education policy analysis archives

Paul G. Fitchett
University of North Carolina at Charlotte
United States

Paul Fitchett is Associate Professor of Teacher Education at the University of North Carolina at Charlotte Cato College of Education. In addition, he serves as the graduate director for the PhD in Curriculum and Instruction program. His research focuses on the intersections of teacher working conditions, education policy, and student learning outcomes with a particular focus on the social studies. His scholarship has been published in Theory and Research in Social Education, Teachers College Record, and Education Policy. He has also co-edited two books including the forthcoming title, Social Studies in the New Educational Policy Era: Conversations on Purposes, Perspectives, and Practices.

Tina L. Heafner
University of North Carolina at Charlotte
United States

Tina Heafner is Professor of Teacher Education at the University of North Carolina at Charlotte Cato College of Education. Her administrative responsibilities include directing the College of Education Prospect for Success, M.Ed. in Secondary Education and the Minor in Secondary Education.  Tina is the Vice-President-elect of the National Council for the Social Studies (NCSS) and serves as Past-Chair of the Executive Board of the NCSS College and University Faculty Council. Her research focuses on technology-mediated and online learning, content literacy and disciplinary inquiry, education policy and student learning outcomes with a particular focus on the social studies. Her scholarship has appeared in the Journal of Technology and Teacher Education, High School Journal, Theory and Research in Social Education, Teachers College Record, and Education Policy.  She has also co-edited four books and co-authored eight books with her most recent title Beginning Inquiry in US History: Short Texts for Inexperienced Readers. 

Richard G. Lambert
University of North Carolina at Charlotte
United States

Richard Lambert is a Professor in the Department of Educational Leadership in the Cato College of Education at the University of North Carolina at Charlotte, Director of the Center for Educational Measurement and Evaluation, and Editor of NHSA Dialog: A Research-to-Practice Journal for the Early Intervention Field.  His research interests include formative assessment for young children, applied statistics, and teacher stress and coping. His research has appeared in Educational Policy Analysis Archives, Early Childhood Research Quarterly, and the Journal of Applied Measurement, among other outlets.