Next Generation Science Standards
Connecting Literacy and Science with NGSS and Common Core


Eric Brunsell
Eric Brunsell Brunsell began his career as a physical science teacher. In 2000, he left the classroom to become the director of Space Education Initiatives, a non-profit organization focused on providing professional development opportunities for teachers. He is currently an assistant professor in the Department of Curriculum and Instruction and the Excel Center at the University of Wisconsin - Oshkosh. Eric completed his undergraduate degree in physics education at the University of Wisconsin - Madison and a Masters of Science in Educational Leadership from the University of Wisconsin - Oshkosh. He was a doctoral fellow in the NSF funded Center for Teaching and Learning in the West and completed a doctorate in science education at Montana State University.

Cynthia Greenleaf
Cynthia Greenleaf Greenleaf is Co-Director of the Strategic Literacy Initiative, where for two decades she has conducted cutting-edge research in adolescent literacy and translated it into powerful teacher professional development. Her work co-developing the Reading Apprenticeship® Instructional Framework has changed classrooms for hundreds of thousands of secondary and college students and their teachers. Currently Cyndy directs Project READI, leading SLI’s participation with the University of Illinois at Chicago and others in a five-year federal research project to improve adolescent literacy across the country. She received a Ph.D, and an MA in language and literacy education from the University of California, Berkeley, and a BA in linguistics from the University of California, San Diego.

Sarah Michaels
Sarah Michaels Sarah Michaels is Professor of Education, Chair of the Education Department, and Senior Research Scholar at the Jacob Hiatt Center for Urban Education at Clark University. A sociolinguist by training, she has been actively involved in teaching and research in the area of language, culture, "multiliteracies," and the discourses of math and science. She is a co-author Ready, Set, Science!: Putting Research to Work in the K-8 Science Classroom, sponsored by the National Research Council, and recently has been a PI on two NSF-funded grants developing web-based tools to support teachers' professional learning about science as well as the orchestration of academically productive classroom discussions. Michaels has a B.A. from Barnard College and a Ph.D. in Education (Language and Literacy) from U.C., Berkeley.

Emily Miller
Emily Miller Emily Miller is a practicing teacher and a lead writer for the NGSS Diversity and Equity Writing Team. She has taught science as an ESL/ Bilingual Resource science specialist at a Title 1 urban school for 16 years. Emily has used the NGSS in her own diverse classroom and improved and refined teaching to the Standards with her students, her collaborative teams, and Bilingual, sheltered instruction, and dual language models across the district. She consults with districts nationally and internationally to align their science programs with the vision of the Framework, emphasizing the exciting opportunity to provide access and ownership to STEM learning for all students. She is consulting with the Wisconsin Center for Educational Research (WIDA) to develop teacher tools to promote sense making and language learning for ELLs in science. Emily authored or coauthored an NGSS culturally-responsive engineering grant, a garden curriculum grant, and a culturally and linguistically responsive teacher training grant for her district.

Elizabeth Birr Moje
Elizabeth Birr Moje Birr Moje is the associate dean for research and community engagement in the School of Education at the University of Michigan. Moje teaches courses in secondary and adolescent literacy, literacy and cultural theory, and qualitative and mixed research methods. Her research interests revolve around the intersection between the literacies youth are asked to learn in the disciplines and the literacies they experience outside of school. Moje is currently serving on the National Academy of Science committee on Literacy for Science, the International Reading Association’s Literacy Research Panel; the William T. Grant Foundation’s Scholar Selection Committee; as president of National Conference on Research on Language and Literacy, and as incoming Vice-President for the division on Social Contexts of Education of the American Educational Research Association.

Catherine O'Connor
Catherine O'Connor Catherine O'Connor is Professor of Education at Boston University, and is currently Associate Dean for Faculty Development in the School of Education. She has studied classroom discussion and academically productive talk by teachers and students for over 20 years. She has focused especially on the role of talk in promoting student reasoning in literacy and mathematics learning in a variety of school settings. Recent publications include Classroom Discussions: a book and facilitator's guide, with mathematics classroom video (Anderson, Chapin & O'Connor, 2011). A recent paper she co-authored (Noble et al., "I never thought of it as freezing": How students answer questions on large-scale science tests... JRST, 2012) won an award from the National Science Teachers Association. Her BA (Stanford University) and Ph.D (U.C. Berkeley) are in linguistics.

Betsy O'Day
Betsy O'Day Betsy O'Day is an elementary science specialist teaching grades four and five in Hallsville, Missouri. She previously taught in a variety of special education classrooms and settings. Outside of the classroom, she has been a national Girl Scout-NASA facilitator since 2002 participating in NASA sponsored science and engineering workshops at various NASA facilities and delivering programs to girls and adults. Betsy has a bachelor's degree in special education from Illinois State University and a master's degree in science education from the University of Missouri-Columbia. She is National Board Certified in early adolescence science and is currently serving as the president of Science Teachers of Missouri.

Jeremy Peacock
EJeremy Peacock Peacock is a Science Content School Improvement Specialist with the Northeast Georgia Regional Educational Service Agency. Jeremy previously worked as a high school biology teacher and science department chair. After first working as an environmental scientist, he has now worked in science education for more than 10 years. Jeremy earned his doctorate in science education from the University of Georgia and is still involved in science education research, particularly with respect to instructional leadership and science education reforms. He is currently serving as the president-elect of the Georgia Science Teachers Association.

P. David Pearson
P. David Pearson Pearson is a faculty member at the Graduate School of Education at the University of California, Berkeley, where he served as Dean from 2001-2010. Current research projects include Seeds of Science/Roots of Reading--a Research and Development effort in which reading, writing, and language are employed as tools to foster the development of knowledge and inquiry in science--and the Strategic Education Research Partnership--a collaboration between UC Berkeley, Stanford, and the San Francisco Unified School District designed to embed research within the portfolio of school-based issues and priorities. He also works with teachers in middle and high schools in New York City to figure out how to promote deeper learning as teachers try to navigate the new Common Core State Standards in English Language Arts.

Heidi Schweingruber
Heidi Schweingruber Schweingruber is the director of the Board on Science Education at the National Research Council (NRC). She co-directed the study that resulted in the report A Framework for K-12 Science Education (2011). She served as study director for a review of NASA’s pre-college education programs completed in 2008 and co-directed the study that produced the 2007 report Taking Science to School: Learning and Teaching Science in Grades K-8. Prior to joining the NRC, Heidi worked as a senior research associate at the Institute of Education Sciences in the U.S. Department of Education. Heidi holds a Ph.D. in psychology and anthropology, and a certificate in culture and cognition from the University of Michigan.

Kim Stilwell
Kim Stilwell Stilwell is an education consultant that currently works in planning and conducting professional development workshops, events and conferences, designing instructional e-magazines, and facilitating professional development grants. Kim has experience in planning and conducting professional development workshops impacting teachers and administrators in suburban, urban, and rural school districts throughout the nation. Kim is also an online faculty member at the Graduate School of Education at the University of Phoenix. She has previously worked as a trainer for educational curriculum companies and has taught in the elementary and middle school classrooms. She holds a master's in curriculum and instruction from Webster University, a bachelor's in elementary education from the University of Missouri, and middle school certification from the University of Central Missouri.

LeeAnn M. Sutherland
LeeAnn M. Sutherland Sutherland received her BA in English and secondary education from Alma College, her MAT in reading from Aquinas College, and her Ph.D. in literacy, language, and culture from the University of Michigan. Certified as an English teacher at the secondary level, she has worked in rural, urban, and suburban middle and high schools. She joined the U-M faculty in 1991 and is interested in underserved students and how improved materials, technologies, and teacher professional development can support their learning. Sutherland frequently presents at national conferences, teaches courses and workshops related to content-area literacy, and has authored journal articles and book chapters on middle and high school literacy, student identity, and scientific literacy, particularly in relation to reading and writing in the context of science.

Juliana Texley
Dr. Juliana Texley Texley is NSTA’s current president. She is also an instructor at Lesley University, Palm Beach State College, and Central Michigan University. Most recently, Texley worked with a number of stakeholder groups to review the Next Generation Science Standards and developed curriculum for JASON/National Geographic. Texley has been a dedicated NSTA member for 30 years. She has served in a variety of capacities for the association, including chairing the committee that crafted NSTA's response to the National Science Education Standards; as editor of the NSTA journal The Science Teacher; and as lead reviewer for NSTA Recommends. She holds a Ph.D. in science education and a master's in biology from Wayne State University. She earned a bachelor's degree in biology, chemistry/physics from Oakland University.

Patricia Venegas
Patricia Venegas Venegas is a former ESL, Bilingual and Reading teacher for various bilingual program models. She also served as an English- Spanish literacy coach for bilingual teachers in dual immersion programs. Patricia was part of the development team of the WIDA Spanish Language Development (SLD) Standards, recently release by the WIDA consortium. These standards were a product of the Spanish Academic Language Standards and Assessment (SALSA) project for which ISBE obtained a 2009 U.S. Department of Education Enhanced Assessment Grant Award. Currently, Patricia is a dissertator in the department of Curriculum and Instruction at the University of Wisconsin- Madison, where she is specializing in teacher development, and in bi-literacy and biculturalism. She teaches and supervises a cohort of students obtaining their dual teaching licenses with English as a Second Language certification (EC/ESL).

Mark Windschitl
Mark Windschitl Windschitl is a professor of science teaching and learning in the College of Education at the University of Washington, and a former middle school science teacher. His research interests center on the career development of science teachers. With his research group, he is currently engaged in a National Science Foundation-funded project to develop and study a system of tools and practices for secondary science teachers that support transitions from novice to expert-like pedagogical reasoning and practice. This system of tools is designed to be responsive to all students in the classroom, including English language learners.

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