Sonia Guerriero

Sonia Guerriero conceptualised and headed the Innovative Teaching for Effective Learning project and developed the Teacher Knowledge Survey which is the focus of the second volume in this series. She holds a PhD in Experimental (Research) Psychology from McGill University in Canada, with specialisation in cognitive science and developmental psychology. Her PhD and post-doctoral research investigated the relationships among children’s learning environments, language development, and reading difficulties in monolingual and bilingual children. Before joining the OECD, she worked at the Canadian Council on Learning and was a founding partner at Directions Evidence and Policy Research Group undertaking research and policy analysis in education, social services, employment, culture, immigration, justice and health. Sonia Guerriero recently joined UNESCO and continues to investigate teachers’ motivation, well-being and professional teaching competences, and how neuroscience can be used to improve teaching and learning. She works with member countries to develop policies to increase the supply of qualified teachers as part of UNESCO’s Education 2030 Agenda and Sustainable Development Goals for Education.

Karolina Deligiannidi

Karolina Deligiannidi is a consultant in the Innovative Teaching for Effective Learning project of the OECD. Her studies include a BSc in Philosophy, Education and Psychology from the University of Athens, a MEd in Psychology of Education from the University of Bristol and an MSc in Research for Public Policy and Practice from the Institute of Education, University College London. Her MSc research explores whether systematic reviews of teacher induction programmes provide sufficient evidence that fit policy needs. She has worked at the Prime Minister’s Cabinet Office in Greece at the International Affairs Office and at the Ministry of Education. Her research interests include international large-scale assessments, policy and intervention evaluations, skills development, neuroscience and education, and translating research evidence for policy making and practice.

Nóra Révai

Nóra Révai is an analyst in the Teacher Knowledge Survey project of the OECD. She holds an MSc in Mathematics and a BA in English Teaching. She is currently pursuing doctoral studies at the University of Strasbourg, in which she is exploring the knowledge dynamics in the teaching profession. Nóra Révai was involved in the management of EU-funded international projects on school leadership at the Knowledge Centre of Tempus Public Foundation in Budapest, Hungary. She was engaged in the development of a competency framework for school leaders and was responsible for leading knowledge management activities in the European Policy Network on School Leadership. She has also worked as a secondary school teacher.

Diana Toledo-Figueroa

Diana Toledo Figueroa is an education policy analyst at the OECD. She is currently the project manager of the Education Policy Outlook series and leads country reviews such as the OECD Reviews of National Policies for Education: Chile (2004-2016). She has participated in a number of OECD projects on policy implementation including preventing drop out in Iceland, the quality of lower secondary education in Norway, as well as the OECD-Mexico project to improve the quality of Mexican schools. She also contributed to the review of Evaluation and Assessment in Mexico and to the Getting it Right: Mexico report. Diana Toledo Figueroa holds a PhD in Development Socio-Economics and an MSc in Comparative Development Studies. She also holds a BA in Political Science.

Sigrid Blömeke

Sigrid Blömeke is the Director of the Centre for Educational Measurement at the University of Oslo (CEMO), Norway, and Professor of Instructional Research at the Leibniz Institute for Science and Mathematics Education at Kiel University and Humboldt University of Berlin. She studied sociology, history, education and psychology and did her PhD in education. She received a post-doctoral qualification (habilitation) in 2001 with a thesis on modelling and assessing teacher competencies. She was a professor in Hamburg, Berlin and at Michigan State University (USA) before moving to Norway. In 2016, she received the Distinguished Research Award of the German Educational Research Association (DGfE). Her research interests include the assessment of competencies in international large-scale assessments. She was the national research coordinator of the TEDS-M study in Germany.

Kathleen Stürmer

Kathleen Stürmer is a Full Professor for educational effectiveness and educational trajectories at the Hector Research Institute of Education Sciences and Psychology at the University of Tübingen. Her research focuses in particular on linking the research on teaching and learning effectiveness with the research for professional learning in and for the teaching profession. She works on issues of conceptualisation, measurement, development and promotion of various aspects of teacher competence with a special emphasis on the development of new multimedia tools and survey methods for assessing prospective teachers’ competencies in the context of teacher education.

Tina Seidel

Tina Seidel is a Full Professor at the School of Education at the Technical University of Munich (TUM). She is the author of numerous books and articles on the topics of classroom research, teacher and teaching effectiveness, and teacher learning and teacher professional development. Her special interest is in video-based analysis of classrooms, teacher-student interaction and the development of multi-media based tools in teacher research. Her research has been distinguished by several awards. In 2008 she received the Review of Research Award of the American Educational Research Association.

Johannes König

Johannes König is a Full Professor of Empirical School Research, Quantitative Methods at the University of Cologne in Germany. He received a Dr. Phil. at Freie Universität, Berlin in 2006 and a post-doctoral qualification (habilitation) at Humboldt University of Berlin in 2011. His current work includes school research, teacher education research, teacher competencies, teacher knowledge – with a special focus on general pedagogical knowledge – and international comparisons. He has been working in various research projects on assessing teacher knowledge and teacher education quality, including for the purpose of international comparisons. He has received research grants for national and international studies in these fields. He has published extensively in national and international journals and books.

Fani Lauermann

Fani Lauermann obtained her PhD in 2013 from the Combined Program in Education and Psychology at the University of Michigan – Ann Arbor, USA. She joined the Gender and Achievement Research Program at the University of Michigan as a post-doctoral researcher until 2014, and then accepted a position as an assistant professor of Education and Psychology at the University of Bonn, Germany. Her research focuses primarily on questions related to teacher and student motivation, including research on teacher responsibility for educational outcomes, as well as research on the motivational underpinnings of students’ educational and occupational choices.

Daniel Ansari

Daniel Ansari received his PhD from University College London in 2003. Currently, Daniel Ansari is a Professor and Canada Research Chair in Developmental Cognitive Neuroscience at the University of Western Ontario in London, Ontario. There, he heads the Numerical Cognition Laboratory ( He and his team explore the developmental trajectory underlying both the typical and atypical development of numerical and mathematical skills, using both behavioural and neuroimaging methods. He has a keen interest in exploring connections between cognitive psychology, neuroscience and education and served as the President of the International Mind, Brain and Education Society (IMBES) from 2014-16. He has received early career awards from the Society of Research in Child Development, the American Psychological Association as well as the Government of Ontario. In 2014, he was named as a member of the inaugural cohort of the College of New Scholars, Artists and Scientists of the Royal Society of Canada and in 2015 he received the E.W.R Steacie Memorial Fellowship from the Natural Sciences and Engineering Research Council of Canada.

Marilyn Leask

Marilyn Leask is co-editor of the major textbook series for secondary teacher training in the UK which she initiated in 1990. Her career spans school teaching, national and local government policy officer roles and she has been a researcher and teacher educator for decades. With Ulf Lundin, from Sweden, she initiated the European Schoolnet in 1995 ( Working with national teacher organisations and teacher educators in a number of countries, she chairs the Mapping Educational Specialist know-how initiative ( which supports evidence-based teaching by providing updatable practice focused research summaries to teachers anywhere in the world. She has been a researcher at the University of Cambridge and the UK National Foundation for Educational Research, Professor at Brunel University, Dean of Education at the University of Bedfordshire and is now a visiting professor at De Montfort University, UK.

Tracey Tokuhama-Espinosa

Tracey Tokuhama-Espinosa is an educational researcher affiliated with the Latin American Faculty for Social Science in Quito, Ecuador and teaches a course at the Harvard University Extension School, entitled The Neuroscience of Learning: An Introduction to Mind, Brain, Health, and Education. Tracey Tokuhama-Espinosa has written three books on the field of Mind, Brain and Education and is President of Connections: The Learning Sciences Platform, which provides high quality, low cost support to educators. Her office seeks to improve the quality of formal and informal learning experiences through research, teacher training and student support. Formerly, she was the Dean of Education at the Universidad de las Américas in Quito, Ecuador and Director of the Institute for Teaching and Learning (IDEA) in the Universidad San Francisco de Quito.

James W. Pellegrino

James W. Pellegrino is Liberal Arts and Sciences Distinguished Professor and Co-director of the Learning Sciences Research Institute at the University of Illinois at Chicago. His research and development interests focus on children’s and adult’s thinking and learning and the implications for assessment and instructional practice. He has published over 300 books, chapters and articles in the areas of cognition, instruction and assessment and has chaired several U.S. National Academy of Sciences study Committees, including the Foundations of Assessment, Defining Deeper Learning and 21st Century Skills, and Developing Assessments of Science Proficiency in K-12. He served on the Board on Testing and Assessment of the U.S. National Research Council and is a member of the U.S. National Academy of Education and the American Academy of Arts and Sciences.