David C. Berliner
David C. Berliner is Regents’ Professor of Education Emeritus at Arizona State University. He has also taught at the Universities of Arizona and Massachusetts, at Teachers College and Stanford University, and at universities in Canada, Australia, The Netherlands, Denmark, Spain, and Switzerland. He is a member of the National Academy of Education, the International Academy of Education, and a past president of both the American Educational Research Association (AERA) and the Division of Educational Psychology of the American Psychological Association (APA).
He is the winner of numerous awards, most notably the Brock award and the AERA award for distinguished contributions to education, the E. L. Thorndike award from the APA for lifetime achievements, and the NEA “Friend of Education” award for his work on behalf of the education profession. An interview with Professor Berliner on Your Education Matters can be found here.
Professor Berliner has authored more than 200 published articles, chapters and books. Among his best known works is the book co-authored with B. J. Biddle, The manufactured crisis, and the book co-authored with Sharon Nichols, Collateral damage: How high-stakes testing corrupts American education. He co-edited the first Handbook of educational psychology and the books Talks to teachers, and Perspectives on instructional time. His most recent book, 50 Myths and Lies that Threaten America’s Public Schools, was co-authored with Gene V Glass and students, and published in March, 2014.
Email David C. Berliner at: firstname.lastname@example.org
A well-received blog post: http://dianeravitch.
Some non-NEPC publications authored by Professor Berliner:
Berliner, D. C. (2014). Thinking about policy issues: some reflections. The Teacher Educator, 49, 7–9.
Berliner, D. C. (2014). Exogenous Variables and Value-Added Assessments: A Fatal Flaw. Teachers College Record. Retrieved January 14, 2014 from
Berliner, D. C. (2013). Opportunity to teach: The joy of teaching what you know deeply, find fascinating, and want to share. In A. Cant, K. Egan, & G. Judson (Eds.). The centrality of wonder to educating in science, mathematics, the arts and humanities. New York: Routledge.
Berliner, D. C. (2013). Worrying About Diversity of a Different Kind.In Schooling for Tomorrow's America. M. L. Kysilka & O. L. David (Eds.). Charlotte, NC: Information Age Publishing
Berliner, D. C. (2013). Inequality, poverty and the socialization of America’s youth for the responsibilities of citizenship. Theory into Practice, 52 (3), 203-209, DOI: 10.1080/00405841.2013.804314.
Berliner, D. C. (2012). Schools for the 21st century: The fight for variety in curriculum, assessment, and instruction. J., Laitsch, D., & Earley, P. (Eds.), The Purpose of Public Schooling in the 21st Century. Charlotte, NC: Information Age Publishing.
Berliner, D. C. (2012). Narrowing Curriculum, Assessments, and Conceptions of What it Means to be Smart in the US Schools: Creaticide by Design. In:Ambrose, D. & Sternberg, R. J. (Eds.). How dogmatic beliefs harm creativity and higher-level thinking. NY: Routledge/Taylor & Francis
Berliner, D. C. (2012). Effects of inequality and poverty vs. teachers and schoolingon America’s youth. Teachers College Record, 116 (1), Retrieved march 1, 2013, from http://www.tcrecord.org/
Nichols, S. L., Glass, G. V, & Berliner, D. C. (2012). High-stakes testing and student achievement: Updated analyses with NAEP data. Education Policy Analysis Archives, 20 (20), Retrieved June 21, 2012, fromhttp://epaa.asu.edu/ojs/
Berliner, D. C. (2011) Rational responses to high-stakes testing: The case of curriculum narrowing and the harm that follows. Cambridge Journal of Education. 41(3), 287-302. Retrieved May 15, 2012 from http://dx.doi.org/10.1080/