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OECD’s Approach to Measuring Global Competency: Powerful Voices Shaping Education


by Susan Ledger, Michael Thier, Lucy Bailey & Christine Pitts - 2019


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Cite This Article as: Teachers College Record Volume 121 Number 8, 2019, p. -
https://www.tcrecord.org ID Number: 22705, Date Accessed: 6/19/2019 11:21:04 AM
 
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About the Author
  • Susan Ledger
    Murdoch University
    E-mail Author
    SUSAN LEDGER is Associate Dean of Engagement at Murdoch University, Australia. Her research interest centers on mixed method approaches to policy, practices, and issues related to the preparation of teachers for diverse contexts: international, rural, and remote. She is currently utilizing mixed reality learning environments and avatars to prepare preservice, inservice teachers and leaders for diverse and difficult contexts, scenarios, and critical incidences. Related publications: Ledger, S. (2017). The International Baccalaureate Standards and Practices as reflected in literature (2009–2016). International Schools Journal, 37(1), 32–44. Petersfield: UK. Ledger, S., Vidovich, L., & O’Donoghue, T. (2016). Global to local curriculum policy processes: The enactment of the International Baccalaureate in remote schools. Policy Implications of Research in Education Series, Vol.4. VIII, 217p. Springer.
  • Michael Thier
    University of Oregon
    E-mail Author
    MICHAEL THIER is a research associate jointly appointed to the University of Oregon's (UO) Center for Equity Promotion and Inflexion (formerly the Educational Policy Improvement Center). With collaborators in 10 countries, he pursues three goals: (a) helping education leaders implement and measure global citizenship education (GCE) programs; (b) comparing GCE programs’ possibilities and constraints internationally/cross-culturally; and (c) discovering opportunities and conditions that enable students, especially attendees of rural and/or remote schools, to avail themselves of GCE programs. His recent publications on issues related to global citizenship can be found in journals such as Learning and Individual Differences, Psychological Assessment, and the Berkeley Review of Education.
  • Lucy Bailey
    University of Nottingham
    E-mail Author
    LUCY BAILEY is Associate Professor in the School of Education at the University of Nottingham Malaysia Campus. Her research interests include refugee education, gender in education, and international schooling. She has recently published a chapter on international schools in the Routledge International Handbook of Schools and Schooling in Asia. Bailey, L. (2015). Reskilled and 'running ahead': Teachers in an international school talk about their work. Journal of Research in International Education, 14(1), 3–15 Bailey, L., & Ingimundardottir, G. (2015). International employability: Stakeholder attitudes at an international university in Malaysia. Journal of Teaching and Learning for Graduate Employability, 6(1), 44–55
  • Christine Pitts
    University of Oregon
    E-mail Author
    CHRISTINE PITTS is a research scientist at NWEA in Portland, Oregon. Mrs. Pitts leads mixed methods education research studies on the efficacy and effectiveness of educational assessment and professional development programs, specifically regarding their relationship to instructional practices, teacher pedagogy, and student engagement in learning. Mrs. Pitts is a Ph.D. candidate at the University of Oregon in Educational Methodology, Policy, and Leadership. In her practice as an educator, researcher, and policy analyst, Christine prioritizes the transformation of existing education policy and practices towards a model of teaching and learning that engages communities in developing a sustainable shift for equitable systems.
 
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