Professor (MSO) at Aalborg University, Denmark. He is the PI the project ‘The Global History of the OECD in education’ funded by the Aalborg University talent programme and the project 'Education Access under the Reign of Testing and Inclusion’ funded by the Independent Research Fund Denmark. He has been a visiting scholar at the University of Edinburgh (2008-2009, 2016), the University of Birmingham (2013), and the University of Oxford (2019) and published several articles on topics such as educational testing, international organisations, accountability, educational psychology and diversity in education from historical and international perspectives.
Tali Aderet-German is a postdoctoral researcher at the Laboratory for the Study of Pedagogy at Ben-Gurion University of the Negev studying organizational and pedagogical aspects of the scaling-up of a state-wide reform. Her PhD, conducted at the University of Haifa, examined a school network self-evaluation process. Her research explores the intersection between educational policy and school improvement practices, focusing in particular on the mechanisms that enable the integration and expansion of educational initiatives.
Ezequiel Gómez Caride
Ezequiel Gomez Caride earned his Ph.D. in the Department of Curriculum & Instruction at the University of Wisconsin-Madison. He has published several books and articles from a comparative perspective and has presented his research in a variety of international conferences. He was a Fulbright Scholar (2008-2010) and a Weinstein Distinguished Graduate Fellowship (2012-2013) at UW-Madison. In 2014, he received a post-doctoral fellowship from the National Scientific and Technical Research Council (CONICET), Argentina. Currently, he works in Argentina as an Assistant Professor at the Universidad de San Andrés.
Nanna Ramsing Enemark
Nanna Ramsing Enemark holds an MA in Learning and Innovative Change from Aalborg University and a BA in Politics and Administration from Aalborg University. She is currently a Research Assistant at Centre for Education Policy Research (CfU) at the department of Culture and Learning. Her research interests include the Welfare State, migrant education, international education and policy development and enactment.
Youjin Ruan finished her PhD project at Aalborg University (AAU) in 2015, and received her MA in Applied Linguistic from Beijing Normal University in 2010. Her PhD dissertation is titled Learner Motivation in Teaching and Learning Chinese as A Foreign Language – Why Does Teaching and Learning Method Matter? which draws inspirations from motivation, learning and culture theories. Since 2017, she has been involved in a Sino-Danish faculty development research project at The Aalborg Centre for Problem Based Learning in Engineering Science and Sustainability, AAU and UNESCO. Her main research interests are learner-centered teaching and learning in higher education (i.e., task-based teaching and learning, problem-based learning), motivation for learning, pedagogical design and faculty development.
Dr. Avi Allalouf has received his PhD in Psychology from the Hebrew University of Jerusalem (1995) and held a post-doctoral fellowship at the University of Massachusetts at Amherst (1997). He is the Deputy Director of Scoring & Equating at the National Institute for Testing and Evaluation (NITE). In this position he is responsible for the scoring & equating processes of the university entrance and other tests conducted by NITE, including the Psychometric Entrance Test (PET). Since 2018, Dr. Allalouf leads the certification program in psychometrics. He is teaching at the Academic College of Tel-Aviv–Yaffo.
Felicitas Acosta is a researcher and professor of History of Education, Comparative Education and Educational Foundations at Universidad Nacional de General Sarmiento, Argentina. Her research interests focus on the expansion of schooling from a comparative and historical perspective and circulation of international educational policies. She has specialized in the study of secondary education in Europe and Latin America. At present, her research interest also includes international standardized assessments and innovative finance in education.
Jo-Anne Baird is a Director of the Department of Education and Professor of Educational Assessment, University of Oxford, England. Her first degree and doctorate were in psychology and she has an MBA. Before coming to, Jo-Anne held academic posts at the Institute of Education, University of London and the University of Bristol. Jo-Anne previously held the position of Head of Research at the Assessment and Qualifications Alliance, where she managed the research programme and was responsible for the standard-setting systems for public examinations.
Dr. Liu Baocun is a professor of comparative education and the director of the Institute of International and Comparative Education (IICE) at Beijing Normal University. He is also the director of the National Center for Comparative Education at Beijing Normal University, the director of the National Center for International Education at Beijing Normal University.
Thomas S. Popkewitz is a Professor in the Department of Curriculum and Instruction, The University of Wisconsin-Madison. His studies are concerned with the systems of reason that govern curriculum reforms, the sciences of education, and teacher education. His current research concerns the changing relations of science, society and policy in international assessments of education, curriculum history and the cultural history of education, the history of post-World War social and education sciences.
Zhanxin is a doctoral student in education at the University of Oxford. Her research interests include the assessment policy, standards of high-stakes tests, assessment for learning and test preparation. Zhanxin took her undergraduate study at Beijing Normal University. She joined several research projects which mainly focused on the equity and inclusion of primary education and the school integration situation of underprivileged children. She got her Master’s degree from the Institute of Education, UCL. In her Master’s dissertation, Zhanxin explored how do primary teachers in two case Chinese schools perceive and practice Assessment for Learning (AfL). After graduating from UCL, she started her doctoral study at the University of Oxford in October 2018. Her DPhil thesis aims to explore the effects of test preparation in different test contexts.
Ida Spangsberg Hansen
Ida Spangsberg Hansen is a PhD student and has a background as a primary- and lower secondary school teacher and an MA in pedagogical psychology. In her PhD project, Ida investigates how inclusion and exclusion are produced in and around the school community. Her focus in the project is on school professionals: teachers, pedagogues, leaders and resource personnel, and the effects of their approach to exclusion and pupils in marginalized positions. Ida’s research interests include inclusion and exclusion processes, inequality and neo-materialism.