Design Team

One of the most highly regarded researchers in the field of educational reform, Margaret C. Wang is the founding director of the Center for Research in Human Development and Education (CRHDE) at Temple University. She provides the intellectual and administrative leadership to support the efforts of an interdisciplinary team of researchers to address emerging problems in education, especially those in inner cities. With an impressive 25-year career in education, she is noted for her research on learner differences, responses to school diversity, school-based responses for children with special needs, and educational resilience. Dr. Wang has also pioneered the development of Community for Learning, an innovative school-wide reform program that has been heralded by national policymakers. She has been professor of Educational Psychology at Temple University for more than ten years and served on the faculty of the University of Pittsburgh's School of Education from 1968-1986. She has received numerous awards and honors, including the Russell I. Conwell Award for Distinguished Service at Temple (1991) and election to the prestigious International Academy of Education (1997).  She has published 18 books and over 150 articles and has served on more than 30 professional advisory boards and organizations. She has a Ph.D. in Child Development and Educational Research from the University of Pittsburgh. 

JoAnn B. Manning 

JoAnn B. Manning brings a wealth of experience and knowledge to her position as the director of the Urban Initiative for the Laboratory for Student Success (LSS) at Temple University Center for Research in Human Development and Education.  As director of the Urban Initiative,  she assists schools in building their capacity to institute sustainable reform,  and oversees the adoption of the Community for Learning program in schools.  During her 30-year career in education, Dr. Manning has served as a teacher, supervisor, and director of special education programs in the Philadelphia School District. These experiences allowed for a smooth transition into the role of school principal, and eventually into the role of superintendent of the Chester-Upland School District. Dr. Manning's research and work has focused on building family, school, and community partnerships. She is a contributing author to three books on addressing the diverse needs of children including Adaptive Education Strategies.  She has a Doctorate of Education Administration from Temple University. 

Patricia A. Gennari 

As the director of Extension Services of the Laboratory for Student Success (LSS) at Temple University Center for Research in Human Development and Education, Patricia A. Gennari oversees three major programs, including implementation of Community for Learning in rural schools. Prior to this position, she served as director of elementary education in the Penn Hills School District (PA), where she was in charge of all aspects of the Elementary Program for 3,000 students.  Over her 20-year career in educational planning and policy, Dr. Gennari has been on the faculty of Carnegie-Mellon University and Point Park College, served as the director of staff development of the Adaptive Learning Environments Model program unit at the University of Pittsburgh's Learning Research and Development Center, and taught elementary school. She has published on numerous topics, including data-based staff development, a major component of the CFL program. Dr. Gennari was also a contributing author to Adaptive Education Strategies. She has a Doctorate of Elementary Education from the University of Pittsburgh. 

Community for Learning  
Implementation Specialists 

The CFL Implementation Specialists are instrumental to the success of the program. They provide staff development and implementation support for CFL schools and districts, providing technical assistance to ensure successful program implementation. Their diverse backgrounds provide CFL with a variety of perspectives and insights into the realm of educational reform. With careers ranging from the mental health profession to the business world, each Implementation Specialist is able to bring different skills to the implementation of innovative school practices. The common thread in their experience is dedication to educating America's youth. As former child psychologists, child-care specialists, and elementary school teachers, the CFL Implementation Specialists understand children. Their experience allows them to assist districts and schools in adapting CFL to their unique communities with a particular sensitivity to the needs of all children.