Developing Curriculum for Deep Thinking: The Knowledge Revival
暫譯: 深度思考課程的開發：知識復興

Tim Surma is the head of the Center of Expertise Education and Learning at Thomas More University of Applied Sciences, Belgium. With twenty years of teaching experience in compulsory education, he shifted to research focusing on evidence-informed teaching and learning strategies. He has published several articles and books on evidence-informed education and is renowned public speaker and advisor on the subject.

Claudio Vanhees is a senior researcher at the Center of Expertise Education and Learning, Thomas More University of Applied Sciences, Belgium. He holds two Master's in Language Studies, has ten years of teaching experience in compulsory and higher education, and obtained a PhD in Educational Sciences. His research focuses on language teaching, reading instruction, and curriculum development.

Michiel Wils is a researcher and teacher trainer at the Center of Expertise in Education and Learning at Thomas More University of Applied Sciences, Belgium. With nine years of experience as a language teacher in secondary education and a background as an educational advisor, his research currently focuses on curriculum theory and development. He is actively involved in multiple projects aimed at advancing curriculum theory and development and is frequently consulted for his expertise in constructing knowledge-rich curricula.

Jasper Nijlunsing is a researcher at the Center of Expertise in Education and Learning at Thomas More University of Applied Sciences, Belgium. He holds a Master's in Sociology and a second Master's in Educational Sciences. His research focuses on curriculum theory and development, both in compulsory education and teacher education. Currently, Jasper is working on several curriculum projects, including partnerships with kindergartens to develop knowledge-rich curricula.

Nuno Crato is a Research Professor of Mathematics and Statistics, Cemapre, ISEG at the University of Lisbon, Portugal. He was Portuguese Minister of Education from 2011 to 2015. During his tenure, Portuguese students achieved the best results ever on PISA and TIMSS. An active researcher, science writer, and educational essayist, he has received various honours, namely from the European Mathematical Society and the European Commission. He has published extensively on econometrics and statistics and worked on education policy analysis. Several of his books are translated and published in various countries, including the U.S., U.K., Italy, and Brazil, namely his Figuring It Out, his co-organized Data-Driven Policy Impact Evaluation, and his edited Improving a Country's Education: PISA 2018 Results in 10 Countries.

John Hattie is Emeritus Laureate Professor at the Melbourne Graduate School of Education at the University of Melbourne, Australia. He is the world-renowned researcher and best-selling author of Visible Learning, Visible Learning for Teachers, Visible Learning and the Science of How We Learn, Visible Learning into Action, 10 Mindframes for Visible Learning, Visible Learning Feedback and the Illustrated Guide to Visible Learning and co-editor of the International Guide to Student Achievement.

Daniel Muijs is a head of the School of Social Sciences, Education and Social Work at Queen's University in Belfast, UK. He is an expert in educational effectiveness, with a particular focus on teacher effectiveness, and has published widely in this area. He also has a strong interest in quantitative methods and has published several textbooks on this subject. Daniel is co-editor of the journal School Effectiveness and School Improvement.

Elizabeth Rata is a sociologist of education and curriculum expert at the University of Auckland, New Zealand, where she is Director of the Knowledge in Education Research Unit (KERU). Her recent research is in curriculum design, particularly with the development of the Curriculum Design Coherence Model (CDC Model) and also in her contribution to the New Zealand Government's introduction of a national knowledge rich curriculum. She has published widely in the politics of knowledge within the broader tensions between communitarian and liberal philosophies of education. The 2024 Research Handbook on Curriculum and Education edited by Professor Rata, brings together the various research strands she has pursued throughout her academic career.

Dylan Wiliam is emeritus professor of educational assessment at University College London, UK. After a first degree in mathematics and physics, he taught in urban schools for seven years, during which time he earned further degrees in mathematics and mathematics education. Wiliam is one of the world's foremost education authorities. He has helped to successfully implement classroom formative assessment in thousands of schools all over the world, including the United States, Singapore, Sweden, Australia, and the United Kingdom.

Paul A. Kirschner is emeritus professor of educational psychology at the Open University of the Netherlands and guest professor at the Thomas More University of Applied Sciences in Antwerp, Belgium. He is a research fellow of the American Educational Research Association and a world-renowned scholar and author, whose books include How Learning Happens, How Teaching Happens, Urban Myths about Education, and Ten Steps to Complex Learning.

Tim Surma 是比利時托馬斯·摩爾應用科技大學教育與學習專家中心的負責人。他擁有二十年的義務教育教學經驗，之後轉向研究，專注於基於證據的教學與學習策略。他已發表多篇有關基於證據的教育的文章和書籍，並且是該主題的知名公共演講者和顧問。

Claudio Vanhees 是比利時托馬斯·摩爾應用科技大學教育與學習專家中心的高級研究員。他擁有兩個語言學碩士學位，擁有十年的義務教育和高等教育教學經驗，並獲得教育科學博士學位。他的研究專注於語言教學、閱讀教學和課程發展。

Michiel Wils 是比利時托馬斯·摩爾應用科技大學教育與學習專家中心的研究員和教師培訓師。他在中學教育中擔任語言教師已有九年，並擁有教育顧問的背景，目前他的研究專注於課程理論和發展。他積極參與多個旨在推進課程理論和發展的項目，並經常因其在構建知識豐富課程方面的專業知識而受到諮詢。

Jasper Nijlunsing 是比利時托馬斯·摩爾應用科技大學教育與學習專家中心的研究員。他擁有社會學碩士學位和教育科學碩士學位。他的研究專注於義務教育和教師教育中的課程理論和發展。目前，Jasper 正在進行幾個課程項目，包括與幼兒園的合作，以開發知識豐富的課程。

Nuno Crato 是葡萄牙里斯本大學Cemapre、ISEG的數學與統計研究教授。他曾於2011年至2015年擔任葡萄牙教育部長。在他的任期內，葡萄牙學生在PISA和TIMSS測試中取得了歷史最佳成績。作為一名活躍的研究者、科學作家和教育隨筆作家，他獲得了來自歐洲數學學會和歐洲委員會的多項榮譽。他在計量經濟學和統計學方面發表了大量著作，並從事教育政策分析工作。他的幾本書籍已被翻譯並在美國、英國、意大利和巴西等多個國家出版，包括他的Figuring It Out、他共同組織的Data-Driven Policy Impact Evaluation和他編輯的Improving a Country's Education: PISA 2018 Results in 10 Countries。

John Hattie 是澳大利亞墨爾本大學墨爾本研究生教育學院的榮譽教授。他是世界知名的研究者和暢銷書作者，著作包括Visible Learning、Visible Learning for Teachers、Visible Learning and the Science of How We Learn、Visible Learning into Action、10 Mindframes for Visible Learning、Visible Learning Feedback和Illustrated Guide to Visible Learning，以及《國際學生成就指南》的共同編輯。

Daniel Muijs 是英國貝爾法斯特女王大學社會科學、教育與社會工作學院的院長。他是教育有效性的專家，特別專注於教師有效性，並在這一領域發表了大量研究。他對定量方法也有濃厚的興趣，並出版了幾本相關的教科書。Daniel 是期刊《學校有效性與學校改進》的共同編輯。

Elizabeth Rata 是新西蘭奧克蘭大學的教育社會學家和課程專家，擔任教育研究單位（KERU）的主任。她最近的研究集中在課程設計，特別是開發課程設計一致性模型（CDC模型），以及她對新西蘭政府引入全國知識豐富課程的貢獻。她在知識政治方面發表了大量著作，探討了社群主義與自由主義教育哲學之間的更廣泛緊張關係。2024年由Rata教授編輯的Research Handbook on Curriculum and Education匯集了她在學術生涯中追求的各種研究方向。

Dylan Wiliam 是英國倫敦大學學院的教育評估榮譽教授。在獲得數學和物理的第一學位後，他在城市學校教學七年，期間獲得了數學和數學教育的進一步學位。Wiliam 是全球最重要的教育權威之一。他幫助在世界各地的數千所學校成功實施了課堂形成性評估，包括美國、新加坡、瑞典、澳大利亞和英國。

Paul A. Kirschner 是荷蘭開放大學的教育心理學榮譽教授，並在比利時安特衛普的托馬斯·摩爾應用科技大學擔任客座教授。他是美國教育研究協會的研究員，也是世界知名的學者和作家，其著作包括How Learning Happens、How Teaching Happens、Urban Myths about Education和Ten Steps to Complex Learning。