Previous articleNext article FreeContributorsPDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinked InRedditEmailQR Code SectionsMoreHELEN ABADZI is a multilingual cognitive psychologist, World Bank retiree, and researcher at the University of Texas at Arlington, USA ([email protected]).FELIPE BARRERA-OSORIO ([email protected]) is an associate professor of education and economics at the Harvard Graduate School of Education, Cambridge, MA, USA. The focus of his research is the quantitative analysis and causal estimation of the effects of educational policies in low- and middle-income countries. His two main areas of research are demand-side interventions to increase human capital investment and private provision of public education.LESLEY BARTLETT ([email protected]) is a professor in educational policy studies and a faculty affiliate in anthropology at the University of Wisconsin–Madison, USA. Professor Bartlett does research in comparative and international education, literacy studies (including multilingual literacies), migration, and educator professional development. Her most recent book is Rethinking Case Study Research (2017).MARY-ELLEN BOYLE ([email protected]) is an associate professor at Clark University, Worcester, MA, USA. She publishes on global liberal education, corporate citizenship, university-community partnerships, and the arts in business. She served as dean of the college and associate provost at Clark and as a Fulbright specialist with expertise in liberal education.TRACY CENTANNI is a neuroscientist, reading researcher, and an assistant professor at Texas Christian University in Fort Worth, TX, USA ([email protected]).THOMAS M. CREA ([email protected]) is associate professor, Chair of Global Practice, and Assistant Dean of Global Programs at the School of Social Work, Boston College, Boston, MA, USA. Dr. Crea’s research interests focus on the intersections of refugee education and social protection, child welfare, and strengthening humanitarian aid and international development programs.ANDREAS DE BARROS ([email protected]) is a PhD candidate at the Harvard Graduate School of Education, Cambridge, MA, USA, and a principal investigator at J-PAL South Asia at IFMR Graduate School of Education at Krea University, India. His research specializes in program evaluation and evidence-based education policy in less-developed countries.AMY JO DOWD ([email protected]), Billund, Denmark, is the former senior director, Education Research at Save the Children. She uses rigorous research to improve practice in international education and child development. Through innovations like SUPER, Literacy Boost, and IDELA, she supports program teams and policy makers to use data to optimize children's learning.SARAH DRYDEN-PETERSON ([email protected]) is an associate professor at the Harvard Graduate School of Education, Cambridge, MA, USA. Her research and teaching focus on education in conflict and postconflict settings, particularly the role education plays in building peaceful, participatory societies and enabling young people and their families to build envisioned futures in the midst of uncertainty.LAURA ENGEL ([email protected]) is associate professor of international education and international affairs at the George Washington University, Washington, DC, USA. Her interests include global education policy trends in federal systems, including education policy uses of international large-scale assessments, and internationalization of education. Her latest book is The Machinery of School Internationalization in Action (Routledge, 2019).KAREN FROUD ([email protected]) is associate professor of neuroscience and education and director of the Neurocognition of Language Lab, Columbia University Teachers College, New York, NY, USA. She conducts brain imaging research into typical and atypical speech and language, and her linguistics and speech-language pathology backgrounds inform her work on clinical practice in developing countries.ANDREA ALEJANDRA GORDILLO MARQUINA ([email protected]) is a PhD student in social sciences and comparative education at the University of California, Los Angeles, USA. She was an artist-in-residence with Project Zero at the Harvard Graduate School of Education, where she worked with unaccompanied minor migrants at Menores en el Camino, a shelter in Oaxaca de Juárez, Oaxaca, Mexico. She is interested in the influence of arts-based learning on personal and social transformation.SIGRID HARTONG ([email protected]) is a postdoctoral research fellow at the Department of Education at the Helmut-Schmidt-University Hamburg, Germany. Her main scholarly interests include, on the one hand, global-local educational reform dynamics, both from single-case and international comparative perspectives. On the other hand, her work focuses on the growing datafication and digitalisation of education policy and practice, particularly visible in the rise of (big) data infrastructures and mobilities.REEM KHAMIS-DAKWAR ([email protected]) is professor of communication sciences and disorders and director of the Neurophysiology in Speech-Language Pathology Lab at Adelphi University, Garden City, NY, USA. She researches language development, processing, and clinical services in diglossic communities. She received the 2020 Diversity Award from the Council on Academic Accreditation in Audiology and Speech-Language Pathology.WAEL MOUSSA ([email protected]) holds a PhD in economics from Syracuse University and is currently a research scientist in the Research & Evaluation Department at FHI 360, Durham, NC, USA. He conducts research on a range of issues in international and domestic education, including education inequality, teacher quality, early grade reading and math interventions, and policy evaluation.BETHANY MULIMBI ([email protected]) is the research project coordinator for the Botswana Educational Research Association, Gaborone, Botswana. Her research focuses on the interplay between how formal education systems, individual schools, and teachers address the needs of students of diverse cultural and linguistic backgrounds. She holds an EdD from the Harvard Graduate School of Education.NOZOMI NAKAJIMA ([email protected]) is a PhD candidate in education policy & program evaluation at Harvard University, Cambridge, MA, USA. She studies the economics of education, with a focus on applying causal inference to inform evidence-based decision making in education for families, schools, and policymakers.VELINA NINKOVA ([email protected]) is a postdoctoral fellow in the “Indigenous Citizenship and Education” project at the Centre for Sami Studies at UiT The Arctic University of Norway, Tromsø, Norway. She holds a PhD in social anthropology and has worked with San communities in Namibia on topics of education and development since 2008.CARINA OMOEVA ([email protected]) is the Director of Research & Evaluation for Global Education, Employment and Engagement at FHI 360, Durham, NC, USA. She oversees the research and evaluation components within FHI 360’s programs in global education, youth, workforce transition, livelihoods, and civil society and media. She holds a PhD in comparative education from Teachers College, Columbia University.GLENN C. SAVAGE ([email protected]) is a policy sociologist with expertise in education reform, federalism, intergovernmental relations, and global policy mobilities. He is an associate professor in the School of Social Sciences and the Graduate School of Education at the University of Western Australia, Perth, Australia.PAOLA UCCELLI ([email protected]), professor of education at the Harvard Graduate School of Education, Cambridge, MA, USA, studies language and literacy development in monolingual and bilingual learners with the aim of informing evidence-based educational practices. Her research sheds light on how marked individual differences in language development contribute to adolescents’ reading and writing performances.LISA UNANGST ([email protected]) is a doctoral candidate at the Boston College Lynch School of Education and Human Development, Boston, MA, USA. Her interests include educational policy and practice supporting displaced students in comparative, trans-national context and equity-focused internationalization. Her recent publications include Operationalizing “Internationalization” in the Community College Sector.JENN WALLNER ([email protected]) is an associate professor of political science and public policy at the University of Ottawa, Ontario, Canada. Her research focuses on federalism, intergovernmental relations, and public policy. Her book Learning to School: Federalism and Public Schooling in Canada was published by the University of Toronto Press in 2014. Previous articleNext article DetailsFiguresReferencesCited by Comparative Education Review Volume 64, Number 2May 2020 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/708159 © 2020 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports no articles citing this article.
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