Grant Wiggins
is the President of Authentic Education in Hopewell, New Jersey. He earned his Ed.D. from Harvard University and his B. A. from St. John’s College in Annapolis. Grant consults with schools, districts and state education departments on a variety of reform matters; organizes conferences and workshops; and develops print materials and Web resources on curricular change. He is the co-author, with Jay McTighe, of Understanding By Design and The Understanding By Design Handbook, the award-winning and highly successful materials on curriculum published by ASCD. His work has been supported by the Pew Charitable Trusts, the Geraldine R. Dodge Foundation, and the National Science Foundation.
Understanding by Design
Dr. Maria V. Balderrama
is a Professor at California State University, San Bernardino’s College of Education. She is a bilingual, multicultural educator and researcher with more than 25 years in public education. Professor Balderrama’s experiences include work with diverse youth, their families, teachers and school administrators. Her research and writing addresses applied sociology of education, bilingual and multicultural education, and teacher preparation. Her recent book Teacher Performance Expectations for Educating English Learners (with L.T. Díaz-Rico) is frequently cited and widely recognized for its contributions to the field.
Dr. Arnetha F. Ball
is a Professor of Education at Stanford University. Her areas of expertise include language and literacy studies of diverse student populations, research on expository writing and writing instruction, and the preparation of teachers to work with diverse student populations Dr. Ball has published widely, with numerous book chapters and articles in journals. She is the author of African American Literacies Unleashed with Dr. Ted Lardner, Multicultural Strategies for Education and Social Change, and With More Deliberate Speed: Achieving Equity and Excellence in Education-Realizing the Full Potential of Brown v. Board of Education.
Danling Fu, Ph.D,
is Professor of Language and Culture, in the College of Education in the University of Florida. She researches and provides inservice to public schools nationally, focusing on literacy instruction for new immigrant students. Fu’s books include My Trouble is My English and An Island of English addressing English language learners in the secondary schools. She is co-editor for National Bilingual Association Newsletter, column editor in Language Arts, and has served on editorial boards of Reading Research Quarterly, Language Arts and Voices from the Middle. She has authored chapters in the Handbook of Adolescent Literacy Research and in Adolescent Literacy: Turning promise to practice.
Dr. Sharroky Hollie
is an assistant professor in teacher education at California State University, Dominguez Hills, and an urban literacy visiting professor at Webster University, St. Louis. Hollie’s expertise is in the field of professional development, African American education, and second language methodology. Hollie has ten years experience as a middle and high school teacher. He is a contributing author in two texts on culturally and linguistically responsive teaching. A nationally recognized expert, Hollie is the Executive Director of the Center for Culturally Responsive Teaching and Learning and the co-founding director of the nationally acclaimed Culture and Language Academy of Success, a K-8 independent charter school in Los Angeles.
Julie Maravilla
is an elementary school principal for the Los Angeles Unified School District. As an expert in English Language Development, she served as a member of the Curriculum Development and Instructional Materials Commissions, an advisory board to the California State Board of Education. During that time, she assisted in the development of curricular frameworks and the review of instructional materials, including the 2007 Reading Language Arts Framework for California Schools. Maravilla was chair of the Reading Language Arts/ English Language Development Subject Matter Committee that developed criteria for instructional materials for the 2008 Language Arts adoption. She has served as a literacy coach and professional development provider for California teachers and administrators.
