Dr LA LONDE, Priya Goel

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.  

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

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

Peer-Reviewed Journal Articles

1. 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.
2. 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
3. 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
4. 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
5. 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: 10.1080/0161956X.2016.1264800
6. 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
7. 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
8. 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
9. 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: 10.1080/10665684.2015.1083839
10. 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

1. 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
2. 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.
3. 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.
4. 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.
5. 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

1. 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: 10.1080/01596306.2020.1803548

Briefs

1. 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 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

Teaching List, Current

1. 2021 S2, BBED4001, 2D, Social and Philosophical Foundations of Education
2. 2021 S2, BBED5023, 2A, Education Policy Analysis: International perspectives
3. 2021 S2, MEDD6193, 2A, Concepts and issues in school based management
4. 2020 S2, BBED4001, 2D, Social and Philosophical Foundations of Education
5. 2020 S2, BBED5023, 2A, Education Policy Analysis: International perspectives
6. 2020 S2, MEDD6193, 2A, Concepts and issues in school based management
7. 2019 S2, BBED4001, 2D, Social and Philosophical Foundations of Education
8. 2019 S2, BBED5023, 2A, Education Policy Analysis: International perspectives
9. 2019 S2, MEDD6193, 2A, Concepts and issues in school based management
10. 2018 S2, BBED4001, 2D, Social and Philosophical Foundations of Education
11. 2018 S2, BBED5023, 2A, Education Policy Analysis: International perspectives
12. 2018 S2, EDUC6760, FC, Educational inquiry
13. 2018 S1, EDUC6760, FC, Educational inquiry

Supervision of Research Postgraduate Students

1. PhD Lee Ka Lun, Education for Skills, Competencies, or Well-being? The Potential of the OECD 2030 Framework in Hong Kong
2. 2020 PhD Sanchez Hernandez Ruben Antonio, Education Leadership and Policy
3. 2020 PhD Chen Lihuan, School Leadership, Rural Education, and Education Policy
4. 2018 PhD Fedorov Alexander, Religious Education in Hong Kong

HKU Committee Appointments

1. 2022-08-25 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
2. 2021-08-25 to 2022-08-24: Faculty of Education, Board of the, The teachers who are members of the Faculty and who are full-time employees of the University
3. 2018-08-25 to 2021-08-24: Faculty of Education, Board of the, The teachers who are members of the Faculty and who are full-time employees of the University