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Education Analyst
Tracey Burns leads or is a member of the following CERI Projects:
Past Experience
Tracey holds a Bachelor of Arts from McGill University, Canada and a Master of Arts and Doctor of Philosophy in Psychology from Northeastern University, USA. She is the recipient of numerous awards and honours, including The University of British Columbia Post-Doctoral Fellowship and the American Psychological Association Dissertation Research Award. Previous to her current work she worked on social determinants of health and on education and social inclusion issues at both the OECD and in Vancouver, Canada. As a Post-Doctoral Fellow at The University of British Columbia, Tracey led a hospital-based research team investigating newborn infants' responses to language, and was an award-winning lecturer on infant and child development.
Recent Publications
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Burns, T., and Schuller, T. (2008). Evidence-informed policy in education: new opportunities and challenges. In Desjardins, R., and Rubensen, K. (Eds). Research of policy and research for policy in an era of transnational education policy making. Aarhaus University Press, Aarhaus.
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Burns, T. (2008). Learning and Teaching, Schools and Communities. Journal of Educational Change, 9 (3)
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Ungerleider, C., and Burns, T. C., and Cartwright, F. (2008). The State and Quality of Canadian Public Education. In D. Raphael, (Ed.). Social Determinants of Health: Canadian Perspectives, Second Edition, Canadian Scholars Press, Toronto.
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Burns, T. C. Yoshida, K. A., Hill, K., and Werker, J. F. (2007). The Development of Phonetic Representation in Bilingual and Monolingual Infants. Applied Psycholinguistics, 28(3), 455-474.
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Burns, Tracey C., and Ungerleider, C. (2003). ICT in K-12 education: What [little] we know. International Journal of Educational Policy, Research, and Practice, 3, 27-54.
Contact details
2, rue André Pascal
75775 Paris, Cedex 16
ceri.contact@oecd.org
Telephone : 33-1 45 24 99 62
Fax: 33-1 44 30 63 94
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