Andreas Demetriou is Professor of Psychology and President of the University of Nicosia Research Foundation. He is also President of the National Research Council of Cyprus. He has served in many top academic or administrative positions, such as Vice-Rector and Acting Rector of the University of Cyprus and founding President of the Cyprus University of Technology. He was also the Minister of Education and Culture of the Republic of Cyprus (2008-2011).
He has published more than 170 books and articles in technical journals presenting his work on cognitive development. As a Minister, he led a large programme of reforms in Cypriot education which resulted in the development of new curricula across all subjects and grades from preschool to senior high school.
Professor Schneider’s research interests include various topics such as memory development, the prediction of school performance, the longitudinal study of cognitive development, the interplay of teaching-learning processes, metacognition and academic performance, the impact of giftedness and expertise on outstanding achievement, and large-scale assessment studies (PISA).
Professor Klieme’s research interests include instructional quality, school effectiveness and school development, measurement and assessment of student achievement (large scale assessment, formative assessment), evaluation in education and international comparative educational research.
Professor Luyten’s research interests include educational effectiveness, effects of schooling on cognitive and non-cognitive development, educational disadvantages and Matthew effects, cross-national comparisons and policy evaluation.
Professor Snowling’s research focuses on children’s language and learning and she is specifically interested in the nature and causes of children’s reading difficulties and how best to ameliorate them.
Professor Newton is interested in all aspects of educational assessment, although the focus of his work is often upon large-scale summative assessment systems. He likes to explore the conceptual foundations of educational assessment, and is currently developing a programme of work which focuses on validity and evaluation frameworks within educational and psychological measurement. Other interests include the comparability of examination standards, the uses to which educational assessment results are put, the history of educational and psychological measurement, and the public understanding of educational assessment.
Professor Hattie's work is internationally acclaimed. His influential 2008 book Visible Learning: A synthesis of over 800 Meta-Analyses Relating to Achievement is believed to be the world’s largest evidence-based study into the factors which improve student learning.