Prof. Dr. Martin Carnoy, Stanford University
Dr. Carnoy is a labor economist with a special interest in the relation between the economy and the educational system. To this end, he studies the US labor market, including the role in that relation of race, ethnicity, and gender, the US educational system, and systems in many other countries. He has studied extensively the impact of vouchers and charter schools on educational quality, and has recently focused on differences in teacher preparation and teacher salaries across countries as well as larger issues of the impact of economic inequality on educational quality.
Prof. Dr. Simone Volet, Murdoch University, Perth
Simone Volet is Professor of Educational Psychology. Her research, grounded in socio-cognitive, sociocultural and situative perspectives on learning, focuses on: the integration of cognitive, metacognitive, motivational and social aspects of learning at university and other adult learning settings; effective collaborative learning in student-led group activities at university; social dynamics of group work; learning and teaching in culturally diverse contexts; social cohesion on multicultural campuses; and the internationalisation of higher education curricula. She currently serves as a member of several international editorial Boards as well as several international and national scientific research advisory Boards. She is also past president of the Educational, Instructional and School Psychology Division of the International Association of Applied Psychology (IAAP). She was the first author of the journal article that received the inaugural "Outstanding Publication Award" of the European Association for Research on Learning and Instruction.
Dr. Etienne Wenger, Scientific Advisor
Etienne Wenger is a thought leader and consultant in the field of learning systems. He is the author and co-author of seminal books on communities of practice, including Situated Learning , where the term was coined, Communities of Practice: learning, meaning, and identity, where he lays out a theory of learning based on the concept, and Cultivating Communities of Practice , addressed to practitioners in organizations who want to base their knowledge strategy on communities of practice.
Prof. Dr. James W. Pellegrino, University of Illinois
James W. Pellegrino is Liberal Arts and Sciences Distinguished Professor of Cognitive Psychology and Distinguished Professor of Education at the University of Illinois at Chicago . He also serves as co-director of UIC’s new interdisciplinary Center for the Study of Learning, Introduction, and Teacher Development.
James W. Pellegrino's research and development interests focus on children's and adult's thinking and learning and the implications of cognitive research and theory for assessment and instructional practice. Much of his current work is focused on analyses of complex learning and instructional environments, including those incorporating powerful information technology tools, with the goal of better understanding the nature of student learning and the conditions that enhance deep understanding. A special concern of his research is the incorporation of effective formative assessment practices, assisted by technology, to maximize student learning and understanding.