2018 Brock Prize Nominees



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Carol S. Dweck

Nominated by:  Casey Cobb

Carol S. Dweck is Lewis and Virginia Eaton Professor of Psychology at Stanford University and author of Mindset: The New Psychology of Success. Dweck’s groundbreaking research on “growth mindsets” has had profound impacts on teachers, schools, and students across the world. When educators foster the belief in their students that intelligence can be developeda growth mindsettheir students achieve at higher levels than those who perceive abilities as fixed. For her work, Dweck has been elected to the National Academy of Sciences and American Academy of Arts and Sciences, and has won nine lifetime achievement awards.

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Fenwick W. English

Nominated by:  Carol A. Mullen

Fenwick W. English, R. Wendel Eaves Senior Distinguished Professor of Educational Leadership at the University of North Carolina at Chapel Hill, is the founder of the curriculum management audit. This trail blazing process enables schools to systematically improve student achievement by designing internal organizational linkages that align curriculum, instruction, and assessment. Phi Delta Kappa sponsors audits and audit training programs. His treatise Deciding What to Teach and Test has been widely adopted. Audits used in federal and state court cases have resolved disputes over school integration and equity, and guided state departments of education and districts endeavoring to narrow the achievement gap. Over four decades, the curriculum management audit has been performed in over 400 school districts and three foreign countries.


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John Gardner

Nominated by:  Lemuel Watson

John Gardner is an educator, university professor and administrator, author, and initiator of the American first-year and senior-year reform movements. He serves as president of the John N. Gardner Institute for Excellence in Undergraduate Education (JNGI). Gardner is best known as the initiator of an international reform movement in higher education to call attention to and improve “The First-Year Experience.” Perhaps the most important contribution is his current career capstone push to reduce unacceptable D,W,F,I grades in gateway courses that have a hugely disproportionate impact on students being able to fulfill their dreams and aspirations and on high attrition rates. Almost every university in the U.S. has some form of his idea for the “first-year experience.”


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Lee Gordon

Nominated by:  Yohai Gross

Lee Gordon initiated the founding of Hand in Hand: Center for Jewish-Arab Education in Israel, an Israeli non-profit organization that has created a network of integrated public schools serving Arab and Jewish children. Starting with just 50 students in 1998, Hand in Hand now has six campuses and over 1,600 Jewish and Arab students and is making a significant impact in Israel for Jewish-Arab partnership and coexistence.

Lee earned a Master’s Degree in Social Work from Hebrew University and graduated from the Mandel Institute’s School for Educational Leadership. In 1999, he founded American Friends of Hand in Hand, a non-profit American organization supporting the organization’s work in Israel.


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Roy Jones

Nominated by:  Michael Miller

Roy Jones is part of the founding team and is currently the executive director of the Call Me MISTER program, a South Carolina-based, national minority teacher preparation program that recruits young African American men in impoverished areas into a teaching career by providing the personal, academic, and financial support, as well as the education, to become professional teachers. Jones has raised over $20 million for his program, which has been highlighted in USA Today, The Boston Globe, The Washington Post, ABC World News, NPR, Oprah Winfrey, and Education Week. He was honored for his work with the 2009 American Association of Blacks in Higher Education Pacesetter Award.


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Pedro Noguera

Nominated by:   Jayanti Tambe

Pedro Noguera is a Distinguished Professor of Education in the Graduate School of Education and Information Sciences at UCLA. His contributions to education focus on how schools are impacted by external conditions such as poverty, inequality and immigration and on what they can do to respond effectively to the changes these conditions create within schools. He has received awards from the Center for the Advanced Study of the Behavioral Sciences, from the National Association of Secondary Principals, and from the McSilver Institute at NYU for his research and advocacy efforts aimed at fighting poverty. He is credited with searching for innovative ways in which schools and districts can pursue equity by identifying the practices and policies that make this possible.



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Rob Riordan

Nominated by:  Sam Duell

Rob Riordan helped found High Tech High (HTH) in 2001, a San Diego network of public charter schools. In 2006, HTH became the first in the nation to create a graduate school of education wholly situated within a community of K-12 schools, for which Rob served as president and a founding faculty member. Alumni from its programs have gone on to lead schools across the country, to pursue rigorous research in their own classrooms, and to transform their schools to be more student-­centered, teacher-­led and focused on deeper learning.  In 2016 alone, GSE degree and credentialing programs impacted more than 27 schools, facilitated training for 1,118 individuals from 33 states, and supported 11 different countries through differentiated residencies and trainings.


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Diane Tavenner

Nominated by:  Deborah Gist

Diane Tavenner is the founder and CEO of Summit Public Schools, a network of 12 public secondary schools that have flipped the traditional adult-driven model on its head by putting students at the center of a student-driven learning environment. In 2003, Diane founded the first school, Summit Preparatory Charter High School, which has been ranked as a top school by U.S. News & World Report and by Newsweek as one of 10 miracle high schools in the nation. 97% of graduates have been accepted to at least one four-year college, and graduates are completing four-year college degrees at twice the national average. To expand this learning nationwide, Summit collaborated with Facebook to make its model available for free, and more than 130 schools are now participating.


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Carlos Alberto Torres

Nominated by:  Mariela A. Rodríguez

Carlos Alberto Torres is the UNESCO Chair in Global Learning and Global Citizenship Education and director of the Paulo Freire Institute at UCLA, where he is Distinguished Professor of Social Sciences and Comparative Education. He is most noted for his research and activism, which has significantly promoted global citizenship education and global learning that encompasses human rights, pluralism and citizenship, and the interrelationships of economic, political, and cultural spheres. As a political sociologist of education, his empirical research focuses on the impact of globalization, especially on higher education in the U.S. and internationally. Professor Torres has lectured throughout Latin America, the United States, and in universities in Japan, Tanzania, Taiwan, and Sweden, among others, sharing his work of social justice education with a global perspective.