About the authors

John Begeny, PhD

John is a Professor of School Psychology at North Carolina State University and a licensed psychologist in North Carolina. He received his doctorate in School Psychology at Syracuse University and has obtained a variety of professional-practice experiences, having served as a school psychologist in elementary schools and a medical hospital, a classroom teacher for a non-public school, a paraprofessional for a public school, a school district consultant in academic instruction and assessment, and a clinician in a psychoeducational clinic).

John’s current research examines academic consultation, methods to improve children’s reading abilities, international education, and strategies to narrow the gap between research and practice in education. He has received several grants and awards for his teaching and research activities, including grants to improve literacy development for children nationally and internationally. In 2010 John received the Ernest A. Lynton Citation for Distinguished Engaged Scholarship, a nationally competitive award that recognizes an early-career faculty member who demonstrates exemplary integration of community-engaged teaching, research, and service.

Ann Schulte, PhD

Ann is a research professor at the Learning Sciences Institute at Arizona State University. She received her doctorate in Educational Psychology at the University of Texas at Austin with a specialization in school psychology. She has previously held appointments in the Department of Psychology at NC State, the School of Education and Frank Porter Graham Child Development Research Institute at the University of North Carolina Chapel Hill, and Duke University Medical Center. She serves on the editorial boards of multiple journals including Journal of School Psychology, School Psychology Review, and Learning Disabilities Research and Practice.

Her primary research interest is school-based services for children with disabilities and improving achievement outcomes for this population. She is a Co-Principal Investigator of the National Center on Assessment and Accountability for Special Education, recently funded by the Institute of Education Sciences. In addition to her research, she continues to work with schools to respond effectively to struggling learners.

Kent Johnson, PhD

Kent founded Morningside Academy, in Seattle, Washington, in 1980, and currently serves as its Executive Director. Morningside is a laboratory school for elementary and middle school children and youth. Morningside investigates effective curriculum materials and teaching methods, and has provided training and consulting in instruction to over 125 schools and agencies throughout the USA and Canada since 1991.

Dr. Johnson has published many seminal articles and books about research-based curriculum and teaching methods, including the book, The Morningside Model of Generative Instruction: What It Means to Leave No Child Behind (with Dr. Elizabeth Street). The Morningside Model focuses upon foundation skills in reading, writing, mathematics, thinking, reasoning, problem solving, studying core content, and project-based learning. Over 40,000 students and over a thousand teachers have used the Morningside Model of Generative Instruction.

Dr. Johnson is also a co-founder of Headsprout, Inc., a company that develops web-based, interactive, cartoon-driven instructional programs, including Headsprout Early Reading and Headsprout Reading Comprehension.