ITEL Teacher Knowledge Survey - Contact

 

Contact

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Tracey Burns - Senior analyst

Tracey Burns is a Senior Analyst in the OECD's Centre for Educational Research and Innovation. She heads a portfolio of projects including Innovative Teaching for Effective Learning, 21st Century Children, and Trends Shaping Education. Until recently she was also responsible for their work on Governing Complex Education Systems. Previous to her time at the OECD she worked on social determinants of health and well-being. As a Post-Doctoral Fellow at The University of British Columbia, Dr. Burns led a research team investigating newborn infants' responses to language, and was an award-winning lecturer on infant and child development. 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. Tracey holds a B.A. from McGill University, Canada, and an M.A. and Doctor of Philosophy in psychology from Northeastern University, USA.

 

Email: traceyburns@oecd.org

 

 Kristina Sonmark - Project leader

Kristina Sonmark photo

Kristina Sonmark leads the Teacher Knowledge Survey project. She holds an MSc in Sociology from Stockholm University and is currently pursuing doctoral studies also at Stockholm University. Her doctoral research uses data from the World Health Organisation’s “Health Behaviour in School-Aged Children” and the “Stockholm Teacher Survey” to investigate Swedish students’ work environment in the wake of the 1990s school reforms, within a theoretical framework that integrates the work environment, learning, and psychosomatic health. She previously worked as a researcher at the Centre for Health Equity Studies and at the Swedish Institute for Social Research. Besides contributing to the Teacher Knowledge Survey she is also involved in the Transforming Schools into Learning Organisations project.  

 

Emailkristina.sonmark@oecd.org

Karolina Deliginniadi

The profile picture of Karolina Deliginniadi

Karolina Deligiannidi is a consultant in the Teacher Knowledge Survey project. Her studies include a BSc in Philosophy, Education and Psychology from the University of Athens, an MEd in Psychology of Education from the University of Bristol and an MSc in Research for Public Policy and Practice from the Institute of Education, University College London. Her research on teachers’ neuroscience literacy received widespread international media coverage. Her MSc research explores whether systematic reviews of teacher induction programmes provide sufficient evidence that fit policy needs. Before joining the OECD, she worked in consulting roles at the Prime Minister’s Cabinet Office in Greece and at the Ministry of Education collaborating extensively with Greek and international policy makers in the field of Education and International Affairs. Her research interests include cross national comparisons, international large-scale assessments, educational program evaluations, skills development, and translating research evidence for policy making and practice.

Emailkarolina.deligiannidi@oecd.org

Matthew Gill

‌‌‌‌Photo of Matthew Gill

Matthew Gill is a project assistant in the Teacher Knowledge Survey project. He holds a BA(Hons) in Business Management from Manchester Metropolitan University. Matthew also holds a Prince2 Project Management qualification. Before joining the OECD, Matthew worked in international affairs at the British Embassy in both Paris and Warsaw – more specifically in the visas and immigration departments. 

Email: matthew.gill@oecd.org

 Francesca Gottschalk

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Francesca Gottschalk is a consultant in the Teacher Knowledge Survey project. She received her Honours BSc degree in 2013 from the University of Toronto with a major in Human Biology and a double minor in Psychology and Buddhism, Psychology, and Mental Health. In her undergraduate studies, she explored attention processing, neuroplasticity, and practical applications of mindfulness practice. She completed her Master of Arts in Public Policy and International Affairs at the American University of Paris. Her Master’s thesis investigated the impacts of corruption and social capital on voting tendencies and political participation in South African youth. She has also completed a certificate course in International Human Rights Law at the University of Oxford, with a focus on International Criminal Law. Besides contributing to the Teacher Knowledge Survey, Francesca’s research interests include exploring potential linkages between neurosciences and education, and mental health and well-being outcomes as they relate to performance and retention in both student and teacher populations.

Emailfrancesca.gottschalk@oecd.org

Nóra Révai

Photo of Nora Revai

Nóra Révai is an analyst in the Teacher Knowledge Survey project. She holds an MSc in Mathematics Teaching and a BA in English Teaching. She is currently pursuing doctoral studies at the University of Strasbourg, in which she is exploring the knowledge dynamics in the teaching profession. Before joining the OECD, she was involved in the management of EU-funded international projects on school leadership at the Knowledge Centre of Tempus Public Foundation in Budapest, Hungary. She was engaged in the development of a competency framework for school leaders and was responsible for leading knowledge management activities in the European Policy Network on School Leadership. She had also worked as a secondary school teacher.  

Emailnora.revai@oecd.org

Former staff:

Sonia Guerriero

Sonia Guerriero's profile picture.

Sonia Guerriero conceptualised and headed the Teacher Knowledge Survey project until October 2016. She holds a PhD in Experimental (Research) Psychology from McGill University, specialising in cognitive science and developmental psychology. Her PhD research investigated the relationship between children’s learning environments and their early language acquisition. After completing her PhD, she worked as a post-doctoral researcher investigating the relationship between language development and reading difficulties in bilingual children. Her Master’s thesis was awarded Dean’s Honour List for outstanding work and her doctoral research has been published in a peer-reviewed journal. In 2006, she joined the Canadian Council on Learning as a senior research analyst where she conducted educational policy research for government and civil society organisations, some of which include the Council of Ministers of Education Canada, the Ontario Ministry of Education, the Ontario Ministry of Children and Youth Services, the Manitoba Department of Education, the New Brunswick Department of Education, Human Resources and Skills Development Canada, and the Mental Health Commission of Canada. In 2010, she became a founding partner of a new policy research firm, Directions Evidence and Policy Research Group, specialising in research and policy analysis in the areas of education, social services, employment, culture, immigration, justice, and health. She joined the OECD in 2011 to work on policies related to improving teacher quality and teacher education. Her research interests include the study of teacher motivation and professional competences, how the scientific study of learning can improve teaching, and translating scientific findings into educational policy and practice.

 

 

 

 

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