Bernard Gifford's research interests include theories of computer-mediated, collaborative learning; the impact of networking and communications technologies on student learning activities and teacher pedagogical practices; the behavior of organizations during periods of rapid technological change; and the changing political economy of U.S. higher education. Current research focuses on how standards-based, computer-mediated learning materials can reduce the achievement gap between mainstream students and students who traditionally have not been well served by conventional classrooms. His numerous books include Policy Perspectives on Educational Testing(1993) and Employment Testing: Linking Policy and Practice(with L. Wing, 1993). He is completing his latest book, on bureaucratic, policy, and technological barriers to effective use of technology-mediated instruction in universities. Recent publications include Using Technology to Advance Educational Equity(2002); "The Probability Inquiry Environment: A Collaborative, Inquiry-Based Simulation Environment" (with P. Vahey et al., 2000); and "Ready for Learning: A Mandate for American Higher Education" (with R. Shore, 1999). He currently heads the Distributed Learning Workshop, a nonprofit educational software collaborative that is developing standards-based, computer-mediated instructional materials in math. As dean of Berkeley's Graduate School of Education from 1983-89 he launched the school's expanded commitment to research and collaboration. He is the faculty director of the Joint Doctoral Program in Leadership for Educational Equity.