Olga Zlatkin-Troitschanskaia


Prof. Dr. Olga Zlatkin-Troitschanskaia
Full Professor, Chair of Business and Economics Education, JGU Mainz

Bio and Research Interest

Professor Olga Zlatkin-Troitschanskaia has been Chair of Business and Economics Education at Johannes Gutenberg University Mainz (JGU), Germany, since 2006. She earned her doctoral degree from Humboldt University of Berlin in 2004 and her postdoctoral qualification in 2006. She has published widely on empirical educational research in vocational and higher education. She has directed numerous externally funded national and international research projects and has been coordinating the national research program ‘Modeling and Measuring Competencies in Higher Education (KoKoHs)’ since 2011. Her research has earned various awards and honors. She is a member of many national and international advisory and editorial boards and serves as an expert consultant to ministries, foundations, and international journals.

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Oon-Seng Tan


Oon-Seng Tan

Bio and Research Interest

Professor Tan is the Director of the Centre for Research in Child Development, National Institute of Education, National Institute of Education, Nanyang Technological University, Singapore.  He also is the Chen Yidan Visiting Global Fellow, Harvard Graduate School of Education, Harvard University.  Previously Professor Tan was the Director of the National Institute of Education (NIE), Singapore, where he played a significant role in enhancing teacher education and education research.  He also served as Dean of Teacher Education at NIE where he spearheaded the Teacher Education for the 21st Century (TE21) initiative as a major milestone innovation for teacher education both nationally and internationally. 

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Patrick Griffin


Patrick Griffin
Emeritus Professor

Bio and Research Interest

Patrick Griffin held the Chair of Education (Assessment) and directed the Assessment Research Centre for more than 25 years. He was the Associate Dean of the Melbourne Graduate School of Education.  He is one of six Australians Fellows of the International Academy of Education. He was a psychometric project team leader for UNESCO in southern Africa, and was awarded, in 2005, a UNESCO Research Medal by the Assembly of Ministers of Education from Southern African nations. He developed a system of teacher assessment signed into law by the Vietnam Government and applied to more than 380,000 teachers. He has led the development of leadership frameworks for the Australia Institute of Teaching and School Leadership.  His work continues to focus on item response modelling applications to performance assessment with a formative focus. He was the executive director of the Assessment and Teaching of 21st Century Skills Project is the lead editor of the ATC21S series.  Volume 1 was published in 2012; Volume 2 in 2014 and  Volume 3 is in progress for release in 2017. He is currently redeveloping that work with UNESCO to develop a global framework for a curriculum transition to future competencies. In 2014 his work in linking assessment to teaching was published as ‘Assessment for Teaching’ by Cambridge University Press. 

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Reinhard Pekrun


Reinhard Pekrun
University Professor and LMU Research Chair
Ludwig-Maximilians-University of Munich (LMU)

Bio and Research Interest

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. 

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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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Roger Säljö


Roger Säljö
Professor, University of Gothenberg

Bio and Research Interest

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. 

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Servaas van der Berg


Servaas van der Berg
Professor (National Research Foundation Chair in Social Policy) at Stellenbosch University (South Africa)

Bio and Research Interest

He joined the Department of Economics at University of Stellenbosch in 1982, currently holding the rank of Professor of Economics. He teaches courses in Poverty and Distribution, Development Economics, and Economics of Education.  During his career he has served as a consultant for numerous national and international organizations and agencies, including the World Bank, UNICEF, United Nations Development Programme (UNDP), Development Bank of Southern Africa, the African Economic Research Consortium (AERC), and the Institute for Policy Analysis (AIPA).  He also has worked collaboratively on a number of economic and educational projects.  His most recent project is called “Binding Constraints in Education,” and is a multi-part study financed by the Project to Support Pro-Poor Policy Development, a partnership project between the South African Presidency and the European Union. This multifaceted project is investigating all facets of the school education system to assist in identifying the major constraints to improved learning in schools.  His research interests include economic development, poverty, income distribution, and social policy.

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Sigrid Blömeke

Sigrid Blömeke, Director and Professor

Centre for Educational Measurement (CEMO), University of Oslo, Norway


Bio and Research Interests

Sigrid Blömeke has been the Director of the Centre for Educational Measurement at the University of Oslo (CEMO) since 2014. Before she moved to Norway, she was Professor and Director of the Interdisciplinary Center for Educational Research at Humboldt University of Berlin in Germany (2009 – 2014) and Professor at Michigan State University in the USA (2007 – 2009). Blömeke received the Distinguished Research Awards of the University of Oslo (2019) and the German Educational Research Association (2016) as well as the University-of-the-Information-Age Research Award from the University of Paderborn (2001) and a Fulbright travel grant (2007). In 2021, she was elected to The Norwegian Academy of Science and Letters. In 2022, she was elected to the International Academy of Education.

Sigrid Blömeke’s research profile is characterized by combining basic methodological with applied quantitative research. She is specialized on the development and psychometric examination of standardized cognitive and behavioral assessments of teacher competence. She uses these assessments for cross-national examinations of the effects of teacher education, schools, and teachers on student development.

PhD

1999, University of Paderborn, Germany.

Selected Publications

Blömeke, S., Jentsch, A., Ross, N., Kaiser, G., & König, J. (2022). Opening up the black box: Teacher competence, instructional quality and students’ learning progression. Learning and Instruction.

Blömeke, S., Nilsen, T., & Scherer, R. (2021). School innovativeness is associated with enhanced teacher collaboration, innovative classroom practices, and job satisfaction. Journal of Educational Psychology. https://psycnet.apa.org/doi/10.1037/edu0000668

Stahnke, R. & Blömeke, S. (2021). Novice and expert teachers’ noticing of classroom management: An eye-tracking study. Learning and Instruction, 74. https://doi.org/10.1016/j.learninstruc.2021.101464

Blömeke, S. & Olsen, R. V. (2019). Consistency of results regarding teacher effects across subjects, school levels, outcomes, and countries. Teaching and Teacher Education, 77, 170–182. https://doi.org/10.1016/j.tate.2018.09.018

Blömeke, S., Jenßen, L., Grassmann, M., Dunekacke, S., & Wedekind, H. (2017). Process mediates structure: Relation of preschool teacher education to preschool teachers’ knowledge. Journal of Educational Psychology, 109, 338–354. http://dx.doi.org/10.1037/edu0000147

Braeken, J. & Blömeke, S. (2016). Comparing future teachers’ beliefs across countries: Approximate measurement invariance with Bayesian elastic constraints for local item dependence and differential item functioning. Assessment and Evaluation in Higher Education, 41, 733–749. https://doi.org/10.1080/02602938.2016.1161005

Scheerens, J. & Blömeke, S. (2016). Integrating teacher education effectiveness into educational effectiveness models. Educational Research Review, 18, 70–87. https://doi.org/10.1016/j.edurev.2016.03.002

Blömeke, S., Gustafsson, J.-E., & Shavelson, R. (2015). Beyond dichotomies: Competence viewed as a continuum. Zeitschrift für Psychologie [Journal of Psychology], 223, 3–13. https://doi.org/10.1027/2151-2604/a000194

Contact Information

Prof. Dr. Sigrid Blömeke

University of Oslo, Centre for Educational Measurement (CEMO)

Forskningsparken C1, Gaustadalleen 21

N – 0373 Oslo, Norway

Email This email address is being protected from spambots. You need JavaScript enabled to view it.

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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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Sylvia Schmelkes


Sylvia Schmelkes

Bio and Research Interest

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.  

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