NEPC Experts in Arizona

Sherman Dorn is the Director of the Division of Educational Leadership and Innovation at the Arizona State University Mary Lou Fulton Teachers College, and editor of the Education Policy Analysis Archives. His research interests include how schools educate children they have treated poorly in the past and how we define educational problems as a society. He received a Ph.D. in history from the University of Pennsylvania in 1992.

Email Sherman Dorn at sherman.dorn@gmail.com

Sherman Dorn's blog

Gustavo E. Fischman is professor in educational policy and director of edXchangethe knowledge mobilization initiative at the Mary Lou Fulton Teachers College, Arizona State University. His areas of specialization are comparative education and critical policy and gender studies in education. He is currently leading two research projects. The first analyzes knowledge mobilization strategies of graduate schools of education. Specifically, this project explores the processes of knowledge-exchanges between academic centers and relevant stakeholders such as other scholars, educators, administrators, policymakers, and the general public. The second project focuses on understanding and strengthening the quality, impact and reach of open access publishing in scholarly communication in Latin America.

Dr. Fischman has published extensively and presented in numerous national and international conferences, and has been a visiting scholar in numerous graduate programs in Europe and Latin America. In 2013 has been elected fellow of the International Academy of Education. He serves in numerous editorial boards, and is also the lead editor of Education Policy Analysis Archives and co-editor of Education Review/Reseñas Educativas,

Email Gustavo Fischman at: Fischman@asu.edu

References to selected publications:

Fischman, G. E. & Diaz, V. D. (2013) Education without Redemption: Ten Reflections about the Relevance of the Freirean Legacy, Interamerican Journal of Education for Democracy 4 (2) pp. 70-87.

Fischman, G. E. (2013) ‘Hacerlo bien’: Acceso, visibilidad e impacto de la investigación latinoamericana. Cuadernos del Pensamiento Crítico Latinoamericano, CLACSO, no. 6, oct 2013

Fischman, G. E. & Haas, E. (2012) Beyond “idealized” citizenship education: Embodied cognition, metaphors and democracy. Review of Research in Education (RRE), Volume 36: Education, Democracy and the Public Good,pp 190-217.

Alperin, J., Fischman, G. E., & Willinsky, J. (2012). Scholarly Communication Strategies in Latin America’s Research-Intensive Universities. IESALC-Educación Superior y Sociedavol 16(2). http://ess.iesalc.unesco.org.ve/index.php/ess/article/view/409

David R. Garcia is an Associate Professor in the Mary Lou Fulton Teachers College at Arizona State University. Garcia's professional experience includes extensive work in education policy development and implementation. His scholarship centers on school choice, accountability, and research utilization. In 2018, he published School Choice (MIT Press). His current book, Teach Truth to Power (MIT Press, 2022), is on the intersection between research, policy, and politics.

Email David R. Garcia at: david.garcia@asu.edu

Gene V Glass is Regents' Professor Emeritus at Arizona State University. He is also currently a Senior Researcher at the National Education Policy Center. Trained originally in statistics, his interests broadened to include psychotherapy research, evaluation methodology, and policy analysis. He was twice (1968, 1970) honored with the Palmer O. Johnson award of the American Educational Research Association; and in 1984, he received the Paul Lazarsfeld Award of the American Evaluation Association. He is a recipient of the Cattell Award of the Society of Multivariate Experimental Psychology. His work on meta-analysis of psychotherapy outcomes with Mary Lee Smith was named as one of the Forty Studies that Changed Psychology in the book of the same name by Roger R. Hock (1999). His Ph.D. was awarded in 1965 by the University of Wisconsin, Madison, in educational psychology with a minor in mathematical statistics. His more recent contributions to the analysis of education policy include Fertilizers, Pills and Magnetic Strips: The Fate of Public Education in America (2008), and 50 Myths and Lies That Threaten America's Public Schools: The Real Crisis in Education (2014) with D.C. Berliner & Associates.

Email Gene V Glass at: glass@asu.edu or gvglass@gmail.com

Carrie Sampson, Ph.D. is an associate professor in the Division of Educational Leadership and Innovation at Arizona State University. Her scholarship focuses on how educational leadership and policymaking at the K-12 level influences equity and social justice for minoritized youth and their families. Dr. Sampson has conducted research on school desegregation policies. Her most recent line of research is centered at the school district level with an emphasis on governance, particularly the role of school boards, community advocacy, decentralization, and school choice policies. Her methodological expertise is in case study and qualitative methods. Dr. Sampson’s research on school boards was recently funded by the National Academy of Education/Spencer Postdoctoral Fellowship and the Ford Foundation Postdoctoral Fellowship.

Email Carrie Sampson at: csampso4@asu.edu

Mary Lee Smith is a Regents' Professor Emeritus of education policy and measurement, statistics, and research methodology at Arizona State University. Dr. Smith's research focuses on school policies, identification of learning disabilities, effects of grade retention, and consequences of high-stakes achievement testing. She received her doctorate at the University of Colorado and is the author of Political Spectacle and the Fate of American Schools (RoutledgeFalmer, 2004).

Email Mary Lee Smith at: MLSmith@asu.edu