The following individuals research, provide links to, and summarize information about PK-12 education policies from around the world.  Each plays an important role in assuring that International Education News provides the public with access to news in English and other languages.

Paul Chua is a ardent believer in education.  He has been a teacher, Head of Science department, Vice Principal and Principal in the schools.  He has also worked at the Ministry of Education in Singapore as a Senior Curriculum Specialist and Senior Assessor of School Quality.  Currently, he is a Principal working on projects related to the conceptualization and development of leadership development thought-pieces, policies and programs in the Educational Leadership Development Centre, a think-tank in the ministry.  His first degree was on Physics and Math, obtained from the University of Cambridge in the UK, and his Masters of Education was awarded by Harvard University in Cambridge, USA.  He is currently pursuing his EdD degrees on a DUAL Awards Program on International Education with the Institute of Education, London and the National Institute of Education, Singapore.  The proposed dissertation is in the area of intercultural educational decision-making.

Eun Kyoung Chung is an Ed.D. candidate in the department of Curriculum and Teaching, at Teachers College, Columbia University, where she completed her M. Ed. in 2011. She received her Bachelors and Masters degrees in language education in Seoul, Korea. Working as a college instructor for foreign students in Seoul, she became aware of multiculturalism in education, which led her to the United States. She is interested in immigrant students’ school/academic experiences and teacher education for a new paradigm of multicultural education.

Jordan Corson is a doctoral fellow in Curriculum and Teaching at Teachers College, Columbia University. He focuses on issues of anthropology and education, with particular interests in curriculum studies, out of school learning, and informal education.

Deirdre Faughey (Managing Editor) is an Ed. D. candidate in the Curriculum and Teaching Department at Teachers CollegeColumbia University.  She completed a Masters degree in the Teaching of English from Teachers College in 2005, and a Bachelors degree in Literature and Creative Writing from Bard College in 2000. Her interests include adolescent literacy, conceptions of youth and giftedness, and school change. Contact her at df2145[at] or internationalednews[at] if you have any questions about International Education News.

Dr. Melanie Ehren is a senior lecturer at the Institute of Education, University of London, working on research into effects and unintended consequences of standards-based school reform, accountability systems and school inspections on school improvement, school effectiveness and teaching and learning in schools. Her research started with a PhD on effects of school inspections. Her paper on ‘The Relationship between School Inspections, School Characteristics and School Improvement, co-authored by Adrie Visscher, was placed on the 2010 highest cited article list of the British Journal of Educational Studies.

Corinna Geppert is a PhD student and research assistant in the Department of Education at the University of Vienna. She focuses her work on educational transitions, empirical research and longitudinal research as well as on educational policymaking.  She is also part of the research team of government-funded project on education evaluation research.

Dr. Thomas Hatch (Editor) is an Associate Professor at Teachers CollegeColumbia University and Co-Director of the National Center for Restructuring Education, Schools, and Teaching (NCREST). His research includes studies of reform initiatives at the school and district levels in the United States, and his current work includes a comparative study of accountability and school improvement policies in higher- and lower-performing countries. He is also involved in a variety of projects use multimedia and the internet to document teaching and share teachers’ expertise. His latest book is Managing to Change: How Schools can Survive (and Sometimes Thrive) in Turbulent Times (Teachers College Press, 2009).

Bernadette Hörmann is a PhD student and research assistant in the Department of Education at the University of Vienna. She focuses her work on marginalizing processes in education at times of school accountability, as well as on student perceptions of schooling and learning, and is also part of the research team of a government-funded project on education evaluation research led by her supervisor, Stefan T. Hopmann.

Tang T. Heng is a doctoral student in the Department of Curriculum and Teaching at Teachers CollegeColumbia University. With a B.A. in Geography and M.A. in International Educational Development, she is fascinated by how social, cultural, and political contexts shape education policies around the world. She also has a keen interest in curriculum development and evaluation, teacher education, and immigration and education. Over the past ten years, she has worked with learners from pre-school to adults in public and private organisations both domestically and internationally.

Huma Kidwai is pursuing an EdD in International Educational Development at Teachers College, Columbia University. Her research focuses on the policy appropriation of Madrassa education reforms in India. Before coming to Teachers College she pursued a masters degree in International Education Policy from Harvard University, and studied Child Development from University of Delhi in India. She has previously worked as a research analyst for the World Bank, and as a consultant for the Praxis Institute for Participatory Practices in New Delhi.

Ruth McGinity is a doctoral researcher at the University of Manchester, funded through an Economic and Social Research Council (ESRC) Studentship. Ruth gained a Master’s in Inclusive Education from the Institute of Education in London whilst she worked as an education officer for a number of inner city Local Authorities. Ruth‘s research focuses upon school responsiveness to education policy at a time of rapid reform.

Estrella Olivares-Orellana is a doctoral candidate in Curriculum and Teaching at Teachers College, Columbia University. Currently, she is also an adjunct lecturer at Hunter College and a bilingual science educator. She has a B.S. in Biochemistry from SUNY, Stony Brook, and an Ed.M. in International Education Development from Teachers College, Columbia University. Her research interests are in the areas of bilingual education, Latino education, education for SIFE students and the experiences of immigrant students.

Tran Templeton is currently a doctoral candidate in Curriculum and Teaching at Teachers College, Columbia University. She holds a Bachelors in Human Development from The University of Texas at Austin and a Masters in Teaching and Learning from Harvard University’s Graduate School of Education. Tran has previously been a special education teacher, and prior to Teachers College, she served for four years as the Program Director of Colegio Monarch Guatemala, a school for children with neurobehavioral disabilities. Her interests include childhood agency, social and emotional development in early childhood, and teacher education.

Haemin Yu is a doctoral student in Early Childhood Education program in the Department of Curriculum and Teaching at Teachers College, Columbia University. Her degrees (B.A & M.A.) were in the same field (Early Childhood Education) in Seoul, Korea. Before coming to the U.S., she had four years of kindergarten teaching experience. She is currently working as a student teacher supervisor and a research assistant at Teachers College. Her research interests are in the areas of music education for young children and immigrant children and their families’ experience.

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