Martin Carnoy
Professor Carnoy is the Vida Jacks Professor of Education and Professor of Economics at Stanford University, where he has served on the faculty since 1969. He is a labor economist with a special interest in the political economy of the educational system. He specializes in comparative analysis. At Stanford he teaches courses in the economics of education in a global environment and resource allocation.
Miri Yemini
Miri Yemini, PhD, is a Professor at the Technion - Israel Institute of Technology, renowned for her work in youth studies, global citizenship education and educational policy. With over 100 publications, Dr. Yemini's research spans diverse areas, including youth activism, democratic civic education, and recently the intersection of education and health. Her scholarly contributions have significantly advanced the understanding of the challenges and opportunities facing young people in contemporary society. Her current research focuses on conceptualizing youth health within the context of global crises, exploring how policies and lived experiences shape the well-being of young people in diverse cultural settings.
Beyond her academic achievements, Dr. Yemini is committed to translating research findings into actionable insights for policymakers and practitioners. She actively engages with stakeholders to inform evidence-based interventions and policies that promote equitable and supportive environments for youth development. She is a holder of European Research Council Consolidator Grant and a recipient of several excellence awards.
Nancy Butler Songer
Nancy Butler Songer, Ph.D., is a Professor Emerita and recent Associate Provost of Science, Technology, Engineering, and Mathematics (STEM) Education at the University of Utah. In these roles, Songer supports and studies innovative teaching and learning in STEM education from pre-K through university. With her research team, Songer focuses on designing educational innovations to promote critical thinking in science, environmental awareness, and greater interactivity and participation in science careers. Songer received a Presidential Faculty Fellowship from President Clinton and two Fulbright awards (Turkmenistan and Brazil). Songer was co-chair of the National Academies of Sciences, Engineering, and Medicine committee authoring the report, Science and Engineering for Grades 6-12: Investigation and Design at the Center (National Research Council, 2019), and served on two additional National Academies of Sciences committees. Other awards include being named an American Association for the Advancement of Science Women in STEM Superhero and a Computerworld Smithsonian Award for early work exploring the Internet's educational value.
Nicholas C. Burbules
Edward William and Jane Marr Gutgsell Professor
Department of Education Policy, Organization and Leadership
University of Illinois, Urbana-Champaign
Nicholas C. Burbules is the Gutgsell Professor in the Department of Educational Policy, Organization and Leadership at the University of Illinois, Urbana-Champaign.
His primary research areas are philosophy of education; teaching through dialogue; professional ethics; technology issues in education; and critical social theory.
Prof. Dr. Olga Zlatkin-Troitschanskaia
Full Professor, Chair of Business and Economics Education, JGU Mainz
Professor Olga Zlatkin-Troitschanskaia has been Chair of Business and Economics Education at Johannes Gutenberg University Mainz (JGU), Germany, since 2006. She earned her doctoral degree from Humboldt University of Berlin in 2004 and her postdoctoral qualification in 2006. She has published widely on empirical educational research in vocational and higher education. She has directed numerous externally funded national and international research projects and has been coordinating the national research program ‘Modeling and Measuring Competencies in Higher Education (KoKoHs)’ since 2011. Her research has earned various awards and honors. She is a member of many national and international advisory and editorial boards and serves as an expert consultant to ministries, foundations, and international journals.
Oon-Seng Tan
Professor Tan is the Director of the Centre for Research in Child Development, National Institute of Education, National Institute of Education, Nanyang Technological University, Singapore. He also is the Chen Yidan Visiting Global Fellow, Harvard Graduate School of Education, Harvard University. Previously Professor Tan was the Director of the National Institute of Education (NIE), Singapore, where he played a significant role in enhancing teacher education and education research. He also served as Dean of Teacher Education at NIE where he spearheaded the Teacher Education for the 21st Century (TE21) initiative as a major milestone innovation for teacher education both nationally and internationally.
Po Yang
Po Yang is an Associate Professor at the Graduate School of Education and senior research associate at the China Institute for Education Finance Research and Institute of Area Studies at Peking University. Her research focusing on investigating skill formation systems in multiple countries including China, Russia, the United States, Indonesia and Malaysia and on addressing inequalities in finance and labor market outcomes of youth in vocational education and training systems. She also conducts evaluations of excellence initiatives in higher education and vocational education sector.
Graduate School of Education, 311
Peking University
Yiheyuan Rd No. 5, Beijing, P.R. China, 100871
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Prashant Loyalka
Prashant Loyalka is an Associate Professor at the Graduate School of Education and a Senior Fellow at the Freeman Spogli Institute for International Studies at Stanford University. His research focuses on examining/addressing inequalities in the education of children and youth and on understanding/improving the quality of education received by children and youth in multiple countries including China, India, Russia, and the United States. He also conducts large-scale evaluations of educational programs and policies that seek to improve student outcomes.
Reinhard Pekrun
University Professor and LMU Research Chair
Ludwig-Maximilians-University of Munich (LMU)
Reinhard Pekrun holds the Chair for Personality and Educational Psychology at the University of Munich. His research areas include achievement emotion and motivation, personality development, and educational assessment. He pioneered research on emotions in education and originated the Control-Value Theory of Achievement Emotions. Pekrun is a highly cited researcher (see most cited authors, Web of Science, Essential Science Indicators) who has authored 21 books and more than 200 articles and chapters, including numerous publications in top journals such as Psychological Science, Journal of Experimental Psychology, Journal of Personality and Social Psychology, Journal of Educational Psychology, Child Development, and Emotion. Pekrun is a Fellow of the American Educational Research Association, of the International Academy of Education, and of the Association for Psychological Science. He is a member of the editorial boards of leading journals such as Journal of Educational Psychology and Contemporary Educational Psychology. He also served as President of the Stress and Anxiety Research Society, Dean of the Faculty for Psychology and Education at the University of Regensburg, and Vice-President for Research at the University of Munich. In an advisory capacity, Pekrun is active in policy development and implementation in education.
Richard J. Shavelson
Emeritus Professor
Shavelson is the Margaret Jacks Professor of Education (Emeritus), Professor of Psychology (Emeritus), I. James Quillen Dean of the Graduate School of Education (Emeritus) and Senior Fellow in the Woods Institute for the Environment (Emeritus) at Stanford University. His research spans basic psychometric research to measurement of learning, affect and performance to policy. The work includes accountability in higher education (assessment of undergraduates’ learning and college value added), assessment of science achievement, enhancement of women’s and minorities’ performance in organic chemistry, and the role of mental models of climate change on sustainability decisions and behavior. Other work includes studies of the impact of computer cognitive training on working memory, fluid intelligence and science achievement.