Denis C. Phillips


Denis C. Phillips
Professor Emeritus of Education and, by courtesy, of Philosophy, Stanford University

Bio and Research Interest

D.C. Phillips moved from Australia to Stanford University in 1974, where he is now Professor Emeritus of Education and, by courtesy, of Philosophy; he also served as Associate Dean and Interim Dean of the Graduate School of Education, and during the 1980s he succeeded Lee Cronbach as director of the Stanford Evaluation Training Program. Denis is a member of the U.S. National Academy of Education, a fellow of the International Academy of Education, a past-president of the Philosophy of Education Society, and in 2001-2 he was a fellow at the Center for Advanced Study in the Behavioral Sciences. He served three terms as president of the Stanford chapter of the American Association of University Professors.

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Andrey Podolskiy


Andrey Podolskiy
Head of Department of Educational Psychology, Professor, Faculty of Psychology, Moscow State University, Russia.

Bio and Research Interest

Place and date of birth: 20.07.1947, Moscow, Russia

Marital status: Married, 2 children.

Education

1970: M.A. (Developmental and Educational Psychology), Moscow State University, Moscow, Russia.

1973: PhD. (Cognitive Development/Learning), Moscow State University, Russia 1987: Dr.Sc. (Functional Cognitive Development/Mental Activity Formation), Moscow State University, Moscow, Russia.

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Fernando M. Reimers


Fernando M. Reimers
Ford Foundation Professor of the Practice of International Education and Director of the Global Education Innovation Initiative and of the International Education Policy Masters Program at Harvard University.

Bio and Research Interest

Professor Reimers is an expert in the field of Global Education. His research and teaching focus on understanding how to educate children and youth so they can thrive in the 21st century. He studies how education policy and leadership foster educational innovation and quality improvement. He directs the Global Education Innovation Initiative, a research collaborative with institutional partners in Brazil, Chile, China, Colombia, India, Mexico, Singapore and the United States focused in understanding how public education systems support students with the skills that enable them to participate civically and economically in the 21st century. As part of the work of the Global Education Innovation Initiative he leads, he and his colleagues have just finished a comparative study of the goals of education as reflected in the curriculum in Chile, China, India, Mexico, Singapore and the United States, published as Teaching and Learning for the 21st Century by Harvard Education Press  Another recent book, titled Fifteen Letters on Education in Singapore, examines the lessons that can be learned from Singapore’s efforts building a robust teaching profession. Another recent book Empowering Global Citizens discusses why global citizenship education, aligned with helping students advance human rights and contribute to the achievement of the Sustainable Development Goals is an imperative of our times, and presents a multidisciplinary and project based K-12 curriculum to develop global citizenship.

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Wolfgang Schneider


Dr. Wolfgang Schneider
Professor Emeritus, Department of Psychology, University of Würzburg

Bio and Research Interest

Wolfgang Schneider is a Professor Emeritus of Psychology at the Department of Psychology, University of Würzburg, Germany. He received his PhD in Psychology from the University of Heidelberg in 1979. His research interests include the development of memory and metacognition, giftedness and expertise, the development of reading and spelling, as well as the prevention of reading and math difficulties. He was Vice-president and President of the German Psychological Society (2000-2004), and also Vice-president of the University of Würzburg (2004-2009). He is author and (co-) editor of about 50 books, including a volume on “Memory Development from Early Childhood through Emerging Adulthood” (2015), and (co-)authored more than 500 journal articles and book chapters.  Schneider was President of the International Society for the Study of Behavioral Development (ISSBD) from 2010 to 2012. He is a member of the Leopoldina (German Academy of Natural Sciences).  

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William H. Schubert


William H. Schubert
Professor Emeritus of Curriculum & Instruction, University of Illinois at Chicago

Research Interest

William H. Schubert retired in 2011 from the University of Illinois at Chicago (UIC) where he was a faculty member since 1975. Before his university work he was an elementary school teacher in Downers Grove, Illinois from 1967-1975. Schubert received his Bachelor’s Degree from Manchester College, a Master of Science in Philosophy of Education from Indiana University, and a Ph.D. in Curriculum Studies from the University of Illinois at Urbana-Champaign. During his 36 years at UIC, he held positions of Chair of the Department of Curriculum & Instruction, Director of Graduate Studies, Coordinator of the Ph.D. Program in Curriculum Studies, Coordinator of the M.Ed. in Educational Studies, among others. At UIC, Schubert received the College of Education Distinguished Scholar-Teacher Award, the University Excellence in Teaching Award, the University Graduate Mentoring Award, and the Alumni Association Teaching Excellence Award. He has published 17 books, 200 articles and chapters, several poems, has made over 250 presentations at scholarly and professional organizations, chaired over 60 Ph.D. dissertations and served on committees for over 100 others. In 2005, he was designated as a University Scholar at UIC. Schubert’s primary scholarly interests are curriculum history, theory, inquiry, and development in both school and non-school contexts. In this work he developed ideas such as the synoptic curriculum text, the speculative essay, curriculum genealogies, teacher lore, and fictionalized autobiographies in curriculum studies. During the past decade he has focused especially on education that has emerged in resistance to forces of conquest and colonialism (past and present) in the United States and in diverse countries and cultures. Additionally, based on his interest in teacher lore and in the biographical and autobiographical work of professors of education, he is also writing stories of educational experience as a window to theory and praxis.

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Richard J. Shavelson


Richard J. Shavelson
Emeritus Professor

Bio and Research Interest

Shavelson is the Margaret Jacks Professor of Education (Emeritus), Professor of Psychology (Emeritus), I. James Quillen Dean of the Graduate School of Education (Emeritus) and Senior Fellow in the Woods Institute for the Environment (Emeritus) at Stanford University. His research spans basic psychometric research to measurement of learning, affect and performance to policy. The work includes accountability in higher education (assessment of undergraduates’ learning and college value added), assessment of science achievement, enhancement of women’s and minorities’ performance in organic chemistry, and the role of mental models of climate change on sustainability decisions and behavior.  Other work includes studies of the impact of computer cognitive training on working memory, fluid intelligence and science achievement.

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Crain Soudien


Crain Soudien
Chief Executive Officer, Human Sciences Research Council (South Africa)

Bio and Research Interest

Professor Crain Soudien is the Chief Executive Officer of the Human Sciences Research Council and formerly a Deputy Vice-Chancellor at the University of Cape Town. He is a joint professor in Education and African Studies. He has published over 190 articles, reviews, reports, and book chapters in the areas of social difference, culture, education policy, comparative education, educational change, public history and popular culture. He is also the co-editor of three books. He was educated at the University of Cape Town, South Africa and holds a PhD from the State University of New York at Buffalo

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Albert C. Tuijnman


Albert C. Tuijnman

Managerial Advisor for Education and Public Research
Innovation and Competitiveness Department
European Investment Bank

Bio and Research Interest

Albert Tuijnman is Managerial Advisor in the Education and Public Research Division at the European Investment Bank. He is responsible for the economic appraisal of large-scale investment projects in the education and science systems of all European countries, covering the continuum from preschools to vocational training centres and elite universities, public research institutes and science councils. The outstanding investment portfolio exceeds € 20 bn in present value. Earlier in his career he was Principal Administrator in the Education and Training Division at OECD and Professor and Director of the Institute of International Education at Stockholm University.

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Maris A. Vinovskis


Maris A. Vinovskis
University of Michigan Bentley Professor of History, Institute for Social Science Research Professor, and Professor at the Gerald R. Ford of Public Policy.

Bio and Research Interest

Vinovskis was born in Riga, Latvia and is a naturalized citizen of the United States.  He was Deputy Staff Director to the U.S. House Select Committee on Population in the late 1970s and a frequent consultant on population and adolescent pregnancy issues in the U.S. Department of Health, Education, and Welfare in the early 1980s. He worked in the U.S. Department of Education in the George H.W. Bush and Bill Clinton administrations on educational research and policy. He was a member of the congressionally-mandated Independent Review Panels for Goals 2000 and No Child Left Behind during both the Bill Clinton and George W. Bush administrations. He also was a member of the Bush-Cheney Transition Education Advisory Committee.

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Stella Vosniadou


Stella Vosniadou
Strategic Professor 

Bio and Research Interest

Stella Vosniadou is currently a Strategic Professor at Flinders University in South Australia and an Emeritus Professor in the Department of Philosophy and History of Science at the National and Kapodistrian University of Athens. Her research interests are in the areas of learning, cognitive development and conceptual change in the learning of science and mathematics. She has more than 150 publications including authored and edited books, articles in refereed journal and edited volumes and over 14,000 citations. She is well known internationally for her research for which she received the 2011 Distinguished International Contributions to Child Development Award by the Society for Research in Child Development.

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