Brock Prize Laureates
The Brock International Prize in Education recognizes an individual who has made a specific innovation or contribution to the science and art of education, resulting in a significant impact on the practice or understanding of the field of education. It must be a specific innovation or contribution that has the potential to provide long-term benefit to all humanity through change and improvement in education at any level, including new teaching techniques, the discovery of learning processes, the organization of a school or school system, the radical modification of government involvement in education, or other innovations.
2013 Laureate - Mike Feinberg and Dave Levin
Mike Feinberg and Dave Levin are cofounders of the Knowledge Is Power Program, or KIPP. KIPP is a national network of free, open-enrollment, college-preparatory public charter schools with a track record of preparing students in underserved communities for success in college and in life. There are currently 125 KIPP schools in 20 states and the District of Columbia that serve more than 39,000 students. KIPP builds a partnership among parents, students, and teachers that puts learning first. By providing outstanding educators, more time in school learning, and a strong culture of achievement, KIPP is helping all students climb the mountain to and through college.
2012 Laureate - Gloria Ladson-Billings
Kellner Family Chair in Urban Education and Professor of Curriculum and Instruction and Educational Policy Studies, University of Wisconsin-Madison Dr. Gloria Ladson-Billings is the Kellner Family Professor of Urban Education in the Department of Curriculum and Instruction at the University of Wisconsin-Madison, and the author of three critically acclaimed books,The Dreamkeepers: Successful Teachers of African American Children and Crossing Over to Canaan: The Journey of New Teachers in Diverse Classrooms. She completed an MA in education at the University of Washington and a PhD in curriculum and teacher education at Stanford University. Ladson-Billings is credited with coining the term "culturally responsive pedagogy," and is one of the leaders in the field of culturally relevant teaching. Her more recent book Beyond the Big House: African American Educators on Teacher Education (2005), profiles seven prominent African American teacher educators—Cherry McGee Banks, Lisa Delpit, Geneva Gay, Carl Grant, Joyce King, Jacqueline Jordan Irvine, and William Tate—developing an understanding of how these African American scholars have shaped their relationship with the academy. Ladson Billings is a past president of the American Educational Research Association. Among her accomplishments as AERA president was a presidential address that aimed to redefine the "achievement gap" as "educational debt" - highlighting the social, political and economic factors that have disproportionately affected children of color in U.S. schools. Ladson-Billings has been elected to membership in the National Academy of Education and has been a senior fellow in urban education of the Annenberg Institute for School Reform at Brown University. Her scholarly awards include the H. I. Romnes Faculty Fellowship, the Palmer O. Johnson outstanding research award, a fellowship at the Center for Advanced Study in the Behavioral Sciences, and the George and Louise Spindler Award from the Council on Anthropology and Education for significant and ongoing contributions to the field of educational anthropology.
2011 Laureate - Linda Darling-Hammond
Charles E. Ducommun Professor of Education, Stanford University; Co Director Stanford Center for Opportunity Policy in Education, and Co-Director School Redesign Network Darling-Hammond holds a B.A. from Yale University and a Ed.D in Urban Education from Temple University. Dr. Linda Darling-Hammond has dedicated her life’s work to the pursuit of excellence and equity for all children. Her focus on effective instruction has sparked important conversations about what it takes to reform education. As she states so eloquently in her book, The Right to Learn: A Blueprint for Creating Schools that Work,"Bureaucratic solutions to problems of practice will always fail because effective teaching is not routine, students are not passive, and questions of practice are not simple, predictable, or standardized. Consequently, instructional decisions cannot be formulated on high then packaged and handed down to teachers."
2010 Laureate - Geoffrey Canada
President and Chief Executive Officer, Harlem Children’s Zone, Inc., New York, New York Geoffrey Canada’s life and career have intertwined to bring new insights and possibilities surrounding effective education in areas of urban poverty in America. As an educator, he has identified way to compensate for the barriers that torpedo student success. As an entrepreneur, he has captured the enthusiasm of those who are looking for a way to invest in something that has great potential to ameliorate poverty. Geoffrey Canada brings hope for the future.
2009 Laureate - Lawrence Lezotte
Chief Executive Officer, National Education Consultant Effective Schools Productions, Ltd., Okemos, Michigan Lawrence Lezotte, Ph.D., has devoted his career to helping schools educate all students. He is the chief executive officer and national education consultant for Effective School Products, Ltd. Lezotte is known as the preeminent spokesperson for continuous school improvement based on effective schools research. The overwhelming majority of educators agree that the system-in-place, known as the school, was never designed to teach all students a high standard curriculum successfully. These same educators have made efforts to improve the achievement of students, generally without changing the system. Now it is time for leaders to inspire colleagues to redesign the system and reset the culture if we are to advance on the “learning for all” mission.
2008 Laureate - Robert J. Marzano
Chief Executive Officer, National Education Consultant Effective Schools Productions, Ltd. Okemos, Michigan 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.
2007 Laureate - David W. and Roger T. Johnson
Chief Executive Officer, National Education Consultant Effective Schools Productions, Ltd. Okemos, Michigan 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.
2006 Laureate - Douglas B. Reeves
Chairman and Founder, Center for Performance Assessment, Salem, Massachusetts 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.
2005 Laureate - Beverly Daniel Tatum
President, Spelman College, Atlanta, Georgia 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.
2004 Laureate - Elliot W. Eisner
Lee Jacks Professor of Education and Professor of Art, Stanford University, Stanford, California 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.
2003 Laureate - David C. Berliner
Director, Education Policy Report Project, Arizona State University, Tempe, Arizona 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.
2002 Laureate - John I. Goodlad
President, Institute for Educational Inquiry and Founder, Center for Educational Renewal, University of Washington, Seattle, Washington 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.