Dr. Ann E. Barron graduated from Illinois State University with a Bachelor’s degree in Mathematics and Physical Education. She taught middle school math and P.E. for 10 years (in Illinois and Puerto Rico), before completing her Master’s (1987) and Doctoral degrees (1991) at the University of Central Florida in Orlando. In 1991, she joined the faculty in the Instructional Technology program in the College of Education at the University of South Florida.

Dr. Barron was also the Executive Director of the Florida Center for Instructional Technology at the University of South Florida from 1995-2000. Working with the Center, she designed and developed numerous instructional materials for technology. Her products include:

• Teacher’s Guide to the Holocaust
• Educator’s Guide to School Networks
• Teacher’s Guide to Distance Learning
• FCAT Training Tool for Teachers (4th, 8th and 10th Grade Reading)
• Multicultural Education through Miniatures

Dr. Barron has extensive experience in the design, development, and evaluation of interactive courseware in academic, industry and military environments. Her work with IBM Learning Services (2000 – 2002), Interactive Media Corporation (1990 – 2000), and Martin Marietta Missiles Group (1988 – 1990) involved the design and development of multimedia and Web-based training for commercial and government customers. She also served as a consultant for Apple Computer, Microsoft, Oracle, the U. S. Treasury, Philips, World Book, and several other companies.

Dr. Barron authored or co-authored over 20 books and book chapters; published more than100 journal articles; and presented at over 300 state, national and international conferences related to the design and development of interactive instruction for industry, military, and academic environments.

In 2015, after 24 years as a professor, Dr. Barron retired from the University of South Florida as a Professor Emeritus. Her awards include:

• USF President’s Award for Excellence, 2003
• Online Teaching Award in 2002
• Jerome Krivanek Distinguished Teaching Award, 2000
• USF Professor of the Year Award for Outstanding Teaching, Research, and Service to the University of South Florida in 1996
• Teaching Incentive Program Award in both1995 and 1998

Dr. Marsella Kysilka graduated from The Ohio State University with a B. S. Ed in Mathematics and Psychology, and completed her M. Ed. In Secondary Education/Gifted Education at Kent State University while teaching junior high school mathematics in Parma, Ohio, for two years. Dr. Kysilka moved to Titusville, Florida, and taught high school mathematics for three years before attending the University of Texas at Austin to compete a Ph.D. in Curriculum and Instruction.

Dr. Kysilka joined the University of Central Florida, College of Education faculty in 1969 as an Assistant Professor and taught general methods, foundations classes, gifted education classes, elementary/secondary mathematics methods, research, and curriculum studies.
Dr. Kysilka served as Assistant Dean of Academic Affairs for the University of Central Florida, Director of Research and Program Development for the College of Education, Assistant Chair for the Educational Foundations Department, and as Coordinator of the Curriculum and Instruction Doctoral Program (Ed.). Dr. Kysilka received the Professorial Excellence Program (PEP) Award, the College of Education Outstanding Research Award, and Outstanding Teaching Award. She also received the Presidential Award for Special Merit.

Dr. Kysilka served as Associate Editor of the Journal of Curriculum and Supervision (the scholarly journal of the Association for Supervision and Curriculum Development), academic editor for The Educational Forum (the scholarly journal of Kappa Delta Pi, an International Honor Society in Education), manuscript reviewer for Curriculum (an international journal of curriculum studies), and executive secretary of the American Association for Teaching and Curriculum. Dr. Kysilka authored over 75 scholarly articles and books and made over 160 presentations at state, national, and international professional meetings.

Dr. O.L. Davis Jr., held the Catherine Mae Parker Centennial Professorship in Curriculum and Instruction.  He served as president of Kappa Delta Pi from 1980-1982. In 1994, Professor Davis was elected to membership in the Society’s Laureate Chapter of distinguished educators. His awards include:

• Lifetime Achievement Award for Outstanding Contributions to Curriculum Studies from the American Educational Research Association, 1994
• Distinguished Alumnus of the University of North Texas, 1999
• Citation for Exemplary Research in Social Studies Education from the National Council for Social Studies
• Distinguished Alumnus Award/Peabody College of Vanderbilt University, 2004
• Dean Distinguished Faculty Award from the University of Texas, 2005

As a faculty member at the University of Texas, Austin, he taught graduate courses and seminars in curriculum development (practice and theory), curriculum history, curriculum policy analysis, and an advanced seminar in curriculum studies. He was also the editor of the Journal of Curriculum and Supervision, the world’ largest circulation journal in the curriculum and supervision fields.

Dr. Davis’s contributions to education span half a century and represent involvement at every level, from working as teacher and principal in Texas schools to being an award-winning professor and serving as Associate Secretary for the nonprofit Association for Supervision and Curriculum Development. Dr. Davis received international acclaim for his work in analyzing teacher practices as well as his intensive study of the impact of war on curriculum in U. S. schools during the past two centuries.

Dr. Davis received international acclaim for his work in analyzing teacher practices as well as his intensive study of the impact of war on curriculum in U.S. schools during the past century and a half.  He also examined the beginning of the high school accreditation movement in Texas and researched the United States’ efforts to improve the education of African Americans in the South during the first half of the 20^th century.

Dr. Harold Dean Drummond received his Bachelor’s (1937) and Master’s of Arts (1940) degrees from Colorado State College Education. In 1948, he earned a Doctor of Education from Stanford University, California. Dr. Drummond was Professor Emeritus of Elementary Education at the University of New Mexico.

His major publications include:

• Promising Practices in Elementary Schools (1951)
• Educational Leadership and the Elementary School Principal (1956)
• Our World Today series of geography books.

Harold Drummond was primarily a practitioner in education. He never sought another role. He has never been confused about his professional identity. Simply, his entire career in education was enmeshed in the practical and in attempts to improve his own practice and the general practice of education. His explicit position was that of children’s schooling, their lives, and their engagement with other people and with content should be enhanced.”

Known for his exuberant energy, the oft-ignored Hanna built Stanford University’s education college into a powerhouse, founded and impacted several of America’s leading educational organizations, and became the father of the modern social studies curriculum.

Paul Robert Hanna had an immense, lasting impact on education in both the United States and abroad. Over a career of more than fifty years, his diverse contributions included a curriculum design that became the standard for elementary school social studies instruction, new formulations of the community school concept for international development education, the production of dozens of textbooks, and the creation of an important resource for research in the instrumental uses of education.

Analyzing and placing in context Hanna’s vast contributions, Paul Robert Hanna: A Life of Expanding Communities (Jared R. Stallones, 2002) illuminates the life of a man who played a major role in the history of education in the twentieth century. From the beginnings of his career in the rural Midwest to its peak as a leading figure in education, these chapters reveal the personal “expanding communities” of influence Hanna achieved throughout his life, including his work at Teacher’s College of Columbia and Stanford University, his establishment of the Stanford International Development Education Center, the development of the analysis of the relationship between schools and modern social, political, and economic institutions, his role in founding and leading professional organizations for educator, his consulting work in foreign countries in East Asia, Africa, Europe, and Central and South America, and much more.

His major publications include:

• Geography in the Teaching of Social Studies, Concepts and Skills, 1970
• Spelling: Structure and Strategies, 1970
• Power to Spell, 1972

Dr. Strayer was a Professor of Educational Administration at Teachers College, Columbia University. He was the author of Planning for School Surveys (1948), Teaching in the Southwest (1958), and Guidelines for Public School Finance (1963).

His achievements include:

• Produced the first dissertation on the subject of educational administration.
• Served as the president of National Education Association (NEA) in 1919
• Fellow of the American Association for the Advancement of Science
• Recipient of the Butler Silver Medal from Columbia University
• Co-author (w/Clifford B. Upton) of a series of textbooks in mathematics for elementary and junior high schools
• Directed studies of schools in 50 American cities

Selected Publications

• Strayer, G. D. (1937). Why Teacher Participation in school Administration? Teachers College Record 38 (6), p. 457-464.
• Strayer, G. D. (1935). Educational Leadership in a Troubled World. Teachers College Record 36 (7), p. 478-489.
• Strayer, G. D. (1934). The Ability and the Obligation of the State to Support Education. Teachers College Record 35 (7), p. 580-591.
• Strayer, G. D. (1910). Studies in Educational Administration: Introductory Note. Teachers College Record 11 (5), p. 1-2.
• Strayer, G. D., & Thorndike, E. L. (1905). City School Expenditures: Introduction Teachers College Record 6 (3), p. 1-2.
• Strayer, G. D. (1905). City School Expenditures: Variability. Teachers College Record 6 (3), p. 42-79.
• Strayer, G. D. (1904). Experimental Work in Elementary Schools: Utility as a Dominant Element in Neighborhood Work. Teachers College Record 5 (3), p. 56-60.

• Assistant Professor of Pedagogy at Case Western Reserve University (1889)
• Faculty at Teachers College, Columbia University (1899-1940)
• President of American Psychological Association (1912)
• President of American Association for the Advancement of Science (1934)
• William James Lecturer, Harvard University (1942-1943)

Edward Lee Thorndike is often referred to as the Father of Educational Psychology. During his 55-year career, he wrote more than 500 books and articles on topics as varied as adult education, animal intelligence, behavioral psychology, learning in fish, methods of statistical analysis and the elements of aesthetic quality in urban life.

• Studied animal intelligence (known for his ‘cats in a puzzle box’ experiments on Trial and Error)
• Applied animal to human educational experience; he was a leader in this field
• Constructed a scale to measure children’s handwriting (1910) and a table of word-frequency in English (1944)

Thorndike’s early studies with animal behavior led him to declare his Law of Effect. The Law of Effect states that a) Responses to a situation that are followed by satisfaction are strengthened; and b) Responses that are followed by discomfort are weakened.

Thorndike proposed there were four general dimensions of abstract intelligence (Altitude, Width, Area, and Speed). He also developed psychological connectionism.  He believed that through experience neural bonds or connections were formed between perceived stimuli and emitted responses. The ability to form bonds was rooted in genetic potential through the genes’ influence on the structure of the brain, but the content of intellect was a function of experience.

Major Publications

• Educational Psychology (1903)
• Introduction to the Theory of Mental and Social Measurements (1904)
• The Elements of Psychology (1905)
• Animal Intelligence (1911)
• The Measurement of Intelligence (1927)
• The Fundamentals of Learning (1932)
• The Psychology of Wants, Interest, and Attitudes (1935)

• Research & Lecturer in Experimental Psychology, St. John’s College, Cambridge
• Professor of Psychology, University of Pennsylvania, 1888
• Department Head of Psychology, Columbia University, 1891-1905
• President of the American Psychological Association, 1895

James McKeen Cattell is an important figure in psychology and the study of human intelligence for several reasons. While at Leipzig, working under Wundt, he was the first American to publish a dissertation, Psychometric Investigation. After his return from Europe, perhaps no other person contributed more to the strengthening of American psychology in the late 1890s and early 1900s.  He was involved with the formation of many major publications, including co-founder and co-editor of the Psychological Review (1894-1903), editor and publisher of the Journal of Science (1894-1944), founder of the Psychological Corporation (1921), and founder of the Science Press (1923), among many others. He was similarly involved with major professional organizations, including the American Psychological Association, The American Association of University Professors, and The American Association for the Advancement of Science.

One of Cattell’s goals was to have psychology viewed as a science on par with the physical and life sciences. Cattell believed that the continued growth of psychology was dependent on the field’s acceptance of quantitative methods similar to those used in other sciences.

Cattell’s use of statistical methods and quantification of data helped in the development of American psychology as an experimental science. He was one of the first psychologists in America to stress the importance of quantification, ranking, and ratings. An outgrowth of this work, his experimentation with psychophysical testing, was influential in the popularization of mental testing within the psychological laboratory.

Major Publications

• Mental tests and measurements. Mind, (1980) 15, 373-380
• Measurements of accuracy of recollection. Science (1895).
• Statistics of American psychologists. American Journal of Psychology (1903).
• Psychology in America. Science (1929).
• Physical and mental tests. Psychological Review. (1898).

• Privatdozent in the Physiological (1857-1864)
• Professor of Inductive Philosophy at Zurich University (1874)
• Professor of Inductive Philosophy at Leipzig University (1875-1917)
• Established the world’s first experimental laboratory in psychology
• Referred as the “Father of Experimental Psychology” and “Founder of Modern Psychology”

Wundt established the first laboratory in the world dedicated to experimental psychology. This laboratory became a focus for those with a serious interest in psychology, first for German philosophers and psychology students, then for American and British students as well. All subsequent psychological laboratories were closely modeled in their early years on the Wundt model.

Wundt’s revolutionary approach to psychological experimentation moved psychological study from the domain of philosophy and the natural sciences and began to utilize physiological experimental techniques in the laboratory. To Wundt, the essence of all total adjustments of the organism was a psychophysical process, an organic response mediated by both the physiological and the psychological.  He pioneered the concept of stating mental events in relation to objectively knowable and measurable stimuli and reactions. Wundt perceived psychology as part of an elaborate philosophy where mind is seen as an activity, not a substance. The basic mental activity was designated by Wundt as “apperception.”

In Wundt’s 1893 edition of Physiological Psychology, he published the “tridimensional theory of feeling”: feelings were classified as pleasant or unpleasant, tense or relaxed, excited or depressed. A given feeling might be at the same time a combination of one of each of the categories.

Wundt’s greatest contribution was to show that psychology could be a valid experimental science. His influence in promoting psychology as a science was enormous. Despite poor eyesight, Wundt published 53,000 pages, enough to stock a complete library. His major publications include:

• Lectures on Human and Animal Psychology, 1896
• Principles of Physiological Psychology, 1904
• Philosophische Studien, first journal of psychology, 1871
• Volkerpsychologie (Social Psychology), 1911-1920