Gay Fawcett, Ph.D., has been in education for over 40 years as a teacher, principal, language arts supervisor, and curriculum director. She also directed Kent State University’s Research Center for Educational Technology. She is currently an independent consultant. Dr. Fawcett has authored and/or co-authored more than 80 articles for educational journals including the Kappan, Educational Leadership, Language Arts, The Reading Teacher, and others. She has also authored or co-authored more than ten books on literacy instruction and family involvement in education. For six years she served as associate editor of The Reading Teacher, the most widely read journal of literacy education. She received Bachelor's and Master's degrees from The University of Akron, and a Doctorate from Kent State University.
Rosalie Fink, Ed.D., is Professor of Literacy Emeritus at Lesley University in Cambridge, Massachusetts. A former classroom teacher and literacy specialist in New York public schools, she received her doctorate at The Harvard Graduate School of Education, where she was an invited Visiting Scholar in Education and won a Spencer Post-Doctoral Research Fellowship. She is the author of many articles and two books chosen by the International Literacy Association as Book Club Selections: Why Jane and John Couldn’t Read: And How They Learned and Inspiring Reading Success: Interest and Motivation in an Age of High-Stakes Testing. Dr. Fink gives workshops and lectures at conferences for teachers, parents, and administrators.
Lisa B. Fiore, Ph.D., is a Professor of Early Childhood Education and former director of Early Childhood Programs in the Graduate School of Education at Lesley University. Her research interests focus on documentation and assessment in early childhood classrooms, particularly drawing inspiration from the Reggio Emilia approach and progressive educational practices. For over six years she has served on the Board of Directors of Families First Parenting Programs in Cambridge, working to strengthen families and build relationships among community partners. Previous publications include Assessment of Young Children: A Collaborative Approach and Your Anxious Child: How Parents & Teachers Can Relieve Anxiety in Children.
Shelly Frei is a teacher, trainer, and educational writer in California. She has participated in district-level trainings for mathematics instruction and completed extensive research on best teaching strategies in mathematics, particularly in Algebra.
Mary Jo Fresch, Ph.D., is a professor at The Ohio State University at Marion, Department of Teaching and Learning. She holds a master of science in Reading Supervision/Specialist and a doctor of philosophy in Language, Literacy, and Culture. She has taught elementary school, adult literacy, and literacy methods courses, and has authored and edited many articles and teacher resources.
Edward Fry, Ph.D., wrote numerous curriculum materials, journal articles, and teacher training textbooks. He was a professor of Education and Director of the Reading Center at Rutgers University and Loyola University in Los Angeles. Dr. Fry was widely known for the famous Instant Word List and his Readability Graph and was a frequent speaker at local and international reading conferences.