Tom Luschei is a professor in CGU’s School of Educational Studies, where he teaches and advises MA and PhD students. The primary focus of his research is the impact and availability of educational resources—particularly high-quality teachers—among marginalized children and youth. He has conducted related research in Africa, Asia, and North, Central, and South America, and he has been invited to present his research in Argentina, Colombia, Hong Kong, India, Indonesia, Mexico, and South Korea. In 2013, he taught a graduate-level class and conducted research as a Fulbright Visiting Scholar at the Universidad de los Andes, Bogotá, Colombia. In 2016 he served as a Fulbright Specialist at the Universidad de San Andrés, Buenos Aires, Argentina. With colleagues from Michigan State University and the University of Wisconsin, he is currently engaged in a mixed methods study of marginalized youth’s secondary education experiences in Colombia, India, and Malawi, with funding from a Lyle Spencer Research Grant.
Luschei is the author (with Amita Chudgar) of Teacher distribution in developing countries: Teachers of marginalized students in India, Mexico, and Tanzania (2017, Palgrave Macmillan). His recent research has also appeared in numerous scholarly journals, including the Comparative Education Review, Education Policy Analysis Archives, Educational Administration Quarterly, Educational Researcher, the International Journal of Educational Development, and Teachers College Record.
Luschei is as an associate editor of the International Journal of Educational Development. He also serves on the editorial boards of several leading journals in education, including Educational Researcher, Forum for International Research in Education, Journal of Teacher Education, and Prospects: UNESCO’s Comparative Journal of Curriculum, Learning, and Assessment. Prior to pursuing his PhD, he worked as a bilingual elementary, high school, and adult education teacher in the Los Angeles Unified School District, where he taught students ranging in age from six to 84.
(* denotes current or former graduate student)
Co-authored with D.W. Jeong. “School governance and student achievement: Cross-national evidence from the 2015 PISA.” Educational Administration Quarterly, (2020).
Co-authored with G. Navarro-Cruz*. “Quality preschool as defined by Latina mothers: A qualitative study using a Funds of Knowledge Framework.” Journal of Research in Childhood Education 34, no. 1 (2020): 6-27.
Co-authored with A. Castañeda*. “Comparative education and training of International Baccalaureate teachers.” In Encyclopedia of Teacher Education, edited by M.A. Peters, 1-6. Singapore: Springer Singapore, 2019.
Co-authored with M. Soto-Peña*. “Beyond achievement: Colombia’s Escuela Nueva and the creation of active citizens.” In Educational Alternatives in Latin America: New Modes of Counter Hegemonic Learning, edited by R. Aman and T. D. Ireland, 113-41. Palgrave Macmillan, 2019.
Co-authored with D. W. Jeong. “Teacher sorting within and across schools and nations: A comparative study of South Korea and the United States.” Teachers College Record 121, no. 8 (2019).
Co-authored with C. Gozali*, et al. “Indonesia Mengajar: An investment in hope.” Educational Research for Policy and Practice, (2019): 1-21.
Co-authored with D. W. Jeong. “Is teacher sorting a global phenomenon? Cross-national evidence on the nature and correlates of teacher quality opportunity gaps.” Educational Researcher 47, no. 9 (2018): 556-76.
Co-authored with D. W. Jeong. “Are teachers losing control of the classroom? Global changes in school governance and teacher responsibilities, 2000-2015.” International Journal of Educational Development 62, (2018): 289-301.
Co-authored with G.E. Navarro-Cruz. “International evidence on effective early childhood care and education programs: A review of best practices.” Global Education Review 5, no. 2 (2018): 8-27.
Co-authored with A. Chudgar. Teacher distribution in developing countries: Teachers of marginalized students in India, Mexico, and Tanzania. New York: Palgrave Macmillan, 2017.
Capstone for Doctoral Research
Education Across the Americas
Education and International Development
Proseminar for Doctoral Study
Teacher Quality & Teacher Policy
Urban Education: Context, Policy, & Practice for School Leaders