Keynote Speakers

Dr Anthony S. Bryk, President, The Carnegie Foundation for the Advancement of Teaching, USA

Anthony S. Bryk is the ninth president of The Carnegie Foundation for the Advancement of Teaching. He held the Spencer Chair in Organizational Studies in the School of Education and the Graduate School of Business at Stanford University from 2004 until assuming Carnegie's presidency in September 2008. He came to Stanford from the University of Chicago where he was the Marshall Field IV Professor of Urban Education in the sociology department, and where he helped found the Center for Urban School Improvement, which supports reform efforts in the Chicago Public Schools. He also created the Consortium on Chicago School Research, a federation of research groups that have produced a range of studies to advance and assess urban school reform. His current research and practice interests focus on the organizational redesign of schools and school systems and the integration of technology into schooling to enhance teaching and learning.


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Professor Patrick Griffin, Director of ARC, Associate Dean Strategic Projects Chair of Education (Assessment), University of Melbourne, Australia

Patrick Griffin holds the Chair of Education (Assessment) at the University of Melbourne and is Director of the Assessment Research Centre. He is the Associate Dean in the Melbourne Graduate School of Education. He has published widely on assessment and evaluation topics that include competency development, language proficiency, industrial literacy, school literacy and numeracy, professional standards and online assessment and calibration. Professor Griffin is a World Bank consultant in Vietnam, leading national and international teams in studies of literacy and numeracy, and has lead the development of a competency framework for Vietnam's 380,000 primary teachers that has been signed into law by the Vietnam Government. He is currently the executive Director of the Assessment and Teaching of 21st Century Skills project - a multi-year, multi-country public and private partnership project sponsored by Cisco, Intel and Microsoft. In 1996, he was awarded the John Smythe medal for excellence in research for his work on profiling literacy development, which has been identified by the American Society for Curriculum Development in Washington as world's best practice. He is a project team leader for UNESCO in southern Africa and in 2005, was awarded a UNESCO Research Medal.

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Professor Barry McGaw, Chair, Australian Curriculum, Assessment and Reporting Authority, Melbourne Graduate School of Education, University of Melbourne, Australia

Professor Barry McGaw is half-time Professorial Fellow at the Melbourne Graduate School of Education at the University of Melbourne where he is Executive Director of the Cisco-Intel-Microsoft Assessment and Teaching of 21st Century Skills project. He is Chair of the Australian Curriculum, Assessment and Reporting Authority. Prior to returning to Australia at the end of 2005, he was Director for Education at the Organisation for Economic Co-operation and Development (OECD). He had earlier been Executive Director of the Australian Council for Educational Research (ACER), Professor of Education at Murdoch University, Head of the Research and Curriculum Branch in the Queensland Department of Education and originally a science teacher in Queensland secondary schools. Prof McGaw's research interests have been in educational quality and equity, particularly as revealed in the international comparisons provided by the data from OECD's Program for International Student Assessment (PISA). His interest is also in educational measurement, in particular at present the measurement of the 21st Century Skills. In 2003, he received an Australian Centenary Medal "for distinguished service through educational research and policy".

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Professor Catherine Snow, Patricia Albjerg Graham Professor of Education, Harvard Graduate School of Education, Harvard University, USA

Catherine Snow is the Patricia Albjerg Graham Professor of Education at the Harvard Graduate School of Education. She received her Ph.D. in psychology from McGill and worked for several years in the linguistics department of the University of Amsterdam. Her research has focused on language development and literacy development from preschool through adolescence, social and familial influences on literacy development, and education for language minority children. She has published several books and many articles in refereed journals and chapters in edited volumes. Snow chaired the National Research Council Committee on Preventing Reading Difficulties in Young Children (1998), the RAND Reading Study Group that produced the volume Reading for Understanding: Towards an R&D agenda (2000), the National Academy of Education committee that produced Knowledge to support the teaching of reading (2005), and the National Research Council Committee that produced Assessing Young Children: Why, What and How? (2008).

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Professor Ference Marton, University of Gothenburg, Sweden

Professor Ference Marton is Professor Emeritus at the Department of Education, the University of Gothenburg since 2006, after having served as Professor of Education between 1977 and 2006. He was Pro-Vice Chancellor-Quality, University of Gothenburg 1996 to 1997. Between 1998 and 2001, he was professor under the Distinguished Visitor Scheme in the Department of Curriculum Studies, at the University of Hong Kong. Presently he serves as Advisory Professor at the Hong Kong Institute of Education and as Honorary Professor at the Faculty of Education, the University of Hong Kong. As the founder of Phenomenography and the Variation Theory of Learning, he is best known for his work on surface and deep approaches to learning, on students' conceptions of learning and on the development of a phenomenographical approach to the study of the student's experience of learning. With over 150 PhD theses, and 1500 publications, he was a recipient of the European Association for Learning and Instruction 2007 Oeuvre Award for 'Outstanding contributions to the Science of Learning and Instruction'.

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