Tracey Burns is a Senior Analyst in the OECD's Centre for Educational Research and Innovation. She heads a portfolio of projects including 21st Century Children, Trends Shaping Education and Innovative Teaching for Effective Learning. 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 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 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.
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.
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.