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Lynn Barakos is the primary author for the Seeds of Science/Roots of Reading unit Designing Mixtures. Ms. Barakos is a Professional Development Specialist working in the Teacher Leadership Programs Department, the Mountain Region Science and Reading Academy, the Center for Assessment and Evaluation of Student Learning (CAESL) and the Great Explorations in Math and Science (GEMS) programs at the Lawrence Hall of Science. She has taught and designed chemistry programs for children from pre-school to high school, developed and presented extensive teacher education programs in science and inquiry, and consulted with teachers and districts about standards-based, science education reform. She has also participated in the GEMS network expansion, leading workshops nationally and internationally. Ms. Barakos has been a strong proponent for working with parents to achieve student success in science, and co-authored the GEMS Parent Partners handbook. Her current focus is on long-term work with teachers exploring how science can support their literacy programs, as well as developing and facilitating inquiry experiences for teachers. Barakos has a bachelor’s degree in Biology from the University of California, Berkeley and a secondary single-subject credential in life sciences from St. Mary’s College. Kevin Beals is a curriculum specialist/professional developer and teacher for LHS GEMS. His specialty is generating and implementing creative ideas to make learning fun and interesting. He is author of a number of Seeds of Science/Roots of Reading readers, eleven published GEMS curriculum guides, six GEMS guides in development, and three NASA curriculum guides. He is the primary author for the GEMS Space Science Core Curriculum Sequence for grades 3-5. He designed a museum exhibit, Chem-mystery, nineteen Lawrence Hall of Science workshops, festivals, and assembly programs, and nine science kits for Scientific Explorer toy company. He has led teacher workshops since 1990, and is the primary designer and teacher of the University of California, Berkeley course, Communicating Science. He has also written and recorded two albums of science education songs with the band, The Bungee Jumpin’ Cows. As a teacher, he has taught students from preschool to middle school since 1981 in classroom, museum, and educational camp settings. Lincoln Bergman leads the Seeds of Science/Roots of Reading unit development team and has also contributed to development of the student readers. Mr. Bergman is Associate Director and Principal Editor of LHS GEMS and as such has coordinated the collaborative origination, development, field testing, editorial, design, and publication process for more than 80 curriculum units and pedagogical handbooks over the past 20 years. He has also co-authored several teacher's guides and handbooks in the GEMS series. He has extensive background in writing, editing, printing, and book publication, as well as in radio journalism and other media narration and production. He has written and published many poems for young people on science and mathematics topics. Marco Bravo is a postdoctoral scholar at the University of California, Berkeley’s Graduate School of Education. Dr. Bravo serves as the English Language Development specialist for the Seeds of Science/Roots of Reading project. His current research agenda concerns the development of academic language among English Language Learners, bilingualism, and science as a context for the development of English proficiency. Dr. Bravo completed his doctoral work in Language and Literacy at the University of California, Berkeley, where he served as a researcher for the Science Instruction for All project under Dr. Eugene E. Garcia. Gina Cervetti is a postdoctoral scholar at the University of California, Berkeley’s Graduate School of Education. She is a literacy specialist, project coordinator, and researcher for the NSF-funded Seeds of Science/Roots of Reading project. Her current research agenda concerns the role of text in learning science and the potential of science-literacy integration to support students’ development of academic literacy. Before coming to University of California, Berkeley, Dr. Cervetti completed her doctoral work in Educational Psychology at Michigan State University, where she was a researcher for the Center for the Improvement of Early Reading Achievement (CIERA). Catherine Halversen is the primary author for the Seeds of Science/Roots of Reading unit Shoreline Science. She serves as Co-Director of the Marine Activities, Resources & Education (MARE) program, a nationally recognized, whole-school K–8 marine science immersion program from LHS. She is the main developer for MARE’s eight volume inquiry-based marine science curricula and has co-written three marine science teacher’s guides for GEMS (On Sandy Shores, Only One Ocean and Ocean Currents). Ms. Halversen has worked extensively on developing and implementing programs which promote science inquiry integrated with literacy skills, including: serving as Director of the Mountain Region Science and Reading Academy, which integrates science and reading skills for traditionally under-served rural communities; and, serving as project coordinator and primary professional developer for the Science Knowledge through Inquiry and Language Literacy program (SKILL). Ms. Halversen serves as the primary course instructor and initiative leader for the NSF-funded California Center for Ocean Sciences Education Excellence college course, Communicating Ocean Sciences. Ms. Halversen is a former high school science teacher with credentials in Life Science and Chemistry and received an MA in Science, all from the University of California, Berkeley. Elfrieda (Freddy) H. Hiebert, Ph.D., leads the development of the Seeds of Science/Roots of Reading readers, and is currently Visiting Research Professor at the University of California, Berkeley. Professor Hiebert received the Ph.D. in Educational Psychology from the University of Wisconsin-Madison. She has worked in the field of early reading acquisition for 35 years, first as a teacher's aide and teacher of primary-level students in central California and, next, as a teacher educator and researcher at the Universities of Kentucky, Colorado-Boulder, and, most recently, Michigan. Professor Hiebert has published more than 100 research articles and chapters on how instructional and assessment practices influence literacy acquisition, especially among low-income children. At the present time, she has research grants to investigate the difficulty of current beginning reading textbooks and to design curricula and texts for English Language Learners. Read more about Professor Hiebert and her work on her web site. Kimi Hosoume is Associate Director of the LHS GEMS Program and the primary author for the Seeds of Science/Roots of Reading unit Soil Habitats. For over 28 years, Ms. Hosoume has directed projects involving professional development and curriculum development for preschool through eighth grade classroom teachers. Currently, she directs the PEACHES early childhood educators program and the GEMS Science Kit program, which designs fun and educational activities for the home market, and manages international GEMS Sites and Centers. Hosoume has a Bachelor of Arts in Biology, and an Elementary Teaching Credential and a Secondary Science Teaching Credential from the University of California, Berkeley. She has directed state and federally funded projects involving teacher enhancement, early childhood education, and GEMS effectiveness research. She has co-authored a number of GEMS and PEACHES guides, including the popular Terrarium Habitats. Carolyn Jaynes is the principal author and architect of the second and third grade units in the Reading About Science series. Dr. Jaynes is a former classroom teacher and an assistant professor of language and literacy in the College of Education at California State University, Sacramento. She has a Ph.D. in educational psychology from Michigan Lisa M. Sensale is a curriculum developer for the Reading About Science series. Her experiences range from teaching students in traditional and online classrooms to conducting research on curriculum and school change. She is a trained educational psychologist with expertise in literacy, assessment, and technology. Craig Strang is Associate Director of Lawrence Hall of Science and leads the Teacher & Leadership Programs Division. He is Director of the NSF-funded California Center for Ocean Sciences Education Excellence and founding Director of MARE: Marine Activities, Resources & Education, a K-8 professional development/curriculum development program that works with whole schools to increase learning and language acquisition for English Language Learners. Mr. Strang is author of three sets of science & environmental education curriculum materials: Proyecto SOL: Science Oriented Learning, Project OCEAN, and MARE. Mr. Strang is co-author of three teacher guides published by LHS GEMS: On Sandy Shores, Ocean Currents and Only One Ocean. He was responsible for creating a high school environmental justice internship program, XCEL: Cross-Cultural Environmental Leadership. Mr. Strang's interest in using inquiry-based science instruction to promote second language acquisition led him to explore the broader symbiotic relationship between science and literacy. This resulted in his work on several projects including Seeds of Science/Roots of Reading; The Mountain Region Science and Reading Academy; and Science Knowledge through Inquiry & Language Literacy. Mr. Strang has conducted field research on elephant seals and humpback whales, and occasionally leads eco-tours to Baja California and Galapagos. He is past-president of Southwest Marine Educators Association and sat on the board of directors of National Marine Educators from 1988-1993. Mr. Strang received his B.A. in Environmental Studies from University of California, Santa Cruz. Jennifer Tilson is a literacy developer for Seeds of Science/Roots of Reading. She is a former first and second grade teacher and holds a California teaching credential. She earned an M.A. in language, literacy, and culture from the University of California, Berkeley. |
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