pedagogies that manifests as teaching that creates opportunities for students to think about and "do" mathematics, and (c) professional development models that infiltrate classrooms where mathematics learning and teaching occur.

She serves as ODU's program leader for Mathematics Education and Graduate Program Director for the Math Specialists' Program, and teaches in both programs. For more than a decade, she has worked with pre-service and in-service teachers, teacher leaders, and administrators to develop deeper mathematical understanding and build mathematics knowledge for teaching in an effort to improve mathematics learning for ALL.

Ms. Pamela Arnold

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Pamela L. Arnold is a Research Associate at the Center for Educational Partnerships at Old Dominion University and a Ph.D. candidate in Curriculum and Instruction at the State University of New York at Albany. She has over 20 years of experience as a teacher, a professional developer of teachers and as a faculty member in undergraduate and graduate teacher preparation programs. She has been the Program Director of the Master of Arts in Teaching Mathematics program at the Sage Colleges in Troy, NY and has conducted large scale, mixed methods studies with middle school students and teachers related to the uses of computer technologies in teaching and learning.

As Assistant Director of the Capital Area School Development Association (CASDA) at the University at Albany, she collaborated with members of the CASDA executive board, University at Albany faculty and staff, and individuals and groups in the field from over 120 affiliate school districts, BOCES and other agencies to identify needs, develop, implement and evaluate professional development programming for educators in the greater capital region. Ms. Arnold will serve as a member of the systems redesign team for the project, along with Dr.Bol, Dr. Morrison, Dr. Grant and Dr. Chappell.

Dr. Shanan Chappell

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Shanan Chappell is a Research Assistant Professor with the Center for Educational Partnerships. She holds a Ph.D. in Education Curriculum and Instruction from Old Dominion University, a Master of Education from Regent University, and a Bachelor of Arts in Communications from Virginia Wesleyan College. She previously served as research consultant for a randomized-controlled trial conducted by the Regional Education Lab - Appalachia, as Research Analyst in the Sparks Bureau of Business and Economics Research at the University of Memphis, as adjunct professor in the Computer Information Services and Computer Technology Services departments at the College of the Albemarle in northeast North Carolina, as Research Assistant for educational policy studies at the Old Dominion University Research Foundation, and as instructor in the Old Dominion University's Darden College of Education.

She has authored or co-authored numerous peer-reviewed journal articles and technical reports, including publications in the Journal of Education for Students Placed At Risk, Preventing School Failure, and the NAASP Bulletin. Additionally, Dr. Chappell is co-author of the forthcoming report from the Institute of Education Sciences, The Effects of Opening the World of Learning (OWL) on the Early Literacy Skills of At-Risk Preschool Students in a Large Urban District. She also has experience teaching at the elementary level and as a Computer and Technology Skills curriculum designer. Her research interests include educational policy studies, teacher preparation programs, and educational technology initiatives. Dr. Chappell will serve as a member of the systems redesign team for the project, along with Dr.Bol, Dr. Morrison, Dr. Grant and Ms. Arnold.

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