Newly Elected AERA Officers: 2010 Election Results
The American Educational Research Association (AERA) is pleased to announce the results of the 2010 Election. All of these individuals will serve on the AERA Council, the Association’s legislative and policy-determining body.
President-Elect
Arnetha F. Ball, Professor of Education at Stanford University and Visiting Barbara A. Sizemore Distinguished Professor of Urban Education at Duquesne University, has been voted president-elect of the American Educational Research Association (AERA). She will serve a one-year term as president-elect, and her term as president starts at the conclusion of the 2011 Annual Meeting in New Orleans. She will succeed Kris D. Gutierrez of the University of Colorado-Boulder, who is President of AERA in 2010-2011.
News Release Announcing President-Elect
Member-at-Large
Angela Valenzuela, Associate Vice President of the Division of Diversity and Community Engagement at the University of Texas, Austin, has been elected to a three-year term as member-at-large, starting at the conclusion of the 2010 Annual Meeting this spring in Denver, Colorado. As member-at-large, she will serve on the AERA Council.
Division Vice Presidents-Elect
Four new Vice Presidents-Elect were elected. They will start three-year terms as Vice Presidents and members of the AERA Council at the conclusion of the 2011 Annual Meeting in New Orleans, Louisiana.
Division B: Curriculum Studies
Carl A. Grant, Hoefs-Bascom Professor of Teacher Education in the Department of Curriculum and Instruction and a Professor in the Department of Afro-American Studies at the University of Wisconsin, Madison
Division F: History and Historiography
Marybeth Gasman, Associate Professor of Higher Education in the Graduate School of Education at the University of Pennsylvania
Division G: Social Context of Education
Luis C. Moll, Professor in the Language, Reading and Culture Program of the College of Education, Department of Teaching, Learning and Sociocultural Studies, at the University of Arizona
Division H: Research, Evaluation, and Assessment in Schools
Judy Arter, Pearson Education’s Assessment Training Institute
SIG Executive Committee Chair
Sharon H. Ulanoff, Professor of Bilingual/Multicultural and Literacy Education at California State University, Los Angeles, was elected Chair of the SIG Executive Committee, and thus will serve a three-year term as a member of the AERA Council. Her term will start at the conclusion of the 2010 Annual Meeting this spring in Denver, Colorado.
Graduate Student Council (GSC) Chair-Elect
Nicholas D. Hartlep, Fellow at the University of Wisconsin, Milwaukee, was voted chair-elect of the Graduate Student Council. He will start his term as Chair and a member of the AERA Council at the conclusion of the 2011 Annual Meeting in New Orleans, Louisiana.
Complete election results of all Special Interest Groups (SIGs) and Divisions.
President-Elect
Arnetha F. Ball (Ph.D., Stanford University) is a Professor of Education at Stanford University and Visiting Barbara A. Sizemore Distinguished Professor of Urban Education at Duquesne University. She has authored/co-authored and edited/co-edited six books and numerous articles, including the forthcoming AERA volume Studying Diversity in Teacher Education. Ball is Associate Editor of Urban Education, a recent Spencer Foundation Residential Fellow, past president of the National Conference of Research on Language and Literacy, former Center for Advanced Study in the Behavioral Sciences Summer Fellow, and has held leadership roles in NCTE, NSSE, and CCCC. Ball has served in several AERA leadership roles: 2007–2010 Division K Vice-President; 2004–2006 Division K Secretary; Vice President and Secretary, Writing and Literacies SIG; and Chair, Division G Nominating Committee. She currently serves on AERA Council and Executive Committee and has served on the Publications, Telecommunications, and Palmer O. Johnson Memorial Award Committees; on the AERJ and ER Editorial Boards; as an AERA/IES/OERI mentor; and is a member of Divisions G, H, and K and the Research Focus on Black Education SIG.
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Member-at-Large
Angela Valenzuela (Ph.D., University of Texas, Austin) is an Associate Vice President of the Division of Diversity and Community Engagement at the University of Texas, Austin, and Director for both the Texas Center for Education Policy and the National Latino Education Research Agenda Project. A Stanford University graduate, she also teaches jointly in the Departments of Curriculum and Instruction and Educational Administration. Valenzuela is also winner of the AERA 2000 Outstanding Book Award and the American Educational Studies Association 2001 Critics’ Choice Award for Subtractive Schooling: U.S. Mexican Youth and the Politics of Caring. She is also author of Leaving Children Behind: How “Texas-Style” Accountability Fails Latino Youth, a text that thoughtfully critiques Texas’s penchant for high-stakes testing.
Valenzuela’s work centers squarely on the public schooling experiences and outcomes of poor, minority, immigrant, and English language learning youth and how policies, practices, and the organization of schooling impact these same youth and their families. As director of the Texas Center for Education Policy, Valenzuela further ensures that student-centered research that promotes equity is made accessible to key legislators so that policies take minority students’ needs into account. During the 81st Texas State Legislature (2009), Valenzuela’s research on the harms of testing resulted in a monumental shift in how third-grade children are assessed. No longer will promotion to the fourth grade for these children be based solely on test performance. Rather, promotion will be based on holistic assessments that take into consideration grades, attendance, classroom performance, teacher and parent assessments, and test performance.
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SIG Executive Committee Chair
Sharon H. Ulanoff (Ph.D., University of Southern California) has been an AERA member since 1992 and is currently a Professor of Bilingual/Multicultural and Literacy Education at California State University, Los Angeles, where she also serves as the Associate Director of the Ed.D. Program in Educational Leadership. She is an active member of several AERA SIGs and has served the Bilingual Education Research SIG as Secretary/Treasurer (2005–2007), Program Chair (2006–2007), and SIG Chair (2007–2008). She is currently the Program Chair for the Urban Learning, Teaching, and Research (ULTR) SIG. She was elected to the SIG Executive Committee in 2008 and since then has had the opportunity to work with SIG EC members to support SIG leadership and review and update policies and procedures related to SIG governance, specifically those targeted at promoting the active participation of SIG members in SIG elections and leadership activities.
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Division Vice Presidents-Elect
Division B: Curriculum Studies
Carl A. Grant (Ph.D., University of Wisconsin, Madison) is the Hoefs-Bascom Professor of Teacher Education in the Department of Curriculum and Instruction and a Professor in the Department of Afro-American Studies at the University of Wisconsin, Madison. His research interest includes curriculum and pedagogical development in multicultural democratic education for teacher candidates, classroom teachers, and college professors. Grant has served AERA in numerous capacities, including Editor of the Review of Educational Research (1996–1999) and Chair of the Publications Committee (2003–2006). In addition, he is a member of the AERA Research Focus on Black Education SIG and one of founding members of the Critical Examination of Theories of Race, Class, and Gender SIG. He has reviewed conference proposals for several divisions. Grant has been recognized for his contributions through a number of awards. He received the Distinguished Scholar Award (1993) from AERA’s Committee on the Role and Status of Minorities in Educational Research and Development; in 2009 he was inducted as an AERA Fellow. His most recent publications include Teach! Change! Empower! (2009); a six-volume set titled History of Multicultural Education (2008, edited with Thandeka K. Chapman); Doing Multicultural Education for Achievement and Equity (2008, co-authored with Christine E. Sleeter); and Pedagogy Toward a More Perfect Democratic Union: Re-envisioning College and University Teaching (with Kim M. Wiezorek, under review). Grant has written or edited more than 30 books or monographs and written more than 125 articles, chapters in books, and reviews.
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Division F: History and Historiography
Marybeth Gasman (Ph.D., Indiana University) is an Associate Professor of Higher Education in the Graduate School of Education at the University of Pennsylvania. Her work explores historical aspects of philanthropy and historically Black colleges, Black leadership, and African-American giving. Gasman has authored or co-authored several historical books, including Reading Booker T. Washington (Johns Hopkins University Press, forthcoming); Envisioning Black Colleges (Johns Hopkins, 2007); Charles S. Johnson: Leadership Beyond the Veil in the Age of Jim Crow (SUNY Press, 2003). In addition, she has edited The History of U.S. Higher Education: Methods for Understanding the Past (Routledge, 2010), Uplifting a People (Peter Lang, 2003), and Understanding Minority-Serving Institutions (SUNY, 2008). Gasman has published articles in the History of Education Quarterly, the American Educational Research Journal, Educational Researcher, Teachers College Record, and the Journal of Higher Education. Her research on Black colleges has been cited in the Washington Post, the Wall Street Journal, the Chronicle of Higher Education, Diverse Issues in Higher Education, and U.S. News and World Report, and on National Public Radio and CNN.
In 2006, Gasman received the Association for the Study of Higher Education’s Early Career Award. She is also the recipient of a University of Pennsylvania Excellence in Teaching Award. She was recently named a Penn Fellow by the president and provost of the University of Pennsylvania. Gasman has served as the membership coordinator for Division F of AERA. She is on the History of Education Quarterly Editorial Board and served as the local arrangements chair for the History of Education Society annual meeting.
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Division G: Social Context of Education
Luis C. Moll (Ph.D., University of California, Los Angeles) is a Professor in the Language, Reading and Culture Program of the College of Education, Department of Teaching, Learning and Sociocultural Studies, at the University of Arizona. Prior to his current position, he was an Assistant Research Psychologist at the Laboratory of Comparative Human Cognition at the University of California, San Diego. His main research interest is the connections among culture, psychology, and education, especially as they relate to the education of Latino children in the United States. Among other studies, he has analyzed the quality of classroom teaching, examined literacy instruction in English and Spanish, studied how knowledge is produced in the broader social contexts of household and community life, and attempted, in collaboration with teachers, to establish pedagogical relationships among these domains of study.
Moll has served on the editorial boards of several journals, including the American Educational Research Journal, Educational Researcher, Reading Research Quarterly, the Journal of Literacy Research, and Mind, Culture, and Activity. His co-edited volume Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms, published in 2005 by Lawrence Erlbaum Press, received the 2006 Critics’ Choice Award of the American Educational Studies Association. Among his honors, he was elected to membership in the National Academy of Education (1998) and named a Fellow of the American Educational Research Association (2009). He delivered AERA’s Sixth Annual Brown Lecture in Education Research in Washington, D.C., on October 22, 2009.
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Division H: Research, Evaluation, and Assessment in Schools
Judy Arter (Ph.D., University of Illinois) has been a member of Division H for 30 years. During this time she was Chair of the Breakfast Meeting Committee for 3 years, Chair of the Display Booth Committee for 3 years, chaired and/or worked on the Publication Awards Committee for 3 years, chaired the Program Committee from 2005 to 2006, and held the position of Secretary from 2006 to 2008. She has also reviewed submissions for the Annual Meeting almost every year and served as chair and/or discussant of Division H sessions many times. Professionally, she received her Ph.D. in Special Education from the University of Illinois in 1976, worked for 2 years in the Phoenix Union High School District Research and Assessment Department, 20 years at Northwest Regional Educational Laboratory in Portland, Oregon, and 11 years at the Assessment Training Institute, also in Portland, Oregon. In the latter two positions she has both developed and scored large-scale high-stakes assessments and designed professional development materials and experiences for K–12 educators in the area of assessment, particularly classroom-level formative assessment. She is the author of numerous articles and books, including Creating and Recognizing Quality Rubrics (with Jan Chappuis, ETS, 2006), Classroom Assessment for Student Learning: Doing It Right—Using It Well (with Rick Stiggins, Jan Chappuis, and Steve Chappuis, ETS, 2006), and “Scoring Rubrics” (chapter in International Encyclopedia of Education, 3rd edition, edited by Bob Linn, in press).
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Graduate Student Council Chair-Elect
Nicholas D. Hartlep is a Fellow at the University of Wisconsin, Milwaukee, where he is pursuing his Ph.D. in Urban Education and Social Foundations of Education. His research foci are critical race theory and social justice curriculum. Hartlep is an active member of AERA, currently serving as the Division K Junior Representative. Before receiving his fellowship, Hartlep was a teacher in the Milwaukee Public Schools, the largest school district in the state of Wisconsin. He has held leadership positions at the national level such as Regional Vice President in the National Society of Collegiate Scholars. Hartlep has presented at national and international conferences, as well as published as a doctoral student. His most recent article, “Welfare Mythology: Its Feminization and Its Effect on Stakeholders,” appears in Multicultural Learning and Teaching. Hartlep holds two degrees in education: a B.S. degree in Elementary Teaching and an M.S.Ed. degree in K–12 Education.
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