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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 Colombia, 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 Colombia Post-Doctoral Fellowship and the American Psychological Association Dissertation Research Awards. Tracey holds a B.A. from McGill University, Canada, and an M.A. and Doctor of Philosophy in psychology from Northeastern University, USA.



Matthew Gill - Project Assistant

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Matthew Gill is a project assistant in the Innovative Teaching for Effective Learning 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. 



 Francesca Gottschalk - Analyst

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Francesca Gottschalk is an analyst in the Innovative Teaching for Effective Learning 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.

 Hannah Ulferts - Analyst

Hannah Ulferts is an analyst in the Innovative Teaching for Effective Learning project. Before the OECD, Hannah worked as a postdoctoral researcher and lecturer at the department of Early Childhood Education at the Freie Universität Berlin. She was involved in two European projects on pre- and primary education, and two evaluation studies on early support programs for disadvantaged families in Germany. She worked on a meta-analysis on the impact of quality and quantity of early childhood education and care, as well as several secondary analyses of existent longitudinal and cross-sectional studies. She also conducted a study on reading motivation and competences of 5th graders. Hannah holds a Doctor of Philosophy in psychology from the Freie Universität Berlin. Her doctoral thesis focused on quality in early math education and its longitudinal impact on child development.

Kristina Sonmark - Analyst

 Kristina Sonmark photo

Kristina Sonmark is an analyst in the Innovative Teaching for Effective Learning project and led the pilot phase of this work. She holds an MSc in Sociology from Stockholm University and has previously worked as a researcher at the Centre for Health Equity Studies and at the Swedish Institute for Social Research, in particular with indicator development of the “Stockholm Teacher Survey” and the “Stockholm Birth Cohort” longitudinal database. Kristina is currently pursuing her doctoral studies at Stockholm University. Her doctoral research uses comparative data from the World Health Organisation’s “Health Behaviour in School-Aged Children” to investigate Swedish students’ work environment in light of recent evidence within the field of science of learning.

Nóra Révai - Analyst

Nóra Révai is an analyst in the Innovative Teaching for Effective Learning project. She holds an MSc in Mathematics 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.

Samantha Zeluck - Intern

Samantha Zeluck is an intern in the Innovative Teaching for Effective Learning project. Prior to joining the OECD, Samantha completed her graduate coursework in International Educational Development at the University of Pennsylvania, where she was also awarded a certificate in Interdisciplinary Studies on Global Human Rights. She received her undergraduate degree from Princeton University, where she majored in English Literature and in her final year published a senior thesis on the role of Holocaust literature in preserving memory. Before pursuing her Master’s degree, Samantha spent three years at Barclays Capital Asia in Hong Kong, where she worked in the Investment Banking division as part of the Equity Capital Markets and Consumer & Retail teams. While at Barclays, she volunteered with the non-profit Room to Read, which strengthened her interest in international development and education policy.





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