|
Michael Ben-Avie, Ph.D., is an academic
psychologist with postdoctoral work in child neuropsychiatric disorders
and research, and an educational researcher, author, mentor, facilitator,
certified teacher, and statistician with expertise in quantitative and
qualitative research methodologies. He is a research affiliate of the
Yale Child Study Center. In 2005, he was accepted for inclusion in the
federal government’s Registry of Outcome Evaluators.
Dr. Ben-Avie has co-edited six books with James P. Comer, M.D. and colleagues
at the Yale School Development Program and at the Yale Child Study Center: Six
Pathways to Healthy Child Development and Academic Success, Dynamic Instructional
Leadership to Support Student Learning and Development, and Transforming
School Leadership and Management to Support Student Learning and Development
(slip-cased as The 3-Volume Field Guide to Comer Schools in
Action, Corwin Press, 2004); How Social and Emotional Development
Add Up: Making Gains in Math and Science Education (2003); Child
By Child: The Comer Process for Change in Education (1999); and Rallying
the Whole Village: The Comer Process for Reforming Education (1996)
(Teachers College Press).
As principal investigator and co-investigator, Dr. Ben-Avie has conducted
numerous research studies, including studies of after-school programs
established under the sponsorship of the Safe Schools/Healthy Students
Initiative; Smaller Learning Communities, Early Childhood Educators Professional
Development Initiative; Motivational Enhancement Therapy/Cognitive Behavioral
Therapy (Health and Human Services' Center for Substance Abuse Treatment);
Functional Family Therapy (Substance Abuse and Mental Health Services
Administration's Center for Mental Health Services); the Institute for
Student Achievement's academic and counseling support services; and the
twelve-year mentoring partnership between Merrill Lynch and the National
Urban League conducted in 10 U.S. cities. Click
here for publications
e-mail michael@impactanalysis.org
|
|
William T. Brown, Ph.D., is
a clinical psychologist, an assistant professor of psychology in the
Department of Social and Behavioral Sciences at Norwalk Community College,
and a member of the board of directors of both Boys and Girls Village,
Milford, CT, and the Connecticut Academy for Education in Mathematics,
Science, and Technology. Dr. Brown is a former NIMH research fellow with
the Yale Child Study Center. His primary clinical interests lie in serving
minority, underserved, and marginalized youth and their families.
His research interests involve investigating the relationships between
psychological and social development and educational
risk and resilience, and examining the impact of mental health and educational
policy on young people's development and educational engagement. Click
here for publications
e-mail wtbrown@impactanalysis.org
Trudy Raschkind Steinfeld is an education
researcher, systems modeler, communications consultant, staff developer,
and group facilitator. The development editor of six books about the
Yale
School Development Program, she is also a coauthor of several chapters
in Transforming School Leadership and Management to Support Student
Learning and Development (Corwin Press, 2004) and How Social
and Emotional Development Add Up: Making Gains in Math and Science Education (Teachers
College Press, 2003).
Ms. Steinfeld is a consulting researcher on IASG projects and coauthor
of numerous IASG research instruments and reports, including the reports
on the Institute for Student Achievement's academic and counseling support
services and the twelve-year mentoring partnership between Merrill Lynch
and the National
Urban League conducted in 10 U.S. cities. Ms. Steinfeld is also a certified
trainer of Neurolinguistic Programming (NLP) and a member of the training
and therapy staff of the NLP Center of
New York, in Manhattan, where she teaches NLP and Ericksonian hypnosis. Click
here for publications
e-mail trudy@impactanalysis.org
|
