This is the second publication developed by the OECD’s Strengthening the Impact of Education Research project team – Nóra Révai (project leader), Melissa Mouthaan, José Manuel Torres, Jordan Hill, Mykolas Steponavičius and Aurelija Masiulytė. This publication would not have been possible without the key contributions of renowned experts, who are supporting the project.
Firstly, we would like to express our immense gratitude to all authors who contributed to the chapters in this publication (in order of their chapters): Rien Rouw, Quirine van der Hoeven, Jeroen Backs, Bieke de Fraine, Miekatrien Sterck, Jonathan D'haese, Katrijn Ballet, Håkon Kavli, Elisabeth Buk-Berge, Kari‑Elisabeth Vambeseth Skogen, Chris Brown, Cindy Poortman, Amanda Cooper, Michelle Searle, Stephen Macgregor, Tiina Kukkonen, Elizabeth Farley-Ripple, Hilary Mead, Katherine Tilley, Mauricio Pino‑Yancovic, Toby Greany, Georgina Hudson, John O'Connor, Jørn Pedersen, Inger Sofie Berge Hurlen and Huw Morris.
Mauricio Pino-Yancovic gratefully acknowledges the support from ANID/PIA/Basal Funds for Centers of Excellence FB0003 as well as from ANID FONDECYT N°11221222: “Movilización del conocimiento generado en las redes educativas de los Servicios Locales de Educación Pública en sus establecimientos educativos y su influencia en las actividades de enseñanza y aprendizaje de sus docentes”.
Secondly, we would like to thank the Strengthening the Impact of Education Research project’s ‘‘Critical Friends’’, Dirk van Damme, Carlos González-Sancho, Jason McGrath, Tijana Prokić-Breuer, Cláudia Sarrico, Rien Rouw, Katrijn Ballet and Miekatrien Sterck, for their helpful feedback on drafts of various chapters.
A special thanks goes to the Flemish community of Belgium and the Netherlands, who hosted one learning seminar each as part of the project. The preparation, participation and outcomes of both seminars made a crucial contribution to four chapters of this book, as well as enriching the insights of the project team on the topic more generally.
As with the first publication, we remain grateful to all of the education systems that responded to the survey and for the encouragement and support of the CERI Governing Board in the development of the project and this report. Our special thanks also go to those working within the national administrations of Japan, New Zealand, Norway, Portugal, Slovenia and South Africa who kindly gave their time to take part in follow‑up interviews.
Additionally, we wish to thank our colleagues within the Centre for Educational Research and Innovation (CERI) and across the OECD. Tia Loukkola, Head of Division, who provided oversight during the process and valuable feedback on the draft report and colleagues in the Directorate for Education and Skills communications team and the Public Affairs and Communications Directorate. Our thanks are extended to Jennifer Allain Young, who edited the publication to ensure coherent and comprehensible reading.