Director, Center for Neural Science; Professor of Neural Science, New York University; Founder, Director, Chairman of the Board, Bio-Signal Group Corp.; Co-Host of “NOVA Wonders” on PBS; Co-Author, “KIBRA Anchoring the Action of PKMζ Maintains the Persistence of Memory” (2024, Science Advances), “Aversive Experience Drives Offline Ensemble Reactivation to Link Memories Across Days” (2023, bioRxiv), “Children's Social Representations of Utopian Societies” (2022, Children & Society), “Cognitive Control Persistently Enhances Hippocampal Information Processing" (2021, Nature), and “Navigating Clues to Success in Academia” (2021, Neuron)

Co-Director, Institute for Learning and Brain Sciences; Professor, Speech and Hearing Sciences, University of Washington; The Bezos Family Foundation Endowed Chair in Early Childhood Learning; Recipient of the “William James Lifetime Achievement Award”, the “George A. Miller Prize” in Cognitive Neuroscience, the American Psychological Association’s “Distinguished Scientific Contributions Award”, and the “Karl Spencer Lashley Award” from the American Philosophical Society; Co-Author, “Brain Myelination at 7 Months of Age Predicts Later Language Development” (2022, Neuroimage), Developing Minds in the Digital Age: Towards a Science of Learning for 21st Century Education (2019), How Babies Think: The Science of Childhood (2001), and The Scientist in the Crib: What Early Learning Tells Us About the Mind (2000)

Professor of Education, Academica University of Applied Sciences, Amsterdam; Former Head of Learning and Research, Wellington College, UK; Co-Author, How Teaching Happens: Seminal Works in Teaching and Teacher Effectiveness and What They Mean in Practice (2022), How Learning Happens: Seminal Works in Educational Psychology and What They Mean in Practice (2020), and What Does This Look Like in the Classroom?: Bridging the Gap Between Research and Practice (2017)

Chief Executive Officer, Developing Minds, Inc.; Former Executive Director of Professional Development, DeKalb County School System; Author, Formative Assessment in a Brain-Compatible Classroom: How Do We Really Know They're Learning? (2024, Updated Edition), Healthy Teachers, Happy Classrooms (2022), Preparing Children for Success in School and Life (2022, 2nd Edition), and 100 Brain-Friendly Lessons for Unforgettable Teaching and Learning - K-8 (2019); Editor, Engaging the Brain: 20 Unforgettable Strategies for Growing Dendrites and Accelerating Learning (2024)

Chartered Psychologist with the British Psychological Society; Practitioner Psychologist with the Health Care Professionals Council; Director, InnerDrive; Former Associate Lecturer, The Open University, UK; Translator on teaching and learning research; Leading Expert on cognitive science in education; Co-Author, Teaching and Learning Illuminated: The Big Ideas, Illustrated (2023), The Science of Learning: 99 Studies That Every Teacher Needs to Know (2021), Retrieval Practice 2: Implementing, Embedding and Reflecting (2021), A Parent’s Guide to The Science of Learning (2021), and Release Your Inner Drive (2017)

Professor Emeritus of Educational Psychology, College of Education, University of Kentucky; Visiting Professor at 10 universities in the US; Visiting Scholar at universities in Australia, Canada and New Zealand; Fellow, American Educational Research Association; Former Director, Center for the Improvement of Teaching and Learning; Author, Engaging Parents and Families in Grading Reforms (2024), Grading With Integrity (2024), Get Set, Go!: Creating Successful Grading and Reporting Systems (2020) and On Your Mark: Challenging the Conventions of Grading and Reporting (2014); Co-Author, Life Skills for All Learners: How to Teach, Assess, and Report Education’s New Essentials (2024)

Professor of Educational Coaching and Mentoring, Academica University of Applied Sciences, Amsterdam; Principal Lecturer, University of Sunderland; Director of Education, IRIS Connect; Elected Member of the Council, Charter College of Teaching; Commissioner, The Teaching Commission; Author, Mentoring in Schools (2021), Humans in the Classroom: Exploring the Lives of Extraordinary Teachers (2021), Preserving Positivity: Choosing to Stay in the Classroom and Banish Negative Mindsets (2020); Co-Author, Reading to Teach (Forthcoming)

Thomas More Brennan Chair; Research Professor, Lynch School of Education, Boston College; Visiting Professor, Director of Change, Engagement and Innovation in Education, University of Ottawa; Honored with the “Horace Mann” Award in the US, the “Robert Owen” Award in Scotland for services to public education, and the “Excellence in Teaching With Technology” Award from Boston College; Elected President of the International Congress for School Effectiveness and Improvement and Elected Member of the National Academy of Education; Author, Leadership From the Middle (2023); Co-Author, The Age of Identity (2023), Well-Being in Schools (2021), Five Paths to Student Engagement (2021), Teaching in the Knowledge Society (2016), Professional Capital (2013), and The Global Fourth Way (2012)

National Board-Certified Teacher; Literacy Specialist; Founder and Consultant, Make Teaching Sustainable; Former 3rd Grade Teacher and Academic Chair, The Latin School of Chicago; Author, My Kids Can′t Write, K-5: How to Advance Achievement Through Cross-Curricular Writing (Forthcoming), Make Teaching Sustainable: Six Shifts That Teachers Want and Students Need (2023), Reclaiming Personalized Learning: A Pedagogy for Restoring Equity and Humanity in Our Classrooms (2022, 2nd Edition), and Humanizing Distance Learning: Centering Equity and Humanity in Times of Crisis (2020)

Cognitive Scientist; Associate Professor of Psychology, Berklee College of Music; Founder, RetrievalPractice.org; Former K-12 Teacher; Editor, Smart Teaching Stronger Learning (2025); Author, "Retrieval practice: A Power Tool for Lasting Learning (2020, ASCD) and "Retrieval Practice and Bloom's Taxonomy: Do Students Need Fact Knowledge Before Higher Order Learning? (2019, Journal of Educational Psychology); Co-Author, "Retrieval Practice Consistently Benefits Student Learning: A Systematic Review of Applied Research in Schools and Classrooms" (2021, Educational Psychology Review), Powerful Teaching: Unleash the Science of Learning (2019), and "Benefits From Retrieval Practice Are Greater for Students With Lower Working Memory Capacity" (2017, Memory)

Distinguished Teacher; Instructional Coach; Education Consultant; Director, Steplab, North America; Director, Education Rickshaw; Cognitive Science Enthusiast; Host, “Progressively Incorrect” Podcast and “The Direct Instruction” Podcast; Author, Just Tell Them: The Power of Explanations and Explicit Teaching (2024); Contributor, Amplify Learning: A Global Collaborative: Amplifying Instructional Design (2022)

Educational Psychologist; Chief Psychologist, Happy Confident Company, which designs and implements emotional curriculums worldwide; Founder and Principal Child and Educational Psychologist, The Child Psych; Expert on emotional literacy, attachment, neuro-affirming practices, and Autism; Contributor, Cognitive Science Network by InnerDrive

Chief Impact Officer and Co-Founder, Learner-Centered Collaborative; Chief Impact Officer, Altitude Learning; Former Director of Professional Learning, University of San Diego; Former Director of District Leadership, Buck Institute for Education; Former Middle School Teacher and Instructional Coach; Author, Evolving Education: Shifting to a Learner-Centered Paradigm (2021) and Learner-Centered Innovations: Spark Curiosity, Ignite Passion, and Unleash Genius (2018)

Internationally Recognized School Leader; Instructional Coach; Director of Student Support Systems at Eastland-Fairfield Career and Technical Schools; Inducted into the Jostens Renaissance “Educator Hall of Fame”; Named a 2013 “Digital Principal of the Year” by the National Association of Secondary School Principals, the 2014 “High School Principal of the Year” by the Academy of Arts and Science Education, the 2015 “Principal of the Year” by the Ohio Alliance of Black School Educators, and a 2021 “Sankofa Emerging Leader” Award by the Columbus Afrocentric Early College; Author, Be Great: Five Principles to Improve School Culture From the Inside Out (2022); Co-Author, Leading Schools in Disruptive Times (2021), and What′s in Your Space?: 5 Steps for Better School and Classroom Design (2016)

Chartered Psychologist with the British Psychological Society; Practitioner Psychologist with the Health Care Professionals Council; Director, InnerDrive; Former Associate Lecturer, The Open University, UK; Translator on teaching and learning research; Leading Expert on cognitive science in education; Co-Author, Teaching and Learning Illuminated: The Big Ideas, Illustrated (2023), The Science of Learning: 99 Studies That Every Teacher Needs to Know (2021), Retrieval Practice 2: Implementing, Embedding and Reflecting (2021), A Parent’s Guide to The Science of Learning (2021), and Release Your Inner Drive (2017)

Massachusetts State Coordinator, Educator Rising, PDK International; Student and Family Advocate; Chief Operating Officer, Partner, Mastery Portfolio, LLC; Author, Student-Led Assessment: Promoting Agency and Achievement Through Portfolios and Conferences (2024), Hacking Assessment: 10 Ways To Go Gradeless in a Traditional Grades School (2022, 2nd Edition), Assessing with Respect: Everyday Practices That Meet Students’ Social and Emotional Needs (2021), and From Teacher to Leader: Finding Your Way as a First-Time Leader without Losing Your Mind (2019); Co-Author, Solving School Challenges: The Everything Guide to Transformative Change (2025) and Hacking Learning Centers in Grades 6-12 (2021)

Professor of Evidence-Informed Education Leadership, Academica University of Applied Sciences, Amsterdam; Lecturer and Former Director of Practice at Research Schools International, Harvard Graduate School of Education; Former Director of Impact Academy, Deans for Impact; Leading Advocate for bridging the worlds of research and practice in education; Co-Author, Mental Models: How Understanding the Mind Can Transform the Way You Work and Learn (Forthcoming) and How Teaching Happens: Seminal Works in Teaching and Teacher Effectiveness and What They Mean in Practice (2022)

Education and Human Development, Boston College; Senior Advisor, International Movement Towards Educational Change (IMTEC); Richard von Weizsäcker Fellow, Robert Bosch Academy in Berlin, Germany; Author, The New Imperatives of Educational Change (2017); Co-Author, Well-Being in Schools (2021), Five Paths to Student Engagement (2021), The Mindful Teacher (2016), and The Global Fourth Way (2012)

Thomas More Brennan Chair; Research Professor, Lynch School of Education, Boston College; Visiting Professor, Director of Change, Engagement and Innovation in Education, University of Ottawa; Honored with the “Horace Mann” Award in the US, the “Robert Owen” Award in Scotland for services to public education, and the “Excellence in Teaching With Technology” Award from Boston College; Elected President of the International Congress for School Effectiveness and Improvement and Elected Member of the National Academy of Education; Author, Leadership From the Middle (2023); Co-Author, The Age of Identity (2023), Well-Being in Schools (2021), Five Paths to Student Engagement (2021), Teaching in the Knowledge Society (2016), Professional Capital (2013), and The Global Fourth Way (2012)

Internationally Recognized School Leader; Instructional Coach; Director of Student Support Systems at Eastland-Fairfield Career and Technical Schools; Inducted into the Jostens Renaissance “Educator Hall of Fame”; Named a 2013 “Digital Principal of the Year” by the National Association of Secondary School Principals, the 2014 “High School Principal of the Year” by the Academy of Arts and Science Education, the 2015 “Principal of the Year” by the Ohio Alliance of Black School Educators, and a 2021 “Sankofa Emerging Leader” Award by the Columbus Afrocentric Early College; Author, Be Great: Five Principles to Improve School Culture From the Inside Out (2022); Co-Author, Leading Schools in Disruptive Times (2021), and What′s in Your Space?: 5 Steps for Better School and Classroom Design (2016)

Director, Hartley Lab; Associate Professor of Psychology and Neural Science, New York University; Co-Director, NYU Institute for the Study of Decision Making, Center for Language, Music, and Emotion (formerly Max Planck-NYU CLaME); Author, “How Do Natural Environments Shape Adaptive Cognition Across the Lifespan?” (2022, Trends in Cognitive Sciences); Co-Author, “Novelty and Uncertainty Differentially Drive Exploration Across Development” (2023, eLife) and “Real-World Exploration Increases Across Adolescence and Relates to Affect, Risk Taking, and Social Connectivity” (2022, Psychological Science)

Chief Impact Officer and Co-Founder, Learner-Centered Collaborative; Chief Impact Officer, Altitude Learning; Former Director of Professional Learning, University of San Diego; Former Director of District Leadership, Buck Institute for Education; Former Middle School Teacher and Instructional Coach; Author, Evolving Education: Shifting to a Learner-Centered Paradigm (2021) and Learner-Centered Innovations: Spark Curiosity, Ignite Passion, and Unleash Genius (2018)

Technology Integration Specialist, Howard-Suamico School District; Graduate of Advanced Leadership in Teaching and Learning Graduate Studies Program, University of Wisconsin Green Bay; Researcher; EdTech Developer; National Geographic Explorer with Society-supported projects focused on education, youth empowerment, and conservation; Developer of an Explorer Mindset web-based tool and app where users can customize their own explorer mindset; Author, “Integrating Exploration as a Learning Context Impacts Feelings of Empowerment and Engagement” (2024, International Journal of Educational Research) and “Teaching and Learning With an Explorer Mindset” (2019, Wisconsin School News)

Cognitive Psychologist; Professor, School of Psychological Science, Oregon State University; Author, “Prequestioning and Pretesting Effects: A Review of Empirical Research, Theoretical Perspectives, and Applications” (2024, PsyArXiv), “Encouraging Students to Use Retrieval Practice: A Review of Emerging Research From Five Types of Interventions” (2023, Educational Psychology Review), “The Effects of Immediate Versus Delayed Feedback on Complex Concept Learning” (2021, Experimental Psychology), and “Prequestions Enhance Learning, But Only When They Are Remembered” (2020, Experimental Psychology Applied)

Professor Emeritus of Educational Psychology, College of Education, University of Kentucky; Visiting Professor at 10 universities in the US; Visiting Scholar at universities in Australia, Canada and New Zealand; Fellow, American Educational Research Association; Former Director, Center for the Improvement of Teaching and Learning; Author, Engaging Parents and Families in Grading Reforms (2024), Grading With Integrity (2024), Get Set, Go!: Creating Successful Grading and Reporting Systems (2020) and On Your Mark: Challenging the Conventions of Grading and Reporting (2014); Co-Author, Life Skills for All Learners: How to Teach, Assess, and Report Education’s New Essentials (2024)

Massachusetts State Coordinator, Educator Rising, PDK International; Student and Family Advocate; Chief Operating Officer, Partner, Mastery Portfolio, LLC; Author, Student-Led Assessment: Promoting Agency and Achievement Through Portfolios and Conferences (2024), Hacking Assessment: 10 Ways To Go Gradeless in a Traditional Grades School (2022, 2nd Edition), Assessing with Respect: Everyday Practices That Meet Students’ Social and Emotional Needs (2021), and From Teacher to Leader: Finding Your Way as a First-Time Leader without Losing Your Mind (2019); Co-Author, Solving School Challenges: The Everything Guide to Transformative Change (2025) and Hacking Learning Centers in Grades 6-12 (2021)

Professor, Department of Education; Professor, Department of Psychological and Brain Sciences, Washington University in St. Louis; Member, Governing Board of the Society for Applied Research in Memory and Cognition; Co-Author, “Learning From Feedback in College Courses: Student Beliefs, Practices, and Preferences" (2023, Applied Cognitive Psychology)