Pamela Cantor, M.D. is a child and adolescent psychiatrist, founder of Turnaround for Children, author, and thought leader on human potential, the science of learning and development, and educational equity. Dr. Cantor is a child and adolescent psychiatrist, author, and thought leader on human potential, the science of learning and development, and educational equity. In the aftermath of the 9/11 attacks, she founded Turnaround for Children, which translates scientific insights into tools and services that help educators establish the conditions for all students to thrive. She received an M.D. from Cornell University, a B.A. from Sarah Lawrence College, and was a Visiting Scholar at the Harvard Graduate School of Education.
Stephen Linn Chew, Ph.D., is a cognitive psychologist and a professor of psychology at Samford University. His primary research areas include the cognitive basis of effective teaching and learning, the use of examples in teaching, the impact of cognitive load on learning, and the tenacious misconceptions that students bring with them into the classroom. He is best known as the creator of a groundbreaking series of YouTube videos for students on how to study effectively in college based on cognitive research.
Adele Diamond, Ph.D., FRSC is the Canada Research Chair Tier I Professor of Developmental Cognitive Neuroscience at the University of British Columbia (UBC) in Vancouver, Canada. A leader in two fields, psychology and neuroscience, she helped pioneer a now flourishing interdisciplinary field called “developmental cognitive neuroscience.” She specializes in the rigorous study of how executive functions (EFs) in children are affected by biological factors and by environmental ones. Her discoveries have thrice changed international medical guidelines for the treatment of diseases and have had a significant impact on early education worldwide.
Greg Dunn, Ph.D., began painting brain and neuroscience art in graduate school at the University of Pennsylvania. His love for the brain and the beautiful forms of neurons fit harmoniously into his love for Asian art. He began exploring art of the brain and neurons through ink paintings and scrolls, painting commissions for universities and individuals. Over time, he gradually began using gold in his art. He completed his doctorate in Neuroscience at the University of Pennsylvania in 2011.
Krista Ferraro is a history teacher and department head at Thayer Academy in Braintree, Massachusetts. Her passions include civic education, social justice, and preparing students for effective global citizenship. Previously, she served as deputy director of public policy and curriculum innovation at Chavez Schools in Washington, DC, where she also taught history and public policy courses. Her published works include the bestselling Learning That Transfers: Designing Curriculum for a Changing World, Tools for Teaching Conceptual Understanding.
Iain Henderson is a professionally trained and expert coach. He has taught in both state and independent sectors in the United Kingdom and has trained hundreds of teachers there and at other schools to become coaches. Iain has taught at Wellington since 1993, and now leads on all aspects of Partnership work, locally, nationally and internationally. Iain is co-director of the Festival of Education, delivering this fantastic annual event not just in the UK but also in Tianjin, Shanghai, Hangzhou and Bangkok. Iain is also a leading expert in Coaching in Education and facilitates courses to build up significant and distinctive strength in this key area.
Ian Kelleher, Ph.D., is a science teacher at St. Andrew’s Episcopal School, and Dreyfuss Head of Research for its Center for Transformative Teaching & Learning. His work focuses on helping teachers translate the science of learning into everyday practices in their own classrooms and measuring the impact. Ian is the co-author of Neuroteach: Brain Science and the Future of Education, and co-designer of Neuroteach Global. Ian is the inaugural Joseph and Kathleen Dreyfuss Family Chair for Research, an endowed position at St. Andrew’s Episcopal School for the lead CTTL researcher. Ian grew up in the United Kingdom, went to the University of Cambridge for his Ph.D., was an undergraduate at Manchester University, but has been teaching in the United States for more than twenty years.
Christine Lewis is currently the Lower School teaching and learning strategist at St. Andrew’s Episcopal School and The CTTL Lower School research lead. Chris has been an educator for nearly 25 years. For the last 19 years, while living in America, she has focused exclusively on elementary and early childhood education, and for three years, she led the early childhood and elementary faculty investigation of research-informed, evidence-driven instructional design for academic growth and student well-being. This work produced The Elementary Roadmap: MBE Strategies for Teaching & Learning and The Early Childhood Placemat: MBE Strategies for Teaching & Learning for The CTTL. She has earned a BSc in chemistry from Waikato University in New Zealand and an MS in the science of instruction from Drexel University.
Eva Shultis is a science teacher at St. Andrew’s Episcopal School and the Associate Director for Program Development & Research at The CTTL. Her work focuses on helping teachers translate the science of learning into everyday practice in their own classrooms and measuring the impact. Eva has taught middle and high school science since 2010, interspersed with work on problem-based learning at the New England Board of Higher Education and research on causal understanding at Project Zero. She earned her Sc.B. in Human Biology from Brown University and an Ed.M. in Mind, Brain & Education from the Harvard Graduate School of Education.
Julie Stern is passionate about synthesizing the best of education research into practical tools that support educators in breaking free of the industrial model of schooling and moving toward teaching and learning that promotes sustainability, equity, and well-being. She is a four-time, best-selling author of Learning That Transfers: Designing Curriculum for a Changing World, Visible Learning for Social Studies, The On-Your-Feet-Guide to Learning Transfer and Tools for Teaching Conceptual Understanding. She is a global consultant, partnering with large public school districts as well as international schools around the world.
Dr. Carolyn Strom is a teacher educator and classroom researcher whose work focuses on improving early literacy outcomes and reading experiences for young children. Specifically, her work centers on bridging the divide between scientific research and instructional practice. She collaborates widely with school districts and curriculum developers; currently, she is working on an initiative in New York City preschool teachers called ‘Cortex in the Classroom,’ which centers on the practical application of reading science and learning technologies in early childhood. She has a Ph.D. in Early Literacy from New York University and a Master’s degree in Reading Education from the University of Southern California.
Dr. Tracey Tokuhama-Espinosa is an Instructor at the Harvard University Extension School where she teaches the “Neuroscience of Learning: An Introduction to Mind, Brain, Health and Education Science” and is the Associate Editor of the Nature Partner Journal, Science of Learning. Her current work is aimed at turning research from the learning sciences into usable knowledge for teachers at all levels of education.
Daniel Willingham is Professor of Psychology at the University of Virginia. In 2017 he was appointed by President Obama to serve as a Member of the National Board for Education Sciences. Until about 2000, his research focused solely on the brain basis of learning and memory. Today, all of his research concerns the application of cognitive psychology to K-16 education.
Glenn Whitman is a History teacher at St. Andrew’s where he also directs the Center for Transformative Teaching and Learning. Glenn is the co-author of Neuroteach: Brain Science and the Future of Education and co-designer of Neureoteach Global. Glenn is a former Martin Institute for Teaching Excellence Fellow and author of Dialogue with the Past: Engaging Students and Meeting Standards through Oral History as well as co-editor of Think Differently and Deeply, the international publication of The CTTL. Glenn earned his MALS from Dartmouth College and a BA from Dickinson College.