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Statements from Candidates
CIES
VICE-PRESIDENT NOMINEES:
Diane Napier and
Maria Teresa Tatto
CIES
BOARD OF DIRECTORS NOMINEES (3 vacancies):
Emily Hannum
Ladislaus M. Semali
Laura Portnoi
Patricia K. Kubow
Gilbert A. Valverde
Shen-Keng Yang
James H. Williams
____________________________________________________________
CIES
VICE-PRESIDENT NOMINEES
Diane Napier
Associate Professor
University of Georgia
College of Education
629C Aderhold Hall
(706) 542-6482
dnapier@uga.edu
Service to
CIES and years of membership. I joined the society in 1991 as a doctoral
student and I have participated regularly ever since. I consistently encourage
my own graduate students and other international students to join CIES and to
join UREAG, the Gender Committee, or SIGs as appropriate to their respective
research interests to benefit from the supportive environments therein. I was a
member of the group that proposed the Language Issues Special Interest Group and
I remain active in this SIG that is now established in CIES. I serve as a
member of the Board of Directors (my term expires in March 2008), and I am
currently serving a second term as Awards Committee Chair. I am a New Scholars
Advisor and a member of an ad hoc Committee on SIGs. As Awards Committee Chair,
I have endeavored to increase membership diversity and representation on the
Kelly-, Bereday-, and Cain Award sub-committees and I have worked with other
CIES officers and members of these sub-committees to add consistency and
efficiency to the Awards procedures.
Professional background/interests. I received my undergraduate education in
South Africa, my home country, and after teaching secondary school English and
Social Studies in South Africa and the United States, I began conducting
comparative research on curriculum reform in England and the United States. I
received my doctorate in 1992 from the University of Georgia. My dissertation
focused on post-colonial educational reform in Zambia, Zimbabwe, and Botswana. I
am currently an Associate Professor, Head of the Social Foundations of Education
Program, and a member of the Institute of African Studies at the University of
Georgia. I teach courses in comparative and international education,
environmental justice, immigrants/migrants/refugees, post-colonial education,
and African development. My field-based research, consultation and training
activities, and publications focus on educational reform in developing
countries, particularly in southern Africa and South Africa, also in Cuba and
the United Arab Emirates. My research focuses on issues related to educational
transformation and policy implementation, language rights and policy,
deracialization of education, race relations, environmental justice, teacher
training, skills development, and American influences in the global-local
educational reform continuum.
Vision for
CIES and elected position. CIES has been my intellectual home and an
inspiration for my research. Membership in this truly international supportive
community of scholars has been very significant in my career. If elected, I
would be honored to serve the Society in a leadership role, to plan and host the
Annual Conference for 2010, and to work with the Board and the membership to
continue enhancing what I consider to be the current strengths of the Society:
*
Membership diversity in all respects, and participation by members in North
America and worldwide
*
Interdisciplinary scholarship encompassing a rich mix of methodologies,
paradigms, and perspectives on research and practice
*
Beneficial substructures for scholarship and participation within the Society,
including the SIGs, Committees (such as Awards UREAG, Gender, New Scholars), and
ad-hoc committees, that collectively foster recognition, collaboration and
networking, cross-fertilization of ideas within and across disciplines,
equitable participation, and continued maturation of the Society and its
procedures
*
Nurturing, mentoring, supportive environment for new scholars, as well as
inclusion of established scholars from complementary disciplines who participate
in CIES
* Links to
other societies of comparative education and related disciplines, worldwide
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Maria Teresa Tatto
Associate Professor
Principal Investigator and Project Director
Teacher Education Study in Mathematics (IEA/TEDS-M)
International Study Center at Michigan State University
116L Erickson Hall, East Lansing, MI 48824-1034
E-mail: mttatto@msu.edu
Telephone: 517.432.3043
Fax: 517.432.2795
Website: http://teds.educ.msu.edu/
I am honored to have been
nominated for the vice-president position of the CIES. I would like to acquaint
you with my role in the society and in other related organizations, and with my
professional work and background.
Role in the society and in
other related organizations
I have served in a number of
roles in the Comparative International Education Society. I was the Chair for
the Outstanding Article Published in the Comparative Education Review Award
for two years (1991-1993). In addition I chaired the Awards Committee
(1993-1996) to select the outstanding thesis, the outstanding article, and an
honorary member of the society. While chairing this committee I thoroughly
revised and re-developed the CIES Awards Manual. I was elected a member
of the CIES Board of Directors and served in this role from 1994 to 1997.
In 1998 to 1999 I was a member of the Nominations Committee, and continue
to be a frequent reviewer for the Comparative Educational Review. I have
been a continuous presenter at CIES Annual Conferences since the Atlanta Meeting
in March 1988, and have attended the Annual CIES meetings for more than 20
years. I have made more than 80 public presentations in scholarly forums
including the Annual CIES, Annual American Education Research Association (AERA),
and the Oxford International Conference on Education and Development (now UKFIET)
held at the University of Oxford every 2 years. I have also served as Chair for
AERA Division D3, Measurement and Evaluation, 2000-2001.
In September 2007 I served
as the International Convener for Thematic Group D Teaching and Learning,
Sub-Theme 9: Teachers and Teacher Education, in the XIII World Congress
of Comparative Education Societies (WCCES) and the Mediterranean Society of
Comparative Education (MESCE) in Sarajevo (Bosnia and Herzegovina), held on
September 3-7, 2007. I accepted and sat in close to 100 paper-presentations. [http://www.wcces2007.ba/eng/thematic.html].
I am the director and
principal investigator for the first comparative large-scale study to examine
the institutions, processes and outcomes of teacher preparation and induction in
19 countries called the Teacher Education and Development Study in Mathematics
or TEDS-M [http://teds.educ.msu.edu/]. This groundbreaking comparative study
with a seven-year span (2002-2009) includes countries in Latin America, North
America, Europe, Eurasia (Russia), Asia, the Middle East and Africa. The study
is sponsored by the IEA (International Association for the Evaluation of
Educational Achievement) and is funded by the participating countries and the
U.S. National Science Foundation.
It would be an honor to
serve as President of CIES. I consider the high level of scholarship and the
dedication of the CIES membership key in the advancement of applied comparative
and international research, its theories and methods.
If elected, an important
priority would be to work with the Board of Directors on strategies to promote
the work of CIES more broadly and to expand our agenda to address more
purposefully the global-and-the-local as an organization. Indeed the recent
resolution on September 9, 2007 taken by the American Education Research
Association (AERA) to establish a World Education Research Association to
“advance education research, build capacity and interest in education research,
strengthen the articulation of education research policies, and promoting sound
use and application of education research worldwide through international and
reciprocal collaborations”, posses a challenge and an opportunity to CIES.
I think that CIES must work hard to be recognized as one of the leaders in the
field of comparative and international research in education; a commitment we
have pursued for more than 50 years. In addition our organization must take a
more active role engaging in global and local discourses on important but
neglected educational issues currently affecting world communities,
and in linking comparative and international education research to domestic and
global policy. These efforts must seek not only to expand but also to draw
attention to issues that have been high on CIES members’ research agenda for
years. Such sharper foci should be reflected not only through the conference
themes but also in CER issues, our newsletter, our website, and possibly in
other publications. My intention in proposing the need to find strategies to get
others to know us better, and in CIES taking a more active role in emerging
global education research and policy issues, is to continue to sustain a key
characteristic of CIES since its founding in 1956, the recruitment and nurturing
of new scholars that share the larger mission of the society as stated in our
website: “to foster cross-cultural understanding, scholarship, academic
achievement and societal development through the international study of
educational ideas, systems, and practices” [http://www.cies.ws/aboutus.htm].
Professional work and
background
I was born and grew up in
Mexico City; I am a product of Mexican public schools, and a graduate of the
National Autonomous University of Mexico (UNAM) where I obtained a BA in
Organizational and Educational Psychology. I did my graduate work at Harvard
University, receiving an M.A. in Administration, Planning and Social Policy, and
an Ed. D., in Policy Analysis and Evaluation Research in Education and
International Development. I received a grant from the Tinker Foundation for
work on my doctoral dissertation research which involved face-to-face interviews
with Latin American university faculty who had studied in the USA under the
sponsorship of LASPAU (the Latin American Scholarship Program of American
Universities) in all Central America, Haiti, the Dominican Republic, Peru and
Bolivia. My years as a graduate student are very present in my mind as I reflect
on my involvement with CIES and my strong commitment to international and
comparative education and research. It was while a graduate student that I began
my long term association with CIES. Indeed I believe that the Comparative
Education Review, the annual CIES conferences, and frequent contact and work
with colleagues, also members of CIES, have been crucial influences in my
formation as a scholar of international and comparative education. Through my
years as more senior CIES member I seek to share the passion I have for CIES and
for its intellectual work with graduate students and international scholars, as
my colleagues have done for me throughout my professional career.
Since 1987 I have been a
professor at Michigan State University, an institution with a national and
worldwide reputation for international research in education. My work has
centered on the international and comparative study of educational reform and
the evaluation of related educational programs and policies, specifically on the
impact of educational policy on schooling--particularly the role of teachers,
teaching and learning, as influenced by its organizational, economic, political,
and social contexts. My other research includes studies on the power of early
childhood education to improve knowledge levels for the rural poor in Mexico,
the role of values education from a policy perspective, and the development of
policies to regulate the education of the children of migrant workers in the
USA. My work combines the use of quantitative and qualitative approaches and
methods and provides a unique perspective on the study of these complex issues.
I have taught in Mexico, France and the USA, and have served as a consultant to
the World Bank for the governments of Mexico, Colombia, Peru, and the Dominican
Republic.
I have published more than
40 research articles in English and Spanish, including publications in the
Comparative Educational Review,
Revista Mexicana
de Investigación Educativa,
Teaching and Teacher Education, Teachers and Teaching,
International Journal of Educational Development,
Revista
Latinoamericana de Estudios Educativos,
Educational
Evaluation and Policy Analysis,
among others. In 2006-2007 I was a guest editor for the International Journal
of Educational Research, volume 45 [Educational
reform and the global regulation of teachers’ education, development and work];
and in 2001 co-edited one book with colleagues Cummings and Hawkins which was
published by the University of Hong-Kong Press [Values Education for Dynamic
Societies: Individualism or Collectivism].
More recently I published
two books, one of them in Spanish [La Educación Magisterial: Su alcance en la
era de la globalización (Teacher Education: Its potential in the globalization
era)], published in 2004 in México by Editorial Santillana. The other book
was published in 2007 in the UK by Symposium Books as part of the series
Oxford Studies in Comparative Studies in Education [Reforming
Teaching Globally].
CIES
BOARD OF DIRECTORS NOMINEES (3 vacancies)
Emily Hannum
Department of Sociology
3718 Locust Walk, 247 McNeil Building
University of Pennsylvania
Philadelphia, PA 19104-6299
Tel: 215.898.9633
Fax: 914.613.0936
hannumem@soc.upenn.edu
I am an
assistant professor in the Department of Sociology at the University of
Pennsylvania, where I am also affiliated with the Education, Culture and Society
Program at the Graduate School of Education. In January 2008, I will join the
faculty at Oxford University.
I joined CIES
as a doctoral student at the University of Michigan, where I was studying social
demography and Chinese studies and writing a dissertation on educational
stratification in China. CIES and the Comparative Education Review helped
me to gain a global perspective on the issues that I was investigating in
China. These days, I am interested in education, child welfare, and social
inequality in low and middle-income countries, and most of my empirical research
continues to focus on China. I have spent much of my time in recent years
developing and supporting the Gansu Survey of Children and Families, a
collaborative, longitudinal study of children's schooling and economic mobility
in impoverished villages in northwest China. I have also written on ethnic and
gender stratification in China and on the sources and consequences of
educational inequality in developing countries.
To me, an
unusual and highly valuable aspect of the CIES is its ability to facilitate
communications between academia and practitioners in the field. I would like to
support CIES as a venue for strengthening links among agencies, non-governmental
organizations, and academic institutions to support research, data gathering,
demonstration, capacity-building, and graduate training projects.
Laura Portnoi
College of Education
California State University, Long Beach
Long Beach, CA 90840
Phone: 562/985-7047
Fax: 562/985-4534
Email:
lportnoi@csulb.edu
As a CIES
Board member, I would seek to build upon the foundations of the society in order
to develop emerging generations of academics and to encourage increased
opportunities and connections with colleagues around the world, particularly in
developing countries. Furthermore, I would like to see the organization continue
to expand not only the development of theories related to comparative and
international education, but also implementation and public service initiatives.
I have had the pleasure of being a member of CIES for the past ten years. Four
of these years were while I was a doctoral student in the Comparative Education
program at the University of California, Los Angeles (UCLA), and have presented
at numerous national and regional CIES conferences. I hold a Ph.D. from UCLA and
an M.Phil. degree from the University of the Western Cape (South Africa), and am
currently an Assistant Professor in the Social and Multicultural Foundations
master’s program at California State University, Long Beach. The majority of my
work pertains to higher education in South Africa, and I have spent several
years conducting research there, particularly with regard to employment equity
and postgraduate students. I am particularly interested in the development of
emerging academics in South Africa in order to fulfill the employment equity
needs and goals of higher education institutions.
Patricia K. Kubow
Associate Professor
Comparative and International Education
School of Leadership and Policy Studies
Room 562, Education Building
Bowling Green State University
Bowling Green, OH 43403
Phone: 419-372-7380
Fax: 419-372-8265
Email: pkubow@bgsu.edu
PATRICIA K.
KUBOW (Bowling Green State University) has been a member of CIES since1995,
presenting papers at annual meetings, serving in chair and discussant roles, and
publishing in Comparative Education Review. A Ph.D. in Comparative and
International Development Education from the University of Minnesota in 1996,
Patty's research interests include democratic education, indigenous knowledge,
educational policy, and cross-cultural pedagogies. In 2006, she was Visiting
Professor in South Africa, conducting field research in historically
disadvantaged township schools outside Cape Town. Through CIES SIGs, Patty has
contributed to comparative volumes and served as reviewer for the International
Review of Education's issue on Africa. She is a 2007 Gail Kelly Outstanding
Dissertation Award Committee member. Her students have presented at CIES
national and regional conferences. As Associate Professor in the School of
Leadership and Policy Studies at Bowling Green State University, Patty
co-created the Master of Arts in Cross-Cultural and International Education, and
is also Director of The Center for International Comparative Education (ICE)
dedicated to educational improvement worldwide. Her co-authored book,
Comparative Education: Exploring Issues in International Context (2003, 2007) is
used in Australia, Botswana, Canada, Hong Kong, Jamaica, Lebanon, South Korea,
Turkey, and the U.S. Her scholarship has been recognized by The White House,
USAID, AERA, and the Association of Teacher Educators. Patty writes, "I am
grateful to the CIES community for fostering my professional growth and would be
honored to serve on the Board to facilitate North-South dialogue,
cross-institutional and interdisciplinary research collaboration, and sharing of
comparative education teaching practice."
Gilbert A. Valverde
Dept. of Educational Policy and Leadership
Comparative and International Education Policy Program
University at Albany, State University of New York,
518 / 442-5089 (office) — 518 / 442-4953 (office fax)
www.albany.edu/~gv382 (website)
E-mail: valverde@uamail.albany.edu
Gilbert
Valverde (University of Chicago, Ph.D). Associate Professor of Education
Administration and Policy Studies – University at Albany / State University of
New York. Core faculty member of the Comparative and International Educational
Policy Program (CIEPP). A Fulbright Senior Specialist Fellow, he specializes in
scholarship on testing and curriculum policy, development assistance for
education, and in the study of large-scale cross-national studies of education
such as those conducted by the IEA and OECD. He has been advisor on
cross-national benchmarking, testing, standards, and indicator policies to
organizations and governments throughout the Americas. He belongs to the
steering committee of the Working Group on Standards and Testing of the Program
to Promote Educational Reform in the Americas (PREAL). He is director of the
Educational Evaluation Research Consortium: a partnership between the U. at
Albany and universities in the Dominican Republic.
Dr. Valverde
has a bachelor’s degree from the University of Costa Rica, and was a student
member of the CIES for 3 years, joining when a doctoral student at Chicago. If
elected, he wants to encourage CIES outreach to countries in the developing
world, where educational policies that have originated in the US and Western
Europe are extremely influential, but where there is often little knowledge of
what comparative research suggests are both their strengths and weaknesses. He
would also promote the CIES as an interlocutor in the groups that are involved
in the international promotion of educational reform and those involved in the
design and implementation of the large-scale cross-national studies and
evaluations.
Ladislaus M. Semali
Associate Professor
Penn State University
College of Education
257 Chambers Building
University Park, PA 16802
Email: lms11@psu.edu
Ladislaus M.
Semali, (Penn State University) received his Ph.D. from the University of
California, Los Angeles (UCLA) in 1992 and is currently Associate Professor of
Education at Penn State University, where he currently serves as Chair of
Comparative and International Education and Co-director of the
Interinstitutional Consortium for Indigenous Knowledge (ICIK), which is part of
a global network comprised of thirty indigenous knowledge resource centers.
Semali has been a member of CIES for 21 years (as a student from 1985-1992; as a
professor from 1993-2007).
Semali is
internationally known through his writings and as former president of the
International Visual Literacy Association. His scholarly interests focus on
literacy education, comparative and international education and non-Western
educational epistemologies. Semali’s publications cover five books and numerous
articles. He has extensive experience in organizing internships and workshops
for students in Africa, and is currently directing research in East Africa on
the UN Millennium Development Goals, a set of targets for cutting poverty,
disease, and hunger by the year 2015.
Semali is
committed to CIES as a frequent reviewer of CER and more recently as one of the
Assistant editors. From 2004 -2006 at CIES Annual Conferences in Salt Lake City,
Stanford and Hawaii he organized panels on Indigenous Knowledge and Schooling,
which eventually led to him establishing the IK and Schooling Special Interest
Group (SIG).
As a new Board
member, if elected, Semali will be dedicated to sharing his energies to ensure
that CIES emerging scholars will continue to enjoy a heritage of collegiality
and excellence. He will also actively pursue an agenda of broadening comparative
and international education in expanding technological environments.
Shen-Keng Yang
Vice President
National Chung Cheng University
168 University Road, Ming-Hsiung
Chiayi, Taiwan, R.O.C. 621
skyang@ntnu.edu.tw
886-5-2720411#36203
I have been a
member of CIES since 1990. My professional background is comparative education
and teacher education. I was a vice president of Comparative Education Society
of Asia, Member of Board of Director in Comparative Education Society of Asia,
Executive Member of Committee in the World Council of Comparative Educative
Societies. I will try to encourage the academic connection between Asia and the
United States and create more discussion between the east and the west.
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James H. Williams
Director, International Education Program
The George Washington University
2134 G Street NW
Washington DC 20052
Tel: (202) 994-0831; Fax: (202) 994-0148
Email: jhw@gwu.edu; web: http://gsehd.gwu.edu/iep
Jim Williams
is associate professor at George Washington University, where he is co-director
of the International Education Program. He has a masters’ degree in ESL from
Florida State University and spent 10 years in Japan—as student, ESL teacher,
and professor at Obirin University. He did doctoral studies at FSU and Harvard
University, where he earned his doctorate in educational policy and planning,
emphasizing sub-Saharan Africa. He has edited the Forum for Advancing Basic
Education and Literacy, worked in a number of development projects, and served
as AAAS Fellow in USAID’s Africa Bureau. He has also taught at Ohio University.
His research interests relate to education policy, planning and reform
processes; the mutual effects of education on health, peace and conflict; and
policies to lessen the effects of SES on student achievement.
Jim has been a
member of CIES since (about) 1990. He has served on the organizing committees of
CIES meetings in Cambridge, MA and Washington DC; as core organizer of the
Northeast Regional CIES meeting held in Washington, and as program co-chair of
the 2007 annual meeting. He is particularly interested in promoting student
participation in CIES, and has been asked to serve as faculty advisor to the new
scholars’ workshop six times. He currently chairs the committee to examine SIGs
in CIES. At CIES, he would like to promote greater and more structured roles
for students in the annual meeting. He would also seek to find ways to
encourage the Society to think about and find ways to develop a new generation
of academics and practitioners in comparative and international education.
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