Page 104 - The Importance of Common Metrics for Advacing Social Science Theory and Research

The Importance of Common Metrics for Advancing Social Science Theory and Research: A Workshop Summary
http://www.nap.edu/catalog/13034.html

92 APPENDIX B

is the study of basic cognitive, affective, and social processes involved in
self-regulation. This research comprises two streams: one primarily involves
controlled laboratory experiments focused on the social and psychological
resources that enable successful self-regulation, and the other primarily
involves correlational and field research focused on personality and social
processes associated with failures of self-regulation as they manifest in
problem behavior. He has a Ph.D. in psychology (social psychology pro-
gram) from the University of North Carolina, Chapel Hill.

Sheila Jasanoff is Pforzheimer professor of science and technology studies
at Harvard University’s John F. Kennedy School of Government, where
she directs the Program on Science, Technology, and Society. Her research
focuses on the relationship of science and technology to law, politics, and
policy in modern democratic societies, with particular emphasis on the role
of science in cultures of public participation and public reasoning. She has
written and lectured widely on environmental regulation, risk management,
and the politics of the life sciences in the United States, Europe, and India.
She has a Ph.D. in linguistics from Harvard University and a J.D. from
Harvard Law School.

Rebecca A. Maynard is university trustee chair professor of education and
social policy in the University of Pennsylvania’s Graduate School of Educa-
tion. Her work involves the design and conduct of rigorous randomized
controlled trials in the areas of education and social policy, having overseen
the design and implementation of dozens of experimental-design and multi-
method evaluations of important programs and policies in both school and
community settings. In recent years, she also has contributed to the develop-
ment of practices for improving application of systematic review methods
to education research, policy, and practice. She has a Ph.D. in economics
from the University of Wisconsin, Madison.

Robert T. Michael is Eliakim Hastings Moore distinguished service profes-
sor emeritus in the Harris School of Public Policy Studies at the Univer-
sity of Chicago and project director of the National Longitudinal Studies
Program of the National Opinion Research Center. His primary research
interests are adult sexual behavior, investments in children, and the mea-
surement of poverty. At the National Research Council, Michael chaired
panels on pay equity research and on poverty and family assistance and
served as a member of groups on children, youth, and families and the
design of nonmarket accounts. He has a B.A. in economics and philosophy
from Ohio Wesleyan University and a Ph.D. in economics from Columbia
University.

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