Prof. Dr. Dr. h.c. mult. Fritz Oser (em)
Bio and Research Interest
To be added
Prof. Dr. Dr. h.c. mult. Fritz Oser (em)
To be added
University Professor and LMU Research Chair
Ludwig-Maximilians-University of Munich (LMU)
Reinhard Pekrun holds the Chair for Personality and Educational Psychology at the University of Munich. His research areas include achievement emotion and motivation, personality development, and educational assessment. He pioneered research on emotions in education and originated the Control-Value Theory of Achievement Emotions. Pekrun is a highly cited researcher (see most cited authors, Web of Science, Essential Science Indicators) who has authored 21 books and more than 200 articles and chapters, including numerous publications in top journals such as Psychological Science, Journal of Experimental Psychology, Journal of Personality and Social Psychology, Journal of Educational Psychology, Child Development, and Emotion. Pekrun is a Fellow of the American Educational Research Association, of the International Academy of Education, and of the Association for Psychological Science. He is a member of the editorial boards of leading journals such as Journal of Educational Psychology and Contemporary Educational Psychology. He also served as President of the Stress and Anxiety Research Society, Dean of the Faculty for Psychology and Education at the University of Regensburg, and Vice-President for Research at the University of Munich. In an advisory capacity, Pekrun is active in policy development and implementation in education.
Institute of Psychology and Education,
University of Neuchâtel, Switzerland
Anne-Nelly Perret-Clermont studied psychology with Jean Piaget in the University of Geneva, vocational guidance in the University of Lausanne, and child development in the Institute of Education, University of London.
She conducts research in social and cultural psychology with a special interest for the study of thinking as a contextualized and developmental activity. She has been interested in the transition from youth to adulthood with special attention to vocational training. She is presently coordinating an interdisciplinary project on knowledge-oriented argumentation.
Denis C. Phillips
Professor Emeritus of Education and, by courtesy, of Philosophy, Stanford University
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.
Head of Department of Educational Psychology, Professor, Faculty of Psychology, Moscow State University, Russia.
Place and date of birth: 20.07.1947, Moscow, Russia
Marital status: Married, 2 children.
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.
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.
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.
Distinguished University Professor and Co-Director, Institute for Learning,
University of Pittsburgh
Professor Lauren Resnick has served on the faculty of the University of Pittsburg since 1966, rising through the ranks from Assistant Professor to Distinguished University Professor. Along the way she has published extensively and garnered an impressive set of awards and honors. She served as President of the American Educational Research Association in 1986-87. The received the E. L. Thorndike Award from the American Psychological Association in 1998 and the Walker Foundation Distinguished Lecture Award in 2009. In 2013 she was elected to membership in the National Academy of Arts and Sciences. Her research interests include learning and development, scientific understanding in children, and socially shared cognition.
Professor, University of Gothenberg
Roger Säljö is a professor at the University of Gothenberg (Sweden). Since 2006 he has served as the Director of the Linnaeus Centre for Research on Learning, Interaction and Mediated Communication in Contemporary Society (LinCS), a national center of excellence funded by the Swedish Research Council. In recent years, he has worked extensively with issues that concern how the so-called new technologies transform human learning practices inside and outside formal schooling. In this field, he has been responsible for the national research program, LearnIT, funded by the Knowledge Foundation. He is is one of the founding editors of the journal Learning, Culture and Social Interaction.
Sylvia Schmelkes is a Mexican sociologist and education researcher who currently is serving as the director of the Mexican National Institute of Educational Evaluation (INEE). She studied sociology at the Ibero-American University in Mexico City and obtained a Master's degree in Education Research by the same institution. She is best known for her work in intercultural education and her book Toward Better Quality of our Schools. She has written more than 100 academic texts and essays. She is a former General Coordinator of Intercultural and Bilingual Education at the Secretariat of Public Education in Mexico. In 2008 she received the Comenius Medal from UNESCO for her career as a researcher. Other awards include Ibero-American University’s Tlamatini award in 2003 and the Maria Lavalle Urbina award in 1998. Her research interests include intercultural bilingual education, values, education and adult learning.
Dr. Wolfgang Schneider
Professor Emeritus, Department of Psychology, University of Würzburg
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).