A r c h i v e d I n f o r m a t i o n

Biographies of FY 1998 Visiting Scholars

In the Fall of 1998, five research Fellows from around the country joined OERI's national educational research institutes as Visiting Scholars. These five Fellows were chosen from dozens of applicants in a national competition administered by the National Research Council and funded by OERI. OERI Fellows developed their own research projects, worked with staff to provide an "outside the beltway" view of education research, and gave seminars on the latest developments in their areas of expertise. Below are the selected individuals and the OERI institutes in which they are serving.

Anne Bouie - National Institute on the Education of At-Risk Students.
Dr. Bouie, Principal Investigator with the Center for the Development of Schools and Communities in Oakland, California, will carry out a research project called "The Identification and Assessment of Resiliency Traits in Urban Children, Youth and Family Networks." She will collect data on individual resiliency traits in contemporary children and youth and the protective processes and factors in their family networks. Then this data will be the basis of an instrument which will determine and assess the existence of resiliency traits in underachieving urban children and youth of color, and the existence and functioning of protective factors in their family networks. This instrument will be field-tested and prepared for use by schools, community-based youth organizations and social service agencies.

Dr. Bouie holds a Ph.D. in Administration and Policy Analysis from the School of Education at Stanford University. She has been the Executive Director of the Interface Institute, and Associate Director of the National School Resource Network. She has won numerous community service awards including a California Works Award and a Daniel E. Koshland Award from the San Francisco Foundation. She has given many presentations on educating at-risk youth and has designed a series of training manuals for school staff and youth serving organizations on working with at-risk students.

Deborah Brandt - National Institute on Postsecondary Education, Libraries, and Lifelong Learning. Dr. Brandt is a Professor of English at the University of Wisconsin-Madison, and she is also a Principal Investigator at the National Research Center for English Learning and Achievement. Her research project is "Pursuing Literacy: Writing and Learning to Write in the Twentieth Century." She plans to trace the changing conditions of literacy learning in order to understand what sharply rising standards for literacy have meant to successive generations of Americans. Her focus is on how the growth of literacy has been connected to the pursuit of education, employment, civil rights and status, and how this process has unfolded across lives and across generations.

Dr. Brandt holds a Ph.D. in English from Indiana University. She has won many awards including a Vilas Associate Research Award and a Chancellor's Award for Excellence in Teaching from the University of Wisconsin-Madison, and a David H. Russell Award for Distinguished Research in the Teaching of English from the National Council of Teachers of English. She is the author of several book chapters and articles on literacy issues. She is also the co-editor of Written Communication: An International Quarterly.

Clifford Hill - National Institute on Student Achievement, Curriculum, and Assessment.
Dr. Hill is the Arthur I. Gates Professor of Language and Education and Chair of the Department of International and Transcultural Studies at Teachers College, Columbia University, and a Senior Research Associate at the University's Institute on Education and the Economy. His OERI research project is "School-to-Work for College-Bound Students: Its Role in the Admissions Process of Colleges and Universities." He will investigate the ways in which college-bound students develop academic knowledge and skills, how their mentors in both the school and the workplace document academic knowledge and skills as part of the application process to colleges and universities. He will also study the ways in which admissions personnel in colleges and universities respond to such documentation.

Dr. Hill earned his Ph.D. in African Languages and Literature from the University of Wisconsin. He has received many honors and awards throughout his distinguished career. He holds an honorary appointment at the Northeast Normal University in the People's Republic of China. He previously held a Fulbright-Hays Senior Research Fellowship at the Institut Nationale de Recherches Pedagogiques in Paris. Dr. Hill was a Senior Research Fellow at the Max Planck Institute fur Psycholinguistik in The Netherlands. He is a member of the Executive Board of PACE at Harvard. Many of his publications focus on multi-cultural issues and reading assessment.

Diane Horm-Wingerd - National Institute on Early Childhood Development and Education.
Dr. Horm-Wingerd is a Professor for the Department of Human Development and Family Studies at the University of Rhode Island (URI) and is also Director of the URI Child Development Centers. Her research project is "Professional Development of Early Care and Education Practitioners." She plans to identify and comprehensively analyze the expertise required by early care and education practitioners. She will be studying how early care and education practitioners work with families and provide multi-cultural services. She plans to translate the research findings and "best practices" concerning the professional development of the early childhood workforce into recommendations to inform state and national policy related to the training and credentialing of early childhood practitioners.

Dr. Horm-Wingerd received her Ph.D. in Family and Child Development from the Virginia Polytechnic Institute and State University. She has won a Moran Memorial Fellowship and a Wampler Award, both at Virginia Polytechnic Institute and State University. She has written several articles and given many presentations on the professional development of the early childhood teaching force.

Pamela Keating - The National Institute on Educational Governance, Finance, Policymaking, and Management.
Dr. Keating is a Professor in the School of Education at the University of Alaska Fairbanks. Her research project is " Capacity Building in the States and the Search for National Education Standards." She plans to examine how states have spent their Goals 2000 money in setting educational standards, and she will analyze plans to review states' student learning expectations and the benchmarking of standards to gauge comparability of expectations. She will also explore issues of access to high quality learning opportunities and equity among states' education expectations and across standards-setting activities. She anticipates that this research will inform state and national policymaking and provide insight for a leadership agenda for improvement in research, assessment, and also in teacher education and professional development.

Dr. Keating holds a Ph.D. in Educational Policy Studies: History of Education and Law from the University of Washington in Seattle. She has been the Co-Founder and Associate Director of the Institute for the Study of Educational Policy in the College of Education at the University of Washington, Seattle. She was the Director of the Northwest Center for Research on Women and has been a Danforth Associate. She has also held a Washington Public Policy Fellowship from the Washington State Institute for Public Policy. Her many publications have included work on school reform, school finance, and issues involving education and telecommunications.

This page last modified October 19, 1999 (sjg).