Judy Wiegand , currently Assistant Superintendent for Achievement and Pupil Services in the Champaign Unit 4 Schools District has been involved with school curriculum from many perspectives. She began her career as a special education teacher and has taught in high school, middle school, and elementary school. Her administrative experience includes being dean of students, assistant principal, principal, and most recently director of secondary education, assessment, and professional development.
John Rudolph is a professor in the Department of Curriculum and Instruction at the University of Wisconsin-Madison. He is also a faculty affiliate and member of the steering committee of the Robert and Jean Holtz Center for Science and Technology Studies on campus. Professor Rudolph’s main area of research focuses on the history of science education in American high schools. He is currently working on a book-length historical study that examines the varied ways knowledge generation in science—from laboratory work to scientific inquiry—has been portrayed in classrooms over the past 125 years in the United States. He is currently Editor-in-Chief of the Wiley & Sons journal Science Education. His first book, Scientists in the Classroom: The Cold War Reconstruction of American Science Education, examined the intellectual, social, and cultural forces that led to the sweeping reorganization of high school science curriculum after World War II. For more details go to http://www.education.wisc.edu/ci/faculty/details.asp?id=jlrudolp
Eugenia Kemble is Executive Director of the Albert Shanker Institute, a think tank named after the late president of the American Federation of Teachers. The organization conducts policy seminars, issues reports, and publishes signatory statements on key issues related to public education, union representation and labor organizations as pillars of democratic forms of government. Formerly she served as Executive Director of the AFL-CIO’s Free Trade Union Institute, which made funds available to union democracy advocates in Eastern Europe prior to the collapse of the Soviet Union, and as Special Assistant for Educational Issues to AFT President Albert Shanker. Current priorities of the Institute, which is governed by a board that includes, labor, education, and business leaders, include standards-based education reform, early childhood education and policies to support the improvement of teaching.
Sandra Stotsky is Professor of Educational Reform and holder of the 21st Century Chair of Teacher Quality at the University of Arkansas. She is a nationally-known advocate of standards-based reform and strong academic standards and assessments for students and teachers. Her research ranges from the quality of state standards, teacher preparation programs, and teacher licensure tests to the strength of English curricula. She was appointed by Secretary of Education Margaret Spellings to serve on the National Mathematics Advisory Panel in 2006. From 1999-2003, she served as Senior Associate Commissioner in the Massachusetts Department of Education, where she directed complete revisions of the state’s preK-12 standards for all major subjects, its licensing regulations for teachers, administrators, and teacher training schools, and its tests for teacher licensure. Major publications include What’s at Stake in the K-12 Standards Wars: A Primer for Educational Policy Makers (Peter Lang, 2000) and Losing Our Language (Free Press, 1999, reprinted by Encounter Books, 2002). Her research and writing address many areas and disciplines in education. For more details go to http://www.uaedreform.org/People/stotsky.html