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.
Andrés joined RandA in 2010. Before that, he worked as a Research Associate for the Ibero-American University (Universidad Iberoamericana, UIA) and for the Latin American Faculty of Social Sciences (Facultad Latinoamericana de Ciencias Sociales, FLACSO). He has lectured on statistics for social scientists in several universities. He earned a PhD in Education from the University of Bath, a Master's degree in Educational Research from the Ibero-American University (Universidad Iberoamericana, UIA) and a BA in Public Accounting from the National Autonomous University of Mexico (Universidad Nacional Autónoma de México, UNAM). His research work deals with comparative analyses of educational systems using large-scale assessment data with a focus on educational inequalities. Andrés comes from Mexico, and speaks Spanish and English, and is currently learning German.
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.
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 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
Adekunle joined RandA in September 2013. Alongside working with RandA, he is enrolled in a Master in Public Health program at the HAW University of Applied Sciences, Hamburg (Hochschule für Angewandte Wissenschaften Hamburg). Prior to that, he was a Junior Researcher (Field Officer) at the National Bureau of Statistics, Nigeria. He has a Bachelor degree in Demography and Social Statistics from the Obafemi Awolowo University, Nigeria. He is particularly interested in research focusing on cognitive well-being, performance and large-scale assessments. Adekunle comes from Nigeria. He speaks English, Yoruba, and Pidgin English as a native speaker, and is currently learning German.
Jasmin joined RandA in September 2013. Alongside working with RandA, she is enrolled in a Master´s degree program in Resource Efficiency in Architecture and Planning at the HafenCity University, Hamburg (HafenCity Universität Hamburg). She has a Bachelor degree in Environmental Studies with an Architecture emphasis from the University of Colorado, USA. Her interests cover sustainability environmental education, civic participation and development. Jasmin is a native Spanish and English speaker, and is currently learning German.
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.
Parisa has been working for RandA since October 2012. She is currently pursuing a Master of Economics at the University of Hamburg (Universität Hamburg). Her main interest areas are Hierarchical Linear Modeling (HLM) development, educational policy reform, and school effectiveness. Parisa comes from Iran, and speaks English and Persian.
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.