TIMSS Study Analysis Professors and Supervisors

Alison Koenkaمشاهده پروفایل

استادیار

University of OklahomaUnited States

Dr. Alison Koenka is an Assistant Professor at the University of Oklahoma's Jeannine Rainbolt College of Education, specializing in the Science of Psychology, Data, and Research in Education. Her work focuses on student motivation in STEM, feedback mechanisms, and equity for marginalized populations. She earned a Ph.D. in Developmental Psychology from Duke University and completed postdoctoral training at The Ohio State University. Dr. Koenka's research is funded by the William T. Grant Foundation, American Educational Research Association, and American Psychological Association. She teaches courses in human development and motivation, and has received notable awards including the Distinguished Junior Faculty Award (2021) and Paul R. Pintrich Dissertation Award (2017). Her lab explores two key areas: the motivational impact of academic feedback (including grading policies and teacher interactions) and promoting equitable experiences for underserved youth. Her recent work includes strategies for integrating critical race theory in psychology education and systematic reviews on feedback practices for multilingual learners. Dr. Koenka currently serves as Program Chair for the AERA Motivation in Education Special Interest Group, demonstrating her leadership in advancing motivational theory. Key grants: William T. Grant Foundation, AERA, APA Expertise: STEM motivation, equity pedagogy, feedback systems Lab focuses: Curriculum-level feedback analysis, marginalized youth studies

پروفایل رسمی دانشگاه

João Paulo Maroco Domingosمشاهده پروفایل

استاد

Lusophone University of Humanities and TechnologiesPortugal

João Paulo Maroco Domingos is a full professor of Statistics at Universidade Lusófona, with a Ph.D. from Washington State University. His work bridges statistical analysis, psychometrics, and structural equation modeling across biological, health, social, and human sciences. Research Methods Advanced Data Analysis Large-Scale Assessment (PISA, TIMSS) Research Interests include psychometric scale development, regression modeling, student engagement, burnout, and classification models. He has consulted for the World Bank and Teresa and Alexandre Soares dos Santos Education Initiative, leading workshops in Portugal, Brazil, Finland, Norway, Taiwan, and the U.K. Scientific Awards include being ranked in the AD Scientific Index Top 3% of most cited academics in Portugal and Stanford/Elsevier’s Top 2% of world scientists, with over 450 peer-reviewed papers and four books. His media presence in Portuguese newspapers and TV programs underscores his influence on public discourse around educational statistics.

پروفایل رسمی دانشگاه

Nevzudin Buzađijaمشاهده پروفایل

دانشیار

University of ZenicaBosnia & Herzegovina

V.Prof.Dr. Nevzudin Buzađija is an Associate Professor at the Software Engineering Department , Faculty of Philosophy, University of Zenica, Bosnia and Herzegovina. He holds leadership roles as Head of the Software Engineering Department and Vice Dean for Teaching and Student Affairs at the Polytechnic Faculty. Research focuses on Software Engineering , Blended Learning , Blockchain Applications , and Educational Technology Courses taught include Computer Architectures , Databases , and Informatics Methodology across multiple departments Pioneer in applying fuzzy logic and blockchain to educational systems Recent Publications highlight advancements in: DevOps Methodology for modern software development Microservices with RabbitMQ message brokers Smart Contract optimization and blockchain for digital certificates Scratch Programming in K-12 education Artificial Intelligence for multimedia content analysis His work bridges academic research and educational practice , with significant contributions to curriculum design and ICT integration in transitional economies.

پروفایل رسمی دانشگاه

John Jerrimمشاهده پروفایل

استاد

University College LondonUnited Kingdom

John Jerrim is a Professor of Education and Social Statistics at University College London's IOE, leading the Quantitative Social Science research centre. His research focuses on international education comparisons, teacher mental health, and Ofsted inspection reforms. He advocates for evidence-based policy and practical data analysis training for students. Notable work includes studies on SATs' impact on teacher anxiety, inspector characteristics in Ofsted outcomes, and PISA assessment trends. He emphasizes collaboration across departments to enhance policy impact. His research aims to improve educational practices and systems globally. Director of the Quantitative Social Science research centre at IOE Leading expert on international educational assessments like PISA Research on Ofsted inspections' effects on schools and teachers Advocate for practical data skills in education curricula Research interests span education policy, mental health wellbeing, and systemic reform. His work bridges academic inquiry with real-world policy applications.

پروفایل رسمی دانشگاه

Sam Simsمشاهده پروفایل

دانشیار

University College LondonUnited Kingdom

Dr Sam Sims is an Associate Professor at University College London's Institute of Education (IOE), where he is affiliated with the Centre for Education Policy and Equalising Opportunities (CEPEO). He completed his PhD at UCL and has since focused on advancing education policy through rigorous research. His work combines insights from education, psychology, and quantitative social sciences to address critical issues in teacher effectiveness, retention, and school management. Education: PhD in Education, University College London Research Interests: Sims’ research emphasizes teacher well-being, professional development, and the organizational conditions that foster effective teaching. He explores how school policies and accountability systems impact both educators and students, with a focus on reducing educational inequality. His work often involves large-scale datasets and methodological innovations, such as analyzing Ofsted inspection reports via text mining. Advising & Grants: Led research teams at UCL and Ambition Institute Funded by the Economic and Social Research Council, Nuffield Foundation, and the Department for Education Labs & Teams: Sims collaborates with the CEPEO and leads the Research Team at Ambition Institute, focusing on scalable solutions for teacher training and retention.

پروفایل رسمی دانشگاه

Ove Edvard Hatlevikمشاهده پروفایل

استاد

University of OsloNorway

Ove Edvard Hatlevik is a full-time Professor at the Department of Teacher Education and School Research , University of Oslo. His work focuses on motivation, learning strategies, and digital competence in educational contexts. PhD in Education from the University of Oslo Former roles: Centre for ICT in Education (2008-2016), Nokut (2007-2008), Department of Education (2000-2007) Qualified teacher with secondary school experience Research Interests Dr. Hatlevik investigates digital literacy , ICT integration , and educational psychology . His studies examine: Digital divide in schools Resilience to digital distractions Teacher professional development Psychometric assessment tools ICT self-efficacy Gender differences in digital skills Scientific Output His 15 most recent publications (2015-2025) demonstrate expertise in: Digital responsibility frameworks Large-scale educational assessments (PISA, TIMSS) Monte Carlo simulations in pedagogy Health literacy interventions ICT policy analysis Teacher competence models

پروفایل رسمی دانشگاه

Okay Işlakمشاهده پروفایل

استاد

Akdeniz UniversityTurkey

Okay Işlak is a faculty member at Akdeniz University, affiliated with the Health Services Vocational School under the Department of Child Care and Youth Services. Their academic rank is likely Professor, with research focusing on primary education, teacher training, and educational assessment frameworks, particularly in mathematics and science. They have published extensively on TIMSS (Trends in International Mathematics and Science Study) analyses, computer-assisted instruction, and classroom management in online education. University: Akdeniz University School: Health Services Vocational School Department: Department Of Child Care And Youth Services Email: okayislak@akdeniz.edu.tr Their research spans educational technology, curriculum design, and sociocultural factors influencing student achievement. Key projects include TIMSS alignment studies, development of assessment scales for classroom management, and investigations into teacher attitudes toward digital tools. Recent publications highlight trends in TIMSS-based curriculum analysis (2020–2022), classroom management in online primary education (2022), and assessments of computer-assisted instruction tools (2015–2018). These works intersect educational technology, primary education, and STEM assessment.

پروفایل رسمی دانشگاه

Osman ÇİLمشاهده پروفایل

دانشیار

Ahi Evran UniversityTurkey

Osman ÇİL , an Associate Professor at Ahi Evran University, Faculty of Education, Department of Basic Education , specializes in mathematics education, curriculum development, and educational technology. Holding a Ph.D. from Syracuse University (2014) , an M.S. from Syracuse University (2010) , and a B.A. from Gazi University (2006) , his work bridges Turkish and international educational frameworks (e.g., TIMSS cognitive domains). He has taught courses like "Mathematics Teaching" and "Constructivist Approaches" at both undergraduate and graduate levels. Education: Ph.D., Mathematics Education, Syracuse University (2014) M.S., Mathematics Education, Syracuse University (2010) B.A., Classroom Teaching, Gazi University (2006) Research Interests: Realistic Mathematics Education STEM Integration in Elementary Education Teacher Anxiety and Self-Efficacy Curriculum Analysis via Bloom Taxonomy Digital Storytelling in Math Teaching Game-Based Learning Applications Collaborations: Worked with scholars like Okan Kuzu (2018-2022), Ahmet Salih Şimşek (2018-2019), and Benjamin Dotger (2015) Projects: Directed "Design-Based Natural Disaster Education" (TÜBA/TÜBİTAK, 2021) Coordinated "Math Curriculum Analysis via Bloom Revisions" (2018-2020) Metrics: h-index : 5 Citations : 82

پروفایل رسمی دانشگاه

Nina Eliassonمشاهده پروفایل

مدرس ارشد

Mid Sweden UniversitySweden

Nina Eliasson is a Senior Lecturer at Mid Sweden University within the Department of Engineering, Mathematics and Subject Didactics (IMD). Her research focuses on science and mathematics education, with a strong emphasis on gender dynamics, digital learning tools, and inclusive teaching practices. She actively contributes to international studies like TIMSS and PISA, analyzing student performance, socio-economic factors, and teacher-student interactions. Key Research Areas: Science Education, Mathematics Education, Inclusive Education, Gender Studies in Education, Digital Learning, Social-Emotional Learning. Publications highlight her work on topics such as digital textbook integration, socio-emotional competencies in teaching, and equitable classroom practices. She collaborates on projects like HAND in HAND, addressing diversity and well-being in schools across Europe. Her contributions include journal articles, book chapters, and reports analyzing TIMSS/PISA data and educational policy alignment.

پروفایل رسمی دانشگاه

Christian Christrup Kjeldsenمشاهده پروفایل

دانشیار

Aarhus UniversityDenmark

Christian Christrup Kjeldsen serves as an Associate Professor at the Danish School of Education, Aarhus University, specializing in Educational Sociology. His Dr. phil. expertise focuses on international educational assessments and equity research within Nordic schooling systems. His research spans Educational Sociology , International Large-Scale Assessments (TIMSS, PISA, PIRLS), and Gender Studies in Education , with concentrated analysis on math anxiety, school bullying, social inequality, and gender disparities in STEM education. He investigates how socioeconomic factors and classroom dynamics impact student achievement and well-being, particularly among vulnerable youth. Analysis of his 2021-2023 publications reveals dominant themes in TIMSS 2023 and PIRLS 2021 data interpretation, emphasizing methodological rigor in large-scale studies while addressing equity gaps in mathematics/science education. His work frequently connects assessment findings to Danish educational policy through media commentaries in outlets like Skolemonitor. Current Research Leadership: TIMSS 2027 (2025-2028), Virkestedet (2023-2027), G-EPIC Gender Equality Project (2023) Ongoing Grants: Orient4VET (2022-2024), NAFA Natural Sciences Academy (2021-2028), TIMSS 2023 (2021-2024) Policy Engagement: Regular contributions to Skolemonitor and Danish educational discourse Professor Kjeldsen collaborates extensively with Scandinavian research teams on international assessment frameworks while directing projects examining vocational education pathways and well-being among marginalized student populations through the Danish School of Education's research infrastructure.

پروفایل رسمی دانشگاه

Dovilė Stumbrienėمشاهده پروفایل

دانشیار

Vilnius UniversityLithuania

Dovilė Stumbrienė serves as an Associate Professor and Researcher at Vilnius University's Institute of Data Science and Digital Technologies, specifically within the Educational Systems Group. Her office is located at Akademijos St. 4, room 607, Vilnius, with contact number +370 5 210 9344. She defended her doctoral dissertation on July 3, 2019, titled 'Data Envelopment Method in the Analysis of the Efficiency of Education Systems,' establishing her expertise in quantitative education assessment methodologies. Dr. Stumbrienė's research focuses on comparative analysis of education systems, particularly examining efficiency, effectiveness, equity, and inclusion across European countries. Her work frequently employs data envelopment analysis and other quantitative methods to evaluate educational performance, with special attention to differences between post-socialist and traditional EU member states. She investigates how educational policies impact outcomes across diverse demographic groups and how systems can be improved toward strategic goals like those in the European Education Area framework. Her publication record reveals a strong trajectory of scholarly contributions, with 15 significant publications from 2021-2024 alone. These works predominantly analyze EU education systems through lenses of equity, efficiency, and policy effectiveness, often using large-scale international datasets like PISA, PIRLS, and TIMSS. A notable trend shows increasing focus on technology-enabled educational innovation and teacher adoption factors in recent years, alongside continued comparative analysis of educational performance across political and socioeconomic contexts. Dr. Stumbrienė actively participates in major international education research conferences including EWEPA, LEER, INTED, and EDULEARN, demonstrating her engagement with the global education research community. Her collaborative approach is evident through numerous co-authored publications with international researchers, particularly from Portugal and other EU countries. Through her leadership in the Educational Systems Group, Dr. Stumbrienė contributes to Vilnius University's mission of advancing data-driven approaches to education policy and practice. Her work bridges theoretical methodology development with practical applications for improving educational outcomes across diverse national contexts within Europe.

پروفایل رسمی دانشگاه

Linda Borgerمشاهده پروفایل

مدرس

University of GothenburgSweden

Linda Borger is a Lecturer at the Department of Education and Special Education, University of Gothenburg. She specializes in educational assessment and grading , with a focus on large-scale measurements and linguistic competence evaluation. Research environments: Language Learning, Assessment and Teaching (LUBS), Prerequisites Education Results (FUR) Her current projects include: Investigating relationships between PISA results, Swedish grades, and science/mathematics achievement Longitudinal study of English writing skills in Grade 9 students (2000-2022) via automated text analysis She teaches courses in: Assessment and grading Classical and modern test theory PIL303: Broadened Teacher Competence Her research involves collaborations with: Stefan Johansson (GU) Rolf Strietholt (TU Dortmund) Eva Olsson (Marcus and Amalia Wallenberg Memorial Foundation project)

پروفایل رسمی دانشگاه

Tobias C. Stubbeمشاهده پروفایل

استاد

University of GöttingenGermany

Prof. Dr. Tobias C. Stubbe serves as Professor at the Chair of Quantitative Methods in the Social Sciences and Statistics within the Institute for Methods and Methodological Foundations of the Social Sciences, Faculty of Social Sciences at Georg August University of Göttingen, Germany. His office (Room 1.106) is located at Goßlerstrasse 19, 37073 Göttingen, with primary contact via tstubbe@uni-goettingen.de and teaching-specific inquiries directed to lehre.stubbe@uni-goettingen.de. His research centers on quantitative educational assessment, specializing in international large-scale studies (PIRLS, IGLU, TIMSS) to analyze social disparities in student achievement across reading, mathematics, and science competencies. Key interests include school effectiveness comparisons (private vs. public institutions), transition dynamics from primary to secondary education, and impacts of socioeconomic background on learning outcomes. Methodologically, he employs advanced statistical techniques to examine longitudinal trends and differential item functioning in assessment instruments. Analysis of his 2011-2018 publications reveals consistent focus on educational equity through rigorous quantitative analysis of national and international datasets. His work demonstrates particular expertise in reading comprehension assessment frameworks and mathematical competency development among diverse student populations, with recurring emphasis on migration background effects and gender disparities. The research trajectory shows increasing methodological sophistication in handling complex educational survey data. While specific grant details and advised students aren't documented in the source material, his leadership of the Chair indicates responsibility for graduate supervision and research team management. His involvement in major assessment programs like IGLU implies participation in funded research consortia requiring significant grant acquisition. The Chair of Quantitative Methods functions as both a research hub for educational methodology development and a teaching unit within the Institute, likely comprising researchers specializing in psychometrics, statistical modeling, and educational data analysis who support Germany's contribution to international comparative studies.

پروفایل رسمی دانشگاه

Marek Muszyńskiمشاهده پروفایل

استادیار

Polish Academy of SciencesPoland

Marek Muszyński serves as an Assistant Professor at the Computational Social Sciences Unit within the Institute of Philosophy and Sociology, Polish Academy of Sciences (IFiS PAN) in Warsaw, Poland. His expertise centers on psychometrics and survey methodology with emphasis on measurement quality and response bias mitigation in social science research. Education: PhD (cum laude) in Sociology, Jagiellonian University, Kraków (2014) Postgraduate studies in Educational Measurement, Educational Research Institute & Jagiellonian University (2011) MA in Psychology, Jagiellonian University, Kraków (2011) His research focuses on identifying and mitigating response biases—including careless responding, response styles, and social desirability—using large-scale datasets from international surveys (ESS, PISA, PIAAC, TIMSS/PIRLS). Recent work integrates computer-based paradata (log data) and machine learning techniques, including large language models, for developing advanced measurement tools in social sciences. This interdisciplinary approach bridges psychometrics, educational assessment, and computational social science methodologies. Scientific Awards: Nominated for the “Polityka” weekly research prize (2023) Polish Prime Minister Prize for Best PhD thesis (2021) Prof. Jerzy Perzanowski Prize for Best MA thesis in cognitive sciences (2011) He leads significant research initiatives including NCN-funded projects on attention checks and IEA R&D grants for AI-driven item generation in educational assessments. His collaborative work spans OECD-commissioned reports, Saudi Ministry of Education projects, and industry partnerships with Diagmatic Limited for psychoeducational diagnostics. International collaborations include research stays at DIPF | Leibniz Institute in Frankfurt under DFG sponsorship, focusing on log-data applications for response bias detection. As core faculty in IFiS PAN's Computational Social Sciences Unit, he contributes to Poland's national research infrastructure through methodological innovations in survey design and data analysis, while maintaining active roles in international consortia including CONSIRT and IEA assessment frameworks.

پروفایل رسمی دانشگاه