The CIES 2017 Annual Conference will feature a series of pre-conference workshops on Sunday March 5th. These are intended to offer a space for attendees to engage with experts on important issues and questions related to research, policy and practice in comparative and international education. These workshop are designed to have have a pedagogic orientation such that attendees leave with enhanced skills, knowledge and understanding.
Capacity is limited and additional registration is required for Pre-Conference Workshops at a flat rate of $25 for 1, 2 or 3 workshops. Please click here to register for Pre-Conference Workshops (using the same log-in that you used for general registration for the conference).
Online Registration Closes February 12th; Onsite Registration (on an as-available basis) Opens March 5th
|SUNDAY MARCH 5, 2017|
MORNING SESSION (8:30-11:30)
MID-DAY SESSION (11:45-2:45)
Bridging the Gap: Global Conversations on Teacher Policy and Teacher Motivation: A workshop for policymakers, practitioners and teachers to analyze opportunities for more effectively using teacher voice to inform teacher policies
AFTERNOON SESSION (3:00-6:00)
MORNING AND MID-DAY DOUBLE SESSION (8:30-2:45)
MID-DAY AND AFTERNOON DOUBLE SESSION (11:45-6:00)
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Sunday March 5 – 8:30-11:30 Cognitive Science for the Sustainable Development Goals
Organizers: Helen Abadzi (University of Texas at Arlington), Aglaia Zafeirakou (World Bank), and Eugenia Garduno
The SDGs raise expectations for universal education by 2030. Yet, many donor-financed projects have shockingly poor outcomes. Low-income classrooms have limited teaching time, lack of textbooks, and poorly educated teachers, leading to illiteracy and early dropout. What more can be done? Scientific research has much to offer. Understanding how memory works can help you evaluate policy options and offer valid advice governments and donors. The workshop will present the applicable neurocognitive concepts through simplified illustrations, videoclips taken during World Bank missions, and policy documents. You will get several exercises of real-life situations and examples of common cognitive biases. A bonus topic will be reading science from the perspective of perceptual learning. New and counterintuitive research will show how to make nearly everyone literate in a few months.
About the Organizers
Helen Abadzi is a Greek psychologist and polyglot. After 27 years as a senior education specialist at the World Bank, she is a researcher at the University of Texas at Arlington. To improve the outcomes of education investments she regularly monitors research in cognitive psychology and neuroscience. She is an author of many publications, including the widely cited “Efficient Learning for the Poor”. Her work raised early-grade reading fluency into an international priority.
Aglaia Zafeirakou is a senior education specialist, advisor and consultant to the World Bank and multiple other donors. She specializes in reading for low-income populations and in teacher training.
Eugenia Garduno is a Mexican education specialist with a long career in the government, OECD, and other organizations. She specializes in numeracy and other information-processing topics.
Sunday March 5 – 8:30-11:30 New Media Tools for Research and Practice in Girls’ Education: Tools, Tips, and Lessons Learned
Organizers: Emily Anderson (Centenary University) Co-sponsored by the CIES Gender and Education Standing Committee
This workshop provides an introduction to the use of new media tools for researchers and practitioners in comparative and international education fields. Through facilitated discussion and small group activities, participants will explore the use of new media in qualitative research and evaluate a selection of new media tools for both research and practice.
About the Organizers
Emily Anderson is an Assistant Professor of Education at Centenary University. Her research investigates the construction, diffusion, and negotiation of girls’ education policy discourses and the role/s of new media in girls’ education policy, activism, and advocacy.
Sunday March 5 – 8:30-11:30 Globalizing High School, Higher Education and TEFL through Videoconferencing: Process, Planning, Challenges and Benefits
Organizers: Laureen A. Fregeau (University of South Alabama), Robert Leier (US Department of State), Ukaiko Bitrus Ojiambo (St. Paul’s University), William Cornejo (University of El Salvador), Benjamin Schwartz (Auburn University), and Suhana Chikatla (UAB)
Based on a multi-year research project conducted by the workshop organizers/presenters, participants will experience a live videoconference with members of the research team located in Kenya, Japan, Colombia and El Salvador. The team will discuss benefits and challenges of forming a project partnership and integrating international videoconferences into high school, undergraduate, graduate and TEFL courses. Participant interest-based teams will then be guided in selecting a digital platform that best fits their budget and needs, selection of topics and creating ideas for integrating international videoconference applications into their learning environments. Each Team will create a model videoconference plan and present it to the participants and presenters for discussion.
About the Organizers
Laureen A. Fregeau earned her Ph.D. in International Development Education at Penn State. She teaches multicultural education, gender and international development at the University of South Alabama. Her research focuses on social justice issues and globalizing education through international videoconferencing. She is the organizer of the international videoconferencing research team and project.
Robert Leier’s Ph.D. is from PSU in international development. He recently served as Peace Corps Response ESOL consultant to the University of El Salvador. He taught university and worked throughout Latin America. Dr. Leier is currently a U.S. Department of State English Language Fellow with the Colombian/American Bi-national Centers. He has been an international videoconferencing research team member since 2010.
Ukaiko Bitrus Ojiambo is a communication lecturer at St. Paul’s University, Nairobi, Kenya
teaching human communications. She studied Instructional Design and is pursuing a PhD in Communication. Her scholarly interests include instructional development and intercultural communication. She has been an international videoconferencing research team member since 2014 and participant for eight years.
William Cornejo earned his Licenciatura in ELT from the University of El Salvador. His thesis was on integrating videos and interactive presentations to promote critical thinking. He taught English to children through adults. He currently teaches EFL at a bilingual school in El Salvador. He became an international videoconferencing research team member in 2015.
Benjamin Schwartz earned his MA in Hispanic Studies from Auburn University and is currently ABD in Adult Education. He has worked as an EFL professional in Latin America, the Middle East and Asia. He is currently a visiting faculty at Asia University in Tokyo. He became an international videoconferencing research team member in 2015.
Suhana Chikatla is a native of India. She degrees from Spicer Memorial College, Tilak Maharashtra Vidyapeeth, Andrews University, and her Ph.D. in Instructional Design and Development from the University of South Alabama. She was instructional designer at Wallace State University and Auburn University at Montgomery and is currently teaching for UAB.
Creating Inclusive Learning Environments: Adapting and Contextualizing Social Emotional Learning in International Contexts
Meridith Gould, Ph.D.
Tia Kim, Ph.D.
This workshop aims to share best practices and lessons learned from the field on effective and appropriate ways to adapt social-emotional learning (SEL) content, programs, and interventions in different international contexts and across developmental stages for children/youth. By the end of this workshop we expect that participants will:
4) Have a better understanding of what SEL is and why it is important;
5) Gain awareness of and knowledge in SEL approaches that different organizations are employing internationally;
6) Identify barriers/ challenges to adapting SEL for use in international contexts.
Participants will have the opportunity to hear from several different organizations and their approaches to SEL, with the primary goal of providing and generating best practices on adapting and contextualizing SEL-based programs for children and youth in international contexts.
About the Organizers
Rebecca Bailey works in the Prevention Science and Practice Department at the Harvard Graduate School of Education. Rebecca’s research focuses on the development of executive function, self-regulation, and social-emotional skills across early and middle childhood. Previously, she was an early childhood educator and professional development coordinator at an educational non-profit.
International Rescue Committee
Rena Deitz leads the development of IRC’s Social Emotional Learning (SEL) curricula. She develops, trains, and monitors SEL programs in crisis-affected contexts around the world, including with children and teachers displaced from Syria and Nigeria.
Meridith Gould, Ph.D.
Dr. Meridith Gould currently works as a consultant with NGO’s including (World Bank, World Vision, Room to Read, FHI-360, RTI, USAID, Population Council) advising them on design implementation and evaluation of SEL-based children and youth programming. Previously, she was IRC’s former SEL Technical Advisor leading their SEL work globally.
Aga Khan Foundation
Alison Joyner is responsible for Education monitoring, evaluation, research and learning for the Aga Khan Foundation. She leads MERL support to country units in 16 countries in Africa and Asia, and manages the organisation’s Global Education Management Information System.
Tia Kim, Ph.D.
Committee for Children
Dr. Tia Kim leads the development and evaluation of Committee for Children’s social-emotional learning, bullying prevention, and child protection programs in both the U.S. and internationally. She is committed to enhancing their quality, effectiveness, and reach through innovation, partnerships, and rigorous continuous improvement processes.
Sunday March 5 – 8:30-11:30 An introduction to early grade reading materials development
Organizers: Nathalie Louge (FHI360) and Emily Koester (FHI360)
Literacy projects require enormous amounts of materials development –books, guides, posters, training modules, videos, etc. But how does it actually get done in a way that ensures linkages between all materials and the curriculum while responding the needs of the beneficiaries and partner governments? The objective of this highly interactive and hands-on workshop is to introduce participants to the process of materials development from design to production, and to provide them with the experience of developing read aloud stories and leveled texts. The target audience for this workshop are practitioners, current or aspiring instructional and curriculum specialists, or all interested in the materials development process for literacy projects. The workshop will begin with an overview presentation of the essential steps included in the process of materials development. Examples of each step will be provided using specific cases and experience from the field.
About the Organizers
Nathalie Louge Literacy and Learning Advisor at FHI360. Her experiences ranges from instructional design to teacher training to the development of reading programs in several countries. She holds a literacy certification from the University of Virginia and a Masters in International Education from the University of Sussex.
Emily Koester is a Literacy Technical Officer at FHI 360. She has supported FHI 360 early grade reading initiatives in Nigeria, South Sudan, and Peru through designing teacher trainings, teacher guides, pupil books, and supplementary materials. She holds a Master’s degree in International Education from the George Washington University.
Sunday March 5 – 8:30-11:30 Comparative and International Education Research Made Easy: How to Use Several Free Online Data Tools
Organizers: David C. Miller (AIR), Sarah Guile (AIR), Yuqi Liao (AIR), Yemurai Tsokodayi (AIR)
There is a vast number of data tools that are free and publicly available on the web for doing comparative and international education research. However, many researchers are either not aware of these or not aware of which to use to answer specific research questions. These online tools vary considerably in terms of content, functionality, data visualization capabilities, and availability of country data. The primary objective of this workshop is to teach participants about these tools, including their similarities and differences, and demonstrate how to effectively use them. It is recommended that participants bring their own laptops to participate in hands-on exercises, which will include the use of newly released PISA and TIMSS 2015 data. There will also be time for participants to explore their own research questions using these tools while workshop leaders assist and answer questions. Some knowledge about quantitative research methods is helpful but not necessary.
About the Organizers
Dr. David C. Miller is Principal Researcher and Director of the International Activities Project at the American Institutes for Research (AIR). He has been at AIR since 1999 and specializes in comparative and international education research, including the analysis of data from large-scale international studies (e.g., PIRLS, PISA, and TIMSS).
Sarah Guile is a Research Associate at AIR. She provides research and technical support to the National Center for Education Statistics (NCES) on large-scale international studies, especially TIMSS. She is currently pursuing a master’s degree in International Education Policy from the University of Maryland.
Yuqi Liao is a Research Associate at AIR. He provides research support to NCES on large-scale international studies and coordinates updates to the International Data Explorer (IDE) tool hosted on the NCES website. He has a Master of Public Policy degree from Georgetown University.
Yemurai Tsokodayi is a Research Associate at AIR. She provides research and technical support to NCES on large-scale international studies, especially PIRLS and TALIS, and assists the International Activities Team at NCES with outreach activities. She is currently pursuing a master’s degree in Industrial-Organizational Psychology at the University of Maryland.
Sunday March 5 – 8:30-11:30 Using Data to Understand Higher Education Internationalization
Organizers: Christine Farrugia (IIE), Giorgio Marinoni (International Association of Universities), and Chris R. Glass (Old Dominion University)
This workshop will provide participants with an in-depth look at how to use available data sources to understand the current state of higher education internationalization in the United States and globally, focusing on data sources relevant to international academic mobility, organizational and policy perspectives of higher education internationalization, and international student experiences. The workshop session provides the opportunity to engage with experts representing leading data sources on the internationalization of higher education, namely Open Doors, Project Atlas, IAU’s Global Survey of Internationalization of Higher Education, and the Global Perspectives Inventory. Participants will come away from the workshop with an understanding of the parameters of each data source, their advantages and limitations, and how to apply the data sources to relevant key questions in the study of the internationalization of higher education.
About the Organizers
Christine Farrugia is Senior Research Officer at the Institute of International Education (IIE) where she leads research on international academic mobility, including Open Doors, a large-scale survey of international educational exchange in the United States. She holds a Ph.D. from SUNY-Albany and two master’s degrees from Teachers College, Columbia University.
Giorgio Marinoni is Manager, HE and Internationalization policy and projects at the International Association of Universities in Paris, France. With nearly a decade of professional experience in higher education, he has gained expertise most specifically in the field of Internationalization of Higher Education and in HE policy and reforms.
Chris R. Glass is an assistant professor of higher education at Old Dominion University in Norfolk, VA. He is a researcher on the Global Perspective Inventory (GPI), an assessment instrument that examines the relationship between educational experiences and global learning. Glass received NAFSA’s 2016 Innovative Research in International Education Award.
MORNING AND MID-DAY DOUBLE SESSIONS
Sunday March 5 – 8:30-2:45 Improve Your Data Analytic Abilities using Stata and Early Grade Reading and Mathematics Assessment Data
Organizers: Christopher Cummiskey (RTI), Jonathan Stern (RTI), Jennifer Pressley, Melissa Gargano, Sarrynna Sou, Susan Edwards, Kimberly Foulds (Global Reading Network)
This six hour workshop will provide participants with an in-depth understanding of multi-stage sampled early grade education data (such as sampling schools and students), as well as the skills necessary to properly investigate and analyze them. The data for this workshop will come from publicly available Early Grade Reading Assessments (EGRA) and Early Grade Mathematics Assessments (EGMA)—with examples of both cross-sectional and intervention studies. The skills obtained from this training will be applicable to EGRA/EGMA data writ-large, including the large amount of publicly available data. Furthermore, statisticians and analysts will be prepared for processing and analyzing future EGRA/EGMA project work. The workshop will consist of brief presentations and contextual information about the data sets but will focus primarily on providing participants with opportunities for hands-on experience analyzing these data in response to proposed research and analytical questions. This course requires that participants provide their own computer with Stata 13 or later installed.
About the Organizers
Chris Cummiskey is a statistician with a Master’s of Public Health degree in biostatistics and professional experience in survey research for international education, health, and economic development studies. He has established RTI’s standard statistical processing for all Early Grade Reading (EGRA), Early Grade Math (EGMA), and Snapshot of School Management Effectiveness (SSME) projects. The standardized processes involved developing best practices; creating easy-to-use Stata macros, Word documents, and Excel documents for multi-stage sampling; data checking; data editing; data processing; and all data analyses. His project experience involves teaching and collaborating with clients, researchers, and other stakeholders; and design, development, and implementation of complex sample designs. He is proficient in data processing and analysis using a variety of statistical software programs, including Stata, SAS, SUDAAN, SPSS, Epi-Info, CSPro, and R. Mr. Cummiskey is adept at preparing analysis reports that highlight substantive findings and methodological details. He has trained staff in the United States and overseas on survey sampling methodology, sample selection, data entry, data verification, data processing, and data analysis.
Jonathan Stern is a research education analyst in the International Education Program in RTI’s International Development Group. Dr. Stern’s research interests and expertise include international education policy, quantitative methods, comparative education, and program evaluation. He is particularly interested in the evaluation of programs and policies designed to provide educational opportunities to traditionally underserved children. Accordingly, his published work covers topics such as low-cost private schooling, voucher reform, and education and economic development. He received his Ph.D. in International Education Policy and Management from the Peabody College of Education and Human Development at Vanderbilt University. He also holds a master’s degree in International Educational Development from Teachers College, Columbia University (2008) and a bachelor’s degree in Public Policy and American Institutions from Brown University (2002). Prior to joining RTI, Dr. Stern worked as a consultant for USAID and CARE and as a researcher in Los Angeles Unified School District’s Program Evaluation and Research Branch. He has published his research in peer-reviewed journals and edited books and has presented his findings at professional conferences and meetings.
Sunday March 5 – 8:30-2:45 Competing Frameworks: National and Global in Citizenship Education
Organizers: Anatoli Rapoport (Purdue University)
Since the time when nationalism played a critical role in unifying new nations, nationality and citizenship have been virtually synonymous terms. Reconsideration and redefinition of normative communal status of various societal groups led recently to reexamination and reconceptualization of citizenship. Even a bigger challenge has been presented by growing global processes. Public schools have become a locus of a potential conflict of two citizenship discourses: the discourse of national citizenship and the discourse of global citizenship that is seeking for a proper place in school curricula. The objective of this workshop is to initiate a discussion and get critical insight of an interplay of national and global in citizenship education in various societies. The workshop will bring together US and international scholars who will share their conceptual, empirical, or policy research as well as practical experiences about the intersection of the national and global in citizenship education.
About the Organizers
Anatoli Rapoport is Associate Professor of Curriculum and Instruction at Purdue University College of Education. He is Editor of Journal of International Social Studies and past Chair of Citizenship and Democratic Education Special Interest Group (CANDE SIG). His research interests include: global citizenship education, identity development, education reform in Eastern and Central Europe, and constructivist theory.
Sunday March 5 – 8:30-2:45 Acting Out: Challenging Inequalities in the Researcher/Participant Relationship – a Workshop for Addressing Methodological Questions in International Research Contexts
Organizers: Meagan Call-Cummings (George Mason University), Barbara Dennis (Indiana Univeristy), Karen Ross (University of Massachusetts-Boston), Payal P. Shah (University of South Carolina)
This workshop is intended as an opportunity to explore power inequalities that exist between researchers and research participants, particularly in international research contexts. Using an interactive approach based on Theater of the Oppressed (Boal 1985), the workshop will draw upon participants’ own experiences conducting research as the basis for creating an engaging, active, and critical conversation around the potential implications of methodological choices, especially in terms of researcher/participant relationships in international research. The workshop will conclude with a dialogue centering on how we can extend this conversation at CIES and beyond in meaningful and inclusive ways.
About the Organizers
Meagan Call-Cummings is an Assistant Professor of qualitative research methods at George Mason University’s Graduate School of Education. Dr. Call-Cummings’ research focuses primarily on critical, feminist, and participatory methodologies that strengthen social justice and peace processes in international and domestic contexts.
Barbara Dennis is an Associate Professor of Inquiry Methodology at Indiana University. She has been writing on ethics, validity and participation in inquiry drawing specifically on critical theories.
Karen Ross is an Assistant Professor of Conflict Resolution at the University of Massachusetts-Boston. Her research focuses on the intersection of conceptual and methodological issues related to dialogue, education, and social change activism.
Payal P. Shah is an assistant professor of Educational Foundations & Qualitative Inquiry at the University of South Carolina. She engages in critical, feminist ethnographic research on gender and education in India, drawing upon decolonizing and postcolonial perspectives.
Sunday March 5 – 11:45-2:45 Using Large-Scale Assessment Data for Secondary Analysis
Organizers: Falk Brese (IEA)
The workshop will provide insights on how to analyze data from international large-scale assessments (ISLAs) in education. In the first part, participants will be introduced to ISLAs using the examples of the IEA’s TIMSS and ICCS assessments (see Martin, 2012; Schulz et al., 2010). The complex survey designs of these studies and the implications of these designs for analysis and reporting will be addressed. In the second part, participants will develop their own example research questions and practice analysis using the IEA IDB Analyzer and SPSS with the support of the workshop trainer. The results will be presented to the group.
About the Organizers
Falk Brese is a Senior Research Analyst at IEA’s Research and Analysis Unit (RandA). As an International Data Manager for several international large-scale assessments (ILSAs) he has been responsible for diverse activities related to data management. Further, he has been running workshops on the use of data from ILSAs for secondary analyses and national reporting.
Sunday March 5 – 11:45-2:45 Measuring Education Equity: Theory and Practice
Organizers: Carina Omoeva (FHI360), Wael Moussa (FHI360), Charles Gale (FHI360), Bilal Barakat (Wittgenstein Centre), Patrick Montjourides (UNESCO Institute for Statistics), Stuart Cameron (Oxford Policy Management),Benjamin Alcott (University of Cambridge)
This workshop aims to provide participants with a stronger understanding of the methodological and measurement challenges surrounding the analysis of educational equity and inequality. It will draw upon ongoing work from research efforts associated with the Education Equity Research Initiative, which is jointly led by FHI 360 and Save the Children, as well as those led by leading research and statistical organizations involved in the measurement and tracking of education inequality. During this workshop, participants will examine multiple ways of measuring inequality and compare outcomes across methods, to see if the understanding of inequality changes as a result of the method that was chosen. Through a series of hands-on exercises and short presentations, participants will be provided the opportunity to apply their knowledge of current measurement challenges to global tracking, and will test their intuitive understanding of inequality as related to the construction of metrics.
This workshop will also present the audience with the work done by the co-authors of an upcoming publication; the International Handbook on Measuring Equity in Education, co-edited by the UNESCO Institute for Statistics and the REAL Centre, Cambridge. It will discuss the challenges associated with measuring equity in learning, the various concepts that can be mobilized to frame its measurement, how these can be operationalized as well as their implications for policy implementation. Attendees will be given keys to navigate between theoretical concepts of equity in education, mathematical and statistical constructs, and use of data and indicator for policy monitoring. They are expected to come out of the workshop with a good understanding of the steps required to monitor equity-oriented policies and programmes.
About the Organizers
Carina Omoeva, Ph.D., Director of Research and Evaluation, Global Education, FHI 360
Dr. Omoeva leads Global Education’s research efforts, including into the relationship between inequality in education and violent conflict, as well as measurement and reliability issues pertaining to international education data. She holds a Ph.D. in Comparative Education from Teachers College, Columbia University.
Wael Moussa, Ph.D., Senior Research Scientist, Global Education, FHI 360
Dr. Moussa contributes to EPDC’s work on educational inequality, and provides technical support to FHI 360’s impact evaluation efforts. His expertise lies in the economics of education and applied econometrics, and his research is published in the Economics of Education Review and Education Finance and Policy. Wael holds a PhD in Economics from Syracuse University.
Charles Gale, Research Associate, Global Education, FHI 360
Charles works with FHI 360’s Education Policy and Data Center, extracting internationally comparable education indicators on educational access, attainment, and learning outcomes. He has contributed to the analysis of education programs and policies across dozens of countries. Charles holds a M.A. in International Educational Development from Teachers College, Columbia University.
Bilal Barakat, Ph.D., Research Scholar, Wittgenstein Centre for Demography and Global Human Capital
Bilal is a post-doctoral researcher at the Wittgenstein Centre for Demography and Global Human Capital. His research interests and areas of expertise include various aspects of educational planning and policy, especially in developing countries. He has published in leading international research journals and is a regular consultant for international agencies.
Patrick Montjourides, Education Programme Specialist, UNESCO Institute for Statistics
Patrick is an Education Programme Specialist at the UNESCO Institute for Statistics. His expertise is in questions related to the measurement of education. He holds a maitrise in international economics from the University of Paris Dauphine and a master’s degree in the economics of education from the University of Burgundy/IREDU.
Stuart Cameron, Senior Consultant, Oxford Policy Management
Stuart is a senior consultant in the education team at Oxford Policy Management and leads the team’s work on education for marginalized groups and educational inequalities. He specializes in mixed methods research, quantitative data analysis, evaluation of education programmes, urban poverty, and policies for improving access to education. Prior to joining OPM, Stuart worked for UNICEF’s Office of Research, UNESCO’s EFA Global Monitoring Report, the Institute of Development Studies, as well as for the DFID-funded Consortium for Research on Educational Access, Transitions and Equity (CREATE).
Benjamin Alcott, University of Cambridge
Ben is a University Lecturer within the Faculty’s Research for Equitable Access and Learning (REAL) Centre, where he works on education policies in developing countries. His current research focuses on access to schooling, the quality of state and non-state educational provision, and inequalities in learning outcomes.Ben’s doctoral thesis used quantitative methods to evaluate potential policy mechanisms for redressing inequalities in access to higher education in England. Prior to Cambridge, Ben taught and mentored in secondary schools in London, provided programme-evaluation consultancy, and worked as a research assistant at the University of Michigan, USA.
Sunday March 5 – 11:45-2:45 Leading Transnational Higher Education
Organizers: Ted Purinton (American University in Cairo), Jennifer Skaggs (American University in Cairo)
Utilizing artifacts and narratives gathered from the provosts and presidents of “American” independent and liberal arts universities operating outside the US, this workshop distills triumphal actions, cautionary tales and valuable lessons regarding leadership of transnational higher education. The pedagogical approach used in this workshop will incorporate case study analysis, group planning and discussion. The purpose is to translate theory into practice on transnational higher education by investigating the personal accounts of institutional leaders including lessons learned, challenges, and effective strategies.
About the Organizers
Ted Purinton is Dean of the Graduate School of Education and Associate Professor of International & Comparative Education at the American University in Cairo
Jennifer Skaggs is Assistant Professor of International & Comparative Education and former Dean of Students at the American University in Cairo.
Sunday March 5 – 11:45-2:45 Bridging the Gap: Global Conversations on Teacher Policy and Teacher Motivation: A workshop for policymakers, practitioners and teachers to analyze opportunities for more effectively using teacher voice to inform teacher policies.
Organizers: Emily Richardson (Teachers College, Columbia University) and Molly Hamm (DREAM Project)
The Teacher Motivation Working Group (TMWG) recognizes the importance of teacher quality for student learning, and provides a platform for research on teacher motivation and well-being in order to realize quality education for all. The TMWG facilitates collaborative measurement, testing of interventions, and resource development to support teacher motivation in low-income contexts around the world.
In this workshop, the TMWG will draw on the work of its partner, UNESCO’s Teacher Task Force, to foster dialogue about teachers within national and global policy contexts. Participants will learn about key dimensions of teacher policies and how those interact with teacher motivation, discuss international assessment systems that measure teacher motivation, and brainstorm solutions to elevate teacher voice in policy conversations. Facilitators will use interactive pedagogy to ensure active participation of all present, and participant input will be used to support the TMWG’s development of a white paper on teacher voice in public policy.
About the Organizers
Emily Richardson, Co-Chair
Emily is an advanced doctoral student at Teachers College, Columbia University where she is concentrating on teacher policies in low-income countries. Emily holds a MA in International Educational Development from Teachers College- Columbia University. She has extensive professional experience in rural Malawi, India, Pakistan, and Bangladesh.
Molly Hamm, Co-Chair
Molly is the Associate Director of the DREAM Project, a non-profit organization providing educational opportunities to children and youth in the Dominican Republic. Hamm has also conducted teacher-related research in Cuba, Guatemala, and for the New York City Department of Education. Hamm holds a MA in International Educational Development from Teachers College, Columbia University.
Jarret is a Senior Research Specialist at Save the Children US. His work primarily involves harnessing monitoring & evaluation to improve early-grade literacy and numeracy programs throughout Africa, Asia, and Latin America. After serving in the Peace Corps in Jordan, Jarret obtained an MA in International Development and International Economics from Johns Hopkins, SAIS.
Kristy is a Literacy Specialist at World Vision International where she works on literacy programming and early grade reading in Sub-Saharan Africa and S.E. Asia. Kristy holds a MA in International Affairs from the Fletcher School of Law and Diplomacy at Tufts University, an Ed.M from Chapman University in Curriculum and Instruction.
Mary, of Education Development Center, has spent over 25 years teaching, instructing and coaching teachers, designing professional development programs for teachers, and researching the impacts of teacher education programs online and face-to-face, all over the world. She has an Ed.M. from Harvard University in Teaching and Curriculum, and an M.A. and M.S. from the University of Texas in Latin American Studies and Urban Planning, respectively.
Mackenzie is a Senior Education Specialist at the International Rescue Committee focusing in curriculum development and teacher training with an emphasis on early grade literacy. Mackenzie has worked with teachers, administrators, and system stakeholders in the Caribbean, East Africa, Middle East, and South Asia. Mackenzie earned her MA in International Educational Development from Teachers College – Columbia University.
International Task Force on Teachers (TTF), which is housed at UNESCO, is the first dedicated international alliance of stakeholders, including national governments, intergovernmental organizations, NGOs, international development agencies and private sector organizations working together to address the teacher gap. The Task Force is led by Edem Adubra, the head of the secretariat, and technical inputs to the Teacher Motivation Working Group are provided by Diane Lalancette.
Sunday March 5 – 11:45-2:45 Exploring comparative perspectives on higher education internationalization: Reproblematizing global competencies
Organizers: Esther E. Gottlieb (Ohio State University) and Gerardo Blanco Ramírez (University of Massachusetts Boston)
This workshop seeks to unpack the concept of comprehensive internationalization. To this end, the facilitators will encourage participants to share and analyze the internationalization projects, strategic plans and other documents regarding internationalization in their home campuses or agencies. The workshop: a) incorporates a comparative perspective in order to identify how the concept of internationalization has been constructed in contemporary policies, plans, and programs; b) engages participants to uncover an array of different meanings according to different contexts; c) evaluates the borrowing and transfer of ideas and programs across nations and across a spectrum of institutions, as well as between the global North and South; d) exemplifies what “global competences” are being used to evaluate the internationalization of students’ learning experiences, how, and why. This in turn presents an opportunity to actively engage and reflect upon the implications of contemporary movements in higher education internationalization.
About the Organizers
Dr. Esther E. Gottlieb teaches internationalizing across the curriculum, comparative education systems & education in global perspectives. Her work includes implementing the university wide internationalization plan and evaluating of students’ global learning at The Ohio State University. Her research has focused on the intellectual history of Comparative and International Education, investigating discursive practices of reforms and policies, lastly examining the discourse of ‘world-class’ classifications. Her recent article in Prospects is: “Making education world-class: ‘ThinkGlobalOhio.’” Her last funded project was for a State Department Mandela Washington Fellows public- management institute. She has been a visiting faculty-member at the University of Otago, New Zealand, and Gondar University, Ethiopia.
Dr. Gerardo Blanco Ramírez is assistant professor of International Higher Education at the University of Massachusetts Boston and program co-chair of the Higher Education SIG. His teaching and research focus on higher education globalization and internationalization, with a focus on quality assurance practices. He has been visiting faculty at Shaanxi Normal University in Xi’an, China, and his recent activity has focused on Canada, Bangladesh, Mexico and Ethiopia. Among his latest publications are: “Many choices, one destination: multimodal university brand construction in an urban public transportation system,” in International Journal of Qualitative Studies in Education; and “Attempting to imagine the unimaginable: A decolonial reading of global university rankings,” forthcoming in Comparative Education Review.
Sunday March 5 – 11:45-6:00 Education in fragile and post-conflict situations: creating conflict-sensitive and peace-promoting education materials for Early Grade Reading and beyond
Organizers: Nina Papadopoulos (USAID), Rebecca Rhodes (USAID), Ash Hartwell (University of Massachusetts Amherst), Colette Chabbott (George Washington University), Margaret Sinclair (Education Above All foundation), Jean Bernard (Spectacle Learning Media)
How can education systems support peace and reconciliation in fragile settings where there is ethnic and religious diversity? One contribution towards this goal: can we build ‘Learning to live together’ (LTLT) themes into Early Grade Reading (EGR) materials and beyond? Can mother tongue reading materials being produced for a linguistically diverse society can also carry messages about the need to respect diversity and build social cohesion?
A fairly low-cost and replicable innovation could be the systematic introduction of workshop sessions on LTLT for national writers of textbooks, fiction and non-fiction education materials.
The workshop will bring together academics, graduate students and practitioners from the fields of education materials/curriculum and crisis/conflict. The objective is to design prototype materials using Bloom software; and to develop an innovation model that can help education address issues of social and emotional learning and responsible citizenship especially in fragile contexts.
About the Organizers
Nina Papadopoulos. Nina Papadopoulos, Team Lead – Education in Crisis and Conflict with USAID, has worked for over 16 years promoting the right to education in conflict and crisis, and is co-author of the Education Cluster Coordinator Handbook. She is adjunct professor at Georgetown University in the Program on Justice and Peace Studies.
Rebecca Rhodes. Ms. Rhodes, now a Senior Education Adviser at USAID, has worked in Guinea, Liberia, Sierra Leone, Ethiopia, Nigeria, Egypt, Madagascar, Mali, Nepal, Afghanistan, Pakistan, the DRC, and Senegal to improve teachers’ and supervisors’ skills, design and produce culturally appropriate teaching material, support improved instruction, and ensure host country government support.
Ash Hartwell. Ash Hartwell is an adjunct professor at UMassAmherst Centre for International Education. After working in Africa for 25 years, he has since served as an education adviser to USAID, UNICEF, CARE, the World Bank and others, including the USAID Education in Crisis and Conflict Network project.
Colette Chabbott. Colette Chabbott, who teaches at George Washington University, has worked for many years on education innovation, including studies of BRAC in Bangladesh and of good practice in early grade reading initiatives. Currently advising on research at the USAID Education in Crisis and Conflict Network, she recently published a monograph on the conditions for successful innovations in the health and education sectors.
Margaret Sinclair. Margaret Sinclair has worked with UNHCR, UNESCO and INGOs on education in emergencies. She was the initiator of the UNHCR/INEE Peace Education Programme. Publications include Planning education in and after emergencies (UNESCO-IIEP, 2002). She currently leads education work at Education Above All Foundation’s Protect Education in Insecurity and Conflict Program.
Jean Bernard. Jean Bernard, Senior Partner at Spectacle Learning Media, led UNESCO’s work on textbooks and peace/intercultural dialogue. She has worked in many countries including UAE, Yemen and South Sudan. Recent work in Uganda includes advising on production of supplementary readers incorporating conflict and disaster risk reduction for primary schools.
Sunday March 5 – 11:45-6:00 Images of education in international film: Work or Play?
Organizers: Hugh McLean (Open Society Foundations) and Mark Keitges (Rutgers University)
Film has a wide range of applications in education. The vast and varied genre of educational films, i.e. those made and used for explicit didactic purposes in lecturing and teaching, has a niche set of enthusiastic users. Much is written about film and pedagogy, although educational film, as such, is a largely neglected part of the media landscape. Documentary film offers a rich exploration of education from the perspectives of visual anthropology, investigative journalism, advocacy and even propaganda. Film making is used an innovative educational method and the use of video camera by subjects in research can provide a rich source of authentic information.
The two back-to-back workshops proposed here will reach beyond these useful applications of film in pedagogy and research, to explore particularly the use of narrative films in teaching, researching and thinking about comparative and international education. The workshops aim to introduce participants to the vast canon of international films about education and provide a space for demonstrating the methods and materials that they currently use in teaching and/or research. Narrative films about education and education-related issues open the door to cultural theory, social aesthetics, popular culture and film – not usual companions for education policy or research methods that privilege metrics. Our working assumption is that perspectives from other disciplines will add rather than detract from our understandings of international and comparative education.
About the Organizers
Current Part-Time Lecturer in the writing program at Rutgers University. PhD in Education Policy, Organization and Leadership at the University of Illinois at Urbana-Champaign. Research interests include philosophy of education, global learning curricular reform, the internationalization of higher education, educational and interactive technologies, aesthetic education, issues of morality and justice in higher education, and the philosophical anthropologies of Kant, Buber, and Vilem Flusser and their implications for educational practice.
Hugh McLean directs the Education Support Program of the Open Society Foundations, a global program that promotes the right to education and equity and quality in education. Hugh originally studied music and completed a postgraduate teaching diploma in music and English language teaching. After university, and partly in order to avoid conscription in the armed forces, he lived and taught in a remote rural village in one of South Africa’s independent homelands where he started a bridging program for village youth who wanted to study further after finishing school. Back in Johannesburg, he worked in adult literacy and trade union education for the rest of the 1980s. In 1990, there were signs of change in South Africa and Hugh joined one of the several large corporations that started funding education and development in the country. He joined OSF’s education program in Budapest in 1999 and was associated with OSF’s education work in various capacities, working mostly in Russia and then in Pakistan as well as on various research and evaluation projects. Hugh moved to the UK in 2006; he helped to new mission focus for OSF education programs and has directed the program from September that year.
Sunday March 5 – 11:45-6:00 Standards for Evaluating USAID-Funded Education Projects: Building on What We Learned from Implementing USAID Evaluation Policy in Education Sector
Organizers: Christine Beggs (USAID), Elena Vinogradova (USAID), Sarah Jones (USAID), Laurence Marie Dessein (USAID), Ash Hartwell (University of Massachusetts Amherst), Nitika Tolani (MSI)
The Evidence Team of the USAID Office of Education is drafting a series of guidance notes with the primary purpose of improving the quality of evaluations through introduction of standards for conducting evaluations of education programs in a range of contexts. The workshop will consist of two three-hour parts. In Part 1 of the workshop participants will gain an understanding of the evaluation theory that underpins the new USAID evaluation in education guidance notes and brainstorm the application of the standards in USAID evaluations of education programs. In Part 2 of the workshop participants will gain skills for how to apply these standards to designing and carrying out evaluations of projects under each of the three Education Strategy goals.
About the Organizers
Christine Beggs is Evidence Team Lead, Office of Education, USAID. Her technical expertise includes program and evaluation design, participatory and asset-based methods of program design, gender integration and incorporating applied research into evaluation designs.
Dr. Elena Vinogradova is Sr. M&E Advisor, the Evidence Team, Office of Education, USAID, with over 20 years of experience in social science research and evaluation, with particular expertise in monitoring and evaluation of education projects, both domestically and internationally.
Dr. Sarah Jones is Senior Monitoring and Evaluation (M&E) Advisor for the Evidence team in E3/Education. Sarah brings to the position over 15 years of experience in research and evaluation of social reform programs domestically and internationally with specializations in research methods, education, and youth.
Ms. Laurence Marie Dessein has 12 years of experience conducting and managing the implementation, research, monitoring and evaluation of complex education programs in developing countries. She has experience conveying research from the concept to the design, implementation, and report stages.
Dr. Ash Hartwell is Adjunct Professor, Center for International Education, University of Massachusetts since 2000, with forty years of field experience working at community, national and international levels on educational policy analysis, planning, evaluation, and research.
Dr. Nitika Tolani is a Technical Manager and Education Monitoring & Evaluation Specialist at MSI, with 15 years experience in strategic planning, innovative program design, management, research, and monitoring and evaluation in education. She works across development environments, from low and middle-income countries to conflict/crisis-affected situations.
Sunday March 5 – 3:00-6:00 Using Human and Institutional Capacity Development (HICD) to Improve Performance in Education Contexts
Organizers: Sonia Arias (FHI 360) and Andrew Gilboy (Associates for Global Change)
This session explores Human and Institutional Capacity Development (HICD), an assessment methodology that is ideal for unveiling system barriers to building capacity. HICD is an approach that goes beyond training to help address organizational systems issues and attain desired performance when facilitating language policy implementation, for example, or increasing capacity of District Education Offices. It works, it’s been used in North America for decades and is now getting results in developing countries with public and private institutions large and small.
About the Organizers
Sonia Arias, Technical Advisor for FHI 360, is an education expert with over 20 years of international experience in instructional systems design, human performance improvement, capacity building, HICD, education management information systems (EMIS), e-learning, ICTs, and mobile technologies. Ms. Arias has worked in Africa, Latin America and Eastern Europe and has an M. Ed. In Instructional Design and Technology.
Andrew Gilboy, Associates for Global Change, Certified Performance Technologist with 40 years of experience working with public institutions, NGOs and private businesses in Africa, the Middle East and Southeast Asia.
Sunday March 5 – 3:00-6:00 Consultation on Guiding Principles on State Obligations Regarding Private Schools
Organizers: Sylvain Aubry (Global Initiative for Economic, Social and Cultural Rghts) and Mireille de Koning (Open Society Foundations)
Private actors have played an increasing role in education in the last two decades. Human rights bodies and institutions have insisted that the debates raised by this involvement must be analyzed in the light of States’ human rights obligations. Yet, the human rights framework applicable to privatization issues needs to be unpacked. For this purpose, a group of experts is currently developing Guiding Principles on State obligations regarding private schools. These Principles are being drafted between January 2016 and December 2017, through a series of consultations.
This workshop forms part of the consultative process for the development of the Guiding Principles. It will allow participants to familiarize themselves with the process of developing the Principles, and to review, analyze and input into the latest draft. It is a unique opportunity to take part into the development of international standards, while participating in a deep conversation about the intersection of the human rights and education fields.
About the Organizers
Mireille de Koning is a Program Officer with the Open Society Foundations Education Support Program (ESP). She manages ESPs portfolio on the role, accountability and regulation of private actors in education and human rights and social justice impacts. Mireille holds an MSc (hons) in International Development from the University of Amsterdam and a BA in European Studies from Maastricht University.
Sylvain Aubry is a Research and Legal Advisor with the Global Initiative for Economic, Social and Cultural rights. He coordinates since 2014 the research and advocacy on the role of the State in the delivery of essential services, focusing in particular on privatisation in education. He holds an LLM in international human rights law from the University of Essex and a Diploma in political sciences and international relations from Sciences Po.
Sunday March 5 – 3:00-6:00 Design Thinking as Tool for Improving Education Outcomes in a Resource-Scarce Environment
Organizers: Daniel Orwa (University of Nairobi), Saeed Wame (Namwera AIDS Coordinating Committee), and Nina Blackwell (Firelight Foundation)
The demands on todays’ educations systems are evolving rapidly, especially in resource-scarce environments.
Designing solutions in such contexts has, for a long time, been a top-down, outside-in exercise where the designers make assumptions about user requirements, skills and capabilities. This has resulted in solutions that may not address real needs and hence are not successful.
Human-centered design has the real potential to impact education systems both today and in the future because it offers a practical and effective process that takes cognizance, not only the users’ needs, but of the physical, cultural, environmental, emotional and behavioral aspects that come into play in any education system. Critically, in resource scarce environments, human-centered design allows you to engage all potential stakeholders deeply involved in re-designing a system with the resources you already have available.
This workshop will help participants – through process, techniques and practical case studies – to understand and experience the power of human-centered design to address education-related challenges in resource-scarce environments.
About the Organizers
Dr. Daniel Orwa
Dr. Dan Orwa is a Senior Lecturer at the University of Nairobi School of Computing and Informatics. He has led efforts to use human-centered design in Africa to tackle issues ranging from transportation to organizational sustainability. Dan has worked with Columbia and MIT, as well as serving as the main African field partner of the Stanford University’s d.school’s “Liberation Tech” course.
Saeed Wame is Executive Director of Namwera AIDS Coordinating Committee (NACC) in Malawi. Founded in 1996 to care for orphans, vulnerable children, and the chronically ill, while mitigating the devastating impact of HIV/AIDS, NACC operates today in 400+ villages across southern Malawi in areas such as HIV/AIDS, maternal health, early childhood development, and education care and support
Nina joined Firelight as Executive Director in July 2015. Nina comes to the Firelight Foundation from Humanity United, a leading human rights foundation, which is part of the Omidyar Group of philanthropies. As Senior Strategic Advisor and Head of External Affairs at Humanity United, Nina led the Communications, Policy, and Partnerships teams to support and leverage the organization’s strategic work in the prevention of conflict, mass atrocities and modern slavery.
Prior to joining Humanity United, Nina spent several years at Yahoo!, Inc., where she led two global teams as Senior Director of Americas Communications and Senior Director of Global Public Affairs. In the latter role, Nina was responsible for developing global communications across a broad range of issues including privacy, data governance, online safety, human rights and freedom of expression. Nina joined Yahoo! after seven years working for U.S. Senator Hillary Rodham Clinton, first as Special Advisor and then as Press Secretary and Spokesperson. Her work with Senator Clinton began in the aftermath of the 9-11 attacks and spanned the successful 2006 Senate reelection campaign and the 2008 Presidential Campaign.
Sunday March 5 – 3:00-6:00 Guidance and Approaches for Cost Capture and Cost Effectiveness Analysis of Education Programs for researchers, education program implementers and funders of research
Organizers: Christine Beggs (USAID), Rachel Hinton (DFID), Luis Benveniste (The World Bank), John Floretta (J-PAL Global), and Elena Vinogradova (USAID)
For those wanting to understand both the policy drivers and technical approaches associated with cost analysis in the international education sector, this Building Evidence in Education (BE2) sponsored workshop is must. This is a unique opportunity to learn from donors who understand the drivers behind increased cost analysis in the education sector and technical experts who are on the forefront of defining how the sector will expand cost capture and cost analysis for education programs. Key methodological approaches will be presented with discussion about their respective limitations and advantages. Emerging guidance and standards from donors will also be presented, with significant opportunities for debate and participant feedback on emerging guidance and standards. This workshop is highly participatory and we ask that participants come prepared to contribute their experience and expertise.
About the Organizers
Christine H. Beggs, Evidence Team Lead, Office of Education, Bureau for Economic Growth, Education and Environment, USAID, BE2 Steering Committee Member. Christine Beggs leads the Evidence Team in the Office of Education, E3 Bureau, at USAID. Christine’s team has responsibility for advancing evidence building and utilization for USAID’s education sector as well as strategic measurement toward the goals of the USAID Education Strategy. Christine provides evaluation design technical assistance to USAID Missions worldwide and manages the Office of Education’s strategic impact evaluation contract. Christine co-founded and co-chairs the Building Evidence in Education (BE2) Donor Working Group. Past positions in international development include Senior Research Analyst for Education and Evaluation at USAID and Senior Project Director at the Academy for Educational Development. Christine’s private sector experience includes Principal and Practice Director for a Chicago-based consultancy and several senior positions managing portfolios in excess of $100 million annually. She holds a B.A. in International Political Science (summa cum laude) from DePaul University and an M.A. in International Development from The Fletcher School of Law and Diplomacy at Tufts.
Luis Benveniste, Sector Manager, Education, The World Bank Group, BE2 Steering Committee Member. Luis Benveniste was a co-author of the World Development Report 2012: Gender Equality and Development. Some of his publications include Teaching in Cambodia (2008), with J. Marshall and M. Araujo, Teaching in Lao PDR (2008), with J. Marshall and L. Santibaez, “The political structuration of assessment: Negotiating State power and legitimacy,” in A.H. Halsey, P. Brown, H. Lauder & J. Dillabough (eds.), Education: Globalisation and Social Change (2006) and All Else Equal (2003), with M. Carnoy and R. Rothstein, a book on accountability and the organization of public and private schools in the United States. He holds a Doctorate in International Comparative Education from Stanford University and a B.A. Magna Cum Laudein Psychology from Harvard University.
Rachel Hinton, Senior Education Advisor, Research & Evidence Division, DFID; BE2 Steering Committee Member.
Rachel is a social anthropologist with particular expertise in the field of refugees and education. She currently works for the Department for International Development as a social development advisor and manager of the Education Research Team. She is responsible for commissioning research that will inform education programming in developing countries. She has held the position of honorary research fellow at Edinburgh University where her teaching included courses on refugees and migration, development and education, and childhood studies. She has conducted research in Nepal, India, China and Ghana and provided social development advice to inter-governmental (e.g. UNHCR, ILO) and non-governmental (e.g. ActionAid, Care and Oxfam) agencies. Until 2010, she was the senior education adviser for the DFID Ghana office. She led the production of DFID’s Girls’ Education Policy for the 2005 MDG target. Since joining DFID, she has worked in Albania, Bangladesh, Bosnia, Ghana, India, and Nepal, contributing to public expenditure reviews, country assessments, policy analyses, and evaluations of policies and programs. She has published on topics such as: girls’ education; education and poverty; and is the co-author of the book ‘Inclusive Aid’ that examines power and relationships in the new aid environment. Rachel Hinton has a Ph.D in Social Anthropology from Cambridge University.
John Floretta, Associate Director of Policy, J-PAL Global John Floretta is Associate Director of Policy for J-PAL. He works with policymakers, J-PAL affiliated researchers, and J-PAL global and regional staff to disseminate lessons from randomized evaluations and promote evidence informed decision-making and scale-ups of successful social programs. John was Deputy Director of J-PAL South Asia during 2011-2015 where he helped run J-PAL’s largest regional office. His work in India focused on disseminating policy lessons and scaling up evidence-backed interventions. He was also involved with building monitoring and evaluation capacity of government and civil society partners, including the establishment of the South Asia Center for Learning on Evaluation and Results (CLEAR), a World Bank coordinated initiative. His career has centered on international development program management and analysis. He worked with the United Nations Development Program and United Nations World Food Program in China for five years and led evaluation and organizational learning assignments with Nike Foundation and Mercy Corps. John speaks Mandarin and has lived and worked in Asia for over 12 years. He holds a Master’s of Arts in Law and Diplomacy from the Fletcher School at Tufts University with concentrations in development economics and human security.
Elena Vinogradova, Senior M&E Advisor, Evidence Team, Office of Education, Bureau for Economic Growth, Education and Environment, USAID. Dr. Elena Vinogradova leads USAID’s education sector strategy and technical approach for program cost capture and analysis. Dr. Vinogradova also provides monitoring and evaluation technical assistance to USAID Missions worldwide. Dr. Vinogradova brings over 20 years of experience in research and evaluation in education and public health sectors, both in the US and internationally. Prior to joining USAID, Dr. Vinogradova served as the Director of Monitoring, Evaluation and Research team at Education Development Center (EDC). She has led the development of a centralized system for tracking project results and conducted multiple research and evaluation projects, including a five-country evaluation study of a technology-based curriculum for young entrepreneurs, a study of the policy framework for teacher educator professional development in Pakistan, a cost-effectiveness study of vocational training models in Morocco, and literacy and numeracy assessments in multiple countries. Dr. Vinogradova also served as Senior Researcher with USAID Education in Crisis and Conflict Network. Prior to joining EDC, Vinogradova was Senior Research Analyst at REDA International where she managed evaluations of state-wide and national education and public health projects in the US, including two five-year randomized controlled trials of the effectiveness of teacher training in improving student achievement in literacy and math. She has also consulted for the World Bank, the Central European University and the U.S. Department of Education. Dr. Vinogradova holds Master’s Degree in Society and Politics from Lancaster University, UK, and a Ph.D. in Sociology from University of Maryland.
Sunday March 5 – 3:00-6:00 Differences in math proficiency between and within countries: Key variables influencing performance
Organizers: Ana Eugenia Garduño (University of Texas at Arlingotn), Helen Abadzi (University of Texas at Arlington), Marc Schwartz (University of Texas at Arlington)
Mathematics proficiency is a key skill that students need to master, given its association with higher incomes for individuals and the economic prosperity of nations. The purpose of this workshop is to highlight differences in students’ mathematics performance between countries, to identify the main variables associated with the development of mathematical skills, and discuss the implications for the design of policies, programs and interventions at different levels. The workshop will include a presentation of the key ideas from the literature, underscoring the role of multiple variables in math performance such as SES, home practices, attitudes and math anxiety, among others. The workshop will offer activities to support participants’ understanding of key concepts in math education research, and will finalize with an activity to identify strategies to address the variables associated with the development of mathematical thinking.
About the Organizers
Eugenia Garduño is co-founder at PraxEd and a lecturer at the University of Texas at Arlington. She has worked mainly in Mexico, in the public education sector, including the General Directorate for Higher Education/Ministry of Public Education, the National Pedagogical University, Centro de Investigación y Docencia Económicas (CIDE) and the Latin American Institute for Educational Communication (ILCE). She was a research assistant and a teaching fellow at Harvard University for nearly 5 years, and worked with a team lead by Prof. Fernando Reimers to evaluate a national program aimed at introducing a digitized curriculum for 5th and 6th graders in Mexican public schools. More recently, she was the Head of the OECD Center in Mexico for Latin America and the General Coordinator of @prende.mx, responsible for the Digital Inclusion and Literacy Program at the Mexican Ministry of Public Education. She holds a doctorate in Educational Policy, Leadership and Instructional Practice and a master’s degree in International Education Policy, both from Harvard University Graduate School of Education.
Marc Schwartz is professor and director of the Southwest Center for Mind, Brain and Education at the University of Texas at Arlington. The Center identifies and supports promising research agendas at the intersection of neuroscience, the cognitive science and educational practice and leadership. Professor Schwartz is also a charter member of the International Mind, Brain and Education Society (IMBES), and served two terms as its president from 2010 to 2014. The mission of IMBES is to facilitate cross-cultural collaboration in biology, education and the cognitive and developmental sciences. Dr. Schwartz is an Associate Researcher in the Science Education Department at the Harvard-Smithsonian Center for Astrophysics (CfA). His research at the CfA focuses on how the dynamic enterprise of learning and teaching unfold in physics, chemistry, and biology education.
Helen Abadzi is a Greek psychologist who has spent 27 years as a Senior Education Specialist at the World Bank. She has drawn on cognitive psychology and neuroscience to improve the outcomes of educational investments. She regularly monitors the emerging research in these fields and synthesizes relevant findings to explain and predict likely outcomes from various interventions. The findings suggest that educational institutions should teach in accordance with the ways people process information so that students can learn more efficiently. Thanks to her work, early-grade reading fluency has become an international priority. Dr. Abadzi is a polyglot who attained at least intermediate-level knowledge of 19 languages, including Arabic. She has used her linguistic ability to focus particularly on improving outcomes for marginalized students. She is the author of many publications, including the widely cited Efficient Learning for the Poor. She continues her academic activities at the University of Texas at Arlington. She is interested in studying the building blocks that lead to automatic execution of complex skills, such as math, reading, and rapid comprehension of Arabic.
Sunday March 5 – 3:00-6:00 Beyond Decoding – Foundational Understanding of Development and Instruction of Reading and Writing
Organizers: Young-Suk Kim (University of California, Irvine
Despite much advancement in understanding about development and instruction of reading in developing regions, the task to improve reading comprehension and writing (written composition) have proven to be difficult. The goal of this workshop is to present evidence from developed and developing countries about (1) factors that influence development of reading comprehension and writing; and (2) effective instructional approaches. The topics will over theoretical models of reading comprehension and written composition, and empirical evidence on effective instruction in the following topics: executive function, oral language skills at various levels (vocabulary, sentence, and discourse), higher-order cognitive skills, self-regulation, reading comprehension, transcription (handwriting and spelling), and writing. The workshop will include mini-lectures, and hands-on activities and practices.
About the Organizers
Young-Suk Kim is a professor at University of California, Irvine. She received her Ed.D. at Harvard University, and was honored with the PECASE award from President Barack Obama. She was a classroom teacher and currently is a Principal Investigator of several federally-funded projects on language and literacy development.
Sunday March 5 – 3:00-6:00 From doctoral candidate to doctoral advisor: Strategies for success during the first years of faculty life
Organizers: Supriya Baily (George Mason University), Lesley Bartlett (University of Wisconsin-Madison), Halla Holmarsdottir (Oslo University), Matthew A.M. Thomas (University of Sydney), Frances Vavrus (University of Minnesota)
This workshop is designed for advanced doctoral students who are (or will soon be) seeking faculty positions and for early career faculty members in the pre-tenure period. It will be led by a team of experienced faculty members/mentors who will address several issues common concern facing early career faculty, including the transition from doctoral student to doctoral advisor; finding balance between personal and professional responsibilities; and supporting one’s own students’ research and writing. Each workshop participant will also be asked to bring to the workshop a completed three to five-year work plan based on a template that will be sent to registered participants before the CIES conference. At the workshop, participants will receive detailed feedback on their plan for research, teaching, and service at the workshop from the facilitators and a small group of fellow participants.
About the Organizers
Supriya Baily is Associate Professor at George Mason University in international and comparative education, teacher education and qualitative research methods. She is also the Associate Director of the Center for International Education. Her research interests focus on gender, education and empowerment, higher education access and teacher transformation.
Lesley Bartlett is Professor in Educational Policy Studies and a faculty affiliate in Anthropology at the University of Wisconsin-Madison. An anthropologist by training who works in the field of International and Comparative Education, Professor Bartlett does research in literacy studies (including multilingual literacies), migration, and educator professional development.
Halla Holmarsdottir is Professor at Oslo and Akershus University College of Applied Sciences. Her work focuses on comparative educational policies and practices, particularly with regard to marginalization and social justice. She has conducted research on language issues, gender and education and youth research in countries in Africa and the EU.
Matthew A.M. Thomas is Lecturer in comparative education and sociology of education at the University of Sydney and co-convenor of the Comparative and International Education Research Network. His research examines educational policies, pedagogical practices, and teacher education and teacher research in Australia, Tanzania, the U.S., and Zambia.
Frances Vavrus is Professor of Comparative and International Development Education at the University of Minnesota. Her research is informed primarily by anthropology, history, and political science, and it focuses on the cultural politics of schooling in sub-Saharan Africa, teacher education, and sociocultural studies of education and development policy.
Sunday March 5 – 3:00-6:00 On the Move: The relationship between the movement of individuals and families within and across borders and education. An input into the 2018 Global Education Monitoring (GEM) Report.
Organizers: William Smith (UNESCO) and Aaron Benavot (UNESCO)
Individuals, families, and households are increasingly on the move, highlighting the importance and shifting the functioning and responsibility of education. For example, in 2015 the number of international migrants globally stood at 244 million, up from 173 million in 2000 (UN, 2016). Importantly, this is not the only category of movers or the largest. This workshop hopes to explore the relationship between all groups of movers and education and provide input into the 2018 Global Education Monitoring (GEM) Report on migration and education. The workshop consists of two parts. The first will help participants understand the scale of movement and the positive and negative consequences of movement on communities. The second is designed as a working meeting with participants collaborating with GEM Report team members to discuss the concept note for the 2018 Report and help recognize the key connections between the movement of individuals, families, and households and education.
About the Organizers
William Smith: Senior Policy Analyst, Global Education Monitoring Report – UNESCO
William Smith joined the GEM Report in 2016. Previously he worked on the Right the Education Index and was a Thomas J. Alexander Fellow at the OECD. His research includes studies of immigrant achievement and wage gaps in the U.S. and Canada.
Aaron Benavot: Director, Global Education Monitoring Report – UNESCO
Aaron Benavot has been the Director of the GEM Report since 2014. Previous to this post, he served as Professor in the School of Education at Albany-State University of New York, USA and consulted for UNESCO, its Institutes, and UNICEF.