Associate Dean and Professor of Science Education, College of Education, Oregon State University
Dr. Randy Bell began his career as a forest ecology researcher in the Pacific Northwest. His interest in sharing science with others led him to pursue a teaching license, and he taught science for six years in rural eastern Oregon. Currently, Dr. Bell teaches preservice teachers, provides professional development for practicing teachers, and researches and develops curricular materials. He has received numerous teaching awards as well as research and mentoring awards from international organizations. Author of more than 200 articles and books, Dr. Bell’s primary areas of research focus on teaching and learning about the nature of science and assessing the impacts of educational technologies.
Malcolm B. Butler, Ph.D.
Professor of Science Education and Associate Director; School of Teaching, Learning and Leadership; University of Central Florida
Dr. Malcolm B. Butler’s teaching and research address science and equity and diversity in the classroom. With a specialization in physics, he has worked to support typically underserved student populations and has interests in the areas of science and literacy, science content for elementary teachers, and professional development for teachers. He has written and contributed to several academic and practitioner journals, including The Journal of Research in Science Teaching, The Journal of Science Teacher Education, The Journal of Multicultural Education, Science Activities, and Science Scope. He has also co-authored and co-edited three books and numerous book chapters.
Judith S. Lederman, Ph.D.
Associate Professor and Director of Teacher Education, Illinois Institute of Technology
Dr. Judith S. Lederman is known nationally and internationally for her research and professional development on the teaching, learning, and assessment of Scientific Inquiry and Nature of Science, in both formal and informal settings. Her teaching experiences range from pre-K to 12th grade life and physical sciences. In 2008, she was awarded a Fulbright Fellowship to work with South African university and museum educators and K–12 science teachers. Dr. Lederman served on the Board of Directors of the National Science Teachers Association (NSTA) and as President of the Council for Elementary Science International (CESI). She is currently serving on the Board of Directors of the National Association for Research in Science Teaching (NARST) and as co-editor of the Journal of Science Teacher Education.
Kathy Cabe Trundle, Ph.D.
Department Head and Professor, STEM Education, North Carolina State University
Dr. Kathy Cabe Trundle’s leadership in science education spans more than 30 years. Her research and expertise in early childhood science education led to collaborations in China, Finland, Indonesia, and Turkey, and she engages in partnerships with early childhood leaders including Head Start and Primrose Schools® in partnership with Save the Children. Her research efforts have yielded more than 200 publications including books, research manuscripts, and professional articles. Dr. Cabe Trundle is active in developing curricula as well as science teacher education and professional development programs. Her numerous awards include Outstanding Teacher Educator of the Year presented by the Association for Science Teacher Education and a Fulbright Fellowship to support her work in Indonesia. Her love of nature and adventurous spirit took her on safaris in Tanzania and Rwanda, where she hiked among the mountain gorillas and volcanoes.
Professor of Teacher Education and Educational Psychology, Michigan State University Dr. Nell Duke's research and teaching focuses primarily on young children—pre-kindergarten through grade two. She is particularly interested in how young children learn to comprehend informational text and what teachers can do to facilitate that process. Dr. Duke has received awards for her research from the International Reading Association, the National Council of Teachers of English, the National Reading Conference, and the American Educational Research Association. She is author and co-author of numerous journal articles, book chapters, and books, including Reading and Writing Informational Text in the Primary Grades: Research-Based Practices and Literacy and the Youngest Learner: Best Practices for Educators of Children from Birth to Five.
David W Moore
Professor of Education Arizona State University Dr. David Moore taught high school social studies and reading in Arizona public schools before entering college teaching. He currently teaches secondary school teacher preparation courses in adolescent literacy. He co-chaired the International Reading Association’s Commission on Adolescent Literacy and is actively involved with several professional associations. His twenty-five year publication record balances research reports, professional articles, book chapters, and books. Noteworthy publications include the International Reading Association position statement on adolescent literacy and the Handbook of the Reading Research chapter on secondary school reading. Recent books include Teaching Adolescents Who Struggle with Reading (2nd ed.) and Principled Practices for Adolescent Literacy.