Professor of Psychology and Senior Scientist

Learning Research and Development Center

University of Pittsburgh

The impact of social and technological change on classroom processes.

Education:

Professor, Social Personality Program, Department of Psychology, University of Pittsburgh, July 1, 1986 - Present.

Senior Scientist, Learning Research and Development Center, University of Pittsburgh, July 1, 1981 - Present.

Associate Professor, University of Pittsburgh, July, 1980-1986.

Assistant Professor, University of Pittsburgh, September, 1974-June, 1980.

Research Psychologist, National Institute of Education, Washington, DC, August, 1973 - June, 1974.

Research Psychologist, Policy Research Division, Office of Economic Opportunity, Washington, DC, September, 1972 - July, 1973.

Instructor of Psychology and Sociology, Spelman College, Atlanta, GA, September, 1969 - June, 1970.

Winner, Society for the Psychological Study of Social Issues (APA's Division 9) 1983 Gordon Allport Intergroup Relations Prize for my book, Black and white in school: Trust, tension or tolerance?

Honorable Mention, Society for the Psychological Study of Social Issues (APA's Division 9) 1991 Gordon Allport Intergroup Relations Prize for my review paper, "A Brief Historical Overview of Desegregation in the United States." In G. Grant (Ed.), Review of research in education (Vol. 17, pp. 335-409). Washington, DC: American Educational Research Association.

Prepared invited paper "Review of Research on School Desegregation's Impact on Black Americans" for the National Research Council of the National Academy of Sciences, 1987.American Psychological Society, Fellow

American Psychological Association, Fellow of Divisions 8, 15, and 48

Society for the Psychological Study of Social Issues, Fellow

Elected Honorary Member of Phi Eta Sigma (Freshman Honor Society) in recognition of excellence in teaching, 1976.

Phi Beta Kappa

Principal Investigator, "The Internet in School: Problems and Possibilities," Spencer Foundation (1998-2000).

Principal Investigator, Supplement to "Common Knowledge: Pittsburgh: Creating an Urban Research Laboratory," National Science Foundation (1997-1998).

Co-Principal Investigator, "Common Knowledge: Pittsburgh: Creating an Urban Research Laboratory," National Science Foundation (1995-1998).

Co-Principal Investigator, "Common Knowledge: Pittsburgh: Bridging the Urban Landscape," U.S. Department of Commerce (1994-1995).

Co-Principal Investigator, "Common Knowledge: Pittsburgh: Computer Networking of an Urban School District," National Science Foundation (1993-1994).

Co-Principal Investigator, "The Digital Connection for Common Knowledge: Pittsburgh," Digital Equipment Corporation.

 Co-Principal Investigator, "Common Knowledge: Pittsburgh, Equipment Support," The Heinz Foundation (1994-1995).

Co-Principal Investigator, "Common Knowledge: Pittsburgh, Equipment Support," The Buhl Foundation (1993-1994).

Principal Investigator, "The Impact of an Intelligent Computer Based Tutor on Classroom Social Processes," Office of Naval Research (1985-1992).

Principal Investigator, "Apprenticeship in Action: A Qualitative Study of Elementary School Mathematics Classrooms," Office of Educational Research and Improvement (1992-1995).

Co-Investigator, "AIDS Risk Reduction Project," Center for Disease Control (1986-1988).

Principal Investigator, "A Social Psychological Analysis of Anti-Nuclear War Activism," FAS Faculty Research Expense Grant, University of Pittsburgh, (1985-1986).

Principal Investigator, "Fallout from a Media Event: The Impact of The Day After) on Attitudes toward Nuclear War and Behaviors Designed to Prevent It," Society for the Psychological Study of Social Issues (1983-1984).

Recipient. Travel Grant from the American Psychological Association to present an invited paper at the International Congress of Psychology, Acapulco, Mexico, 1984.

Principal Investigator. "Interracial Behavior in a Desegregated School," National Institute of Mental Health, (1978-1983).

Co-principal Investigator (with H. Andrew Sagar). "Interpersonal Behavior in an Interracial School," National Institute of Education (1978-1979).

Buhl Faculty Fellowship. Learning Research and Development Center, Pittsburgh, Pennsylvania (1978-1979).

Principal Investigator. "An Ethnographic Study of a 'Nearly Integrated' Middle School," National Institute of Education, (1975-1978).

Principal Investigator. Harvard University, Center for the Behavioral Sciences Research Grant (1971-1972).

Warren Fund Fellowship, Harvard University, (1968-1969).

Principal Investigator. Harvard University, Bio Medical Fund Research Grant (1967-1968).

Member, Advisory Committee on Race and Ethnic Relations Among Youth. Initiative of the Forum on Adolescent Development, National Academy of Sciences, 1997-1999

Member, Board on International Comparative Studies in Education, National Academy of Sciences, 1998-2001

Member, Council of Representatives of the American Psychological Association (representing Division 48), 1993-1996

Member, Advisory Board, Planning for International Research on Exemplary Sites of Technology Enhanced Learning, 1999

Member, Advisory Board, Technology and Gender Equity Project, Carnegie Mellon University

Member, Advisory Board, Union City Online: An architecture for learning and reform, Educational Development Center.

Member, Advisory Board, Circle (Center for Interdisciplinary Research on Constructive Learning), University of Pittsburgh

Member, Advisory Board, Project LISTEN, Carnegie Mellon University

Advisor, American Psychological Association committee on the Revision of the Standards for Educational and Psychological Testing, 1996

Executive Committee, Division 48 of the American Psychological Association, 1993-1996

Member, Publications Committee, Division 48 of the American Psychological Association, 1993-2000

Member, Fellows Committee, Division 48 of the American Psychological Association, 1995-2000

Chairperson, Fellows Committee, Division 48 of the American Psychological Association, 1997-1999

Member, AERA Committee on the Role and Status of Minorities in Educational Research and Development, 1996-1999

Society for the Psychological Study of Social Issues, Fellows Selection Committee, 1991-1993

Society for the Psychological Study of Social Issues, Gordon Allport Intergroup Relations Prize Committee, 1985

Nominations Committee for AERA's Division G, 1985

Society for the Psychological Study of Social Issues Advisory Committee for SPSSI sponsored volume on the Social Psychology of Desegregation, 1983-1984

Advisory Panel on Programs and Policies for the Associate Commissioner for Equal Education Opportunity, U. S. Department of Education, Washington, DC, 1980

Advisory Committee for the National Review Panel on School Desegregation Research, 1978 and 1979

American Educational Research Association

Society for Experimental Social Psychology

Associate Editor, Peace and Conflict: Journal of Peace Psychology, 1999-2002

Member of Editorial Board for Review of Educational Research, 1997-1999

Member of Editorial Board for Journal of the Learning Sciences, 1998-2001

Member of Editorial Board for Peace and Conflict: Journal of Peace Psychology, 1994-1999

Member of Editorial Board for Interactive Learning Environments, 1990-1993

Reviewing Editor, Educational Researcher, 1987-1990

Member of Editorial Board for Sociology of Education, 1986-1989

American Educational Research Association, Editor-at-Large, 1985-1986

Member of Editorial Board for Social Psychology Quarterly, 1982-1985

Reviewer for Publishers, Journals, Professional Organizations, and Granting Agencies including:

Books and Monographs:

Schofield, J. W. (1995). Computers and classroom culture. New York: Cambridge University Press.

Schofield, J. W. (1982). Black and white in school: Trust tension or tolerance? New York: Praeger. A revised and updated edition of this book was published by Teachers' College Press in1989.

Hawley, W. D., Crain, R. L., Rossell, C. H., Smylie, M. A., Fernandez, R. R., Schofield, J. W.,Tompkins, R., Trent, W. T., & Zlotnik, M. S. (1983). Strategies for effectivedesegregation: Lessons from research. Lexington, MA: Lexington Books, D. C. Heath.

Papers Published and In Press:

Schofield, J. W. (1975). The effect of norms, public disclosure and need for approval on volunteering behavior consistent with attitudes. Journal of Personality and Social Psychology, 31, 1126-1133.

Schofield, J. W. (1976). Social process in the desegregated classroom. In C. Peterson (Ed.), Preparing for interdistrict desegregation. University of Pittsburgh General Assistance Center on School Desegregation and Conflict, Pittsburgh, PA.

Schofield, J. W., & Sagar, H. A. (1977). Peer interaction patterns in an integrated middle school. Sociometry, 40, 130-138.

Schofield, J. W. (1977). A preventive approach to handling discipline in the desegregated school. In C. Peterson (Ed.), Discipline: Definition and practical solutions. University of Pittsburgh General Assistance Center on School Desegregation and Conflict, Pittsburgh, PA.

Schofield, J. W., & Sagar, H. A. (1977). Social relationships in an integrated school. Integrated Education, 15, 117-119.

Schofield, J. W. (1978). School desegregation and intergroup attitudes. In D. Bar Tal & L. Saxe (Eds.), Social psychology of education: Theory and research. Washington, DC: Halsted Press.

Schofield, J. W. (1978). An exploratory study of the Draw A Person as a measure of racial identity. Perceptual and Motor Skills, 46, 311-321.

Schofield, J. W., & Frieze, 1. H. (1978). [Review of Orientation in social psychology]. Psychology of Women Quarterly, 2, 371-373.

Schofield, J. W., & Sagar, H. A. (1979). The social context of learning in an interracial school. In R. Rist (Ed.), Inside desegregated schools: Appraisals of an American experiment. San Francisco, CA: Academic Press.

Schofield, J. W. (1979). The impact of positively structured contact on intergroup behavior: Does it last under adverse conditions? Social Psychology Quarterly, 42, 280-284.

McGivern, E., & Schofield, J. W. (1979). The development of interracial bonds in a desegregated school. In R. Blumberg & J. Roye (Eds.), Interracial bonds. New York  General Hall.

Sagar, H. A., & Schofield, J. W. (1980). Racial and behavioral cues in black and white children's perceptions of ambiguously aggressive acts. Journal of Personality and Social Psychology, 19, 590-598.

Schofield, J. W. (1980). Cooperation as social exchange: Resource gaps and reciprocity in academic work. In S. Sharon, P. Hare, C. Webb, & R. Hertz Lazarowitz, (Eds.), Cooperation in education. Provo, UT: Brigham Young University Press.

Schofield, J. W. (1981). Competitive and complementary identities: Images and interaction in an interracial school. In S. Asher & J. Gottman (Eds.), The development of children's friendship. New York: Cambridge University Press.

Schofield, J. W. (1981). Uncharted territory: Desegregation and organizational innovation. The Urban Review, 13, 227-242.

Schofield, J. W., & Francis, W. D. (1982). An observational study of peer interaction in racially mixed "accelerated" classrooms. The Journal of Educational Psychology, 74, 722-732.

Sagar, H. A., Schofield, J. W., & Snyder, H. N. (1983). Race and gender barriers: Preadolescent peer behavior in academic classrooms. Child Development, 54, 1032-1040.

Schofield, J. W. (1983). Black white conflict in the schools: Its social and academic effects. American Journal of Education, 92, 104-107.

Schofield, J. W. (1983). [Review of The impact of desegregation]. Contemporary Psychology, 28, 465-466.

Schofield, J. W., & Sagar, H. A. (1983). Desegregation, school practices and student race relations. In C. Rossell & W. Hawley (Eds.), The consequences of school desegregation. Philadelphia, PA: Temple University Press.

Schofield, J. W., & Whitley, B. E., Jr. (1983). Peer nomination versus rating scale measurement of children's peer preferences. Social Psychology Quarterly, 46, 242-251.

Sagar, H. A., & Schofield, J. W. (1984). Integrating the desegregated school: Problems and possibilities. In M. Maehr & D. Bartz (Eds.) Advances in motivation and achievement: A research annual. Greenwich, CT: JAI Press.

Schofield, J. W. (11984). [Review of White teacher black school: The professional growth of a ghetto teacher]. Contemporary Sociology, 13, 318-319.

Whitley, B. E., Jr., Schofield, J. W., & Snyder, H. H. (1984). Peer preference in a desegregated school: A round robin analysis. Journal of Personality and Social Psychology, 46, 799-810.

Schofield, J. W., & Pavelchak, M. (1985). The Day After: Before and after. American Psychologist, 40, 542-548.

Schofield, J. W. (1986). Black white contact in desegregated schools. In M. Hewstone & R. Brown (Eds.), Contact and conflict in intergroup encounters (pp. 79-92). Oxford: Basil Blackwell.

Schofield, J. W. (1986). Causes and consequences of the colorblind perspective. In S. Gaertner & J. Dovidio (Eds.), Prejudice, discrimination and racism: Theory and practice. New York: Academic Press.

Schofield, J. W., & Anderson, K. (1987). Combining quantitative and qualitative components in research. In J. S. Phinney & M. J. Rotherarn (Eds.), Children's ethnic socialization: Pluralism and development. Newbury Park, CA: Sage.

Valdiserri R. 0., Lyter, D. W., Kingsley, L. A., Leviton, L. C., Schofield, J. W., & Rinaldo, C. R. (1987). The effect of group education on improving attitudes about AIDS risk reduction. New York State Journal of Medicine, 87, 272-277.

Whitley, B. E., Jr., & Schofield, J. W. (1987). A meta analysis of research on adolescent contraceptive use. Population and Environment, 8, 173-203.

Schofield, J. W. (1987). [Review of Different by design]. Contemporary Sociology, 16, (6), 896-897.

Schofield, J. W. (1988). Social relations in desegregation. Equity and Choice, 4, Winter. 15-17.

Schofield, J. W., & Verban, D. (1988). Computer usage in the teaching of mathematics: Issues which need answers. In D. Grouws & T. Cooney (Eds.), Effective mathematics teaching (pp. 169-193). Hillsdale, NJ: Lawrence Erlbaum.

Schofield, J. W. (1988). [Review of Qualitative analysis for social scientists]. Contemporary Psychology, 33(12), 1056.

Schofield, J. W. & Pavelchak, M. A. (1989). Fallout from The Day After: The impact of a TV film on attitudes. Journal of Applied Social Psychology, 19, 433-448.

Fox, D. L., & Schofield, J. W. (1989). Issue salience, perceived efficacy and perceived risk: An experimental study of the origins of anti-nuclear war activity. Journal of Applied Social Psychology, 19(10), 805-827.

Schofield, J. W., & Evans-Rhodes, D. (1989). The impact of a computer based tutor on teachers and students. In D. Bierman, J. Breuker, & J. Sandberg (Eds.), Artificial Intelligence and Education: Proceedings of the 4th International Conference on Al and Education. Springfield, VA: IOS.

Schofield, J. W., Evans Rhodes, D., & Huber, B. (1990). Artificial intelligence in the classroom. Social Science Computer Review, 8 (l), 24-41.

Schofield, J. W. (1990). Generalizability in qualitative research. In E. Eisner & A. Peshkin (Eds.), Qualitative inquiry in education (pp. 201-232). New York: Teachers College Press. Reprinted in M. Hammersley (Ed.), Educational research: Current issues (pp. 91-113). London: Paul Chapman Publishing, 1993.

Schofield, J. W. (1990). Social dynamics in desegregated schools. Occasional paper series of the Center for Research on Minority Education, University of Oklahoma, Norman, Ok.

Evans-Rhodes, D., Schofield, J., & Huber, B. (1990). Computer usage and classroom social processes. Newsletter of Technology and Education, 1, 2-4.

Schofield, J. W. (1991). School desegregation and intergroup relations: A review of the research. In G. Grant (Ed.), Review of research in education (Vol. 17, pp. 335-409). Washington, DC: American Educational Research Association.

Schofield, J. W. (1992). The analysis of qualitative data: The grounded theory approach [Review of Basics of qualitative research: Grounded theory procedures and techniques]. Contemporary Psychology, 37(10), 1074-1075.

Schofield, J. W. (1993). Promoting positive peer relations in desegregated schools. Educational Policy, 7 (3), 297-317. (Reprinted in Beyond desegregation: The politics of quality in AfricanAmerican schooling, pp. 91-112, by M. Shujaa, Ed., 1996. Thousand Oaks, CA: Corwin Press)

Schofield, J. W., Eurich-Fulcer, R., & Britt, C. L. (1994). Teachers, computer tutors, and teaching: The artificially intelligent tutor as an agent for classroom change. American Educational Research Journal, 31 (3), 579-607.

Schofield, J. W., Eurich-Fulcer, R., & Britt, C. L. (1994). New theoretical insights suggest new approaches to research. American Educational Research Journal, 31(3), 619-625.

Schofield, J. W. (1994). Barriers to computer usage in secondary school teaching. In C. W. Huff & T. Finholt (Eds.), Social issues in computing: Putting computing in its place (pp. 547-580). New York: McGraw Hill.

Eurich-Fulcer, R., & Schofield, J. W. (1995). Correlated versus uncorrelated social categorizations: The effect on intergroup bias. Personality and Social Psychology Bulletin, 21, 149-159.

Schofield, J. W. (1995). Review of research on school desegregation's impact on elementary and secondary school students. In J. A. Banks & C. A. MaGee Banks (Eds.), Handbook of research on multicultural education (pp. 597-617). New York: MacMillan.

Schofield, J. W. (1995). Improving intergroup relations among students. In J. A. Banks & C. A. MaGee Banks (Eds.), Handbook of research on multicultural education (pp. 635-647). New York: MacMillan.

Schofield, J. W. (1995). Promoting positive intergroup relations in school settings. In W. D. Hawley & A. W. Jackson (Eds.), Toward a common destiny (pp. 257-289). San Francisco, CA: Jossey Bass.

Hawley, W. D., Banks, J. A., Padilla, A., Pope Davis, D. B., & Schofield, J. W. (1995). Strategies for reducing racial and ethnic prejudice: Essential principles for program design. In W. D. Hawley & A. W. Jackson (Eds.), Toward a common destiny (pp. 423-433). San Francisco, CA: Jossey Bass.

Eurich Fulcer, R., & Schofield, J. W. (1995). Wide area networking in K-12 education: Issues shaping implementation and use. Computers and Education, 24, 211-220.

Futoran, G. C., Schofield, J. W., & Eurich Fulcer, R. (1995). The Internet as a K-12 educational resource: Emerging issues of information access and freedom. Computers and Education, 24, 229-236.

Schofield, J. W. (1995). Understanding cooperative learning in schools. [Review of Interaction in cooperative groups: The theoretical anatomy of group learninq]. Contemporary Psychology, 40(7), 640-641.

Schofield, J. W. (1996). Review of research of desegregation's impact on elementary and secondary students. In K. Lomotey & C. Teddlie (Eds.), Forty years after the Brown decision: Implications of school desegregation for U.S. education (Vol. 13, pp. 71-116). New York: AMS Press.

Schofield, J. W. (1997). Computers and classroom social processes: A review of the literature. Social Science Computer Review, 15, 27-39.

Schofield, J. W. (1997). Causes and consequences of the colorblind perspective. In J. A. Banks & C. A. MaGee Banks (Eds.), Multicultural education: Issues and Perspectives (3^rd ed., pp. 251-271). Boston, MA: Allyn and Bacon.

Schofield, J. W., Davidson, A., Stocks, J. E., & Futoran, G. (1997). The Internet in school: A case study of educator demand and its precursors. In S. Kiesler (Ed.), Culture of the Internet (pp. 361-381). Mahwah, NJ: Erlbaum.

Schofield, J. W., Stocks, J., & Davidson, A. L. (1997). Connecting schools to the world via the Internet: Do the walls come tumbling down or just get lower? In R. H. Sprague, Jr. (Chair), Proceedings of the Thirtieth Annual Hawaii International Conference on System Sciences (pp. 665-672). Los Alamitos, CA: IEEE Computer Society Press.

Stocks, J., & Schofield, J. (1997). Educational reform and professional development. In E. Fennema & B. S. Nelson (Eds.), Mathematics teachers in transition (pp. 283-308). Mahwah, NJ: Erlbaum.

Schofield, J. W. (1997). School desegregation 40 years after Brown v. Board of EducationLooking forward and looking back. In D. Johnson (Ed.), Minorities and girls in school: Effects on achievement and performance (pp. 1-36). Thousand Oaks, CA: Sage.

Schofield, J. W. (1997). Do we trust humans too much? Comparing human and computer based expertise. Technology Studies, 3, 189-192.

Schofield, J. W. (1997). Desegregation. In C. A. Grant & G. Ladson Billings (Eds.), Dictionary of multicultural education. Oryx Press.

Schofield, J. W. (1997). Resegregation. In C. A. Grant & G. Ladson Billings (Eds.), Dictionary of multicultural education. Oryx Press.

Schofield, J. W., & Davidson, A. L. (1997). The Internet in school: The shaping of use by organizational, structural, and cultural factors. In S. Lobodzinski & I. Tomek (Chairs), Proceedings of WebNet 97 World Conference of the WWW, Internet & Intranet (pp. 485-489). Charlottesville, VA: Association for the Advancement of Computing in Education.

Davidson, A. L., Schofield, J. W., & Stocks, J. (1997). Implementing educational technology: Professional cultures and collaborative efforts. In T. M. Oldner & T. C. Reeves (Chairs), Proceedings of ED MEDIA & ED TELECOM 97   World Conference on Educational Multimedia and Hypermedia & World Conference on Educational Telecommunications (pp. 383-386). Charlottesville, VA: Association for the Advancement of Computing in Education.

Schofield, J. W. (1997). Rethinking technology education. [Review of Technology education in the classroom: Understandinq the designed world]. Teachers College Press, 99, 220-222.

Schofield, J. W. (1998). Computers and classroom change: A view from the inside.

[Review of Teaching with technology: Creating student centered classrooms]. Journal of Curriculum Studies, 30, 244-247.

Schofield, J. W. (1998). Improving race and ethnic relations among America's youth. In Education and the development of American youth (pp. 13-19). Washington, DC: The Aspen Institute.

Davidson, A. L., & Schofield, J. W. (1998). Achieving use of the Internet in school: Promoting and supporting educational activity. In H. Maurer & R. G. Olson (Eds.), Proceedings of WebNet 98 World Conference of the WWW, Internet, and Intranet. Charlottesville, VA: Association for the Advancement of Computing in Education.

Davidson, A. L., Schofield, J. W., & Stocks, J. (1998). Implementing Educational Technology: Professional Cultures and Collaborative Efforts. Journal of the Queensland Society for Information Technology in Education, 70, 4-7.

Huber, B. R., & Schofield, J. W. (1998). Gender and the sociocultural context of computing in Costa Rica. In H. Bromley & M. W. Apple (Eds.), Education/technology/power: Educational computing as a social practice (pp. 103-132). Albany: State University of New York Press.

Schofield, J. W., & Davidson, A. L. (1998). The Internet and equality of educational opportunity. In T. Ottmann & I. Tomek (Eds.), Proceedings of ED MEDIA & ED TELECOM 98 - World Conference on Educational Multimedia and Hypermedia & World Conference on Educational Telecommunications (p. 104-110). Charlottesville, VA: Association for the Advancement of Computing in Education.

Schofield, J. W. (1999). Goals, computer use and education: A sociocultural issue. Journal of the Learning Sciences, 8 (1), 171-179.

Davidson, A. L. & Schofield, J. W. (in press). Bringing the Internet to Schools: A case study of educational and technical professionals' collaboration for change. The Information Society.

Davidson, A. L., & Schofield, J. W. (in press). Female voices in virtual reality: Drawing young girls into an on line world. In K. A. Renninger & W. Shumar (Eds.), Building virtual communities: learning and change in cyberspace. New York: Cambridge University Press.

Schofield, J. W. (in press). Maximizing the benefits of a diverse student body: Lessons from school desegregation research. In G. Orfield (Ed.), Diversity Challenged. Cambridge, MA. Harvard Education Publishing Group.

Schofield, J. W. & Eurich-Fulcer, R. (in press). When and how school desegregation improves intergroup relations. In R. Brown & S. Gaertner (Eds.), Handbook of Social Psychology, Vol.4. New York: Blackwell.

Schofield, J. W., Evans-Rhodes, D., & Huber, B. R. (in press). The artificially intelligent tutor as a change agent: Unintended consequences for classroom social processes. In A. Collins & J. Hawkins (Eds.), Design experiments in education. Cambridge: Cambridge University Press.

Schofield, J.W. (In press). The colorblind perspective’s impact on intergroup relations. In J. A. Banks & C. A. MaGee Banks (Eds.). Multicultural Education: Issues and perspectives (4^th ed.). Boston, MA: Allyn & Bacon.

Consultant (1976-1979). General Assistance Center on School Desegregation and Conflict, Pittsburgh, PA.

Invited Speaker (1978). Society for Research on Child Development Study Group on "The Development of Friendship," University of Illinois, Urbana Champaign.

Invited Speaker (1979). International Convention on Cooperation in Education, Tel Aviv, Israel.

Invited Speaker (1979). Meeting commemorating the twenty fifth anniversary of the Brown v. Board of Education decision sponsored by the National Institute of Education and George Washington University, Washington, DC.

Consultant (1979-1981). "An Assessment of Current Knowledge About the Effectiveness of School Desegregation Methods." National Institute of Education (W. Hawley, Director, Center for Educational Policy, Duke University, Principal Investigator).

Invited Participant (1980). "Ethical Problems in Fieldwork." Conference sponsored by the National Science Foundation, Spring Hill, MN.

Consultant (1981-1982). "Advancing the Art of Inquiry in School Desegregation Research." National Institute of Education (Jeffrey Prager, Professor of Sociology, UCLA, Principal Investigator).

Invited Speaker (1984). Society for Research on Child Development Study Group on "Children and Ethnicity," California State University, Los Angeles.

Keynote Speaker (1986). Technology and the Education of Hispanics. Seminar sponsored by the Tomas Rivera Center, Claremont Graduate School, Claremont, CA.

Invited Speaker (1987). Race and Educational Equity. Conference sponsored by the Danforth Foundation, St. Louis, MO.

Consultant (1988-1989). Connecticut State Department of Education, Hartford, CT.

Invited Speaker (1989). What Works: Promoting Integration in the Schools. Conference sponsored by the Connecticut State Department of Education, Waterbury, CT.

Invited Speaker and Consultant (1989). Center for Research on Minority Education, University of Oklahoma.

Invited Speaker and Consultant (1990). Montgomery County Schools, Silver Spring, Maryland.

Keynote Speaker (1991). Beyond Desegregation: Perspectives from the 1990's. Conference sponsored by the Graduate School of Education, State University of New York at Buffalo.

Invited Speaker (1991). Technology and Classroom Social Structure. Conference sponsored by Bank Street College of Education, New York.

Co-author (1991). "School Desegregation: A Social Science Statement." Submitted to the U.S. Supreme Court in regard to Freeman v. Pitts.

Invited Speaker (1993). Improving Intergroup Relations in Schools. Conference sponsored by the Carnegie Corporation, New York.

Consultant (1994). U.S. Office of Technology Assessment, Washington, DC.

Consultant (1994). Guggenheim Foundation.

Invited Speaker (1994). Research Priorities for the 1990's in Intergroup Relations. Conference sponsored by the Carnegie Council on Adolescent Development, Washington, DC.

Invited Participant (1994). NSF sponsored meeting on Research Priorities.

Consultant (1995). Voluntary Interdistrict Coordinating Committee, St. Louis.

Invited Participant (1995). Common Destiny Alliance invitational conference on Improving Race Relations, Cancun, Mexico.

Consultant (1996). Educational Leadership Development Fund.

Consultant (1996). Carnegie Corporation.

Invited Speaker (1997). Making desegregation work: Perspectives from social psychology. Beyond Sheff v. O'Neill: Innovation and Equity in Education: A Workshop for State and Local Policy Makers, Hartford, CT.

Member, Advisory Board (1997). NSF funded project "Gender Equity Training for High School Computer Science Teachers."

Invited Speaker (1997). Connecting Schools to the World Via the Internet: Problems and Possibilities. Center for Innovation in Learning, Carnegie Mellon University, Pittsburgh, PA.

Invited Speaker (1997). Technology Use in Schools: Issues and Answers. Education Writers Association, Washington, DC.

Keynote Address (1998). Equality of educational opportunity and the Internet:

Promise and problems. Policy ‘98 Conference, Association for Computing Machinery, Washington, DC.

Invited Speaker (1998). Research on Intergroup Relations: The State of the Field. Forum on Adolescence, National Research Council, National Academy of Sciences, Washington, DC.

Invited Speaker (1998). Improving Intergroup Relations. Congressional Program sponsored by Aspen Institute, Charleston, SC.

Invited Speaker (1998). Maximizing the Educational Benefits of a Diverse Student Body: Lessons from School Desegregation Research. Harvard University, Cambridge, MA.

Invited Speaker (1998). Promise and Problems: Internet in School. Meeting on Technology and Human Capital. Board on Behavioral, Cognitive and Sensory Sciences, National Research Council, National Academy of Sciences, Washington, DC.

Keynote Address (1998). Bringing the Internet to School: The Impact of Culture on Collaborative Efforts to Implement Educational Technology. Queensland Society for Information Technology in Education, Brisbane, Australia.

Invited Speaker (1998). Ethical Issues in Internet Use. La Roche College, Pittsburgh, PA.

Invited Speaker (1998). Research on Improving Intergroup Relations Among Youth: Where Does It Stand and Where Should It Head. Advisory Group on Race and Ethnic Relations Among Youth. National Research Council, National Academy of Sciences.

Consultant (1999). Assistant Secretary of Education, United States Department of Education, Washington, D.C.

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