Christine Harris-Van Keuren
Chris is published with Harvard Business School, IDB, OECD, USAID, and has co-authored two Background Reports for the UNESCO Global Monitoring Report (GMR). In addition to her publications, she has worked on projects funded by the Asia Foundation, CGPI, DFID, Gates Foundation, MSI, NORRAG, PADECO, Save the Children, RTI, US DOE, and the World Bank.
Chris holds a BA from the University of Iowa, an M.ED in International Education Policy (emphasis in Statistics) from Harvard University Graduate School of Education, and a Ph.D. in Comparative and International Education (emphasis in Economics) from Teachers College, Columbia University. She has advanced training in benefit-cost and cost-effectiveness analyses from the Center for Benefit-Cost Studies of Education (Columbia University/ Teachers College) and The Institute of Education Sciences of the U.S. Department of Education.
Chris holds a BA from the University of Iowa, an M.ED in International Education Policy (emphasis in Statistics) from Harvard University Graduate School of Education, and a Ph.D. in Comparative and International Education (emphasis in Economics) from Teachers College, Columbia University. She has advanced training in benefit-cost and cost-effectiveness analyses from the Center for Benefit-Cost Studies of Education (Columbia University/ Teachers College) and The Institute of Education Sciences of the U.S. Department of Education.
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Papers by Christine Harris-Van Keuren
The report focuses on lower secondary teachers (ISCED 2) in different education systems and looks at cross-cultural differences in teacher professionalism. It explores how teacher professionalism is linked to policy-relevant teacher outcomes such as perceived status, satisfaction with profession and school environment or perceived self-efficacy. The publication also tackles equity concerns in teacher professionalism: it examines professionalism support gaps, which are defined as differences in support for teacher professionalism in schools with high levels of disadvantage as compared to those with low-levels of disadvantage. Last but not least, the report presents a number of policy-relevant recommendations to enhance teacher professionalism and equity in access to high-quality teaching in OECD member countries.
Book Chapters by Christine Harris-Van Keuren
The report focuses on lower secondary teachers (ISCED 2) in different education systems and looks at cross-cultural differences in teacher professionalism. It explores how teacher professionalism is linked to policy-relevant teacher outcomes such as perceived status, satisfaction with profession and school environment or perceived self-efficacy. The publication also tackles equity concerns in teacher professionalism: it examines professionalism support gaps, which are defined as differences in support for teacher professionalism in schools with high levels of disadvantage as compared to those with low-levels of disadvantage. Last but not least, the report presents a number of policy-relevant recommendations to enhance teacher professionalism and equity in access to high-quality teaching in OECD member countries.