AERA

The SOE Community at AERA 2024

brittnem — Mon, 25 Mar 2024 20:16:14 +0000

The SOE Community at AERA 2024 brittnem Mon, 03/25/2024 - 13:16 More News March 25, 2024

The 2024 AERA Annual Meeting will be in Philadelphia from April -14, 2024

Dozens of UCR School of Education faculty, students, and researchers will participate at this year’s annual American Educational Research Association, or AERA meeting. AERA is the largest national interdisciplinary research association devoted to the scientific study of education and learning. This year’s event will be held in-person from April 11-14 in Philadelphia, Pennsylvania.

“AERA is an important opportunity for educators to come together and exchange ideas. Having so many of our scholars sharing their scholarship and transformative research on a national level is a testament to the important work happening at the UCR School of Education,” said Joi A. Spencer, dean of UCR School of Education.

Below is a complete list of presentation, papers, and events at this year’s conference.

Wednesday, April 12

Pre-Conference Mentoring Session: “I Am Because We Are”: Identifying and Connecting With Supportive Spaces of Color in the Professorate

Wed, April 10, 11:00am to 1:00pm, Philadelphia Marriott Downtown, Floor: Level 5, Salon K
Abstract: The aim of this session is to provide emerging scholars and early-career scholars guidance on ways of locating and connecting with spaces of color in the academy that serve as sanctuaries of community, support, and collaboration.
Chair: Joyce M. McCall, Arizona State University
Speaker: Jamel K. Donnor, College of William & Mary
Panelists: Cory T. Brown, The Ohio State University - Newark
Kevin Lawrence Henry, University of Wisconsin - Madison
José Reyes Del Real Viramontes, University of California - Riverside

Thursday, April 11

Roundtable Session: Feminist Issues in Mathematics Education (Table 12)

Thu, April 11, 9:00 to 10:30am, Pennsylvania Convention Center, Floor: Level 200, Exhibit Hall B
Paper: Are Men More Likely Than Women to Voluntarily and Publicly Express Their Mathematical Reasoning?
Abstract: Prior evidence of gender differences in risk taking, confidence, and classroom experiences suggests that men are more likely than women to voluntarily and publicly express their mathematical reasoning. On thirteen separate occasions, students were instructed to solve a precalculus problem, report their confidence in the correctness of their solution, and then indicate whether they volunteer to publicly discuss their solution in class. The problems ranged in difficulty from moderate to extreme. Except for the lowest performers, men were more likely than women to volunteer to discuss their solution, and this gender gap increased as students’ performance increased. These results imply that men might publicly demonstrate higher mathematics ability than women, even if there are no gender differences in mathematics ability.
Authors: Meaghan Beth McMurran, University of California - Riverside
David Weisbart
Kinnari Atit, University of California - Riverside

Paper Session: Understanding and Navigating Political Contexts Through Advocacy

Thu, April 11, 12:40 to 2:10pm, Philadelphia Marriott Downtown, Floor: Level 3, Room 307
Publication: Combating Racist Gaslighting: Exploring Political Discourses That Surround Critical Race Theory Bans
Abstract: Recent attacks on Critical Race Theory (CRT) aim to limit discussion and understanding of race (and its intersection with class, gender, and power). This study examines the role of racial gaslighting in public policy discourses that surround CRT-bans while also focusing on ways of combating racial gaslighting. Focusing on early-adopting states of the bans, the findings highlight how multiple dynamics of gaslighting are deployed within political discourses and how these dynamics are countered.
Authors: Rican Vue, University of California - Riverside
Katrya Txay Ly, University of California - Riverside

Paper Session: Uplifting Black Women Educators' Critical Pedagogies for Liberation and Justice

Thu, April 11, 2:30 to 4:00pm, Pennsylvania Convention Center, Floor: Level 100, Room 104A
Paper: Claiming a Critical Vernacular Site in an Early Childhood Classroom
Abstract: Drawing on Kynard’s (2013) notion of “vernacular insurrections,” this talk features a Black pre-K teacher who claimed a critical vernacular site for her Black Language speakers. Employing ethnographic case study methodology, I trace the ways this teacher advances emancipatory leadership in the midst of a white supremacist institutional architecture. This study attunes us to the many institutional mechanisms of white supremacy that are overlooked too often, and offers a pathway to consider how these mechanisms serve hegemonic ends. Concomitantly, this work also elucidates the overlooked assets Black teachers bring to Black students. The unacknowledgement of Black Language in schools for students is also an unacknowledgement of the language Black teachers bring and offer in classrooms.
Author: Alice Y. Lee, University of California - Riverside

Paper Session: Engaging With Critical Race Theory, Bans, and Positive Racial Identities

Thu, April 11, 4:20 to 5:50pm, Pennsylvania Convention Center, Floor: Level 100, Room 104B
Chair: Samina Hadi-Tabassum, Elmhurst University
Paper: Silenced and Pushed Out: The Harms of CRT Bans on K–12 Teachers
Abstract: There are currently over 600 local and state-wide policies framed as bans against “CRT” being propagated to restrict how race and racism can be taught in K-12 schools across the nation; putting teachers at personal and professional risk for addressing topics related to race, inequality, and injustice. This paper employs CRT to analyze how “CRT-bans” exploit white defensiveness and white comfort; limiting discourse on systemic racism, thereby perpetuating it. Additionally, it presents findings from a study involving 117 teachers nationwide, highlighting the adverse effects of CRT-bans on the racial climate of schools and the attrition of teachers dedicated to equity and inclusion. The study concludes by offering evidence-based recommendations to help schools mitigate the detrimental impact of CRT-bans on teachers.

Authors: Uma Mazyck Jayakumar, University of California - Riverside
Rita Kohli, University of California - Riverside

Friday, April 12

Event: University of California Reception (Santa Barbara, Davis, Irvine, Riverside, San Diego, Santa Cruz)

Fri, April 12, 7pm, Philadelphia Ballroom North and South on the Mezzanine Level at the Sheraton Philadelphia Downtown
All SOE faculty, students, and researchers are invited to join Dean Spencer at the UC Reception on Friday, April 12 at 7PM.

Symposium: Interrupting Anti-Blackness: Imagining the Possibilities

Fri, April 12, 7:45 to 9:15am, Level 100, Room 112A
Abstract: Anti-Blackness impacts every corner of schooling. In this session, we will explore what anti-Blackness is, catalog concrete manifestations of anti-Blackness in schools and provide tools to counter this racism. Three case studies will further explore how to operationalize Black-affirming spaces and curricula, providing an on-the-ground look at what Black-centered spaces can be.
Chair: Nicole Michelle Joseph, Vanderbilt University
Participants: Joi A. Spencer, University of California - Riverside
Kerri A. Ullucci, Roger Williams University
Elsa Wiehe, Boston University
Marques Spencer, University of San Diego
Papers: How Anti-Blackness Operates in Schools: A Nuanced Overview
STEAM Academy as an Affirming Model of Black Education
Creating Affirming Spaces for Black Youth: A Mental Health Model
Centering Africa in the Curriculum

Roundtable Session: Interrogating Language Ideologies: Critical Perspectives on Racial Equity for Multilinguals (Table 21)

Fri, April 12, 7:45 to 9:15am, Pennsylvania Convention Center, Floor: Level 200, Exhibit Hall B
Paper: The Raciolinguistic Embodiment of Black Teachers and Hearing Black Language as Correct
Abstract: Perspectives -The majority white teacher demographic has historically heard Black Language as incorrect, and the educational consequences of such arbitration are numerous and devastating (Baker-Bell, 2020; Author, 2020; Smitherman, 1977). Black Language, however, has been a linguistic resource in Black communities for centuries, and their literacies have educated Black children through eras of colonialism to modern Jim Crow (Richardson, 2003). This single-case study traces a Black early childhood teacher and the ways she leverages her linguistic assets to hear, understand, and utilize Black Language for learning. I situate this work within linguistic and sociolinguistic literature which documents how Black communities innovated new forms of survivance and communication in spite of the malevolence of slavery (Baugh, 1999; Smitherman, 1977). This work also exists within the reality of language and race being interchangeably used to police Black bodies in schools, policies, and society at large (Alim & Smitherman, 2012; Boutte et al., 2021).
Author: Alice Y. Lee, University of California - Riverside

Paper Session: Diversity, Identity, and Equity in College Athletics: Perspectives on Recruitment, Experience, and Labor

Fri, April 12, 7:45 to 9:15am, Philadelphia Marriott Downtown, Floor: Level 4, Room 402
Chair: Briana Savage, University of California - Riverside (student)
Paper: Uncovering Black Placemaking in Black Student Athlete Organizations at Predominantly White Institutions
Abstract: Many Black student-athlete organizations (BSAOs) were created during a time of civil unrest following the murder of George Floyd, a time in which Black athletes engaged in social justice activism on campus and beyond. Research shows BSAOs are critical counterspaces for Black athletes at PWIs and sites of community, belonging, and identity affirmation. Less is known about how BSAOs are made, and how they are re-made and maintained despite living/existing in oppressive, predominantly white environments. In this study, we employ a Black placemaking analysis to closely examine how the labor of Black athletes and staff allows Black athletes to co-create BSAOs to meet their needs and desires, and how athletes and staff navigate organizational structures within their athletic departments and BSAOs.
Authors: Briana Savage, University of California - Riverside (student)
Ezinne Ofoegbu, Santa Clara University

A Presidential Sessions: The Mourning After Affirmative Action: Reflecting on the Dissenting Opinions, Anti-Blackness, and Possibility

Fri, April 12, 9:35 to 11:05am, Pennsylvania Convention Center, Floor: Level 200, Room 201B
Abstract: This session will emphasize how the Court’s dismissal of close to five decades of legal precedent, affirming the value in the limited use of race in college admissions, unearths evidence of antiblackness, while simultaneously ignoring racial injustice and obscuring educational possibilities. We endeavor to (re)cover affirmative action’s pivotal history, as well as to (re)connect to possibility and inspire new liberation movements.
Chair: Joi A. Spencer, University of California - Riverside
Participants: Uma Jayakumar, University of California - Riverside
María C. Ledesma, San José State University
Discussant: David O. Stovall, University of Illinois at Chicago

Roundtable Session: Educational Justice Within and Beyond School Buildings (Table 27)

Fri, April 12, 11:25am to 12:55pm, Pennsylvania Convention Center, Floor: Level 200, Exhibit Hall B
Paper: Why Higher Education Institutions Should Provide Degrees Inside Prison Spaces
Abstract: This article explores conceptually the role and obligation that higher education programming has in prison spaces. A framework is employed, through Ladson-Billings work, that names the ways in which an accrued educational debt is owed to incarcerated students of color that can begin to be repaid through higher education in prison programming.
Authors: Amos Lee, University of California - Riverside

Roundtable Session: Rethinking Racial Equity, Access, and Curriculum in the Era of Selective Banning (Table 39)

Fri, April 12, 3:05 to 4:35pm, Pennsylvania Convention Center, Floor: Level 200, Exhibit Hall B
Paper: Advanced Placement African American Studies as a Master’s Tool?
Abstract: African American Studies - a discipline grounded in celebrations of Black culture and interrogations of anti-Black racism - is now being piloted in Advanced Placement (AP) - an educational program that has long excluded Black people and promoted dominant cultural norms. In the parlance of Audre Lorde, Advanced Placement may be "master's tool" incapable of dismantling anti-Black racism. This case study of two AP African American studies teachers investigates whether these courses might meaningfully undermine anti-Black racism in the United States. Through approximately fifty hours of observations and 32 interviews, the findings suggest that the course has strong potential to encourage Black resistance and Black joy, but neglects to interrogate racism as a systemic phenomenon shaping current contexts.
Author: Suneal Kolluri, University of California - Riverside

Paper Session: Development of a Multicomponent Reading Intervention in Upper-Elementary Grades: Findings From a Design Experiment

Fri, April 12, 4:55 to 6:25pm, Philadelphia Marriott Downtown, Floor: Level 3, Room 305
Abstract: The purpose of this study was to develop, implement, and test the effects of Read STOP Write on fourth- and fifth-grade students’ foundational reading skills, reading comprehension, and reading motivation. We conducted a design experiment with 14 fourth- and fifth-grade teachers in 12 classrooms at an urban public charter school. A diverse population of students in grades four (n=186) and five (n=134) completed measures of reading achievement and motivation before and after receiving 10 weeks of Read STOP Write lessons. Students experienced significant gains on measures of word recognition, oral reading fluency, and silent reading efficiency and comprehension but not reading motivation. Teachers and students responded positively on social validity surveys. Implications for research and practice will be discussed.
Authors: John Z. Strong, University at Buffalo - SUNY
Laura S. Tortorelli, Michigan State University
Blythe E. Anderson, University at Buffalo - SUNY
David A. Fronczak, University at Buffalo - SUNY
Eunsoo Cho, University of California - Riverside

Saturday, April 13

Teacher Scholar Program Breakfast (Invitation Only)

Sat, April 13, 7:45 to 9:15am, Philadelphia Marriott Downtown, Floor: Headhouse Tower Level 3, Liberty Salon A
Chairs: Joi A. Spencer, University of California - Riverside
Kerri A. Ullucci, Roger Williams University

Symposium: Confronting the Assault on Critical Race Theory: Lessons Across Generations

Sat, April 13, 9:35 to 11:05am, Pennsylvania Convention Center, Floor: Level 100, Room 111A
Publication:"Reclaiming Our Intergenerational Path Forward: Critical Race Theory in Education's Past, Present, and Possibility"
Abstract: Since the mid 90s, education scholars have consciously drawn on CRT scholarship to study the crucial ways racism shapes schooling and (re)produces injustice. Their work is foundational to moving us toward possibility (Warren, 2021; ). This paper analyzes data from five trailblazing scholars who contributed to developing CRT in education fields—Laurence Parker, Tara Yosso, David Gilborn, William Smith, and David Stovall. The data reflect pushback, ranging from bemusement and anger from Marxist and gender scholars, to complete silence in rooms packed full of education scholars unable—or unwilling—to talk frankly and directly about racism. These early CRT scholars were accused of being “too extreme” and labeled “troublemakers.” They felt the weight of white liberals determined to only discuss racism as disconnected acts of individual bigotry. They were initially excluded from flagship education conferences like AERA and ASHE, left to organize informal and unofficial spaces on the margins of broader conference structures. They almost weren’t hired or promoted due to misconceptions of CRT scholarship, or concerns their work would become a problem for the institution. They knew others who experienced similar challenges; too many of their equally brilliant peers had been pushed out of the tenure process and academia. When there was a critical mass of CRT scholars in a department, legal attacks followed, like current litigation initiated by the Pacific Legal Foundation to halt race-based programs at the University of Utah. Education scholars drawing on CRT were held to a different set of standards when it came to rigor and productivity. Especially in traditional academic departments, CRT was belittled and treated as a political threat. These scholars worked tirelessly to discount misguided distractions, and instead demonstrate CRT was an important scholarly framework. Drawing from these data and stories of mobilization, strategizing, resistance, and building spaces for thriving, we can move through the latest iteration of attacks against CRT.

I also share my own coming into CRT moments and the legacy I am proud to carry forward. These data and lessons they convey support us today in honoring the liberatory impact of CRT, speaking its intergenerational stories, and learning its lessons about our past, present and future: to name racism; to be in collective struggle; to create spaces of support, freedom, and possibility.
Author: Uma M. Jayakumar

Symposium: Confronting the Assault on Critical Race Theory: Lessons Across Generations

Sat, April 13, 9:35 to 11:05am, Pennsylvania Convention Center, Floor: Level 100, Room 111A
Publication: Racial Gaslighting and Countering Racial Gaslighting Strategies in an Education Policy Context: A Critical Race Discourse Analysis
Abstract: Conservative politicians and pundits have launched an aggressive campaign against Critical Race Theory (CRT), falsely labeling it as divisive, racially regressive, and inherently racist (Pettit, 2021). This deliberate mischaracterization (Hatzipanagos, 2021; Miller et al., 2023) aligns with race-evasive ideology (Bonilla-Silva, 2006). This study expands on the connection between gaslighting and CRT bans (e.g., Miller et al., 2023; Ward, 2022), focusing specifically on racial gaslighting within the policy discussions surrounding these bans. Beyond that, this study attends to countering discourses to inform possible countering gaslighting strategies.

Employing Critical Race Discourse analysis (Briscoe & Khalifa, 2015), the study examines how the discourses surrounding CRT bans reveal racist gaslighting and explores strategies to counteract it. The analysis of four states that have implemented CRT bans demonstrates that the narratives promoting racial gaslighting aim to restore the reputation and status of white individuals. These bans seek to reestablish a white property interests in education curriculum where they are afforded the power to ignore race in education. The study also highlights how opponents of CRT bans have responded to racial gaslighting by challenging dominant discourses and employing liberatory approaches. Given that resistance can be easily co-opted (Davis & Ernst, 2017), approaches that upset the cultural logics that enable gaslighting to begin must be refused.
Authors: Rican Vue, University of California - Riverside
Katrya Txay Ly, University of California - Riverside

Roundtable Session: Learning at the Margins: An Intersectional Exploration of the Higher Education Experiences of Students of Color (Table 15)

Sat, April 13, 9:35 to 11:05am, Pennsylvania Convention Center, Floor: Level 200, Exhibit Hall B
Paper: Racial and Gender Disparities in Achievement and Persistence in Gateway Mathematics Courses: An Intersectional Analysis
Abstract: Despite efforts to increase STEM enrollment and diversity, low retention rates persist and particularly affect women and underrepresented minority (URM) students. Existing research has analyzed disparities separately, overlooking the synergistic impact of multiple forms of oppression. This paper examined STEM persistence disparity through an intersectional lens. Focusing on mathematics gateway courses, we investigated the achievement gap and its relation to subsequent course-taking decisions for URM women, URM men, non-URM women, and non-URM men. Results reveal significant disparities in achievement and persistence rates, with URM women experiencing compounded and synergetic disadvantages. The relationship between grades and course-taking decisions varied across demographic groups. Women are reluctant to persist even with decent grades, while URM men are more likely to persist once passed.
Authors: Xinyao Zheng, University of California - Riverside
Kinnari Atit, University of California - Riverside
Soojin Park, University of California - Riverside

Roundtable Session: Creating Spaces of Inclusion Across Disciplines (Table 37)

Sat, April 13, 9:35 to 11:05am, Pennsylvania Convention Center, Floor: Level 200, Exhibit Hall B
Paper: “There’s Some Facts You Gotta Know”: Hesitant History Teachers Assigned to Ethnic Studies U.S. History Courses
Abstract: With an upcoming requirement that all students take an Ethnic Studies course to graduate from California high schools, the need for Ethnic Studies educators has never been greater. However, since no teaching credential specific to Ethnic Studies currently exists, many of the teachers will come from the social studies. Transitioning from teaching history to teaching Ethnic Studies will present challenges. This case study of four history teachers teaching a course that met the history and Ethnic Studies requirement aims to detail some of these challenges. The findings here suggest three potential difficulties for educators: (1) a willingness to directly engage race and racism in history and the present day, (2) pedagogy centered on chronology and facts, and (3) building community.
Authors: Suneal Kolluri, University of California - Riverside
Michael C. Dominguez, San Diego State University

Symposium: Me-Search: Pursuing Race, Culture, and Gender in the Heart and Healing Work of Qualitative Inquiry

Sat, April 13, 11:25am to 12:55pm, Philadelphia Marriott Downtown, Floor: Level 5, Salon L
Abstract: Me-search is defined “as research with, about or connected to one’s identity or positionality” or setting (Gardner et al., 2017, p. 90). When examining me-search in the literature, the experiences of scholars of color are often not highlighted due to the overwhelming presence of whiteness in academic spaces. Hence for the purposes of this investigation, we frame qualitative me-search, from the standpoint of scholars of color, as identity work—more specifically the pursuit of race, culture, and gender in the heart and healing work of qualitative inquiry. While we acknowledge that me-search is not confined solely to qualitative inquiry, we argue that qualitative research requires researchers, more so than other modes of inquiry, to tap into their identity and emotionality.
Chairs: Abiola Farinde-Wu, University of Massachusetts - Boston
Bettie Ray Butler, University of North Carolina - Charlotte
Disscussant: Venus E. Evans-Winters, The Ohio State University
Paper: Research as Healing: Reflections of a Teacher Educator of Color on Critical Race Praxis
Author: Rita Kohli, University of California - Riverside

Roundtable Session: Emotional Regulation and Well-Being Among Early Career Faculty and Graduate and Professional Students (Table 7)

Sat, April 13, 11:25am to 12:55pm, Pennsylvania Convention Center, Floor: Level 200, Room 204ABC
Paper: Grieving From Wellness: An Introspective Look at the Impacts of COVID-19 on Doctoral Students
Abstract: This working paper explores the profound impact of the COVID-19 pandemic on doctoral students, centering on well-being, institutional support, and transformative advocacy efforts triggered by a fellow student's tragic suicide. Grounded in Native Self-Actualization and Blackfoot tribal beliefs, the narrative unfolds through a self-narrative lens, revealing multifaceted impacts and shifts within academic settings. Anticipated findings emphasize the transformative potential of advocacy efforts, institutional support, and the need for a student-centered paradigm. This contribution addresses a scholarly gap by providing insights into the challenges faced by doctoral students during the pandemic, calling for a cultural shift in academia and prioritization of well-being.
Author: Ariana E. Romero, University of California - Riverside (student)

Sunday, April 14

Roundtable Session: The (Continued) Unbearable Whiteness of Teacher Education: Four Faculty of Color Navigating White Supremacist Entanglements

Sun, April 14, 7:45 to 9:15am, Pennsylvania Convention Center, Floor: Level 200, Exhibit Hall B
Abstract: Four teacher educators of color engaged in collective memory work over 14 months to process our experiences working in teacher education programs. Using critical race theory, we find that both individually and collectively we all experienced hardships around navigating institutional white supremacy. While our individual narratives point to curricular colonization, tokenism, and professional vulnerabilities, taken together our narratives demonstrate a refusal to accept a pre-defined and isolating script of white hegemony. To create space together, make sense of and design ways to challenge white supremacy is inherently liberatory. While teacher education remains overwhelmingly white with little change over the last twenty years, teacher educators of color have a central role in critiquing, explaining and challenging whiteness within TEPs.
Authors: Sharon Leathers, Ramapo College
Ramon Vasquez, University of Minnesota
Amos Lee, University of California - Riverside
Ranita Cheruvu, University of North Texas

Roundtable Session: Counternarratives for Transformative Change in Teaching and Teacher Education (Table 23)

Sun, April 14, 7:45 to 9:15am, Pennsylvania Convention Center, Floor: Level 200, Exhibit Hall B
Paper: The Racialized Experiences and Transformative Possibilities of Teacher Educators of Color in Teacher Education
Abstract: As research has for decades pointed to the pervasive whiteness of teacher education, a growing body of scholarship has drawn attention to teacher educators of Color and their impact in disrupting Eurocentric curriculum, pedagogy, and ideologies within teacher education programs. Additional studies have also described the emotional cost of this labor. While most existing research on teacher educators of Color is auto-ethnographic, this paper presents an systematic analysis of in-depth interviews with 31 teacher educators of Color. Using a lens of critical race theory (CRT), we identify the structural racism that teacher educators of Color endure across place and context, the impact of that racism, and we also name the tools they use to navigate, resist, and reimagine.
Author: Rita Kohli, University of California - Riverside

Symposium: Imagined Futures for Higher Education: Transforming Our Racialized Organizations Toward Racial Justice

Sun, April 14, 9:35 to 11:05am, Pennsylvania Convention Center, Floor: Level 100, Room 103A
Publication: Is It All for Naught? Inadequate Changes on Campus Without Equity-Minded Governance and Decision-Making
Abstract: We are again in a historical time of change prompted by racial social movements, specifically the Black Lives Matter movement, where higher education leaders are returning to conversations about equity. Although many leaders and institutions are committed to racial diversity and equity, structurally institutions remain largely unchanged. Central to this symposium is the possibility of racially just transformative change of higher education (Patton & Haynes, 2018; Stewart, 2018). This symposia is a conversation with higher education scholars reflecting on and imagining how to transform our institutions, as racialized organizations (Ray, 2019), to be racially just. If we don’t seize this opportune time to examine the prevailing racism of our universities, we fail to alter the white supremacist core of our institutions.
Author: Raquel M. Rall, University of California - Riverside

Symposium: Reframing Asian American Racialization and Interrogating the Specificity of Anti-Blackness

Sun, April 14, 9:35 to 11:05am, Pennsylvania Convention Center, Floor: Level 100, Room 110A
Abstract: We consider what it means to reframe our understanding of Asian American racialization in education around critical racial theoretical perspectives. We present four studies on in various educational contexts—student debt in higher education, racial trauma among Southeast Asian immigrants, Asian-Black solidarity through researcher positionality, and youths’ zine-making around anti-Asian violence, anti-Black racism and cross-racial solidarity. What new insights might we uncover about the racialization of Asian American in education when we specify anti-Blackness in our interrogations? How might an intersectional, critical racial examination of Asian American racialization help rupture racist structures and systems in education? We offer implications for intersectional, critical racial framings in educational research and pedagogy (e.g. higher education, teacher education, and ethnic studies curriculum).
Paper: Embodying Asian-Black Solidarity through Researcher Positionality
Author: Alice Y. Lee, University of California - Riverside

Invited Speaker Session: Civic Education and Racial Justice: What Political Economy Can Offer

Sun, April 14, 9:35 to 11:05am, Pennsylvania Convention Center, Floor: Level 200, Room 202AB
Abstract: In this era of heightened anxiety about the lure of bigotry and xenophobia inflamed by political demagogues, what and how can civics education provide hope? How can teachers infuse in their high school classrooms knowledge and skills aimed at preparing future leaders who will protect democracy and advance the cause of social, economic, and racial justice? What tools can educators use in an era of intensified politicization of curriculum content and instruction? These are the questions to be addressed in this presidential session. It will begin with a brief presentation by Michael Feuer, drawing on his most recent book, Can Schools Save Democracy? Civic Education and the Common Good . Feuer will outline a roadmap and strategy for teacher preparation that includes sharpened focus on principles of collective action and political economy, new partnerships among scholars and educators across the disciplines, and priority examples related to reducing racial equality and justice. Following the presentation, a panel will offer critical commentary from perspectives of history, curriculum, economic theory, education politics, and teacher education.
Chair & Discussant: Michael J. Feuer, The George Washington University
Participants: James A. Banks, University of Washington
Benjamin M. Jacobs, The George Washington University
Joseph E. Kahne, University of California - Riverside
Raymond C. Pierce, Southern Education Foundation
Rashawn Ray, American Institutes for Research
Janelle T. Scott, University of California - Berkeley

Roundtable Session: Teachers of Color Leading With Criticality and Care (Table 32)

Sun, April 14, 9:35 to 11:05am, Pennsylvania Convention Center, Floor: Level 200, Exhibit Hall B
Paper: Authentically Caring for Teachers of Color: Considerations for Educational Leadership in the Wake of the COVID-19 Pandemic
Abstract: Teachers of Color often enact authentic caring in their teaching to disrupt inequitable, subtractive, and neoliberal practices that harm students of Color. Despite this, less research focuses on how school structures and leadership might authentically care for teachers of Color to sustain them in the profession, rather than continuing to perpetuate harmful practices that push them out. This study draws from the insights and experiences of six secondary teachers of Color who taught throughout the COVID-19 pandemic to conceptualize how educational leaders might enact authentic caring to make the profession more sustainable for teachers of Color. Their narratives call for an active (re)imagining of schools as sustainable, authentically caring spaces for both students and teachers of Color.
Authors: Corinna D. Ott, University of California - Riverside (student)
Alondra Marquez Carter, University of California - Riverside

Paper Session: Teaching About Controversial Topics in Contentious Times

Sun, April 14, 1:15 to 2:45pm, Philadelphia Marriott Downtown, Floor: Level 4, Room 403
Abstract: In this session, participants will learn from three papers all focused on teaching about controversial topics. One paper will delve into the tensions of discussions of race and controversial topics in dual enrollment classes, whereas another paper will explore what it takes to help prepare preservice teachers for facilitating such discussions. Finally, the third paper argues that civic education needs a re-orientation given the dire attacks in this divisive time.
Chair: Dana Morrison, West Chester University of Pennsylvania
Paper: College Preparation, Controversial Topics, and Political Indoctrination in Texas
Authors: Suneal Kolluri, University of California - Riverside
Julia C. Duncheon, University of Washington
Taryn Ozuna Allen, Texas Christian University
Stephanie Cuellar, Texas Christian University

Paper Session: Beyond the Game: Navigating Identities and Policies in Collegiate Athletics

Sat, April 13, 1:15 to 2:45pm, Philadelphia Marriott Downtown, Floor: Level 4, Room 415
Paper: Breaking Boundaries: A Critical Trans Framework Analysis of Anti-Transgender Sports Policies in K–20 Education
Abstract: This policy analysis examines the impacts of anti-transgender sports legislation on K-20 transgender students through a critical trans framework. We investigate how anti-transgender laws enforce gender norms and intersect with other forms of oppression, such as racism and ableism, affecting multi-marginalized transgender students in sports and limiting access to a well-rounded education. Epistemic injustice is revealed, as these policies disregard transgender students' experiential knowledge and involvement in decision-making processes. Preliminary findings indicate that anti-transgender sports policies impact students at individual, institutional, and cultural levels, perpetuating discriminatory practices and reducing access to gender-affirming spaces and supportive adults. We argue for inclusive, evidence-based sports policies developed through collaboration with transgender student athletes and advocacy groups, promoting an equitable and supportive educational environment.
Authors: Tori Porter, University of California - Riverside (student)
Briana Savage, University of California - Riverside (student)
Dresden June Frazier, University of San Francisco

Roundtable: International and Immigrant Perspective on Educational Opportunity (Table 37)

Sun, April 14, 1:15 to 2:45 pm, Pennsylvania Convention Center, Floor: Level 200, Exhibit Hall B
Paper: The Undocumented Complex: A Literature Review
Abstract: This paper provides a literature review contextualizing the discourse on undocumented students and their access to higher education. Guided by the Undocumented Critical Theory, this composition examines the four themes found in the literature: Deferred Action for Childhood Arrivals experiences, the othered & in fear phenomenon, a community that is under service, and the academic excellence illustrated by undocumented scholars despite adversities.
Author: Pablo Saldaña, University of California, Riverside (student)

Symposium: The Science of Teaching Reading Part 2: Instructional Approaches That Promote Reading Development

Sun, April 14, 3:05 to 4:35pm, Philadelphia Marriott Downtown, Floor: Level 4, Franklin 4
Abstract: This symposium will be Part 2 of the Science of ‘Teaching’ Reading and includes four papers that examine effective teaching approaches to promote reading development among racially and linguistically diverse elementary-grade students. The symposium complements the session, “The Science of Teaching Reading Part 1: Educator knowledge, professional development, and student reading achievement.” The present session includes four papers on the following specific topics: (1) teaching complex grapheme-phoneme correspondences; (2) integrated instruction of reading and writing; (3) content-rich curriculum on reading comprehension and mechanisms; and (4) a systematic review of classroom observation studies in the last four decades. Collectively, these papers expand our understanding of effective teaching approaches and offer insights for enhancing reading outcomes for diverse student populations.
Paper: The Science of Teaching Reading Comprehension: Evaluating Our Progress Since Durkin’s Seminal Study
Authors: Philip Capin, University of Texas at Austin
Katlynn Dahl-Leonard, University of Virginia
Colby Hall, University of Virginia
Eunsoo Cho, University of California - Riverside
Tim T. Andress, University of Texas at Austin
Sharon R. Vaughn, University of Texas at Austin

Symposium: Of Archives, Unstably Housed Families, Languages, and the Chicago Young Lords: Community Cultural Wealth Connections

Sun, April 14, 3:05 to 4:35pm, Pennsylvania Convention Center, Floor: Level 100, Room 110B
Abstract: This session illustrates how youth of color – mainly Puerto Rican, Latinx, and Black – and their families construct educational possibilities in the face of ongoing racial injustice. Panelists examine a spectrum of educational contexts in the Midwest through the lens of Community Cultural Wealth (2005) to expose layers across injustices and of shared solutions and solidarities. Through varied qualitative methods, we trace racial injustices across different periods, in different locations, and within and outside of formal schooling structures. Groups relied on different forms of capital that coincided with advocacy and activism. Ultimately, we argue that despite the ongoing role of racism and colonialism in educational encounters, youth and their families refuse these inherently deficit logics.
Chair & Discussant: Tara J. Yosso, University of California - Riverside

Roundtable Session: Amplifying Multilingual and Transnational Student Voices (Table 22)

Sun, April 14, 3:05 to 4:35pm, Pennsylvania Convention Center, Floor: Level 200, Exhibit Hall B
Paper: Amplifying Newcomer and Emergent Plurilingual Students’ Voice, Agency, and Authority Through Enactments of Authentic Cariño
Abstract: U.S. public schools have a long history of silencing the voices of newcomer and emergent plurilingual students, many of whom are students of Color. In this case study, we examine how three educators’ commitment to authentic cariño led them to disrupt culturally and linguistically subtractive practices, and amplify newcomer and emergent plurilingual students’ voices, agency, and authority within and beyond the classroom. Their actions offer a model of how teachers might resist subtractive, monoglossic ideologies and re-imagine classrooms as radically inclusive spaces that engage, honor, and amplify the voices, perspectives, and humanity of linguistically diverse and historically marginalized students.
Authors: Corinna D. Ott, University of California - Riverside (student)
Alison G. Dover, California State University - Fullerton
Fernando Rodriguez-Valls, California State University - Fullerton

Learn more about the 2024 AERA Annual Meeting

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AERA

SOE at AERA 2023

juliep — Tue, 21 Feb 2023 21:47:35 +0000

SOE at AERA 2023 juliep Tue, 02/21/2023 - 13:47 More News February 21, 2023

This year, Ted and Jo Dutton Presidential Professor for Education Policy and Politics Joseph Kahne has been named a 2023 AERA Fellow and will be inducted during a ceremony at the 2023 Annual Meeting in Chicago on April 14. The AERA Fellows Program honors scholars for their exceptional contributions to, and excellence in, education research. Nominated by their peers, the 2023 Fellows were selected by the AERA Fellows Committee and approved by the AERA Council, the association’s elected governing body.

Associate Professor Rita Kohli will receive Division K’s 2023 Exemplary Research in Teaching and Teacher Education Award for her book “Teachers of Color Resisting Racism and Reclaiming Education,” in which Kohli documents many personal and emotional accounts of racism and professional isolation experienced by Black, Latino, Asian American, Indigenous, and multiracial teachers in public schools. Kohli will be recognized at the Division K Business meeting on Saturday, April 15th, 2023, 6:30pm CST at the Swissôtel Chicago, Event Centre. Below is a complete list of presentation, papers, and events at this year’s conference.

“AERA is an important opportunity for educators to come together and exchange ideas. Having so many of our scholars sharing their scholarship and transformative research on a national level is a testament to the important work happening at the UCR School of Education,” said Joi A. Spencer, dean of UCR School of Education. “We are so proud of Dr. Kahne and Dr. Kohli for their tremendous contributions to the field of education.”

Below is a schedule of UCR activities at AERA.

Thu, April 13, 9:50 to 11:20am CDT (7:50 to 9:20am PDT)
Event: Engendering New Examinations of Gender: Norms, Stereotypes, and Motivation
Abstract: These four papers offer an examination of the role of gender in motivation and learning from four perspectives: gender norms about achievement in different fields; gender identity and sense of belonging in STEM; gender and self-management in math; and motivation in queer-spectrum students in a Women's and Gender Studies biology course.
Paper: Interplay of Gender and Self-Management in Mathematics Performance When Students Are on the Move
Authors:
•   Hana Kang
•   Cassandra M. Guarino, University of California - Riverside
•   Lucrecia Santibanez, University of California - Los Angeles
•   Robert K. Ream, University of California - Riverside
•   Yiwang Li, University of California – Riverside

Thu, April 13, 9:50 to 11:20am CDT (7:50 to 9:20am PDT)
Event: Inequities in Athletics and Education
Abstract: This session will highlight current systemic inequities in athletics and education. Topics such as a race, gender, religion, and transfer status will be discussed. A range of theories, methods, and recommendations will be presented in the exploration of these inequitable issues in organized athletics at education institutions.
Paper: Experiences of NCAA Transfer Athletes from JuCos: “There Should Be More of an Education Process"
Authors:
•   Guillermo Ortega, Idaho State University
•   Nikola Grafnetterova, Texas A&M University - Corpus Christi
•   José Reyes Del Real Viramontes, University of California - Riverside

Thu, April 13, 11:40am to 1:10pm CDT (9:40 to 11:10am PDT)
Event: Patterns in Policy Implementation and Student Achievement
Paper: Mathematics Achievement of Students with Disabilities Before and After the Implementation of the Common Core and SBAC Assessment
Abstract: The academic achievement of students with disabilities (SWDs) have been a long-standing issue in the United States. However, we have a minimal understanding of the achievement of SWDs since the wide adoption of Common Core State Standards (CCSS) throughout the country. Using longitudinal data from 17 diverse districts in California, our research investigates how SWD's mathematics achievement in grades 3-8 and 11 has shifted in the transition to the Smarter Balanced Assessments (SBAC) for the Common Core State Standards for Mathematics (CCSSM). Our preliminary results show that SWDs struggled with the CCSSM and the SBAC and lost an average 0.5 standard deviation in achievement. After adding controls, the gap between SWDs and non-SWDs narrowed slightly from 1 SD to 0.875 SD.
Authors:
•   Cassandra M. Guarino, University of California - Riverside
•   Anna Emilia Bargagliotti, Loyola Marymount University
•   Yiwang Li, University of California - Riverside
•   Hana Kang
•   Thomas M. Smith, Vanderbilt University

Thu, April 13, 11:40am to 1:10pm CDT
Event: Critical Perspectives on News Media Production, Education, and (Counter)Engagement
Paper: Centering Countergazes to Reconstruct Hyperinvisible (En)counters
Abstract: BIPOC students encounter a barrage of visual and verbal assaults in the socio-cultural landscape and are constantly surveilled. Such hyperinvisible encounters are violent and can leave BIPOC embattled for psychological and physiological preservation. And, yet hyperinvisible (en)counters are not simply sites of BIPOC damage, but can be a catalyst for agency, critique and resistance. By foregrounding the experiential knowledge of HMong students, this paper aims to reconstruct understanding of hyperinvisible (en)counters (vs. encounters) in ways that highlight HMong agency without obscuring racialized spaces (of media, scholarship, and education institutions) in order to render visible and denaturalize white gazes.
Author:
• Rican Vue, University of California - Riverside

Thu, April 13, 11:40am to 1:10pm CDT (9:40 to 11:10am PDT)
Event: Race, Gender, Sport, and Education
Abstract: The papers in this session will explore the intersection of race, gender, sport, and education. Topics will range from youth to interscholastic to intercollegiate sport. Discussions will center on current issues and barriers and recommendations for equitable change.
Paper: Exploring of the Existence of Black Student-Athlete Organizations on Predominantly White College Campuses
Authors:
• Ezinne Ofoegbu, Santa Clara University
• Briana Savage, University of California - Riverside

Thu, April 13, 2:50 to 4:20pm CDT (12:50 to 2:20pm PDT)
Event: Interrogating and Reauthoring Savage Inequalities: Exploring Urban Educational Environment Truths Through Community Cultural Wealth
Abstract: Based upon the forthcoming edited book Reauthoring Savage Inequalities: Narratives of Community Cultural Wealth in Urban Educational Environments (SUNY), this session provides a panel presentation of scholars who are committed to decidedly telling the truth about growing up, being educated, and thriving in urban education environments. Using Kozol’s Savage Inequalities as a starting point, the panel analyzes how Kozol’s work is too often situated as a foundational text for understanding urban education. Yet, the book is under-nuanced and devoid of the lived experiences of people being educated in these spaces. Further, it has not been subjected to “deep, sustained, and systematic interrogation” (Milner, 2022, n. p.). In essence, Savage Inequalities presents a narrative that is not situated “at the center of co-constructing with communities’ agendas of consequence” (Milner, n. p.). Utilizing Yosso’s (2005) Community Cultural Wealth Model (CCWM) as an act of co-constructing and counter-narrativizing, this panel will serve as a space for analysis for participants who represent diverse perspectives, ways of knowing, and the creation of knowledge while also illuminating the nuances of unjust, dominating, and hegemonic depictions of teaching and learning in urban communities. Panelists expound on how unnamed structures, people, and practices transformed these communities into a wealth of aspirational, navigational, resistance, and social capital that provided, and still provide access to, and success in urban educational practices.
Participants:
•   Raquel Farmer-Hinton, University of Wisconsin – Milwaukee
•   Joi D. Lewis, Joi Unlimited
•   Toby S. Jenkins-Henry, University of South Carolina
•   Marvin Lynn, University of Colorado - Denver
•   Mirelsie Velázquez, University of Illinois at Urbana-Champaign
•   Dallas Watson, Macalester College
•   Tara J. Yosso, University of California - Riverside
•   Dorinda Carter Andrews, Michigan State University

Thu, April 13, 4:40 to 6:10pm CDT (2:40 to 4:10pm PDT)
Event: Athletes are (=) Scholars: (Re)positioning Black Athletic Genius to Answer the Educational Crisis
Abstract: Given the persistent presence of Black students on K-20 athletic teams, concurrent academic performance gaps along racial lines, and resurgence of Black athlete activism in the 21st century, this session addresses a timely and important issue related to the theme of “Interrogating Consequential Education Research in the Pursuit of Truth”. Topics such as academic neglect, athletic exploitation, cognitive and behavioral misdiagnoses, mental and physical abuse, and liberatory, pedagogical, and conceptual approaches will be discussed toward the intentional centering of Black academic brilliance through athletics and as an answer to the educational crisis.
Paper: Career Transition Equity Scorecard and Division I College Athletes
Authors:
• Eddie Comeaux, University of California - Riverside

Fri, April 14, 8:00 to 9:30am CDT (6:00 to 7:30am PDT)
Event: Teachers of Color and Indigenous Teachers
Abstract: Decades of research have indicated the positive impact of Indigenous teachers and teachers of Color on student learning and social and emotional development, particularly for Students of Color and Indigenous Students. Inspired by the Handbook of Research on Teachers of Color and Indigenous Teachers, this Division K Vice-Presidential session explore the problematics and addresses remedies for the underrepresentation of Indigenous teachers and teachers of Color underrepresentation in public schools across the US.
Participants:
•   Jessica Martell, NYC Public Schools
•   Josephine Pham, University of California - Santa Cruz
•   Rita Kohli, University of California - Riverside
•   Felicia Moore Mensah, Teachers College, Columbia University
•   Ayesha Rabadi-Raol, Sonoma State University

Fri, April 14, 8:00 to 9:30am CDT (6:00 to 7:30am PDT)
Event: Higher Education: Creating New Paths for Data Use
Paper: A Machine Learning Framework to Predict College Readiness Using Early Dropout
Abstract: Although states, school districts, and research institutions have historically put in a huge amount of time and resources to develop standards for college readiness and create intervention programs to help students navigate college, college readiness remains a big problem. This study argues for the benefits of using early college dropout to indicate the lack of college readiness and designs a machine learning framework around predicting students at risk of dropping out of college. This study explores features useful for the prediction task, applying and tuning the popular learning algorithms, and evaluating their performance using meaningful metrics. This study discusses the implications of the findings and informs the design of an early warning system and its intended applications.
Author:
• Yiwang Li, University of California – Riverside

Fri, April 14, 8:00 to 9:30am CDT (6:00 to 7:30am PDT)
Event: A Synthesis of Mathematics and Statistics Assessments: 2000–2020
Abstract: Findings drawn from quantitative studies are greatly influenced by the validity evidence associated with measure(s) used. To date, there is little synthesis of quantitative assessments available for scholarly use in mathematics and statistics education. A purpose of this symposium is to share findings from multiple synthesis teams that have analyzed the quantitative assessments used in mathematics and statistics education literature between 2000-2020. Goals for this symposium are two-fold: (1) Participants will learn about the synthesis process as well as the findings from those syntheses. (2) Participants will have opportunities to engage with synthesis teams about viable instruments that might fit their research and evaluation needs.
Papers: Findings From the Instruments for Elementary Students Synthesis Group
Authors:
•   Jeffrey C. Shih, University of Nevada - Las Vegas
•   Marsha M. Ing, University of California - Riverside
•   Cindy Jong, University of Kentucky
•   Karl W. Kosko, Kent State University

Fri, April 14, 9:50 to 11:20am CDT (7:50 to 9:20am PDT)
Event: Critical Perspectives: Leveraging the Influence of Languages in Multilingual Contexts
Paper: Parental Involvement as Social Capital: Exploring Intersectional Effects on the Reading Achievement of English Language Learners
Abstract: English language learners (ELLs) score significantly lower in reading achievement than their non-ELL counterparts (The Nation’s Report Card, 2022). With a lens of social capital theory, this study uses data from the second-grade wave of the Early Childhood Longitudinal Study–Kindergarten (N=18,174) to explore whether parental involvement is associated with reading performance gains at differing rates by ELL status. Additionally, an intersectional analysis reveals whether gender, race, and SES introduce additional disadvantages. Findings indicate that parents of ELLs are less involved in their child’s education suggesting that schools need outreach efforts to reduce ELL parent barriers as well as to inform ELL parents of the benefits of their involvement. Very few intersectional differences were found.
Authors:
• Valerie Zarco, University of California - Riverside
• Gregory J. Palardy, University of California – Riverside

Fri, April 14, 9:50 to 11:20am CDT (7:50 to 9:20am PDT)
Event: Programmatic Approaches to Teacher Induction and Support
Paper: Induction Coach Match Characteristics Relationship With Novice Teacher Perceived and Actual Retention
Abstract: Beginning teachers often leave the profession prematurely. This quantitative study examines one of California’s largest teacher induction programs to identify the relationship between novice teachers’ retention intentions and characteristics of their coaching match. We control for novice teacher, induction coach, and campus demographics alongside self-reported proxies of quality coach interactions. Results indicate the importance of having an induction coach with the same teaching philosophy, and to a lesser extent who teaches the same grade, are associated with increased novice teacher perceptions of retention as well as their actual retention. Findings suggest that induction programs should prioritize philosophical similarities (possibly above traditional structural similarities) to better support increased novice teacher retention.
Authors:
•   Andrew Kwok, Texas A&M University - College Station
•   Joseph Waddington, University of Kentucky
•   Deborah Huston, University of California - Riverside
•   Douglas E. Mitchell, University of California - Riverside
•   Rita Hemsley, University of California - Riverside
•   Tonya Almeida

Fri, April 14, 11:40am to 1:10pm CDT (9:40 to 11:10am PDT)
Event: Insights From Large-Scale Curriculum Reforms: Opportunities and Challenges in Current Policy to Support Student Learning and Development
Paper: Assessing the State of Media Literacy Policy in U.S. K–12 Schools
Authors:
•   Daniela Kruel DiGiacomo, University of Kentucky
•   Erica Hodgin, University of California - Riverside
•   Joseph E. Kahne, University of California – Riverside
•   Samia Alkam, University of California - Riverside
•   Caitlin Taylor, University of Kentucky

Fri, April 14, 11:40am to 1:10pm CDT (9:40 to 11:10am PDT)
Event: Early Literacy Across Contexts
Paper: Rigor and Equity for English Learners in Transitional Kindergarten
Abstract: There is a critical need for research on rigorous early literacy interventions designed to address opportunity gaps for English learners (ELs) from low-income families. In this study, four public elementary schools, each with a transitional kindergarten classroom (a grade in California between preschool and kindergarten) and high percentages of ELs, were randomly assigned to implement a universal, year-long early literacy and language intervention, the RULE of 3, or instruction-as-usual. Results indicated that students in the RULE of 3 classrooms acquired language and literacy skills at a much higher level than students in the control classrooms (η2 = .66). Our findings suggest ELs in transitional kindergarten can benefit from early, rigorous language and literacy instruction.
Author:
•   Linda Ventriglia-Navarrette, University of California – Riverside

Fri, April 14, 2:50 to 4:20pm CDT (12:50 to 2:20pm PDT)
Event: Institutional Agents Impact on Latino Men's Transitions Into and Through Higher Education
Abstract: The papers in this session aim to expand the construct of institutional agents to examine the impact they have on Latino men’s transition into and through higher education. Despite gains in college enrollment and completion, gaps between Latino men and their white and women counterparts persist. The papers in this session examine how institutional agents support aspirations and foster opportunities for Latino men through various higher education contexts. The authors will engage in discussion of how to interrogate educational practices by identifying how institutional agents can become more supportive of Latino men as they move through higher education.
Paper: Transfer Receptive Culture Supportive or Discouraging? Latino Men Transfer Students at Midwest University During COVID-19
Authors:
• José Reyes Del Real Viramontes, University of California - Riverside

Fri, April 14, 2:50 to 4:20pm CDT (12:50 to 2:20pm PDT)
Event: Interrogating Mixture Models in Pursuit of True Population Heterogeneity
Abstract: In the past two decades there have been considerable advances in latent variable modeling techniques over the last two decades, including advances in longitudinal and mixture models with the focus on seeking true population heterogeneity. The five papers in this symposium cover a range of modeling extensions, applications, and simulation work with the common theme of better understanding true population heterogeneity through mixture modeling.
Paper: A Demonstration of the Utility of Latent Profile Analysis for Critical Quantitative Frameworks
Authors:
•   Netasha Pizano, University of California - Santa Barbara
•   Karen L. Nylund-Gibson, University of California, Santa Barbara
•   Marsha M. Ing, University of California - Riverside

Fri, April 14, 2:50 to 4:20pm CDT (12:50 to 2:20pm PDT)
Event: Minding the Gap in Accountability Policy Implementation
Paper: Have Common Core State Standards and Aligned Assessments Narrowed the Poverty Gap in Mathematics Achievement?
Abstract: Reducing disparities among historically disadvantaged groups has long been part of the federal policy agenda. The Common Core State Standards (CCSS) are meant to provide a tool for all teachers to enhance the rigor of their instruction and reduce disparities in the achievement of marginalized groups. Using longitudinal data from 23 diverse districts in California, our research investigates how poverty-related achievement disparities in mathematics in grades 3-8 and 11 have shifted in the transition to the Smarter Balanced Assessments (SBAC) for the Common Core State Standards for Mathematics (CCSSM). Although we found an initial widening of the poverty gap with the implementation of SBAC, the most recently available data suggest that the gap may be narrowing, albeit slowly.
Authors:
•   Thomas M. Smith, Vanderbilt University
•   Cassandra M. Guarino, University of California - Riverside
•   Yiwang Li, University of California - Riverside
•   Hana Kang
•   Anna Emilia Bargagliotti, Loyola Marymount University

Sat, April 15, 8:00 to 9:30am CDT (6:00 to 7:30am PDT)
Event: Tools to Support Decision Making: Multi-Tiered System of Supports (MTSS), Machine Learning, and More?
Paper: Automating Book-to-Curriculum Mapping Using Representation Learning
Abstract: Reading is one of the most critical aspects of student learning. Historically, educators have selected curriculum-aligned literature manually, a process that is not only draining on already constrained time and resources but also overwhelming, given the nuances of curriculum standards and the large volume of new books published each year. In this paper, we present a methodology towards making this process of book-to-curriculum mapping more scalable and resourceful by leveraging the information contained in the back cover book descriptions. We provide a proof-of-concept analysis using the Common Core State Standards Mathematics and data from the California Department of Education's recommended book list. We demonstrate that book descriptions alone can be a sufficient source for effectively mapping entire books to curriculum standards.
Authors:
•   Yiwang Li, University of California – Riverside
•   Yulie Park, University of California – Berkeley
•   Xingyao Xiao, University of California – Berkeley

Sat, April 15, 8:00 to 9:30am CDT (6:00 to 7:30am PDT)
Event: Critiques for Transformation: Reimagining Colleges and Communities for Social Justice
Abstract: Bringing together papers from an upcoming edited volume, authors will collectively dream about the role of critical scholarship in liberatory futures and the potential role of scholars, students, administrators, and policymakers in the face of attacks on anti-racist thinking and learning. These chapters--which (re)imagine practice from the micro (classroom) to the macro (legislation) in higher education--are united by their use of critical theories to expand the scope of possibility in the postsecondary endeavor. Authors will think together, across domains of practice, about the utility of critical theories as analytic tools that prompt us to “ask different, and perhaps better questions” (Patel, 2021, p. 7), and the urgency of resisting anti-equity proponents’ work to obscure them.
Paper: The More Things Change, the More They Remain the Same: Exclusion at the Highest Level of University Control
Authors:
•   Raquel M. Rall, University of California - Riverside
•   Felecia E. Commodore, Old Dominion University
•   Demetri L. Morgan, Loyola University Chicago

Sat, April 15, 9:50 to 11:20am CDT (7:50 to 9:20am PDT)
Event: Division D Invited Session for 2022 Mini-Grant Awardees
Paper: Collecting Researcher Positionality Data: An Innovative Interview Method for Culturally Sensitive Research
Author:
• Michael W. Moses, University of California - Riverside

Sat, April 15, 9:50 to 11:20am CDT (7:50 to 9:20am PDT)
Event: In Pursuit of Justice: Teachers of Color as Change Agents
Paper: Teachers of Color Enacting Authentic Care to Sustain Students' Humanities During the COVID-19 Pandemic
Abstract: This qualitative analysis centers the voices of six teachers of Color in the California Bay Area who expressed and maintained authentic care (Valenzuela, 1999) for the holistic well-being of their students of Color amidst mass disruptions brought on by the COVID-19 pandemic. The findings reveal that authentic care empowered the teachers to adopt humanizing instructional and pedagogical practices that prioritized the holistic well-being of their students during the period of online learning. Enacting authentic care further caused the teachers to reject and challenge dominant, neoliberal discourses of “learning loss” widely espoused during the pandemic. Their narratives reveal ways in which schools may become more humanizing and authentically caring spaces for students of Color during times of crisis and beyond.
Authors:
• Corinna D. Ott, University of California - Riverside

Sat, April 15, 9:50 to 11:20am CDT (7:50 to 9:20am PDT)
Event: Methodological Innovations and Advanced Applications Using National and International Databases
Paper: Do Engagement, Motivation, and Self-Regulation Predict Freshman Academic Performance Above and Beyond High School Academic Preparedness?
Abstract: This study uses data from the Education Longitudinal Study of 2002 to examine the predictive validity of four types of high school measures of college readiness (school engagement, self-regulation, motivation, and academic preparedness) on freshmen academic performance. The results show that while the three non-academic measures strongly predict freshmen academic performance, their effects are largely mediated by high school academic preparedness. However, the effect of Academic Preparedness also had a weaker association with freshmen performance among underserved groups (Black and Latino students) than others. An implication of these findings is admissions policy that focus solely on academic preparedness is less appropriate for selecting the best students from underserved populations.
Author:
•   Gregory J. Palardy, University of California - Riverside

Sat, April 15, 11:40am to 1:10pm CDT (9:40 to 11:10am PDT)
Event: Charting the Landscape of Research on Teachers of Color and Indigenous Teachers
Abstract: Benefits of teachers of color and indigenous teachers (TOCIT) go far beyond representation and student academic success. For example, TOCIT reduces rates of disproportionate discipline (Shirrell et al., 2021; contributes to socio-emotional learning (Scherer, 2022); and shows great insight into racialized experiences of students of color (Kohli, 2009). There is a need to understand how TOCIT are recruited, retained, educated, and supported. Extending from the 2022 Handbook of Research on Teachers of Color and Indigenous Teachers (Gist & Bristol, 2022), this symposium presentation highlights and expands critical scholarship on TOCIT across six key areas: (1) Recruitment & Retention; (2) Program Design, Pedagogy & Leadership; (3) Human Resource Development & Induction; (4) Mentorship & Professional Development; (5) Intersectionality; and (6) Educational Impact.
Paper: Countering Teacher of Color Attrition Through Critical Professional Development and Critical Mentoring
Authors:
•   Belinda Bustos Flores, The University of Texas - San Antonio
•   Socorro Herrera, Kansas State University
•   Rita Kohli, University of California - Riverside
•   Peggy Brookins, NBPTS
•   Lorena Claeys, The University of Texas - San Antonio
•   Re'Nyqua Farrington, University of California – Riverside

Sat, April 15, 11:40am to 1:10pm CDT (9:40 to 11:10am PDT)
Event: Excellence in Education Research: Early Career Scholars and Their Work
Paper: Development of Causal Decomposition Analysis to Investigate Accumulating Racial Disparities in Student Achievement
Abstract: This study aims to develop an analytical method to identify mediators that explain disparity changes over time. Significant racial disparities in math achievement exist, but little attention has been given to the widening gap during high school. To reduce racial disparities and prevent this gap, investigators must identify factors that contribute to the racial disparities at a single point (before high school) and over time (during high school). One statistical framework enabling researchers to identify these mediators is causal decomposition analysis. However, this method is limited to addressing a mediator or an outcome measured at a one-time point and cannot provide a comprehensive understanding of mediating mechanisms. The specific project goals are to 1) develop a flexible estimation method leveraging repeated measures of mediators or outcomes and a sensitivity analysis assessing the robustness of findings to a possible violation of identification assumptions, 2) demonstrate the significance and applicability of the developed method using empirical data examining contributing factors to the widening disparity in math scores during high school, and 3) provide software (R package) to implement the estimation method and sensitivity analysis.
Authors:
•   Soojin Park, University of California – Riverside

Sat, April 15, 11:40am to 1:10pm CDT (9:40 to 11:10am PDT)
Event: Intersecting With Race: Considerations in Working With Diverse Populations
Paper: Documenting the Lived Experiences of Latina/o Community College Transfer Students During the COVID-19 Pandemic
Abstract: In Illinois, almost half of Latinx students in the community college are enrolled in transfer programs. However, it is less clear how many Latinx students transfer to a four-year institution. These numbers illustrate an urgent need for higher education scholars, researchers, practitioners, and policymakers to examine whether and how higher education institutions support Latinx community college students during COVID-19. This qualitative study used the transfer receptive culture and LatCrit to explore the diverse experiences of Latina/o community college transfer students who transferred to Midwest University (MU) during COVID-19. Preliminary findings show Latina/o students experiencing barriers and challenges in six areas: outreach, orientation, advising, housing, financial aid, and academic/social support they experienced during their transition to MU.
Author:
• José Reyes Del Real Viramontes, University of California – Riverside

Sun, April 16, 9:50 to 11:20am CDT (7:50 to 9:20am PDT)
Event: Today's Collegiate Student-Athlete Experiences: Understanding the Psychosocial, Motivational, and Contextual Factors Involved
Abstract: Collegiate student-athletes are required to maintain eligibility status, academic and athletic performance while managing various other stressors. Our symposium takes a deep dive into the experiences of collegiate student-athletes that involve the impact of psychological, motivational, and contextual factors. The contributions in this symposium involve an array of theoretical frameworks and methodological approaches, and examine student-athletes from varying backgrounds, institution types, and geographical locations. Psychosocial and motivation issues involving identity spill-over effects, coping with setbacks, navigating decisions to transfer institutions, and understanding the place of sport on campus are covered. Together, these studies provide a comprehensive understanding of current collegiate student-athletes experiences in North America and offer recommendations for sport programs, coaches, and educators with goals to support student-athletes.
Discussant:
• Eddie Comeaux, University of California – Riverside

Sun, April 16, 11:40am to 1:10pm CDT (9:40 to 11:10am PDT)
Event: Writing for Equity: A Symposium for Beginning Scholars
Abstract: Designed for doctoral students and new faculty who focus on equity and diversity, this mentoring-style symposium shares productive writing techniques for young scholars. This session will a) provide concrete techniques to boost writing productivity and publishing potential and b) offer insights into navigating obstacles when writing about equity.
We will engage in a storytelling-style presentation of how we make time to write, structure that time, and set goals. We will share techniques (and mistakes) that have impacted our writing. A question and answer session will follow, with a focus on:
•blowback on writing about equity
•translating academic research for teacher audiences
•writing to fuse the personal and professional
•finding supportive places to publish
•maintaining an authentic voice
Participants:
•   Joi A. Spencer, University of California - Riverside
•   Tyrone C. Howard, University of California - Los Angeles
•   Kerri A. Ullucci, Roger Williams University

Sun, April 16, 11:40am to 1:10pm CDT (9:40 to 11:10am PDT)
Event: Disrupting Organizational Structures to Create Transformative Change
Paper: The White Way to Hire Presidents: Racism in the Search and Appointment Process
In Event: Disrupting Organizational Structures to Create Transformative Change
Abstract: The purpose of this paper is to explore how presidential search and appointment processes (re)produce institutionalized racism. We interviewed 36 Asian, Black, Latinx, and white presidents from public higher education systems in one state. Our preliminary analysis points to the overarching finding that the college presidency continues to be white, demographically and normatively. We found that candidates of color often need to conform to the archetype of white presidential leadership to be deemed qualified and to be hired. Our findings have implications for policy and practice regarding creating equitable presidential search and appointment processes that value racially diverse identities and experiences.
Authors:
•   Román Liera, Montclair State University
•   Cheryl D. Ching, University of Massachusetts - Boston
•   Raquel M. Rall, University of California - Riverside
•   Megan M. Chase, University of Southern California
•   Estela M. Bensimon, University of Southern California

Sun, April 16, 4:40 to 6:10pm CDT (2:40 to 4:10pm PDT)
Event: Critical race theory, truth telling and “consequential education research”
Abstract: The wave of anti-CRT legislation in over 35 states in the U.S. has raised concerns for public educators, school systems and public colleges and universities over curriculum and the viability of Academic Freedom as an ideal supported and protected by educational administrators. Moreover, the attack on everything associated with diversity, equity, and inclusion (DEI) and the attempts to attribute all to CRT, indeed reinforce the notion that critical scholarship on equity has indeed been consequential. This session will feature presentations by leading scholars in CRT and Education on what “truths” CRT has helped to reveal about education and racial equity. Panelists will discuss what we “know” now because of our engagement with CRT, that we didn’t know before as it relates to teacher education, education policy, educational leadership, higher education, curriculum, educational research, and community engagement.
Speaker:
•   Celia Rousseau Anderson, University of Memphis
•   Bryan McKinley Jones Brayboy, Arizona State University
•   Thandeka K. Chapman, University of California - San Diego
•   Jessica T. Decuir-Gunby, University of Southern California
•   Jamel K. Donnor, William & Mary
•   Gerardo R. López, Michigan State University
•   David O. Stovall, University of Illinois At Chicago
•   Tara J. Yosso, University of California – Riverside

Sun, April 16, 4:40 to 6:10pm CDT (2:40 to 4:10pm PDT)
Event: Critical Analyses: Sociopolitical and Sociocultural Contexts
Paper: Adolescent Critical Race Digital Literacies in the United States During the 2020 Election
Abstract: This study assesses adolescents’ analyses of digital media about Black voter suppression during U.S. elections. The study is part of the larger National Survey of Critical Digital Literacy, conducted during the 2020 election with a nationally representative sample. Through a thematic analysis, we found that 30% of a subsample demonstrated an ability to critically analyze the possibility of voter suppression in 2020 in relation to social and historical contexts shaped by racism, while 18% engaged in race-evasive thinking. A chi-squared analysis showed a significant relationship between task performance and race-ethnicity, with Black and Latinx adolescents better able to provide higher levels of critical race analysis than white adolescents. No participants echoed the Trump campaign’s attempts to overturn the election.
Author:
•   Matthew Hamilton, University of Southern California
•   Brendesha M. Tynes, University of Southern California
•   Stephen M Gibson, North Carolina State University
•   Joseph E. Kahne, University of California - Riverside
•   Karinna Nazario

Thu, May 4, 11:30am to 1:00pm CDT (9:30 to 11:00am PDT)
Event: STEM Instruction and Interventions Across Contexts
Paper: Processes that Underlie Mathematical Precociousness in Young Emergent Bilingual Children
Abstract: Processes that underlie precocious, average, and children with low math computation were examined in emergent bilingual children. A battery of domain-specific (estimation, magnitude judgment, word problems), vocabulary/reading, phonological storage [STM, naming speed], and executive processing (inhibition, working memory), in both Spanish and English, were administered to elementary school children whose first language is Spanish. Multi-level logistic modeling showed that the log-odds of identifying precocious children were significantly related to performance on English measures of magnitude judgment, word problem solving, naming speed, and Spanish measures of WM The results support the notion that domain-specific and domain-general processes are important predictors of children’s mathematical precociousness and were found to operate independently of individual differences in reading, vocabulary, phonological processing, and inhibition.
Authors:
•   Lee Swanson, University of New Mexico
•   Jennifer Kong, University of New Mexico
•   Catherine Lussier, University of California – Riverside

Thu, May 4, 4:15 to 5:45pm CDT (2:15 to 3:45pm PDT)
Event: Reclaiming Positionality as Methodological Praxis for Truth-Telling in Education Research
Abstract: This symposium of papers interrogates positionality as a methodological concept that is relatively known yet widely misunderstood. Positionality is often treated as a rollcall of identity constructs (e.g., race, gender) describing the social identities of researchers and researched. Although this approach is a starting point, what is missing is an understanding of positionality as methodological praxis equipped to disrupt power hierarchies reinscribed by the research process. Featuring five papers, this symposium reclaims positionality as methodological praxis for truth-telling and humanizing in education research. The session will conclude with synthesized remarks from the session’s discussant and time for dialogue and question and answers amongst panelists and attendees.
Paper: A Black Feminist Approach to Positionality as Dynamic Relationships in Education Research
Authors:
•   Michael W. Moses, University of California - Riverside
•   Francesca Arielle Williamson, Indiana University School of Medicine

Fri, May 5, 9:45 to 11:15am CDT (7:45 to 9:15am PDT)
Event: New Perspectives on International Students in U.S. Postsecondary Education
Paper: Examining Chinese International Students’ Experience of Racialization During the COVID-19 Pandemic: Through an Analysis of the Asian Critical Race Theory
Abstract: Chinese international students have become increasingly vulnerable to racial microaggressions and other negative experiences, due to the shifting socio-political environment of the United States (U.S.) and the COVID-19 pandemic. By using Asian Critical Race Theory, this paper focuses on understanding how racialization as “Asian” and the transnational influence of political tensions between U.S./ China relations, during the COVID-19 pandemic, have impacted Chinese international students’ experience of racialization.
Author:
•   Yi Zhou, University of California - Riverside

For more information on this year's conference visit the AERA website here.

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AERA

GSOE at AERA

juliep — Thu, 21 Mar 2019 20:20:47 +0000

GSOE at AERA juliep Thu, 03/21/2019 - 13:20 More News February 10, 2019 Riverside, Ca

Faculty, researchers, and students of the Graduate School of Education will be honored and presenting at the 2019 American Educational Research Association (AERA) annual meeting in April in Toronto, Canada. AERA is the largest national interdisciplinary research association devoted to the scientific study of education and learning. This year's theme is "Leveraging Education Research in a “Post-Truth” Era: Multimodal Narratives to Democratize Evidence."

Below is a full list of the honors, presentations, and papers:

HONORS

Thomas M. Smith, professor and dean of the Graduate School of Education, has been named a 2019 Fellow of the American Educational Research Association. Dr. Smith is one of only 10 prominent scholars to receive this honor, and was selected on the basis of his “notable and sustained research achievements.” Dr. Smith will be inducted on Sat, April 6, at the Fellows breakfast

Louie F. Rodriguez, associate dean of undergraduate education programs and associate professor, is accepting the AERA Hispanic Research Issues SIG on Research in Elementary, Secondary, or Postsecondary Education Award. The award recognizes research using any type of methodology or paradigms which represent research contributions in elementary, secondary, or postsecondary levels of education pertaining to Hispanic/Latino issues and concerns. Sat, April 6, 4:10 to 6:10pm, Metro Toronto Convention Center, 200 Level, Room 206C

John S. Levin, professor, will receive AERA’s Exemplary Research Award, Division J, which recognizes an individual who demonstrates an outstanding record of scholarly research in our field and an unusually high level of accomplishment. They are recognized scholars whose published research has made an outstanding contribution to knowledge and understanding in the field of higher education. *Siqi Wang, who is a doctoral student in the Higher Education program, will accept the award on Dr. Levin’s behalf Sun, April 7, at AERA J Business meeting

PRESENTATION & PAPERS

Kinnari Atit, Assistant Professor
Introducing Making into High School Science Classrooms: Exploring the Design Trade-offs in Bridging the Formal-Informal Divide (co-authored with Jue Wu, Northwestern University and others)
Mon, April 8, 2:15 to 3:45pm, Sheraton Centre Toronto Hotel, Mezzanine Level, Cedar

Kinnari Atit, Assistant Professor, not presenting
Describing the Technological Experiences Integrated Into a Spatial Skills Curriculum for Middle School Students (co-authored with Grace Panther, University of Cincinnati and others)
Mon, April 8, 2:15 to 3:45pm, Sheraton Centre Toronto Hotel, Mezzanine Level, Cedar

Yajaira Calderon, Ph.D. student in Education, Society, and Culture and Lorena Gutierrez, Assistant Professor
"...Fight and Work for What You Want in Life": Understanding the Foundations of Latina/o/x Excellence Cultivated at Home
Sat, April 6, 8:00 to 10:00am, Metro Toronto Convention Centre, 200 Level, Room 201F

Parissa M. Clark, Supervisor of Teacher Education and Omar Safie,Director of Evaluation and Assessment
Teaching Interrupted: A Case Study of Teacher Education Methods in Restorative Justice
Sun, April 7, 11:50am to 1:20pm, Metro Toronto Convention Centre, 700 Level, Room 705

Carlos A. Galan, Ph.D. Student in Higher Education Administration and Policy
Peers as Brokers of College Resources and Support (co-authored with Zoe Corwin, University of Southern California)
Sat, April 6, 4:10 to 5:40pm, Sheraton Centre Toronto Hotel, Lower Concourse, Osgoode Ballroom

Eddie Comeaux, Associate Professor and Sara Grummert, Ph.D. Student in Higher Education Administration and Policy
Exploring Support Networks and Strategies of Resistance for Black College Students at a Hispanic-Serving Institution
Sun, April 7, 11:50am to 1:20pm, Metro Toronto Convention Centre, 800 Level, Hall G

Daniela K. DiGiacomo, Postdoctoral Scholar, not presenting
Developing a System of Practical Measures, Routines, and Representations to Inform and Enhance Instructional Improvement Initiatives (co-authored with Kara J. Jackson, University of Washington - Seattle and others)
Sun, April 7, 8:00 to 9:30am, Metro Toronto Convention Centre, 800 Level, Room 801A

Daniela K. DiGiacomo, Postdoctoral Scholar, Erica Hodgin, Associate Director, CERG, and Joseph E. Kahne, Professor
Pursuing Systematic Civics Reform in the 21st Century: Tensions and Possibilities From an Emerging Research-Practice Partnership
Fri, April 5, 12:00 to 1:30pm, Metro Toronto Convention Centre, 800 Level, Hall G

Daniela K. DiGiacomo, Postdoctoral Scholar
Pursuing Interests and Getting Involved: Exploring the Conditions of Sponsorship in Youth Learning (co-authored with Carrie D. Allen, SRI International and others)
Sat, April 6, 12:20 to 1:50pm, Metro Toronto Convention Centre, 700 Level, Room 713A

Daniela K. DiGiacomo, Postdoctoral Scholar, not presenting
One Chart, Many Meanings: Understanding the Variability of Teacher Interpretations of Dashboards for Classroom Practice (co-authored with June Ahn, University of California – Irvine and others)
Tue, April 9, 10:25 to 11:55am, Metro Toronto Convention Centre, 300 Level, Hall C

Mahmut Gundogdu, Ph.D. Candidate, Educational Psychology
Comparing Multiple Disability Groups in Alternate Assessments Using Differential Item Functioning (co-authored with Fusun Sahin, American Institues for Research)
Sat, April 6, 12:20 to 1:50pm, Fairmont Royal York Hotel, Main Level, Imperial Room

Lorena Gutierrez, Assistant Professor
When a "Blood Debt" Is Owed: The Experiences and Survivance of Doctoral Students of Color (co-authored with Tuesda Roberts, Missouri State University and others)
Fri, April 5, 12:00 to 1:30pm, Metro Toronto Convention Centre, 800 Level, Hall G

Marsha M. Ing, Assistant Professor, not presenting
Developing Practical Measures to Inform Instructional Improvement Initiatives in Mathematics (co-authored with Paul A Cobb, Vanderbilt University and others)
Sat, April 6, 10:25 to 11:55am, Fairmont Royal York Hotel, Mezzanine Level, Territories

Marsha M. Ing, Assistant Professor, not presenting, Thomas M. Smith, Dean and Professor, not presenting, and Meaghan B. McMurran, Ph.D. Student, Educational Psychology, not presenting
Developing a System of Practical Measures, Routines, and Representations to Inform and Enhance Instructional Improvement Initiatives (co-authored with Kara J. Jackson, University of Washington – Seattle and others)
Sun, April 7, 8:00 to 9:30am, Metro Toronto Convention Centre, 800 Level, Room 801A

Marsha M. Ing, Assistant Professor, not presenting and Thomas M. Smith, Dean and Professor, not presenting
Highlighting Actual Interpretations and Uses in Validity Evidence (co-authored with Starlie Chinen, University of Washington – Seattle and others)
Sat, April 6, 12:20 to 1:50pm, Fairmont Royal York Hotel, Convention Level, Salon A

Tasha Inglesias, Lecturer
Creating an Academic Cipher: Expanding the Boundaries of Hip-Hop Pedagogies
Sat, April 6, 8:00 to 9:30am, Metro Toronto Convention Centre, 800 Level, Hall G

Asha K. Jitendra, Professor
Investigating the Generalizability of a Schema-Based Instructional Approach to Proportional Problem Solving: A Multistate Study (co-authored with Michael R. Harwell, University of Minnesota and others)
Sat, April 6, 10:25 to 11:55am, Sheraton Centre Toronto Hotel, Lower Concourse, Osgoode Ballroom

Asha K. Jitendra, Professor
Tier 2 Interventions for Students at Risk for Math Difficulties: A Meta-Analysis (co-authored with Ahmed Alghamdi, University of Minnesota - Twin Cities and others)
Sun, April 7, 8:00 to 9:30am, Metro Toronto Convention Centre, 200 Level, Room 206C

Joseph E. Kahne, Professor
(Discussant) Skeptical and Affective Literacies: Redefining Critical Media Pedagogies in a "Post-Truth" Era
Fri, April 5, 12:00 to 2:00pm, Metro Toronto Convention Centre, 100 Level, Room 104A

Joseph E. Kahne, Professor
(Presenter) Interdisciplinary Contributions to Civic Debate and Civic Reasoning: Post-Truth Complexities
Tue, April 9, 8:00 to 10:00am, Metro Toronto Convention Centre, 100 Level, Room 104B

Joseph E. Kahne, Professor
(Discussant) School Climate in the Age of Trump: Educators' Responses
Tue, April 9, 10:25 to 11:55am, Metro Toronto Convention Centre, 200 Level, Room 201B

Rita Kohli, Assistant Professor
The Need for Racial Literacy Development: Preparing Teachers of Color to Navigate the Hostile Racial Climate of Schools
Mon, April 8, 10:25 to 11:55am, Metro Toronto Convention Centre, 700 Level, Room 707

John S. Levin, Professor, Siqi Wang, Ph.D. Candidate, Higher Education Administration and Policy, Junying Liu, Visiting Scholar 2017/18, and Yi Zhou, Ph.D. Candidate, Higher Education Administration and Policy
University Faculty, Professional Identity, and Teaching
Mon, April 8, 8:00 to 9:30am, Sheraton Centre Toronto Hotel, Lower Concourse, Grand Centre

Patriccia Ordoñez, Ph.D. Student, Education, Society and Culture
A Critical Race Theory Analysis: Counterstories of California English Learner Students
Mon, April 8, 12:20 to 1:50pm, Metro Toronto Convention Centre, 200 Level, Room 206D

Patriccia Ordoñez, Ph.D. Student, Education, Society and Culture
The Noise Between Movements: "Tsismis" as Critical Talk and Navigation in a Graduate Program
Tue, April 9, 2:15 to 3:45pm, Metro Toronto Convention Centre, 800 Level, Hall F

Gregory J. Palardy, Associate Professor
Exploring the Effect Sizes for Noncognitive Risk Factors on Academic Performance: The Relative Importance of Student and School Compositional Effects
Fri, April 5, 2:25 to 3:55pm, Metro Toronto Convention Centre, 200 Level, Room 206B

Celeste Pilegard, Assistant Professor
Using Instructional Support to Eliminate the Seductive Details Effect
Fri, April 5, 4:20 to 5:50pm, Metro Toronto Convention Centre, 300 Level, Hall C

Raquel M. Rall, Assistant Professor
No Choice Is the Right Choice: Understanding Black Parents' School "Choices" and Engagement
Sat, April 6, 8:00 to 9:30am, Metro Toronto Convention Centre, 700 Level, Room 714A

Francisco J. Ramirez Rueda, B.A. Sociology and Education ‘19
Examining the Experiences of Latino Male Student-Athletes (co-authored with Guillermo Ortega, University of Houston)
Sun, April 7, 11:50am to 1:20pm, Metro Toronto Convention Centre, 600 Level, Room 604

Louie F. Rodriguez, Associate Professor and Associate Dean Undergraduate Education
These Are the Breaks: Ruptures in Coloniality in Educational Leadership
Sat, April 6, 4:10 to 5:40pm, Metro Toronto Convention Centre, 800 Level, Hall F

Evelyn M. Vazquez, Ph.D. Candidate Higher Education Administration and Policy
Graduate School, the Socialization Process, and the Genesis of Emotional Distress in Academia
Sat, April 6, 12:20 to 1:50pm, Sheraton Centre Toronto Hotel, Second Floor, Simcoe

Evelyn M. Vazquez, Ph.D. Candidate Higher Education Administration and Policy, and Linda Ventriglia-Navarrette, Director of Project Moving Forward
Second Language Acquisition and Literacy Development in Kindergarten Students
Sun, April 7, 3:40 to 5:10pm, Sheraton Centre Toronto Hotel, Mezzanine, Pine West

Tara J. Yosso, Professor
(Chair and Discussant) Dimensions of Community Cultural Wealth Across Time and Place: Chicana/o Efforts for Educational Equity
Fri, April 5, 2:25 to 3:55pm, Metro Toronto Convention Centre, 700 Level, Room 706

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AERA

Dean Thomas M. Smith named 2019 AERA Fellow

juliep — Fri, 15 Feb 2019 14:21:39 +0000

Dean Thomas M. Smith named 2019 AERA Fellow juliep Fri, 02/15/2019 - 06:21 More News Julie Porter February 15, 2019 Riverside, Ca

Thomas M. Smith, professor and dean of the Graduate School of Education, has been named a 2019 Fellow of the American Educational Research Association (AERA), the largest national interdisciplinary research association devoted to the scientific study of education and learning.

Smith is one of only 10 prominent scholars to receive this honor, and was selected on the basis of his “notable and sustained research achievements.” His work has been funded by the Institute for Education Sciences at the U.S. Department of Education, the National Science Foundation, and the John Randolph Haynes and Dora Haynes Foundation.

Smith’s active research involves partnering with schools and districts to improve student learning and college and career readiness. He is currently collaborating with researchers at Vanderbilt University, UC Irvine, and the University of Washington and practitioners in the Inland Empire and San Francisco to develop, test, and implement a system of practical measures and routines for instructional improvement in mathematics. He also has a collaboration with the Riverside County Office of Education to identify and scale up effective college readiness practices.

Smith served as the executive director (2014-2017) and director (2010-2014) of the National Center on Scaling Up Effective Schools (NCSU), a national research and development center funded by the Institute for Education Sciences at the U.S. Department of Education. NCSU is a collaboration between 5 universities, 2 large urban districts, and a developer of educational tools and programs (EDC) formed to enhance the capacity of school districts to identify effective practices, design and test innovations that capture the core components of those practices, and then implement the innovations in ways that improve the learning opportunities for students from traditionally low performing groups. Smith has also served as co-director of the MIST project—a National Science Foundation (NSF) funded collaboration with four large urban districts to investigate, test, and refine a set of conjectures regarding the organizational arrangements, social relations, and material resources needed to enhance the impact of professional development on mathematics teachers' instructional practices. As part of this project, he and his team of colleagues released “Systems for Instructional Improvement: Creating Coherence from the Classroom to the District Office” (2018, Harvard Education Press).

Before joining UCR, Smith was a professor and Director of Graduate Studies in the Department of Leadership, Policy, and Organizations at Peabody College of Education and Human Development, Vanderbilt University. Prior to arriving at Vanderbilt in 2001, he conducted and managed statistical research activities at the U.S. Department of Education's National Center for Education Statistics (NCES), the Organisation for Economic Cooperation and Development (OECD), and the National Science Foundation.

“We are delighted to honor these scholars for their contributions to education research and dedication to the field,” said AERA Executive Director Felice J. Levine in the official announcement. “AERA Fellows exemplify the highest standards of excellence through accomplishment, professionalism, and commitment. We welcome the class of 2019 to these prestigious ranks.”

The 2019 Fellows were nominated by their peers, selected by the AERA Fellows Committee, and approved by the AERA Council, the association’s elected governing body. They will be inducted on Saturday, April 6, during the 2019 AERA Annual Meeting in Toronto, Canada.

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