Michael Coyne, a professor of special education at the University of Connecticut, has extensive experience using a push-in model to supplement reading instruction.
M. Katherine Gavin, author of the M2 and M3 mathematics curriculums, has expertise in mathematics instruction and content for gifted students.
Emily Mofield, an assistant professor in the College of Education at Lipscomb University, has coauthored numerous award-winning books on resilience and collaborative teaching models.
Scott J. Peters, a professor at the University of Wisconsin-Whitewater, has conducted extensive research in improving identification of underserved populations.
Rena Subotnik, director of the Esther Katz Rosen Center for Gifted Education Policy at the American Psychological Association, recently co-edited a volume on developing human potential in different domains, including mathematics.
Carol Ann Tomlinson, a professor at the University of Virginia, made instructional and curricular differentiation strategies applicable for classroom teachers.
