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J. Martyn Gunn, professor emeritus at Texas A&M University,has over forty-one years of experience in higher education. A biochemist by training, he rose through the ranks before transitioning to academic leadership at the departmental and university level.
Amelia Herrera-Evans is a high school English language development teacher within the Language Institute at Grace Davis High School in Modesto, California.
Dr. Fiona Ell is an Associate Professor and Head of Teacher Education at the University of Auckland. She has a background in elementary teaching and remains a registered teacher. Fiona’s research centers on mathematics education and teacher professional learning, both before certification and afterwards.
Dr. Kaye Twyford is an experienced school leader and teacher and more recently, researcher. She is a lecturer at the University of Auckland. She also works as a consultant supporting Communities of Learning to build collaborative practice to raise student outcomes.
Tiffanee M. Brown, MS SpEd, is an educational consultant, National Board Certified English language arts teacher, and a teacher-leader in her school district. As an independent Dr. H. Lynn Erickson and Dr. Lois A. Lanning Concept-Based Curriculum and Instruction Presenter and Trainer, she presents and works with districts at both the regional and international levels.
Susan K. Borg, EdD, is a clinical assistant professor at San Houston State University where she supervises the superintendent certification program and teaches graduate-level principal preparation courses. Susan is also a senior associate at N2 Learning, an educational consulting company. She is formerly the associate superintendent for instruction and student services in a suburban school district in Texas, supervising the academic programs for approximately 50,000 students. Dr.
Angeline Anderson, Ph.D. is currently an independent educational consultant.
Stephanie Edgar, M.Ed. is currently an associate at N2 Learning, an educational consulting company. She is formerly the Director of Campus Instructional Support in a large suburban school district in Texas. Her team provided direct support to campuses through professional development, specialist training, video production, adaptive and benchmark assessments, campus planning, and embedded technology. Mrs.
The challenge is what learning is all about—to willingly explore new ideas and grapple with existing ideas to deepen understanding. The term “challenging learning” has two implied meanings: to challenge the way learning is typically done, and to make learning more challenging.
The books in this series are centered around proven, research-based instructional strategies designed to cultivate exploratory dialogue, foster growth mindsets, give feedback, craft quality questions, and design challenging lessons.
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Paul Emerich France is a National Board Certified Teacher, Reading Specialist, and author of five books on teaching, including Reclaiming Personalized Learning: A Pedagogy for Restoring Equity and Humanity in our Classrooms and Make Teaching Sustainable: Six Shifts Teachers Want and Students Need.
