PROFESSOR KIYOMI AKITA
THE UNIVERSITY OF TOKYO, JAPAN
Kiyomi Akita is a professor at the Department of Teaching, Curriculum and Learning Environment, Graduate School of Education, The University of Tokyo, Japan. She holds a concurrent appointment as Director, Center for School Education at Tokyo University. Professor Akita plays a very active and leading role in several academic and professional associations as well as at the Japanese Ministry of Education. She is the President of the Japan Society of Research on Early Childhood Care and Education and the Japan Reading Association. She is a member of the Japanese National Academy of Science, Psychology and Education and is the current chair of the education section of the Academy. She is also a member of the National Education Council for School Education curriculum at the Japanese Ministry of Education and a Councillor at the National Institute for Educational Policy Research. Professor Akita has published widely in the areas of reading, childhood education, teacher inquiry and Lesson Study in Japan.
PROFESSOR ANN LIEBERMAN
Ann Lieberman is an emeritus professor from Teachers College, Columbia University. She was a Senior Scholar at The Carnegie Foundation for the Advancement of Teaching for the past ten years. She is now a Senior Scholar at Stanford University. She was president of the American Educational Research Association (AERA) in 1992. She is widely known for her work in the areas of teacher leadership and development, collaborative research, networks and school-university partnerships, and the problems and prospects for understanding educational change.
She is on numerous national and international advisory boards as she brings multi-perspectives - that of a teacher, researcher, reformer, writer and academic. As a researcher she is currently working on deepening the field’s understanding of different structures that support school transformation including, most recently networks, partnerships and coalitions and an expanded view of teacher leadership.
Her unique contribution has been that she has been able to go between school and university - embracing the dualities that plague our field - theory/practice; process/content; intellectual/social-emotional learning; policy/practice - helping to build a more comprehensive understanding of teachers and schools and what it will take to involve them in deepening their work and making teacher knowledge public. To do this she has fashioned a way to be both a scholar and an activist, a practitioner and a theoretician.
PROFESSOR JAMES SPILLANE
James P. Spillane, PhD, is the Spencer T. and Ann W. Olin Professor in Learning and Organizational Change at the School of Education and Social Policy at Northwestern University. He is also chair of the Human Development and Social Policy program, professor of Learning Sciences, professor of Management and Organizations, and a faculty associate at Northwestern’s Institute for Policy Research. Spillane has published extensively on issues of education policy, policy implementation, school reform, and school leadership. He is author of Standards Deviation: How Local Schools Misunderstand Policy (Harvard University Press, 2004), Distributed Leadership (Jossey-Bass, 2006), Distributed Leadership in Practice (Teachers College Press, 2007), Diagnosis and Design for School Improvement (Teachers College Press, 2011) as well as numerous journal articles and book chapters.