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Research and Analysis Unit (RandA)

RandA conducts research, training, and analysis activities aimed at improving the methods used for analyzing large-scale assessment data and promoting the use of data from IEA studies. Trainings instruct participants how to soundly analyze data from the studies conducted by the IEA using, for example, multilevel techniques and the IDB Analyzer. They are offered at international education conferences, like AERA and CIES, and on-demand. RandA researchers work in collaboration with a network of educational researchers worldwide. Research findings are presented at international conferences and disseminated through peer-reviewed journals. RandA also liaises with ETS via the IEA/ETS Research Institute.

RandA Staff

Deputy Unit Head

Plamen Mirazchyiski
Plamen started working for the IEA DPC in February 2008. After an initial period of time in the International Data Management Unit, he changed to RandA in November 2009 where he became Deputy Unit Head in July 2013. Before joining the IEA DPC, Plamen worked in the Center for Control and Evaluation of Quality of Education (Център за контрол и оценка на качеството на образованието) at the Ministry of Education in Bulgaria. He holds a BA in Primary and Pre-School Education and obtained a MA and a PhD degree in Social Pedagogy at the Sofia University in Bulgaria (Софийски университет "Св. Климент Охридски"). Plamen is interested in the methodology of large-scale assessment, educational policy and research in civic education. Plamen speaks Bulgarian (mother tongue), Russian and English.

Research Analysts

Agnes Stancel-Piatak
Agnes has been working for RandA since February 2013. Before joining the IEA DPC, Agnes was a researcher at the University of Hamburg working in the area of evaluation of educational systems. Among others she was involved in the assessment of students' performance in TEDS-LT (Teacher Education and Development Study - Learning to Teach). In her PhD thesis she analyzed the effectiveness of the German school system in mitigating social inequities. Agnes earned a Dipl. Päd. degreee (eq. to MA) in education from the University of Hamburg. Her main research interests are social inequalities, school effectiveness and methods in large-scale assessment. She is specialized on multilevel and latent modeling. Agnes speaks German, English, and Polish.

Deana Desa
Deana has been working for RandA since March 2013. She received her doctoral degree in Research, Evaluation, Measurement, and Statistics from the University of Kansas, USA. She studied mathematics for her Bachelor and Masters at Malaysia University of Technology (Universiti Teknologi Malaysia, UTM). She worked as a lecturer at UTM for five years and taught undergraduate and graduate levels in Fundamental Statistics, Research Methods, and Educational Measurement. She was a graduate teaching assistant at the University Of Kansas School Of Education in Multivariate Statistical Analysis and Regression Analysis and Factor Analysis. Her research interests include item response theory, and measurement invariance methodologies with confirmatory factor analysis in large-scale assessment. Deana speaks English, Malay (mother tongue), Indonesian, and is currently learning German and French.

Eugenio J. Gonzalez

Research Assistants

Katrin Jaschinski
Katrin joined RandA in September 2012. She is doing her Magister of Social Anthropology (eqivalent to Master) at the University of Hamburg (Universität Hamburg). Her research interests are civic and political participation, education and development, structural discrimination, and youth. Katrin speaks German (mother tongue), English, and Spanish.

Kory Chisholm
Kory joined RandA in June 2015. Before joining the IEA DPC, Kory completed his Bachelor's degree in Planning at the University of Waterloo, Canada, with part of the studies having been completed at the University of Leeds, England. Kory worked as a planner for the Township of Oro-Medonte, Canada, before coming to Germany to pursue further studies. He is currently enrolled in the REAP (Resource Efficiency in Architecture and Planning) International Master's Degree program at the HafenCity University in Hamburg. His interests include how investment in education impacts the long-term urban fabric of the city. Kory is a native English speaker, and is currently learning German.

Nadine Radermacher
Nadine joined RandA in October 2014. Before joining the IEA DPC, Nadine completed her Bachelor's degree in Social Sciences at the University of Osnabrück, Germany. Currently, Nadine is pursuing a Master in Sociology and Social Research at the University of Bremen. Focusing on social inequality, Nadine conducted a case study on the educational opportunities of street vendors in Cape Town, South Africa, as part of her studies. Nadine speaks German and English.

IEA Data in Research

Papers published in peer-reviewed academic journals

One of IEA's main objectives is to provide high-quality data to increase policymakers' understanding of the key factors that influence teaching and learning and help them identify areas of concern and action within and across systems of education. To realize this aim, the data need to be analyzed and results made available to all stakeholders. IEA and other international agencies produce international and regional reports, and many national agencies do the same at the country level. These reports are normally widely known and distributed, but due to their broad scope, they tend to present results in a general and descriptive fashion. In contrast, academic papers typically have a narrower scope, use more sophisticated analytical techniques, and address very specific research questions. But to what extent are researchers using IEA data for their work? What are the main topics discussed in academic journals?

To answer these questions we compiled a list of abstracts of papers published in academic peer-reviewed journals that interpret and analyze findings from IEA studies. For the community of researchers in educational evaluation, this list provides a broad perspective on the major topics driving the international educational debate. For policy-makers, education managers, teachers, teacher trainers, curriculum developers, and others with a shared aim for educational improvement, the outcomes of secondary analyses help to bridge the gap between research, policy, and practice.

The list of abstracts was retrieved using the EBSCOhost search engine with names of IEA studies as keywords. This is not an exhaustive list, so please help it grow! You can send information about recently published secondary research articles on IEA data to RandA@iea-dpc.de.