Models of instruction that focus the responsibility of learning on learners
Cody Ding, Ph.D., Ph.D.
Dr. Cody Ding completed his Ph.D. in University of Minnesota, Minneapolis. He was trained as a psychologist with emphasis on developmental psychology, methodology, and measurement. Over years, he has been working as a professor at universities, teaching educational and psychological assessment, research designs, behavioral analysis, and other methodological related courses. In addition, he has been working with many school districts and the state educational agencies on various evaluation projects to improve student learning and school practices.
Jacquelyn Lewis-Harris, Ph.D., Ph.D.
Dr. Lewis-Harris received her M.A. and Ph.D.in Anthropology from Washington University in St. Louis in 2005. Her current research explores the role of indigenous culture and arts in the development of adolescent migrant student's identities and learning within education systems and extra-local communities. She is particularly interested in the function of independent "culture schools" found in urban environments as they often support performance and traditional arts groups while introducing young people to their indigenous cultural history.
Helene J. Sherman, Ed.D., Ed.D.
Helene J. Sherman, Ed. D., is a Professor of Education in the College of Education at the University of Missouri-St. Louis. Professor Sherman earned her A.B. degree in elementary education from Washington University , and her M.Ed. in elementary education and Ed.D. degree in Curriculum and Instruction with an Emphasis in Mathematics Education at UM-St. Louis. She taught mathematics in elementary and middle schools as well as the community college and currently teaches mathematics education courses. Dr. Sherman is coauthor ofPearson published digits, an interactive national middle grades math curriculum and has co-authored several books, including Teaching Learners Who Struggle with Mathematics...
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