Craig A. Mertler has been an educator for 30 years, 20 of those in higher education. He is currently an Associate Professor and Coordinator of the EdD Program in Leadership and Innovation at Arizona State University. He teaches doctoral courses focused on the application of action research to promote educator empowerment, school improvement, and job-embedded professional development and also teaches quantitative research methods, introductory statistical analysis, multivariate statistical analysis, and educational assessment methods. He is the author of 20 books, four invited book chapters, 18 refereed journal articles, two instructors' manuals, and numerous nonrefereed articles and manuscripts. He has also presented more than 35 research papers at professional meetings around the country as well as internationally. He conducts workshops for in-service educational professionals (at all levels) on classroom-based action research and on the broad topic of classroom assessment. His primary research and consulting interests include classroom-based action research, data-driven educational decision making, professional learning communities, and classroom teachers' assessment literacy. Before teaching and researching at the university level, he taught high school biology and earth science and also coached track and volleyball. In his leisure time, he enjoys traveling with his family and playing golf. Dr. Mertler can be reached at Craig. Mertler@asu.edu or email@example.com for consulting, professional development, and speaking engagements. Nancy Fichtman Dana is currently Professor of Education in the School of Teaching and Learning at the University of Florida, Gainesville, and has been studying practitioner inquiry for the last twenty years. During this time, she has developed and taught classes on practitioner research for undergraduate, masters, and doctoral students, coached the practitioner research of numerous educators from various districts across the nation, as well as published nine books and over 50 book chapters and articles in professional journals focused on teacher and principal professional development and practitioner inquiry.
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