David Berliner – NOVEMBER 9, 2014 – “Education, politics and literacy”

Dr. David Berliner 

Arizona State University, Tempe, AZ, USA

 “Education, politics and literacy”  

NOVEMBER 9, 2014, 7:00 p.m.

Eastern Time Zone/New York/USA

Dr. David Berliner, Arizona State University, Tempe, AZ, USA

Dr. David Berliner, Arizona State University, Tempe, AZ, USA

Dr. David Berliner is an internationally recognized scholar and speaker who has presented widely in the areas of educational policy, classroom teaching and learning, and teacher education. Currently a Regents’ Professor of Education Emeritus at Arizona State University, he has been a member of the faculty at the University of Massachusetts, Teachers College, and Stanford University. His teaching extends worldwide to Canada, Australia, Spain, Switzerland, and Denmark. Dr. Berliner’s work focuses on critical issues facing today’s schools and the educational policies that undergird them. He argues that today’s education system epidemic most prominently concerns inequality of funding between low-socioeconomic and higher socioeconomic schools, issues resulting from the nation’s rapidly growing education system, and the increasing amount of disadvantaged students entering school. Dr. Berliner has published extensively and is well-known for bestseller The Manufactured Crisis (with B. J. Biddle) and Collateral Damage (with Sharon Nichols). In his most recently published book, 50 Myths and Lies that Threaten America’s Public Schools, Dr. Berliner (with V. C. Glass) offers that the public’s misconceptions of  students’ test scores, teacher quality, and exorbitant school spending have overshadowed the critical, but also very profound  issues at the heart of school improvement. Among his many recognitions, Dr. Berliner is the recipient of the Brock award and the AERA award for his outstanding contributions to education.. To learn more about Dr. Berliner’s works, please visit his website: https://webapp4.asu.edu/directory/person/28597

Selected Publications


Berliner, D. C. (2014). Thinking about policy issues: Some reflections. The Teacher Educator49, 7–9.

Berliner, D. C. (2014). Exogenous variables and value-added assessments: A fatal flaw. Teachers College Record, 116, 1-31.

Berliner, D. C. (2013). Effects of inequality and poverty vs. teachers and schooling on America’s youth. Teachers College Record, 115(1), 1-26.

Berliner, D. C. (2013). Inequality, poverty and the socialization of America’s youth for the          responsibilities of citizenship. Theory into Practice, 52 (3), 203-209. doi:   10.1080/00405841.2013.804314.

Berliner, D. C. (2011). Rational responses to high-stakes testing: The case of curriculum narrowing and the harm that follows. Cambridge Journal of Education, 41(3), 287-302.

Berliner, D. C. (2009). Are teachers responsible for low achievement by poor students?. Kappa Delta Pi Record, 46(1), 18-21.




Berliner, D., Glass, G. V., & Associates. (2014). 50 myths and lies that threaten America’s public schools: The real crisis in education. New York, NY: Teachers College Press.






Berliner, D. C., & Kupermintz, H. (Eds.) (2008).  Fostering change in institutions, environments, and people. New York, NY: Routledge.






Nichols, S. N. & Berliner, D. C. (2007). Collateral damage: The effects of high-stakes testing on America’s schools. Cambridge, MA: Harvard Education Press.





Berliner, D., & Biddle, B. J. (1996). The manufactured crisisMyths, fraud, and the attack on America’s public schools. New York, NY: Perseus Books.

Book Chapters

Berliner, D. C. (2013). Opportunity to teach: The joy of teaching what you know deeply, find fascinating, and want to share. In A. Cant, K. Egan, & G. Judson (Eds.), Wonder- full    education: The centrality of wonder and teaching across the curriculum. New York, NY:   Routledge.

Berliner, D. C. (2013). Worrying about diversity of a different kind. In M. L. Kysilka,  & O. L. David (Eds.), Schooling  for tomorrow’s America. Charlotte, NC: Information Age         Publishing.

Berliner, D. C. (2012). Narrowing curriculum, assessments, and conceptions of what it means to be smart in the US Schools: Creaticide by design. In D. Ambrose, & R. J. Sternberg (Eds.), How dogmatic beliefs harm creativity and higher-level thinking. New York, NY: Routledge/Taylor & Francis.

Berliner, D. C. (2012). Schools for the 21st century: The fight for variety in curriculum,    assessment, and instruction.  In J. Laitsch, D., & P. Earley (Eds.), The purpose of public             schooling in the 21st century. Charlotte, NC: Information Age Publishing.


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