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Click here to view the section editors and their affiliations
 Penelope Peterson
Dean, School of Education and Social Policy, Northwestern University, USA
Penelope Peterson was appointed as Dean of the School of Education and Social Policy in 1997. Prior to this, Penelope held the post of University Distinguished Professor of Education at Michigan State University and before that, of Sears-Bascom Professor of Education at the University of Wisconsin-Madison.
Peterson was awarded the Raymond B. Cattell Early Award from the American Educational Research Association (AERA) in 1986 for her programmatic research on effective teaching and learning. She went on to serve as president of AERA from 1996-1997, and is also a fellow of the American Psychological Association and the American Psychological Society. As AERA president, Penelope led initiatives to reform the organization and to synthesize research-based knowledge, making it more useful to policy makers and practitioners.
More recently, Peterson has served as a member of the National Academy of Sciences Study Panel on the "Science of Learning," which produced the volume, How People Learn—a comprehensive study of learning, based on a synthesis of the research on cognition, cognitive neuroscience, learning, and the design of educational environments that foster effective learning.
Peterson’s current research interests are in learning and teaching in schools and classrooms, particularly in literacy and mathematics; student and teacher learning in reform contexts; and relations among educational research, policy, and practice.
Selected Publications
Prawat, R. & Peterson, P. L. (1999). Social constructivist views of learning. In J. Murphy and K. S. Lewis (Eds.), Handbook of Research in Educational Administration (203–226). New York: Macmillan.
Neumann, A., Pallas, A., & Peterson, P. L. (1999). Learning the practice of educational research. In Lagemann, E., Shulman, L. S . & Collins, A. (Eds). Improving Educational Research: Strategies, Training, and Communication (247–288). San Francisco: Jossey-Bass.
Neumann, A. & Peterson, P. L. (Eds.) (1997). Learning From Our Lives: Women, Research, and Autobiography in Education. New York: Teachers College Press.
Elmore, R. F., Peterson, P. L. & McCarthey, S. J. (1996). Restructuring in the Classroom: Teaching, Learning, and School Organization. San Francisco, CA: Jossey-Bass.
Prawat, R. S. & Peterson, P. L. (1996). Total quality management meets whole language reform: A site for investigating administrators' learning. Journal of Education Policy,11 (4), 441–464.
Peterson, P. L. , McCarthey, S. J., & Elmore, D. F. (1996). Learning from school restructuring. American Educational Research Journal, 33 (1), 119–153.
Peterson, P.L., Putnam, R.T., Vredevoogd, J, & Reineke, J. (1992). Profiles of practice: Elementary school teachers' views of their mathematics teaching. In W.G. Secada (Ed.), The reform of school mathematics in the United States, special issue of the International Journal of Educational Research, 17 (5), 471–488.
 Dr. Eva Baker
Director, Center for the Study of Evaluation, UCLA, USA
Eva Baker graduated from the University of California, Los Angeles in 1967. She has directed the UCLA Centre for the Study of Evaluation (CSE) since 1975 and is Co-director of the National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
Dr. Baker was a congressionally appointed member of the National Council on Education Standards and Testing and serves on the Independent Review Committee on the Evaluation of Title I Testing. She is currently co-chair of the committee to revise the standards for Educational and Psychological Testing and is a member of the Advisory Committee on Educational Statistics (ACES) for the National Centre for Education Statistics.
Dr. Baker has previously served as president of the Educational Psychology Division of the American Psychological Association, National Officer in the American Educational Research Association, and editor of Educational Evaluation and Policy Analysis.
Her research at the Center for the Study of Evaluation addresses assessment and accountability models, the design and validation of technology-based learning and assessment systems, and new models to measure complex human performance in large-scale assessments.
Dr. Baker is involved in international, national, and state policy deliberations on assessment.
Recent Publications
Baker, E. L. (2003). Improving accountability models by using technology-enabled knowledge systems (TEKS). In J. Armstrong (Ed.), Technology applications to education and training. Denver, CO: Education Commission of the States, National Forum on Accountability.
Baker, E. L., & Herman, J. L. (2003). Technology and evaluation. In G. Haertel & B. Means (Eds.), Evaluating educational technology: Effective research designs for improving learning. New York: Teachers College Press.
Baker, E. L., & Linn, R. L. (in press). Validity issues for accountability systems. In S. Fuhrman & R. Elmore (Eds.), Redesigning accountability. New York: Teachers College Press.
Baker, E. L. (2003, Summer). Multiple measures: Toward tiered systems. Educational Measurement: Issues & Practice, 22 (2), 13-17.
Linn, R. L., Baker, E. L., & Betebenner, D. W. (2002). Accountability systems: Implications of requirements of the No Child Left Behind Act of 2001. Educational Researcher, 31 (6), 3-6.
Baker, E. L., & Mayer, R. E. (1999, May/July). Computer-based assessment of problem solving. Computers in Human Behavior, 15 (3/4), 269-282.
 Barry McGaw
Director, Education Directorate, OECD, Paris, France
Barry McGaw is Director of the Directorate for Education in the Organisation for Economic Co-operation and Development (OECD). Prior to this, he served as Deputy Director for Education in the former OECD Directorate for Education, Employment, Labour, and Social Affairs.
Dr. McGaw is a Fellow of the Academy of the Social Sciences in Australia, the Australian Psychological Society, and the Australian College of Educators. He received an Australian Centenary Medal “for distinguished service through educational research and policy” in 2003.
Dr. McGaw graduated in chemistry from the University of Queensland in Australia and completed his PhD in educational psychology and psychometrics at the University of Illinois in the USA. He has previously held the post of President of the Australian Association for Research in Education and the International Association for Educational Assessment. Dr. McGaw has also served as Executive Director of the Australian Council for Educational Research (a not-for-profit company with an international research and development program) and as Professor of Education at Murdoch University in Perth, Western Australia.
Dr. McGaw’s research interests are in educational measurement and learning. He has had extensive experience in issues of curriculum and assessment in the upper secondary years, including selection procedures for higher education. He chaired governmental review committees dealing with these issues in two Australian states and, in a third, acted as sole reviewer and author of a public discussion document and a report with recommendations.
Recent Publications
The two major annual publications of the Directorate are Education at a Glance and Education Policy Analysis. The Programme for International Student Assessment (PISA) measures the performance of 15-year-olds in reading literacy, mathematical literacy, scientific literacy, and an increasing range of cross-curricular competencies every three years, commencing in 2000.
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