Critical Links: Learning in the Arts and Student Academic and Social Development
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Critical Links Researchers

Terry L. Baker is a Senior Research Scientist at the Education Development Center/Center for Children and Technology. He conducts research and evaluation projects on systemic school reform, technology, infusion, the arts and education, museum education, and literacy. He was the Director of the Four Season Project at Teachers College Columbia University, affiliated with the National Center for Restructuring Education, Schools and Teaching. (NCREST) He has served as the Dean of the Research Division and Senior Research Scientist at Bank Street College of Education, occupying the Blanche F. Ittleson Research Chair in Mental Health and Education and as Associate Dean of the School of Education at Hofstra University and senior assistant to the Chancellor of New York City Public Schools. Dr. Baker has extensive experience in the design and implementation of curriculum projects aimed at language skills development such as the Open City early childhood reading project, at the use and study of media and technology such as the Interactive Videodisc Project for High School Science, the New York City and Dutchess County Distance Learning Projects, the development of computer networks for teachers, and Project Neon for adult literacy development using broadcast media, and in the development of arts skills and appreciation such as the Pittsburgh Arts Education Project. He ash served as the principal investigator on several evaluation projects including the Annenberg Arts Project, the Empire State Partnership Project, the DeWitt Wallace School Partners Project, the Studio in a School Evaluation, the Manhattan Theatre Club evaluation, The Lincoln Center Institute Higher Education Project evaluation, the John F. Kennedy Center's Arts Education Initiative evaluation, and the National Education's Association Learning Tomorrow Project evaluation. His teaching experience includes university courses in English literature and composition, communication theory, film studies, school administration, and research methods and Clark College, Atlanta University, Teachers College, Columbia University, Queens College, and Bank Street College of Education. He wa the co-director of the Hunter College Teacher Corp Arts and Humanities Project, a staff development and teacher education project.

Contact Information
96 Morton Street 7th Floor
New York, New York 10014
Phone Number: (212) 807-4249
Fax Number (212) 633-8804
Email: tbaker@edc.org

Karen Kohn Bradley is Director of Graduate Studies in Dance at the University of Maryland, College Park. She is the former Chair of Dance at Townson University and was the Director of the Certificate Program in Laban Movement Studies at the Laban/Bartenieff Institute of Movement Studies in New York City. Ms. Bradley has been the President of the Congress on Research in Dance and is the Chair of the Board of the Laban/Bartenieff Institute of Movement Studies.

Ms. Bradley is a Certified Movement Analyst in Laban Movement Analysis, has training as a dance/movement therapist and has a background in theatre, somatics, massage therapy, and dance medicine. She is currently affiliated with Woolly Mammoth Theatre Company in Washington, DC as a choreographer and movement designer and teaches Movement for Actors at the University of Maryland. Bradley also has designed and taught acting and improvisation classes for children.

She is a consultant to the State of Maryland on assessment in the arts, and is on the Fine Arts Advisory Task Force to Dr. Nancy Grasmick, and is overseeing analysis of research in dance education for the National Dance Education Organization's Research in Dance Education Project. After twenty years as a teacher, writer, and researcher on how dance/movement and learning are linked, Bradley is also writing a book, Why Johnny Should Dance: How Moving Informs Thinking.

Contact Information
Work number: (301) 405-0387
Home number: (202) 543-0214
Email: kbradley@wam.umd.edu

James S. Catterall is Professor at the UCLA Graduate School of Education & Information Studies where he has served on the curriculum and education policy faculty since 1981. He is Director of the Imagination Group, a collaboration group of academics, students, teachers, and art professionals interested in learning through the arts.

Dr. Catterall's research focuses on the roles of the arts in human development, with an emphases on basic roles of imagery in cognition and on arts-related instructional and curriculum policies impacting teaching and learning. He is nationally known for works related to children at risk, and in recent years for his studies examining the influences of participation in the arts and learning development. Dr. Catterall also served as director of multi-year evaluation of the Chicago Arts Partnerships in Education, a program which pairs artist and teachers for interdisciplinary teaching. Reports of his longitudinal studies and the CAPE research can be found in the Champions of Change volume available on the Arts Education Partnership website.

Professor Catterall currently heads the Design Team for the new Riverside School for the Arts, a collaboration between the University of California at Riverside, the Riverside Community College, and the County Office of Education.

Professor Catterall holds a Ph.D. in education from Stanford University, an M.A. in public policy from the University of Minnesota, and an AB with honors in economics from Princeton University. He is founding member of both the Topanga, CA Symphony (cello) and the Topanga Brass (euphonium), both groups established in the early 1980s.

Contact Information
Graduate School of Education and Information Studies
P.O. Box 95121
Los Angeles, CA 90095-1521
Phone Number: (310) 455-0785
Fax Number: (310) 455-0795
Email: jamesc@gseis.ucla.edu

H. Dickson Corbett (Dick) is an independent educational researcher. He spends his time studying and evaluating school reform initiatives, with a particular emphasis on low-income schools. He obtained his Ph.D. from the School of Education at the University of North Carolina Chapel Hill, with an emphasis in the sociology of education. He has published his research in books for Teachers College Press, Alex, and the State University of New York Press--the most recent of which are Listening to Urban Kids: School Reform and the Teachers They Want (SUNY Press, 2001) and Effort and Excellence in Urban Classrooms: Expecting-and Getting-Success from All Students (Teachers College Press, 2002). Dr. Corbett has written articles for journals such as Educational Researcher, Phi Delta Kappan, Educational Leadership, Curriculum Inquiry, Urban Review, and Educational Policy. He also edits a book series on restructuring and school change for the State University of New York Press.

Robert Horowitz is Associate Director of the Center for the Arts Education Research at Teachers College, Columbia University and consultant to arts organizations, schools, school districts, and foundations. As part of a group of researchers supported by the GE Fund and the John D. and Catherine T. MacArthur Foundation, Dr. Horowitz investigated the impact of arts learning on several cognitive research, social dimensions, such as creativity, personal expression, and school climate. The collective research, Champions of Change: The Impact of the Arts on Learning, was published by the President's Committee on the Arts and Humanities and the Arts Education Partnership. He is a recipient of the NAEA 2001 Manual Barkan Memorial Award for the article based on this work, Learning In and Through the Arts: The Question of Transfer in Studies in Arts Education Dr. Horowitz has helped develop numerous educational partnerships throughout the country. He is the author From Service Provider to Partnership: A Manual for Planning, Developing,a and Implementing Collaborations with the New York City Public Schools and co-author of Institutionalizing Arts Education for New York City Public Schools, the blueprint for the $36 million Annenberg arts education initiative. He has written, lectured and conducted workshops on program evaluation, musical creativity, jazz improvisation, curriculum development, student assessment, partnership development and arts education policy issues.

After performing and recording widely as a guitarist, Rob Horowitz taught for five years at an alternative high school or at-risk students in New York City. Subsequently, he taught guitar at Teachers College, Columbia University, where he received his doctorate in 1994. Dr. Horowitz teaches research and assessment methods at Teachers College. Current projects include evaluation of arts partnerships, teacher professional development, and research on the impact of arts learning on cognitive and social development.

Contact Information
540 Fort Washington Ave. #5F
New York, New York 10033
Phone Number: (212) 781-3730
Email: artsresearch@aol.com

George W. Noblit is a professor of social foundation of education at the School of Education at the University of North Carolina at Chapel Hill. He specializes in the sociology of knowledge, school reform, critical race studies, anthropology of education, and qualitative research methods. Dr. Noblit regularly conducts funded research and evaluation projects. He recently completed evaluations of A+ schools and charters schools in North Carolina. His 1996 book, the Social Construction of Virtue: The Moral Life of Schools (SUNY Press), was selected for a Critic's Choice Award of the American Educational Studies Association, and he recently, published a set of studies covering his career, Particularities: Collected Essays on Ethnography of Education (Peter Lang, 1999). He won the Dina Fietelson Outstanding Research award from the International Reading Association in 2000. Dr. Noblit is co-editor of the Urban Review and a book series with Hampton Press, Understanding Education and Policy. He is immediate past president of the American Educational Studies Association. Currently, James Leloudis and he are conducting a study titled, "The Marketing of the South and Education of African-Americans," which is funded by Spencer foundation. He is currently working on two books based on A+ Schools Program evaluation. One focuses on research methodology for the study of arts and school reform and the other highlights the significance school identity, supportive networks and professional development in A+ Schools.

Contact Information
UNC Chapel Hill,
CB#3500
Chapel Hill, NC 27599-3500
Phone Number: (919) 962-2513
Email: gwn@email.unc.edu

Larry Scripp, Ed.D is an accomplished researcher, educator, and administrator in music. As a musician, Dr. Scripp has composed many works for musical theater, modern dance, film, and children's animation, has directed a variety of community orchestras and contemporary performing groups in the Boston area. As a research scholar and consultant for arts in education in the past, he has investigated artistic development in children at Harvard Project Zero from 1982 to 1995. He has designed and carried out research studies investigating young children's symbolic development, musical perception, musical representation, giftedness, and the development of computer-supported curricula in the arts and humanities. Much of his research focused on developing "authentic" measure of students' learning and development in the arts.

Since serving as senior faculty member of Undergraduate Theoretical Studies since 1985, Dr. Scripp became as Chair of the Music Education Department at New England Conservatory in 1998. As a result of a 3-year curriculum reform grant from the Federal Government of Education and the Surdna Foundation, he and his colleagues have designed an institution-wide Music-in-Education Concentration for students of all majors at New England Conservatory. As Founding Director of the new Research Center for Learning Through Music at New England Conservatory, he is designing and implementing "Learning through Music" School Programs in public schools (supported by the GE Fund) and, most recently, became the Founding Director of the National Music-in-Education National Consortium, a coalition of schools of music and education, arts organizations, and school reform organization through the arts. In August 2000 he became the founder and executive director of the Conservatory's Journal for Learning Through Music and hosted New England Conservatory's National Conference "Making Music Work in Public Education: Innovative Practices and Research from a National Perceptive" (supported by the Spencer Foundation).

As a partnership with the Research Center at New England Conservatory, Larry Scripp created and became Director of Curriculum, Research and Dissemination for the Conservatory Lab Charter School, a Massachusetts State public school dedicated to developing successful and replicable "Learning Through Music programs for elementary schools in the near future.

Michael A. Seaman is Chair of the Department of Educational Psychology and Associate Professor of Education Research at the University of South Carolina, where he as been a member of the faculty since 1990. He earned his Ph.D. at the University of Wisconsin. His research interest include effect size analysis, nonparametric statistics, statistical education, arts education, and program evaluation.

Seaman also serves as Director of the Office of Program Evaluation in the College of Education at the University of South Carolina. In this capacity he has conducted evaluations of projects funded by the National Science Foundation, the U.S. Department of Education, the South Carolina Department of Education, and the South Carolina Arts Commission. He is currently leading an evaluation team conducting further study on the transition process and effects in South Carolina schools that choose to make the arts a focal point in the curriculum.

Seaman is a member of the American Statistical Association, the American Psychological Association, and the American Education Research Association (AREA). He is the immediate past president of the Education Statisticians Special Interest Group of AREA.

Bruce L. Wilson is an independent research. He is also an adjunct faculty member at Teachers College, Columbia University where he teaches a course on research methods. His research interest are in school change, educational policy, and organizational analysis. His most recent research focuses on bringing the student voice to education reform initiatives. Those interest are currently being pursued to: (1) evaluate the implementation of the Onward to Excellence program created by the Northwest Regional Educational Laboratory, (2) study middle schools reforming science education through the efforts of the Peen Merck Collaborative for Science Education, (3) evaluate a statewide effort by the Mississippi Arts Commission to infuse the arts throughout the curriculum, (4) evaluate the implementation and effects of the Galef Institute's Different Ways of Knowing middle grades school reform model in high poverty schools, (5) investigate implementation and sustainability issues for the Talent Development program at John Hopkins University, and (6) explore the factors promoting a comprehensive partnership of reform for middle grades education in Michigan as supported by the W.K. Kellogg Foundation. His publication included Effort and Excellence in Urban Classrooms: Expecting--and Getting--Success with All Students co-authored with H. Dickson Corbett and Belinda Williams (Teachers College Press, 1993) Listening to Urban Kids: School Reform and the Teachers They Want (SUNY Press 2001), co-authored with H. Dickson Corbett Mandating Academic Excellence: High School Responses to State Curriculum Reform (Teachers College Press, 1993), co-authored with Gretchen Rossman Testing, Reform, and Rebellion (Ablex, 1991), and co-authored with H. Dickson Corbett Successful Secondary Schools: Vision of Excellence in American Public Education (Falmer Press, 1988) co-authored with Thomas B. Corcoran. His academic training was at Stanford University where he earned an undergraduate degree in Sociology and a Ph.D. in Sociology of Education.

Contact Information
11 Linden Avenue
Merchantville, NJ 08109
Phone Number: 856-662-6424
Fax Number: 856-662-6434
Email: bwilson@voicenet.com

Ellen Winner, a development psychologist, is a Professor of Psychology at Boston College, and a Senior Research Associate at Harvard Project Zero, Harvard Graduate School of Education. She is the author of Invented Worlds: the Psychology of the Arts (Harvard University Press, 1982) The Point of Words: Children's Understanding of Metaphor and Irony (Harvard University Press, 1988) and Gifted Children: Myths and Realities (Basic Books, 1996). She has conducted studies and the relationship of such understanding to nonliteral language; the relationship between learning in the arts and learning in academic areas; and giftedness, creativity, and the arts. She is currently studying exemplary practices in the teaching of the visual arts.

Contact Information
Phone Number: (617) 552-4118)
Email: elwinner@attbi.com