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Professional appointment: Comparative International Development Education Senior Policy Advisor Professional profile: Dr. Mohammed Elmeski is a Comparative International Development Education Senior Policy Advisor. His most recent positions include Clinical Associate Professor at Arizona State University, the Chief of Party of the Higher Education Partnership in Morocco, and Senior Researcher at American Institutes for Research. Dr. Elmeski was the Co-Chair of the 2020 edition of the International Congress for School Effectiveness and Improvement held in Morocco.
His professional expertise includes the design and implementation of educational reform, operational management, change leadership, monitoring and evaluation, and capacity development. His research interests include community engagement, educational leadership, teacher preparation, social emotional learning, and school transformation in marginalized neighborhoods.
Dr. Elmeski earned his PhD in Comparative International Development Education and Program Evaluation from the University of Minnesota, Twin Cities. He has led a diverse career that includes teaching, research, evaluation, technical assistance, and project leadership in the USA, Africa, Central America, MENA, and South Asia. Areas of scholarship:Educational leadership and systems changeProfessional learning communities and teacher support systemsThe nexus of inclusive education, socio-emotional learning, and student empowerment Teaching foci: Leading system reform in international development contextsThe evaluation of educational programsTeacher support systemsSocio-emotional learning and educational equity Selected publications: Elmeski, M. (2021), Commentary - Systems thinking and educational leadership: implications of the special issue to school improvement in development contexts. Journal of Educational Administration, 59(1), 132-137. https://doi.org/10.1108/JEA-02-2021-249
Elmeski, M. (2019). Empowering marginalized children to integrate the knowledge economy: Can school principals in the Middle East and North Africa lead the charge? Morocco as a case study. In Education in Morocco: Aspects and Prospects. Casablanca, Morocco: The Moroccan Center for Civic Education.
Chinen, M., Coombes, A., De Hoop, T., Castro-Zarzur, R., & Elmeski, M. (2017). Can teacher training programs influence gender norms? Mixed-Methods experimental evidence from Northern Uganda. Journal on Education in Emergencies, 3(1), 44-78.
Easley, J. & Elmeski, M. (2016). From policy and practice to possibilities: The context of educational accountability in the U.S. and praxis of school leadership. In Educational Accountability: International Perspectives on Challenges and Possibilities for School Leadership. New York: Routledge.
Elmeski, M. (2015). Principals as leaders of school and community revitalization: A phenomenological study of three urban schools in Morocco. International Journal of Leadership in Education, 18(1), 1-18.
Degrees: PhD, The University of Minnesota, Twin Cities
Email address: elmeskimohammed@gmail.com or melmeski@thenordiccenter.org
His professional expertise includes the design and implementation of educational reform, operational management, change leadership, monitoring and evaluation, and capacity development. His research interests include community engagement, educational leadership, teacher preparation, social emotional learning, and school transformation in marginalized neighborhoods.
Dr. Elmeski earned his PhD in Comparative International Development Education and Program Evaluation from the University of Minnesota, Twin Cities. He has led a diverse career that includes teaching, research, evaluation, technical assistance, and project leadership in the USA, Africa, Central America, MENA, and South Asia. Areas of scholarship:Educational leadership and systems changeProfessional learning communities and teacher support systemsThe nexus of inclusive education, socio-emotional learning, and student empowerment Teaching foci: Leading system reform in international development contextsThe evaluation of educational programsTeacher support systemsSocio-emotional learning and educational equity Selected publications: Elmeski, M. (2021), Commentary - Systems thinking and educational leadership: implications of the special issue to school improvement in development contexts. Journal of Educational Administration, 59(1), 132-137. https://doi.org/10.1108/JEA-02-2021-249
Elmeski, M. (2019). Empowering marginalized children to integrate the knowledge economy: Can school principals in the Middle East and North Africa lead the charge? Morocco as a case study. In Education in Morocco: Aspects and Prospects. Casablanca, Morocco: The Moroccan Center for Civic Education.
Chinen, M., Coombes, A., De Hoop, T., Castro-Zarzur, R., & Elmeski, M. (2017). Can teacher training programs influence gender norms? Mixed-Methods experimental evidence from Northern Uganda. Journal on Education in Emergencies, 3(1), 44-78.
Easley, J. & Elmeski, M. (2016). From policy and practice to possibilities: The context of educational accountability in the U.S. and praxis of school leadership. In Educational Accountability: International Perspectives on Challenges and Possibilities for School Leadership. New York: Routledge.
Elmeski, M. (2015). Principals as leaders of school and community revitalization: A phenomenological study of three urban schools in Morocco. International Journal of Leadership in Education, 18(1), 1-18.
Degrees: PhD, The University of Minnesota, Twin Cities
Email address: elmeskimohammed@gmail.com or melmeski@thenordiccenter.org
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