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Judith C. Stobbe

Judy Stobbe is currently a classroom teacher and staff development specialist in a two-way bilingual immersion program specializing in emergent literacy, effective math instruction, second-language acquisition, and effective bilingual education. She has initiated a staff development model based on ongoing teacher collaboration that links authentic assessment to innovative classroom practices across an entire school.

Baron, Wendy

Wendy E. Baron

Wendy Baron has taught Grades K-6, served as a Title I reading specialist, supervised and instructed prospective teachers at the University of California, Santa Cruz (UCSC), and for the past 20 years, she has worked directly with new teachers and principals in Grades K-12. As associate director with the New Teacher Center, Baron oversees the Santa Cruz/Silicon Valley New Teacher Project, which supports over a 1,000 new teachers annually.

Joy G. Dryfoos

JoyG.Dryfoos, Hastings-on-Hudson, New York, is an independent consultant and writer partially supported by the Carnegie Corporation. She has written four books and more than 100 articles on programs related to adolescent behav­ior, prevention programs, school-based health clinics, and full-service commu­nity schools. In addition, Joy has served on the National Academy of Science’s panels on teen pregnancy, high-risk youth, and comprehensive school health.

McNutt, Margaret

Margaret A. McNutt

Margaret A. McNutt has over 20 years of experience in both public and private education at all grade levels. Her roles include classroom teacher, administrator, curriculum developer, and tech­nology designer. Margaret serves as a consultant to schools regarding staff development, student achievement in all subject areas, and technology design. Margaret holds a Bachelor of Arts degree in English and a Master of Arts degree in Education from Austin College, Sherman, Texas.

Esther S. Friedman

Esther S. Friedman has extensive experience as teacher, school administrator, program developer, and trainer for both parent and teacher groups in public and private settings. She has served in organizations at the national, state, and local level. Esther holds a Bachelor of Arts degree in Education from State University of New York at Potsdam and a Master of Library Science degree in School Library and Media from the University of Oklahoma. She is a candidate for an Ed.D.

Power, Michael

Michael P. Power

Michael A. Power has a PhD in Educational Psychology and a master’s degree in English as a Second Language from the University of Hawaii. He is the Director of Instruction and Assessment for the Mercer Island, Washington, school district. He has taught English as a second language in the United States, Japan, and the Republic of Korea, and has, for many years, conducted training throughout the Pacific in instructional strategies for teachers (including cooperative learning).

Gentile, J.

J. Ronald Gentile

J. Ronald Gentile is a graduate of Penn State University (B.S., 1963, and M.S., 1964, in Psychology; and Ph.D., in 1967, in Educational Psychology) and has been teaching educational psychology at the University at Buffalo, State University of New York, since 1969.

James P. Lalley

James P. Lalley is an Assistant Professor of Education at D’Youville College in Buffalo, New York. He is a graduate of the State University of New York at Buffalo (B.A., 1984, in History; and M.A., 1995, and Ph.D., 1997, in Educational Psychology). He has taught at the State University of New York, College at Buffalo and Canisius College. His previous publica­tions have been in the areas of educational technology and child development.





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