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Charles M. Achilles is Professor of Educational Leadership, College of Education, Eastern Michigan University (EMU). He received his doctorate in Educational Administration from the University of Rochester and worked briefly at the (former) U.S. Office of Education, for 21 years at the Bureau of Educational Research and Service, The University of Tennessee, Knoxville, for 6 years at the University of North Carolina at Greensboro; and since 1994 at EMU. 

Mary Zabolio McGrath taught in the Bloomington, MN, public schools for 31 years, working as a classroom teacher, a demonstration teacher with the Project Read program, and as a special education teacher in the areas of learning disabilities, behavior disorders, and developmental delay. She has served as national secretary for the Council for Behavior Disorders and on the board of the Minnesota Council for Exceptional Children.

Ann C. Candler-Lotven is Provost and Vice President for Academic Affairs at Texas A&M University-Texarkana. She has 30 years of experience in the education of students with exceptionalities. During those years, she also worked with the parents and teachers of exceptional students. Her research interests include exceptional learners, learning and student strategies, and gifted students. She has authored numerous articles, books, and book chapters in the field of special education.

Judith Preissle, a professor at the University of Georgia, is a teacher educator and an educational anthropologist who brings a dual insider-outsider perspective to issues of education and immigration. She is a native-born citizen of the United States whose forebears arrived on the continent in the 18th and 19th centuries. She is also one of the many internal migrants of the 20th century, who grew up moving around the country and attending schools in six different states.

Ellen McIntyre is a literacy professor in the Department of Teaching and Learning at the University of Louisville, where she teaches courses on lit­eracy research and instruction and studies children’s development in light of instructional contexts.

Renee Rosenblum-Lowden has taught children and adolescents for more than 25 years in the New York City school system. Currently, she is sharing her love for teaching by presenting seminars and keynote speeches to new and veteran teachers throughout the country, as well as student teachers at various universities. She uses a sense of humor while arming them with great strategies for making classrooms safe and fun—while always being in control.

Xue Lan Rong, a professor at the University of North Carolina, Chapel Hill, is a first-generation immigrant whose native language is Chinese. As a classroom teacher, teacher educator, and educational sociologist, she has more than 25 years of teaching experience in public schools at various levels in the United States and China. She obtained her research experience via sociological, demographic, and pedagogical training.

Russell T. Osguthorpe, a professor of instructional psychology and technology, currently serves as director of the Center for Teaching and Learning at Brigham Young University. He has also served as chair of his department and associate dean of the David O. McKay School of Education. In 1998, he was awarded the Martha Jane Knowlton Corey University Professorship.

David Scheidecker had been a high school English teacher for 27 years, with 20 of them as the head of an English department. His professional activities included serving as a reader for the Advanced Placement English literature and Composition exam, acting as a consultant to the college board, curriculum design, and miscellaneous instructional concerns. Scheidecker had worked extensively in curriculum design and revision at his own high school.