Board of Directors

David Chard Ph.D.

David Chard, Ph.D.

Dr. David Chard is dean of the Annette Caldwell Simmons School of Education and Human Development at Southern Methodist University.

Dr. Chard holds a Ph.D. in special education from the University of Oregon and a B.S. degree in mathematics and chemistry education from Central Michigan University. He has held faculty positions at Boston University, the University of Texas at Austin and served as associate dean in the College of Education at the University of Oregon. At Oregon, he oversaw curriculum and academic programs in the College of Education. He also was a California public school teacher and a Peace Corps educator in Lesotho, Africa.

Dr. Chard has been a research review panelist at both state and national levels, including panels of the National Science Foundation and U.S. Department of Education. His research emphasis includes reading and mathematics strategies for early grades, learning disabilities, special education, and reading instruction for students with disabilities. He has published more than 30 research articles; co-authored 12 books, including children’s textbooks in mathematics and literacy; contributed 12 book chapters; and has either written or co-written 18 technical reports, monographs and training guides, most of which focus on reading and mathematics instruction for students at risk for school failure. He is a member of the International Academy for Research on Learning Disabilities.

Dr. Chard’s work as a co-principal investigator on reading aloud curricula in first-grade classrooms has been awarded $3.8 million in grants from the U.S. Department of Education, and he was the principal investigator on research about early learning in mathematics that received a $1.5 million U.S. Department of Education grant. Since 1993, his research has been awarded more than $11 million in federal, state or private grants.

A frequent presenter at national and international education conferences, Dr. Chard has taught courses on behavior management, special education reading and writing, learning disabilities, and special education law. He has served on more than 30 doctoral dissertation committees in special education, communication disorders and sciences, literacy and language, school psychology, and cognitive psychology.

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