Dion Burns

Senior Researcher

Dion Burns is a member of the Deeper Learning Team. He presently conducts quantitative and qualitative research into issues of educational equity and the policies and practices that support the development of deeper learning competencies.

Before joining the staff at the Learning Policy Institute, Burns was a research analyst at the Stanford Center for Opportunity Policy in Education, where he continues to work on selected projects. With a background in policy and quantitative analysis, Burns’ recent research has included a study of policies that support teaching quality in high-performing and high-equity education systems around the world, as well as an analysis of learning outcomes in high schools that promote student-centered learning. He has previously worked in international education diplomacy with roles in Latin America and South Korea, in higher education policy in New Zealand, and as a teacher in Japan.

Burns received a M.S. from both Stanford University in International Comparative Education and Victoria University of Wellington (New Zealand) in International Relations. He holds additional graduate- and undergraduate-level qualifications in mathematics, physics, and economics.

For more about Dion Burns' work, see list below.

Dion Burns
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  • Advancing Equity Through Deeper Learning
    Project

    Advancing Equity Through Deeper Learning

    This project brings together researchers, civil rights leaders, policymakers, and practitioners to advance understanding and develop policies that leverage deeper learning as a pathway toward educational equity. Through strategic research and shared-learning opportunities, LPI and partners are creating a broader community of actively engaged and knowledgeable equity advocates for deeper learning and building awareness about how high-leverage deeper learning practices can be scaled up. Strategic communications play a critical role in this effort, by promoting powerful examples and advancing a shared message and vision for deeper learning.