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Bill Saunders, Ph.D., Vice-President, Pearson Learning Teams

Bill Saunders, Ph.D., Vice-President of Pearson Learning Teams; Senior Research Fellow at CSU, Long Beach; a Research Associate at UCLA and the author of numerous papers and chapters on the quasi-experimental studies of the Pearson Learning Teams program. Dating back to the initial Pearson Learning Teams research, Bill was the Co-Principal Investigator and School-Site Advisor for an extensive six year, single school case study conducted from 1989 through 1996. He then acted as Co-Principal Investigator and School-Site Advisor for a successful multi-year, 15 elementary school, quasi-experimental scale-up study conducted from 1996-2002 (McDougall, Saunders, and Goldenberg, 2007; Saunders and Goldenberg, 2005; Saunders, Goldenberg, and Gallimore, 2006). From 2002 to 2005 he was the Director of the LT Network (formerly Getting Results) through CSU Long Beach. In tandem with his role as VP of Pearson Learning Teams, he has been the Principal Investigator leading several literacy development studies, most recently involving a synthesis of US and international EL research. Bill was formerly a High School teacher and Director of the University of Southern California's Writing Project. Currently Bill directs the design and implementation of Pearson Learning Teams school-based programs for all implementations nationwide.

Education

University of California, Los Angeles, (Educational Psychology), Ph.D. Education
University of California, Los Angeles, (Social Research Methodology), M.A. Education
University of California, Los Angeles, B.A. English

Selected Publications

Saunders, W., Goldenberg, C., & Gallimore, R. (forthcoming). Increasing Achievement by Focusing Grade Level Teams on Improving Classroom Learning: Evidence from a 5 Year Prospective, Quasi-experimental Study of Title 1 Schools. American Educational Research Journal.

Gallimore, R., Ermeling, B.A., Saunders, W.M., & Goldenberg, C. Moving the Learning of Teaching Closer to Practice: Teacher Education Implications of School-based Inquiry Teams. Elementary School Journal (special issue).

McDougall, D., Saunders, W. and Goldenberg, C. Inside the black box of school reform: Explaining the how and why of change at Getting Results schools. Journal of Disability, Development, and Education, 54, 51-89.

Saunders, W., & Goldenberg, C. The contribution of settings to school improvement and school change: A case study. In C. R. O'Donnell & L. Yamauchi (Eds.). Culture and context in human behavior change: Theory, research, and applications. (pp. 124-148). New York: Peter Lang.

Saunders, W., O'Brien, G., Marcelletti, D., Hasenstab, K., Saldivar, T., & Goldenberg, C. Getting the most out of school-based professional development in culturally diverse schools. In P. Schmidt & P. Mosenthal, (Eds.), Reconceptualizing literacy in the new age of pluralism and multiculturalism. Greenwich, CN: Information Age Publishing.

Genesee, F., Lindholm-Leary, K., Saunders, W., and Christian, D. Educating English Language Learners: A Synthesis of Research Evidence. Cambridge, England: Cambridge University Press.

Saunders, W. & Goldenberg, C. (forthcoming). Research to Guide English Language Development Instruction. Professional Papers Project, Language Policy and Leadership Office, California Department of Education.

Saunders, W., Foorman, B., Carlson, C. Is a separate block of time for oral English language development in programs of English-learners needed. Elementary School Journal, 107(2),181-198.

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