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Michelle Reininger is an assistant professor at Stanford University and currently serves as the executive director of the Center for Education Policy Analysis (CEPA). [1]
Michelle Reininger earned a B.A. in biochemistry from the University of Colorado in 1996, followed by a M.A. in leadership, foundations and policy from the School of Education and Human Development (formerly the Curry School of Education) at the University of Virginia in 2001, a M.A. in economics from Stanford University in 2004, and a Ph.D. in social sciences, policy and educational practice from Stanford's School of Education in 2006. [2] After her Ph.D., Reininger became an assistant professor of human development and social policy and learning sciences at Northwestern University and a faculty fellow at the Institute for Policy Research, Northwestern University, with which she maintains an affiliation. [3] She subsequently returned to Stanford to become the executive director of Stanford's Center for Education Policy Analysis, wherein she is also involved CEPA's School Leadership Research. [4]
Her research work has focused mostly on the dynamics of the labor markets of teachers and principals, including their training, recruitment and retention.
The Maxwell School of Citizenship and Public Affairs is the professional public policy school of Syracuse University, a private research university in Syracuse, New York. The school is organized in 11 academic departments and 13 affiliated research centers and offers coursework in the fields of public administration, international relations, foreign policy, political Science, science and technology policy, social sciences, and economics through its undergraduate (BA) degrees, graduate Master of Public Affairs (MPA), Master of Arts (MA), and PhD degrees.
The School of International Service (SIS) is American University's school of advanced international study, covering areas such as international politics, international communication, international development, international economics, peace and conflict resolution, international law and human rights, global environmental politics, and U.S. foreign policy.
The Hubert H. Humphrey School of Public Affairs is a public policy and planning school at the University of Minnesota, a public land-grant research university in the Twin Cities of Minneapolis and Saint Paul, Minnesota. It is named after Hubert H. Humphrey, former Vice President of the United States and presidential candidate. The school is located on the West Bank of the University of Minnesota, which is also home to the University of Minnesota Law School and Carlson School of Management in Minneapolis. The Humphrey School is accredited by the Network of Schools of Public Policy, Affairs, and Administration (NASPAA).
The School of International and Public Affairs (SIPA) is the international affairs and public policy school of Columbia University, a private Ivy League university located in Morningside Heights, Manhattan, New York City. It is consistently ranked one of the leading graduate schools for international relations in the world. SIPA offers Master of International Affairs (MIA) and Master of Public Administration (MPA) degrees in a range of fields, as well as the Executive MPA and Ph.D. program in Sustainable Development.
The Frederick S. Pardee RAND Graduate School is a private graduate school associated with the RAND Corporation in Santa Monica, California. The school offers doctoral studies in policy analysis and practical experience working on RAND research projects to solve current public policy problems. Its campus is co-located with the RAND Corporation and most of the faculty is drawn from the 950 researchers at RAND. The 2018–19 student body includes 116 men and women from 26 countries around the world.
Fundação Getulio Vargas is a Brazilian higher education institution and think tank founded on December 20, 1944.
Miriam G. Sherin is a professor in the School of Education and Social Policy and the Learning Sciences Department at Northwestern University. Her areas of research include mathematics teaching and learning, teacher cognition, and teacher education. Sherin has published articles in Journal of Teacher Education, Teaching and Teacher Education, and Journal of Mathematics Teacher Education. Her most recent book, Mathematics Teacher Noticing: Seeing Through Teachers' Eyes, was publish in 2011 by Taylor & Francis. Since 2018 she has been associate provost for undergraduate education at Northwestern University. She is the sister of sociology scholar Adam Gamoran, currently president of the William T. Grant Foundation.
Michael W. Kirst is Professor Emeritus of Education at Stanford University and the longest serving President of California's State Board of Education.
Pardis Mahdavi is an American scholar and the Provost and Executive Vice President of the University of Montana. Previously, she served as Dean of Social Sciences at Arizona State University. Previously she was Acting Dean of Josef Korbel School of International Studies at the University of Denver. Prior to that, she served as Dean of Women, and Chair and professor of anthropology at Pomona College.
Linda E. Ginzel is a Clinical Professor of Managerial Psychology at the University of Chicago Booth School of Business and the founder of the Customized Executive Education program. She researches, develops curricula, and teaches courses on negotiation, effective leadership, and organizational behavior. Ginzel is a two-time recipient of the James S. Kemper Jr. Grant in Business Ethics.
The contributions of women in climate change have received increasing attention in the early 21st century. Feedback from women and the issues faced by women have been described as "imperative" by the United Nations and "critical" by the Population Reference Bureau. A report by the World Health Organization concluded that incorporating gender-based analysis would "provide more effective climate change mitigation and adaptation."
The Center for Education Policy Analysis (CEPA) is a research center at the Stanford Graduate School of Education dedicated to action-oriented research on education policies. CEPA's research focuses on the impact of poverty and inequality on educational achievement, the evaluation of federal and state education policy, teaching and leadership effectiveness, and technological innovations in education. CEPA was established in 2009 as part of the Stanford Challenge, a multidisciplinary initiative at Stanford University aimed at improving K-12 education. It is ranked as the 10th most influential education policy think tank worldwide by the Think Tanks and Civil Societies Program.
Sean F. Reardon is an American sociologist who currently serves as the Endowed Professor of Poverty and Inequality in Education at the Stanford Graduate School of Education, where he also is a member of the Steering Committee of the Center for Education Policy Analysis (CEPA). Reardon is an Elected Fellow to the American Academy of Arts & Sciences.
Diane Whitmore Schanzenbach is an American economist who studies the effects of policies aimed at alleviating child poverty, such as the Supplemental Nutrition Assistance Program (SNAP). She works at Northwestern University as Professor of Human Development and Social Policy at their School of Education and Social Policy. She is also the director of Northwestern's Institute for Policy Research and the Brookings Institution's Hamilton Project, as well as a senior fellow at the Brookings Institution.
Thomas S. Dee is an American economist and the Barnett Family Professor of Education at Stanford University, where he also directs the John W. Gardner Center for Youth and Their Communities.
Susanna Loeb is an American education economist and director of the Annenberg Institute at Brown University. She was previously the Barnett Family Professor of Education at the Stanford Graduate School of Education, where she also served as founding director of the Center for Education Policy Analysis (CEPA). Moreover, she directs Policy Analysis for California Education (PACE). Her research interests include the economics of education and the relationship between schools and educational policies, in particular school finance and teacher labor markets.
Jelena Obradovic is a developmental psychologist who currently works as associate professor at the Stanford Graduate School of Education, where she is a member of the Steering Committee of the Center for Education Policy Analysis (CEPA). She also directs the Stanford Project on Adaptation and Resilience in Kids (SPARK).
Martin Carnoy is an American labour economist and Vida Jacks Professor of Education at the Stanford Graduate School of Education. He is an elected member of the National Academy of Education as well as of the International Academy of Education. Professor Carnoy has graduated nearly 100 PhD students, a record at Stanford University.
Nita Farahany is an Iranian American author and distinguished professor and scholar on the ramifications of new technology on society, law, and ethics. She is the author of the critically acclaimed book, The Battle for Your Brain: Defending the Right to Think Freely in the Age of Neurotechnology. She currently teaches Law and philosophy at Duke University where she is the Robinson O. Everett Distinguished Professor of Law & Philosophy at Duke Law School, the founding director of the Duke Initiative for Science and Society as well as a chair of the Bioethics and Science Policy MA program. She is active on many committees, councils, and other groups within the law, emerging technology, and bioethics communities with a focus on technologies that have increasing potential to have ethical and legal issues. In 2010 she was appointed by President Obama to the Presidential Commission for the Study of Bioethical Issues.
Michelle Dion is a political scientist, currently a professor in the department of political science and the Senator William McMaster Chair in Gender and Methodology at McMaster University, as well as the founding director of McMaster University's Centre for Research in Empirical Social Sciences. Dion studies the political economy of Latin America, the history of social welfare policies, political methodology, and comparative political behaviour with a focus on attitudes, gender, and sexuality in politics.