Brian Lord is a research scientist who studies student-centered learning as well as teacher leadership, working conditions, and professional development.
Lord is lead evaluator of the Nellie Mae Education Foundation’s District Level Systems Change Initiative, a multi-year, multisite initiative aimed at promoting student-centered learning in high schools in the New England region. He also served as evaluator of the New Jersey-based CONNECT-ED professional development initiative in science education and the Woodrow Wilson National Fellowship Foundation’s Environmental Science Leadership Program. Lord has led technical assistance and outreach efforts for national initiatives, including the National Science Foundation’s Statewide Systemic Initiatives, the Ford Foundation’s Urban Mathematics Collaboratives, and the College Board’s Forum on Standards and Learning.
Prior to joining EDC, he was assistant director of the Institute for Research on Educational Finance and Governance at Stanford University. He received a BA from the University of Southern California and an MA from U.C. San Diego. He was a PhD candidate at the Stanford University School of Education.
Lord, B., Cress, K., & Miller, B. (2007) Teacher leadership in support of large-scale mathematics and science education reform. In M. Mangin and S. Stoelinga (Eds.), Effective teacher leadership. New York, NY: Teachers’ College Press.
Lord, B., (1994). Teachers’ professional development: Critical colleagueship and the role of professional communities. In N. Cobb (Ed.), The future of education: Perspectives on national standards in America. New York, NY: College Board Publications.
This questionnaire was created by EDC, with funding from the Nellie Mae Education Foundation, for schools and districts to monitor support for student-centered learning.
This questionnaire was developed by EDC, with funding from the Nellie Mae Education Foundation, for schools and districts to support student-centered learning (SCL) approaches.