The University of Oklahoma
College of Liberal Studies
Brock International Prize in Education
2008 Laureate
Robert J. Marzano
Senior Scholar
Mid-continent Research for Education and Learning (McREL)
Ed.D. in Curriculum and Instruction from the University of Washington
Over his 35 years in education, Dr. Robert Marzano has worked in every U.S. state. The central theme of his work has been translating research and theory into practical programs and tools for K-12 teachers and administrators. He is a Senior Scholar at Mid-continent Research for Education and Learning (McREL) and does extensive consulting work through Marzano and Associates. Previously, he has served as Senior Fellow and Director of Research at McREL. He also earned tenure at the University of Colorado.
Dr. Marzano received his bachelor’s degree in English from Iona College, his master’s degree in Reading and Language Arts from Seattle University, and his doctorate in Curriculum and Instruction from the University of Washington. He is the author of more than 20 books, 150 articles and chapters in books, and more than 100 curriculum guides and related materials for teachers and students in grades K-12.
He has created a research engine that continually addresses specific urgent needs, summarizes the available research, finds evidence proofs, writes cogent summaries, and creates tools for implementation. He writes and presents in ways that are easy to understand; creates tools, videos, assessments that help implementation; and partners with those who have access to practitioners (ASCD). He has influenced classroom management, effective classroom teaching, effective school improvement, and most recently effective administrative development. He has created a franchise that can take a need and transform it into a workable solution well supported for implementation.
Important Dates:
The 7th Annual Brock Symposium on Excellence in Education will be held at The University of Oklahoma, Norman, Oklahoma Friday, April 4, 2008.
Past Laureates
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2007 - David W. and Roger T. Johnson Roger and David Johnson are brothers and co-directors of the Cooperative Learning Center at the University of Minnesota. Since the mid-1960s, they have worked to implement cooperative learning and constructive conflict resolution procedures in all levels of schooling (preschool through graduate school). Illustrating the productive interaction among theory, research, and practice and recognized all over the world, their work on cooperative learning may be the single most important strategy for improving learning in classrooms and schools in the last 70 years.
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2006 - Douglas B. Reeves Dr. Douglas Reeves is chairman and founder of the Center for Performance Assessment, an international organization dedicated to improving student achievement and educational equity. Through its long-term relationships with school systems, the center helps educators and school leaders improve student achievement through practical and constructive approaches to standards, assessment, and accountability. |
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2005 - Beverly Daniel Tatum Tatum is recognized as the foremost authority on racial identity development theory. This theory, a positive sense of one's self as a member of one's groups as vital to psychological well-being, is proclaimed as a vital means to resolve multicultural issues in education and society. Her critically acclaimed book, Why Are All the Black Kids Sitting Together in the Cafeteria? And Other Conversations About Race, was selected as the multicultural book of the year in 1998 by the National Association of Multicultural Education. |
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2004 - Elliot W. Eisner Eisner works in three fields: arts in education, curriculum studies, and qualitative research methods. He has been especially interested in advancing the role of the arts in American education and in using the arts as models for improving educational practice in other fields. In his most recent book, The Arts and The Creation of Mind, he encourages educators and everyone to regard education itself as a process concerned with the preparation of artists, which requires imagination, the exercise of sensibility, the application of skills, and the ability to exploit the unexpected.
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2003 - David C. Berliner Berliner is a noted authority on the phenomenon of teaching and related educational policies throughout his career. His model of how one develops from novice to expert has influenced teacher education programs worldwide. Work in school settings led him to believe that American education was actually quite successful, overall, and that criticisms of the nation's schools were too broad, perhaps even malevolent. He co-authored The Manufactured Crisis, which documented how misinformation about schools was hurting public education and endangering American Democracy.
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2002 - John I. Goodlad For much of his career, Goodlad has been involved in an array of educational reform programs and projects and has engaged in large-scale studies of educational change, schooling, and teacher education. Most recently, he has inquired into the mission of education in a democratic society to which such renewal must be delivered. In his book, In Praise of Education, he argues that education is an inalienable right in a democratic society, and advances the view that the purpose of education is to develop individual and collective democratic character.
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