Dr LA LONDE, Priya Goel

Dr LA LONDE, Priya Goel

Assistant Professor
Academic Unit of Social Contexts and Policies of Education

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Qualification
Ph.D. Educational Policy, Organization & Leadership (University of Illinois at Urbana-Champaign)
M.B.A (University of Illinois at Urbana-Champaign)
M.A. Educational Administration and Leadership (University of Illinois at Urbana-Champaign)
B.S. Early Childhood Education & Sociology (DePaul University)

Email
[javascript protected email address]
Phone
(852) 2219 4985
Location
Room 406, Runme Shaw Building


Research Expertise
Educational Change, Leadership and Administration
Educational Policy
Equity, Equality and Social Justice in Education
Organisational Leadership and Development
Sociology and Philosophy of Education
Prospective PhD/ EdD/ MPhil Applications
?I am available to supervise PhD/EdD/MPhil students and would welcome enquiries for supervision.
Links
HKU Scholars Hub

Areas of Expertise
Priya Goel La Londe is an assistant professor in the Faculty of Education at the University of Hong Kong. She has a decade of experience teaching early years and primary grades, and she was a secondary school administrator. La Londe holds cross-disciplinary training in sociology, management, and education studies. Broadly, her research is situated at the intersection of educational leadership and policy. Specifically, she examines the relationships between school reform policies, school culture, and the identities and practices of teachers and leaders. Her current projects are focused on the contexts of Shanghai and Hong Kong, where she is investigating the impacts of performance accountability in schools that serve culturally and linguistically diverse students. Dr. La Londe’s research draws on theoretical conceptions that target the sociocultural and sociopolitical underpinnings of educational policies and practices. Methodologically, she utilizes on Critical Policy Analysis, qualitative case study, survey methods, and spatial methods such as Geographic Information Systems and network analysis. Dr. La Londe’s research has been funded by the Hong Kong Research Grants Council and the China Confucius Institute, and she has assisted on U.S.-based projects funded by the Spencer and William T. Grant Foundations.


Awards
2016 UIUC Graduate College Dissertation Completion Fellowship
2016 American Educational Research Association Mentorship Award
2015 American Education Research Association Divisions A & L and University Council of Education Administration, David L. Clark Scholar
2015 Institute of International Education & China Confucius Institute Confucius Studies Joint Ph.D. Fellowship
2014 Bridge People Co-Award: American Education Research Association Special Interest Group – Leadership for Social Justice
2011 University Council of Education Administration Barbara Jackson Scholar
2011 UIUC College of Education Letitia Walsh Fellowship


Projects

External Grants

2018 Hong Kong Research Grants Council Early Career Scheme, Policy Enactments in Hong Kong and Shanghai: The Character and Consequences of School Autonomy With Accountability on Learning and Teaching, HK $382,152
2016 Institute of International Education & China Confucius Institute Confucius Studies Joint Ph.D. Fellowship Program, US$9,000
2015 Institute of International Education & China Confucius Institute Confucius Studies Joint Ph.D. Fellowship Program, US $15,000

Internal Grants

2018 The University of Hong Kong University Research Committee Seed Fund for Basic Research, Teacher Data Use In Performance Based Accountability Cultures in Hong Kong Primary Schools (TDUS­HK), HK $149,160
2018 The University of Hong Kong Faculty of Education 34^th Round Faculty Research Fund, Data Use for Accountability or Professional Learning? A Study of Hong Kong Primary Education Policy, HK $58,515


Publications

Peer-Reviewed Journal Articles

Castillo, E., La Londe, P. G., & Owens, S., Scott, J., DeBray, E., & Lubienski, C. (in press, 2021). E-Advocacy among intermediary organizations: Brokering knowledge through blogs. Urban Education.
Evans, M. E., Teasdale, R., Gannon-Slater, N., La Londe, P. G., Greene, J. C., Schwandt, T. A. (2019). How did that happen?: Teachers' explanations for low test scores. Teachers College Record, 121(2), 1-19. Retrieved from http://www.tcrecord.org/Content.asp?ContentId=22555
Gannon-Slater, N., La Londe, P. G., Crenshaw, H. L., Evans, M. E., Greene, J. C., Schwandt, T. A. (2017). Advancing equity in accountability and organizational cultures of data use. Journal of Educational Administration, 55(4), 361-375. doi: 10.1108/JEA-09-2016-0108
La Londe, P. G. (2017). A Failed Marriage Between Standardization and Incentivism: Divergent Perspectives on Performance-Based Compensation in Shanghai. Education Policy Analysis and Archives, 25(88), 1-39. doi: 10.14507/epaa.25.2891
Scott, J., DeBray, E., Lubienski, C., La Londe, P. G., Castillo, E., Owens, S. (2016). Urban regimes, intermediary organization networks, and research use: Patterns across three school districts. Peabody Journal of Education. doi: 10.1080/**X.2016.**
La Londe, P. G., Brewer, T. J., & Lubienski, C. A. (2015). Teach For America and Teach For All: Creating an intermediary organization network for global education reform. Education Policy Analysis and Archives, 23, 1-28. doi:10.14507/epaa.v23.1829
Lubienski, C., Brewer, J., & La Londe, P. G. (2015). Orchestrating policy ideas: Philanthropies and think tanks in US education policy advocacy networks. Australian Education Researcher, 43(1), 55-73. doi: 10.1007/s13384-015-0187-y
Scott, J., Jabbar, H., Goel, P., DeBray, E., Lubienski, C. (2015). Evidence use and advocacy coalitions: Intermediary organizations and philanthropies in Denver, Colorado. Education Policy Analysis and Archives, 23(124), 1-23. doi: 10.14507/epaa.v23.2079
Welton, A. D., Harris, T. O., & La Londe, P. G., & Moyer, R. T. (2015). Social justice education in a diverse classroom: Examining high school discussions about race, power, and privilege. Equity and Excellence in Education, 48(4), 549-570. doi: 10.1080/**.2015.**
Jabbar, H., La Londe, P. G., DeBray, E. H., Scott, J. T., & Lubienski, C. A. (2014). How policymakers define “evidence:” The politics of research use in New Orleans. Policy Futures in Education, 12, 1013-1027. doi:10.2304/pfie.2014.12.8.1013

Peer-Reviewed Book Chapters

Holloway, J., & La Londe, P. G. (in press, 2021). The performative to the datafied teacher subject: Teacher evaluation in Tennessee. In S. Grek, C. Maroy, & A. Verger (Eds.). World Yearbook of Education 2021: Accountability and datafication in the governance of education. New York, NY: Routledge
Lubienski, C. A., & La Londe, P. G. (2019). Politicized data and spatial methods: Generating understanding of contemporary educational policy environments and interventions. In R. Gorur, S. Sellar, & G. Steiner-Khamsi (Eds.) World Yearbook of Education: Comparative Methodology in an Era of Big Data and Global Networks, 76-95. New York, NY: Routledge.
La Londe, P. G. & Liew, W. (2019). Teacher preparation in Singapore: Lessons on neoliberalism. In J. Brewer & C. Lubienski (Eds.) Learning to Teach in an Era of Privatization: Global Trends in Teacher Preparation, 127-148. New York, NY: Teachers College Press.
Evans, M. E., La Londe, P. G., Gannon-Slater, N., Crenshaw, H., Teasdale, R., Greene, J. C., & Schwandt, T. (2018). Beyond matchmaking: Considering aims for teacher data use. In N. C. Barnes & H. Fives (Eds.). Case Studies of Teacher Data Use, 171-184. New York, NY: Routledge.
Jabbar, H., La Londe, P. G., DeBray, E. H., Scott, J. T., & Lubienski, C. A. (2014). How policymakers define “evidence:” The politics of research use in New Orleans. In L. Miron, B. R. Beabout, & J. L. Boselovic (Eds.). Only in New Orleans: School choice and equity post- hurricane Katrina, 285-303. Rotterdam, The Netherlands: Sense Publishers.

Peer-Reviewed Review Essays

La Londe, P. G., & Verger, A. (2020). Comparing high-performing education systems: Understanding Singapore, Shanghai, and Hong Kong. Discourse: Studies in the Cultural Politics of Education, 1-14. doi: 10.1080/**.2020.**

Briefs

Welton, A. D., & La Londe, P. G. (2013). Facing equity: Understanding P-20 equity conscious leadership for college and career pathways. Champaign, IL: Office of Community College Research and Leadership, University of Illinois at Urbana-Champaign.


Professional Community Services

Professional Associations

2019-2020 American Educational Research Association Division A Newsletter Co-Editor
2017-2019 American Educational Research Association Division A Newsletter Associate Editor
2017-2018 American Educational Research Association Undergraduate Research Workshop
2014-2016 American Education Research Association Division A Student Representative
2013 American Education Research Association Division A Scholarship Chair


Others

Teaching List, Current

2021 S2, BBED4001, 2D, Social and Philosophical Foundations of Education
2021 S2, BBED5023, 2A, Education Policy Analysis: International perspectives
2021 S2, MEDD6193, 2A, Concepts and issues in school based management
2020 S2, BBED4001, 2D, Social and Philosophical Foundations of Education
2020 S2, BBED5023, 2A, Education Policy Analysis: International perspectives
2020 S2, MEDD6193, 2A, Concepts and issues in school based management
2019 S2, BBED4001, 2D, Social and Philosophical Foundations of Education
2019 S2, BBED5023, 2A, Education Policy Analysis: International perspectives
2019 S2, MEDD6193, 2A, Concepts and issues in school based management
2018 S2, BBED4001, 2D, Social and Philosophical Foundations of Education
2018 S2, BBED5023, 2A, Education Policy Analysis: International perspectives
2018 S2, EDUC6760, FC, Educational inquiry
2018 S1, EDUC6760, FC, Educational inquiry

Supervision of Research Postgraduate Students

2020 PhD Sanchez Hernandez Ruben Antonio, Education Leadership and Policy
2020 PhD Kaushik Arushi, Education Governance and Administration
2020 PhD Chen Lihuan, School Leaders’ Self-Perception and Their Ways of Leadership Development in China
2018 PhD Fedorov Alexander, Religious Education in Hong Kong

HKU Committee Appointments

2018-08-25 to Present: Faculty of Education, Board of the, The teachers who are members of the Faculty and who are full-time employees of the University