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Bulletin 2023-2024, history phd.

COLLEGE OF LIBERAL ARTS

Learn more about the Doctor of Philosophy in History .

About the Program

Temple University offers a varied and flexible program for graduate training in History at the PhD level in the Philadelphia area, which is rich in historical archives and museums. The thrust of the PhD program is to prepare professional historians who are equipped to function in academia, public history, education, government service or other related careers.

Time Limit for Degree Completion: 7 years

Campus Location: Main

Full-Time/Part-Time Status: Students are required to complete the PhD program on a full-time basis.

Interdisciplinary Study: T he History program at Temple is affiliated with the Center for Public History, the Center for the Study of Force and Diplomacy, The Myer and Rosaline Feinstein Center for American Jewish History, and Temple's Urban Archives.

Affiliation(s): The History program at Temple is affiliated with the Biographical Dictionary of Pennsylvania Legislators, the Center for the Study of Force and Diplomacy, The Myer and Rosaline Feinstein Center for American Jewish History, the Social Science Data Library, and Temple's Urban Archives.

Areas of Specialization: Faculty members specialize and offer substantial coursework in anti-colonial movements, cultural history, diplomatic history, gender, imperialism, international history, military history, political history, race and ethnicity, religious history, sexuality and social history. 

Although training is offered in many different historical eras at Temple, most doctoral students write dissertations that focus on the eighteenth, nineteenth or twentieth century.

Job Prospects: The program is primarily dedicated to producing well-trained historians who work in academia, public history , government and academically related fields.

Non-Matriculated Student Policy: Non-matriculated students are permitted to take up to 9 credits of coursework. These courses can be transferred into the degree program after their admission only if they earn a grade of "B" or higher.

Financing Opportunities: Teaching Assistantships: Teaching Assistants (TAs) are required to teach or assist in teaching at Temple. TAs receive tuition waivers for all courses taken during the Fall and Spring terms (up to 9 credits) that contribute to the student's program, plus a stipend and health insurance benefits. All TAs are doctoral students and offers of teaching assistantships are considered as part of the admissions process. New applicants for the PhD program are automatically considered, and teaching assistantships are generally for a period of five years. 

Fellowships: Presidential and University Fellowships provide support for four years. The Graduate School funds Years 1 and 4; the College of Liberal Arts funds Years 2 and 3. In addition to free tuition and health coverage, these fellowships carry a stipend. While on fellowship, the student must take a minimum of 9 credits each term during the academic year. Students are nominated for a fellowship by the department upon admission to the program. The department can elect to supplement these fellowships with an additional year of teaching assistantship.

Fellowships from the Center for the Humanities at Temple (CHAT): Advanced Graduate Scholar Awards provide support to advanced doctoral students pursuing research in the humanities or humanistic social sciences in any school or college at Temple. Fellows receive funding for full-time work on their dissertation. This includes a stipend, tuition, benefits and $500 in research funding for the term. Fellows receive office space at the Center and participate in the bi-weekly Fellows Seminar.

Dissertation Completion Grant: Students may apply for a dissertation completion grant in their last term before graduation. Applications are due to the Director of Graduate Studies on March 1 and October 1. The Director of Graduate Studies or the Department Chair submits a letter of nomination on behalf of each applicant. Departmental nomination does not, however, guarantee the nominee receipt of the dissertation completion grant. Note that receipt of this grant disqualifies a student from receiving further financial support from Temple University.

Appointment as Part-Time Instructor: PhD candidates are eligible for appointment as part-time instructors. The Department Chair, after consulting with the Director of Graduate Studies, is responsible for these appointments. Consideration is given to whether the candidate has assisted in the course and, if so, consultation is made with the faculty whom they assisted. Priority is given to qualified students who have not had the opportunity previously to teach independently.

Awards and Grants : The History Department and the Center for the Study of Force and Diplomacy provide several awards and grants annually. For more information on these, visit https://liberalarts.temple.edu/research/labs-centers-and-institutes/center-study-force-and-diplomacy/funding .

Additional research funding is possible through Charles Library and the Public Policy Lab at Temple.

Admission Requirements and Deadlines

Application Deadline:

Fall: December 15

Applications are evaluated together after the deadline date.

APPLY ONLINE to this graduate program .

Letters of Reference: Number Required: 3

From Whom: Letters of recommendation should be obtained from instructors or other individuals who are familiar with the applicant's academic work.

Coursework Required for Admission Consideration: Applicants are expected to have majored or minored in History at the undergraduate level or to have received an MA in History. Those who lack either of these qualifications are considered on a case-by-case basis.

Master's Degree in Discipline/Related Discipline: A master's degree is not required.

Bachelor's Degree in Discipline/Related Discipline: All applicants must present credentials that are the equivalent of the appropriate baccalaureate degree at Temple University.

Statement of Goals: In approximately 500 to 750 words, share a clear statement of your interest in the doctoral program in History at Temple University and how Temple's program meets your needs, your major historical interests, career goals, and academic and research achievements, if applicable.

Standardized Test Scores: Applicants who earned their baccalaureate degree from an institution where the language of instruction was other than English, with the exception of those who subsequently earned a master’s degree at a U.S. institution, must report scores for a standardized test of English that meet these minimums:

• TOEFL iBT: 79
• IELTS Academic: 6.5
• PTE Academic: 53

Writing Sample: The writing sample should demonstrate the applicant's ability to conduct research and write a scholarly paper. It should be fully referenced according to a professional, scholarly style manual and should not exceed 30 pages in length.

Program Requirements

General Program Requirements: Number of Credits Required to Earn the Degree: 39

Required Courses: Doctoral students must take at least 11 courses in the History Department, and may elect to take courses outside the department with the permission of the Director of Graduate Studies. A minimum of 10 courses must be completed before the general examination can be taken. Students should consult with their advisor for specific field requirements for the following required courses:

• One methodology seminar [ HIST 8714 Historical Methods (3 s.h.) ], taken in the first year of study in the first academic term.
• Two 9000-level research/writing seminars (currently HIST 9208 Research Seminar  repeated for a total of 6 credits) in which a substantial piece of original research is produced; one course must be taken in the first year, preferably in the second term.
• Eight 5000- and 8000-level reading and literature review courses (24 credits), with the course offerings coordinated by the Director of Graduate Studies; four of the courses are recommended to be taken in the student's area of interest.
• 6 credits of HIST 9994 Preliminary Examination Preparation , HIST 9998 Pre-Dissertation Research , and HIST 9999 Dissertation Research .

Language Examination: All students must show competence in at least one foreign language. To demonstrate competence, a student must pass a short translation exam administered, in most cases, by the University’s language departments. The dissertation advisor determines whether competence in a second language is required. The language requirement must be satisfied prior to taking the general examination. For doctoral students in American History, the language requirement may be waived at the discretion of the advisor and with the approval of the Director of Graduate Studies.

Culminating Events: Preliminary Examination: All doctoral students take a preliminary exam in the September of their third term of study. The preliminary exam is a take-home exam consisting of one synthetic question covering one of two areas: either Environments, Cities, and Cultures (Track I) or War, Empire, and Society (Track II), each with its respective list of 50 books for students to study. Students choose one area/track and, at the exam, choose one of two questions in that area. They have one week to write an essay of no more than 6,000 words. In the preceding Spring term, the exam committee is responsible for conducting a workshop with first-year doctoral students in which the expectations of the preliminary exam are discussed.

The exam date is set, and the exam itself is graded by a pair of Graduate Faculty in each area who have been appointed by the Director of Graduate Studies. The exam is graded blindly by the exam committee. Doctoral students who twice fail the preliminary exam are dismissed from the program.

General Examination: Doctoral students who pass the preliminary exam proceed to the general exam, which consists of three fields, each guided by a different member of the faculty. Note that the dissertation advisor should be the examiner in either the Geographic and/or Chronologically Distinct Field or the Thematic Field:

• Geographic and/or Chronologically Distinct Field – The reading list should include 75-80 books and articles that examine a broad field in terms of time and space, e.g., 20 th -Century U.S. History, Atlantic World, Latin American or Caribbean History, or Southeast Asian History. Students designate a member of the Graduate Faculty to examine them in this field and collaborate with that faculty member in creating the reading list.
• Thematic Field – The reading list is made up of 50 books and key articles that explore a more focused and topical area, such as Diplomatic History, Labor History, Queer Studies or Urban History. Students designate a member of the Graduate Faculty to examine them in this field and collaborate with that faculty member in creating the reading list.
• Teaching Field – Students submit a detailed and largely original syllabus, ideally for an undergraduate class, covering either the geographic field (a survey class) or the thematic field (a more specialized, upper-level class). They designate a faculty member to lead a discussion of the syllabus. The other two members of the exam committee are welcome to participate in this discussion. Students should submit the syllabus to all three members of the examining committee 72 hours before the exam.

Doctoral students typically complete the general exam in their fifth term. This oral exam is two hours long. All three members of the exam committee leading the exam in the Geographic/Chronological Field, Thematic Field, and Teaching Field need to be present at the exam. Students are asked to discuss issues pertinent to their prepared fields of study and teaching. To pass the exam, all three members of the committee must approve of the student’s performance. Students may retake the oral exam if they fail. After failing twice, students are dismissed from the program.

University-wide regulations governing examinations when a PhD student matriculated apply throughout their career until the degree is received. If departmental or college regulations change, the student similarly follows the rules in place at the time of their matriculation unless they obtain approval of the advisory committee and written permission from the Graduate Council to follow more recent requirements.

Students preparing to take their general examination should confirm times and dates with their other committee members and the Graduate Administrator. All parties involved should receive confirmation of the time, date and room well in advance of the examination.

Dissertation Committee: After passing the general exam and in consultation with the primary advisor, students select the members of their Doctoral Advisory Committee. The Doctoral Advisory Committee is formed to oversee the student's doctoral research and is comprised of at least three Graduate Faculty members, two of whom are from the History Department. The student's primary advisor functions as the chair of this committee and is responsible for overseeing and guiding the student's progress, coordinating the responses of committee members, and informing the student of their academic progress.

Further, either during the process of writing the dissertation prospectus, or at some time following its approval, students, again in consultation with their primary advisor, select a qualified external reader of the dissertation. The external reader may either be on the faculty of a Temple University department other than History or a member of the faculty of a college/university other than Temple. Once the external reader has agreed to serve in the capacity (and received approval from the Graduate School), that person is added to the Dissertation Examining Committee. The total membership of the Dissertation Examining Committee may exceed four faculty (the minimum being the three Graduate Faculty members who approved the prospectus plus the external reader). A majority of the committee's members, however, must be Temple University History Department Graduate Faculty.

Prospectus: All doctoral candidates must prepare a dissertation prospectus in close consultation with the advisor prior to advancing to PhD candidacy. This document, usually 15 to 20 pages in length, must achieve the following goals: 

• Identify the major research question of the dissertation.
• Situate the dissertation in the existing scholarly literature.
• Lay out a coherent research strategy that identifies the archives and sources that will be used.
• Include a timeline for research and writing of the dissertation.

The prospectus defense is a public event, open to History Department faculty and doctoral students. At this event, the doctoral candidate makes a brief presentation lasting approximately 10 to 20 minutes, outlining the contents of the prospectus. A copy of the dissertation prospectus is made available at least one week before the defense for examination by the faculty. During the defense, faculty and students engage the candidate in vigorous conversation about the proposed project.

The prospectus must be defended before the end of the sixth term. Failure to defend the prospectus by the end of the sixth term is grounds for dismissal from the doctoral program. At the end of the defense, the candidate's Doctoral Advisory Committee meets privately to vote on advancing the student to PhD candidacy.

Dissertation: Dissertations must be written and defended within seven years of matriculation. Students who have made satisfactory progress toward completing their dissertation can apply for an extension of up to three additional years. Therefore, the maximum total time permitted for completing the PhD program is ten years. Students in the PhD program must register each term until all requirements for the degree have been fulfilled unless they receive a leave of absence.

All dissertations must be prepared in accordance with the guidelines of the Dissertation and Thesis Handbook . Students should arrange a procedure for submitting draft chapters for review to their primary advisor and other members of the Doctoral Advisory Committee.

When the chair and a majority of the Dissertation Examining Committee agree that the written dissertation is of sufficient quality to be defended, the student should arrange with the Committee a time for the oral defense to be held. The student should then notify the Graduate Administrator of the proposed defense date. The oral defense must be publicly announced in writing at least ten days in advance of the date of the defense and must be open to the public. A copy of the dissertation is made available to the department at least one week before the defense for examination by the faculty.

An Oral Defense Chair must be identified. This person must be a Temple University presidential faculty member and may not be the chair of the student’s Dissertation Examining Committee.

In the event that a member of the Dissertation Examining Committee cannot attend the defense, teleconferencing or videoconferencing is arranged. This arrangement must be approved by the Graduate School prior to the defense. No more than one member of the Dissertation Examining Committee can be physically absent from the defense.

The dissertation defense is a public event, open to History Department faculty and doctoral students. At this event, the doctoral candidate makes a brief presentation, outlining the main argument of the dissertation. During the defense, faculty and students engage the candidate in a vigorous conversation about the project. At the end of the defense, the Dissertation Examining Committee meets privately to vote on the candidate’s performance. The candidate is notified immediately of the decision.

Department Web Address:

https://www.temple.edu/academics/degree-programs/history-phd-la-hist-phd

Department Information:

Dept. of History

913 Gladfelter Hall

1115 W. Polett Walk

Philadelphia, PA 19122-6089

[email protected]

215-204-7461

Mailing Address for Application Materials:

https://apply.temple.edu/CLA/

Department Contacts:

Director of Graduate Studies:

Rita Krueger, PhD

9th floor, Gladfelter Hall

[email protected]

Chairperson:

Petra Goedde, PhD

[email protected]

215-204-7437

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Stop COVID Cohort: An Observational Study of 3480 Patients Admitted to the Sechenov University Hospital Network in Moscow City for Suspected Coronavirus Disease 2019 (COVID-19) Infection

Collaborators.

• Sechenov StopCOVID Research Team : Anna Berbenyuk ,  Polina Bobkova ,  Semyon Bordyugov ,  Aleksandra Borisenko ,  Ekaterina Bugaiskaya ,  Olesya Druzhkova ,  Dmitry Eliseev ,  Yasmin El-Taravi ,  Natalia Gorbova ,  Elizaveta Gribaleva ,  Rina Grigoryan ,  Shabnam Ibragimova ,  Khadizhat Kabieva ,  Alena Khrapkova ,  Natalia Kogut ,  Karina Kovygina ,  Margaret Kvaratskheliya ,  Maria Lobova ,  Anna Lunicheva ,  Anastasia Maystrenko ,  Daria Nikolaeva ,  Anna Pavlenko ,  Olga Perekosova ,  Olga Romanova ,  Olga Sokova ,  Veronika Solovieva ,  Olga Spasskaya ,  Ekaterina Spiridonova ,  Olga Sukhodolskaya ,  Shakir Suleimanov ,  Nailya Urmantaeva ,  Olga Usalka ,  Margarita Zaikina ,  Anastasia Zorina ,  Nadezhda Khitrina

Affiliations

• 1 Department of Pediatrics and Pediatric Infectious Diseases, Institute of Child's Health, Sechenov First Moscow State Medical University (Sechenov University), Moscow, Russia.
• 2 Inflammation, Repair, and Development Section, National Heart and Lung Institute, Faculty of Medicine, Imperial College London, London, United Kingdom.
• 3 Soloviev Research and Clinical Center for Neuropsychiatry, Moscow, Russia.
• 4 School of Physics, Astronomy, and Mathematics, University of Hertfordshire, Hatfield, United Kingdom.
• 5 Biobank, Institute for Regenerative Medicine, Sechenov First Moscow State Medical University (Sechenov University), Moscow, Russia.
• 6 Institute for Regenerative Medicine, Sechenov First Moscow State Medical University (Sechenov University), Moscow, Russia.
• 7 Chemistry Department, Lomonosov Moscow State University, Moscow, Russia.
• 8 Department of Polymers and Composites, N. N. Semenov Institute of Chemical Physics, Moscow, Russia.
• 9 Department of Clinical and Experimental Medicine, Section of Pediatrics, University of Pisa, Pisa, Italy.
• 10 Institute of Social Medicine and Health Systems Research, Faculty of Medicine, Otto von Guericke University Magdeburg, Magdeburg, Germany.
• 11 Institute for Urology and Reproductive Health, Sechenov First Moscow State Medical University (Sechenov University), Moscow, Russia.
• 12 Department of Intensive Care, Sechenov First Moscow State Medical University (Sechenov University), Moscow, Russia.
• 13 Clinic of Pulmonology, Sechenov First Moscow State Medical University (Sechenov University), Moscow, Russia.
• 14 Department of Internal Medicine No. 1, Institute of Clinical Medicine, Sechenov First Moscow State Medical University (Sechenov University), Moscow, Russia.
• 15 Department of Forensic Medicine, Sechenov First Moscow State Medical University (Sechenov University), Moscow, Russia.
• 16 Department of Statistics, University of Oxford, Oxford, United Kingdom.
• 17 Medical Research Council Population Health Research Unit, Nuffield Department of Population Health, University of Oxford, Oxford, United Kingdom.
• 18 Centre for Tropical Medicine and Global Health, Nuffield Department of Medicine, University of Oxford, Oxford, United Kingdom.
• 19 Oxford University Hospitals NHS Foundation Trust, John Radcliffe Hospital, Oxford, United Kingdom.
• 20 Sechenov First Moscow State Medical University (Sechenov University), Moscow, Russia.
• PMID: 33035307
• PMCID: PMC7665333
• DOI: 10.1093/cid/ciaa1535

Background: The epidemiology, clinical course, and outcomes of patients with coronavirus disease 2019 (COVID-19) in the Russian population are unknown. Information on the differences between laboratory-confirmed and clinically diagnosed COVID-19 in real-life settings is lacking.

Methods: We extracted data from the medical records of adult patients who were consecutively admitted for suspected COVID-19 infection in Moscow between 8 April and 28 May 2020.

Results: Of the 4261 patients hospitalized for suspected COVID-19, outcomes were available for 3480 patients (median age, 56 years; interquartile range, 45-66). The most common comorbidities were hypertension, obesity, chronic cardiovascular disease, and diabetes. Half of the patients (n = 1728) had a positive reverse transcriptase-polymerase chain reaction (RT-PCR), while 1748 had a negative RT-PCR but had clinical symptoms and characteristic computed tomography signs suggestive of COVID-19. No significant differences in frequency of symptoms, laboratory test results, and risk factors for in-hospital mortality were found between those exclusively clinically diagnosed or with positive severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) RT-PCR. In a multivariable logistic regression model the following were associated with in-hospital mortality: older age (per 1-year increase; odds ratio, 1.05; 95% confidence interval, 1.03-1.06), male sex (1.71; 1.24-2.37), chronic kidney disease (2.99; 1.89-4.64), diabetes (2.1; 1.46-2.99), chronic cardiovascular disease (1.78; 1.24-2.57), and dementia (2.73; 1.34-5.47).

Conclusions: Age, male sex, and chronic comorbidities were risk factors for in-hospital mortality. The combination of clinical features was sufficient to diagnose COVID-19 infection, indicating that laboratory testing is not critical in real-life clinical practice.

Keywords: COVID-19; Russia; SARS-CoV-2; cohort; mortality risk factors.

© The Author(s) 2020. Published by Oxford University Press for the Infectious Diseases Society of America. All rights reserved. For permissions, e-mail: [email protected].

Publication types

• Observational Study
• Research Support, Non-U.S. Gov't
• Hospitalization
• Middle Aged

Grants and funding

• 20-04-60063/Russian Foundation for Basic Research

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• Dissertation Completion Fellowship for 2024-2025

Cade Marcotte will defend his PhD thesis in August

Friday, April 26, 2024

Cade Marcotte will defend his PhD thesis in August, and has already accepted a plum academic job at   New Saint Andrews College in Moscow, ID, where he will be teaching, among other things, the history of physics.

Congratulations Cade and cheers to your upcoming PhD defense! 

• College of Arts & Sciences

• Medical Humanities Minor
• Scientific Skills and Research Integrity Minor
• Individualized Major Program
• M.A. Degree
• M.A., Studies in Scientific Research Literacy and Responsible Research
• Combined M.A. and M.L.S. Degree
• Qualifications
• Dissertation
• Ph.D. Double Major
• Ph.D. Minor
• Ph.D. Minor (6 credit)
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Key Competences and New Literacies

From Slogans to School Reality

• © 2023
• Maria Dobryakova   ORCID: https://orcid.org/0000-0002-9475-5476 0 ,
• Isak Froumin   ORCID: https://orcid.org/0000-0001-9228-3770 1 ,
• Kirill Barannikov   ORCID: https://orcid.org/0000-0001-5182-9458 2 ,
• Gemma Moss 3 ,
• Igor Remorenko   ORCID: https://orcid.org/0000-0002-8775-4248 4 ,
• Jarkko Hautamäki 5

Institute of Education, National Research University Higher School of Economics, Moscow, Russia

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Head of the Observatory of Higher Education Innovations, Jacobs University, Bremen, Germany

Moscow city university, moscow, russia, university college london, london, uk, university of helsinki, helsinki, finland.

• Includes case studies from 8 countries on the competence-turn in the curriculum
• Describes pedagogical approaches to foster 21st century skills
• Outlines the components of environmental literacy

Part of the book series: UNIPA Springer Series (USS)

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Table of contents (15 chapters)

Front matter, introduction.

• Maria Dobryakova, Isak Froumin

The World Is Changing, and Education Is Changing with It

A framework of key competences and new literacies.

• Maria Dobryakova, Isak Froumin, Gemma Moss, Norbert Seel, Kirill Barannikov, Igor Remorenko

Canada (Ontario): A Unifying Theme for Canadian Education Is Equity

• Michele Peterson-Badali, Elisabeth Rees-Johnstone, Evelyn Wilson, Bev Freedman, Denese Belchetz, Karen Grose et al.

China: Fostering Students with All-round Attainments in Moral, Intellectual, Physical and Aesthetic Grounding

• Huanhuan Xia, You You

England: Knowledge, Competences and Curriculum Reform—Why the English Case Stands Out

• Gemma Moss, Ann Hodgson, Susan Cousin

Republic of Korea: Cultivating Key Competences

• Junehee Yoo, Euichang Choi, Dongil Kim, Kyunghee So, Chan-Jong Kim, Il Lee et al.

Finland: Improving Pupils’ Opportunities for Experiencing the Joy of Learning, for Deep Learning, and for Good Learning Achievement

• Jarkko Hautamäki, Raisa Ahtiainen, Natalia Gustavson, Risto Hotulainen, Sirkku Kupiainen, Marja Tamm et al.

Poland: The Learning Environment that Brought About a Change

• Maciej Jakubowski, Jerzy Wiśniewski

Twenty-First Century Skills and Learning: A Case Study of Developments and Practices in the United States

• Michael Russell, Henry Braun, Binbin Zhu

Russian Federation: At a Conceptual Crossroads

• Kirill Barannikov, Maria Dobryakova, Isak Froumin, Igor Remorenko

Pedagogical and School Practices to Foster Key Competences and Domain-General Literacy

• Maria Dobryakova, Norbert Seel

A Modern Aspect of Instrumental Literacy: Coding

• Suhas Parandekar, Eugeny Patarakin, Gulcan Yayla

How to Integrate New Literacy in the Curriculum—Example of Environmental Literacy

Maria Dobryakova

How Countries Reform Their Curricula to Support the Development of Key Competences

• Kirill Barannikov, Igor Remorenko, Isak Froumin
• Learning Objectives
• New Literacies
• Canadian Education
• Education in China
• Education in the UK
• Cultivating Key Competences
• Education in Republic of Korea
• Education in Finland
• Education in Poland
• Twenty-First Century Skills and Learning
• Education in USA
• Education in Russia
• Key competencies
• 21st Century Curriculum
• Curriculum Reform
• Transversal Competences
• Functional Literacy
• Digital literacy
• Competence-based Education
• Critical Thinking

About this book

This edited book is a unique comprehensive discussion of 21 st  century skills in education in a comparative perspective. It presents investigation on how eight very different countries (China, Canada, England, Finland, Poland, South Korea, the USA and Russia) have attempted to integrate key competences and new literacies into their curricula and balance them with the acquisition of disciplinary knowledge. Bringing together psychological, sociological, pedagogical approaches, the book also explores theoretical underpinnings of 21 st  century skills and offers a scalable solution to align multiple competency and literacy frameworks.

The book provides a conceptual framework for curriculum reform and transformation of school practice designed to ensure that every school graduate thrives in our technologically and culturally changing world. By providing eight empirical portraits of competence-driven curriculum reform, this book is greatresource to educational researchers and policy makers.

Editors and Affiliations

Isak Froumin

Kirill Barannikov, Igor Remorenko

Jarkko Hautamäki

About the editors

Maria Dobryakova  graduated from the Moscow School of Social and Economic Sciences and Manchester University (M.A. in Sociology) and defended her Ph.D. in social stratification at the Institute of Sociology of the Russian Academy of Sciences. Since 2006 and until 2022 she worked at the National Research University Higher School of Economics, where she headed and coordinated a number of large-scale projects in education, social sciences, as well as publications and translation projects. Prior to that, she had worked at the Independent Institute for Social Policy (as head of publications) and the Ford Foundation (Higher Education and Scholarship program). 

Isak Froumin  headed the Institute of education at the National Research University Higher School of Economics in Moscow (Russia)—the first graduate school of education in Russia—from 2009 to 2021. After beginning his career as a principal of Kransnoyarsk University Laboratory School  (Russia), he worked as the Lead Education Specialist at the World Bank, and the advisor to the Minister of Education and Science of Russian Federation. He is a fellow of the International Academy of Education.

Kirill A. Barannikov  is the vice-rector for strategy, Moscow City University. He is working in MCU since 2015 and has led a number of projects over Moscow schools and the university development. Among the most striking projects are the online platform for teachers to create curricula (www.prok.edu.ru), the electronic platform for assessing the quality of the educational environment (www.ecers.ru, www.sacers.ru), internet service for supporting and developing initiatives  (www.zamisli.pro). Over the past ten years, he headed the center for distance education of children with disabilities of the Pedagogical Academy of Postgraduate Education, the center of curricula design and standards of the Academy of Social Management. He coordinated over 40 research projects of the Department of Education of the City of Moscow, the Ministry of Education and Science of Russia. The main areas of interest are competency models in school education, issues of standardization and curricula design in an international context, change management in schools and universities. 

Jarkko Hautamäki  graduated from University of Helsinki (majors in experimental psychology and social psychology) and defended his Ph.D. Dissertation (Measurement and Distribution of Piagetian Stages of Thinking) in University Joensuu. He became a full professor in Special Education in Helsinki University, served also the dean and founded and directed Helsinki University Center for Educational Assessment. He is the honorary professor of Faculty of Psychology at Moscow State University, member of the Finnish Academy of Science and Letters and member of The Russian Academy of Educational Sciences. His research interests include human development and schooling for thinking, interventions and special education and applying the science of development into schooling. He lives in Helsinki, Finland. 

Gemma Moss  is the professor of Literacy at UCL Institute of Education. She has been the president of the British Educational Research Association (2015–17), was a member of the European Education Research Association Council (2016–18), was director of the Centre for Critical Education Studies at the Institute of Education (2007–11) and was director of the International Literacy Centre at the Institute of Education, UCL (2017-22).  Her main research interests are in literacy as a social practice; literacy policy; knowledge transfer and knowledge exchange; evidence-informed practice and curriculum design; pedagogy and new technologies; primary assessment; and gender and literacy attainment.  Her research includes running multi-site ethnographic case studies, combining quantitative and qualitative methods in innovative ways and using rapid evidence assessment systematic review processes to bring knowledge to bear on contentious questions in education, where funders require rapid answers.  

Igor M. Remorenko  has been holding the post of the rector of the Moscow City University since 2013. He has a Ph.D. and full-doctor degree in Education. From 2009 to 2011, he held the post of the director of the Department of the State Policy and Legal Regulations in Education, Department of the State Policy in Education, Department of the Strategic Development of the Ministry of Education and Science of the Russian Federation; supervised the top-priority national project “Education” and programs to support the innovative development of the higher education institutes. From 2011 to 2013, he is the deputy minister of Education and Science of the Russian Federation. He is the author of a number of the scientific publications, two monographs. He participates in the researches in the field of educational policy, development of managerial approaches in education and multiple international and national projects in the sphere of education.

Bibliographic Information

Book Title : Key Competences and New Literacies

Book Subtitle : From Slogans to School Reality

Editors : Maria Dobryakova, Isak Froumin, Kirill Barannikov, Gemma Moss, Igor Remorenko, Jarkko Hautamäki

Series Title : UNIPA Springer Series

DOI : https://doi.org/10.1007/978-3-031-23281-7

Publisher : Springer Cham

eBook Packages : Education , Education (R0)

Copyright Information : The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2023

Hardcover ISBN : 978-3-031-23280-0 Published: 23 August 2023

Softcover ISBN : 978-3-031-23283-1 Due: 23 September 2023

eBook ISBN : 978-3-031-23281-7 Published: 22 August 2023

Series ISSN : 2366-7516

Series E-ISSN : 2366-7524

Edition Number : 1

Number of Pages : VI, 426

Number of Illustrations : 18 b/w illustrations, 27 illustrations in colour

Topics : Curriculum Studies , Study and Learning Skills , International and Comparative Education , Educational Policy and Politics

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