Sarah Michaels is Professor of Education and Senior Research Scholar at the Jacob Hiatt Center for Urban Education at Clark University. A sociolinguist by training, she has been actively involved in teaching and research in the area of language, culture, “multiliteracies,” the discourses of math and science. She works to bring together teacher education, practitioner research, university-based research on classroom discourse, and state and district-based efforts at educational reform. She is currently involved in a variety of research projects which focus on academically productive talk in math, science, and English Language Arts, from Pre-Kindergarten through 12th grade. She recently co-authored (with Andy Shouse and Heidi Schweingruber) a book sponsored by the National Research Council, called Ready, Set, Science!: Putting Research to Work in the K-8 Science Classroom. As co-PI of an NSF-funded grant on “Talk Science,” she is developing web-based tools to support teachers’ professional learning about science as well as the orchestration of academically productive classroom discussions. Michaels has published widely in the area of classroom discourse analysis, has received numerous awards for both teaching and scholarship, and serves on a wide range of review boards for journals, book series, and educational foundations. She has been the PI or Director of grants and programs (from foundations, state and federal agencies, and private donors) totaling over $12 million. She has a B.A. from Barnard College and a Ph.D. in Education (Language and Literacy) from U.C., Berkeley.

I am an education researcher at SRI’s Center for Technology in Learning. My professional interests include language and literacy, science education (primarily the practices of explanation and argumentation), technology in education, and formative assessment. I presently contribute to a range of research and evaluation projects at CTL, including the Joint Engagement with Media project that is part of the Learning in Informal and Formal Environments (LIFE) Center, the Contingent Pedagogies project, and the Evaluation of Project-Based Inquiry Science.

Educational researcher specializing in research on teaching, teacher evaluation, and educational evaluation.

Jeremy Price is graduate research assistant on the Constructing and Critiquing Arguments in Middle School Science Classrooms project. He is researching factors that impact the teaching of scientific argumentation in order to better support teacher learning with multimedia scaffolding. Previously, he has worked on a NSF IMD grant at Boston College focused on developing and researching a yearlong high school capstone course in urban ecology, as Learning and Media Specialist for the Center for Applied Special Technology (CAST), and as Education Technology Specialist at the Natural History Museum of Los Angeles. Jeremy is a doctoral candidate in science and technology education at the Lynch School of Boston College and writing his dissertation on how a classroom of high school students and their teacher negotiate meaning, significance, and identities around the science curriculum.