Global Learning Metrics - Nov. 10-11, 2016


Event Contact

Silvia Aparicio

Hear from several of our speakers in a seven-part podcast series on global learning metrics, produced by FreshEd.

Plenary speakers

S Baily

Supriya Baily
George Mason University

Supriya Baily is an Associate Professor at George Mason University in international and comparative education, teacher education and qualitative research methods. She is also the Associate Director of the Center for International Education. Her research
interests focus on gender, education and empowerment, higher education access and teacher transformation. She is the co-editor of two books, Internationalizing Teacher Education in the US (2012) Educating Adolescent Girls Around the Globe: Challenges and Opportunities (2015) and numerous journal articles and book chapters. Currently, Dr. Baily serves as the Treasurer of the Comparative and International Education Society (CIES) and sits on the board of the Global Teacher Education, Inc. She served a three-year
term as the Co-Chair of the Gender and Education Committee of CIES, and as the Program Chair for the Peace Education Special Interest Group of the American Educational Research Association (AERA). She has been awarded multiple grants for research
and teaching including grants from IREX, the Center for Consciousness and Transformation, and the Global Studies Office at Mason.


M Bajaj

Monisha Bajaj
University of San Francisco

Monisha Bajaj is Associate Professor of International and Multicultural Education at the University of San Francisco, where she directs the MA program in Human Rights Education. Dr. Bajaj is the editor and author of six books, including Schooling for
Social Change: The Rise and Impact of Human Rights Education in India (winner of the 2012 Jackie Kirk Outstanding Book Award of the Comparative & International Education Society), as well as numerous articles. She has also developed curriculum—particularly
related to peace education, human rights, anti-bullying efforts and sustainability—for non-profit organizations and inter-governmental organizations, such as UNICEF and UNESCO. She is the recipient of the Ella Baker/Septima Clark Human Rights Award
(2015) from Division B of the American Educational Research Association (AERA). Most recently, she co-authored an annex on Transformative Human Rights Education to the report of the Global Citizenship Commission, chaired by former British Prime Minister
and UN Special Envoy for Global Education, Gordon Brown. 


A Benavot

Aaron Benavot
Global Education Monitoring Report, UNESCO

Aaron Benavot is Director, Global Education Monitoring (GEM) Report (formerly known as the Education for All Global Monitoring Report). Developed by an independent team, the GEM Report is a comprehensive,
authoritative and evidence-based annual report published by UNESCO. Its mandate is to monitor progress towards key international targets in education in the new Sustainable Development Goals (SDGs) framework. With 12 reports produced since 2002, the
Report has acquired extensive experience in monitoring and policy analysis and a global reputation for excellence, covering themes ranging from inequality, gender, and teaching and learning to conflict, adult literacy and early childhood care and
education. The 2016 GEM Report, which will be launched in September, examines the links between education and other development sectors and carefully reviews each education target in the fourth SDG on education.

He has co-authored or edited the following books: School Knowledge for the Masses (with J. Meyer and D. Kamens), Law and the Shaping of Public Education (with D. Tyack and T. James), Global Educational Expansion: Historical legacies and political obstacles (with J. Resnik and J. Corrales), School Knowledge in Comparative and Historical Perspective (with C. Braslavsky), and PISA, Power, and Policy: The Emergence of global educational governance (with H-D Meyer). Benavot is also Professor
(on leave), School of Education, University at Albany-SUNY (Albany, NY) with interests in global education policy and comparative education research.


I Dussel

Inés Dussel

Inés Dussel is a researcher and professor at the Departamento de Investigaciones Educativas del CINVESTAV-IPN, Mexico. She holds a PhD from the University of Wisconsin-Madison. Before moving to Mexico, she acted as Director of the Education Research Area
at FLACSO (Latin American School for the Social Sciences)/Argentina from 2001 to 2008. She has done extensive research on the relationships between knowledge, schooling, and politics, in a historical and sociocultural approach. She has received fellowships
from the Spencer Foundation (USA), DAAD (Germany), Georg-Eckert-Institut für Internationale Schulbuchforschung (Germany), Dyason Fellowship (University of Melbourne), CAPES/CNPq (Brazil), and University of Buenos Aires (Argentina).


D Edwards

David Edwards
Education International

David Edwards is Deputy General Secretary of Education International where he is responsible for EI’s work in the areas of Education Policy, Employment and Research. Prior to joining EI in 2011, David was Associate Director of Governance and Policy
and head of International Relations, at the National Education Association (NEA) of the United States.

Before NEA, David worked as an Education Specialist at the Organization of American States (OAS), a project coordinator and activist in Bolivia, and began his career as a public, high school foreign language teacher. David is dedicated to promoting, strengthening
and defending the teaching profession, ensuring quality education for all students and building a strong and vibrant labor movement focused on social justice and human rights.


R Gorur

Radhika Gorur
Deakin University

Dr. Gorur is a Senior Lecturer at Deakin University, Australia, and a Director of the Laboratory for International Assessment Studies. Her research seeks to understand how some policy ideas cohere, stabilise, gain momentum, and make their way in the world.
Exploring contemporary practices of quantification and ‘evidence-based policy’ has been central to her research agenda. Using material-semiotic approaches and concepts from Science and Technology Studies (STS), she has been developing
a ‘sociology of measurement and numbers’ that makes explicit the instrumental and constitutive work of quantification, calculation and comparison in policy. Based on a series of empirical studies, mainly relating to large-scale comparative
assessments such as PISA, she has been elaborating how the ‘character of calculability’ is imposed in specific policy settings and what consequences such impositions entail. She is currently studying initiatives in assessment and accountability
in low-income nations and exploring the possibilities for inclusive, collective and sustainable accountability practices.

Dr. Gorur also has extensive experience as a teacher, and has taught in schools in Nigeria, India, Oman and Australia.


E Hanushek

Eric Hanushek
Hoover Institution of Stanford University

Eric Hanushek is the Paul and Jean Hanna Senior Fellow at the Hoover Institution of Stanford University. He has been a leader in the development of economic analysis of educational issues. He has authored numerous, highly cited studies on the effects
of class size reduction, high stakes accountability, value-added assessments of teacher quality, and other education related topics. His pioneering analysis measuring teacher quality through the growth in student achievement forms the basis for current
research into the value-added of teachers and schools. His latest book, The Knowledge Capital of Nations: Education and the Economics of Growth,
identifies the close link between the skills of the people and the economic growth of the nation and shows the economic impact of high quality schools. He has authored or edited 23 books along with over 200 articles. He is a Distinguished Graduate
of the United States Air Force Academy and completed his Ph.D. in economics at the Massachusetts Institute of Technology. (


C Higgins

Chris Higgins
University of Illinois at Urbana-Champaign

Chris Higgins is Associate Professor of Philosophy of Education at the University of Illinois at Urbana-Champaign, where he serves as Editor of Educational Theory. His scholarly work draws on virtue ethics, hermeneutics, existentialism, and pragmatism
to illuminate questions about the nature of teaching and the aims of education. His book, The Good Life of Teaching: An Ethics of Professional Practice (Wiley-Blackwell, 2011) offers one of the first systematic extensions of virtue ethics to questions
concerning work and professional identity. His current research concerns the public purposes of education and the fate of the humanities and liberal learning in the vocationalized, corporatized multiversity.


S Hood

Stafford Hood
University of Illinois at Urbana-Champaign

Stafford Hood is the Sheila M. Miller Professor of Education and Founding Director of the Center for Culturally Responsive Evaluation and Assessment ( in the College of Education at the University of Illinois at Urbana-Champaign
where he also holds appointments as Professor of Curriculum and Instruction and Educational Psychology. He has also held appointments as the Associate Dean for Research and Research Education in the College of Education and Head of the Department
of Curriculum and Instruction. His research and scholarly activities focus primarily on the role of culture in educational assessment and culturally responsive approaches in program evaluation. Dr. Hood was also the founding Co-Director of the annual
national conference on the Relevance of Assessment and Culture in Evaluation that was sponsored by the College of Education at Arizona State University from 2000 to 2007 and has served as the principal investigator on several grants funded by the
National Science Foundation. He has served on many national advisory boards and committees including the Educational Testing Service’s Visiting Panel for Research, National Board for Professional Teaching Standards Technical Advisory Committee,
American Indian Higher Education Consortium’s NSF funded “Building an Indigenous Framework for STEM Evaluation” project, and Robert Woods Johnson Foundations Evaluation Fellowship program to name only a few. His professional service
also includes President of the American Educational Research Association (AERA) SIG/Research Focus on Black Education, Co-Editor of the AERA journal Educational Researcher Features Section and editorial boards of the AERA journals Review of Educational
Research and American Educational Research Journal. He also currently serves on the editorial boards of the American Evaluation Association’s journals American Journal of Evaluation and New Directions for Evaluation. He was selected as a Fellow
of the American Council on Education in 2001.


H McLean

Hugh McLean
Open Society Foundations

Hugh McLean is the Director of Education Support Program (ESP) at Open Society Foundations. He joined the ESP in Budapest in 1999, working in various capacities on evaluation and research. After moving to the United Kingdom in 2006, McLean assisted with
refining a new mission focus for the ESP and began directing it in that same year. He has shepherded a new General Education Sub-Board and led the program to become widely recognized and highly regarded in international education circles for its focus
on social justice and equity.


S Montoya

Silvia Montoya
UNESCO Institute for Statistics

Dr. Montoya became the Director of the UNESCO Institute for Statistics (UIS) in 2015. She represents UNESCO as the co-leader of the Sustainable Development Goal 4 and co-chairs the UNESCO Technical Advisory Group on thematic indicators for education.
Prior to joining the UIS, Ms. Montoya was the Director-General of Assessment and Evaluation of Education Quality at the Ministry of Education, Buenos Aires where she oversaw the creation of the first comprehensive education quality index produced
in Argentina and coordinated Argentina’s participation in several major international assessment programmes. Ms. Montoya was professor and researcher at the Catholic University of Argentina. She holds a Master’s and PhD in Policy Analysis
from the Pardee RAND Graduate School, and a Master’s in Public Administration from Kennedy School of Government at Harvard University. Ms. Montoya is the author of many publications on education, vocational training and labour market issues.


K Mundy

Karen Mundy
University of Toronto
Global Partnership for Education

Karen Mundy is a Professor of International and Comparative Education at the University of Toronto (on leave) and the Chief Technical Officer and Director of Strategy, Policy and Performance for the Global Partnership for Education (2014-2017), a multi-stakeholder
partnership whose mission is to ensure good quality education to children in the developing world. Her published research has focused on the global politics of “education for all” programs and policies; educational policy and reform in
Sub-Saharan Africa; and the role of civil society organizations in educational change. She has published seven books and more than 50 articles and chapters.


P Sahlberg

Pasi Sahlberg
University of Helsinki
Arizona State University

Pasi Sahlberg is a Finnish educator, author and scholar. He has worked as a schoolteacher, teacher educator, researcher and policy advisor in Finland and has studied education systems and reforms around the world. He has served World Bank, European Commission
and OECD as an education specialist and advises several governments about education policies and reforms. He is author of the best-selling book “Finnish Lessons 2.0: What can the world learn from educational change in Finland” and numerous academic
and professional articles and chapters. His professional recognitions include the 2012 Education Award in Finland, the 2013 Grawemeyer Award in the United States, the 2014 Robert Owen Award in Scotland, and 2016 Lego Award in Denmark. He is a former
Director General of CIMO (Centre for International Mobility and Cooperation) at Finland’s Ministry of Education and Culture in Helsinki and visiting Professor of Practice at Harvard University’s Graduate School of Education in Cambridge, MA, USA.
He is currently Professor of Practice at the University of Helsinki and a visiting Professor of Practice at Arizona State University. More on his website: and Twitter: @pasi_sahlberg.


J Willms

J. Douglas Willms
University of New Brunswick

J. Douglas Willms is a Professor at the University of New Brunswick (UNB) and holds the Tier 1 Canada Research Chair in Literacy and Human Development. Dr. Willms is the President of the International Academy of Education, a Member of the US National
Academy of Education, and a Fellow of the Royal Society of Canada. Dr. Willms has published over two hundred research articles and monographs pertaining to youth literacy, children’s health, the accountability of schooling systems, and the assessment
of national reforms. He and his colleagues designed the Early Years Evaluation (EYE), an instrument for the direct assessment of children’s developmental skills at ages 3 to 6, and Tell Them From Me, an evaluation system for the continuous monitoring
of student engagement and well-being. His research team is currently working with school leaders in 32 First Nations in the design and implementation of Confident Learners, a whole-school and whole-community literacy program based on the science of
literacy and instructional practice.



David Berliner

David C. Berliner
Arizona State University

David C. Berliner is Regents' Professor of Education at Arizona State University. He has taught at the Universities of Arizona and Massachusetts, at Teachers College and Stanford University, as well as at universities in Australia, The Netherlands, Spain,
and Switzerland. Dr. Berliner is a member of the National Academy of Education, a Fellow of the Center for Advanced Study in the Behavioral Sciences, and a past president of both the American Educational Research Association (AERA) and the Division
of Educational Psychology of the American Psychological Association (APA). He is the recipient of awards for distinguished contributions from APA, AERA, and the National Education Association (NEA). He is co-author (with B. J. Biddle) of the best
seller The Manufactured Crisis, co-author (with Ursula Casanova) of Putting Research to Work, and co-author (with N. L. Gage) of the textbook Educational Psychology, now in its 6th edition. He is co-editor of the first Handbook of Educational Psychology
and the books Talks to Teachers, and Perspectives on Instructional time. His newest book, Collateral Damage (with Sharon Nichols) is about the corruption of professional educators through high-stakes testing. Professor Berliner has also authored more
than 200 published articles, technical reports, and book chapters.


Audrey Amrein-Beardsley

Audrey Amrein-Beardsley
Arizona State University

Audrey Amrein-Beardsley received her PhD in 2002 from Arizona State University in the Division of Educational Leadership and Policy Studies with an emphasis on research methods. Awarded tenure in 2010 as exemplar, she is currently a professor. Audrey's
research interests include educational policy, research methods, and more specifically, high-stakes tests and value-added measurements and systems. She is also the creator and host of an online biographical show titled Inside the Academy, during which
she interviews some of the top educational researchers in the academy and archives their personal and professional histories for educational audiences, online, for years and decades to come.


Iveta Silova

Iveta Silova
Arizona State University

Iveta Silova is Professor and Director of the Center for the Advanced Studies in Global Education at Mary Lou Fulton Teachers College at ASU. She holds a PhD in comparative education and political sociology from the Graduate School of Arts & Sciences,
Columbia University, USA. Before joining academia, Iveta Silova has worked as an education researcher and adviser for various international organizations, including UNICEF, UNESCO, USAID, and the Open Society Institute/Soros Foundations. She has spent
seven years living and working in various countries of the former Soviet Union, including Central Asia (Kazakhstan), the Caucasus (Azerbaijan), and Belarus. Her long-term goal is to continue to bridge the traditional theory/practice dichotomy by maintaining
close collaborations with international development agencies, NGOs, and education institutions.


Gustavo Fischman

Gustavo E. Fischman
Arizona State University

Gustavo E. Fischman is Professor in the Mary Lou Fulton Teachers College, Arizona State University. He obtained his Ph.D. in social sciences and comparative education at the University of California, Los Angeles in 1997. His areas of specialization are
Comparative Education, Higher Education Policy Studies, and Gender Studies in Education. His doctoral dissertation won the 1998 Gail P. Kelly Outstanding Dissertation of the Year Award of the Comparative and International Education Society. In 2005
he was selected as Research Fellow for the annual Program of Research of the Institute of Advanced Studies Lancaster University. In 2008 he was a Visiting Fellow in the Mundus for Masters (Erasmus Mundus Program, European Union) and in 2009 he obtained
a New Century Scholar Award from the William Fulbright Foreign Scholarship Board. He actively collaborates on projects in the USA, Brazil, Argentina, Spain, Portugal and Mexico. His books include “Imagining Teachers: Rethinking Teacher Education
and Gender” and “Education, Crisis and Hope: Tension and Change in Latin-America” and numerous articles on education policies, higher education, and gender issues in education. He is the lead editor of Educational Policy Analysis
Archives and co-editor of Education Review/Reseñas Educativas.


Additional remarks

Carole Basile

Carole Basile
Arizona State University

Carole G. Basile is the Dean of the Mary Lou Fulton College of Education at Arizona State University (ASU). Prior to joining ASU, Basile was Dean and Professor in the College of Education at the University of Missouri St. Louis (UMSL). Her academic career
has included grants and research related to math and science education, teacher education, community engagement, and environmental education with funding from the Department of Education, the National Governor’s Association, and the National Science
Foundation, the National Education Association, and the National Commission for Teaching and America’s Future. She has published numerous articles, books, book chapters, and technical papers in these areas and has received outstanding teaching awards
for her ability to teach using experiential learning techniques. Her community work is also extensive, as she has actively partnered with many urban school districts, informal and non-profit community education and social service entities, constituents
from business and industry, and workforce and economic development. Also to her credit, she has 12 years experience in business and industry in the areas of sales, management, marketing, and corporate training and development.


Mark Bray

Mark Bray
The University of Hong Kong

Mark Bray is President of the Comparative and International Education Society (CIES). He holds theUNESCO Chair in Comparative Education UNESCO Chair in Comparative Education and is Director of the Comparative Education Research Centre at the University of Hong Kong. He has taught at that university since 1986, but from 2006 to 2010 took leave to work in Paris as Director of UNESCO's International Institute for Educational Planning (IIEP). Among the domains for which he is known are his work on shadow education (private supplementary tutoring) and his co-edited book Comparative Education Research: Approaches and Methods.


N Sobe

Noah W. Sobe
Loyola University Chicago

Noah W. Sobe is Professor of Cultural and Educational Policy Studies and Director of the Center for Comparative Education at Loyola University Chicago. A historian of education and comparative education researcher, Professor Sobe does work on issues such
as globalization, accountability, emotions in education and educational meritocracies. Currently he is President-Elect of the Comparative and International Education Society (CIES) and also on the Executive Committee of the International Standing
Conference on the History of Education (ISCHE).


Maria Teresa Tatto

Maria Teresa Tatto
Arizona State University

Dr. Maria Teresa Tatto is the Southwest Borderlands Professor of Comparative Education at the Mary Lou Fulton Teachers College, and Professor in the Division of Educational Leadership and Innovation at Arizona State University. She has an Ed. D., in Policy
Analysis and Evaluation Research in Education and International Development from Harvard University. Dr. Tatto has directed major research projects several having to do with teaching and learning, and educational policy including the Sri Lanka Teacher
Education Effectiveness Study, the study of the Impact of Mexico’s decentralization reform on teachers, teaching and teacher education, the evaluation of the MSU Teacher Education Program, and the Pre-TEDS Study. She serves as executive director and
principal investigator for the first IEA comparative large-scale study to examine the institutions, processes, and outcomes of teacher education, the Teacher Education and Development Study in Mathematics (TEDS-M). She is also the principal investigator
for the First Five Years of Mathematics Teaching (FIRSTMATH) study, designed to explore the connections between pre-service preparation and what is learned on the job during the first years of teaching. Dr. Tatto is Editor-in-Chief of the Journal
of Teacher Education , and has a large number of publications including research articles and research monographs in English and Spanish, has served as guest editor for the Oxford Review of Education , and the International Journal of Educational
Research , and has edited, co-edited, and authored several books, one of them in Spanish. In 2010 she served as President of the Comparative and International Education Society (CIES).


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