Sixteen GSE Faculty Members of the National Academy of Education

The National Academy of Education (NAEd) is an honorific society consisting of U.S. members and international associates who are elected on the basis of outstanding scholarship related to education. Founded in 1965, the mission of NAEd is to advance high-quality education research and its use in policy formulation and practice. The GSE's 16 members of the NAEd are listed below in alphabetical order (year they became a member in parenthesis). 

Prudence L. Carter (2014)
Carter was appointed Dean of the Graduate School of Education at Berkeley in 2016. As a sociologist, her primary research agenda focuses on causes of and solutions to enduring social and economic inequalities in schools and society. In particular, she examines academic and mobility differences shaped by the forces of race, ethnicity, class, and gender in the United States and global society.

K. Patricia Cross (1975)
Cross is a professor emerita of the GSE, having served on the faculty from 1988 to 1995. While at Berkeley, she was named the first David Pierpont Gardner Endowed Chair of Higher Education. Her research examines adult education and teaching in institutions of higher education.

Andrea diSessa (1995)
diSessa is a Professor of the Graduate School at Berkeley, and served on the GSE faculty from 1985 to 2015. He held the Evelyn Lois Corey Chair in Instructional Science. His research centers around conceptual change in science education, particularly the nature and contributions of intuitive knowledge to learning; and the promises and possibilities of “computational literacies,” including principles for designing flexible and comprehensible computer systems.

Sarah Freedman (2014)
Freedman is a Professor of the Graduate School at Berkeley, and served on the GSE faculty from 1989 to 2015. She studies the teaching and learning of written language, as well as ways English is taught in schools. Her research focuses on how students who are most underserved by U.S. schools and universities learn to write and how teachers learn to teach these students.

Kris Gutiérrez (2010)
Gutiérrez, who joined the Berkeley faculty in 2014, holds the Carol Liu Chair in Educational Policy. She is a learning scientist with research interests in literacy, educational policy, and qualitative, design-based approaches to inquiry. Gutiérrez’s research examines learning in designed environments, with attention to students from non-dominant communities and Dual Language Learners.

Glynda Hull (2016)
Hull holds the Elizabeth H. and Eugene A. Shurtleff Chair in Undergraduate Education. She joined the Berkeley faculty in 1990. She offers undergraduate, graduate, and teacher education courses on literacy and media. Hull’s research examines how to improve K-12 education with a focus on literacy, language, and multi-media technology, and global education.

Marcia Linn (2007)
Linn joined the Berkeley faculty in 1989. Her focus is on development and cognition in education in science, mathematics and technology. Linn’s research addresses how technology-enhanced curricula, visualizations, and assessments can deepen student understanding of science and mathematics.

Judith Warren Little (2000)
Little is a Professor of the Graduate School and former Dean of the Graduate School of Education, and held the Carol Liu Chair of Education Policy. She served on the Berkeley faculty from 1987 to 2015. Her research focuses on policies and practices of teachers’ professional development, and on the workplace conditions that affect teacher learning, teaching practice, and teachers’ career commitment.

Na’ilah Suad Nasir (2017)
Nasir holds the Birgeneau Chair in Educational Disparities in the Graduate School of Education, and was previously the H. Michael and Jeanne Williams Chair of African American Studies. She was also appointed UC Berkeley’s Vice Chancellor for Equity and Inclusion (2015-2017). Her research examines the racialized and cultural nature of learning and schooling. She is interested in the intertwining of social, cultural, and political contexts and learning, especially in connection with inequity in educational outcomes.

P. David Pearson (2003)
Pearson is a Professor of the Graduate School and former Dean of the Graduate School of Education, and held the Evelyn Lois Corey Chair in Instructional Science. He served on the Berkeley faculty from 2001 to 2018. His research focuses on literacy, literacy history and educational policy, including the intersection of literacy policy and practice.

Sophia Rabe-Hesketh (2015)
Rabe-Hesketh is a statistician whose research interests include multilevel/hierarchical modeling, item response theory, longitudinal data analysis, and missing data. She developed a general modeling framework (called GLLAMM) and software to estimate the models. She is also involved in many collaborative projects in education, psychology, and medicine. Rabe-Hesketh joined the Berkeley faculty in 2003.

Geoffrey Saxe (2005)
Saxe is a Professor of the Graduate School and studies relations between culture and cognitive development with a focus on mathematical cognition. He has conducted his research in a variety of settings, including remote parts of Papua New Guinea, urban and rural areas of Northeastern Brazil, and elementary and middle school classrooms in the United States. Saxe served on the Berkeley faculty from 1997 to 2018.

Alan Schoenfeld (1994)
Schoenfeld is the Elizabeth and Edward Conner Professor of Education. He joined the Berkeley faculty in 1985. Schoenfeld’s most recent focus has been on Teaching for Robust Understanding (TRU), a framework and collection of tools he developed based on decades of research for improving teaching and learning. He has an ongoing interest in the development of productive mechanisms for systemic change and for deepening the connections between educational research and practice.

Elliot Turiel (2017)
Turiel holds the Jerome A. Hutto Chair of Education and has served as Associate Dean for Academic Affairs. He teaches courses on human development and its relation to education. Turiel’s current research broadly examines social and moral development, and more specifically the ways children, adolescents, and adults attempt to counter inequalities (such as those based on gender) with overt and covert activities aimed at changing and subverting practices that favor those in positions of power in the social hierarchy. He joined the Berkeley faculty in 1980.

Mark Wilson (2011)
Wilson’s interests focus on measurement and applied statistics. His work spans a range of issues in measurement and assessment from the development of new statistical models for analyzing measurement data, to the development of new assessments in subject matter areas such as science education, patient-reported outcomes and child development, to policy issues in the use of assessment data in accountability systems. He joined the Berkeley faculty in 1989.

Frank C. Worrell (2018)
Worrell has been the faculty director of the School Psychology program since 2004. His areas of expertise include academic talent development/gifted education, at-risk youth, drop-out prevention, cultural identities, scale development and validation, teacher effectiveness, and the translation of psychological research findings into school-based practice. He joined the Berkeley faculty in 2007.