Senior Research Consultant, Consortium for Policy Research in Education/Center on Continuous Instructional Improvement,Teachers College, Columbia University
Fritz Mosher’s writing and consulting are concerned with trying to help increase public and policymaker understanding of the relationship between education policy and practice, and of the knowledge required to inform policies that are constructive rather than corrosive. He has a PhD in Social Relations (Cognitive and Social Psychology) from Harvard University. For 36 years he was a program officer and policy analyst at Carnegie Corporation of New York, a grantmaking education foundation. At the Corporation he worked in a number of program areas including research on international affairs and international development, U.S. governmental reform, including strengthening state legislatures and Congress (you see how well that has gone), universities’ role in supporting the development of education systems in Anglophone Africa, and reform of U.S. public elementary and secondary education, particularly in the schools’ ability to respond to less well-served populations. In the 1980’s and early ‘90’s he was Chair of the Corporation’s Program on Avoiding Nuclear War, focusing among other things on U.S.-Soviet relations as, as it turned out, they moved toward the end of the “Cold War.”
Following his retirement from the Corporation, he has worked variously as a consultant on education research and policy issues to: Achieve, Inc.; the U.S. Department of Education’s Assistant Secretary for Research and Improvement; RAND Corporation; the Spencer Foundation; the McArthur Foundation Research Network on Teaching and Learning; and, since 2003, the Consortium for Policy Research in Education (CPRE), at the University of Pennsylvania, and at Teachers College, Columbia University.
Excerpted from the Center of Policy Research in Education
- Mosher, F. (2011, September). The Role of Learning Progressions in Standards-Based Education Reform (RB-52). Philadelphia, PA: Consortium for Policy Research in Education.
- Daro, P., Mosher, F. A., & Corcoran, T. (2011, January). Learning trajectories in mathematics (Research Report #RR-68). Philadelphia, PA: Consortium for Policy Research in Education.
- Corcoran, T., Mosher, F.A., & Rogat, A. (2009) Learning Progressions in Science: An Evidence-based Approach to Reform. Center on Continuous Instructional Improvement, Consortium for Policy Research in Education
- Mosher, F.A. & Smith, M.S. (2009) The Role of Research in Education Reform from the Perspective of Federal Policymakers and Foundation Grantmakers, Chapter 1, in Bransford, J.D., Stipek, D.J., Vye, N.J., Gomez, L.M., & Lam, D. eds. The Role of Research in Educational Improvement, Harvard Education Press, Cambridge, MA.
- Corcoran, T. & Mosher, F. (2007) The Role of Assessment in Improving Instruction, Draft Paper of the Center on Continuous Instructional Improvement, Consortium for Policy Research in Education, available at: http://www.cpre.org/.
- Fuhrman, S.H., Cohen, D.K., and Mosher, F., eds. (2007) The State of Education Policy Research. Lawrence Erlbaum Associates, Mahwah, NJ, and London. Including,
- Mosher, F., Chapter 11, Knowledge and Policy, and Mosher, F. and Fuhrman, S.H. Chapter 16, Part II, Conclusion: Coda: The Research that Policy Needs.
- Mosher, F.A. (2004), Chapter 2, The Age of Innocence (on the origins of the National Assessment of Educational Progress at Carnegie Corporation of New York), and Chapter 13, What NAEP Really Could Do, in Jones, L.V. and Olkin, I. The Nation’s Report Card: Evolution and Perspectives, Phi Delta Kappa Education Foundation, with the American Educational Research Association, Bloomington, IN.
- Mosher, F. A. [contributor]. (1996). Years of promise: A comprehensive learning strategy for America’s children. Report of the Carnegie Task Force on Learning in the Primary Grades. New York: Carnegie Corporation.
- Mosher, F. A. [contributor]. (1979). Research and development centers and regional educational laboratories: Strengthening a national resource. Washington, DC: Department of Health, Education, and Welfare, National Institute of Education, Panel for the review of laboratory and center operation.
- Mosher, F. A. (1975). Problems of measurement and instrumentation as they affect the evaluation of the follow through planned variation experiment. Cambridge, MA: Huron Institute.
- Mosher, F. A. (1974). Harvard–IEA Conference: A Harvard view. Harvard Graduate School of Education Bulletin, 18(2), 35-38.
- Mosher, F. A., & Hornsby, J. R. (1966). On asking questions. In Bruner, J. S., Olver, R. R., Greenfield, P. M., et al. (Eds.), Studies in cognitive growth (pp. 86-102). Wiley: New York.