Meet the Team
The Reach Every Reader Team
Reach Every Reader’s core team is comprised of literacy, early child development, cognition, technology, and product development experts from the Harvard Graduate School of Education, MIT’s Integrated Learning Initiative, and Florida State University. We collaborate with many other educators, families, researchers, and industry partners to create, test, and implement our work.
Leadership Team: Joe Blatt, Rhonda Bondie, Hugh Catts, Elizabeth City, Chris Dede, Jeff Dieffenbach, David Dockterman, Jon Fullerton, John Gabrieli, James Kim, Eric Klopfer, Yaacov Petscher, Amanda Taylor
Elizabeth City
Executive Director, Reach Every Reader
Read MoreElizabeth City | Executive Director, Reach Every Reader
Liz City likes to collaborate with people with different ideas and backgrounds who seek to do something ambitious together for children, particularly for children least well-served by our current schools and systems. This has led her to start schools, launch a new doctoral program in education leadership (Ed.L.D.) at Harvard, and now to serve as executive director and lead principal investigator for Reach Every Reader. Liz started her career as a middle school and high school teacher, principal, and literacy coach, and her more recent work is focused on supporting adults, whether in graduate programs, executive education, or in the field. Her authored and co-authored publications include: Meeting Wise; Data Wise; Strategy in Action; Instructional Rounds in Education; Resourceful Leadership; and The Teacher’s Guide to Leading Student-Centered Discussions: Talking about Texts in the Classroom. Liz’s favorite book as a child was Anne of Green Gables, in part because her mother, like the title character, was from Canada and named “Anne-with-an-e.”
Eric Falke
Director of Applied Educational Neuroscience Initiative, MIT
Read MoreEric Falke | Director of Applied Educational Neuroscience Initiative, MIT
A physician neuroscientist, Dr Falke leads an applied neuroscience initiative in the Gabrieli lab at MIT. The initiative employs basic cognitive neuroscience research to improve academic outcomes, such as reading and math, in school-age children. A major focus is generating scalable multi-dimensional learning profiles to guide targeted instruction. As he has for nearly a decade, Dr. Falke continues to serve as the Director of Targeted Interventions and Research at Carroll school, a school for children who struggle to learn reading in typical education environments.
Eric Klopfer
Professor
Read MoreEric Klopfer | Professor
Eric Klopfer is Professor and Director of the Scheller Teacher Education Program and The Education Arcade at MIT. Eric’s research focuses on the development and use of computer games and simulations for building deep understanding, primarily focusing on K-12 students and teachers. The games that he works on explore ways that new and ubiquitous technologies can address learning challenges, ranging from mobile and web-delivered game platforms to virtual and augmented reality. He is the co-author of the books “Adventures in Modeling,” “The More We Know,” and “Resonant Games,” as well as author of “Augmented Learning.” His lab has produced software that includes several lines of mobile biology games, the Massively Multiplayer game, and The Radix Endeavor, as well as platforms such as StarLogo Nova for modeling complex systems, and Taleblazer for creating augmented realities. Eric is also the co-founder and past President of the non-profit Learning Games Network (www.learninggamesnetwork.org).
Ethan Scherer
Director, READS Lab
Read MoreEthan Scherer | Director, READS Lab
Ethan Scherer is a senior researcher with the Center for Education Policy Research (CEPR) and director of the READS Lab. He leads the analytic design and execution for the MORE RCT and the Boston Charter Research Collaborative. As part of his work with CEPR, he also led the analytic design and execution for the Proving Ground project. Prior to joining CEPR, Ethan completed a Ph.D. in policy analysis at the Pardee RAND Graduate School and worked on projects related to district reform, teacher effectiveness, and out-of-school time at RAND. Ethan holds an M.P.P in public policy from UCLA and B.A. in economics from Wesleyan University.
