Before joining Wheelhouse, Ms. Cooper served as an independent
consultant and as longtime advisor on pre-K-to-14 education
issues for the leader of the California State Senate. In that
role, she shaped and shepherded the Pro Tem’s education agenda,
provided counsel on education budget matters, and led multi-year
campaigns to increase quality pre-kindergarten opportunities for
low-income children, reduce the number of high school dropouts,
and strengthen high school-post-secondary pathways.
I direct the Center for Community and Citizen Science at the
UC Davis School of Education. We are building a home to programs
and partnerships that revolutionize how – and with whom
– science gets done. Learn more and sign up for our mailing list
here.
Education is all a matter of building bridges.
—Ralph Ellison, author of Invisible Man
Center for Applied Policy in Education (CAP-Ed)
Christina E. Murdoch serves as Executive Director of the Center
for Applied Policy in Education within the UC Davis School of
Education. In this role, Christina develops and directs
professional learning programs for school district
superintendents, principals and teachers including the following:
• Superintendents’ Executive Leadership Forum (SELF)
Sherrie Reed serves as Executive Director
for California Education Lab. In this role,
Sherrie is managing and directing the research efforts of
numerous federal and foundation grants and supporting the
faculty Principal Investigators. These projects represent
unprecedented collaboration among the primary public
education segments in the state of California, including formal
partnership between the University of California, Davis and the
California Department of Education, and collaboration with the
California State University Chancellor’s Off
Dr. Lisa Sullivan brings a range of skills and experience to her
work in Teacher Education. Lisa worked as a classroom teacher in
East Los Angeles and in Northern California before obtaining her
doctorate from UC Davis in Learning and Mind Sciences. She has
worked extensively with both classroom teachers and higher
education faculty to improve teaching and learning. Lisa
has conducted over twenty program evaluations for K-12 and
university based education initiatives. She has expertise in the
area of special education, having worked on a national
implementation grant to support general education teachers to
implement best practices for students with autism. Lisa has also
taught both credential and Masters students at UC Davis,
Sacramento State University and Loyola Marymount University. Her
dissertation research examined the role of attention in learning
and school readiness for preschool children. Her main area
of interest is in working with educators to translate research
into practice that will improve outcomes for all students.
Education
Ph.D. in Learning and Mind Sciences, University of
California, Davis, 2010
M.A. in Educational Psychology, University of California,
Davis, 2006
B.A. in Psychology, Phi Beta Kappa, cum laude, University of
California, Irvine, 1986
Publications and Working Papers
Franzone, E., Kucharczyk, S., Sullivan, L., & Szidon, K.
(2012). Facilitating the use of evidence based practices in
classrooms: The national professional development center model
for implementation. In Mundy, P. & Mastergeorge, A. (Eds),
Autism for Educators, Thousand Oaks, CA: Sage
Publications.
Sullivan, L. (2010). Joint attention: Interactions with word
learning and school readiness. Dissertation Abstracts
International: Section B: The Sciences and Engineering, Volume
71(11-A), pp.3902.
Abedi, J., Kao, J.C., Leon, S., Mastergeorge, A., Sullivan,
L., Herman, J., & Pope, R. (2010). Accessibility of segmented
reading comprehension passages for students with disabilities.
Applied Measurement in Education, 23 (2), 168-186.
Mundy, P., Sullivan, L., & Mastergeorge, A. (2009). A
parallel and distributed-processing model of joint attention,
social cognition and autism. Autism Research, 2(1),
2-21.
Abedi, K., Kao, J., Leon, J., Sullivan, L., Herman, J., Pope,
R., Nambiar, V., & Mastergeorge, A. (2008). Exploring factors
that affect accessibility of reading comprehension assessments
for students with disabilities: A study of segmented text
(Report No. 746), 80pp. Los Angeles: National Center for Research
on Evaluation, Standards, and Student Testing (CRESST).
Manuscript Currently Under Review
Sullivan, L., Mundy, P., & Mastergeorge, A. Joint
Attention, Social Behavior and School Readiness in Preschool
Children.
With over fifteen years of professional experience, Winn has
worked and consulted with foundations, cities, and non-profits
including Casey Family Programs, Annie E. Casey, W.K. Kellogg
Foundation, City of Newark (NJ), City of Madison (WI), St. HOPE,
MLK Community Resources Collaborative, and Race to Equity.
His expertise includes youth programs/education, civic and
community engagement, strategic partnerships, race and equity,
and community based participatory research.
