SRN LEADS/Stanford University: School Redesign Network — 
epel 2007
Presenter Biographies
Cuban
Darling-Hammond
Hakuta
Jubb
March
Pfeffer
Rao
Routé-Chatmon
Valdés
Larry Cuban
Professor, Stanford University School of Education
“What Is the Nature of Your Reform?”
Larry
Cuban is Professor of Education at Stanford University,
teaching courses in the methods of teaching social
studies, the history of school reform, curriculum,
and instruction, and leadership. He has been faculty
sponsor of the Stanford/Schools Collaborative and Stanford's
Teacher Education Program, a district superintendent,
and a high school social studies teacher.
His major research interests focus on the history of
curriculum and instruction, educational leadership, school reform and
the uses of technology in classrooms. His books include: Oversold
and Underused: Reforming Schools through Technology, 1980-2000 (2001); How
Scholars Trumped Teachers: The Paradox of Constancy and Change in University
Curriculum, Research, and Teaching, 1890-1990 (1999); Tinkering
Towards Utopia (with David Tyack), (1995); The Managerial Imperative:
The Practice of Leadership in Schools (1988); Teachers and
Machines: The Use of Classroom Technology Since 1920 (1986); How
Teachers Taught, 1890-1980 (1984); Urban School Chiefs Under
Fire (1976); To Make a Difference: Teaching in the Inner City (1970).
Linda Darling-Hammond
Stanford University School of Education
Charles Ducommon Professor of Education
Co-Director, School Redesign Network
“Educational Systems: The Challenge of District Reform and High
School Redesign”
Linda
Darling-Hammond is the Charles E. Ducommun Professor
of Education at Stanford University, where she has launched
the Stanford Educational Leadership Institute and the
School Redesign Network. Professor Darling-Hammond has
also served as faculty sponsor for the Stanford Teacher
Education Program. Prior to Stanford, Darling-Hammond
was William F. Russell Professor in the Foundations of
Education at Teachers College, Columbia University. There,
she was the founding Executive Director of the National
Commission for Teaching and America's Future, the blue-ribbon
panel whose 1996 report What Matters Most: Teaching for America's Future,
catalyzed major policy changes across the United States to improve the quality
of teacher education and teaching. Her research, teaching, and policy work focus
on issues of teaching quality, school reform, and educational equity. Among her
more than 200 publications is The Right to Learn, recipient of the American
Educational Research Association's Outstanding Book Award for 1998, and Teaching
as the Learning Profession (co-edited with Gary Sykes), recipient of the
National Staff Development Council's Outstanding Book Award for 2000.
Kenji Hakuta
Professor of Education, Stanford University School of Education
“The Acquisition of Academic Language”
Kenji
Hakuta is an experimental psycholinguist by training, best known for his work
in the areas of bilingualism and the acquisition of English in immigrant students.
He is active in the policy applications of his research and has testified to Congress and other public bodies on a variety of topics, including language policy, the education of language minority students, affirmative action in higher education, and improvement of quality in educational research. He has served as an expert witness in education cases involving language minority students.
He has been at Stanford as Professor of Education since 1989, except for three years (2003–2006) when he helped start the University of California at Merced as its Founding Dean of Social Sciences, Humanities and Arts.
He is the author of numerous research papers and books, including Mirror of Language: The Debate on Bilingualism (Basic Books, 1986) and In Other Words: The Science and Psychology of Second Language Acquisition (Basic Books, 1994).
He chaired a National Academy of Sciences report Improving Schooling for Language-Minority Children (National Academy Press), and co-edited a book on affirmative action in higher education, Compelling Interest: Examining the Evidence on Racial Dynamics in Higher Education (Stanford University Press).
Steve Jubb
Former Executive Director, BayCES
“Courageous Conversations and Tough Choices: The Role of Central Office
in Creating Equitable Schools”
Steve
Jubb is recognized as a national leader in systemic reform.
In May 2007 he announced his retirement from the position
of Executive Director of BayCES (Bay Area Coalition for
Equitable Schools), a nonprofit organization assisting schools, school
districts, and community groups in the work of creating or redesigning
schools to elevate overall achievement.
As BayCES’ Executive Director since 1996, he helped to launch the Bay Area’s first small schools movement, starting up nearly three dozen new small schools over the last ten years. Under his leadership, BayCES has helped schools, communities and districts to make dramatic changes resulting in higher and more equitable student achievement.
As an urban educator, Jubb taught English, Journalism and Creative Writing at De Anza High School, where he earned Richmond Unified School District's 1991 Teacher of the Year award. He helped lead California’s $125 million, five-year “SB 1274” reform initiative, serving as its Director for Regional Support at the California Center for School Restructuring (CCSR).
He was co-leader of Expect Success, an initiative to redesign the Oakland Unified School District into a state-of-the-art educational organization bringing high-quality services to schools. The design constitutes one of the boldest and most innovative reform efforts in the country and has garnered $23 million dollars in public and private grants to support the work.
James G. March
Jack Steele Parker Professor of International
Management (Emeritus)
Professor of Education
Political Science (Emeritus)
Professor
of Sociology (Emeritus)
Stanford University
“Literature and Leadership”
James
G. March conducts research, writes, and teaches about decision making, risk taking,
information processing, and learning in organizations. He received his BA from
the University of Wisconsin and his PhD from Yale University (1953). After teaching
and doing research at the Carnegie Institute of Technology from 1953 to 1964
and the University of California, Irvine, from 1964 to 1970, he came to Stanford
in 1970. He retired in 1995.
He is best known for his research on organizations and organizational decision making. He is highly respected for his broad theoretical perspective which combined theories from Psychology and other behavioral sciences. He collaborated with the Cognitive Psychologist Herbert Simon on several works on organization theory. He is also known for his seminal work on the behavioral perspective in the book Behavioral Theory of the Firm along with Richard Cyert. In 1972 he worked together with Olsen and Cohen on the systemic-anarchic perspective of organizational decision-making known as the Garbage Can Model.
Since 1953, he has served on the faculties of the Carnegie Institute of Technology; the University of California, Irvine; and Stanford University (since 1970). He has been elected to the National Academy of Science, the American Academy of Arts and Sciences, and the National Academy of Education, and has been a member of the National Science Board.
Jeffrey Pfeffer
Thomas D. Dee II Professor of Organizational Behavior, Graduate School of Business, Stanford University
“Building a High-Performance Culture: Turning Knowledge into Action”
Jeffrey Pfeffer is the Thomas D. Dee II Professor of
Organizational Behavior in the Graduate School of Business
at Stanford University, where he has taught since 1979. As
Director of Executive Education, he was responsible for
Stanford business school's executive education activities,
and has taught executive seminars in 28 countries in
addition to lecturing in management development programs
and consulting for many companies, associations, and
universities in the United States.
He has served on the faculties of the business schools at the University of Illinois and the University of California at Berkeley; was the Thomas Henry Carroll-Ford Foundation Visiting Professor of Business Administration at the Harvard Business School; and was a visiting Professor at the London Business School, Singapore Management University, and IESE. He currently serves on the board of directors of SonoSite, a publicly traded company that develops hand-carried ultrasound equipment, and Audible Magic, a start-up developing music and advertising recognition technology and copyright protection products.
He is the author or co-author of eleven books and more than 110 articles and book chapters, and since January 2003, has written a monthly management column entitled “The Human Factor” for Business 2.0, a leading business magazine with a circulation of 650,000.
A member and Fellow of the Academy of Management and a member of the Industrial Relations Research Association, he has won the Richard D. Irwin award for Scholarly Contributions to Management as well as several awards for books and articles.
Hayagreeva Rao
Atholl McBean Professor of Organizational Behavior and Human Resources,
Graduate School of Business, Stanford University
“Leading the Change Process for a Human Capital-
Focused Organization”
Hayagreeva
“Huggy” Rao is the Atholl McBean Professor of Organizational
Behavior and Human Resources in the Graduate School
of Business, Stanford University. He was the Richard
L Thomas Distinguished Professor of Leadership and
Organizational Change at the Kellogg School of Management.
In his research, he analyzes the role of social movements, social networks, and social identities as motors of organizational change in organizational fields. He has published widely in the fields of management and sociology.
His teaching specialties include leading organizational change, building customer focused cultures, and organization design. He teaches courses on these topics to MBA and executive audiences. He has consulted with, and conducted executive workshops for, organizations such as Aon Corporation, British Petroleum, CEMEX, General Electric, Hearst Corporation, IBM, Mass Mutual, James Hardie Company, Seyfarth and Shaw. Additionally, he also worked with nonprofit organizations such as the American Cancer Society and governmental organizations such as the FBI and CIA, and the intelligence community.
Among the awards he has received are the Sidney Levy Teaching Award from the Kellogg School of Management and the W. Richard Scott Distinguished Award for Scholarship from the American Sociological Association.
LaShawn Routé-Chatmon
Executive Director, BayCES
“Courageous Conversations and Tough Choices:
The Role of Central Office in Creating Equitable Schools”
LaShawn
Routé-Chatmon has devoted her professional life to
teaching, improving schools, and making a quality education
available to all students.
Prior to her recent appointment as BayCES Executive Director, she was the organization’s Director of the High School Redesign Initiative, whose coaches provide direct technical support to new and existing small schools and/or design teams in the BayCES network, with responsibility in the areas of school coaching, content development, events planning and implementation, and internal responsibility.
In past years, she has worked with BayCES on several large-scale school reform initiatives; contributed to the creation of over 30 new schools; and supported district and school leaders in managing and improving new high schools, including trainings for Oakland school principals in current approaches to school improvement with a focus on raising achievement of all students, regardless of race or class background.
Earlier in her career, she was a teacher leader at Berkeley High School, where she also served as summer school principal and the co-director of the Diversity Project, a collaborative reform effort with UC Berkeley that addressed the ways in which racial inequality is manifested in high schools.
Guadalupe Valdés
Bonnie Katz Tenenbaum Professor of Education, Stanford University School of Education
Professor, Department of Spanish and Portuguese
“The Acquisition of Academic Language”
Guadalupe Valdés is one of the most eminent experts on
Spanish-English bilingualism in the United States.
In 1992 she joined the School of Education as the Bonnie Katz Tenenbaum
Professor of Education, working in the areas of sociolinguistics and
applied linguistics. The Tenenbaum chair was created in 2001 for a distinguished
professor whose research and teaching focuses on issues related to quality
education based on democratic values.
Her research explores many of the issues of bilingualism relevant to teachers in training, including methods of instruction, typologies, measurement of progress, and the role of education in national policies on immigration. Specifically, she studies the sociolinguistic processes of linguistic acquisition by learners in different circumstances—those who set out to learn a second language in a formal school setting (elective bilingualism) and those who must learn two languages in order to adapt to immediate family-based or work-based communicative needs within an immigrant community (circumstantial bilingualism).
Included in her work on language diversity is language-based discrimination; policy problems that confront bilingual individuals who are residents of monolingual nations; maintaining and preserving heritage languages among minority populations; and teaching Spanish to college and university Hispanophone students in this country.
She is the author of numerous books and articles and the co-author of two Spanish language textbooks that focus on the teaching of Spanish to Hispanic bilinguals
epel comments
“A chance to talk to each other was incredibly powerful to me.”
— New Haven
© 2007 SRN LEADS
