Matthew Gill is a project assistant in the Innovative Pedagogies for Powerful 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.
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.
David Istance was a senior analyst in the Centre for Educational Research and Innovation (CERI) in OECD’s Education and Skills Directorate. Until the end of June 2017, he headed the CERI project Innovative Pedagogies for Powerful Learning. His most recent OECD publications are Schooling Redesigned: Towards Innovative Learning Systems (2015), and an “ILE Handbook” (2017) with tools for leaders and practitioners. In 2015, he led and co-authored the OECD review of Scotland’s “Curriculum for Excellence” and has recently been involved in an OECD review of Indigenous education in Canada. He designed and wrote the initial volumes of the overview reports Education Today: the OECD Perspective and Trends Shaping Education. He has written extensively on learning, innovation and futures, and earlier led the Schooling for Tomorrow project and created the OECD schooling scenarios. He has a longstanding interest in lifelong learning, and most recently is focusing on 3rd and 4th Age adults.
Alex Paniagua came to the OECD from La Fundació Jaume Bofill in Barcelona. He holds a PhD in Social Anthropology and his research revolves around participation, institutional habitus, diversity and innovation, with a strong focus on qualitative research. He has previously worked in the University of Barcelona as an associated professor and he collaborates with the Autonomous University of Barcelona as a postdoctoral researcher. He also holds a BA in Education and worked in the Catalan Department of Education as a primary school teacher. His most recent publications are:
Paniagua, A. and D. Istance (2018), Teachers as Designers of Learning Environments: The Importance of Innovative Pedagogies, Educational Research and Innovation, OECD Publishing, Paris,http://dx.doi.org/10.1787/9789264085374-en.
Paniagua, A. (2017), The Intersection of Cultural Diversity and Special Education in Catalonia: The Subtle Production of Exclusion through Classroom Routines, Anthropology & Education Quarterly, http://dx.doi.org/10.1111/aeq.12190.
Paniagua, A. (2017), Enhancing the Participation of Immigrant Families in Schools through Intermediary Organizations? The case of Parents’ Associations in Catalonia, International Journal of Qualitative Studies in Education, http://dx.doi.org/10.1080/09518398.2017.1349959.
Paniagua, A. and A. D’Angelo (2016), Outsourcing State’s responsibilities? Third Sector Organisations supporting migrant families’ participation in schools in Catalonia and London, Compare, A journal of Comparative and International Education, http://dx.doi.org/10.1080/03057925.2016.1152883.