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To date, the Thomas J. Alexander Fellowship has granted over twenty awards to individuals producing policy relevant research in the area of equity in education and skills by exploiting the OECD knowledge base and data products. 

Below you will find a full list of fellowship recipients. For further information such as contact details please contact edu.fellowships@oecd.org

 

João Galvão Bacchetto  Gabriela Miranda Moriconi  John Jerrim William H. Schmidt
Henry Braun Tommaso Agasisti Przemysław Biecek Samuel Greiff 
Seong Won Han Daniel Caro  V. Darleen Opfer  William C. Smith
Joel Rapp Barbara LeRoy Jia He Alper Dinçer 
Antonio Villar Anna Katyn Chmielewski Álvaro Choi  Nicholas Spaull 
Fabian Barrera Pedemonte  Denise Reis Costa Ellen Boeren

 

 

Joao Baccetto was the first Thomas J. Alexander Fellow in 2012. Joao is Brazilian.

João Galvão Bacchetto

João Galvão Bacchetto is a researcher in National Institute for Educational Studies and Research of Brazil (INEP), where he works as the National Project Manager of PISA. He is a Psychologist and had a master degree in Education by the University of São Paulo. He had worked as a consultant in a non-governmental organization to eradicate adult illiteracy, and did further studies in the area of educational assessment.

Fellowship project:

PISA offers a wealth of data about education in many countries. PISA 2012 allows for an in-deep analysis of each States. During the fellowship program I will prepare the PISA 2012 National Report for Brazil exploiting the different indexes produced by PISA to measure quality and equity of education across Brazilian States and to draw policy conclusions based on best practices in the Brazilian education.

 

Fellowship results:

Relatorio Nacional PISA 2012 (National Report for Brazil on PISA 2012)

Oportunidade de aprendizagem de conteúdo em matemática no PISA 2012 


Gabriela Miranda Moriconi was a Thomas J. Alexander Fellow in 2012. Gabriela is from Brazil and was working on TALIS data.

Gabriela Moriconi

Gabriela Miranda Moriconi is a researcher at Carlos Chagas Foundation, a non-profit research institute in São Paulo, Brazil. She has a doctoral degree on Public Administration and Government from the São Paulo Business Administration School of 

Getulio Vargas Foundation (FGV-EAESP). Previously, she worked at the Department for Educational Studies at the National Institute for Educational Studies and Research Anísio Teixeira (INEP), the organization responsible for Brazilian educational statistics and assessment. Her research interests lie in the area of education systems and policymaking, and in the area of teacher policies, including themes like wages, career, working conditions, initial education and professional development. She was awarded with a Thomas J. Alexander Fellowship from September 2013 to September 2014. Her research as a TJA fellow aimed to provide inputs to policymakers and school leaders, especially in Latin America, to support teachers and schools with student behaviour issues and improve classroom and school climate. The research was composed by an in-depth analyses of TALIS 2013 data from Brazil, Chile and Mexico (the three Latin American countries participating in the survey) and case studies of the educational systems of England and the Canadian province of Ontario.

 

Fellowship results:

Improving School Climate and Opportunities to Learn (OECD Education and Skills Blog)

Improving School Climate and Opportunities to Learn (OECD Teaching In Focus)

Student Behaviour and Use of Class Time in Brazil, Chile and Mexico - Evidence from TALIS 2013

Supporting teachers and schools to promote positive student behaviour in England and Ontario (Canada) - Lessons for Latin America

Results from TALIS 2013 - Brazil - Country note


John Jerrim was a Thomas J. Alexander fellow in 2013. His research focus was on migration and skills as well as PISA. John is a researcher and professor at the Institute of Education, UCL

John Jerrim

John Jerrim's research interests include the economics of education , access to higher education, intergenerational mobility, cross-national comparisons and educational inequalities. He has worked extensively with the OECD Programme for International Student Assessment (PISA) data, with this research reported widely in the British media. In October 2011 he was awarded a prestigious ESRC post-doctoral fellowship to continue his research into the educational and labour market expectations of adolescents and young adults. Since then he has won the inaugural ESRC Early Career Outstanding Impact award and received an ESRC grant to study cross-national comparisons of educational attainment and social mobility.

 For more information on John's work, please visit his personal website

 

Fellowship results:

Income Inequality, Intergenerational Mobility and the Great Gatsby Curve: Is Education the Key?

Emigrants from Great Britain: what do we know about their lives? 

Britain's brightest leaving in brain drain and replaced with low skilled migrants - The Telegraph 26 Feb 2015

Not adding up - The Economist 26 Feb. 2015 


William H. Schmidt was a Thomas J Alexander fellow in 2013. Dr. Schmidt is a professor at Michigan State University and his research focuses on inequalities in curriculum and OTL, opportunity to learn, specifically looking at mathematics curriculum.

William H. Schmidt

William H. Schmidt is a University Distinguished Professor of statistics and education at Michigan State University. He serves as co-director of the Education Policy Center and holds faculty appointments in Statistics and Education. Previously he served as National Research Coordinator and Executive Director of the US National Center which oversaw participation of the United States in the IEA sponsored Third International Mathematics and Science Study (TIMSS).  He has published in numerous journals including the Journal of the American Statistical Association, Journal of Educational Statistics, EEPA, Science, Educational Researcher and the Journal of Educational Measurement.

He has co-authored ten books including Why Schools Matter, Teacher Education Matters, and Inequality for All. His current writing and research concerns issues of academic content in K-12 schooling including the Common Core State Standards for Mathematics, assessment theory and the effects of curriculum on academic achievement. He is also concerned with educational policy related to mathematics, science and testing in general.

Dr. Schmidt received the 1998 Willard Jacobson Lectureship from The New York Academy of Sciences and is a member of the National Academy of Education. In 2009 he was elected in the first group of Fellows in the American Educational Research Association. Dr. Schmidt served on the Steering Committee for Review of the Evaluation Data on the Effectiveness of NSF-Supported Mathematics Curriculum Materials. He received his A.B. in mathematics from Concordia College in River Forrest, IL and his Ph.D. from the University of Chicago in psychometrics and applied statistics. He was also awarded an honorary doctorate degree from Concordia University in 1997.

 

Fellowship results: 

Schooling Matters: Opportunity to Learn in PISA 2012

PISA 2012 Results: What Students Know and Can Do (Volume I, Revised edition February 2014) 


Henry Braun was a Thomas J. Alexander Fellow in 2013. He is a professor at Boston College and his research focuses on the development of human capital looking at how countries can improve their literacy, numeracy and problem solving skills. Henry used PIAAC data during his fellowship.

Henry Braun

Henry Braun holds a Ph.D. in mathematical statistics from Stanford University. After serving as an assistant professor of statistics at Princeton University, he joined the Educational Testing Service in 1979, where he served as the director of statistical and psychometric research from 1982 to 1990, and vice-president for research management from 1990 to 1999. He held the title of distinguished presidential appointee from 1999 to 2006. In 2007, he retired from ETS and assumed the position of Boisi Professor of Education and Public Policy in the Lynch School of Education at Boston College.  He is a fellow of the American Statistical Association and of American Educational Research Association (AERA). He is a co-recipient of the 1986 Palmer O. Johnson Award of the AERA and a co-recipient of the National Council for Measurement in Education’s 1999 Award for Outstanding Technical Contribution to the Field of Educational Measurement. He has presented keynote addresses at many conferences around the world, and serves on a number of state and national advisory committees on testing. Braun’s interests include school and teacher accountability, the role of testing in education policy, and statistical methodology. In recent years, he has published on a variety of topics including the black-white achievement gap, comparative school effectiveness, applications of multi-level modelling, and the role of literacy in economic and social welfare. His current work includes policy-related data analysis of large-scale assessment surveys, like the OECD Programme for the International Assessment of Adult Competencies (PIAAC), investigation of the dynamics underlying income inequality and stagnant inter-generation mobility in the United States, and methods for evaluating the relative effectiveness of teacher preparation programmes.

 Henry can be reached by e-mail henry.braun@bc.edu


 Tommaso Agasisti was a Thomas J Alexander fellow in 2013. Tommaso's research focuses on efficiency in schools using a unique index developed with PISA data. Tommaso is a professor at Politecnico di Milano school of Management

Tommaso Agasisti

Tommaso Agasisti is an associate professor at Politecnico di Milano School of Management. His studies are in the field of Public Economics and Finance, Public Management and Policy, Public Administration, with particular reference to the educational sector. He is the co-director of three Executive Masters: Master SUM (Management of Universities),  Master MES (Management of Schools), Master EMMPF (Management of Public Administrations), all three are programs taught in Italian. His research is published in several international peer-reviewed academic journals, in both fields of Economics and Education. He is member of Evaluation Commitees of several Italian public and private universities. In 2014, he was awarded a Thomas J. Alexander Fellowship at OECD, for studying the efficiency of schools using PISA data. For the period 2016-2018, he is responsible of the PoliMi unit in the H2020 Project called “Education Economics Network (EdEN)”, a joint project with KU Leuven, Maastricht University and Hungarian Academy of Science. He is an Associate Editor for the academic journal Higher Education Quarterly, and a member of the editorial board of other two international academic reviews, Educational Researcher and Tertiary Education and Management.    

You can follow Tommaso on Twitter @Agasisti

 

Fellowship results:

The Efficiency of Secondary Schools in an International Perspective

Using PISA data for estimating the efficiency of secondary schools in an international perspective: preliminary results

Are Efficient Schools More Inclusive? OECD Education and Skills Today blog


Przemyslaw Biecek was a Thomas J. Alexander fellow in 2012. Biecek's research examined the inter-relations between family and school factors and how these contribute to student achievement using data from PISA 2012.

Przemyslaw Biecek

Przemysław Biecek, is a data scientist with background in mathematical statistics. He works at University of Warsaw, Poland. Main research interests cover semi supervised data modelling, data visualisation, data engineering and R GNU software.

During his Thomas Alexander Fellowship he was working with Francesca Borgonovi PhD. Main results of this project are related to (1) the relation between the occupation of parents and pupils performance measured with PISA 2012 (see for example http://bit.ly/1W2TTKf) and (2) pupils endurance - ability of keeping high performance along test progression. Side products of the fellowship are R packages that facilitate work with PISA and PIAAC datasets (see https://github.com/pbiecek/PISA2012lite or https://github.com/pbiecek/PIAAC).

He is an author or co-author of over 40 scientific publications mostly in bio-med statistic. Published three monographs about Programming with R, Regression modelling with fixed and random effects, Essays about data Visualisations.

Recently he started a project ,,Beta and Bit’’ (http://betabit.wiki): set of statistical puzzles, stories and games for teaching data literacy and data programming in primary and secondary schools.

To find out more please visit Przemyslaw Biecek's website

 

Fellowship results:

An international comparison of students' ability to endure fatigue and maintain motivation during a low-stakes test


Samuel Greiff was a Thomas J Alexander fellow in 2013. His research focuses on PISA and the use of computers in the questionnaire

Samuel Greiff

Samuel Greiff is research group leader, principal investigator, and ATTRACT-fellow at University of Luxembourg. He holds a PhD in cognitive and experimental psychology from the University of Heidelberg, Germany (passed with distinction).

Prof Greiff has been awarded several national and international research funds by diverse funding organizations such as the German Ministry of Education and Research and the European Union (overall funding approx. 6.0 M €), is currently fellow in the Luxembourg research programme of excellency, and has published articles in national and international scientific journals and books (>60 contributions in peer-reviewed journals; many of them leading in their field). He has an extensive record of conference contributions and invited talks (>200 talks) and serves as editor for several journals, for instance as editor-in-chief for European Journal of Psychological Assessment and guest editor for Journal of Educational Psychology and Thinking Skills and Creativity. He has a regular record of ad-hoc reviewing for around 40 different journals and currently serves on five editorial boards.

He has been and continues to be involved in the 2012, 2015, and 2018 cycle of the Programme for International Student Assessment (PISA), for instance as external advisor to the PISA 2012 and 2015 Expert and Subject Matter Expert Groups and as contracting partner at his institution. He serves also as chair of the problem solving expert group for the second cycle of the Programme for the International Assessment of Adult Competencies (PIAAC). In these positions, he has considerably shaped the understanding of problem solving in several large-scale assessments.

He has been working for several years on the assessment of transversal skills such as complex and collaborative problem solving and their role in the classroom, at work, and in private life. Currently, he is involved in the large-scale assessment of problem solving, collaboration, and life-long learning in various populations and leads a team of test developers, research assistants and graduate students totalling in a team of 4 Postdocs and 8 PhD students dedicated at increasing the understanding, the measurement, and the application of different aspects of transversal skills and lifelong learning in educational contexts.

Samuel can be reached by e-mail  samuel.greiff@uni.lu. For more information on Samuel's research group on computer-based assessment please visit the group's website or Facebook page

 

Fellowship results:

Computer generated log-file analyses as a window into students' minds? A showcase study based on the PISA 2012 assessment of problem solving


 

Seong Won Han was a Thomas J. Alexander fellow in 2015. Seong is a professor at the university of Buffalo. Her research for her fellowship focused partly on TALIS data and the gender disbalance between men and women interesting in becoming teachers.

Seong Won Han

Seong Won Han (Ph.D. in Sociology, University of Wisconsin-Madison) is an Assistant Professor of Educational Leadership and Policy at University at Buffalo, The State University of New York. Her research interests include international and comparative education, gender inequalities in science, technology, engineering, and mathematics (STEM), educational policy, and teacher quality. Using large-scale international surveys and student achievement data, her current project focuses on cross-national differences in students’ expectations for STEM careers. Her research has been supported by a dissertation grant from the American Educational Research Association (AERA). She also investigates the factors that help to improve instruction and student outcomes in urban public schools in the United States, with a focus on how comprehensive school reform can support instructional change among teachers, and how education leaders can support teachers’ improvement efforts. Her research has been published in the Review of Higher Education, Teachers College Record, and as part of an edited collection on leadership and instructional change. Find out more about Seong Won’s work here.

Seong Won can be reached by e-mail seongwon@buffalo.edu.  

 

Fellowship results:

Who wants to become a teacher? OECD PISA in Focus


Daniel Caro was a Thomas J. Alexander Fellow in 2014 and worked on PISA data.

Daniel Caro

Daniel Caro is a Research Fellow at the Oxford University Centre for Educational Assessment. He completed a PhD in Education at the Freie Universität Berlin, a Master’s degree in Interdisciplinary Studies at the University of New Brunswick, and a BA in Economics at Universidad del Pacifico. Daniel is alumnus of the OECD’s TJA Fellowship Programme and alumnus of the International Max Planck Research School on the Life Course. His research interests include education inequality, educational effectiveness, international large-scale assessments, and advanced quantitative methods. He has lectured extensively at the University of Oxford and pre-workshop conferences on multilevel modelling, the R programming language, structural equation modelling, and causal inference techniques. During his TJA Fellowship, Daniel studied education system effectiveness and teaching effectiveness with data from PISA. Jointly with TJA Fellow Przemysław Biecek, Daniel has developed the R package 'intsvy' for the analysis of international assessment data (e.g., PISA, PIAAC, TIMSS, PIRLS).

 You can follow Daniel on Twitter @daniel_h_caro

 

Fellowship results:

Instructional approaches and differential effectiveness across learning contexts: Evidence from PISA 2012

Which countries punch above their weight in education rankings? The Conversation


V. Darleen Opfer was a Thomas J. Alexander fellow in 2013. Darleen's research focuses on teacher professional development and specifically high quality teacher professional development using TALIS

Darleen Opfer

V. Darleen Opfer has served as Director of RAND Education since 2011; she also holds the Distinguished Chair in Education Policy. From 2005 to 2011, she was director of research and senior lecturer in research methods and school improvement at the University of Cambridge’s (England) Faculty of Education.

Her research work utilizes large-scale surveys and other methods to understand the conditions that impact outcomes for teachers and students. She currently leads the TALIS Video Study funded by the OECD; a study using video observation, surveys, and student achievement tests to explore the association between teaching practices and student outcomes in nine countries. She also co-leads with Brian Stecher, RAND’s American Teacher Panel and American School Leader Panel which are two nationally representative longitudinal panels of teachers and school leaders in the United States who are available to respond to surveys three to four times per year throughout their careers to track impacts of education policies.

In 2014, she was selected as a Thomas J. Alexander Fellow by the OECD where she used TALIS 2013 data to explore conditions that support teacher professional development in TALIS participating countries. Her research also includes nationally representative survey studies of teacher professional development conducted in England for the Training and Development Agency and in Turkey for the Turkish Education Foundation.

She currently serves as a research study advisor to the Institute for Social Science in Zagreb, Croatia. She served as an advisor to the National Council for Education Research and Training, India. She also served as a consultant for the U.S. Agency for International Development working on the Increased Access to Quality Education and Training Initiative in South Africa. Darleen holds a PhD in Education Policy Studies from the University of Virginia, and B.A. from Stetson University (FL).

She is the author of numerous books, reports, and journal articles and has presented to practitioners, researchers, and policymakers worldwide.

To find out more about Darleen's work you can visit her website

 

Fellowship results:

Teachers learn better at school - OECD Education and Skills Today Blog

Embedding professional development in schools for teacher success - OECD Teaching in Focus


 

William C. Smith was a Thomas J. Alexander fellow in 2014. His fellowship work focused on using data from PISA.

William C. Smith

William C. Smith recently accepted a position as the Senior Project Officer for Research with UNESCO’s Global Education Monitoring (GEM) Report team where he will be responsible for the development of the thematic section of the 2017 Report on Accountability in Education. William’s research focuses on education’s role in economic and social development with special interests in national testing policies, educator based accountability, population health, and equity in educational inputs and outcomes. Prior to joining the GEM Report team William helped develop and pilot the Right the Education Index as a Senior Associate at RESULTS Educational Fund, was a Thomas J. Alexander Fellow at the Organization for Economic Co-operation and Development (OECD), and spent six years teaching secondary social studies. William holds a dual-title Ph.D. in Education Theory & Policy and Comparative International Education from the Pennsylvania State University, a Masters degree in International Development from the University of Denver, a Masters degree in Teaching from Western Oregon University, and a Bachelors degree in Sociology from Portland State University. His research has resulted in over 20 academic and policy publications, including his recently published edited volume The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice


Joel Rapp was a Thomas J Alexander fellow in 2015. His research focuses on the gender gap in girls and boys in mathematics in PISA 2012 relating to labour outcomes for women.

Joel Rapp

Joel Rapp is a researcher and the director of the testing and  assessment department at the National  Authority for Measurement and Evaluation in education (RAMA), in Israel – the institution responsible for the evaluation and periodical measurement of the education system in Israel. He is a psychometrician and holds a PhD. in cognitive and experimental Psychology from Tel Aviv University. He was recently elected chair of the Israeli Psychometric Association (ISPA).  For over two decades he has worked in the field of large scale tests and tool design for psychological and educational measurement. He led the development and was involved in the implementation of several large scale assessment educational programs such as GEMS (MEITZAV) – a national Israeli test battery implemented at two grade levels in 4 subjects used for the periodic evaluation of schools. He is also responsible for the participation of Israel in International studies such as PISA, TIMSS, PIRLS and TALIS. As part of his duties he serves as one of the National Project Managers (NPM) of PISA for Israel. He has been working on various research projects such as the influence of student motivation on student achievement in national and International tests; the relationship between grade, age and PISA results, and the gender gap  in mathematics, science and language.


‌‌Barbara LeRoy was a Thomas J. Alexander fellow in 2013. Barbara worked with PISA data and looked specifically at students with special needs and disabilities. Barbara is a professor at Wayne State University.

Barbara LeRoy

Barbara LeRoy is an Associate Professor (Research) and the immediate past Director of Michigan's University Center of Excellence on Developmental Disabilities (DDI) and a member of the graduate faculty in Education at Wayne State University, Detroit, Michigan (USA). She is a member of the Governor's Council on Developmental Disabilities and an advisor on several Michigan disability task forces and boards.  Internationally, Dr. LeRoy is on the Board of the United States International Council on Disabilities and is Vice Chair of the Education Commission for Rehabilitation International (RI), as well as an Advisor to UNICEF's State of the World's Children with disabilities.  In her more than 40 years of experience in disability policy and program development, she has implemented systems change projects in supported employment, inclusive education, aging, and self-determination models for community support.  Currently, she is serving as project Principal Investigator for Michigan's National Core Indicators program and Michigan's HCBS compliance transition program.  Dr. LeRoy has consulted on disability systems change with NGOs and governmental entities in New Zealand, Australia, Malaysia, Japan, Hong Kong, Europe, and the United Arab Emirates.  She was a policy and special needs research consultant to OECD, Paris and the European Commission Joint Research Centre, Milan.  She is the co-author of Women with Disabilities Aging Well, as well as numerous book chapters and journal articles on education, mothering, and disability disparities.  

 

Barbara can be reached by e-mail B_Le_Roy@wayne.edu


 

Jia He was a Thomas J. Alexander fellow in 2014. Her researched was on TALIS.

Jia He

Jia He is a Humboldt post-doctoral researcher in the German Institute for International Educational Research (DIPF) in Germany. She obtained her Ph.D. (cum laude) in cross-cultural psychology in Tilburg University, the Netherlands. She obtained her M.A. degree in Intercultural Communication from Shanghai International Studies University, China. She is a Thomas J. Alexander fellow and she worked with the Teaching and Learning International Survey in OECD in 2015. Her fellowship project involves the extent of data incomparability in international surveys such as TALIS and PISA, and on solutions to overcome or pre-empt the effects of data incomparability. Her current research includes comparability and validity with innovative designs of item formats and sophisticated psychometric methods in cross-cultural research. She is also interested in modern research methods such as structural equation modeling, multilevel analysis, and Bayesian statistics.

 

Fellowship results:

Data comparability in the Teaching and Learning International Survey (TALIS) 2008 and 2013 - OECD Working Paper

Report on Social Desirability, Midpoint and Extreme Responding in TALIS 2013 - OECD Working Paper


Alper Dincer was a Thomas J. Alexander fellow in 2015. His research focused on data from PISA 2012. Alper is an analyst a the European Bank for Reconstruction and Development.

Alper Dinçer

Alper Dinçer is the Principal Inclusion Economist at European Bank for Reconstruction and Development (EBRD) - ‎European Bank for Reconstruction and Development (EBRD). Previously Alper was a research coordinator of Education Reform Initiative at Sabancı University in Istanbul, Turkey. He is an education economist and holds a PhD. in Economics and Education from Teachers College, Columbia University. Since 2008 he has been conducting policy-oriented academic research with quantitative research methods and large-scale surveys. Dinçer's articles have published in World Development and International Journal of Educational Development. Dinçer's research is at the intersections of economics of education and development. His research aims to contribute to a deeper understanding of the interplay between skills/learning/education, education-related decision making and its impact on human development. More precisely, he focuses on empirical evaluations of education policy interventions as well as intended and unintended consequences of these policies on human development. By primarily relying on quasi-experimental design, Dinçer's objective is to produce reliable and robust insights to inform theory and policy-level decision makers.

 You can follow Alper on Twitter @MAlperDincer


Antonio Villar was a Thomas J. Alexander fellow in 2015-2016. His research focuses on questions of equity in education and skills and he has worked with PISA and PIAAC data.

Antonio Villar

Antonio Villar is a researcher in the field of welfare economics, dealing both with theoretical and applied aspects (distribution rules, welfare comparisons, income distribution, human development, equality of opportunity, education, design of social indicators). He holds a Doctorate in Economics from the University of Oxford and is full Professor at the Pablo de Olavide University (Seville) and Senior Researcher at the Instituto Valenciano de Investigaciones Económicas (Ivie). In 2010 he received the Andalusia Research Prize in Social Sciences and Humanities.

He has published fourteen books and some 80 research papers. He also has a long involvement in the Spanish system of science and technology, mostly dealing with the evaluation of research proposals.

He has been Visiting Professor at Stanford University, the European University Institute (Florence), the Institute for Advanced Studies (Vienna) and the University of Oxford, among other places. 

Personal website.

 

Fellowship results:

Fracaso en la educación obligatoria: insuficiencia, talento e igualdad de oportunidades, Sevilla,  Iniciativa Sevilla Abierta, Enero 2016.

How Bad Is Being Poor For Educational Performance? A Message from PISA 2012

Desafíos para la calidad y la equidad en el desempeño educativo para América Latina, una perspectiva PISA 2012

Educational Poverty as a Welfare Loss: Low Performance in the OECD According to PISA 2012

Lectures on Inequality, Poverty and Welfare

Fracaso en la education obligatoria: rendimiento e igualdad de oportunidades

How far from the tree does the leaf fall? - OECD Education and Skills blog

El problema de la equidad en la educacion basica


 

Anna Katyn Chmielewski was a Thomas J. Alexander fellow in 2015-2016. Katyn's research focused on adult skills accross different cohorts and countries. She worked with PIAAC data during her fellowship.

Anna Katyn Chmielewski

Anna Katyn Chmielewski is an Assistant Professor of Educational Leadership and Policy in the Ontario Institute for Studies in Education (OISE) at the University of Toronto. She holds a PhD in Education and MA in Sociology from Stanford University. Chmielewski’s research examines macro-level trends in educational inequality, both cross-nationally and over time. Specifically, she is interested in socioeconomic disparities in academic achievement, school segregation, curricular tracking/ability grouping and university access, as well as the consequences of childhood inequality for adult skills, educational attainment and income. Her research has been published in the American Educational Research Journal and the American Journal of Education. Chmielewski was a postdoctoral fellow in the Pathways to Adulthood program at Michigan State University and a visiting scholar at the Centre for Educational Science and Psychology at the University of Tuebingen, Germany. 

 For more information about Katyn's work you can visit her website.


Alvaro Choi was a Thomas J. Alexander Fellow in 2015-2016. Alvaro's research uses data from TIMMS, PISA and PIAAC to examine how gender plays a role in mathematics and literacy proficiency throughout the lifecylcle.

Álvaro Choi

Álvaro Choi is an associate professor in the Department of Economics at the University of Barcelona, from which he holds a PhD in Economics. He has worked extensively with international educational assessments, published several publications in international journals and participated in the evaluation of a number of educational policies. He has been visiting research associate at the UCL-Institute of Education and Thomas J. Alexander fellow at the OECD. His main research interests are in the Economics of Education and the evaluation of public policies.

Choi’s research aims at better understand the evolution of the gender gap in proficiency along the lifecycle. Combining data from PIRLS/TIMMS, PISA and PIAAC, makes it possible to follow representative samples of the same birth cohorts over time, thus partly overcoming one of the biggest limitations of International Assessment Surveys, i.e. their cross-sectional nature. This research has the potential to shed light on an important policy issue. A better understanding of gender differences in the process of skills formation, as well as the identification of possible cross-country differences in how the gender gap evolves as people age, is crucial in helping the design of policies able to tackle in effective ways current gender disparities in educational and labour market outcomes.

The project focuses on gender inequalities in the process of skills acquisition. It aims to measure the size of the gender gap in the acquisition of key skills over time and to understand its evolution from a comparative perspective. While the existence of gender gaps in the acquisition of different skills (mathematics, reading, etc.) is a well-known fact, much less is known about the evolution of this gap over time. 

 Álvaro can be reached by e-mail alvarochoi@ub.edu.


Nicholas Spaull's research focuses on the students that are left out of PISA from developing countries. His work is specifically related to countries such as Colombia, Brazil, South Africa.

Nicholas Spaull

Nicholas Spaull is a Senior Researcher at Stellenbosch University (South Africa) and Johannesburg, where he is also Co-principal investigator for the “Building evidence for policy making” project funded by the Zenex Foundation 2015 and project manager for a large research project for the South African Presidency funded by the European Union under the Programme to Support Pro-Poor Policy Development II (PSPPD 2). Nicholas sits on the Joint Advisory Committee of the South African Human Rights Commission. He has recently been awarded an ESRC/DFID grant to research exceptional township and rural schools in South Africa.

He has been involved in a number of research projects for local and international organisations including the South African Presidency, the Department of Basic Education, UNICEF, the EU, UNESCO and SACMEQ.

Spaull's fellowship project aims to identify the binding constraints to quality education for the poor in South Africa. The proposal addresses the question: How does one combine access and quality in education to provide contextual profiles for countires. His research will focus on eight developing countries that participate in PISA: Brazil, Colombia, Costa Rica, Indonesia, Mexico, Peru, Thailand and Turkey - and aims to combine measures of access and quality. By using PISA data in conjunction with household survey data for each country, the project will create a composite statistic of access-to-learning which covers both the in-school and out-of-school population of 15 year olds. 

Nicholas earned his PhD in economics and was a visiting scholar at Stanford University. He regularly updates his website (www.nicspaull.com) with new research and articles he finds interesting.

Who Makes it Into PISA? Understanding the Impact of the PISA Sample Eligibility Using Turkey as a Case Study (PISA 2003-PISA 2012)


Fabian Barrera was a Thomas J. Alexander fellow in 2016. Fabian has been working with TALIS data examining Teacher Professional Development.

Fabian Barrera Pedemonte

Fabian Barrera Pedemonte is a researcher and seminar tutor in quantitative methods at the UCL Institute of Education (IOE, London), and a research fellow of the College for Interdisciplinary Educational Research in Germany. He recently received his PhD in Education from the Department of Quantitative Social Science of the IOE, sponsored by the National Commission for Scientific and Technological Research of Chile. His doctoral project compared the contribution of high-quality teachers’ professional development to school outcomes in the US, England, Japan and Finland, as measured in a number of international large-scale studies, such as the 2012 Programme for International Student Assessment (PISA), the 2011 Trends in International Mathematics and Science Study (TIMSS), and the 2013 Teaching and Learning International Survey (TALIS). Fabián co-authored the TALIS 2013 national report for England, and worked as a data analyst on a range of projects related to induction programmes and teachers’ social networks at the London Centre for Leadership in Learning (IOE). Previously, he was a research coordinator at the Integra Foundation, one of the main providers of early childhood education in Chile, where he developed standardised assessments of learning achievement for this level, as well as national evaluations of curriculum reforms and educational programmes. Before, he had studied at the University of Chile (BA, Psychology) and the Pontifical Catholic University of Chile (MA, Educational Psychology), where he also worked as a teaching assistant for various courses in educational psychology. His research interests include the way the experiences of teacher learning and development affects student learning, the educational policies on teacher preparation, and cross-national quantitative comparisons for evidence-informed school system reform.

Empowering teachers with high-quality professional development - OECD Education and Skills Today Blog

High-Quality Teacher Professional Development and Classroom Teaching Practices: Evidence from TALIS 2013


Denise Reis Costa is a Thomas J. Alexander fellow in 2016 from Brazil. Denise is producing the national report for Brazil on PISA 2015.

Denise Reis Costa

Denise Costa is a Researcher at Instituto Nacional de Estudos e Pesquisas Educacionais Anisio Teixeira (INEP), Brazil. She holds a PhD in Statistics and was responsible for planning, supervising, coordinating and developing studies for evaluating large-scale Brazilian government educational assessments such as Enem (National Examination of Secondary Education) and SAEB (System of Evaluation of Basic Education).

Her fellowship project aimed to produce a series of studies about Brazilian students' performance in PISA 2015, collected in the national report for Brazil. In the first part of her work, Denise described the entire PISA sampling procedures for Brazil, indicating the limits of analysis particularily at a state-level. Working on item difficulties by classical analysis, she was able to identify strengths and weaknesses of the Brazilian youth in the assessment. She used PISA scales to compare the scores of Brazilian students from both national and international points of view. Some OECD indices were also used to contextualise the data, exploring students' perceptions and motivations to learn, as well as describing their school atmosphere and the equity in the 27 Brazilian states. Her last study was related to a comparison of PISA and SAEB, focusing on the differenes and similarities between these two important large-scale educational assessments in Brazil. 

Fellowship results:

PISA 2015 National Report for Brazil - Full report

PISA 2015 National Report for Brazil - Summary in Portuguese

PISA 2015 National Report for Brazil - Summary in English

PISA 2015 National Report for Brazil - Compendia


 

Ellen Boeren was a Thomas J. Alexander fellow in 2016. Ellen's fellowship research focused on adult education and lifelong learning in migrants using data from PIAAC.

Ellen Boeren

Ellen Boeren is Chancellor’s Fellow at the Moray House School of Education at the University of Edinburgh, UK. She actively researches participation in adult lifelong learning activities, has completed a PhD at the Catholic University Leuven, Belgium, and recently finished her first monograph ‘Lifelong learning participation in a changing policy context: an interdisciplinary theory’, published by Palgrave-Macmillan. From October 2016 onwards, she will lead the Edinburgh team in the 2.5 million euro Horizon2020 project ENLIVEN - Encouraging Lifelong Learning for an Inclusive and Vibrant Europe.

She is the Programme Director of Edinburgh’s MSc in Educational Research, teaches Comparative Analysis in Education within this MSc programme and is Chair of the Standing Conference on University Teaching and Research in the Education of Adults (SCUTREA).

Ellen Boeren’s Thomas J. Alexander fellowship project explores immigrants’ lifelong learning participation patterns in a wide range of OECD countries, based on data from PIAAC’s (Programme for the International Assessment of Adults Competencies) Survey of Adult Skills. Using these data, she provides an answer to the question whether differences in participation patterns in lifelong learning relate (a) to different lifelong learning and social policy structures in countries or (b) to differences in the type of immigrants countries attract, leading to different lifelong learning needs. This is done through comparison of profiles of immigrant lifelong learners, not only including their socio-economic and socio-demographic characteristics and skills levels, but also through exploration of the characteristics of the lifelong learning activities they participate in.

Findings can inform educationalists and sociologists on the increased theoretical knowledge base on integration of immigrants in the OECD’s lifelong learning systems. The major aim is to help policy makers to tackle the persistent inequalities in many lifelong learning systems, affecting immigrants’ participation in the labour market and society in general.

You can follow Ellen on Twitter @ellen_boeren.

 

 

 

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