About Us

A Message from the General Editor

Welcome to the Routledge Resources Online – Education.  I’m Doug Fisher, the General Editor.  I served as the President of the International Literacy Association and won the Christa McAuliffe Award for Excellence in Teacher Education and proudly still serve as a teacher leader at a high school in San Diego.  I am also professor and chair of Educational Leadership at San Diego State University. 

The field of education is vast, encompassing many disciplines and perspectives.  In fact, we draw from many other fields to inform teaching, learning, and leadership.  Our role is to ensure that young people learn.  How learning is defined, what constitutes the curriculum, which instructional approaches and assessments are useful, among other topics, have been subject to debate.  Similarly, the ways in which schools contribute to society beyond academics has been the focus of much attention. 

In this resource, you will find entries on a wide range of topics, generally organized into categories, including: 

• Assessment 
• Curriculum 
• Educational Leadership 
• Educational Psychology 
• Educational Technology
• Instruction 
• Multicultural and Anti-racist Education
• Social and Emotional Learning
• Special Education

The section editors have secured, through peer review, strong contributions that convey the complexity of our profession.  I hope you will find these entries useful as you consider the complex and exciting world of educating the children of the world. 

 

Douglas Fisher, General Editor 

Douglas Fisher, Ph.D., is Professor and Chair of Educational Leadership at San Diego State University and a leader at Health Sciences High & Middle College having been an early intervention teacher and elementary school educator. He is the recipient of an International Reading Association William S. Grey citation of merit, an Exemplary Leader award from the Conference on English Leadership of NCTE, as well as a Christa McAuliffe award for excellence in teacher education. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design as well as books, such as PLC+: Better Decisions and Greater Impact by Design, Building Equity, and Assessment-capable Learners. 

Email: dfisher@sdsu.edu  
Website: www.fisherandfrey.com  
Twitter :@dfishersdsu   
 

Susan M. Brookhart, Assessment    

Susan M. Brookhart, Ph.D., is Professor Emerita in the School of Education at Duquesne University. She is also an independent educational consultant, professional developer, and author. Dr. Brookhart’s interests include the role of both formative and summative classroom assessment in student motivation and achievement, the connection between classroom assessment and large-scale assessment, and grading. Dr. Brookhart was the 2007-2009 editor of Educational Measurement: Issues and Practice, a journal of the National Council on Measurement in Education. She is author or co-author of twenty books and numerous articles and book chapters on classroom assessment, teacher professional development, and evaluation. She serves on several editorial boards and research advisory panels. She has received the 2014 Jason Millman Award from the Consortium for Research on Educational Assessment and Teaching Effectiveness (CREATE) and the 2015 Samuel J. Messick Memorial Lecture Award from Educational Testing Service.   

Email:  suebrookhart@gmail.com  
Website: susanbrookhart.com    
LinkedIn: linkedin.com/in/susan-brookhart-91119535     

  

David J. Flinders, Curriculum 

David J. Flinders holds three advanced degrees, including his Doctorate, from Stanford University. He is Professor Emeritus of Education at Indiana University, Bloomington where he taught in the areas of curriculum design, program evaluation, educational foundations, and research methods. He has served as the American Educational Research Association’s (AERA) Vice President in charge of Division B: Curriculum Studies. Dr. Flinders has also served as President of the American Association for Teaching and Curriculum. He has been appointed to several education commissions and editorial boards for educational journals, and he has received six awards for teaching. As editor, author or co-author, Flinders has published eight books on education as well as more than 50 journal articles and book chapters 

Email: dflinder@indiana.edu 
Website: https://education.indiana.edu/about/directory/profiles/flinders-david-j.html

 

Michelle D. Young, Educational Leadership    

Michelle D. Young, Ph.D., is the School of Education Dean at Loyola Marymount University and she serves on the executive boards of the Council of Academic Deans from Research Education Institutions, West Ed and the Association of Independent Colleges and Universities. In addition to her leadership roles, Young works with universities, practitioners and state and national leaders to improve leadership preparation and practice and develop a research base informing excellence in educational leadership. She is a Co-Founder and Co-Director of the INSPIRE Leadership Collaborative. Her work has significantly increased the focus of research on leadership preparation and brought research to bear on the work of policy makers and preparation providers. Her research is widely published in academic journals and books and has received several honors and awards. Upon her retirement from the University Council for Educational Administration after 19 years, Young was granted Emeritus status. 

Email: Michelle.Young@LMU.edu  
Twitter @MDYoungLEAD  
LinkedIn: https://www.linkedin.com/in/michelle-d-young/   

 

Thomas L. Good, Educational Psychology  

Thomas L. Good (Tom) is a professor emeritus in the Department of Educational Psychology at the University of Arizona. He took his PhD from Indiana University. Before assuming a position at the University of Arizona, he held faculty positions at the University of Texas at Austin, and the University of Missouri at Columbia. His long-time research interests have focused on teacher effectiveness and teacher expectations. His research has been supported by various foundations including the National Science Foundation and the Spencer Foundation. He edited the Elementary School Journal for 28 years. 

Email: goodt@email.arizona.edu  

 

Mary McCaslin, Educational Psychology   

Mary McCaslin (pka McCaslin Rohrkemper), PhD, Michigan State University (1981), is Professor Emerita of Educational Psychology at the University of Arizona. She previously served on the faculties of the University of Maryland-College Park, Bryn Mawr College, and the University of Missouri-Columbia. McCaslin’s scholarship focuses on the role of opportunity, activity, and identity in the co-regulation, development, and display of student adaptive learning, motivation, and emotion dynamics. Her research has been supported by the National Science Foundation and the Spencer Foundation.  

 Email: mccaslin@email.arizona.edu 

 

Michael Spector, Educational Technology  

Michael Spector is Professor and Doctoral Program Director of Learning Technologies at the University of North Texas. He earned a Ph.D. from The University of Texas and is a Past-president of the Association for Educational and Communications Technology. He is Editor Emeritus of Educational Technology Research & Development; he also edited the 3rd and 4th editions of the Handbook of Research on Educational Communications and Technology and the Encyclopedia of Educational Technology. 

Email: Mike.Spector@unt.edu 
Blog: http://aect-president-2009-2010.blogspot.sg/
Website: https://sites.google.com/site/jmspector007/

 

Nancy Frey, Instruction  
Nancy Frey, Ph.D., is a Professor in Educational Leadership at San Diego State University and the recipient of the 2008 Early Career Achievement Award from the Literacy Research Association. Nancy has published in numerous research journals on subjects related to literacy, equity, and schooling. She is a member of the Literacy Research Panel of the International Literacy Association. Nancy is a credentialed special educator, reading specialist, and administrator in California, and is a co-founder and administrator at Health Sciences High and Middle College.  

Email: nfrey@sdsu.edu  
Website: www.fisherandfrey.com   

  

Antero Garcia, Multicultural Education 

Antero Garcia is an Assistant Professor in the Graduate School of Education at Stanford University where he studies how technology and gaming shape both youth and adult learning, literacy practices, and civic identities. Prior to completing his Ph.D., Antero was an English teacher at a public high school in South Central Los Angeles. His most recent research studies explore learning and literacies in tabletop roleplaying games like Dungeons & Dragons and how participatory culture shifts classroom relationships and instruction. Based on his research focused on equitable teaching and learning opportunities for urban youth through the use of participatory media and gameplay, Antero co-designed the Critical Design and Gaming School–a public high school in South Central Los Angeles. 

Email: antero.garcia@stanford.edu 

 

Emma Gargroetzi, Multicultural Education 

Emma Gargroetzi is an Assistant Professor in the Department of Curriculum and Instruction at University of Texas at Austin, USA. Inspired by fifteen years of working with young people in New York City, Latin America, and California’s Bay Area, Emma’s research focuses on identity, power, and educational justice in the mathematical lives of children and youth. Her ongoing work examines the use of quantitative reasoning in youth civic composing and the possibilities for educational dignity for minorities youth in mathematics learning environments. Emma received her PhD from Stanford University with a dual focus in race, inequality, and language in education and in mathematics education. She also holds an MA from Columbia University Teachers College in peace education, an MS from Brooklyn College in teaching students with disabilities, and a BA in political science from Vassar College.

Email: egargroetzi@austin.utexas.edu 
Twitter: @egroetzi 

 

Tracy Spinrad, Social and Emotional Learning   

Dr. Tracy Spinrad is a Professor at the Arizona State University in the T. Denny Sanford School of Social and Family Dynamics (ranked top 3 program in Child and Family Studies) where she conducts research on children’s social and emotional competencies. She is the director of Project K.I.D. (Kindness in Development) and the Toddler Emotional Development (TED) project.  She is author to over 100 publications and book chapters. Her research specifically focuses on young children’s emotions, emotion self-regulation abilities, and social skills. Her work considers the ways in which children’s social and emotional competencies impact children’s academic outcomes, teacher-child relationship quality, and children’s adjustment and maladjustment. She received the Zebulon-Pearce Distinguished Teacher award for excellence in Teaching in the Social Sciences at Arizona State University and was selected as a faculty exemplar for outstanding accomplishments.  

Email: tspinrad@asu.edu  
Website: https://isearch.asu.edu/profile/105423   

 

Jeffrey Liew, Social and Emotional Learning    

Jeffrey Liew is a professor in the Department of Educational Psychology at Texas A&M University. Professor Liew’s research expertise is on social-emotional development with an emphasis on emotion, self-regulation, and executive functions. His research has addressed issues such as school readiness, social emotional learning, academic resilience, achievement gaps, and health disparities. Majority of Liew’s research focuses on early childhood, but the body of his research spans early childhood through early adulthood, with much of his work supported by state, federal, and foundation grants, including the National Institute of Health (NIH) and the National Science Foundation (NSF). Liew led the establishment and successful launch of the Developmental Sciences doctoral program at Texas A&M University in 2018. That same year, he earned the distinction of the Senior Scholar Research Excellence Award in his college.  

Email: jeffrey.liew@exchange.tamu.edu  
University website/profile: https://directory.education.tamu.edu/view.epl?nid=jeffrey.liew   
ResearchGate: https://www.researchgate.net/profile/Jeffrey_Liew  
Twitter: @Liew_Love_Learn   
LinkedIn: https://www.linkedin.com/in/jeffrey-liew-a8457230/   
   

Lee Ann Jung, Special Education 

Lee Ann Jung, PhD, is CEO of Lead Inclusion, Clinical Professor at San Diego State University, and a consultant to schools worldwide. She provides support to schools in the areas of inclusion, standards-based learning and grading, designing individualized goals and interdisciplinary supports, and measuring progress. Before beginning a career in higher education she worked in special education for eight years in the roles of teacher and administrator. She is a former full professor and director of International Partnerships in the University of Kentucky’s College of Education. Lee Ann leads the International Inclusive Leadership Program, a professional learning and graduate program for educators in international schools in partnership with San Diego State University. Lee Ann is past chair for the Classroom Assessment special interest group for the American Educational Research Association. 

Email: jung@leadinclusion.org and ljung@sdsu.edu
Website: www.leadinclusion.org   
Twitter: @leeannjung 

 

Editorial Advisors 

Curriculum  

Stephen J. Thornon, Ph.D., University of South Florida, US  
Elaine Chan, Ph.D., University of Nebraska-Lincoln, US
William G. Wraga, Ph.D., University of Georgia, US
Peter Hlebowitsh, Ph.D., University of Alabama, US

 

Educational Technology   

Gwendolyn May Morel, Ph.D., Texas State University, US    
Barbara Lockee, Ph.D., Virginia Tech, US
Kay Persichitte, Ph.D., University of Wyoming, US
Xiaoqing Gu, Ph.D., East China Normal University, China

 

Educational Psychology   

Natasha Sterzinger, Ph.D., University of Arizona, US