Dr. Oren Pizmony-Levy

Associate Professor of International and Comparative Education, Teachers College

Director, Center for Sustainable Futures


BIOGRAPHY: I am an Associate Professor in the Department of International and Transcultural Studies at Teachers College, Columbia University. I am the Director of the Teachers College Initiative for Sustainable Futures, and Co-Director of the New York City Partnership for Sustainability Education (NPSE), which is a research-practice partnership between the College and the City's Department of Education Office of Sustainability.

I received my Ph.D. from the Department of Sociology and the Department of Educational Leadership and Policy Studies at Indiana University in 2013. I grew up in Eilat, Israel and attended Tel-Aviv University for BA (Political Science and Educational Policy and Organization) and MA degrees (Sociology of Education). My research interests center on socio-political analysis of educational policy movements such as: accountability (i.e., international assessment of student achievement), environmental and sustainability education, and sexuality education. I examine these cases in a comparative or cross-national research design using quantitative and qualitative methods, and social network analysis.


Only select publications listed below
Name Published Date
American higher education widely viewed as a worthwhile investment benefiting individuals and society 2023
Green Light for Comprehensive Climate Change Education 2023
Not All Families are Welcome: Evidence from a National Survey Experiment 2023
Two Worldviews, One Planet: U.S. Public Views on Climate Change Education in a Time of Political Polarization 2023
Flash Survey Global Climate Strike March 25, 2022 2022
The Benefits of Green Teams: Strategies for Educators to Enhance Sustainability Education 2022
The Power of Networked Education Systems: Mapping the Flow of PISA-Induced References 2022
Flash Survey Global Climate Strike September 24, 2021 2021
From Policy Networks to Policy Preferences: Organizational Networks in the Opt-Out Movement 2020
Networked Education Systems and the Flow of PISA-Induced References 2020
Social Analysis of International Assessments of Student Achievement 2020
Why Did They Protest? Stability and Change in the Opt-Out Movement, 2016-2018 2020
Americans Endorse Climate Change Education 2019
Comparative and International Perspectives on Environmental Education 2019
Improving Sustainability Education Policy through Research Partnerships: Reflections and Analysis from New York City 2019
Pride and the True Colors of the Holy Land: School Climate for Lesbian, Gay, Bisexual, and Transgender Students in Israel 2019
Americans’ Views of Higher Education as a Public and Private Good 2018
Americans’ Views of Stakeholders in Education 2018
Edu-Activism in the United States: Civic Participation on Educational Issues 2018
Getting Better in Greening the Big Apple: Sustainability Education in New York City 2018
It Takes a Village: Americans' Views of Community Schools 2018
Pro-Environmental Attitudes and Behaviors in Higher Education: Investigating the Role of Formal and Informal Factors 2018
The Public Matters: Technical Note 2018
How Americans View the Opt Out Movement 2017
Media analysis of PISA 2015 results: A comparative study of East Asian top performers 2017
Media coverage of PISA 2012: Evidence from pilot study in 20 countries 2017
Politics of Education and Teachers’ Support for High-Stakes Teacher Accountability Policies 2017
Big Comparisons, Little Knowledge: Public Engagement With PISA in the United States and Israel 2016
Closing Protection Gaps: Evaluation of ORAM’s Training Program on Sexual Orientation and Gender Identity for Refugee Professionals 2016
Compare Globally, Interpret Locally: International Assessments and News Media in Israel 2016
Who Opts Out and Why? Results from a national survey on opting out of standardized tests 2016
Contentious Human Rights Education: The Case of Professional Development Programs on Sexual Orientation and Gender Identity-Based Refugee Protection 2015
International Assessments of Student Achievement and Public Confidence in Education: Evidence from a Cross-National Study 2014