International Research Networks (IRNs)

In the new millennium, teachers’ professional dispositions continue to play a key role in pursuing equity and excellence in education.  Although teachers’ professional disposition is not a new educational issue, the changing cultural, political, economic, and technological contexts have posed numerous challenges to the cultivation of teacher candidates’ professional dispositions. 

Our International Research Network (IRN) will first examine and synthesize existing research literature concerning (1) teachers’ professional dispositions and (2) methods of cultivating teacher candidates’ professional dispositions in the new millennium.  Next, we intend to analyze the common ground and gaps among discipline-based research and inter-disciplinary inquiries concerning teachers’ professional dispositions.  Finally, the proposed project will further undertake comparative and cross-cultural studies regarding the aims and methods of cultivating teachers’ professional dispositions in varied cultural contexts.

Conveners:

Huey-Li Li
University of Akron, United States
Hl1@uakron.edu

List of Participants

1. Wondimu Ahmed
2. Rachel J Boit
3. Huey-li Li
4. Heekyong Theresa Pyon

The African Diaspora International Research Network (ADIRN) is unique in that it focuses its attention and investigates research and best practices across countries where African descendants were historically and culturally dispersed during the transatlantic slave trade and/or different migration periods (e.g., the Caribbean region, Europe, Latin America, and North America). By all accounts, there has been a striking lack of research and best practices devoted to better understanding dispersed African descendant populations’ common challenges and experiences. Even less is known about whether there are best practices that might address some of the challenges. Yet, logically and intuitively, better understanding comparatively how dispersed populations navigated their locations in different and new worlds while developing art forms as modes of communication, interconnectedness, and education and economic uplift can hold great importance from a broader and integrated perspective for countries globally. This is particularly important because although the African diaspora population is generally less advantaged in many respects than the dominant populations of their resident nations, there are large differences in progress among their situations. Increased understanding of both commonalities and differences in experiences as shaped by different immigrant origins and societal practices of their resident societies across nations can provide useful possibilities and outcomes. Our ADIRN plans to focus on five main driving questions:

•  What is a neo-definition of the African Diaspora in its current context?
• Why is there a paucity of data on African descendant populations around the globe? What are powerful and positive practices that are happening across the Diaspora in economics, education, politics, and the arts that can be beneficial and shared, and why are the positive practices left unexplored?
• What and how do we teach and how do students learn similarly across the African Diaspora about their commonalities and differences?
• How can individuals and countries benefit from these positive lessons/discovered outcomes?
• How do we use the gaps in economic and educational outcomes to globalize the struggle and influence social justice?

Additional underlining questions to be explored will be defined by the participants in the ADIRN. What is clear from our guiding questions is that our research will be interdisciplinary, inclusive of multiple voices and participants across countries, boundaries, and cultures, with a particular focus on the interconnectedness of educational, economic, and artistic challenges. We will build our ADIRN through connecting with colleagues and scholars across WERA but also through organizations that focus on comparative education and social research, e.g., Comparative and International Education Societies (CIES) across countries and the Association for the Study of the Worldwide African Diaspora (ASWAD). In order to interact and to have discussions regarding our research, we plan to digitally connect with colleagues across countries to gather voices and experiences using such methods as Skype meetings, conference calls, email discussions and also through Social Media— Facebook Chat groups, Twitter, Tumblr, and Instagram. And, we also intend to undertake formal projects on the status of the African diaspora such as educational differences among African diaspora populations and national populations both within countries and among them and the promising conditions and practices that account for differences. ADIRN Expected Outcomes During our initial discussions and planning meetings, we will build an archive of scholarship currently available on the African Diaspora across disciplines, countries, and related to our guiding questions. From this point and examination of data, we will begin drafting our first synthesis on the state of research on the African Diaspora, addressing our first two guiding research questions—neo-definition of the African Diaspora in its current context; and the paucity of data on African descendants globally. We will establish synthesis reports to respond to the research questions, our research questions will guide our synthesis reports. Once we complete our first synthesis, the state of research and best practices on the African Diaspora related to economic, education and artistic outcomes, each of our other three questions, will provide a different synthesis report. In order to augment our guiding research questions, we will collect socioeconomic and educational data from countries with attempts to obtain comparable measures. In order to advance new knowledge and best practices, we will pay particular attention to pedagogical practices that appear to advance student learning outcomes—are there comparative practices that might be replicable and scalable across countries? Given the common economic and educational challenges that African descendants face, this would be an important development. These findings would provide excellent opportunities for presentations at WERA conferences and other international conferences.

We have highlighted and demonstrated the importance of the interconnection of research and best practices on and across the African Diaspora, through the development of scholarship, video development, and artistic expressions.

Conveners

Dr. Kassie Freeman
African Diaspora Consortium (ADC)
kfreeman@adcexchange.org

Dr. Ernest Morrell
Teachers College, Columbia University
morrell@tc.columbia.edu

Leadership Cabinet

• Dr. Henry M. Levin, Teachers College, Columbia University
• Dr. Nicola Rollock, Birmingham University, UK
• Dr. Paulo De Silva, Brazil, US, Department of State
• Dr. Aurora Vergara Figuero, Icies University, Colombia
• Dr. Duranda Greene, Bermuda College
• Dr. Francois Verges, France

Participants

There are several scholars across WERA and other organizations who are conducting interesting scholarship across the African Diaspora. This IRN targeted scholars from some of the fifteen countries with the largest populations outside of Africa. In Latin America, e.g., Dr. Fabio Waltenberg, Economics of Education, Rio de Janeiro, Brazil; Dr. Aurora Vergara Figueroa, Sociology, Colombia; Dr. William Ackah, Higher Education, Birkbeck University, University of London, the UK; Dr. Nicola Rollock, Birmingham University, the UK; Dr. Kevin Hylton, Leeds Beckett University, the UK; Dr. Francois Verges, France; Mr. Emmanuel Tabi (doctoral student), University of Toronto; Dr. Selwyn Cudjoe, Afro-Caribbean Literature, Wellesley College. There are several scholars and AERA members in the USA who are also conducting research related to this topic: Dr. Joyce King, Georgia State University.

Reports

This IRN attempts to develop a theoretical framework that can be used to provide answers to current debates on the improvement of learning outcomes and on specific issues concerned with educational policies in the participating countries such as national policy on quality of teaching, policies on teacher initial training and professional development, and policy on the establishment of the learning environment of the schools. In this project we will also help participating countries to establish an evidence-based and theory-driven approach for designing reform policies. Specifically, the extent to which the dynamic model of educational effectiveness (Creemers & Kyriakides, 2008) can be used as a starting point for establishing such approach is investigated.

Convener:

Dr. Phil. Michael Pfeifer
Institute for School Development Research (IFS)
University of Dortmund
Vogelpothsweg 78
44227 Dortmund
Germany
pfeifer@ifs.tu-dortmund.de

Co‐Organizer:

Prof. Leonidas Kyriakides
Department of Education
University of Cyprus
P.O.Box 20537, 1678 Nicosia, Cyprus
kyriakid@ucy.ac.cy
https://www.ucy.ac.cy/?lang=en

Initial Participants List:

Europe:

Dr. phil. Michael Pfeifer
Institute for School Development Research (IFS)
University of Dortmund
Vogelpothsweg 78, 44227 Dortmund
Germany
pfeifer@ifs.uni-dortmund.de

Prof. Bert P.M. Creemers
University of Groningen
Faculty of Behavioral and Social Sciences
Grote Rozenstraat 38, 9712 TJ Groningen
Netherlands
b.p.m.creemers@rug.nl

Prof. Leonidas Kyriakides
Department of Education
University of Cyprus
P.O.Box 20537, 1678 Nicosia
Cyprus
kyriakid@ucy.ac.cy

Prof. Dr. Jan Van Damme
Katholieke Universiteit Leuven
Centr. Onderwijseffectiv. & -evaluatie
Dekenstraat 2 – bus 3773. 3000 Leuven
Belgium
Jan.VanDamme@ped.kuleuven.be

Prof. Anthony Colin Townsend
School of Education
Faculty of Education
University of Glasgow
Rm 530b St Andrew’s Building, 11 Eldon Street
Glasgow, G3 6NH, United Kingdom
tony.townsend@glasgow.ac.uk

Dr. Emer Smyth
The Economic and Social Research Institute
Whitaker Square, Sir John Rogerson’s Quay, Dublin 2. Ireland
emer.smyth@esri.ie

Dr. Darko Zupanc
National Examinations Centre
Ob zeleznici 16. SI-1000 Ljubljana, Slovenia
darko.zupanc@ric.si

North America:

Prof. Dr. Ira E. Bogotch
Department of Educational Leadership
Florida Atlantic University
777 Glades Road, Boca Raton, FL 33431
United States of America
ibogotch@fau.edu

Asia:

Ass.-Prof. Dr. James Yue-on KO
Department of Educational Policy and Leadership
Hong Kong Institute of Education
10 Lo Ping Road, Tai Po, New Territories
Hong Kong
jamesko@ied.edu.hk

Prof. Laurens Kaluge
Graduate Program, Universitas Pelita Harapan
UPH Kampus Plasa Semanggi, Lt 16
Jln. Jenderal Sudirman Kav 50, Jakarta 12930, Indonesia
kaluge1@yahoo.com

Oceania:

Prof. Russell Bishop PhD
University of Waikato
Te Kura Toi Tangata (School of Education)
Private Bag 3105, Hamilton, New Zealand
rbishop@waikato.ac.nz

Relevant research literature or initiatives

Bos, W. (2008). TIMSS 2007: Mathematische und naturwissenschaftliche Kompetenzen von Grundschulkindern in Deutschland im internationalen Vergleich. Münster: Waxmann.

Creemers, B. P. M., & Kyriakides, L. (2008). The dynamics of educational effectiveness: a contribution to policy, practice and theory in contemporary schools. London UK: Routledge.

Pfeifer, M., Kyriakides, L., & Van Damme, J. (Eds.). (submitted). Special Issue: Educational effectiveness research in North European Countries. Journal of School Effectiveness and School Improvement (SESI). London, UK: Taylor & Francis Group.

Townsend, T., & Bates, R. (2007). Handbook of Teacher Education. Dordrecht: Springer.

Research with children living in challenging contexts, highlights the importance of holistic and contextually embedded services in supporting good outcomes. These findings also point to the value of strong communities in facilitating such outcomes. A constant resource situated in the lives of children, our question is: how can schools meaningfully re-establish communities of care, facilitating better outcomes for children?

In addition to a synthesis report, this IRN will investigate how schools have successfully established: 1) a restructuring of their services to shift attention from individualised mandates to one of community development; 2) successful collaboration with other services; and 3) enhanced community social networks and community resilience. This IRN includes established and emerging researchers, service providers and knowledge users. The composition of the network means that the research will take place across multiple international sites (across 5 continents), draw on academic and grey literature, and that findings will be widely distributed.

Co-conveners

Linda Liebenberg (Co-convener)
Dalhousie University; Halifax, Canada
Adjunct Professor
School of Social Work, Dalhousie University
Linda@LindaLiebenberg.com

Vanessa Scherman (Co-convener)
University of South Africa
Professor
scherv@unisa.ac.za

List of Participants

References

Reports:

Recognizing that cognitive factors can be considered key elements to the individual’s successful adaption, particularly in a technological and rapidly changing society, it is acknowledged that in any classroom to prepare our students for the twenty-first century, the quality of interaction between the teacher and students have to be addressed with the implication that teachers need to take the role of facilitators rather than content disseminators (Tan, Seng, & Pou 2003). Likewise, positive emotions are deemed indispensable, if not paramount in a learning environment and parents, teachers and learners collectively acknowledged the importance of learner’s emotional welfare to promote effective learning (Markopoulou, 2015).

Therefore, in this fast changing landscape of the 21st century, it is critical for researchers and educators to take on an interdisciplinary approach as we embark collaboratively to explore mediated interventions that would guide us in our development of human capital and facilitate students’ learning cognitively and effectively.

Conveners:

Oon Seng Tan (Co-Convener)
National Institute of Education, Singapore
oonseng.tan@nie.edu.sg

Bee Leng Chua (Co-Convener)
National Institute of Education, Singapore
Beeleng.chua@nie.edu.sg

List of Participants:

Singapore

Seng Seok Hoon
Consultant of Mediated Learning Lab
National Institute of Education International, Nanyang Technological University
1 Nanyang Walk, Singapore 637616
seokhoon.seng@nie.edu.sg

Isabella Wong Yuen Fun
Associate Professor
Psychological Studies Academic Group
National Institute of Education, Nanyang Technological University
1 Nanyang Walk, Singapore 637616
Phone: 65-67903223
isabella.wong@nie.edu.sg

USA

Carol Robinson-Zanartu
Professor and Chair
Department of Counseling and School Psychology
College of Education, North Ed., Rm. 180
San Diego State University, San Diego, CA 92182-0162
crobinsn@mail.sdsu.edu
Tel: (619) 594-7725
Fax: (619) 594-7025

Katherine Greenberg
Professor Emerita
The University of Tennessee, Knoxville
Department of Educational Psychology and Counseling
1122 Volunteer East Blvd
517 Bailey Education Complex
Knoxville, TN 37996-3254
Tel: 865-974-4157
Email: khgreen@utk.edu

Israel

Malka Margalit, Ph.D
Professor (Emeritus)
Constantiner School of Education
Tel-Aviv University
Ramat Aviv, Tel-Aviv
Dean, School of Behavioral Sciences
Peres Academic Center
Rehovot, Israel
Email: malka@post.tau.ac.il
 

References

Bielenia-Grajewska, M. (2014). Neuroscience and Learning. In R. Gunstone (Ed.), Encyclopedia of Science Education (pp. 1-7): Springer Netherlands

Chua, B. L., Tan, O.S., & Liu, W.C. (2014). Journey into the problem-solving process: Cognitive functions in a PBL environment. Innovations in education and teaching international, 1-12. doi: 10.1080/14703297.2014.961502c

Feuerstein, R. (1990). The theory of structural modifiability. In B. Presseisen (Ed.), Learning and thinking styles: Classroom interaction. Washington, D.C :National Education Association.

Feuerstein, R., Klein, P.S., & Tannenbaum, A.J. (Eds.). (1991). Mediated learning experience: Theoretical, psychosocial and learning implications. London: Freund.

Feuerstein, R., Rand, Y., Hoffman, M.B., & Miller, R.(1980). Instrumental enrichment: An intervention program for cognitive modifiability. Baltimore, MD: University Park Press.

Jones, N., & Jones, E.B. (1992). Learning to behave: Curriculum and whole school management approaches to discipline. London : Kogan Page.

Kozulin, A., & Rand, Y. (2000). Experience of mediated learning: An impact of Feuerstein’s theory in education and psychology. Oxford UK: Elsevier Science.

Markopoulou, D. (2015). The importance of human emotions in the learning context viewed from an ecosystemic perspective. Research Papers in Language Teaching & Learning, 6(1): 55-67.

Park, B., Knörzer, L., Plass, J. L., & Brünken, R. (2015). Emotional design and positive emotions in multimedia learning: An eyetracking study on the use of anthropomorphisms. Computers & Education, 86(0), 30-42. doi: http://dx.doi.org/10.1016/j.compedu.2015.02.016

Tamim, R.M., Bernard, R.M., Borokhovski, E., Abrami, P.C., & Schmid, R.F. (2011). What forty years of research says about the impact of technology on learning : A second-order meta-analysis and validation study. Review of Educational Research, 81(1), 4-28. doi: 10.3102/0034654310393361

Tan, O.S. (2000). Effects of a cognitive modifiability intervention on cognitive abilities, attitudes and academic performance

Reports/ activities

The purpose of WERA – Khanare, Larey, Gcelu is to advance educational research worldwide on Complexities and opportunities of the historical marginalised women in higher education from an African perspective (in this case South Africa, Lesotho, Botswana, Uganda and Swaziland). The questions underpinning the research are as follows: (a) What is women´s understanding of transformation in higher education? (b) What are the current challenges of the historically marginalised women in higher education? (c) How do these challenges constrain these women in the context of transformation in higher education? (d) What roles could historically marginalised women play to enable transformation in higher education? The study seeks to examine women´s understandings and how these understandings influence the enactment of transformation policy in an African context. It is situated in a triad of areas namely novice and experienced scholars from multi-disciplinary background. This local perspective is a lacuna that this study intends to address.

Co-conveners

Dr Khanare, Fumane (Convener)
University of the Free State
Psychology of Education
South Africa
Senior Lecturer/Acting HoS
KhanareFP@ufs.ac.za; Fumane.khanare@gmail.com

Dr Gcelu, Ntombizandile (Co-convener)
University of the Free State
Leadership & Management
South Africa
Lecturer
gcelun@ufs.ac.za; zandele.gcelu@gmail.com

Dr Larey, Pearl (Co-convener)
University of the Free State
Leadership & Management
South Africa
Lecturer
lareydp@ufs.ac.za; lareydp@gmail.com

List of Participants

Reports:

Reports:

List of Participants

Organizer:

Professor Dr. Brian Hudson (Main Organizer)
Professor of Education
Head of School of Education & Social Work
University of Sussex, Falmer,Brighton, BN1 9QQ, UK
b.g.hudson@sussex.ac.uk

Co-organizers:

Dr. Jonas Almqvist
Uppsala University
Department of Education, Box 2136
750 02 Uppsala, Sweden
jonas.almqvist@edu.uu.se

Professor Joseph Ampiah
Dean of the Faculty of Education,
University of Cape Coast, Ghana
educationa@ucc.edu.gh

Professor Artemis de Araujo Soares
Physical Education Faculty – Federal University of Amazonas
Av. Rodrigo Otávio 3000 -Coroado
69077-000 – Manaus, AM – Brasil
www.ufam.edu.br

Dr. Andrea R. English
Asst. Professor of Philosophy of Education
Coordinator, Graduate Program in Educational Foundations
Mount Saint Vincent University
Faculty of Education, 166 Bedford Hwy
Halifax NS B3M 2J6 Canada
andrea.english@msvu.ca

Dr. Brigitte Gruson
CREAD (Research Centre on Education, Learning and Didactics)
European University of Brittany, IUFM de Bretagne-UBO
CS 54 310 – 153, rue Saint-Malo
35043 Rennes, France
brigitte.gruson@espe-bretagne.fr

Dr. Abel R. Hernández-Ulloa
Departamento de Educación
Universidad de Guanajuato
Mexico
abelruben@gmail.com

Research Professor Dr. Chang-Ho Jeong
Institute of Educational Research
University of Korea
Seoul, Korea
natfogel@korea.ac.kr

Dr. Florence Ligozat
Groupe de Recherche en Didactique Comparée
Faculté de Psychologie et des Sciences de l’Education, Université de Genève
FPSE / SSED 40 Bd du Pont d’Arve, 1205 Genève, Switzerland
florence.ligozat@unige.ch

Professor Dr. Monique Loquet
Professor of Educational Sciences, University of Rennes 2
Department of Educational Sciences
University of Rennes 2, Place du Recteur Henri Le Moal,
CS 24307 – 35043 Rennes – France
monique.loquet@univ-rennes2.fr

Professor Emeritus Dr. Meinert A. Meyer
Professor in General Didactics, Halle University and Hamburg University,
Faculty of Education, Psychology and Physical Education
Department of School Pedagogy
Hamburg University, Uni Mail: Von-Melle-Park 8, D 20146 Hamburg, Germany
Meinert.Meyer@uni-hamburg.de

Dr. Mohamed Sagayar Moussa
Ecole Normale Supérieure
Université Abdou Moumouni, BP: 10963 Niamey, Niger
sagayar@yahoo.fr

Dr. Mathias Odjoussou
National Institut of Youth and Physical Education
University of Abomey Calavi, Benin Republic
Campus of Porto-Novo, P.O. Box 169 P/N – Bénin
ladeaga@yahoo.fr

Professor Dr. Anatoli Rakhkochkine
Professor of International and Intercultural Comparative Education,
Faculty of Education
University of Leipzig
Dittrichring 5-7, D-04109 Leipzig,
anatoli.rakhkochkine@uni-leipzig.de

Professor Dr. Bernard Schneuwly
Faculté de psychologie et des sciences de l’éducation
Université de Genève
40, Boulevard Pont d’Arve,1205 Genève, Switzerland
Bernard.Schneuwly@unige.ch

Professor Dr. Dennis Shirley
Professor of Education
Lynch School of Education,
Boston College, Chestnut Hill, Massachusetts, USA
shirley@bc.edu

Dr. Richard B. Speaker, Jr.
College of Education and Human Development,
ED 342 A/B, University of New Orleans
New Orleans, Lousiana, USA 70148
rspeaker@uno.edu

Professor Dr. Matthias Trautmann
Professor of Educational Sciences/School Pedagogy and General Didactics
Faculty of Education, Architecture and Arts, Department of Education
Siegen University, Siegen, Germany D-57068
matthias.trautmann@uni-siegen.de

Associate Professor Dr. Montree Yamkasikorn
Dean, Faculty of Education
Burapha University. Chonburi, Thailand
Project Director, Thai Teacher TV.

Dr Nariakira Yoshida
Graduate School of Education
Hiroshima University
1-1-1 Kagamizama Higashi-Hiroshima, 739-8524 Hiroshima Japan
nariakira@hiroshima-u.ac.jp

Reports and activities:

This International Research Network is based on the premise that society is at the dawn of an age of extremism.  Education has been placed on the frontline in the war against terror. A significant consequence of this is the way in which education policy and education practice (from a global perspective) are being shaped in response to this complex agenda as well as the emerging intersection between policy, education and national/international agendas. In some countries controversial education policy practices are emerging that potentially challenge civil liberties in response to the need for counterterrorist measures.  This network will bring together scholars from across the globe who have an interest in this field to draw together the research that is taking place.  We will synthesize research knowledge, map and critique emerging education policies in relation to extremism from a global perspective and discover the types of practices that teachers are now undertaking in schools across the world in relation to such policies. 

Extremism discourses and narratives are impacting on a range of fields within education from policy, teacher identity, national values, pupil/student experience and voice as well as the wider areas of free speech, human rights and religious liberty.  Emerging relationships between education and extremism are also generating new intersections with education especially in the fields of securitisation and counter terrorism. There has been an explosion of materials and guidelines produced by international bodies like UNESCO and the UN that are intended to be used in education about extremism as well as national initiatives. Different nation states are adopting sometimes quite radically different approaches to extremism within education and as yet the relationship between systems of social democracy, secularism and church/state relationships and approaches to extremism are unexplored.

We believe that at present, no one is mapping the research, the education policies or the teacher practices from a global perspective that have been designed to address in-country issues of radicalisation and extremism and that impact significantly upon education.  As such, the Research Network will be in a position to provide a critique of education policy and practice in relation to extremism in contemporary times.  The network will be in a position to compare practices across countries and to identify cross-cultural themes.

In some countries, government responses, articulated in policy terms, now require teachers to act in new and different ways.  For example, teachers are required to ‘promote fundamental British values within and outside of the classroom’ in England, according to the new Teachers’ Standards (DfE, 2013).  This statutory requirement raises questions about the private and public spheres in a liberal democracy, and how professional practice is being reconstructed in contemporary times. Similarly, there are new requirements placed upon Head teachers in some countries where they are now responsible for ensuring their pupils do not become radicalised, and monitoring and reporting pupils where there is concern. Research has been undertaken by the proposed IRN leaders and a doctoral student in relation to this phenomenon (Bryan and Revell, 2016; Krek and Zabel, 2016; Krek, 2015; Bryan and Worsley, 2015; Haith, 2015; Revell, 2012; Bryan, 2012; Bryan and Revell, 2011, Birzea et al, 2005) and we believe the time is right to expand our collective knowledge and understanding of this field.

The goals of the IRN are therefore as follows:

• to map in-country government policy and interventions in education in relation to extremism;
• to map in-country educational responses to global extremism;
• to identify changes in patterns of teacher practice in relation to extremism;
• to chart changes in constructs of teacher professionalism in the light of extremism;
• to explore the implications of extremism and educational responses in relation to Liberal Democracy;
• to map research taking place in these areas;
• to grow the research base from a range of perspectives

The current state of research worldwide in relation to extremism and education will be synthesised into a significant report.  We aspire to become a significant group of scholars who will be in a position to chart changing practices in education in relation to this contemporary context. In seeking to ensure we employ ways of working that will engage researchers with a range of expertise and backgrounds, we have developed a ‘pedagogy of engagement’ for the proposed IRN. This will include inviting colleagues within the network to work with the network leaders to develop protocols for working in virtual spaces.  We will propose the following ways of working as a starting point:

• an agenda and additional reports will always be circulated in advance of any ‘meeting’ (the term ‘meeting’ refers to any form of engagement including Skype, conference call, webinar, email etc);
• network members will be invited to indicate which forms of media they find most suitable for meetings;
• pre-work: network members will be invited to prepare updates in advance of the meeting;
• meetings will begin with a ‘check-in’ to ensure everyone participates;
• a section of the meeting will include a problem-solving element, where colleagues share issues and possible solutions are sought;
• members of the network will be invited to take on roles (such as monitoring and recording actions, or tracking membership) and these will be rotated;
• meetings will include celebrations where milestones are met;
• the network leaders will be sympathetic to differing time zones across network members when planning meetings;
• seek to develop trust and collegiality across the network through inclusive practice;
• network leaders will maintain momentum between meetings by keeping in contact with individual members;
• track progress against our proposed plan during each meeting.
• use ‘Collaborative Document Editing’ software to facilitate writing and the development of a partnership approach to the production of materials.
• Use Blackboard Collaborate to support real time communication between colleagues.

Outcomes may include but not be restricted to:

• A substantial and unique synthesis of research, policy initiatives and teacher practices in relation to this agenda;
• Internationally-informed research network that will be in a position to inform other scholars, educationalists and governments on the impact of extremism on education;
• International book published by Routledge (Bryan and Revell are in discussion with Routledge);
• Symposium/conferences to bring together international voices on in-country experiences
• New research conducted in the light of our findings (such as policy analysis, empirical work on changing practices in schools, pupil perspectives, parental perspectives, philosophical considerations of the changing nature of Liberal Democracy and constructs of teacher professionalism therein).  

Convener:

Dr. Hazel Bryan
University of Gloucestershire
Cheltenham, England
hbryan@glos.ac.uk

List of Participants

• Professor Hazel Bryan, School of Education, University of Gloucestershire, England
• Dr Lynn Revell, Reader in Religion and Education, Canterbury Christ Church University, England
• Professor Janez Krek, University of Ljubljana, Slovenia
• Professor Janez Vogrinc, University of Ljubljana, Slovenia
• Dr Diane Gereluk, Canada, University of Calgary
• Dr Peter Grimes  – Senior Specialist Teacher Development and Disability
• Basic Education Sector Transformation Program (BEST), Government of the Philippines
• Andrea Haith, Doctoral student, Canterbury Christ Church University

References

• BÎRZEA, Cézar, CECCHINI, Michela, HARRISON, Cameron, KREK, Janez. SPAJIĆ-VRKAŠ, Vedrana. Tool for quality assurance of education for democratic citizenship in schools. Paris: Unesco: Council of Europe: CEPS, 2005. http://unesdoc.unesco.org/images/0014/001408/140827e.pdf

• Bryan, H (2012) Reconstructing the Teacher as Post-Secular Pedagogue:  a consideration of the new Teachers’ Standards in the Journal of Values and Beliefs.  Vol 33 Number 2 August 2012

• Bryan, H. and Revell, L. (2016) Calibrating Fundamental British Values:  how Head Teachers are approaching appraisal in the light of the Teachers’ Standards 2012 and the Counter-Terrorism and Security Act, 2015 Journal for the Education of Teachers Special Edition on Fundamental British Values
  
• Bryan, H and Revell, L (2011) Performativity, Faith and Professional Identity:  student religious education teachers and the ambiguities of objectivity.  British Journal of Education Studies.  Vol 59, No.4, December 2011, pp. 403-419

• Bryan, H. and Worsley, H. (2015) (Eds) Being Christian in Education.  London: The Canterbury Press
  
• Haith, A. (2015) Are British Values Christian Values? A reflection on the tensions between British values and Christianity in H. Bryan and H. Worsley,  Being Christian in Education.  London: The Canterbury Press.

• KREK, Janez. (2015) Two principles of early moral education : a condition for the law, reflection and autonomy. Studies in philosophy & education, ISSN 1573-191X, 2015, vol. 34, issue 1, str. 9-29. http://download.springer.com/static/pdf/798/art%253A10.1007%252Fs11217-014-9421-8. pdf?auth66=1420525310_06708c7369496a964b6a98fa09b00a51&ext=.pdf, doi: 10.1007/s11217-014-9421-8.

• KREK, Janez, ZABEL, Blaž. (2016) Why there is no education ethics without principles. Educational philosophy and theory, ISSN 1469-5812, 2016, vol. , no. , pp. 11. (PDF). http://www.tandfonline.com/doi/pdf/10.1080/00131857.2016.1217188?needAccess=tru, doi: 10.1080/00131857.2016.1217188.

• Revell, L. (2012) Islam and Education: the manipulation and misrepresentation of a religion London: Trentham Books

Reports and activities:

This IRNS will contribute to the advance of research in this area of study by producing a major report on the quality of knowledge in the area of study and stimulating research into promising new directions. The initial list of participants in this IRN include members from different countries, promoting worldwide collaboration among researchers, professors, senior and junior scholars, and graduate/undergraduate students.

The IRN “Education policies and the restructuring of the educational profession facing the challenges of globalisation” is made up from different existing groups of educational scholars from Europe and Latin America.

Convener:

Dalila Andrade Oliveira (Co-Convener)
Universidade Federal de Minas Gerais, Brazil
dalilaufmg@yahoo.com.br

Romuald Normand (Co-Convener)
Univrsity of Strasbourg, France
rnormand@unistra.fr

List of Participants

1. Dalila Andrade Oliveira
2. Adriana Duarte
3. Alfredo Macedo Gomes
4. Álvaro Moreira Hypolito
5. Carmen Gabriel
6. Elizeu Clementino de Souza
7. Jarbas Santos Vieira
8. Laura Cristina Vieira Pizzi
9. Liliana Ferreira
10. Lívia Fraga Vieira
11. Luiz Dourado
12. Savana Diniz
13. Fernanda Saforcada
14. Jorge Gorostiaga
15. Monica Pini
16. Myriam Feldfeber
17. Nora Gluz
18. Pablo Gentili
19. Jenny Assaél
20. Jesús Redondo
21. Leonora Reyes-Jedlicki
22. Rodrigo Cornejo
23. Vicente Sisto
24. Javier Campos-Martinez
25. Romuald Normand
26. Jean Louis Derouet
27. Yoann Adler
28. Carmen Rodriguez Martínez
29. J. Gimeno Sacristán
30. Antoni Verger Panells
31. Luis Miguel Carvalho
32. Estela Costa
33. Mariana Dias
34. Sofia Viseu
35. Roger Dale
36. Susan Robertson
37. Natalia de Santana Revi

Reports and Activities:

From childhood to adolescence, young people are enrolled in various public or private forms of educational arrangements outside regular school lessons. Some of them participate in school- or community-based programs, forms of private tutoring or after-school activities such as art courses or academic clubs, or they attend extracurricular provisions at all-day schools. In almost every modern country, numerous efforts have been observed over approximately the last 10 to 20 years to expand these additional institutional learning and care opportunities to supplement (traditional) schooling in almost every modern country in Europe, North and South America, Asia, and Australia.

These activities and programs focus on the social, emotional and academic development of children and young people and are educationally structured to make it easier for the participants to learn specific contents. They can be summarized by the term extended education – a term which has been established internationally for this field of education in the last years.

The aim of the Extended Education IRN is to bring together the different researchers and research perspectives in this new field from all over the world to learn from each other and to initiate international comparative research in this emerging field of educational research.

The IRN Extended Education is a successor organization to the Network on Extracurricular & Out-Of-School Time Educational Research (NEO ER) that was founded in 2010. The IRN is strongly connected to the International Journal for Research on Extended Education (IJREE) that was founded in 2013 by the NEO ER group. 

See the IRN website for more information: https://www.ewi-psy.fu-berlin.de/en/v/wera-irn-extended-education/index.html
Or contact them at : extended-education@fu-berlin.de

Conveners:

Prof. Dr. Marianne Schüpbach
Freie Universität Berlin
Habelschwerdter Allee 45
14195 Berlin, Germany
marianne.schuepbach@fu-berlin.de

Prof. Dr. Gil Noam
Associate Professor, Director of The PEAR Institute: Partnerships in Education and Resilience
Harvard University, Pear Institute, Belmont, MA 02178, 115 Mill Street, USA
gil_noam@harvard.edu
 

Participants List

References

Du Bois-Reymond, M. (2008). Consequences of informal and peer learning for school.: Case studies from the Netherlands and other European countries. In H.-H. Krüger, W. Helsper, G. Foljanty-Jost, R.-T. Kramer, & M. Hummrich (Eds.), Family, school, youth culture. International perspectives of pupil research (pp. 73–92). Frankfurt am Main: Lang.

Du Bois-Reymond, M. (2009). The Integration of Formal and Non-formal Education: The Dutch “brede school”. Social Work Society, 7(2). Retrieved from http://www.socwork.net/2009/2/special_issue/bois-reymond

Du Bois-Reymond, M. (2013). The Dutch all-day school in European perspective. In J. Ecarius, E. Klieme, L. Stecher, & J. Woods (Eds.), Extended Education – an International Perspective. Proceedings of the International Conference on Extracurricular and Out-of-School Time Educational Research, Nov. 2010, Giessen University (1st ed.). Opladen, Farmington Hills, MI: Barbara Budrich.

Bae, S. H., & Jeon, S. B. (2013). School-based After School Programs: The Key to Quality & Equality in Education – Korea’s Experience. In J. Ecarius, E. Klieme, L. Stecher, & J. Woods (Eds.), Extended Education – an International Perspective. Proceedings of the International Conference on Extracurricular and Out-of-School Time Educational Research, Nov. 2010, Giessen University (1st ed.). Opladen, Farmington Hills, MI: Barbara Budrich.

Bae, S. H., Kim, H., Lee, C. W., & Kim, H. W. (2009). The relationship between after‐school program participation and student’s demographic background. KEDI Journal of Educational Policy, 6(2), 69–96.

Bae, S., Oh, H., Kim, H., Lee. Cheolwon, & Oh, B. (2010). The impact of after-school programs on educational equality and private tutoring expenses. Asia Pacific Educ. Rev., (11), 349–361.

Fischer, N., Radisch, F., & Schüpbach, M. (2014). International perspectives on extracurricular activities: Conditions of eff ects on student development, communities and schools – Editorial. Journal for Educational Research Online, 6(3), 5–9.

Fischer, N., Theis, D., & Züchner, I. (2014). Narrowing the Gap? The Role of All-Day Schools in Reducing Educational Inequality in Germany. International Journal for Research on Extended Education, 2(1), 79–96.

Goldschmidt, P., Huang, D., Chinen, M., & Goldschmidt, P. (2007). The Long-Term Effects of After-School Programming on Educational Adjustment and Juvenile Crime: A Study of the LA’s BEST After-School Program. Los Angeles.

Huang, D., Gribbons, B., Kim, K. S., Lee, C., & Baker, E. L. (2000). A Decade of Results – The Impact of the LA’s Best After School Enrichment Program on Subsequent Student Achievement and Performance. Los Angeles.

Huang, D., Leon, S., & La Torre Madrundola, D. (2014). Exploring the relationships between LA’s BEST program attendance and cognitive gains of LA’s BEST students. Journal for Educational Research Online, 6(3), 34–53.

Huang, D., La Torre Matrundola, D., & Seth, L. (2014). Identification of Key Indicators for Quality in Afterschool Programs. International Journal for Research on Extended Education, 1(2), 20–44.

Huang, D., Goldschmidt, P., & La Torre Matrundola, D. (2014). Examing the Long-Term Effects of Afterschool Programming on Juvenile Crime: A Study of the LA´s BEST Afterschool Program. International Journal for Research on Extended Education, 1(2), 113–134.

Huang, D., Cho, J., Mostafavi, S., & Nam, H. (2008). What Works? Common Practices in High Functioning Afterschool Programs Across the Nation in Math Reading, Science, Arts, Technology, and Homework- A Study by the National Partnership for Quality Afterschool Learning. Los Angeles.

Jutzi, M., Schüpbach, M., Frei, L., Nieuwenboom, W., & Allmen, B. von. (2016). Pursuiung a Common Goal: How School Principals and After-school Directors Perceive Professional Culture of Collaboration. International Journal for Research on Extended Education, 4(1).

Kielblock, S. (2015). Program Implementation and Effectiveness of Extracurricular Activities: An Investigation of Different Student Perceptions in Two German All-Day Schools. International Journal for Research on Extended Education, 3(2).

Klerfelt, A., & Haglund, B. (2014). Presentation of Research on School-Age Educare in Sweden. International Journal for Research on Extended Education, 1(2), 45–62.

Schüpbach, M. (2014). Extended education and social inequality in Switzerland: Compensatory effects?: An analysis of the development of language achievement with regard to structural and process-related aspects of social background. Journal for Educational Research Online, 6(3), 95–114.

Stecher, L., & Maschke, S. (2013a). “Out-of-School Education” – A New Chapter in Educational Research? In J. Ecarius, E. Klieme, L. Stecher, & J. Woods (Eds.), Extended Education – an International Perspective. Proceedings of the International Conference on Extracurricular and Out-of-School Time Educational Research, Nov. 2010, Giessen University (1st ed., pp. 11–26). Opladen, Farmington Hills, MI: Barbara Budrich.

Stecher, L., & Maschke, S. (2013b). Research on Extended Education in Germany – A General Model with All-Day Schooling and Private Tutoring as Two Examples. International Journal for Research on Extended Education (IJREE), 1(1), 31–52.

Reports and Activities

Book (2019): Extended Education from an International Comparative Point of View. WERA-IRN Extended Education Conference Volume. Marianne Schüpbach and Nanine Lilla. [https://link.springer.com/book/10.1007/978-3-658-27172-5]

This international research network aims to build on and expand traditional understandings of school-family-community partnerships by identifying different kinds of communities that engage and advocate for educational change in ways and for purposes not always recognized in the extant literature. In this international research network we aim to take a critical look at the research regarding culturally responsive school-community partnerships that challenge the status quo and work to improve democratic decision-making, support public education, strengthen neighborhoods, and advocate for diverse participation in educational arenas. The review of the research will be intentionally focused on the intersections within and across national contexts, as there has been little cross-national research in the field of school-community engagement. Together this work aims to complicate traditional views of parent-school-community relationships by examining how different constituencies develop alliances, experience tensions, and navigate the political relationships that occur when advocating for educational change. While each of these research focus areas—parent and family engagement, community organizing, and teacher activism —has been pursued individually, there has been little investigation that examines how educational advocacy groups interact, particularly across national contexts. Over a three-year period we will convene the international research network virtually through WERA sponsored videoconferencing tools and organize three annual working conferences. The aim is to produce a state of the art research report and edited volume on family, educational, and community advocacy in cross national and international contexts.

Conveners

Lauri Johnson
University of Nottingham, United Kingdom
lauri.johnson@bc.edu

Dr. Sue Winton
York University, Toronto, Canada
–

Dr. Howard Stevenson
University of Nottingham, United Kingdom
–

Activities

Three working conferences in Dublin and Toronto; 11 symposiums; Special journal issue; Edited volume

This International Research Network (IRN) will report the use of common qualitative measures on country-specific, large-scale tests in mathematics and language arts and PISA exams. Participants from the United States, Mexico, Panama, Chile, Germany, Finland, China, and South Korea will apply a feature analysis tool (Baker, Cai, Choi, & Buschang, 2014; Baker,
Madni, Michiuye, Choi, & Cai, 2015) to at least one of their country’s accountability tests and PISA exams. Using feature analysis, qualitative ratings of content distribution, cognitive demands, and task elements (e.g., representation) will be systematically obtained. In subsequent quantitative analysis, the impact of such features on available quantitative indicators such as item difficulty is provided, moderated by phase of assessment development. The proximal intention of these metrics is to inform teachers about instructionally relevant inferences and to influence assessment design. An additional goal is to compare features and indicators across countries for similar, mediating patterns. 

Co-conveners

Eva L. Baker, PhD
Founding Director and Distinguished Research Professor
National Center for Research on Evaluation, Standards, and Student Testing
University of California, Los Angeles
eva@ucla.edu

Kilchan Choi, PhD
Associate Director, Statistics and Methodology
National Center for Research on Evaluation, Standards, and Student Testing
University of California, Los Angeles
kchoi@cresst.org

Participant List

References

This IRN primarily seeks to develop frameworks, models, and instruments for international discussion on research relating to financial literacy. A second objective is to produce a publication resulting from the collaboration and discussions within the IRN. The IRN will draw on the expertise and perspectives of researchers on an international scale and cross cultural basis, and will add valuable insights on how future research on this important topic may be framed and implemented.

The subject of financial literacy is important in all countries and cultures in the world. However, formal education for fostering financial literacy varies greatly around the world. Research has been conducted on some aspects of this issue, for example on respective curricula, on statistical evidence on indebtedness and/or poverty indicating poor levels of financial literacy. A larger number of reports exists which claim insufficient levels of knowledge for financial issues throughout the world. The OECD has followed the issue for more than two centuries, and has developed a framework for an international Large-Scale Assessment on Financial Literacy. The Importance of financial literacy for individuals as well as for economies, however, has no equivalent in systematic research activities. In a recent report (OECD 2012) notes that “…there are currently very few data on the levels of financial literacy amongst young people (…), and none that can be compared across countries. (…) This is a serious omission.” This IRN will bring together scholars from around the world who have the potential of stimulating important research on financial literacy issues.

Conveners:

Klaus Breuer
Johannes-Gutenberg University Mainz, Germany
Professor on Economics Education
Jakob-Welder-Weg 9, D-55099 Mainz
breuer@uni-mainz.de

Sunil Behari Mohanty
General Secretary, AIAER
Flat 1, Beatitude Apt. 2, 6/B Selvarj Street
Vaithikupanm, Pondicherry- 605 012, India
sunil@aiaer.net

List of Participants

Organizers:

Klaus Breuer
Johannes-Gutenberg University Mainz, Germany
Professor on Economics Education
Jakob-Welder-Weg 9, D-55099 Mainz
breuer@uni-mainz.de

Sunil Behari Mohanty
General Secretary, AIAER
Flat 1, Beatitude Apt. 2, 6/B Selvarj Street, Vaithikupanm
Pondicherry- 605 012, India
sunil@aiaer.net

Initial Participants List:

Aprea, Carmela
Swiss Federal Institute for Vocational Education and Training
Via Besso 84, CH-6900 Lugano Massagno
carmela.aprea@iuffp-svizzera.ch

Klaus Breuer
Johannes-Gutenberg University Mainz, Germany
Professor on Economics Education
Jakob-Welder-Weg 9, D-55099 Mainz
breuer@uni-mainz.de

Chwee Beng Lee
University of Western Sydney
Lecturer, School of Education
Locked Bag 1797, Penrith NSW 2751, Australia
chwee.lee@uws.edu.au

Davies, Peter
Professor of Education Policy Research
University of Birmingham, Edgbaston
Birmingham B15 2TT United Kingdom
p.davies.1@bham.ac.uk

Harry O’Neil
Professor of Education
USC Rossier School of Education
Waite Phillips Hall
3470 Trousdale Parkway, Los Angeles, CA 90089
honeil@almaak.usc.edu

KOH Noi Keng
Humanities and Social Studies Education
Citi-NIE Financial Literacy Hub for Teachers
National Institute of Education
1 Nanyang Walk, Singapore 637616
noikeng.koh@nie.edu.sg

Rajasekar, Dr. S.
Professor of Education
Department of Education,
Annamalai Nagar-608 002 – India
edusekar@yahoo.com

Sunil Behari Mohanty
General Secretary, AIAER
Department of Education
Gangadhar Meher College (Autonomous)
Sambalpur 768 004
sunil@aiaer.net

Wuttke, Evelin
Professur für Wirtschaftspädagogik,
insbes. empirische Lehr-Lern-Forschung
Grüneburgplatz 1
60629 Frankfurt am Main
wuttke@em.uni-frankfurt.de

The focus of this IRN is on global ethics in higher education, particularly in processes of internationalisation: how trans-national subjects, relations and ideals are constituted and framed, their historicity, political economy, and implications for educational practice and research in higher education. The literature on the internationalization of higher education presents two major influences: market oriented discourses (i.e. related to fostering economic performance and competitiveness) and humanitarian discourses (i.e. related to altruistic or charitable concerns for enhancing the quality of life of disadvantaged communities) (see for example Matthews and Sidhu 2005, Rhoads and Szelényi 2010, Khoo 2011, Altbach 2011). Recent literature also indicates that concepts associated with “global citizenship” (ideas of social responsibility, mobility, interculturality and cosmopolitanism) expressed in higher education mission statements, policies, curriculum, and international initiatives (e.g. international cooperation, study abroad and service learning schemes) have come to combine and embody both market and humanitarian influences (see for example Jefferess 2008, Kelly 2000, Pashby 2009, Khoo 2011, Andreotti et al 2010, Rhoads and Szelényi 2010).

Convener:
Vanessa de Oliveira (Andreotti)
Professor of Global Education
Professori, Kasvatustiede, Kansainvälisyyskasvatus
University of Oulu, Faculty of Education
P.O.Box 2000. FIN‐90014 Oulu, Finland
vanessa.Andreotti@oulu.fi

List of Participants

Project Partners

PI Prof Vanessa de Oliveira Andreotti, University of Oulu, Finland
Dr Andrew Dobson, research associate
Dr Karen Pashby, post-doctoral researcher (from August 2013) karen.pashby(a)oulu.fi
Michelle Nicolson, Research Assistant, PhD student michelle.nicolson(a)oulu.fi
Jani Haapakoski, Data collection (interviews):

Project Partners and Advisors

Gert Biesta
Faculty of Language and Literature, Humanities, Arts and Education
University of Luxembourg
http://www.gertbiesta.com/
e-mail: gert.biesta@uni.lu

Lynn Mario de Souza
Professor of Linguistics
University of São Paulo
lynnmario@gmail.com

Anne Hickling Hudson
Adjunct Professor Queensland University of Technology
Faculty of Education
Brisbane, Australia
a.hudson@qut.edu.au

Diana Brydon
Canada Research Chair in Globalization and Cultural Studies
University of Manitoba
Winnipeg, MB R3T 2M5
brydond@cc.umanitoba.ca

Rhonda Friesen
Office of International Relations
University of Manitoba
Rhonda.Friesen@umanitoba.ca
rhonda.friesen@ad.umanitoba.ca

Crain Soudien
Professor of Education
University of Cape Town
Capetown, South Africa
crain.soudien@uct.ac.za

Ali A. Abdi
Professor and Co-Director, Centre for Global Citizenship Education and Research (CGCER)
Department of Educational Policy Studies
University of Alberta, Edmonton
aabdi@ualberta.ca

Lynette Shultz
Associate Professor and Co-Director, Centre for Global Citizenship Education and Research (CGCER)
Department of Educational Policy Studies
University of Alberta, Edmonton
lshultz@ualberta.ca

Thomas Popkewitz
Professor of Education
Department of Curriculum and Instruction
University of Wisconsin-Madison
tspopkew@wisc.edu

George Sefa Dei
Professor
Department of Humanities, Social Sciences and Social Justice Education
University of Toronto
george.dei@utoronto.ca

Saskia Stille
Adjunct, University of Western Ontario

Ralph Stablein
Professor, School of Management
Massey University
University of New Zealand
R.Stablein@massey.ac.nz

Peter Roberts
Professor
School of Educational Studies and Leadership
University of Canterbury
Christchurch, New Zealand
peter.roberts@canterbury.ac.nz

Judy Bruce
Senior Lecturer
School of Sport and Physical Education
University of Canterbury
Christchurch, New Zealand
judy.bruce@canterbury.ac.nz

Lesley Andres
Professor
Department of Educational Studies
University of British Columbia, BC Canada
lesley.andres@ubc.ca

Shibao Guo
Associate Professor of Education
Werklund School of Education
University of Calgary, Alberta Canada
shibao.guo@ucalgary.ca

Yan Guo
Associate Professor of Education
Werklund School of Education
University of Calgary, Alberta Canada
yanguo@ucalgary.ca

Michael O’Sullivan
Associate Professor
Faculty of Education, Brock University
St. Catharines, Ontario, Canada
mosullivan@brock.ca

Meeri Hellstén
Professor, School of Culture and Education
Södertörn University
Flemingsberg, Sweden
meeri.hellsten@sh.se

Johan Öhman
Associate Professor of Education
Post Doctoral Fellow School of Humanities, Education and Social Sciences
Örebro University, Örebro, Sweden
johan.ohman@oru.se

Louise Sund
Doctoral Student
School of Humanities, Education and Social Sciences
Örebro University, Örebro, Sweden
louise.sund@oru.se

Su-Ming Khoo
Senior Researcher in Political Science
National University of Ireland, Galway
Department of Political Science and Sociology
Project Leader, Development Education and Research Network
Email: s.khoo nuigalway.ie
Suming.khoo@nuigalway.ie

David Jefferess
Associate Professor, Cultural Studies and English
Faculty of Creative and Critical Studies
The University of British Columbia, Okanagan Campus
Kelowna, BC V1V 1V7
david.jefferess@ubc.ca

Shane Edwards
Academic coordinator
University Te Wananga o Aotearoa

Lisa Taylor
Assistant Professor, School of Education
Bishops University, Sherbrooke Que
ltaylor@ubishops.ca.

Clarissa Jordao
Assoc Prof of Applied Linguistics
University of Parana, Brazil
clarissa@ufpr.br

Paul Tarc
Assistant Professor
Critical Policy, Equity Leadership Studies
University of Western Ontario
London, Ontario
ptarc2@uwo.ca

Momodou Sallah
Senior lecturer
De Montfort University
Leicester, UK
msallah@dmu.ac.uk

Hongzia Shan
Assistant Professor.
Department of Educational Studies
University of British Columbia
hongxia.shan@ubc.ca

Fran Martin
Senior lecturer in Education
University of Exeter, UK
Fran.Martin@exeter.ac.uk

Kristiina Brunila
Post Doctoral Researcher
Centre for Sociology of Education
University of Helsinki, Finland
kristiina.brunila@helsinki.fi

Kumari Beck
Assistant Professor
Faculty of Education Co-Director,
Centre for Research on International Education (CRIE)
Simon Fraser University
Burnaby, BC, Canadaç
kumari_beck@sfu.ca

Fatima Pirbhai-Illich
Associate Professor
Language and Literacy Education
University of Regina
Fatima.Pirbhai-Illich@uregina.ca

Dalene Swanson
School of Education
University of Stirling, Scotland, UK
dalene.swanson@stir.ac.uk

This network is designed to establish a collaborative body of Indigenous educational researchers to highlight work of what pedagogical practices are best needed to engage Indigenous school age students into their education. This body will start through highlighting research that has informed educators about key considerations needed when working with Indigenous students. Further analysis across Indigenous populations will examine if there are any specific requirements identified when working with specific Indigenous populations.

As the target audience is school age Indigenous students, work will be considered if there is a need for greater systemic changes to educational institutions to greater support Indigenous students. As a majority of school age Indigenous students attend regular educational institutions not Indigenous managed institutions globally. From the examination of the collected information the collaborative body will highlight if further research is needed towards any areas within the literature. This body is designed to engage Indigenous educational researchers in the examination and analysis of research about best practices when working with Indigenous school age students. This will include the examination, analysis and interpretation of research materials completed by non-Indigenous educational researchers. This is done not to challenge the findings by these educational research professionals but to allow an Indigenous centred position to be at the forefront of the interpretation of the work. This will allow Indigenous cultural knowledges and values that are at the centre of the Indigenous researcher to become part of the academic canon.

Conveners:

Professor Dr. Michael Donovan
Newcastle University, Australia
Michael.donovan@newcastle.edu.au

List of Participants

1.  Michael Donovan
2. Joe Fraser
3. Dr Kerri-Ann Hewett
4. Prof Russell Bishop
5. Prof Mere Berryman
6. Prof. Bryan McKinley Jones Brayboy
7. Dr Malia Villegas
8. Tarajean Yazzie-Mintz
9. Prof Jo-Ann Archibald
10. Dr Rinne Risto

Publications

Michael Donovan
Donovan MJ,  (in press) ‘Aboriginal student stories, the missing voice to guide us towards change’ accepted for publication in The Australian Educational Researcher. DOI: 10.1007/s13384-015-0182-3
Donovan MJ, (2011) ‘Aboriginal landscapes and their place in the classroom’, The International Journal of Science in Society, 2 243-252
Donovan MJ, (2009) ‘Quality teaching and aboriginal students, a NSW model’, Journal of Australian Indigenous Issues, 12 104-11
Donovan MJ,  (2007)’Do Aboriginal knowledge and western education mix?: To get Aboriginal cultural knowledge in schools to make all the kids smile’, International Journal of the Humanities, 5 1-5

Joe Fraser
Fraser, A., & Hewitt, K. (2004). Aina is the textbook: Good Indigenous pedagogy speaks of country as that which sustains and establishes the foundation of knowledge. Paper presented at the PASE conference, New York, USA.

Dr Kerri-Ann Hewett
Fraser, A., & Hewitt, K. (2004). Aina is the textbook: Good Indigenous pedagogy speaks of country as that which sustains and establishes the foundation of knowledge. Paper presented at the PASE conference, New York, USA.

Prof Russell Bishop
Bishop, R., Ladwig, J., & Berryman, M. (2014). The Centrality of Relationships for Pedagogy: The Whanaungatanga Thesis. American Educational Research Journal, 51(1), 184-214. doi: 10.3102/0002831213510019
M. Berryman & R. Bishop (2011) Societal and cultural perspectives through a Te Kotahitanga lens. In Christine M. Rubie-Davies (Eds.), Educational Psychology: Concepts, Research and Challenges (pp. 249-267). Routledge
Bishop, R., O’Sullivan, D., & Berryman, M. (2010). Scaling Up Education Reform: addressing the politics of disparity. Wellington, New Zealand: NZCER Press.
R. Bishop & M. Berryman & T. Cavanagh & L. Teddy (2009) Te Kotahitanga: Addressing educational disparities facing Māori students in New Zealand.. Elsevier Ltd

Prof Mere Berryman
M. Berryman & R. Bishop (2011) Societal and cultural perspectives through a Te Kotahitanga lens. In Christine M. Rubie-Davies (Eds.), Educational Psychology: Concepts, Research and Challenges (pp. 249-267). Routledge
Bishop, R., O’Sullivan, D., & Berryman, M. (2010). Scaling Up Education Reform: addressing the politics of disparity. Wellington, New Zealand: NZCER Press.
R. Bishop & M. Berryman & T. Cavanagh & L. Teddy (2009) Te Kotahitanga: Addressing educational disparities facing Māori students in New Zealand.. Elsevier Ltd

Prof. Bryan McKinley Jones Brayboy
Brayboy, B. McK. J., Gough, H.R., Leonard, B., Roehl, R.F. & Solyom, J.A.. (2011), Reclaiming Scholarship: Critical Indigenous Research Methodologies. Qualitative Research: An Introduction to Methods and Designs. Jossey-Bass.
Brayboy, B. McK. J. & McCarty, T.L.. (2010), Indigenous Knowledges and Social Justice Pedagogy. Pedagogy across the Curriculum: The Practices of Freedom. Routledge.
Castagno, A. E., & McKinley Jones Brayboy , B. (2008). Culturally Responsive Schooling for Indigenous Youth: A Review of the Literature. Review of Educational Research, 78(4), 941-993. doi: 10.3102/0034654308323036

Dr Malia Villegas
Villegas, M. (2009). This is how we “role”: Moving towards a cosmogonic paradigm in American Alaska Native education. Canadian Journal of Native Education. 32 (1), 38-56.
Villegas, M., & R. Prieto (2006). Alaska Native student vitality: Community perspectives on supporting student success. Anchorage, AK: First Alaskans Institute & Institute for Social and Economic Research.

Tarajean Yazzie-Mintz
Yazzie-Mintz, T. (2010). Transracialization. In C. Kridel (Ed.), Encyclopedia of curriculum studies. (pp. 903-904). doi: http://dx.doi.org/10.4135/9781412958806.n476

Prof Jo-Ann Archibald
Archibald, J., & DeRose, D. (2014). Is B.C. getting it right? Moving toward Aboriginal education success in British Columbia. Education Canada, 54(3), 17.
Pidgeon, M., Archibald, J., & Hawkey, C. (2014). Relationships matter: Supporting Aboriginal graduate students in British Columbia, Canada. The Canadian Journal of Higher Education, 44(1), 1-21.
Pidgeon, M., Muñoz, M., Kirkness, V. J., & Archibald, J. (2013). Indian control of Indian education: Reflections and envisioning the next 40 years. Canadian Journal of Native Education, 36(1), 5-35,148-149.

Dr Rinne Risto
Rinne, Risto. 2012. Comparative Views on Continuing Massification of Higher Education and the Diversification of the System. In A.G. Eikseth, C.F. Dons & N. Garm (eds.) Utdanning mellom styring og danning. Et nordisk panorama. Trondheim: Akademika forlag, 255–279.

Reports and Activities:

List of Participants

Organizer:

Dr. Jasmine Renner
Associate Professor
Department of Educational Leadership and Policy Analysis
East Tennessee State University
Clemmer College of Education, 501-A Warf Pickel Hall, Box 70550
Johnson City, TN 37614
rennerj@etsu.edu

Co-Organizers:

Dr. Catherine Glascock
Professor
Department of Educational Leadership and Policy Analysis
East Tennessee State University
Clemmer College of Education, 512 Warf Pickel Hall, Box 70550
Johnson City, TN 37614
glascock@etsu.edu

Dr. Rosalind Gann
Associate Professor
Department of Curriculum and Instruction
East Tennessee State University
Clemmer College of Education, 414 Warf Pickel Hall, Box 70684
Johnson City, TN 37614
gannr@etsu.edu

Dr. Arnold Nyarambi
Assistant Professor
Department of Teaching and Learning
East Tennessee State University
Clemmer College of Education, 310 Warf Pickel Hall, Box 70548
Johnson City, TN 37614
nyarambi@etsu.edu

Other Initial Participants:

Dr. Yi Lin
Academic Advisor,
Department of Communication, University of North Florida, Jacksonville FL.
Alumni & Past Graduate Student.
Department of Educational Leadership and Policy Analysis, Clemmer College of Education
East Tennessee State University, Johnson City, TN 37614
yi.lin@unf.edu

Mr. Dianyu Zhang ( Advanced Graduate Student -Doctoral Candidate)
Vice dean of the Foreign Languages Teaching Department of
Shandong University at Weihai (2007 -2010)
Full Professor of English Shandong University at Weihai
(Current) Department of Educational Leadership and Policy Analysis
Clemmer College of Education, East Tennessee State University, TN 37614
zhangd@goldmail.etsu.edu

Dr. Crystal Hurd
English Teacher
Abingdon High School. 3264 Reedy Creek Rd, Bristol, VA 24202
Alumni & Past Graduate Student.
Department of Educational Leadership and Policy Analysis.
Clemmer College of Education. East Tennessee State University, Johnson City, TN 37614
zclh43@etsu.edu

Ms. Ladonna Hutchins ( Advanced Graduate Student – Doctoral Candidate)
Assistant Registrar – Degree Audit/Course Management
East Tennessee State University, Johnson City, TN 37604. 733 Gravely Road
Kingsport, TN 37660
hutchinl@etsu.edu

Dr. Evelyn Domville Roach
Director of Admissions and Adjunct Professor
Tusculum College & Jenny Lea Academy of Cosmetology. 107 Miner Circle Johnson City, TN 37604
Alumni & Past Graduate Student.
Department of Educational Leadership and Policy Analysis.
Clemmer College of education, East Tennessee State University, Johnson City, TN 3761
domvilleroach@gmail.com

Ms. Gladys Cole (Graduate Student – Doctoral Candidate)
Graduate Assistant to Coordinator
National Council for Accreditation of Teacher Education (NCATE)
Clemmer College of Education, East Tennessee State University
East Tennessee State University, 501 Warf Pickel Hall
Department of Educational leadership and Policy Analysis
colegr@goldmail.etsu.edu

Mr. Phillip Rotich ( Advanced Graduate Student – Doctoral Candidate)
Doctoral Fellow & Vice President, Educational Leadership Association
Clemmer College of Education, East Tennessee State University
East Tennessee State University, 501 Warf Pickel Hall
Department of Educational leadership and Policy Analysis
babachela@gmail.com

Additional Participants:

Zhanxiang Ma
Professor
College of Foreign Languages
Education of Inner Mongolia Normal University. China

Dr. Samuel Darko
Assistant Professor
Dept. of Environmental Health Sciences, Benedict College. South Carolina
darkos@benedict.edu

Dr. Edward Wierzalis
Professor
Department of Counseling, UNC-Charlotte, Charlotte, NC
eawierza@uncc.edu

Li Jin
Associate Professor,
College of Foreign Languages
Education of Inner Mongolia Normal University.

Dr. Rosalie Romano
Assistant Professor
Western Washington University
Bellinghan, WA
Rosalie.Romano@wwu.edu

Dr. Cheng Wu
Associate professor
Foreign Languages
College of Shanghai Normal University, China.

Dr. Laura Wheat
Asst. Professor of Counselor Education
Georgia Regents University
Augusta, GA
lwheat@gru.edu

Dr. Esther Ntuli
Assistant Professor
Educational Foundations
Idaho State University, Pocatello, Idaho
ntulesth@isu.edu

Dr. Donald Abidemi Odeleye
Professor
Department of Educational Management
Lead City University
Ibadan, Nigeria
bodeleye@gmail.com

Prof Anakolo Shitandi
Director of Research and Extension
Kisii University
Kisi, Kenya
ashitandi@gmail.com

Prof Mwaniki Ngari
Deputy, Principal Academic Affairs
Kisii University
Kisi, Kenya
msngari@kisiluniversity.ac.ke

Dr. Ladislaus M. Semali
Associate Professor Education
Learning Performance Systems Department
Pennsylvania State University, University Park, PA
Lms11@psu.edu

The WERA network for Internationalisation of Research in Vocational Education and Training (IRN-VET) covered a broad range of research activities in vocational education and training (VET). It took into account different levels of steering and practice linking system-related issues to cultural aspects of VET. The field of research in VET covers initial and continuing vocational training, both school-based and workplace-based learning provisions as well as the development of pedagogic expertise for vocational and professional education.

The IRN-VET raised awareness of the impact of research with its mapping activities, thematic ‘task forces’ and with IRN-VET events in the conferences of WERA and of ‘regional’ associations and networks. The IRN-VET supported the launch of the International Journal for Research in Vocational Education and Training (www.ijrvet.net) by the European VETNET network. IRN-VET also worked together with the VETNET to develop a Summer School for emerging researchers.

Concluding reflections on the activities and achievements 2014-2016

In the light of the above the IRN-VET network has completed the proposed activities and contributed to the building of an international research community in research on vocational education and training (VET):

●By launching (together with the European VETNET network) the international journal (IJRVET) the IRN-VET network has managed to create a common organ for the international VET research community.

● With the “Crossing Boundaries in VET” conference tradition the IRN-VET has created an important biennial forum that links up with ECER and WERA events.

● With the International VET Research Overview (the moodle application) the IRN-VET has created an instrument to follow the thematic diversity and progress of research themes within the international VET research community.

● Based on the above-mentioned key activities – and by analysing the engagement of international advisers in the Swedish PhD programme and in the affiliated 7 conference – the IRN-VET has built capacity to provide international support for PhD programmes and services for emerging researchers in the field of VET.

● With its engagement in WERA activities and exchanges with parallel IRNs the IRN-VET has developed its own style to work within WERA and with its ‘regional’ member associations and networks.

Convener:

Dr. Ludger Deitmer, International research coordinator
Institut Technik und Bildung

Universität Bremen
Am Fallturm 1, D-28359 Bremen, Germany 

Phone Number: +49 (0)421 21866320
E-mail: deitmer@uni-bremen.de

Co-Conveners:

Pekka Kämäräinen
University of Bremen, Germany
pkamar@uni-bremen.de

Prof. Dr. Martin Mulder
University of Wageningen, The Netherlands
martin.mulder@wur.nl

List of Participants

Organizers:

Dr. Ludger Deitmer, International research coordinator
Institut Technik und Bildung, Universität Bremen 

Am Fallturm 1, D-28359 Bremen
Germany 

+49 (0)421 2186632
deitmer@uni-bremen.de

 
Active Coordinators:

Researcher Pekka Kamarainen
Institut Technik und Bildung
Universität Bremen
Am Fallturm 1, D-28359 Bremen
Germany
+49 (0)421 21866324
pkamar@uni-bremen.de

Prof. Martin Mulder
Wageningen University
Box 68, Department of Social Sciences
Chair group Education and Competence Studies
PO Box 8130, 6700 EW Wageningen
Netherlands
Phone number: + 31 317 48 41 81 / + 31 317 48 43 43
E-mail: martin.mulder@wur.nl

Invited Founding Partners:

Prof. Michael Gessler
Institut Technik und Bildung

Universität Bremen 

Am Fallturm 1
, D-28359 Bremen 

Germany 


Phone number: +49 (0)421 218-66330

E-mail: mgessler@uni-bremen.de

Prof. Johanna Lasonen
University of South Florida
College of Education, EDU 151D
Department of Career, Adult and Higher Education
4202 East Fowler Avenue, EDU 105
Tampa, FL 33620-5650
United States
Phone: +1 813 974-0314
Email address: lasonen@usf.edu

Senior Lecturer Dr. Margaret Malloch
Victoria University
College of Education
C.514d Footscray Park
Australia
Phone: +61 399194175
E-mail: Marg.Malloch@vu.edu.au

Associate Prof. Len Cairns
Monash University, Faculty of Education
Building 6, Wellington Road, Clayton, Victoria 3800
Australia
Phone: +61 3 990 52861
E-mail: Len.Cairns@monash.edu

Prof. Dr. Jailani bin Md Junos,
University Tun Hussein Onn (UTHM)
Beg Berkunci 101 Parit Raja, Batu Pahat
Johor, West Malaysia 86400
Malaysia
Phone number: +60 7-453 7000
E-mail: jailani@uthm.edu.my

Prof. Dr. Zhao Zhiqun,
Beijing Normal University
19 Xinjiekouwai Street
100875 Beijing, PR China
Phone number: +86 (0)10-58800703 (office)
E-mail: zhiqunzhao@263.net

Adjunct Associate Professor Salim Akoojee
University of Witwatersrand
Erasmia, Centurion, 0023
Postal Address: P O Box 34198, Johannesburg, Republic of South Africa
Phone number: +27 (0)12 370 4961
E-mail: salimakoojee@live.co.za, sakoojee@merseta.org.za

Prof. Lazaro Moreno Herrera
Stockholm University
Department of Education
S-106 91 Stockholm
Sweden
+46 81207 6552
E-mail: lazaro.moreno@edu.su.se

Associate Prof. Özlem Ünlühisarcıklı
Bogazici University
Faculty of Education
34342, Istanbul
Turkey
E-mail: unluhisa@boun.edu.tr

Reports and activities:

Efforts towards socially just education often struggle for legitimacy with many equity initiatives operating in relative isolation (Trifonas 2003), indicating a need to examine the intersectionality of such issues to garner support and build momentum (Apple 2008). Compounding the complexity of advancing a social justice agenda is the pressing need for appropriate methodologies that speak with rather than for participants (Griffiths 1998), and knowledge mobilization that contributes positively to the communities involved. The proposed WERA-IRN expands an international group of researchers that since 2009 has collaborated on international conferences and publications (Gagné and Schmidt 2008, Ragnarsdóttir 2010, Ragnarsdóttir and Schmidt 2013, Smyth 2010, Smyth and Santoro forthcoming) related to social justice in education. Through a robust web presence including regular electronic meetings, conferences, and dissemination opportunities, this IRN aims to involve researchers from all continents to explore and develop intersectionality as a theoretical approach, innovative methodologies, knowledge mobilization, and collaborative international projects.


Conveners:

Joke Dewilde
Associate Professor
Hedmark University College, Norway
joke.dewilde@hihm.no

Clea Schmidt
Associate Professor
University of Manitoba, Canada
clea.schmidt@umanitoba.ca

Geri Smyth
Professor
University of Strathclyde, Scotland
g.smyth@strath.ac.uk

List of Participants

Organisers:

Joke Dewilde
Associate Professor
Hedmark University College, Norway
joke.dewilde@hihm.no

Clea Schmidt
Associate Professor
University of Manitoba, Canada
clea.schmidt@umanitoba.ca

Geri Smyth
Professor
University of Strathclyde, Scotland
g.smyth@strath.ac.uk

Participants List

Dr. Ghazala Bhatti
Senior Lecturer in Education
Bath Spa University, England
g.bhatti@bathspa.ac.uk

Dr. Fred Dervin
Professor of Multicultural Education
University of Helsinki, Finland
fred.dervin@helsinki.fi

Dr. Joke Dewilde
Assistant Professor in Education
Hedmark University College, Norway
joke.dewilde@hihm.no

Dr. Giovanna Fassetta
Research Associate
School of Education
University of Strathclyde, Scotland
g.fassetta@strath.ac.uk

Dr. Antoinette Gagné
Associate Professor
Ontario Institute for Studies in Education of the University of Toronto, Canada
antoinette.gagne@gmail.com

Dr. Clea Schmidt
Associate Professor of Teaching English as an Additional Language
University of Manitoba, Canada
clea.schmidt@umanitoba.ca

Dr. Geri Smyth
Professor and Director of Research, School of Education
University of Strathclyde, Scotland
g.smyth@strath.ac.uk

Dr. Lars Anders Kulbrandstad
Professor of Norwegian Language in an Educational Perspective
Hedmark University College, Norway
lars.kulbrandstad@hihm.no

Carola Mantel
Research Associate
Institute for International Cooperation in Education, Switzerland
carola.mantel@phzg.ch

Dr. Hanna Ragnarsdóttir
Professor, School of Education,
University of Iceland, Iceland
hannar@hi.is

Dr. Thor-André Skrefsrud
Associate Professor of Education
Hedmark University College, Norway
thor.skrefsrud@hihm.no

List of Participants

Organizers:

Maria Teresa Tatto
Visiting Research Scholar
Oxford University, Department of Education 2013-2014
Assoc. Professor College of Education, Michigan State University
Principal Investigator IEA Teacher Education Study in Mathematics (TEDS-M)
Principal Investigator First Five Years of Teaching Study (FIRSTMATH)
116 E Erickson Hall, 620 Farm Lane, East Lansing, MI 48824, USA
mttatto@msu.edu or Teresa.Tatto@education.ox.ac.uk

Ian Menter AcSS
Professor of Teacher Education Director of Professional Programmes
Department of Education, University of Oxford
15 Norham Gardens Oxford OX2 6PY
ian.menter@education.ox.ac.uk

Beatrice Avalos
Investigadora Asociada Centro de Investigación Avanzada en Educación,
Universidad de Chile
Periodista José Carrasco Tapia Nº 75, Santiago, Chile
bavalos@terra.cl or bavalos@uchile.cl

Participants List:

Maria Teresa Tatto (Leader for the International Team)
Oxford University, Department of Education 2013-2014
Assoc. Professor College of Education, Michigan State University
Principal Investigator IEA Teacher Education Study in Mathematics (TEDS-M)
Principal Investigator First Five Years of Teaching Study (FIRSTMATH)
116 E Erickson Hall, 620 Farm Lane. East Lansing, MI 48824, USA
mttatto@msu.edu or Teresa.Tatto@education.ox.ac.uk

Ian Menter (Co-leader for the International Team)
University of Oxford
Professor of Teacher Education and Director of Professional Programmes
Department of Education, University of Oxford
15 Norham Gardens Oxford OX2 6PY
ian.menter@education.ox.ac.uk

Beatrice Avalos-Bevan (Co-leader for the International Team)
University of Chile – Center for Advanced Research in Education
Associate Researcher
Alsacia 15o, Depto 333. Las Condes, Santiago, Chile
bavalos@terra.cl

Participants and In-Country Leaders (in Alphabetical Order):

Fatma Aslan-Tutak
Bogazici University
Assistant Professor Bogazici Universitesi
Egitim Fakultesi, No:510, Bebek, 34342, Istanbul. Turkiye
fatma.tutak@boun.edu.tr

Kiril Bankov
University of Sofia, Faculty of Mathematics and Informatics
Professor
Faculty of Mathematics and Informatics
University of Sofia
bul. James Boucher 5,1164 Sofia. Bulgaria
kbankov@fmi.uni-sofia.bg 11

Ana Laura Barriendos Rodríguez
Instituto Nacional para la Evaluación de la Educación (INEE)
Jefa del Departamento de Apoyo a Proyectos, Dirección General Adjunta
José María Velasco No.101, Colonia San José Insurgentes, Delegación Benito Juárez; C.P.
03900 México, Distrito Federal.
Teléfono 5482-0900 ext. 1149
lbarriendos@inee.edu.mx

Jonei Cerqueira Barbosa
Universidade Federal da Bahia
Professor of Mathematics Education
Faculdade de Educação
Avenida Reitor Miguel Calmon, s/n. Vale do Canela – Salvador – Brazil
Postal Code 40 110- 100
jonei.cerqueira@ufba.br

Fida-Hussein Chang
PhD Student
Dissertation Research Title: Effects of the National Teacher Education Policy on Traditional Teacher Education Programs in Pakistan
Former affiliation Aga Khan University, Karachi, Sindh, Pakistan
fidahussain77@hotmail.com

Paul Conway
University College Cork (UCC)
Senior Lecturer, Director, Cohort PhD Education & Director, UCC’s Centre for Global Development (CGD)
School of Education, University College Cork (UCC), Donovan’s Road, Cork, Ireland
pconway@ucc.ie

Sylvie Coppe
University of Lyon – ESPE (Superior school of teacher training and education)
Associate Professor of Mathematics
ESPE de Lyon, Université Lyon 1, 24 rue Alfred de Musset 68628 Villeurbanne Cedex FRANCE
sylvie.coppe@univ-lyon2.fr

Rosemarievic V. Diaz
Philippine Normal University, Manila, Philippines
Director, Institute of Knowledge Management
Concurrent Deputy Dean, College of Flexible Learning and e-PNU
Philippine Normal University,
Taft Avenue, Corner Ayala Boulevard, Manila, Philippines
diaz.rv@pnu.edu.ph, rosemarievic@yahoo.com 12

Yanping Fang
National Institute of Education – Nanyang Technological University
Associate Professor
1 Nanyang Walk, Singapore 637616
yanping.fang@nie.edu.sg

Ali Godjali
Mathematics Education Department, Surya College of Education
Center of Math GASING, Surya University Jln. Scientia Boulevard Blok U No. 7
Gading Serpong, Banten 15810, Indonesia
ali.godjali@stkipsurya.ac.id

Jaakko Kauko
New Politics, Governance and interaction in Education research unit (KUPOLI), Department of Behavioural Sciences, University of Helsinki
Siltavuorenpenger 3 A, 00014 University of Helsinki, Finland
jaakko.kauko@helsinki.fi

Hulya Kilic
Yeditepe University, Turkey
Assistant professor and department head in Math Education Dept.
Yeditepe Univ. Egitim Fak. Inonu M. Kayisdagi C. GSF 5. kat Atasehir 34755 Istanbul Turkey
hulya.kilic@yeditepe.edu.tr / kilichul@yahoo.com

In-Kyung Kim
Cheongju University Assistant Professor
Department of Mathematics Education
Cheongju University
Deasung-Ro 586, Sang-Dang Gu, Cheongju City, Chungcheongbuk-do, Republic of Korea. 360-764
margikim@hanmail.net

Josephine Kusuma
Mathematics Education Department, Surya College of Education
Centre for Math GASING, Surya University
Jln. Scientia Boulevard Blok U No. 7, Gading Serpong, Banten 15810, Indonesia
josephine.kusuma@stkipsurya.ac.id

Giovanna Moreano-Villena
(Graduated Spring 2013). Thesis School mathematics reform and teacher education programs in Peru: An analysis of mathematics future teachers’ beliefs and opportunities to learn.
Research Associate, Ministry of Education, Lima, Perú
gmoreano@gmail.com 13

Mapula Gertrude Ngoepe
University of South Africa
Chair of Department; Department of mathematics education; School teacher; Research Assistant; Senior Lecturer
Department of Mathematics Education; P.O. Box 392, Pretoria, 0003
ngoepmg@unisa.ac.za

Jarmila Novotná
Charles University in Prague, Faculty of Education, Professor M.D.
Rettigove 4, 116 39 Praha 1, Czech Republic jarmila.novotna@pedf.cuni.cz

Elena C. Papanastasiou
University of Nicosa, Associate Professor
46 Makedonitissas Ave., 2414 Engomi, Nicosia, Cyprus
papanastasiou.e@unic.ac.cy

James Pippin
Michigan State University
Graduate Assistant – FIRSTMATH
College of Education, 217B Erickson Hall. East Lansing, MI 48824, USA
pippinja@msu.edu

Li Qiong
Faculty of Education
Beijing Normal University
19 Xin-jie-kou-Wai Street, Hai-Dian District, Beijing 100875
qiongli@bnu.edu.cn

Mark Reckase
Distinguished Professor
Measurement and Quantitative Methods, Michigan State University
College of Education
4th Floor Erickson Hall. East Lansing, MI 48824, USA

Michael C. Rodriguez
University of Minnesota
Associate Professor
250 Education Sciences, 56 East River Road, Minneapolis, MN 55455, USA
mcrdz@umn.edu 14

José Adolfo Santos Solares
Ministry of Education of Guatemala
Deputy Director of Assessment and Educational Research Data Analysis
Edificio Galerías Reforma, Avenida Reforma 8-60, zona 9, Torre II, 8vo. Nivel, Guatemala
jsantos@mineduc.gob.gt, jadolfosantos@gmail.com

Iliana Tsvetkova
Sofia High School of Mathematics
Teacher of mathematics
Sofia High School of Mathematics, 61 Iskar str. 1000 Sofia. Bulgaria
iliana_tzvetkova@cmokherfsu-edu

Maria Leonor Varas Scheuch
University of Chile, Professor
Center for Advanced Research in Education
Periodista José Carrasco Tapia Nº 75, Santiago, Chile
mlvaras@dim.uchile.cl and maria.leonor.varas@gmail.com

Khoon Yoong Wong
National Institute of Education – Nanyang Technological University
Associate Professor of Mathematics Education
1 Nanyang Walk, Singapore 637616
khoonyoong.wong@nie.edu.sg

Wendy M. Smith
University of Nebraska-Lincoln
Research Assistant Professor
251 Avery Hall
Lincoln, NE 68588-0131, USA
wsmith5@unl.edu

Ján Šunderlík
Constantine the Philosopher University in Nitra, Slovakia
Researcher in mathematics education
Tr A. Hlinku 1, Nitra 94974, Slovakia
jsunderlik@ukf.sk

Margarita María Zorrilla Fierro
Instituto Nacional para la Evaluación de la Educación (INEE)
Consejera de la Junta de Gobierno del Instituto Nacional para la Evaluación de la Educación
José María Velasco No.101, Colonia San José Insurgentes, Delegación Benito Juárez; C.P. 03900 México, Distrito Federal.
Teléfono 5482-0900 ext. 1214, México
margarita.zorrilla.inee@gmail.com margarita.zorrilla@inee.edu.mx

Reports and activities:

The International Research Network (IRN) will cover a broad range of research activities around the effectiveness of Financial Education and Life Skills Education. As there is currently a lack of systematic research on the effectiveness of Financial Education and Life Skills Education on a global level, this IRN will synthesize research to understand in which contexts which types of education are effective, for which target groups, and how programs and education systems can be improved. The IRN will cover research in both non-formal and formal education settings. The latter are programs implemented by NGOs, and implementation on a national scale by ministries. The focus of the research will be on education provided to children between 3 and 18, in lower-and middle income countries.

The IRN will draw upon expertise of researchers from different regional backgrounds and thematic expertise, covering Latin-America and North America, (Central, South and South-East) Asia, Africa, and Europe, as well as experts in the field of education, evaluation and training, data analysis and policy research and advise. The participants in the proposed list will actively contribute to the deliverables of this IRN, and will serve as a quality mechanism. The participants have in common that they have all contributed to the debate on life skills education, financial literacy, and/or quality education. Some of them have extensive experience in the specific area of Life Skills and Financial Education research. Their multi-cultural origins enhance a shared cross-cultural understanding of the topic which will benefit the research undertaken within the framework of the IRN and beyond. As most of the participants have conducted research in several countries, and are experienced in teamwork in virtual spaces, we are confident that communication will be effective. Communication channels will mainly be email, conference calls, more informal skype calls, and meetings in person where possible, e.g. at conferences. Sharing content will be done in virtual clouds as well, e.g. Dropbox.

The primary objective is to determine where, how, and for whom Life Skills and Financial Education should be included in children’s education. Given the limited space and competing needs of educational programs and curricula, different combinations of life skills education, financial education, other elements, or none of these may be recommended. We plan to contribute by producing a synthesis State of the Art report in 2017 that elaborates on this topic. We aim to enhance dissemination of our products to a broad audience (i.e. practitioners, policy makers, and of course researchers) and identify clear research directions for the future.

Next to producing a State of the Art report, we aim to fill research gaps. Summarized, the Life Skills and Financial Education IRN is hoping to address the following areas:

• The effectiveness of Life Skills and Financial Education at scale, e.g. when integrated in national education curricula and implemented by national bodies;
• The effectiveness of Life Skills and Financial Education for the most vulnerable children, e.g. in non-formal education settings;
• The influence of Life Skills and Financial Education and active learning methods on other subjects in school;
• The long term impact of Life Skills and Financial Education.

At least for some of these areas, additional data collection is necessary. Based on opportunities available, we are hoping to address these key gaps in the next years. Regarding longitudinal research more specifically, which is strongly subject to funding opportunities, the IRN needs at least 3 years.

Convener:

Aukje te Kaat
Research Manager
Aflatoun International
aukje@aflatoun.org

List of Participants 

• Prof Matthew Bird Professor, Graduate School, Universidad del Pacífico
• Dr. Anne Ellersiek Research, Senior Researcher German Foundation for Science and Politics and Senior Fellow, UNRISD
• Prof. Andreas Hein, Researcher and Deputy Director of Research @ Pontificia Catholic University Chile
• Alejandra Hidalgo, Research Assistant, Centro de Investigación, Universidad del Pacífico
• Aukje te Kaat, Research Manager, Aflatoun International
• Dr. Leyla Karimli, Postdoctoral Scholar, McSilver Institute for Poverty Policy and Research, NYU
• Breki Karlsson, Founder and Director General of the Institute for Financial Literacy in Iceland
• Prof. Dr. Robert Lensink, Research Director, CIBIF
• Andrew Magunda, Research Consultant Sub Sahara Africa, Results Co. and Director, Careerpath
• Lachhrindra Maharjan, Social and Financial Research Coordinator for Asia, and Chairperson, Network for Social Work Management, Nepal Chapter, Kathmandu
• Dr. Johannes Meuer, Sr. Researcher at ETH, Zurich
• Maria Claudia Peñaranda, Research Assistant, Graduate School, Universidad del Pacífico
• Daniel Shepherd, Director, IS-CS Group
• Suthinee Supanantaroek, PhD candidate, University of Groningen, the Netherlands
• Dr. Joanne Yoong, Associate Professor National University of Singapore & Director USC Center for Economic and Social Research-East

Based on experience and regional balance, interested and emerging scholars are welcome to join this IRN, as long as this is in accordance with WERA’s policy. We believe we need to be relatively flexible and accept enthusiastic members and emerging scholars to engage. In terms of leadership, Aukje te Kaat will act as a convener and will coordinate efforts and activities around this IRN.

References

Organizational Education, Organizational Learning and organized futures more and more becomes a highly relevant topic in research and practice of education all over the world. In order to internationalize research, exchange, teaching and the support of young researchers, national and international societies of education start to become a relevant factor for the institutionalization and professionalization of organizational education research and connections in research networks and links. “Futures in Organizing” therefore is a focus of this international research network proposal, which is initiated by the chairs of German Commission of Organizational Education (GERA – OE) in cooperation with other international academic colleagues and academic institutions from Austria, UK; Denmark; Bhutan; New Zealand and Taiwan. Our common intention is, to strengthen the internationalization of organizational education research and of “futures in organizing” (Neuhaus 2007).

Link Convener:

Univ. Prof. Dr. Susanne Maria Weber,
Marburg, Germany
Organizational Education, GERA (German Educational Research Association)
(Organizer of the Link and Network; and vice-chair of the German Education Research Association commission Organizational Education)
Research Group Innovation – Organization – Networks
Institute of Education
Philipps University of Marburg, D-35037 Marburg
Germany office: 0049 (0)6421/ 28-22290 mobile: 0049 (0)162/ 4777755 fax: 0049 (0)6421/ 28-22296
susanne.maria.weber@uni-marburg.de
http://www.uni-marburg.de/fb21/i-on

Co-Conveners

Dr. Anna Brake, Augsburg, Germany
Research Associate
University of Augsburg
Unit of Empirical Social Research
Building D, level 3, Universitystreet 10
D- 86159 Augsburg

Prof. Dr. Helen Colley, UK, Huddersfield Professor of Lifelong Learning and Director of Graduate Education, SEPD, University of Huddersfield Visiting Professor of Adult Education, OISE, University of Toronto School of Education and Professional Development | University of Huddersfield | Queensgate | Huddersfield | HD1 3DH | United Kingdom | Tel: +44 (0)1484 478114 | SEPD Reception: +44 (0)1484 478249

Univ. Professor Byung Jun Yi, Pusan National University, South Corea Department of Education Pusan National University 305-1, 2nd Education Building Geumjeong-gu Pusan 609-735 South Korea. Telephone: 0082-51- 510- 2632  ; 0082-10-4177-2632. Email: green957@naver.com ; bjyi62@hotmail.com

Reports and Activities

The research topic of this IRN is Overcoming Inequalities in Schools and Learning Communities: Innovative and Audacious Education for a New Century. This initiative serves to address educational social exclusion as a challenge impacting poor, disadvantaged, and otherwise underserved populations affected by global colonization.

This empirical research features, interdisciplinary solutions for and with learners most heavily affected. Network researchers aim to focus on the exploration of successful actions with children, youth and communities of learners historically excluded and systematically underserved to overcome educational and social exclusion. Innovations will be investigated in regional, national, or cultural contexts to increase worldwide cooperation in the study of successful actions ranging from the consideration of Indigenous students first in their families to attend university (Australia), to educational leadership from a Maori perspective benefitting Indigenous learners (NZ) to new explorations of successful educational actions and ‘funds of knowledge’ in Roma communities (UK & ES), to successful ‘student of colour’ learning communities (US), to model teacher education programs across national boundaries that prepare teachers to work successfully with historically excluded students (US). The inclusion of researchers across disciplines and nations committed to conducting strengths-based international comparative research to further impact lives of historically excluded students who have been traditionally unsuccessful in educational settings and contexts, distinguishes our network.

Exciting News and IRN Activity:
On 19 November 2015, this IRN will be presenting a symposium at the Faculty of Psychology and Education at the University of Deusto in Bilbao. The title of this symposium is ‘Opening Horizons to the World-Wide Perspective of the Basque Educational Research’.

For more information on this symposium, click here.


Conveners:

Rocio Garcia-Carrion, Ph.D.
Ikerbasque Research Fellow,
President of the Multidisciplinary Educational Research Association, AMIE
Faculty of Psychology and Education
University of Deusto
Avda. Universidades, 24. 48007 Bilbao, Spain.
rocio.garcia@deusto.es

Lorri J. Santamaría, Ph.D.
MA, DipTchg AZ; DipEdAdmin CA | Associate Professor and Head of School | Learning, Development and Professional Practice/ Te Kur Whakatairanga i te Ako Ngaio me te Whanaketanga | Faculty of Education and Social Work/ Te Kura Akoranga o Tāmaki Makaurau |
Office: H517| Gate 3, 74. Epsom Ave, Epsom | Private Bag. 92601, Symonds St, Auckland, New Zealand
l.santamaria@auckland.ac.nz

Arnetha F. Ball, Ph.D.
Professor, Stanford Graduate School of Education
Affiliate Faculty, Center for Comparative Studies in Race and Ethnicity
Co-Director, Center for Race, Ethnicity, and Language (CREAL)
Fellow, The American Educational Research Association
Faculty Fellow, The Clayman Institute for Gender Research
Visiting Scholar, Queensland University of Technology and University of Auckland
Stanford University, United States of America
arnetha@stanford.edu

List of Participants

1. Aitor Gomez Gonazalez 
2. Jo Lampert
3. Bruce Burnett

References

Ball, A. F. (2009). Toward a theory of generative change in culturally and linguistically complex classrooms. American Educational Research Journal, 46(1), 45-72. NY: AERA Publication.

Ball, A. F. & Tyson, C. A. (Eds.). (2011). Studying Diversity in Teacher Education. Washington, DC: AERA Publication. Rowman & Littlefield Publishers.

Brunello, G. & Checchi, D. (2007). Does school tracking affect equality of opportunity? New international evidence, Economic Policy, 22(52), 781–861.

Darling-Hammond, L. (1996). What matters most: Teaching for America’s future. New York, NY: National Commission on Teaching and America’s Future

Federal Interagency Forum on Child and Family Statistics. (1999). America’s children: Key national indicators of well-being. Washington, DC: U.S. Government Printing Office.

Flecha, R. & Soler. M. (2013). Turning difficulties into possibilities: engaging Roma families and students in school through dialogic learning. Cambridge Journal of Education, 43(4), 451-465.

Ladson-Billings, G. (1994). The Dreamkeepers: Successful Teachers of African American Children. San Francisco: Jossey-Bass.
Meece, J.L., & Kurtz-Costes, B. (2001). The Schooling of Ethnic Minority Children and Youth: A Special Issue of Educational Psychologist. Educational Psychology, 36 (1), 1-7.

Oakes, J. (2005). Keeping track: How schools structure inequality. Yale University Press.

Orfield, G. (2001). Schools more separate: Consequences of a decade of resegregation. Cambridge, MA: Harvard Civil Rights Project.

Sarra, G. (2011). Strong and smart : towards a pedagogy for emancipation : education for first peoples, Routledge: New York.

Weinstein, R. S. (2002). Reaching Higher: The Power of Expectations in Schooling. Cambridge, MA: Harvard University Press. Zimmer, R. (2003). A New Twist in the Educational Tracking Debate, Economics of Education Review, 22(3), 307.

Reports and Activities

Reading literacy can be regarded as one of the most important abilities students acquire as they progress through their early school years (Mullis, Martin, Foy and Drucker, 2012). As a foundation for learning across all subjects, literacy can be used for recreation and personal growth, while simultaneously providing young children with the ability to participate more extensively in their communities and societies. Worldwide, education systems are challenged with providing equal and quality education as a basic right to all its citizens. Grave concerns with regard to low levels of student achievement pervade research initiatives and educational debates for students who come from high-risk, disadvantaged communities. In developing contexts, the adverse effects of lack of resources and low socioeconomic status on achievement are well documented (for example Howie, van Staden, Tshele, Dowse & Zimmerman, 2012; Netten, Droop & Verhoeven, 2011; van der Berg, 2008; Sailors, Hoffman & Matthee, 2007; Bos, Scwippert & Stubbe, 2007; Becker & Luthar, 2002). Also of concern is the ever-widening gap in performance between children from rural backgrounds and children from urban areas (Geske & Ozola, 2008; Flowers & Flowers, 2008). Rural settings are often associated with lack of basic services (such as sanitation), lack of resources and generally poor quality of schooling offered to children inhabiting them. In a study undertaken by Pretorius and Naude (2002) on the topic of poor reading and writing ability among children in South African townships, it was found that only 36% of primary school children could take a book, turn it into the correct position and open it as if they were about to read from it. Only 43% of children knew that words tell the story in a book. Pretorius and Naude (2002) ascribe this underachievement to a lack of 3 books in the home, to parents or caregivers who themselves are illiterate and do not demonstrate reading at home, and to the lack of proper pre-school education.

Developing contexts worldwide face challenges in providing quality education to its marginalised and disadvantages student populations. Despite considerable investment in educational input (such as policy and resources) and processes (such as curriculum provision and teacher support), outcomes (in the form of student achievement) often remain disappointingly low. Students from developing contexts generally perform poorly in international comparative assessment studies such as PIRLS, the Trends in International Maths and Science Study (TIMSS) and the Southern and Eastern African Consortium for the Monitoring of Educational Quality (SACMEQ). Well documented evidence of poor student achievement and persisting challenges encountered in worldwide contexts that present disadvantaged student populations at risk of failure or drop-out serves as backdrop to the proposed network. Through the proposed IRN, a platform for the current knowledge and theoretical insights of research on reading literacy and associated reading interventions for high-risk children from disadvantaged communities is proposed.

Conveners:

Surette van Staden 
University of Pretoria, South Africa
Surette.vanstaden@up.ac.za

List of Participants 

Prof Ambigapathy Pandian
Prof. Nancy Madden
Prof. Janet Condy
Prof. Deslea Konza
Dr. Mechteld van Kuijk
Dr. Lisa Zimmerman
Mr. Sakil Malik
Prof Janet Condy
Prof Ambigapathy Pandian
Mr Sakil Malik
Dr Mechteld van Kuijk
Prof Elizabeth Pretorius
Dr Hans Wagemaker
Prof Roel Bosker
Dr Stephen Taylor
Ms Nelladee Palane
Ms Celeste Combrinck
Mr Matt Ditchfiel
Prof Nancy Madden
Prof Brahm Fleisch
Prof Elbie Henning
Dr Andrea Netten
Ms Marjeta Doupona
Prof Ina Joubert
Prof Robert Slavin
Ms Ginette Perdok
Ms Nathalie Koenig
Ms Susie Taylor
Prof Doug Willms
Ms Annika Bergbauer
Prof Molly Brown
Ms Cilla Dowse

References

Bos W, Schwippert K & Stubbe TC 2007. The linkage of social background and achievement, an international perspective. In W Bos, S Hornberg, KH Arnold, G Faust, L Fried, EM Lankes, K

Schwippert & R Valtin (eds). IGLU 2006: Lesekompetenzen von Grundschulkinderen in Deutschland im internationalen Vergleich (pp. 225-247). Munster: Waxmann.

Flowers, TA & Flowers, LA 2008. Factors affecting urban African American high school students’ achievement in reading. Urban Education, 43(2):154-171.

Geske A & Ozola A 2008. Factors influencing reading literacy at the primary school level. Problems of Education in the 21st Century, 6:71-77.

Howie, SJ, van Staden, S, Tshele, M, Dowse, C. & Zimmerman, L 2012, South African Children’s Reading Literacy Achievement Summary Report. Pretoria: Centre for Evaluation and Assessment.

Mullis, IVS, Martin, MO, Foy, P & Drucker, KT 2012, PIRLS 2011 International Results in Reading. Chestnut Hill, MA: Boston College.

Netten A, Droop M & Verhoeven L 2011. Predictors of reading literacy for first and second language learners. Reading and Writing, 24:413-425.

Pretorius, EJ & Naude, H 2002, ‘A culture in transition: Poor reading and writing ability among children in South African townships’, Early Child Development and Care 172, 439-449.

Sailors M, Hoffman JV & Matthee B 2007. South African schools that promote literacy learning with students from low-income communities. Reading Research Quarterly, 42(3):364-387.

Servaas van der Berg. 2008. How effective are poor schools? Poverty and educational outcomes in South Africa. Studies in Educational Evaluation 34(3), September: 145-154

Reports and Activities

This IRN is designed to facilitate collaborative work on the relatively recent rise of markets and the institutionalization of private interests in education. While the emergence of markets as a model and mechanism for organizing education is increasingly prominent in different contexts around the globe, research on their proliferation and impact has tended to be rather isolated, and therefore likely misses the important comparative nuances in policy variation and contextual factors across different sites. Participants in this network seek to expand the knowledge base on the impacts of market in education, pursuing strategic collaborations on a key set of issues with cross-national implications. Using the WERA communications and archiving tools, we will establish working groups around critical issues, expand our network, identify and target research possibilities, and organize conference and publishing opportunities to advance the research aims of the network.

Conveners:

Kalervo N. Gulson
School of Education
Faculty of Arts and Social Sciences
University of New South Wales, UNSW
Sydney, NSW, Australia, 2052
k.gulson@unsw.edu.au

Christopher Lubienski
Associate Professor
University of Illinois
Department of Education Policy
338 Education Building,1310 South 6th Street, MC-708. Champaign, IL, 61820, USA
club@illinois.edu

List of Participants

Organizers:

Kalervo N. Gulson
School of Education
Faculty of Arts and Social Sciences
University of New South Wales, UNSW
Sydney, NSW, Australia, 2052
k.gulson@unsw.edu.au

Christopher Lubienski
Associate Professor
University of Illinois
Department of Education Policy
338 Education Building,1310 South 6th Street, MC-708
Champaign, IL, 61820, USA
club@illinois.edu

Initial Participants List

Miquel Àngel Alegre
Universitat Autònoma de Barcelona, Institut de Govern i Polítiques Públiques Grup de Recerca ‘Educació i Equitat’ (2009-SGR-653),
Edifici MRA, 08193 Bellaterra, Spain
miguelangel.alegre@uab.cat

Nihad Bunar
Professor
Department of Child and Youth Studies
Stockholm University, 10691, Stockholm, Sweden
nihad.bunar@buv.su.se

Patricia Burch
Associate Professor
University of Southern California
Los Angeles, CA 90089, USA
pburch@usc.edu

Matthew Clarke
School of Education
Faculty of Arts and Social Sciences
University of New South Wales, UNSW
Sydney, NSW, Australia, 2052
m.clarke@unsw.edu.au

Aslam Fataar
Stellenbosch University
3029, 3rd floor, GG Cillie building
Ryneveld Street, matieland 7642, South Africa
afataar@sun.ac.za

Gerald Fallon
Assistant Professor
University of British Columbia
2610 Departure Bay Road
Nanaimo BC, Canada
Gerald.fallon@ubc.ca

Priya Goel
University of Illinois Urbana-Champaign
372 Education Building, 1310 South 6th Street, MC-708,
Champaign, IL, 61820, USA
pgoel4@illinois.edu
(MBA-Phd)

Liz Gordon
Managing Director
Pukeko Research Ltd
P.O. Box 2031, Christchurch 8140, New Zealand
lizgordon@paradise.net.nz

Kalervo N. Gulson
School of Education
Faculty of Arts and Social Sciences
University of New South Wales, UNSW
Sydney, NSW, Australia, 2052
k.gulson@unsw.edu.au

Álvaro Hypolito
Associate Professor
Federal University of Pelotas, Brazil
hypolito@ufpel.edu.br

Jin Lee
University of Illinois
Department of Education Policy, Organization & Leadership
345 Education Building, 1310 South 6th Street
Champaign, IL, 61820, USA
jinlee5@illinois.edu

Christopher Lubienski
Associate Professor
University of Illinois
Department of Education Policy
338 Education Building, 1310 South 6th Street, MC-708
Champaign, IL, 61820, USA
club@illinois.edu

Gary Miron
Professor of Evaluation, Measurement and Research
Western Michigan University, &
Director of Evaluation, Planning, and Policy Analysis, LLC
1010 Short Road, Kalamazoo, MI 49008, USA
garmiron@gmail.com

Tarek Mostafa
University of London – Institute of Education
Department of Quantitative Social Science – Centre for Longitudinal Studies, 55-59 Gordon Square,
London, WC1H 0NU. Room 301. England, United Kingdom
T.Mostafa@ioe.ac.uk

Bekisizwe Ndimande
Assistant Professor
University of Illinois
Department of Curriculum and Instruction
315 Education Building, 1310 South 6th Street, MC-708
Champaign, IL, 61820, USA
ndimande@illinois.edu

Emma Rowe
Monash University
Department of Education
Building 6, Office G15. Clayton Campus
Wellington Rd, Victoria, Australia 3168
Emma.Rowe@monash.edu
(PhD Candidate)

Janelle Scott
Associate Professor
University of California, Berkeley
Graduate School of Education & African American Studies Department
5637 Tolman Hall, Berkeley, CA 94720, USA
jtscott@berkeley.edu

Piia Seppänen
Center for Research on Lifelong Learning and Education
University of Turku
Publicum, room 411, FI-20014
Turun yliopisto, Finland
piia.sepn@paneutu.fi
(Post-doctoral researcher)

Prachi Srivastava
Associate Professor
University of Ottawa
School of International Development and Global Studies
Social Sciences Building, 8th Floor,120 University, Ottawa, Ontario, Canada, K1N 6N5
prachi.srivastava@uottawa.ca

Chris Taylor
Cardiff University School of Social Sciences
Glamorgan Building, King Edward VII Avenue
Cardiff, Wales, CF10 3WT
TaylorCM@cardiff.ac.uk

Martin Thrupp
Professor of Education
Faculty of Education
University of Waikato
Hillcrest Rd, Gate 5, Private Bag 3105
Hamilton 3240, New Zealand
thrupp@waikato.ac.nz

Agnes Van Zanten
SciencesPo, OSC – 27, rue Saint-Guillaume
75337 Paris, Cedex 07, France
agnes.vanzanten@sciences-po.fr

Marcus B. Weaver-Hightower
Associate Proffesor
University of North Dakota
Educational Foundations and Research
231 Centennial Drive, Stop 7189, Grand Forks, ND 58202
mwh@und.edu

P. Taylor Webb
University of British Columbia
Department of Educational Studies
2044 Lower Mall
Vancouver, British Columbia, V6T1Z4, Canada
taylor.webb@ubc.ca

Ee-Seul Yoon
University of British Columbia
Educational Studies Department
Ponderosa Annex G, 2044 Lower Mall
Vancouver, BC, Canada, V6T 1Z2
eeseul@gmail.com
(PhD candidate)

Although people often benefit from cooperating (learn more, solve complex problems, …), some interactions are more effective than others. Hence, understanding how people influence one another’s emotions, thinking and actions (social metacognition) to achieve their goals and avoid pitfalls can improve their interactions. To develop social metacognition theory, we use artificial intelligence and advanced statistics to analyze complex, big data, specifically talk/action sequences, both face-to-face (e.g., discussions to improve teaching, technicians’ problem solving) and online (debates, mathematics problem solving forums).   

1. How do people’s recent cognitive (e.g., new idea) and social metacognitive talk/action sequences (e.g., disagree, question) influence other’s talk/actions?
2. How do sequences of people’s cognitive and social metacognitive actions influence their outcomes (learning, teaching, problem solving, debates)?

We situate our social metacognition theory within micro-time-, activity-, and society-contexts. Our Assessment Research Centre’s network of 28 researchers includes students, post-doctoral fellows, and professors at each rank from 9 countries/regions. 

Convener

Ming Ming Chiu, PhD
Chair Professor of Analytics and Diversity
Director, Assessment Research Centre
Department of Special Education and Counselling
Education University of Hong Kong
mingmingchiu@gmail.com
orcid.org/0000-0002-5721-1971

Final Progress Report

List of Participants:

References

Chiu, M. M. (2018). Statistically modelling effects of dynamic processes on outcomes: An example of discourse
sequences and group solutions. Journal of Learning Analytics, 5(1), 75-91.

Chiu, M. M., & Kuo, S. W. (2009). From metacognition to social metacognition: Similarities, differences, and
learning. Journal of Education Research, 3(4), 1-19.

Chiu, M. M., & Lehmann-Willenbrock, N. (2016). Statistical discourse analysis: Modeling sequences of
individual behaviors during group interactions across time. Group Dynamics: Theory, Research, and Practice,
20(3), 242-258. doi:10.1037/gdn0000048

Chiu, M. M., & Roberts, C. A. (2018). Improved analyses of single cases: Dynamic multilevel analysis.
Developmental Neurorehabilitation, 21(4), 253-265. DOI:10.3109/17518423.2015.1119904
Johnstone, B. (2018). Discourse analysis. New York: Wiley.

Krippendorff, K. (2012). Content analysis. Thousand Oaks, CA: Sage.

This IRN creates a global networking space to discuss educational inequality, equity, and related policies. To build a global community of scholarship on these topics in the 21st Century, there needs to be an interactive, real-time, and accessible venue in which to discuss contemporary issues in education and education research methods and data. The Center for Research on Educational Opportunities (CREO) is a premier sociology of education research center at the University of Notre Dame. With its network of scholars and its resources, it is well-equipped to field to a global audience an online lecture series on sociology of education research on educational inequality and related policies. The lecture series will have a live webcast, hold an interactive and global question-and-answer session live with the speaker, facilitate an online discussion board after the lecture, host a blog space for international participation, and house the past video of lectures in an archive. This format of this IRN will thus make an education resource easily accessible to a global audience, and create space where synthesis of knowledge, critical examinations, and promising collaborations/work groups can begin.

Conveners:

Dr. Heather Price
Affiliate, Center for Research on Educational Opportunities
University of Notre Dame
1010 Flanner Hall, Notre Dame, IN 46556
hprice@nd.edu.

Dr. Mark Berends
Director, Center for Research on Educational Opportunities
University of Notre Dame
1010 Flanner Hall, Notre Dame, IN 46556
Mark.Berends.3@nd.edu.

Dr. William Carbonaro
Associate Professor
University of Notre Dame
1016 Flanner Hall, Notre Dame, IN 46556
William.Carbonaro.1@nd.edu

The 21^st century is characterized by a rapidly changing, technology-based economy and an increasingly diverse and complex world. In this landscape, education has to be structured to meet current needs while anticipating emerging trends and challenges for students. Successful teachers must be professional leaders who are thinkers and researchers, and not “technician, consumer, receiver, transmitter and implementer of other people’s knowledge”  ADDIN EN.CITE Cochran-Smith19991`, p. 16(Cochran-Smith & Lytle, 1999, p. 16)1117Cochran-Smith, M.Lytle, S. Educational Researcher Educational Researcher 15-25 2871999(Cochran-Smith & Lytle, 1999, p. 16).

Teacher education literature points us to inquiry-based approaches as a way of preparing teachers who are thoughtful, reflective and inquiring. Nonetheless, there is limited amount of theoretical and empirical work done in teacher education where the outcome is teacher learning  ADDIN EN.CITE Cochran-Smith200530(Cochran-Smith & Zeichner, 2005)303028Cochran-Smith, M.Zeichner, K. M. 2005 America Lawrence Erlbaum Associates, Inc (Cochran-Smith & Zeichner, 2005). Thus there is a need for more conversation internationally on inquiry in teacher education, and more high-level research, especially globally, that defines critical components of teacher education programs that prepare teachers to be inquiring thinkers and researchers.

Aims and Objectives of this IRN include:

1. To create an international platform for teacher educators to share and learn about practices of teacher education programs with strong inquiry components.
2. To facilitate conversations amongst teacher educators and researchers from different cultures and continents on what it means to be a thoughtful, reflective, and inquiring teacher.
3. To establish a network of researchers who focus on inquiry-based approach in teacher education.
4. To facilitate collaboration among researchers internationally to examine key components of teacher education programs that impact teachers’ learning, especially from the perspective of being thoughtful, reflective, and inquiring.
5. To collate documentary accounts of strong teacher education programs that aim to prepare teachers who are thoughtful, reflective, and inquiring.
6. To have a professional voice on teacher education to influence governments and policy makers by working through appropriate networks such as WERA and the Southeast Asian Ministers of Education Organization Regional Centre for Higher Education and Development (SEAMEO RIHED).

Conveners:

Oon Seng Tan
Professor
Dean, Teacher Education
National Institute of Education, Singapore
Email: oonseng.tan@nie.edu.sg
(Governing Board Member, Southeast Asia Ministers of Education Organisation Regional Institute for Higher Education Development, SEAMEO RIHED)

Reports and activities:

This WERA International Research Network (IRN) will address the policy / curriculum / teacher education challenge with an innovative, inverted approach that examines the minimum literacy (basic knowledge, skills, access, support) levels that can be achieved in high, low and conflict/disaster affected countries through a core HPSD instructional program and across the curriculum within the emerging generic competencies models. 

The over-arching policy/program relevant research issues to be addressed are:

• What can we reasonably expect all students to learn about health, safety, life/social skills and social inclusion at the end of primary and secondary schooling through a core HPSD curriculum, life skills education/co-curricular program or non-formal learning as well as in generic competency/skills models across the curriculum in three typical country contexts (high, low and conflict affected)?
• How can such basic learning, essential to the achievement of the 2030 UN Goals be achieved, measured and monitored effectively? How can we inform, assist global organizations and countries in working towards these reasonable expectations and to build capacity to do so?
• How can initial teacher education and in-service development programs be modified and strengthened so that all primary and secondary teachers as well as specialist teachers have the generic competencies, basic knowledge about relevant issues, beliefs, sense of efficacy and professional commitment needed to support their students learning and development?  

The key output of this IRN will be a synthesis report presented to the FRESH Working Group and relevant UN agencies that identifies potential, evidence-based and practical policy/program directions for consideration at the global and country levels. This report will provide a description of what is known from research and practice and what we need to know through different but aligned investigations. It will identify different models and structures for curriculum development in different contexts. It will identify and list successful examples as well as what we have learned from our mistakes.

Conveners

Daniel Laitsch
Centre for the Study of Educational Leadership and Policy (CSELP)
Simon Fraser University
Vancouver, British Columbia
dlaitsch@sfu.ca

Douglas McCall
Executive Director
International School Health Network
Surrey, British Columbia
dmccall@internationalschoolhealth.org

Conveners

• Dr. Daniel Laitsch, Director, Centre for Educational Leadership & Policy, Professor, Faculty of Education, Simon Fraser University, Vancouver, BC
• Dr. Paul Downes, Director, Educational Disadvantage Centre, Professor, Dublin City University, Ireland
• Dr. Don Nutbeam, Professor of Public Health, School of Public Health. University of Sydney, Sydney, Australia
• Dr. Kimberly Schonert-Reichl, Director, Human Early Learning Partnership, University of British Columbia, Vancouver, Canada
• Michel Janosz, Directeur, École de Psychoéducation, Directeur, Groupe de recherche sur les environnements scolaires, Universite de Montreal, Canada
• Dr. Masamine Jimba, Professor, School of Medicine, The University of Tokyo, Japan Consortium for Global School Health Research
• Dr Sachi Tomokawa, Assistant Professor, Department of Teacher Education, Shinshu University, Japan
• Ms. Rachel Parker, Senior Research Fellow, Australian Council for Educational Research (ACER)
• Mr. Manuel Cardoso, Education Specialist, UNICEF, New York
• Dr. Helen Bond, Associate Professor of Education at Howard University, Washington DC
• Sara Zeiger, Senior Research Associate, Hedayah Center, United Arab Emirates
• Dr. Feriha Peracha, Director of  the Sabaoon Centre, Pakistan
• Dr. Joy-Telu Hamilton-Ekeke, Head of Department of Teacher Education Department, Niger Delta University, Nigeria
• Dr. Suzanne Hargreaves, Senior Education Officer, Education Scotland, Teacher Fellow at the University of Stirling
• Ms. Jasodhara Bhattacharya, Policy Analyst, Brookings Institution
• Professor Kerry Kennedy, Research Chair Professor, Department of Curriculum and Instruction, Hong  Kong Institute of Education
• Dr. Emma C Pearson, Universiti Brunei Darussalam (UBD)
• Mr. Philip Purnell, Manager, Educational Research & Innovation, South East Asia Ministers Education Organization INNOTECH
• Dr. Jonathan Shepherd, Principal Research Fellow, Southampton Health Technology Assessments Centre, University of Southampton, UK

Reports

Teachers play a central role in the preparation of future generations of K-12 students, and teacher competencies are among the most important characteristics that influence student achievement worldwide (Hattie, 2009). Examining them is therefore an important measure to ensure students’ individual growth and school quality. Assessing teacher competencies is still a neglected research field. The progress made in empirical research on student achievement since the 1990’s has revealed that only few comparable efforts exist with respect to teachers (Hascher & Neuweg, 2012). The research deficit can be traced back to the complexity of teacher competencies (Neuweg, 2011; Klieme, 2012).

The purpose of this IRN is to promote collaborative cross-country research on teacher competencies (for example, see Blömeke et al., 2012, 2013): how they develop during initial teacher education and professional development and what effects they have on classroom performance. A report, in which the state of research on this issue is synthesized will be produced, with an anticipated publication date of the WERA Meeting in 2014. The report will have a methodological focus, where benefits and limitations of promising assessment approaches will be presented and discussed. The report will also have a substantive focus in which empirical results on teacher competencies are summarized. Importantly, this IRN will advance education research, by stimulating collaborative research work in promising research directions of worldwide significance. Such directions, for example, include standardized assessment approaches that aim to come as close as possible to situated cognitions and action of teachers.

Convener:

Prof. Dr. Sigrid Blömeke
Full Professor of Instructional Research
Humboldt University of Berlin/ Department of Education
Unter den Linden 6, D – 10099 Berlin
Sigrid.bloemeke@staff.hu-berlin.de


Organiser:

Prof. Dr. Sigrid Blömeke
Full Professor of Instructional Research
Humboldt University of Berlin/ Department of Education
Unter den Linden 6, D – 10099 Berlin
Sigrid.bloemeke@staff.hu-berlin.de

List of participants

Beatrice Avalos
Investigadora Asociada
Centro de Investigación Avanzada en Educación,
Universidad de Chile
Santiago, Chile
bavalos@terra.cl or bavalos@uchile.cl

Horst Biedermann
Full Professor for School Education and
Executive Director of the Teacher Education Center
University of Flensburg
Flensburg, Germany
horst.biedermann@uni-flensburg.de

Sigrid Blömeke
Full Professor of Instructional Research
Humboldt University of Berlin/ Department of Education
Sigrid.bloemeke@staff.hu-berlin.de

Christian Brühwiler
Head, Institute of Research on Teaching Profession and on Development of Competencies
University of Teacher Education, St.Gallen
St.Gallen, Switzerland
Christian.bruehwiler@phsg.ch

Bert P.M. Creemers
University of Groningen
Faculty of Behavioral and Social Sciences
Groningen, Netherlands
b.p.m.creemers@rug.nl

Charalambos Charalambous
University of Cyprus
Department of Electrical and Computer Engineering
Nicosia, Cyprus
chadcha@ucy.ac.cy

Kai Schnabel Cortina
Associate Professor, School of Education, Associate Professor, Department of Psychology,
College of Literature, Science, and the Arts
University of Michigan
schnabel@umich.edu

Seán Delaney
Senior Lecturer
Coláiste Mhuire Marino
Dublin, Ireland
sean.delaney@mie.ie

Hans Gruber
Professor of Educational Science
University of Regensburg, Germany
hans.gruber@ur.de 

Jan-Eric Gustafsson
Professor, Faculty of Education
University of Gothenburg
Gothenburg, Sweden
jan-eric.gustafsson@ped.gu.se

Tina Hascher
Universität Bern, Switzerland
tina.hascher@edu.unibe.ch

Feng-Jui Hsieh
Professor, Department of Mathematics
National Taiwan Normal University (NTNU)
Taipei, Taiwan
hsiehfj@math.ntnu.edu.tw

Eckard Klieme
Director of the Center for Research on Educational Quality and Evaluation
Professor of Educational Sciences
Goethe University Frankfurt/M.
klieme@dipf.de

Johannes König
Full Professor
Empirical School Research, Quantitative Methods
University of Cologne, Germany
johannes.koenig@uni-koeln.de

Leonidas Kyriakides
Department of Education
University of Cyprus
Nicosia, Cyprus
kyriakid@ucy.ac.cy

Yuan-Shun Lee
Professor
Department of Mathematics
Taipei Municipal University of Education
leeys@tmue.edu.tw

Kevin Miller
Combined Program in Education & Psychology
University of Michigan
Ann Arbor, Michigan
kevinmil@mich.edu

Georg Neuweg
Head, Department of Business and Vocational Education and Training
Johannes Kepler University
Linz, Austria
georg.neuweg@jku.at

Lynn Paine
Professor, Department of Teacher Education
Adjunct Professor of Sociology and Women’ Studies
Michigan State University
East Lansing, MI
painel@msu.edu

Bettina Rösken-Winter
Faculty of Mathematics
Ruhr-Universität
Bochum, Germany
bettina.roesken@rub.de

William H. Schmidt
University Distinguished Professor
Director, Center for the Study of Curriculum
Co-Director, MSU Education Policy Center
Michigan State University
East Lansing, MI
bschmidt@msu.edu

Barbara Schober
Department of Applied Psychology, Work, Education, and the Economy
University of Vienna
Vienna, Austria

Christiane Spiel
Faculty of Psychology
Department of Economic Psychology, Educational Psychology, and Evaluation
University of Vienna
Vienna, Austria
Christiane.spiel@univie.at

Fritz C. Staub
University of Fribourg
Fribourg, Switzerland
Fritz.staub@unifri.ch

Khoon Yoong Wong
Associate Professor of Mathematics
Mathematics and Mathematics Education Group
National Institute of Education
Nanyang Technological University
Singapore
Khoonyoong.wong@nie.edu.sg

References

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Avalos-Bevan, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. Teaching and Teacher Education 27 (1), 10-20.
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Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., . . . Tsai, Y.-M. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133–180.
Biedermann, H. & Oser, F. (2011). Wirksame Lehrerausbildung: Globale Ausbildungskultur und/oder regionale Routinenschulung? TEDS-M – erste internationale Vergleichsstudie der IEA mit Fokus auf die Lehrerausbildung. Beiträge zur Lehrerbildung, 29 (1), 66-81.
Blömeke, S. (2012). Content, professional preparation and teaching methods: How diverse is teacher education across countries? Comparative Education Review.
Blömeke, S., & Paine, L. (2008). Getting the fish out of the water: Considering benefits and problems of doing research on teacher education at an international level. Teaching and Teacher Education, 24(4), 2027–2037.
Blömeke, S., Suhl, U., & Kaiser, G. (2011). Teacher education effectiveness: Quality and equity of future primary teachers’ mathematics and mathematics pedagogical content knowledge. Journal of Teacher Education, 62(2), 154–171.
Blömeke, S., Suhl, U., Kaiser, G., & Döhrmann, M. (2012). Family background, entry selectivity and opportunities to learn: What matters in primary teacher education? An international comparison of fifteen countries. Teaching and Teacher Education, 28, 44–55.
Blömeke, S., Suhl, U., & Döhrmann, M. (2012). Zusammenfügen was zusammengehört. Kompetenzprofile am Ende der Lehrerausbildung im internationalen Vergleich. Zeitschrift für Pädagogik.
Blömeke, S., Zlatkin-Troitschanskaia, O., Kuhn, C. & Fege, J. (Eds.), Modeling and Measuring Competencies in Higher Education. Rotterdam: Sense Publishers.
Bromme, R. (1994). Beyond subject matter: A psychological topology of teachers’ professional knowledge. In R. Biehler, R. W. Scholz, R. Straesser, & B. Winkelmann (Eds.), Mathematics didactics as a scientific discipline: The state of the art (pp. 73–88). Dordrecht: Kluwer.
Brown, S., & McIntyre, D. (1983). Teacher Attitudes and Innovation Characteristics. Let’s Try Again: A Rejoinder. Curriculum Inquiry, 13, 447–451.
Brühwiler, C. & Blatchford, P. (2011). Effects of class size and adaptive teaching competency on classroom processes and academic outcome. Learning and Instruction, 21 (1), 95-108.
Delaney, S., Ball, D. L., Hill, H. C., Schilling, S. G., & Zopf, D. (2008). “Mathematical knowledge for teaching”: Adapting U.S. measures for use in Ireland. Journal of Mathematics Teacher Education, 11(3), 171–197.
Endsley, M. R. (1995) Toward a theory of situation awareness in dynamic systems. Human Factors, 37(1), 32–64.
Endsley, M.R. (2000). Theoretical underpinnings of situation awareness. In M.R. Endsley & D.J. Garland (Eds.), Situation awareness analysis and measurement (pp. 1–21). Mahwah, NJ: Erlbaum.
Hascher, T. & Neuweg, G. H. (Eds.) (2012), Forschung zur (Wirksamkeit der) Lehrer/innen/bildung. Münster: LIT.
Hattie, J. (2009). Visible Learning: A Synthesis of over 800 Meta‐Analyses relating to Achievement. London: Routledge.
Hill, H. C., Ball, D. L., & Schilling, S. G. (2008). Unpacking pedagogical con­tent knowledge: Conceptualising and measuring teachers’ topic-specific knowl­edge of students. Journal for Research in Mathematics Education, 39(4), 372–400.
Kagan, D. M. (1992). Professional growth among preservice and beginning teachers. Review of Educational Research, 62(2), 129-169.
Klieme, E. (2012). Internationales Large Scale Assessment in der Lehrerbildung.
Zeitschrift für Pädagogik, 58 (4), 492-499.
Klieme, E. & Vieluf, S. (2009). Teaching practices, teachers’ beliefs and attitudes.
Creating Effective Teaching and Learning Environments. First Results from TALIS (pp. 87-135). Paris: OECD.
König, J., Blömeke, S., Paine, L., Schmidt, B. & Hsieh, F.-J. (2011). General Pedagogical Knowledge of Future Middle School Teachers. On the Complex Ecology of Teacher Education in the United States, Germany, and Taiwan. Journal of Teacher Education, 62 (2), 188-201.
König, J. & Blömeke, S. (2012). Future Teachers’ General Pedagogical Knowledge from a Comparative Perspective: Does School Experience Matter? ZDM – The International Journal on Mathematics Education, 44 (3), 341-354.
König, J., Blömeke, S., Paine, L., Schmidt, W. H. & Hsieh, F.-J. (2011). General Pedagogical Knowledge of Future Middle School Teachers: On the Complex Ecology of Teacher Education in the United States, Germany, and Taiwan. Journal of Teacher Education, 62(2),188-201.
König, J. & Rothland, M. (2012). Motivations for Choosing Teaching as a Career: Effects on General Pedagogical Knowledge during Initial Teacher Education. Asia-Pacific Journal of Teacher Education, 40 (3), 291-317.
König, J. & Rothland, M. (in press). Pädagogisches Wissen und berufsspezifische Motivation am Anfang der Lehrerausbildung. Zum Verhältnis von kognitiven und nicht-kognitiven Eingangsmerkmalen von Lehramtsstudierenden. Zeitschrift für Pädagogik.
Kristjánsdóttir, A. (2008). Developing of teachers’ professional knowledge of mathematics. Historical, present and future perspectives. Paper presented at ICME-11, Topic Study Group 27 in Mexico.
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Kunter, M., Baumert, J., Blum, W., Klusmann, U., Krauss, S. & Neubrand, M. (Eds.) (2011). Professionelle Kompetenz von Lehrkräften. Ergebnisse des Forschungsprogramms COACTIV. Münster: Waxmann.
Lee, Y.-S., & Lin, F.-L. (2011). The national video survey on Taiwanese fourth-grade classrooms of mathematics teaching behaviors. In L. Fan (Ed.). How Chinese Teach Mathematics: Perspectives from Insiders.
Miller, K. F., & Zhou, X. (2007). Learning from classroom video: What makes it compelling and what makes it hard. In R. Goldman, R. Pea, B. Barron, & S. Derry (Eds.). Video research in the learning sciences (pp. 321-334). Mahwah, NJ: Erlbaum.
Neuweg, G. H. (2011). Das Wissen der Wissensvermittler. Problemstellungen, Befunde und Perspektiven der Forschung zum Lehrerwissen. In Terhart, E., Bennewitz, H. & Rothland, M. (Hrsg.), Handbuch der Forschung zum Lehrerberuf (pp. 451–477). Münster: Waxmann.
Naik, S. (2008). The measures for understanding teachers’ mathematical knowledge for teaching fractions – how do they really work? Paper presented at ICME-11, Topic Study Group 27 in Mexico.
OECD (2009). Creating Effective Teaching and Learning Environments. First Results from TALIS – Teaching and Learning International Survey. Paris: OECD.
Schmidt, W. H., Blömeke, S., & Tatto, M. T. (2011). Teacher education matters. A study of the mathematics teacher preparation from six countries. New York: Teacher College Press.
Schoenfeld, A. H., & Kilpatrick, J. (2008) Toward a Theory of Proficiency in Teaching Mathematics. In D. Tirosh & T. Wood (Eds.), International Handbook of Mathematics Teacher Education, Volume 2: Tools and Processes in Mathematics Teacher Education (pp. 321–354). Rotterdam, Netherlands: Sense Publishers.
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Weinert, F. E. (2001). Concepts of competence: A conceptual clarification. In D. S. Rychen & L. H. Salgnik (Eds.), Defining and selecting key competencies (pp. 45–66). Göttingen, Germany: Hogrefe.
Watt, H.M.G., & Richardson, P.W. (2007). Motivational factors influencing teaching as a career choice: Development and validation of the FIT-Choice scale. Journal of Experimental Education, 75, 167–202.
West, K. I. (2008). Japanese High School Mathematics Teacher Competence in Real World Problem Solving. Paper presented at ICME-11, Topic Study Group 27 in Mexico.
Zeichner, K. (1980). Myth and realities: field based experiences in pre-service teacher education. Journal of Teacher Education, 31(6), 45–55.

Globalisation and the competitive market forces have generated a massive growth in the knowledge industries that are having profound differential effects on educational institutions and nations in general. One of the effects of globalisation is that educational organisations, having modelled its goals and strategies on the entrepreneurial business model, are compelled to embrace the corporate ethos of the efficiency, accountability and profit-driven managerialism. Hence, the politics of higher education reforms reflect this emerging neo-liberal paradigm of standards-driven policy change (Zajda, 2010a).

This IRN examines the impact of globalisation on higher education. It focuses on globalisation of higher education curricula, together with the accompanying global standards of excellence, globalisation of academic assessment (OECD, PISA), global academic achievement syndrome (OECD, World Bank), and global academic elitism and league tables—the positioning of distinction, privilege, excellence and exclusivity. It reviews the complex nexus between globalisation, ideology, and education reforms.

Convener:

Joseph Zajda
Associate Professor, School of Education, Melbourne Campus (St Patrick’s),
Australian Catholic University, 115 Victoria Parade, and Fitzroy VIC 3065 Australia
j.zajda@patrick.acu.edu.au

List of Participants

Organizer:

Joseph Zajda
Associate Professor, School of Education, Melbourne Campus (St Patrick’s),
Australian Catholic University
115 Victoria Parade, and Fitzroy VIC 3065 Australia
j.zajda@patrick.acu.edu.au

Initial Participation List

Professor Robert Arnove
Indiana University
School of Education W. W. Wright Education Building, room 4250
201 North Rose Ave.
Bloomington, IN 47405-1006, USA.
arnove@indiana.edu

Professor Birgit Brock-Utne
University of Oslo
Institute for Educational Research. P.B. 1092 Blindern
University of Oslo N- 0317 Oslo Norway.
birgit.brock-utne@ped.uio.no

Professor Martin Carnoy
Stanford University
Vida Jacks Professor of Education; CDDRL Affiliated Faculty, 485 Lasuen Mall
Stanford, CA 94305-3096
(650) 725-1254 (voice)
carnoy@stanford.edu

Professor Lyn Davies
University of Birmingham
Room 217, School of Education
University of Birmingham
Edgbaston, Birmingham
B15 2TT, United Kingdom
l.davies@bham.ac.uk

Professor Carlos Torres, UCLA
Professor; Director of the Paulo Freire Institute at the UCLA Graduate School of Education
Graduate School of Education and Information Studies
2131 Moore Hall, UCLA
Los Angeles, CA 90095-1521
Tel: 310-206-5791
Fax: 310-206-6293
torres@gseis.ucla.edu

Professor Yaacov Iram, Bar Ilan University
Bar-Ilan University
Faculty of Social Sciences
School of Education
Ramat-Gan 52900, Israel
iram@mail.biu.ac.il

Professor Robert Rhoads
GSEIS, UCLA
3321 Moore Hall, Box # 951521
Los Angeles, CA 90095-1521
rhoads@gseis.ucla.edu

Professor Susan Majhanovich
University of Western Ontario
Faculty of Education, Room 1122A
University of Western Ontario
1137 Western Road, London, ON, N6G 1G7
Voice: 519 661-2111 ext 84549
smajhano@uwo.ca

Professor Marcella Mollis
University of Buenos Aires
Facultyof Philosophy,University of Buenos Aires. Zapiola 3271. 1429 Buenos Aires, Argentina.
j.massaquoi@unesco.org

Professor Duncan Waite, Ph.D.
Professor, Educational and Community Leadership
Texas State University
601 University Dr.
San Marcos, Texas 78666 USA
Phone: 512.245.2304
dw26@txstate.edu

References

Altbach, P. G., & Knight, J. (2007). The internationalization of higher education: Motivations and realities. Journal of Studies in International Education, 11, 3-4, 290-305.

Castells, M. (1996). The Rise of the Network Society. Oxford: Blackwell.

Lindblad, S., & Lindblad, R. F. (2009). Transnational governance of higher education: On globalization and international university ranking lists. In T. Popkewitz & F. Rizvi, (Eds.). Globalization and the Study of Higher Education. (pp. 180-202). [Part II 108^th Yearbook of the National Society for the Study of Education.] Malden, MA: Wiley-Blackwell.

Rizvi, F., & Lingard, B. (2010). Globalizing Education Policy. New York: Routledge.

Spring, J. (2008). Research on globalization and education. Review of Educational Research, 78, 2: 330-363.

Yang, R. (2005) Internationalizing Chinese higher education: A case study of a major comprehensive university. In P. Ninnes & M. Hellsten, (Eds.) Internationalizing Higher Education: Critical Explorations of Pedagogy and Policy, pp. 97-118. Hong Kong: Springer.

Zajda, J. (Ed.). (2010a). Global Pedagogies. Dordrecht: Springer. http://www.springer.com/education/comparative+education/book/978-90-481-3616-2

Zajda, J. (Ed.). (2010b). Globalisation, Ideology and Education Policy Reforms. Dordrecht: Springer.

Zajda, J. (Ed.). (2010c). Globalization, Education and Social Justice. Dordrecht: Springer.

Zajda, J., & Geo-JaJa, M. (Eds.). (2010). The Politics of Education Reforms. Dordrecht: Springer.

This IRN builds on the organizational structure of The Assessment Research Centre (ARC), at The Hong Kong Institute of Education, and seeks to expand the network to include scholars from around the world. ARC takes a leadership role in cutting-edge assessment and measurement research in education and related areas in health and humanities, and teacher development and professional services in assessment for learning. Currently, there are four major research strands, each led by a senior member of ARC, including (1) IRT/CAT (item response theory & computerized adaptive testing) led by Director Wang, Wen Chung; (2) EAR (e-assessment and reporting) led by Co-Director Magdalena M.C. Mok; (3) PAM (personality and affective measurement) led by Co-Director Dennis McInerney; and (4) MAHA (medical and allied health assessment) led by Co-Director Lo, Sing Kai.

All strands function as a whole to produce quality research outcomes. Research projects in different strands share a common research procedure of test development, administration, data analysis, validation, reporting, and application. Each strand, however, has its own focus: The IRT/CAT strand focuses on building theory, the EAR strand focuses on tool/instrument development, while the PAM an MAHA strands focus on applying developed tools in different areas. The four existing strands will form the core of the IRN, but other strands may be added as scholars join the network. In addition to a report synthesizing significant research in the core areas, the IRN will promote collaboration among international scholars, produce high-impact research outputs, and identify promising research directions.

Convener:
Wen-Chung Wang
The Hong Kong Institute of Education
wcwang@ied.edu.hk

Reports and Activities

The advocacy of learner-centered learning and the emergence of digital classrooms lead to the demand for transformation of pedagogical design, with the goal of supporting learners to effectively develop twenty-first century skills through domain knowledge learning supported by digital technologies. This IRN aims to establish a professional network with 14 active scholars in the field of technology enhanced learning from 11 cities/countries across five continents, for the collaborative endeavors of practice-driven research for building theories that inform and direct the pedagogical design conducive to effective implementation of learning in digital classrooms. Through regular face-to-face meetings in conjunction with participation in important international conferences, and continuous sharing and discussions using social media tools, the IRN will make a collaborative effort in preparing common publications and applying common funding in order to investigate, develop, and disseminate new theories and innovative practices of pedagogical design for supporting learning in digital classrooms.

Convener:

Siu Cheung KONG
The Hong Kong Institute of Education, Hong Kong
Professor and Head of Department
Department of Mathematics and Information Technology
The Hong Kong Institute of Education,10 Lo Ping Road, Tai Po, New Territories, Hong Kong
sckong@ied.edu.hk

List of Participants

Tak-Wai Chan
National Central University, Taiwan
Chair Professor, Graduate Institute of Network Learning Technology
Research Center for Science and Technology for Learning
National Central University
No. 300, Jhongda Road, Jhongli City, Taoyuan County 32001, Taiwan
chan@cl.ncu.edu.tw

Patrick GRIFFIN
The University of Melbourne, Australia
Chair of Education (Assessment);
Director of the Assessment Research Centre
Associate Dean (Strategic Projects), Melbourne Graduate School of Education
234 Queensberry Street, University of Melbourne
Victoria 3010 Australia
p.griffin@unimelb.edu.au

Ulrich HOPPE
University Duisburg-Essen, Germany
Professor, Department of Computational and Cognitive Sciences
Building LF, Lotharstr. 63/65, 47048
Duisburg, Germany
hoppe@collide.info

Ronghuai HUANG
Beijing Normal University, PRC
Professor and Deputy Dean, Faculty of Education
School of Educational Technology, Beijing Normal University
Beijing, PRC.
huangrh@bnu.edu.cn

Dr. KINSHUK
Athabasca University, Canada
Professor and Associate Dean of Faculty of Science and Technology
School of Computing and Information Systems, Athabasca University
1 University Drive, Athabasca, Alberta T9S 3A3, Canada
kinshuk@athabascau.ca

Chee Kit LOOI
Nanyang Technological University, Singapore
Professor, Learning Sciences and Technologies Academic Group and Learning Sciences Lab
National Institute of Education
Nanyang Technological University, 1 Nanyang Walk
Singapore 637616
cheekit.looi@nie.edu.sg

Marcelo MILRAD
Linnaeus University, Sweden
Full Professor
Center for Learning and Knowledge Technologies,
DFM School of Computer Science, Physics and Mathematics,
Linnaeus University, PG Vejdes 6, 35195, Växjö, Sweden
marcelo.milrad@lnu.se

Cathleen NORRIS
University of North Texas
Regents Professor, Department of Learning Technologies
Department of Learning Technologies
3940 N. Elm, Suite G150
Denton, Texas 76207, USA
norris@unt.edu

Miguel NUSSBAUM
The Catholic University of Chile, Chile
Professor, Department of Computer Science, School of Engineering
Catholic University of Chile, Avenida Vicuña Mackenna 4860
4/F San Agustin Building, Macul, Santiago, Chile
mn@ing.puc.cl

Mike SHARPLES
Institute for Educational Technology, The Open University UK
Professor (Educational Technology), The Institute for Educational Technology
The Open University, Walton Hall
Milton Keynes, MK7 6AA, UK
mike.sharples@open.ac.uk

Wing Mui Winnie SO
The Hong Kong Institute of Education, Hong Kong
Head of Department and Professor, Department of Science and Environmental Studies
The Hong Kong Institute of Education, 10 Lo Ping Road, Tai Po
New Territories, Hong Kong
wiso@ied.edu.hk

Elliot SOLOWAY
University of Michigan, USA
Professor, School of Education
Room 3629 CSE, University of Michigan School of Education,
610 East University Avenue, Ann Arbor, Michigan 48109-1259, USA
soloway@umich.edu

Shengquan YU
Beijing Normal University, China
Dean, School of Educational Technology
Address: School of Educational Technology, Beijing Normal University,
Beijing, PRC.
toyusq@gmail.com

Tak-Wai CHAN
National Central University, Taiwan
Chair Professor, Graduate Institute of Network Learning Technology
Research Center for Science and Technology for Learning
National Central University
No. 300, Jhongda Road, Jhongli City
Taoyuan County 32001, Taiwan
chan@cl.ncu.edu.tw

This IRN builds on the structure of the Centre for applied epistemology, at the Educational Research Institute (ERI) in Slovenia: a) departments for IEA, OECD and EU studies, b) department for textbook, curricular analyses and theories of knowledge. The structure will be synthesized between two content areas: 1. Theories of knowledge and international large-scale student assessments, 2. Policy-making in education (curricular policies, educational policies).

Theoretical focus: Will be especially devoted to the theoretical conceptualization of link between (applied) epistemology and international large-scale student assessments (ILSA).

Research focus: Will focus on the current practices of national policy making using ILSA data and on finding suitable methodologies for doing so.

Practical focus: Will be devoted on research on the ‘impact’ of international large-scale student assessments on national policymaking in different countries as well as providing methodological guidelines for policy making using the data from these assessments. Abbreviation: ILSA­-PM

Conveners:

Eva Klemencic, PhD
Educational Research Institute – Centre for Applied Epistemology
Deputy Director of Educational Research Institute, Head of the Centre for Applied Epistemology
Gerbiceva 62, SI-1000, Ljubljana, Slovenia
eva.klemencic@pei.si

Co-conveners:

Plamen Vladkov Mirazchiyski, PhD
IEA Data Processing and Research Center (DPC)- Randa (Research and Analyses Unit)
Deputy Head of the Research and Analyses Unit
Mexikoring 37,DE-22297, Hamburg, Germany
plamen.mirazchiyski@iea.dpc-de

Ernesto Treviño, PhD
Centro de Politicas Comparadas de Educacion, Universidad Diego Portales (CPCE-UDP) Executive Director
Ejercito 260, Santiago, Chile
Ernesto.trevino@mail.udp.cl

References

Sandoval-Hernández, A., Aghakasiri, P., Wild, J. and Rutkowski, D. (2013). Does increasing hours of schooling lead to improvements in student learning? IEA’s Policy Brief Series, No. 1. Amsterdam: IEA.

Klemencic, E. (2010). The Impact of National Achievement Studies on National Education Policymaking: The Case of Slovenia – How Many Watches do We Need? In: W. A., Wiseman (Ed.), The Impact of International Achievement Studies on National Education Policymaking, pp. 239-266.

Mirazchiyski, P. (2013). Providing School-Level Reports from International Large-Scale Assessments: Methodological Considerations, Limitations, and Possible Solutions. Amsterdam, Hamburg: IEA.

Brese, F. & Mirazchiyski, P. (2013). Measuring Students’ Family Background in Large-scale Education Studies. IERI Monograph Series: Issues and Methodologies in Large-Scale Assessments (Special Issue 2). Hamburg: IERI Monograph Series – Issues and Methodologies in Large-Scale Assessments (Special Issue 2).

Breakspear, S. (2012). The Policy Impact of PISA: An Exploration of the Normative Effects of International Benchmarking in School System Performance. OECD Education Working Papers, No. 71. Paris: OECD Publishing.

Kellaghan, T. Greaney V. (2001). Using assessment to improve the quality of education. Paris: UNESCO (International Institute for Educational Planning).

Knight, P. Lietz, P. Nugroho, D. Tobin, M. (2012). The Impact of National and International Assessment Programmes on Educational Policy, Particularly Policies Regarding Resource Allocation and Teaching and Learning Practices in Developing Countries. Protocol. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.

OECD (2008). External evaluation of policy impact of PISA. Paris: OECD.

Purves, A. C. Levine, D. U. (Eds.) (1975). Educational Policy and International Assessment. Implications of the IEA surveys of achievement. Berkeley: McCutchan.

Ritzen, J. (2013). International Large-Scale Assessments as Change Agents. In: Davier, von M. Gonzales, E. Kirsch, I. Yamamoto, K. (Eds.),The Role of International Large-Scale Assessments Perspectives from Technlogy, Economy, and Educational Research. London, New York: Springer.

Treviño, E. (2006). “Evaluación del aprendizaje de los estudiantes indígenas en América Latina: Desafíos de medición e interpretación en contextos de diversidad cultural y desigualdad social.” Revista Mexicana de Investigación Educativa, 11: 225-268.

Wiseman, W. A. (Ed.) (2010). The Impact of International Achievement Studies on National Education Policymaking. Bingley: Emerald.

The WERA network for Internationalisation of Research in Vocational Education and Training (IRN-VET) is operating since 2016 and reached in this time major results (e.g. establishment of an international journal in 2014, co-organisation of an international conference in 2015, co-organisation of a workshop for researchers and politicians – partner: European Commission). The international cooperation and also the very positive feedback from WERA in reply to our reports in the last years encouraged us to apply again. The WERA IRN is an excellent opportunity to intensify international research in Vocational Education and Training and to continue, enlarge and deepen the established IRN-VET structure.

The WERA network International Research Network in Vocational Education and Training (IRNVET) shall cover a broad range of research activities in vocationaleducation and training (VET). It takes into account different levels of steering and practicelinking system related issues to cultural aspects of VET. The field of research in VET covers initial and continuing vocational training, both school-based and workplace-based learningprovisions as well as the development of pedagogic expertise for vocational and professional education. The IRNVET will raise awareness of the impact of research with its mappingactivities, thematic ‘task forces’ and with IRNVET events. The IRNVET will support theestablished International Journal for Research in Vocational Education and Training (www.ijrvet.net). Besides Products we will focus in our next period on the establishment of an Emerging VET Researcher Virtual Network. The aims of the IRNVET network for the period 2017-2019 are the following ones:

• To increase the awareness of educational research communities on the importance and impact of national and international research in VET by contributing to WERA symposia;
• To facilitate knowledge sharing and communication across existing research communities (or networks) by developing common channels;
• To carry out work with selected key initiatives (that cover the global picture of research in VET) and focal themes (that highlight specific areas of global interest);
• To develop models for joint IRNVET focal meetings under the auspices of the ‘regional’ associations (AERA SIGs, VETNET), thematic networks (INAP-Net) and other research events;
• To develop models for international peer support for promoting the learning and research activities of emerging researchers in the field of research in VET.

Conveners: 

Prof. Michael Gessler (Convener)
Institut Technik und Bildung
Universität Bremen
Germany
mgessler@uni-bremen.de

Prof. Gessler was from 2014 to 2016 Co-Convener of IRN-VET (WERA). His focus is on work-based education, industrial relation and Vocational Education and Training in technical areas (e.g. Mechatronics).

Co-Conveners:

Prof. Lazaro Moreno Herrera (Co-Convener)
Department of Education
Stockholm University, Sweden
lazaro.moreno@edu.su.se

Prof. Moreo is founding member of IRN-VET (WERA) and member since 2014. Prof. Moreno is an expert in the field of socio-cultural conditions and development of Vocational Education and Training in a comparative perspective.

Prof. Muchlas Samani (Co-Convener)
The State University of Surabaya-Indonesia,
Department of Mechanical Engineering, Indonesia
msamani@unesa.ac.id

Prof. Samani is focussing in his research especially on Teacher Training in Vocational Education and Training.

List of Participants

• Stephanie Matseleng Allais, Associate Professor, University of Witwatersrand, South Africa, Matseleng.Allais@wits.ac.za, former project manager of the ILO International Labour Organization.
• Louis Cournoyer, Professor, Université du Québec à Montréal (UQAM), Canada, cournoyer.louis@uqam.ca, Member of Ordre des conseillers et des conseillères d’orientation du Québec (OCCOQ)
• Ludger Deitmer, International research coordinator, Institut Technik & Bildung (ITB), University of Bremen, Germany, deitmer@uni-bremen.de, Past convenor of IRN-VET of the Word Education Research Association (WERA) Pekka Kamarainen, Senior researcher, ITB, University of Bremen, Germany pkamar@unibremen. de, former project manager of the European Centre for the Development of Vocational Training (Cedefop)
• Genevieve Fournier, Professor, Université Laval, Canada, Genevieve.Fournier@fse.ulaval.ca, Director Centre de recherche et d’intervention sur l’éducation et la vie au travail (CRIEVAT)
• Michael Gessler, Professor, ITB, University of Bremen, Germany mgessler@uni-bremen.de, Past Link convenor of VETNET (EERA)
• Philipp Gonon, Professor, University of Zürich, Switzerland, gonon@ife.uzh.ch, President of the international network for Innovative Apprenticeships INAP-Net
• Martin Mulder, Professor, University of Wageningen, The Netherlands martin.mulder@wur.nl (past chair of the SIG Workplace Learning of the American Educational Research Association AERA)
• Johanna Lasonen, Professor, University of South Florida, USA, lasonen@usf.edu (past president of International Vocational Education and Training Association IVETA, chair of AERA SIG Intercultural education)
• Margaret Malloch, Senior lecturer, Victoria University, Melbourne, Australia, marg.malloch@vu.edu.au (Past Link convenor of VETNET, past chair of AERA SIG Workplace Learning)
• Len Cairns, Associate professor, Monash University, Melbourne, Australia len.cairns@monash.edu (past officer of AERA SIG Workplace Learning, active in VET networks in South Pacific region) Barbara Stalder, Professor, University of Education, Switzerland, Barbara.Stalder@phbern.ch, Link Convenor VETNET (EERA)
• Jailani bin Md. Junos, Professor, Universiti Tun Hussein Onn UTHM, Malaysia, jailani@uthm.edu.my (hosting a UNESCO-UNEVOC network member institute, active in VET networks in South Pacific region)
• Zhiqun Zhao, Professor, Beijing Normal University, China, zhiqunzhao@263.net (active in the international network for Innovative Apprenticeships INAP-Net and in VET networks in China)
• Salim Akoojee, Associate professor at University of Witwatersrand and Programme manager at MerSETA salimakoojee@live.co.za, sakoojee@merseta.org.za (active in INAPnet, in IVETA and in South African VET networks)
• Lazaro Moreno Herrera, Professor, University of Stockholm, Sweden, lazaro.moreno@edu.su.se (Board member of VETNET active in Scandinavian, Francophone and Spanish-speaking networks in VET, International education and Developmental cooperation)
• Özlem Ünlühisarcikli. Associate professor, Boğaziçi University, Istanbul, unluhisa@boun.edu.tr (Active in INAP-Net and in VET networks in Turkey, Invited key speaker of the Opening event of VENET at the European Conference on Educational Research ECER 13 in Istanbul)

References

Billett, S. (2014). The standing of vocational education: sources of its societal esteem and implications for its enactment. Journal of Vocational Education & Training, 66(1), 1-21.

Brockmann, M., Clarke, L., & Winch, C. (2008). Knowledge, skills, competence: European divergences in vocational education and training (VET)—the English, German and Dutch cases. Oxford review of education, 34(5), 547-567.

Field, S., Hoeckel, K., Kis, V. & Kuczera, M. (2009). Learning for jobs. OECD policy review of vocational education and training. Initial Report. Paris, France: OECD.

Molgat, M., Deschenaux, F. and LeBlanc, P. (2011). Vocational education in Canada: do policy directions dans youth trajectories always meet? Journal of Vocational Education and Training, 63(4), 505-524.

Lehmann, W., Taylor, A., & Wright, L. (2014). Youth apprenticeships in Canada: on their inferior status despite skilled labour shortages. Journal of Vocational Education and Training, 66(4), 572-589.

Powell, J. J., Bernhard, N., & Graf, L. (2012). The emergent European model in skill formation comparing higher education and vocational training in the Bologna and Copenhagen processes. Sociology of Education, 85(3), 240-258.

Vonthron, A. M., Lagabrielle, C., et Pouchard, D. (2007). Le maintien en formation professionnelle qualifiante: effets de déterminants motivationnels, cognitifs et sociaux. L’orientation scolaire et professionnelle, 36(3), 401-420.

Reports and activities