Education experts Tatiana Khavenson and Martin Carnoy of IOE and Leila Morsy of the University of New South Wales (Australia) have analyzed Australia’s PISA and TIMSS data for a decade-and-a-half period through 2015 to test the validity of the most popular explanations that Australian education officials have voiced in recent years for the students’ steadily shrinking performance on PISA tests. The study results have been published in Elsevier’s International Journal of Educational Development.
Researchers at the IOE Laboratory for University Development have been commissioned by UNESCO’s Global Education Monitoring (GEM) unit to take part in drafting one of GEM’s latest massive studies, the 2017/18 Report on Accountability in Education. For purposes of this report, IOE's leading experts Dmitry Semyonov, Daria Platonova, Natalia Isaeva and Anna Kobtseva have prepared two background research papers taking national and international perspectives on various facets of university and student accountability.
A paper co-authored by IOE doctoral scholar Irina Shcheglova, which analyzes how US universities’ expanding international agendas relate to student global competence additions, has been published in the online repository of UC Berkeley’s Center for Studies in Higher Education.
Several academic papers by leading experts at the HSE Institute of Education have been featured in Springer’s newly released volume Reforms and Innovation in Education, edited by Alexander M. Sidorkin and Mark K. Warford. The authors explore various factors and processes shaping the relationships between educational reforms, as driven by deep and progressive socioeconomic changes, their effects on innovations across the educational realm, and the implications for the quality of human capital.
A cross-country benchmarking of student achievement gains in vocational versus general secondary tracks, which was published by IOE experts Julia Kuzmina and Martin Carnoy in 2016, has received a 2017 Highly Commended Award from Emerald’s International Journal of Manpower.
Based on data from the VKontakte social network, researchers have found a relationship between students' academic performance and their closest social environment.
A study co-authored by IOE analyst Elena Gorbunova and Ohio University research fellows Olga Kondratjeva and Joshua Hawley has been published in the latest issue of Comparative Education Review.
One of the chapters in Springer’s newly released academic volume Transforming Education is co-authored by IOE education innovation researcher Diana Koroleva. Entitled Coup D’etat in the Panopticon: Social Networking in Education, the paper has been inspired by a series of seminars in philosophy Diana was attending on her doctoral track at the IOE Graduate School of Education.
A paper co-authored by IOE expert Ivan Smirnov, which explores how academic achievement shapes students’ peer relationships, and namely friendship networks as suggested by social media data, has recently been published on PLOS One.