Ramon y Cajal Distinguished Scholar of Global Digital Learning, McMaster University; Professor, Industrial and Systems Engineering Department, Oakland University; Co-Author, Learn Like a Pro (2021), Uncommon Sense Teaching: Practical Insights in Brain Science to Help Students Learn (2021), and Learning How to Learn (2018); Author, Mindshift: Break Through Obstacles to Learning and Discover Your Hidden Potential (2017) and A Mind for Numbers: How to Excel at Math and Science (2014)

Owner/Founder of 2E Consults® LLC; Former Professor of Educational Psychology and Neuroscience, George Mason University, and was affiliated with the Department of Pediatrics, George Washington School of Medicine and Health Sciences; Former Adjunct Professor, Northern New Mexico College; studies and coaches neurodivergence and the relationship among talents, natural skills, and disability, and how the human brain supports ingenuity and problem solving across life; Former Co-Principal Investigator, National Science Foundation Group Brain Dynamics in Learning Project; Member, United States Department of State Committee on Exceptional Children; Author, Teaching to Every Kid's Potential: Simple Neuroscience Lessons to Liberate Learners (2021), “Twice-Exceptional Students: Gifted Students With Learning Disabilities” (2013, Fundamentals of Gifted Education) and "The Neural Plasticity of Giftedness" (2009, International Handbook on Gifted)

Classroom Teacher; Founder/President of Translate the Brain, a professional development consultancy; Author, The Goldilocks Map: A Classroom Teacher’s Quest to Evaluate ‘Brain-Based’ Teaching Advice (2021), Learning Grows: The Science of Motivation for the Classroom Teacher (2019), and Learning Begins: A Teacher's Guide to the Learning Brain (2017); Blogger, Learning & the Brain Blog

Foundation Distinguished Professor, School of Education, University of Kansas; Professorial Fellow at the Mitchell Institute for Health and Education Policy, Victoria University; Professor in Educational Leadership, Melbourne Graduate School of Education; Author, Learners Without Borders: New Learning Pathways for All Students (2021), “COVID-19 as Catalyst for Educational Change” (2020, Prospects), and What Works May Hurt – Side Effects in Education (2018); Co-Author, Teaching Students to Become Self-Determined Learners (2020) and An Education Crisis Is a Terrible Thing to Waste: How Radical Changes Can Spark Student Excitement and Success (2019)

Chair, Department of Educational Leadership, San Diego State University; Classroom Teacher, Health Sciences High and Middle College; Co-Author, Teaching Foundational Skills to Adolescent Readers (Forthcoming), Rigor Unveiled (Forthcoming), Teaching Students to Drive Their Learning (2023), The Vocabulary Playbook: Learning Words That Matter (2023), Teaching Reading (2022), Confronting the Crisis in Engagement (2022), and Improving Adolescent Literacy (2011)

Professor Emeritus of Educational Assessment, Institute of Education, University of London, UK; Former Dean and Head of the School of Education, King’s College London, UK; One of the World’s Leading Authorities on the Science of Learning and Formative Assessment; Author, “Teacher Quality: What It Is, Why It Matters, and How to Get More of It” (2023, Impact), Creating the Schools Our Children Need (2018), and Leadership for Teacher Learning: Creating a Culture Where All Teachers Improve So That All Students Succeed (2016); Co-Author, Making Room for Impact: A De-implementation Guide for Educators (2023)

Senior Lecturer, Graduate School of Education, Stanford University; Co-Founder, Challenge Success; Co-Host, “School's In” Podcast; Author, “Doing School”: How We Are Creating a Generation of Stressed Out, Materialistic, and Miseducated Students (2001); Co-Author, "Cheating in the Age of Generative AI: A High School Survey Study Of Cheating Behaviors Before and After the Release Of ChatGPT" (2024, Computers and Education: Artificial Intelligence), "Helping Students Learn and Grow" (2024, Phi Delta Kappa), "What Students and Teachers Do to Build Positive Reciprocal Relationships: A Study Co-Led by Youth and Adult Researchers" (2023, American Journal of Education), “A Caring Climate That Promotes Belonging and Engagement” (2022, Phi Delta Kappa), Overloaded and Underprepared: Strategies for Stronger Schools and Healthy, Successful Kids (2015) and “Academic Integrity: Cheat or Be Cheated” (2014, Edutopia)

Assistant Professor of Learning Sciences; Principal Investigator, Brain Healthy Project, NEAG School of Education, University of Connecticut; Brain Researcher who studies how students learn in real classrooms using portable Electroencephalography (EEG) and eye tracking technologies; Co-Author, "Neuroscience Research in the Classroom: Portable Brain Technologies in Education Research" (2021, Educational Researcher); "Making BrainWaves: Portable Brain Technology in Biology Education" (2021, bioRxiv), "Morning Brain: Real-World Neural Evidence that High School Class Times Matter" (2020, Social Cognitive and Affective Neuroscience), and "Measuring Brain Waves in the Classroom" (2020, Frontiers for Young Minds)

Professor Emeritus of Educational Psychology, College of Education, University of Kentucky; Visiting Professor at 10 universities in the US; Visiting Scholar at universities in Australia, Canada and New Zealand; Fellow, American Educational Research Association; Former Director, Center for the Improvement of Teaching and Learning; Author, Engaging Parents and Families in Grading Reforms (2024), Grading With Integrity (2024), Get Set, Go!: Creating Successful Grading and Reporting Systems (2020) and On Your Mark: Challenging the Conventions of Grading and Reporting (2014); Co-Author, Life Skills for All Learners: How to Teach, Assess, and Report Education’s New Essentials (2024)

Professor Emeritus of Educational Assessment, Institute of Education, University of London, UK; Former Dean and Head of the School of Education, King’s College London, UK; One of the World’s Leading Authorities on the Science of Learning and Formative Assessment; Author, “Teacher Quality: What It Is, Why It Matters, and How to Get More of It” (2023, Impact), Creating the Schools Our Children Need (2018), and Leadership for Teacher Learning: Creating a Culture Where All Teachers Improve So That All Students Succeed (2016); Co-Author, Making Room for Impact: A De-implementation Guide for Educators (2023)

Chair, Department of Educational Leadership, San Diego State University; Classroom Teacher, Health Sciences High and Middle College; Co-Author, Teaching Foundational Skills to Adolescent Readers (Forthcoming), Rigor Unveiled (Forthcoming), Teaching Students to Drive Their Learning (2023), The Vocabulary Playbook: Learning Words That Matter (2023), Teaching Reading (2022), Confronting the Crisis in Engagement (2022), and Improving Adolescent Literacy (2011)

Chief Impact Officer and Co-Founder, Learner-Centered Collaborative; Chief Impact Officer, Altitude Learning; Former Director of Professional Learning, University of San Diego; Former Director of District Leadership, Buck Institute for Education; Former Middle School Teacher and Instructional Coach; Author, Evolving Education: Shifting to a Learner-Centered Paradigm (2021) and Learner-Centered Innovations: Spark Curiosity, Ignite Passion, and Unleash Genius (2018)

Cognitive Psychologist; Professor, School of Psychological Science, Oregon State University; Author, “Prequestioning and Pretesting Effects: A Review of Empirical Research, Theoretical Perspectives, and Applications” (2024, PsyArXiv), “Encouraging Students to Use Retrieval Practice: A Review of Emerging Research From Five Types of Interventions” (2023, Educational Psychology Review), “The Effects of Immediate Versus Delayed Feedback on Complex Concept Learning” (2021, Experimental Psychology), and “Prequestions Enhance Learning, But Only When They Are Remembered” (2020, Experimental Psychology Applied)

Chief Impact Officer and Co-Founder, Learner-Centered Collaborative; Chief Impact Officer, Altitude Learning; Former Director of Professional Learning, University of San Diego; Former Director of District Leadership, Buck Institute for Education; Former Middle School Teacher and Instructional Coach; Author, Evolving Education: Shifting to a Learner-Centered Paradigm (2021) and Learner-Centered Innovations: Spark Curiosity, Ignite Passion, and Unleash Genius (2018)

Professor of Education, James Madison University; Co-Editor, Teacher Educator Journal; Co-Author, The Mathematics Playbook (2024), The Teacher Clarity Playbook, Grades K-12 (2024), The Early Childhood Education Playbook (2022), How Tutoring Works: Six Steps to Grow Motivation and Accelerate Student Learning (2021), How Learning Works (2021), Clarity for Learning (2018), From Snorkelers to Scuba Divers: Making the Elementary Science Classroom a Place of Engagement and Deep Learning (2017), Visible Learning for Science (2017), and Captivate, Activate, and Invigorate the Student Brain in Science and Math, Grades 6–12 (2013)

Senior Education Consultant; Former Behavior and Mental Health Program Manager, Belmont- Redwood Shores School District; Former Special Education Coordinator, Nevada County Superintendent of Schools; Former Professional Learning Specialist, Mindsets Works; Author, “From On Edge to On Task: Exploring Elements of Trauma- Sensitive Schools” (2021, NASSP), “Giving Students the Keys to Control Their Own Learning Outcomes” (2018, Houghton Mifflin Harcourt Blog), and “Mindsets Impact Perceptions of Student Behavior” (2016, Mindset Works Blog)