Dr. Louis Volante

Professor (PhD)

Available for Graduate Advisement

Louis Volante

Hamilton, ON
Office: HAM 9A
905 547 3555 x3621
lvolante@brocku.ca

Louis Volante (Ph.D.) is a Professor of Education at Brock University, Professorial Fellow at UNU-MERIT, and President of the Canadian Educational Researchers’ Association (CERA). He will be a Visiting Professor at the University College London’s (UCL) Department of Social Science beginning July 1, 2019.

Professor Volante’s current research is focused on education and public policy analysis; international assessments and the politics of large-scale reform; metrics, performance monitoring, and education governance; and migrant integration policies and social inequality in education. He has been featured as an educational change expert by the American Educational Research Association (AERA) (see http://www.aera.net/SIG155/Lead-the-Change-Series – Issue 72).

Dr. Volante’s research has been supported by various Canadian and international research agencies, professional associations, and universities. He has secured Social Sciences and Humanities Research Council of Canada (SSHRC) funding as a Principal Investigator for multiple mixed-methods longitudinal studies. His current five-year SSHRC project examines the relationship between migrant integration policies and student achievement outcomes across Canada.

Professor Volante serves on various advisory boards for academic journals and scholarly associations. He is a frequent invited speaker around the world and has worked as an advisor and evaluator for various Canadian, American, British, and European government departments on issues related to large-scale reform. With over 100 journal articles, technical reports, books, and book chapters that examine diverse cultural contexts, Professor Volante is an internationally recognized scholar in educational policy analysis. He received his PhD from the University of Toronto with a focus on Educational Leadership and Policy Studies.

  • Education and public policy analysis
  • International assessments and the politics of large-scale reform 
  • Metrics, performance monitoring, and education governance 
  • Migrant integration policies and social inequality in education
  • Migrant integration and education outcomes
  • Socioeconomic inequality in education
  • American Educational Research Association (AERA)
  • Association for Public Policy Analysis and Management (APPAM)
  • Canadian Educational Researchers’ Association (CERA)
  • Comparative and International Education Society (CIES)
  • International Congress for School Effectiveness and Improvement (ICSEI)
  • United Nations University Migration Network

Edited Books

Volante, L., Schnepf, S., Jerrim, J., & Klinger, D. (Eds.). (Forthcoming, 2019). Socioeconomic Inequality and Student Outcomes: National Trends, Policies, and Practices (Education Policy and Social Inequality Series). New York, NY: Springer [ISBN: 978-3-319-74063-8].

Volante, L., Klinger, D., & Bilgili, Ö. (Eds.). (2018). Immigrant Student Achievement and Education Policy: Cross-Cultural Approaches (Policy Implications of Research in Education Series). New York, NY: Springer [ISBN: 978-3-319-74062-1].

Volante, L. (Ed.). (2018). The PISA Effect on Global Educational Governance (Research in Education Policy and Politics Series). New York & London: Routledge [ISBN: 978-1-138-21741-6].

Volante, L. (Ed.). (2016). The Intersection of International Achievement Testing and Educational Policy: Global Perspectives on Large-Scale Reform. New York & London: Routledge [ISBN: 978-1-138-93651-5].

Chapters in Books

Volante, L., DeLuca, C., & Fazio, X. (in press). Assessment in secondary education in Canada. In M. T. Tatto & I. Menter (Eds.), Bloomsbury Education and Childhood Studies. New York, NY: Bloomsbury Publishing.

Bilgili, Ö., Volante, L., & Klinger, D. (2018). Immigrant student achievement and the performance disadvantage. In L. Volante, D. Klinger, & O. Bilgili (Eds.), Immigrant Student Achievement and Education Policy: Cross-Cultural Approaches (pp. 3-15). New York, NY: Springer.

Klinger, D., Volante, L., & Bilgili, Ö. (2018). Cross-cultural approaches to mitigating the immigrant student performance disadvantage. In L. Volante, D. Klinger, & O. Bilgili (Eds.), Immigrant Student Achievement and Education Policy: Cross-Cultural Approaches (pp. 197-206). New York, NY: Springer.

Volante, L., & Fazio, X. (2018). PISA, policy, and global educational governance. In L. Volante (Ed.), The PISA Effect on Global Educational Governance (pp. 3-14). New York & London: Routledge.

Schnepf, S. V., & Volante, L. (2018). PISA and the future of global educational governance. In L. Volante (Ed.), The PISA Effect on Global Educational Governance (pp. 217-226). New York & London: Routledge.

Volante, L. (2016). International achievement testing, education policy, and large-scale reform. In L. Volante (Ed.), The Intersection of International Achievement Testing and Education Policy: Global Perspectives on Large-Scale Reform (pp. 3-16). New York & London: Routledge.

Volante, L., & Earl, L. (2016). The future of international achievement testing and education policy development. In L. Volante (Ed.), The Intersection of International Achievement Testing and Education Policy: Global Perspectives on Large-Scale Reform (pp. 181-189). New York & London: Routledge.

Fazio, X., & Volante, L. (2015). Practicum / School Experience / Field Work. In R. Gunstone (Ed.), Encyclopedia of Science Education (pp. 764-766). Dordrecht, Netherlands: Springer. First published online March, 2014: http://link.springer.com/referenceworkentry/10.1007/978-94-007-6165-0_401-3

Articles in Peer-Refereed Journals

Volante, L., Klinger, D., Siegel, M., & Yahia, L. (2019). Raising the achievement of immigrant students: Towards a multi-layered framework for enhanced student outcomes. Policy Futures in Education. Full text [online]: https://journals.sagepub.com/doi/full/10.1177/1478210319835336

Volante, L., Fazio, X., & Ritzen, J. (2017). The OECD and educational policy reform: International surveys, governance, and policy evidence. Canadian Journal of Educational Administration and Policy, 184, 34-48. Full text [online]: https://journalhosting.ucalgary.ca/index.php/cjeap

Volante, L., Klinger, D., Bilgili, Ö., & Siegel, M. (2017). Making sense of the performance (dis)advantage for immigrant students across Canada. Canadian Journal of Education, 40(3), 329-361.

Volante, L., & Ritzen, J. (2016). The European Union, education governance, and international education surveys. Policy Futures in Education, 14(7), 988-1004.

Morgan, C., & Volante, L. (2016). A review of the OECD’s international education surveys: Governance, human capital discourses, and policy debates. Policy Futures in Education, 14(6), 775-792.

DeLuca, C. & Volante, L. (2016). Assessment for learning in teacher education programs: Navigating the juxtaposition of theory and praxis. Journal of the International Society for Teacher Education, 20(1), 19-31.

Volante, L. (2015). The impact of PISA on education governance: Some insights from highly reactive policy contexts. International Studies in Educational Administration, 43(2), 103-117.

Birenbaum, M., DeLuca, C., Earl, L., Heritage, M., Klenowski, V., Looney, A., Smith, K., Timperley, H., Volante, L., & Wyatt-Smith, C. (Alphabetical Order) (2015). International trends in the implementation of assessment for learning: Implications for policy and practice. Policy Futures in Education, 13(1), 117-140. [Note: I am the lead/corresponding author for this article].

Articles in Professional Journals

Volante, L., Klinger, D., Siegel, M., & Yahia, L. (in press). Policy options for addressing immigrant student achievement gaps. Migration Policy Practice, 9(1).

DeLuca, C., Cheng, L., & Volante, L. (2019). Grading across Canada: Policies, practices, and perils. Education Canada, 59(1). Full text [online]: https://www.edcan.ca/articles/grading-across-canada/

Volante, L., Klinger, D., Bilgili, Ö., & Siegel, M. (2017). The immigrant (dis)advantage: Addressing student achievement gaps (web exclusive). Education Canada. Full text [online]: https://www.edcan.ca/articles/the-immigrant-disadvantage/

Volante, L. (2016). International organizations and educational reform. Education Canada, 56(3), 41-43. Full text [online]: https://www.edcan.ca/articles/international-organizations-and-educational-reform/

DeLuca, C., Volante, L., & Earl, L. (2015). Assessment for learning across Canada. Education Canada, 55(2), 48-51. Full text [online]: https://www.edcan.ca/articles/assessment-for-learning-across-canada/

Technical Reports

Hayward, L., et al. (2018). Learning about Progression: Informing thinking about a Curriculum for Wales, Final Report. Prepared for the Education Directorate, Welsh Government, United Kingdom. [Note: I served as a Professorial Advisor supporting the work of the primary authors].

Volante, L. (2018). Effective Pedagogies for a Redeveloped Primary School Curriculum. Research review prepared for the National Council for Curriculum and Assessment, Dublin, Republic of Ireland.

Hayward, L., et al. (2017). Learning about Progression: Informing thinking about a Curriculum for Wales, Interim Report. Prepared for the Education Directorate, Welsh Government, United Kingdom. [Note: I served as a Professorial Advisor supporting the work of the primary authors].

Volante, L. (2017). Evaluation Review: UWTSD Initial Teacher Education Programme Accreditation Proposals. Prepared for the Dean of the Faculty of Education and Communities, University of Wales Trinity Saint David, United Kingdom.

Other Publications

Volante, L., DeLuca, C., & Klinger, D. (2019). Culturally responsive teaching in a globalized world. The Conversation Canada. Full text [online]: https://theconversation.com/culturally-responsive-teaching-in-a-globalized-world-109881

Volante, L., & DeLuca, C. (2019). Reducing children’s test anxiety with these tips – and a re-think of what testing means. The Conversation Canada. Full text [online]: https://theconversation.com/reduce-childrens-test-anxiety-with-these-tips-and-a-re-think-of-what-testing-means-111730

Volante, L., & Jerrim, J. (2018). Education does not always equal social mobility. The Conversation Canada. Full text [online]: https://theconversation.com/education-does-not-always-equal-social-mobility-106386

Volante, L., & DeLuca, C. (2018). Educators must commit now to tackle grade inflation. The Conversation Canada. Full text [online]: https://theconversation.com/educators-must-commit-now-to-tackle-grade-inflation-104303.

Volante, L., Siegel, M., & Klinger, D. (2018). The secrets of immigrant student success. The Conversation Canada. Full text [online]: https://theconversation.com/the-secrets-of-immigrant-student-success-92164.

AERA Educational Change SIG (2017). Lead the Change Series – Q&A with Louis Volante (Issue No. 72). Washington, DC: Author. Full text [online]: http://www.aera.net/SIG155/Lead-the-Change-Series.

Volante, L., Klinger, D., Siegel, M., & Bilgili, Ö. (2017). Immigrant youth help to build nations.  The Conversation Canada. Full text [online]: https://theconversation.com/immigrant-youth-help-to-build-nations-79092.

Principal Investigator – SSHRC Insight Grant (2017-2022), Immigrant Student Achievement and Education Policy: A Pan-Canadian Analysis. Collaborators: Don Klinger (University of Waikato) & Melissa Siegel (UNU-MERIT / Maastricht Graduate School of Governance)

  • EDUC 5P62: Politics, Power, and Policy in Education (Graduate)
  • EDUC 5P72: Effecting Change in Education (Graduate)
  • EDUC 5P73: Challenges in Educational Leadership (Graduate)
  • EDBE 8P71: Student Assessment, Practice and Policy (Undergraduate)