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Scott K. Baker, Ph.D.

Scott K. Baker, Ph.D., is the Associate Director of the Center on Teaching and Learning at the University of Oregon and the Director of Pacific Institutes for Research in Eugene, Oregon. Dr. Baker’s education interests focus on teaching and learning in literacy and mathematics, and the education needs of English learners. He is the Principal Investigator on a number of IES research grants to develop and test effective instructional approaches and interventions in early reading and mathematics.

 

Kenneth Howell, Ph.D.

Kenneth Howell, Ph.D., is a Professor in the Department of Special Education at Western Washington University. Dr. Howell has published extensively in the areas of curriculum-based evaluation, curriculum-based measurement, and problem solving. He is currently working on the fourth edition of his book, Curriculum-Based Evaluation: Teaching and Decision Making, with John Hosp and Michelle Hosp. He also co-authored a text on CBM with Michelle Hosp and John Hosp and a strand on CBE in Best Practices in School Psychology V. Dr. Howell is well known in the fields of school psychology and special education. He has conducted numerous workshops and presentations, both nationally and internationally, on curriculum-based evaluation, RtI, juvenile corrections, and social skills.

Phyllis C. Hunter

Mrs. Hunter, president of Phyllis C. Hunter Consulting, Inc., was appointed by Congress and President Bush to the board of the National Institute for Literacy, and has served as an advisor on the President’s Educational Transition Team. On November 15, 2002, she was honored with the Marcus Foster Memorial Award for Distinguished Educator of the Year by the National Alliance of Black School Educators. As a reading consultant who specializes in scientific research-based programs, Mrs. Hunter has traveled the nation providing on-site technical assistance to states implementing comprehensive reading programs. Mrs. Hunter proclaims that reading is the new civil right!

Kate Kinsella, Ed.D.

Kate Kinsella, Ed.D., is an adjunct faculty member in Secondary Education at San Francisco State University. She has maintained active involvement in 4–12 classrooms by coaching extensively and teaching academic literacy skills to adolescent English learners in SFSU’s Step to College Program. Dr. Kinsella is the co-author of Scholastic’s Read 180 Literacy Intervention Program (2006). She was the co-editor of the CATESOL Journal from 2000 to 2005 and serves on the editorial board for the California Reader. Dr. Kinsella led the development of the Longman Study Dictionary (2007) for English learners in grades 4–9. She is also the lead literacy consultant for Prentice Hall in all secondary subject areas and a lead author on its upcoming secondary English-language arts program. A Fulbright TESOL lecturer, Dr. Kinsella has received numerous awards, including the prestigious Marcus Foster Memorial Reading Award, offered by the California Reading Association in 2002 to one California educator who made a statewide impact on policy and pedagogy in the area of literacy. In 2005 she received the California Department of Education’s Award of Excellence for her contributions to improving the education of immigrant youth throughout the state.

Mark Shinn, Ph.D.

Dr. Shinn is a Professor of School Psychology at National-Louis University and a nationally recognized consultant to schools across the country, including state departments of education, on implementation of a problem-solving model including RtI. He is the recipient of the APA Division 16 2003 Jack Bardon Distinguished Service Award and is a member of the national Technical Review Panel for the Office of Special Education Programs (OSEP) Progress Monitoring National Technical Assistance Center. Mark has edited two books on curriculum-based measurement and published more than 75 journal articles and book chapters on the topic. He also co-edited three editions of Interventions for Academic and Behavior Problems: Preventive and Remedial Approaches, published by NASP.

Shane Templeton

Shane Templeton is Foundation Professor of Literacy Studies in the Department of Educational Specialties at the University of Nevada, Reno. A former classroom teacher at the primary and secondary levels, Dr. Templeton’s research has focused on developmental word knowledge in elementary, middle, and high school students. He is widely published in a number of research and practitioner journals, and is co-author of Words Their Way and Vocabulary Their Way: Word Study for Middle and Secondary Students. Since 1987, he has been a member of the Usage Panel of the American Heritage Dictionary. He is educational consultant on The American Heritage Children’s Dictionary and wrote the foreword to the recently-published Curious George’s Dictionary.

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