PITTSBURGH – (COMMERCIAL THREAD) – Carnegie Learning, a leader in artificial intelligence for education and formative assessment, today announced the creation of a new Literacy Advisory Board (LAB) to address key issues literacy. The LAB brings together a diverse group of thinkers representing the fields of neuroscience, cognitive science and education. It will function as a think tank, working on innovative and interdisciplinary solutions to address some of the most critical literacy issues facing educators and students. From fluency in reading and writing to culturally appropriate teaching and the science of learning, these thought leaders will partner with Carnegie Learning to help usher in a new era of what is possible in the educational sphere.
Barry Malkin, CEO of Carnegie Learning, says: âOur research roots run deep, and the goal here is to deeply embed research-based thinking in the development of new literacy products and services. Each of our board members has dedicated their careers to solving literacy problems, but it is rare for such a diverse group to come together to collectively examine problems together. We are delighted and inspired to welcome this team.
The Carnegie Learning LAB is proud to welcome the following members:
Dr. Bill Jenkins is an expert in learning-based brain plasticity, behavioral algorithms and psychophysical methods. He was previously CTO at Sally Ride Science (now part of UC San Diego) and co-founded Scientific Learning Corporation, where he worked on product design optimization through his team leadership. various for ideation, design, project management, technology and content. . Dr. Jenkins is the co-author of 13 best-selling digital products for K-12 students in the areas of foundational cognitive skills, language and reading development, and accelerated learning. He also helped develop one of the first patented data reporting tools (ProgressTracker â¢) that provided detailed data on student learning to parents, teachers and administrators in real time. Dr. Jenkins has been recognized by Discovery magazine in its annual awards for technological innovations and received the 2000 Thomas Alva Edison Patent Award.
Dr. Danielle McNamara, Ph.D., is professor of psychology at Arizona State University. She develops educational technologies and conducts research to better understand the cognitive processes of comprehension, learning, comprehension strategies, text consistency and individual differences. Over the years, Danielle and her team have developed a number of educational technologies (eg, iSTART, iSTART-ME, Coh-Metrix, and Writing-Pal). With nearly three decades of experience as a senior researcher in cognitive psychology, Danielle has established herself as one of the world’s top researchers in her field. She is particularly interested in how the effects of educational technologies interact with individual differences and can be optimized for individual learners. She has published hundreds of books, including journal articles, books, book chapters and conference proceedings. Most recently, Dr. McNamara received the Distinguished Scientific Contribution Award from the Society for Text & Discourse in recognition of her accomplishments.
Ebony Elizabeth Thomas
Ebony Elizabeth Thomas is Associate Professor in the Joint English and Education Program at the School of Education at the University of Michigan. Previously, she was Associate Professor in the Division of Literacy, Culture and International Education at Penn GSE. A former Detroit Public School teacher and National Academy of Education / Spencer Foundation postdoctoral fellow, she is co-editor of Research in the Teaching of English. In addition to her work on books for young readers, she has published extensively on race, speech and interaction in classrooms and digital environments. Currently, she is the Co-Principal Investigator of a major grant from the James S. McDonnell Foundation Teachers as Learners, the Digital Discourse Project (DDP), a collaborative longitudinal investigation of how teacher consultant partners studied their own teaching practices. speech with data and platforms as they facilitated online discussions during and after the COVID-19 era.
Fumiko Hoeft, MD, Ph.D., is professor of psychological sciences, mathematics, psychiatry and neuroscience at the University of Connecticut (UConn) and of psychiatry at the University of California at San Francisco (UCSF). She is also director of UConn’s Brain Imaging Research Center (BIRC) and co-founder of the Haskins Global Literacy Hub. Dr Hoeft is a neuroscientist who has been conducting research on learning, in particular the acquisition of reading, dyslexia, resilience and emotional well-being for 18 years. She currently has over $ 30 million in funding, mostly from NIH, to conduct her research. Fumiko received research training at Harvard, UCLA, Caltech, and Stanford, and held faculty positions at Stanford, UCSF, and UConn. Honors include awards from the International Dyslexia Association (IDA; 2014), the Learning & the Brain Foundation (2015), the International Mind Brain & Education Society (IMBES; 2018), the Society for Neuroscience (SfN ; 2018), Northern CA Branch of the IDA (2018) and Eye to Eye (2019), with many of them on teaching science and translating neuroscience to the public. She has published over 160 articles, reviews and book chapters, and has given over 250 speeches, lectures and workshops at venues such as local schools, international conferences, TEDx, and the White House. His work has been widely covered by media such as The New York Times, NPR, CNN, The New Yorker, and Scientific American.
Gloria Ladson-Billings is Professor Emeritus and Former Kellner Family Distinguished Professor of Urban Education in the Department of Curriculum and Teaching and has been a faculty member in the Departments of Educational Policy Studies, Educational Leadership and African American Studies and Policy Analysis at the University of Wisconsin. Madison. She is the current president of the National Academy of Education and was the 2005-2006 president of the American Educational Research Association. Her research examines the teaching practices of teachers who are successful with African American students. She also studies the critical applications of racial theory to education. She is the author of three critically acclaimed books and over 100 journal articles and book chapters, as well as the recipient of numerous educational awards, including the Distinguished Lifetime Achievement Award from the Literacy Research Association, the Brock International Prize in education and the Social Justice in Education Prize of the American Educational Research Association.
Dr. Judy Willis has combined her 15 years as a practicing neurologist with the subsequent ten years as a teacher to become a leading authority in the field of learning neuroscience. With her unique background in neuroscience and education, she has written nine books and over 200 articles on the application of neuroscience research to classroom teaching strategies. Dr Willis is an adjunct faculty member at Williams College and travels nationally and internationally to give presentations, workshops and advice on learning and the brain. She has been interviewed by USA Today, Euronews, The Wall Street Journal, NBC News Education Nation, ABC Australia Radio, Lateline Australia, Popular Mechanics, Neurology Today, USA Today, Education Week, Medscope Neurology, and Parenting Magazine, among others. She was selected by Edutopia as one of their âBig Thinkers on Educationâ and is an expert blogger for NBC News Education Nation, Psychology Today and The Guardian.
Paula Tallal obtained her doctorate. from Cambridge University in 1974 and is Board of Governors Emeritus Professor of Neuroscience at Rutgers University and Assistant Professor at the Salk Institute of Biological Sciences. She has led multidisciplinary research teams funded by the NIH and NSF for more than 30 years, studying the development and disorders of auditory, speech, language and reading processing. She has published over 200 scientific papers and holds 50 patents. In 1996, she co-founded the Scientific Learning Corporation, a neuroscience company dedicated to the development of training programs based on neuroplasticity. In 2012, she was named Thomas Alva Edison Inventor of the Year for her research that led to the development of the Fast ForWord series of neuroeducation training programs.
Steve Graham is Regents and Warner Professor in the Division of Leadership and Innovation at Teachers College. For 42 years he has studied how writing develops, how to teach it effectively, and how writing can be used to support reading and learning. In recent years, he has been involved in the development and testing of digital tools to support writing and reading through a series of grants from the Institute of Educational Sciences and the Department’s Office of Special Education Programs. American Education. Her research generally focuses on the development of writers and students with special needs in elementary and secondary schools, most of which occur in urban school classrooms. He is the author of three influential Carnegie Corporation reports and co-author of six books. Graham has served as an advisor to various organizations including UNESCO, the National Institute of Health, the Bill & Melinda Gates Foundation, the Zuckerberg Initiative, the National Writing Project, the Institute of Educational Sciences, the College Board and What Works Clearinghouse. He has received numerous awards and was elected to the Reading Hall of Fame in 2018.
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