David C. Berliner

David C. Berliner is Regents’ Professor of Education at Arizona State University and on the summer faculty of Simon Fraser University in Vancouver, Canada. He is a member of the National Academy of Education, and a past president of both the American Educational Research Association (AERA) and the Division of Educational Psychology of the American Psychological Association (APA). He is co-author (with B. J. Biddle) of the best seller The Manufactured Crisis (Reading, Mass.: Addison-Wesley, 1995), of Putting Research to Work (with Ursula Casanova) (Arlington Heights, Ill.: IRI/Skylight Training and Pub., 1996), and of the textbook Educational Psychology (with N. L. Gage), now in its 6th edition (Boston: Houghton Mifflin, 1998). His newest co-authored book, with Sharon Nichols, is Collateral Damage: How High-Stakes Testing Corrupts American Education (Cambridge, Mass.: Harvard Education Press, 2007).

Antonio Bolivar

Antonio Bolivar is full Professor of Curriculum at the Faculty of Education in the University of Granada. His research focused on curriculum, innovation and educational change, organizational and professional development on which he has published over twenty books and more than one hundred articles. Hi is director of the electronic journal Profesorado. Revista de Currículum y Formación del Profesorado (Teachers. Journal of Curriculum and Teacher Education, http://www.ugr.es/~recfpro/), and a member of various editorial committees or advisory boards of journals. He has published, among others, Cómo mejorar los centros educativos (Madrid: Síntesis, 1999); Los centros educativos como organizaciones que aprenden (Madrid: La Muralla, 2000), and (with J.L. Rodríguez), Reformas y retórica: la reforma educativa de la LOGSE (Málaga: Ediciones Aljibe, 2002).

Julio Carabaña


Julio Carabaña is full Professor of Sociology of Education at the Complutense University of Madrid. He was the coordinator of the Spanish version of the Consciousness and Class Biography Survey (Estudio Internacional sobre Estructura, Conciencia y Biografía de Clase, 1991). He is the author of major works in his field in Spain, such as Educación, ocupación e ingresos en la España del siglo XX (Madrid: Ministerio de Educación y Ciencia, 1983), "La inmigración y la escuela" (Economistas, 2004 99: 62-73), “Desigualdades desiguales: buenas y malas, crecientes y menguantes” (in J. Monreal, C. Díaz y J. J. Escribano, eds., Viejas Sociedades, Nueva Sociología, Madrid: Centro de Investigaciones Sociológicas, 2005), he has been recently publishing on PISA: "Desigualtats explicables y desigualtats inexplicables a l'informe PISA" (Quaderns d’avaluació, Consell d’Avaluació-Generalitat de Catalunya, 2008, 7:35-61), and Las desigualdades entre países y regiones en las pruebas PISA, 2008 (www.colegiodeemeritos.es).

Robert Cowen

Robert Cowen is Emeritus Professor of Comparative Education at the Institute of Education of the University of London, and also a Senior Research Fellow in Oxford University. He was President of CESE from 2004-2008. His research interests include higher education systems, and especially the ‘quality’ control of universities. Among his most recent publications are: "Extreme Political Systems, Deductive Rationalities, and Comparative Education: Education as Politics" (in D. Halpin and P. Walsh, eds., Educational Commonplaces: Essays to Honour Denis Lawton, London: Institute of Education University of London, 2005), “Acting Comparatively upon the Educational World: Puzzles and Possibilities” (Oxford Review of Education, 2006 32: 561-573), and “Comparing and Transferring: Visions, Politics and Universities’, in Higher Education and National Development: Universities and Societies in Transition, D. Bridges et al, eds. (London and New York: Routledge, 2007).

Ulf P. Lundgren

Ulf P. Lundgren is holding a personal chair in Education at the University of Uppsala in the field of Educational Policy and Educational Philosophy. From 1991-2000 he was the Director General of the National Agency for Education in Sweden, and from 2004-2008 Secretary General of the Swedish Research Council. An expert at the European Council, OECD, UNESCO, World Bank and different European universities, he has been producing educational theory for more than three decades within the field of curriculum theory, educational history, educational sociology, and evaluation. In 1977 produced his influential Model Analysis of Pedagogical Processes (Lund: CWR Gleerup), and Between Educational Schooling: Outlines of a Diachronic Curriculum Theory (Geelong: Deakin University Press, 1991) has been translated to different languages. At the present he is editor of the Studies in Educational Policy and Educational Philosophy (http://www.upi.artisan.se/).

Katharina Maag Merk

Katharina Maag Merki is full Professor of "Theorie und Empirie schulischer
Bildungsprozesse" (Theoretical and empirical analysis of learning in school)
at the Institute of Education of the University of Zürich, Switzerland. Her 
research interests are related to school effectiveness and school 
improvement, educational governance, empirical educational research. She is Vice-president of the Swiss Society for Research in Education. Her most 
recent publications have appeared in “Unterrichtsgestaltung unter den
Bedingungen zentraler Abiturprüfungen. Eine Analyse auf Schulebene mittels
Latent Class Analysen” (Zeitschrift für Pädagogik, 2008 54: 791-809),
”Introduction of Educational Standards in German-speaking countries” (in J. Hartig et al., eds. Assessment of competencies in educational contexts, Göttingen: Hogrefe, 2008), Lernort Gymnasium. Individuelle Entwicklungsverläufe und Schulerfahrungen (Bern: Haupt, 2006), and Kooperation und Netzwerkbildung Strategien zur Qualitätsentwicklung in Einzelschulen (Seelze: Friedrich Verlag, 2009).

Gerry Mac Ruairc

Gerry Mac Ruairc was a primary school teacher for many years. He was also a member of the Inspectorate of the Department of Education and Science of Ireland for a number of years. He moved in 2005 to University College Dublin to take up a position as lecturer in education with specific responsibility for developing the work of the school in the area of school leadership and management. Since his appointment to the staff in the School of Education in UCD he has initiated and been centrally involved in a number of research awards to the School of Education, primarily in the areas of educational leadership and educational disadvantage. He is deeply committed to attempting to provide a better insight into the reproduced patterns of inequality that persist in the education system, and in doing this he has been recently researching on PISA issues and the impact of this model of testing on students. His most recent publication on PISA is: “Dip, dip sky blue, who's it? NOT YOU: Children's experiences of standardised testing: A socio-cultural analysis” (Irish Educational Studies, 28: 47-66).

Clara Morgan

Clara Morgan holds a Ph.D. in Public Policy from Carleton University's School of Public Policy and a MA in Education from the University of Toronto's Ontario Institute for the Studies in Education. Her doctoral research examined the practice of international student assessments with a focus on the OECD and the IEA. She has published on the topic of post-secondary education and, more recently, presented conference papers on transnational educational governance and the history of international student assessments. She teaches at Carleton University's Department of Political Science and works as an independent researcher (www.cmorganconsulting.com).

Donatella Palomba

Donatella Palomba is full Professor of General Education (Pedagogia Generale) in the Faculty of Lettere e Filosofia, Department of Philosophy, University of Rome “Tor Vergata”. She is currently President of SICESE – the Italian Society of Comparative Education. From 2000 to 2004 she has been President of CESE. For more than two decades, she has acted in international and comparative studies in education. Her main research interests are European Education, Citizenship and Intercultural Education, Higher Education policies, Distance Education. On many occasions she has acted as a scientific consultant for the Italian Ministry of Education in relation with European and international projects, and the OECD Country Report. Amongst her more recent publications, the edited volume Changing Universities in Europe and the “Bologna Process” (Rome: Aracné, 2008), and Oltre l’e-learning? Università aperta e nuovi modelli di formazione (Roma-Pisa: Fabrizio Serra Editore, 2008).

Anselmo Roberto Paolone

Anselmo Roberto Paolone attended the École des Hautes Études en Sciences Sociales in Paris were he defended a mémoire de D.E.A in Anthropology, and then entered the European University Institute in Florence, where he defended his Ph.D. on the birth of school ethnography in Britain. He has been Visiting Global Fellow at New York University in 1999-2000 and Visiting Researcher at the London School of Economics in 2001. Currently, he has been awarded a three-year grant by the University of Udine, for a research on qualitative methodologies in the study of schools. He is also lecturer in comparative education and school ethnography at the University of Rome “Tor Vergata”. His most recent publication is a book entitled: Educazione Comparata e Etnografia, tra Globalizzazione e Postmodernità (Roma: Monolite, 2009).

Thomas S. Popkewitz

Thomas S. Popkewitz is full Professor of Curriculum and Instruction at the University of Wisconsin-Madison, and holds a Ph.D.h.c. in four European leading universities. His research is about politics of knowledge as its relates with the systems of reason that govern educational policy and research related to pedagogy and the issues of social inclusion and exclusion in educational research, focusing on research paradigms, the changing terrains of knowledge about teaching and teacher education, and reforms in school subjects. He has also conducted national and international studies of historical, ethnographic and comparative studies of national educational reforms and policies in Asia, Europe, Latin America, Southern Africa, and the U.S.. Some of his main books are: A Political Sociology of Educational Reform (New York: Teachers College Press, 1991), Struggling for the soul. The Politics of Schooling and the Construction of the Teacher (New York: Teachers College Press, 1998), and Cosmopolitanism and the Age of School Reform. Science, Education, and Making Society for Making the Child (New York: Routledge, 2008).

Javier Salinas

Javier Salinas obtained his M.Sc. in Economic and Social Policy Analysis at the University of York (UK) and his Ph.D. in Economics at the University of de Extremadura (Spain). He is Professor of Public Economics at the School of Law, Complutense University of Madrid. He ha has been deputy Director of the Instituto de Estudios Fiscales (Spain), and his main research interests include: efficiency assessment in the public sector; public sector management; economics of education and regional economics. With J.M. Cordero y F. Chaparro, he has published their researches “Eficiencia en Educación Secundaria e inputs no controlables: sensibilidad de los resultados ante modelos alternativos” (Hacienda Pública Española/Revista de Economía Pública, 2006 173: 61-83) and “Measuring Efficiency in Education: An Analysis of Different Approaches for Incorporating Non-discretionary Inputs” (Applied Economics, 2008 40: 1323-1339), and, with Daniel Santín, Análisis económico de los efectos de la inmigración en el sistema educativo español (Madrid: Fundación Alternativas, 2009).

Daniel Santín

Daniel Santín holds a M.Sc. in Multivariate Data Analysis for Social Research and a Ph.D. in Economics from the Complutense University of Madrid (Spain). He is Professor of Public Economics at the Faculty of Economics, the Complutense University of Madrid. In 2003, he was awarded by the Spanish Ministry of Education the Second Prize in Educational Research. His research interests include Economics of education, the measurement of efficiency and productivity in the public sector, fiscal federalism, multivariate data analysis and operational research. Recently he has published “La medición de la eficiencia en las escuelas: una revisión crítica” (Hacienda Pública Española/Revista de Economía Pública, 177: 57-83), "Measuring Educational Efficiency at Student Level with Parametric Stochastic Distance Functions: An Application to Spanish PISA Results" (with S. Perelman in Education Economics., forthcoming, DOI: 10.1080/09645290802470475), and, with Javier Salinas, Análisis económico de los efectos de la inmigración en el sistema educativo español (Madrid: Fundación Alternativas, 2009).

David Scott

David Scott has extensive experience of teaching in schools and universities. His present post is Professor of Curriculum, Pedagogy and Assessment at the Institute of Education, University of London. Previously he was Acting Dean of Teaching and Learning and Director of the International Institute for Educational Leadership and Learning, University of Lincoln. Among his most recent funded research projects as principal investigator are: India Capacity Building to the Elementary Education Programme (in conjunction with Cambridge Education), and Work-based Learning for Education Professionals Centre for Excellence. Among his most recent publications are: Education, Epistemology and Critical Realism (London and New York: Routledge, 2008), Critical Essays on Major Curriculum Theorists (London and New York: RoutledgeFalmer, 2007), Curriculum Studies - Volumes 1-4: Curriculum Knowledge; Curriculum Forms; Pedagogy; Subjects, Assessment and Evaluation (London: Routledge, 2003), and Assessment and the Curriculum (New York: Greenwood Press, 2000).

Hannu Simola

Hannu Simola is full Professor of Sociology and Politics of Education at the Department of Education of the University of Helsinki. His research interest has been moving from the socio-historical construction of schooling and teaching towards education policy and politics. Recently he is becoming fascinated with problems of education policy transfer, and how the trans-national meets the national and the local in policy and politics of education. Head of the Research Group focusing on New Policy, Politics and Governance of Education (KUPOLI), he has been a partner of different leading European research projects, and just starts the four year research project (2009-2011), funded by the Academy of Finland, Parents and School Choice – Family Strategies, Segregation and Local School Policies in Finnish Comprehensive Schooling. His most recent publications include: ”The Finnish Miracle of PISA: Historical and Sociological Remarks on Teaching and Teacher Education” (Comparative Education, 41: 455–470), ”Researching the Political Effects of Quality Assurance and Evaluation (QAE) in education – Reflections on Some Comparative Issues in Sociology and the Politics of Education in the Audit Society” (with R. Rinne in M. A. Pereyra, ed., Changing Knowledge and Education. Communities, Mobilities and New Policies in Global Societies. Frankfurt am Main: Peter Lang, 2008), and ”Trans-national Technologies, National Techniques and Local Mechanisms in Finnish University Governance: A Journey Through the Layers” (Nordic Educational Research 2009 29: 6-17).

Petra Stanat

Petra Stanat holds a position as full Professor for Educational Science at the Freie Universität Berlin. She worked as a research scientist at the Max Planck Institute for Human Development in Berlin where she managed the international part of the first cycle of the OECD’s Programme for International Student Assessment (PISA 2000) for Germany. One of her current research focuses is on conditions of immigrant students’ educational success. In cooperation with Gayle Christensen, she has written an OECD report on the situation of immigrant students in countries participating in PISA. She is a member of the German PISA 2009 Consortium, the Board of Directors of the Institute for School Quality Berlin-Brandenburg (ISQ), the German Council for Social and Economic Data (RatSWD), and the Advisory Board of the German Federal Office for Migration and Refugees (BaMF). She has published widely on questions of educational equity associated with students’ immigrant status and gender, on second-language teaching and learning, on school success in international comparison, and on PISA her last book (co-authored with Jürgen Baumet and R. Watermann) is Herkunftsbedingte Disparitäten im Bildungswesen: Differenzielle Bildungsprozesse und Probleme der Verteilungsgerechtigkeit: Vertiefende Analysen im Rahmen von PISA 2000 (Wiesbaden: VS Verlag, 2006).

Daniel Troehler

Daniel Troehler is full Professor of Education at the University of Luxembourg. Formerly he was Professor the the Zurich University of Teacher Education and Director of the Pestalozzianum Research Institute for the History of Education. His research interests centre on the comparative analysis of the paradigmatic languages of education, on the history of educational ideas and institutions in the US, England, France, Germany, Luxembourg, and Switzerland. His recent publications include Republikanismus und Pädagogik. Pestalozzi im historischen Kontext" (Bad Heilbrunn: Klinkhard, 2006), "The 'Kingdom of God in Earth' and Early Chicago Pragmatism" (Educational Theory 2006, 56: 89-105), George Herbert Mead: Philosophy of Education (Boulder: Paradigm, 2008), and "Between Ideology and Education: the Curriculum of Upper-Secondary Education" (Journal of Curriculum Studies, 2009 41: 393-408). His Languanges of Education (New York: Routledge, 2010) is forthcoming.