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Each AERA division program committee has planned sessions designed to highlight timely research in the division's area. Following are key sessions featured by each division.

Division A—Administration, Organization, and Leadership
  • Game Change? The Increasing Significance of University-Based Research Centers in School Leadership and Policy Making. VCC, Second Level, East Room 19&20; Saturday, April 14, 2:15 pm–3:45 pm.

Participants: Michelle Renee, Annenberg Institute for School Reform; Richard Gray, Annenberg Institute for School Reform; Kevin G. Welner, University of Colorado – Boulder; Julian Vasquez Heilig, The University of Texas – Austin. Discussant: Sonya Douglass Horsford, University of Nevada – Las Vegas

  • The Promise of School Reform in Urban Communities: From Desegregation to Promise Neighborhoods. VCC, Second Level, East Room 8&15; Saturday, April 14, 4:05 pm–5:35 pm.
    Chair: RoSusan D. Bartee, The University of Mississippi

Participants: Sonya Douglass Horsford, University of Nevada – Las Vegas; Charles M. Payne, University of Chicago; Daniel M. Miller, North Carolina A&T State University; Martin Scanlan, Marquette University. Discussant: Linda C. Tillman, University of North Carolina – Chapel Hill

  • Division A Vice Presidential Address: Keeping Equity in the Foreground for Educational Leadership in Turbulent Economic and Political Times. VCC, Second Level, East Room 8&15; Sunday, April 15, 10:35 am–12:05 pm.
    Chair: Karen Stansberry Beard, Miami University

    Participant: Linda E. Skrla, Texas A&M University

Division B – Curriculum Studies

  • Cross-Border Conversations: Perspectives on International Curriculum Work. Sheraton Wall Centre, Third Level, South Pavilion Ballroom C; Saturday, April 14, 12:25 pm–1:55 pm.
    Chair: Kalwant Bhopal, University of Southampton

Papers and Participants:

  • Staying Ahead of the Game: Elite Schools’ Globalizing Curriculum Practices. Jane Edith Kenway, Monash University
  • New Directions in International Education: Toward Multiple Identities in a Transnational World. John P. Myers, University of Pittsburgh
  • Kites Over Kabul: Rebuilding Teacher Education in Afghanistan. Terrence C. Mason, Indiana University
  • Limbic Places and Seeing Others in Global Curricular Partnerships. William Gaudelli, Teachers College, Columbia University
Discussant: Kalwant Bhopal, University of Southampton
  • Trickster Chases the Tale of Education: Indigenous Storytelling Disrupting Education. Sheraton Wall Centre, Grand Ballroom Level, North Grand Ballroom C; Saturday, April 14, 2:15 pm–3:45 pm.
    Chair: Judy M. Iseke, Lakehead University

Papers and Participants:

  • Wasakechak in Métis/Cree Cultural Traditions in Digital Technologies of Film/Media. Judy M. Iseke, Lakehead University
  • The Pedagogical and Instructional Relevance of Proverbs and Songs as Indigenous Philosophies: The West African Case. George J. Dei, OISE/University of Toronto
  • A Glance at Africa Through Its Creation Stories: Pedagogical Implications in Education. Njoki N. Wane, University of Toronto
  • Trickster Chases the Tale of Education: A Mi’kmaw Exploration of Trickster Stories and Their Relevance in Community and Educational Practices. Sylvia Moore, Lakehead University
Discussant: Bekisizwe S. Ndimande, University of Illinois at Urbana-Champaign
  • Land Curriculum: Indigenous, Postcolonial, and Decolonizing Perspectives on Place, Education, and Educational Research. Division B – Curriculum Studies; Symposium. Sheraton Wall Centre, Grand Ballroom Level, North Grand Ballroom C; Sunday, April 15, 10:35 am–12:05 pm
    Chairs: Eve Tuck, SUNY – College at New Paltz; K. Wayne Yang, University of California – San Diego

Papers and Participants:

  • Tobacco in the Streets: Understanding Chicago as Indigenous Land. Megan Bang, University of Washington; Ananda Maria Marin, Northwestern University
  • Nature, Narrative, Natives: Posthumanist Ecstatic Environmentalism in the Work of Gerald Vizenor. Troy Richardson, Cornell University
  • Settler Colonialism in the Tsenacomacah: Jamestown, Tobacco, and Manifest Destiny. Kate McCoy, SUNY – College at New Paltz
  • Speaking Back to Manifest Destinies: A Land-Based Approach to Critical Curriculum Inquiry. Dolores Calderon, University of Utah
Discussant: Marcia McKenzie, University of Saskatchewan
  • The Purposes of History: Curriculum Studies and the 21st Century. Sheraton Wall Centre, Third Level, South Pavilion Ballroom B; Sunday, April 15, 2:15 pm–3:45 pm.
    Chair: Carl A. Grant, University of Wisconsin – Madison

    Participants: Warren E. Crichlow, York University; Ines Dussel, FLACSO Argentina; Bernadette M. Baker, University of Wisconsin
  • Race, Gender, and Power in Reimagining the History of American Curriculum. Sheraton Wall Centre, Third Level, North Junior Ballroom A; Monday, April 16, 12:25 pm–1:55 pm.
    Chair: Boni Wozolek, Kent State University/Medina City Schools

Papers and Participants:

  • Historical Inquiry as Everyday Practice: The Internal Past. Ann G. Winfield, Roger Williams University
  • A Curriculum for Growth: James Baldwin on the Evasiveness of White Innocence. Jeffery M. Frank, Sweet Briar College
  • Educating for Prosperity: A Historical Analysis of Education as the Panacea for Poverty. Elizabeth Ocampo Gomez, Universidad Veracruzana
  • Education at the Margins: A Century of Curricular Change at Women’s and Historically Black Colleges. Wade M. Cole, University of Utah
  • Once a Year to Be Black: Carter G. Woodson, Curriculum, and Teaching During Black History Month. LaGarrett Jarriel King, The University of Texas – Austin; Keffrelyn D. Brown, The University of Texas – Austin

Discussant: William H. Watkins, University of Illinois at Chicago

Division C – Learning and Instruction

  • Sylvia Scribner Award Address: Richard Mayer. Sheraton Wall Centre, Grand Ballroom Level, North Grand Ballroom D; Saturday, April 14, 8:15 am–9:45 am.
    Chair: Mary M. McCaslin, The University of Arizona

    Participant: Richard E. Mayer, University of California – Santa Barbara
  • Public Understanding and Public Engagement With Science. Sheraton Wall Centre, Grand Ballroom Level, North Grand Ballroom B; 10:35 am–12:05 pm.
    Chair: Gail Sinatra, University of Southern California

Papers and Participants:

  • Theme 1: Characteristics of a Scientifically Informed Public. William A. Sandoval, University of California – Los Angeles
  • Theme 2: Understanding and Evaluating Sources of Scientific Information. Rainer F. Bromme, University of Münster
  • Theme 3: Impact of Internet and Media on Public Engagement with Science. Susan R. Goldman, University of Illinois at Chicago
  • Theme 4: Communicating and Mediating Scientific Information for Understanding and Engagement. Anne Britt, Northern Illinois University
Discussants: Janice M. Earle, National Science Foundation; Anne Brüggemann, DFG (German Research Foundation)
  • Interdisciplinary and Cross-Cultural Investigations Into Cognitive and Motivational Underpinnings of Mathematical Development. Sheraton Wall Centre, Grand Ballroom Level, North Grand Ballroom A; Saturday, April 14, 10:35 am–12:05 pm.
    Chair: Yulia Kovas, University of London – Goldsmiths

Papers and Participants:

  • Developmental Trajectories of Number Knowledge in Preschool Children: A Closer Look at Some of Their Antecedents and Predictors. Jean-Pascal Lemelin, Université de Sherbrooke; Michel Boivin, Université Laval; Nadine Forget-Dubois, Université Laval; Ginette Dionne, Université Laval; Hélène Desrosiers, Institute of Statistics Quebec; Jean Séguin, University of Montréal; Richard Ernest Tremblay, University of Montréal
  • Genetic and Environmental Contributions to Math Cognition. Stephen Petrill, The Ohio State University – Columbus
  • The Origins of Mathematical Interest, Motivation, and Self-Perceived Ability. Beata Tick, King's College London; Yulia Kovas, University of London – Goldsmiths; Robert Plomin, Kings College, London
  • The Relationships Among Number Sense, Spatial Abilities, and Mathematics in Mathematically Gifted Students. Olga Ovcharova, Psychological Institute of the Russian Academy of Education; Sergei Malykh, Psychological Institute of the Russian Academy of Education; Tatiana Tikhomirova, Institute of Psychology, Russian Academy of Sciences; Maria Tosto, University of London – Goldsmiths; Yulia Kovas, University of London – Goldsmiths
  • Cross-Cultural Study of Individual Differences in Number Sense and Mathematics. Sergei Malykh, Psychological Institute of the Russian Academy of Education; Tatiana Tikhomirova, Institute of Psychology, Russian Academy of Sciences; Maria Tosto, University of London – Goldsmiths; Maja Rodic, University of London – Goldsmiths; Robert Plomin, Kings College, London; Yulia Kovas, University of London – Goldsmiths

Discussant: Stephen Petrill, The Ohio State University – Columbus

  • A Framework for Conceptualizing Reading for Understanding: Evidence-Based Argumentation in History, Science, and Literature. Sheraton Wall Centre, Third Level, North Junior Ballroom D; Saturday, April 14, 2:15 pm–3:45 pm.
    Chair: Susan R. Goldman, University of Illinois at Chicago

Papers and Participants:

  • Introduction to Reading, Evidence, and Argumentation: Reconceptualizing Reading Comprehension in Adolescence. Susan R. Goldman, University of Illinois at Chicago
  • Reexamining Literary Reasoning: Understanding Progressions and Argumentation. Carol D. Lee, Northwestern University; Stephen Briner, The University of Memphis; Marianne George, University of Illinois at Chicago; Susan R. Goldman, University of Illinois at Chicago; Allison H. Hall, University of Illinois at Chicago; Rita Jensen, WestEd; Sarah Levine, Northwestern University; Joe Magliano, Northern Illinois University; Kathryn S. McCarthy, University of Illinois at Chicago; Teresa Sosa, University of Illinois at Chicago; Mary Pat Sullivan, University of Illinois at Chicago
  • Historical Frameworks to Guide Research and Design. Cynthia R. Shanahan, University of Illinois at Chicago; Anne Britt, Northern Illinois University; Gayle Cribb, WestEd; Susan R. Goldman, University of Illinois at Chicago; Gina Hale, WestEd; Kimberly A. Lawless, University of Illinois at Chicago; Michael Manderino, Northern Illinois University; Martin Moe, Chicago Public Schools; Jacquelynn S. Popp, University of Illinois at Chicago; Diane V. Puklin, University of Chicago; Joshua L. Radinsky, University of Illinois at Chicago; Teresa Sosa, University of Illinois at Chicago
  • Designing Text-Based Investigations in Science to Address Core Knowledge Constructs. Cynthia L. Greenleaf, WestEd; Anne Britt, Northern Illinois University; Willard R. Brown, WestEd; Jodi Davenport, WestEd; Susan R. Goldman, University of Illinois at Chicago; Thomas D. Griffin, University of Illinois at Chicago; Gina Hale, WestEd; Megan Hughes, University of Illinois at Chicago; James W. Pellegrino, University of Illinois at Chicago; Ursula M. Sexton, WestEd; Tanya Cleveland Solomon, University of Illinois at Chicago; Jennifer Wiley, University of Illinois at Chicago
  • Approaching Reading for Understanding From Multiple Sources in History and Science: Initial Studies. Jennifer Wiley, University of Illinois at Chicago; Anne Britt, Northern Illinois University; Thomas D. Griffin, University of Illinois at Chicago; Brent Steffens, Northern Illinois University; Carlos R. Salas, University of Illinois at Chicago; Kristopher Jon Kopp, Northern Illinois University; Srikanth Dandotkar, Northern Illinois University; Karyn Higgs, Northern Illinois University; Susan R. Goldman, University of Illinois at Chicago

Discussant: Elizabeth B. Moje, University of Michigan

  • Public Understanding of Science: The Educational Challenges of Scientific “Uncertainty”. Sheraton Wall Centre, Grand Ballroom Level, North Grand Ballroom A; Sunday, April 15, 10:35 am–12:05 pm.
    Chair: William A. Sandoval, University of California – Los Angeles

Papers and Participants:

  • Problems in the Public Understanding of the Uncertainty of Science: Introduction to the Symposium. Barbara K. Hofer, Middlebury College
  • Some Like It Hot: How Emotions Tinge Laypeople’s Understanding of Scientific Controversies. Rainer F. Bromme, University of Münster; Dorothe Kienhues, University of Münster
  • Students’ Interpretation of Uncertainty in Health News Articles. Anne Britt, Northern Illinois University; Amanda Marie Durik, Northern Illinois University; Brent Steffens, Northern Illinois University; Kayley Bloss, Northern Illinois University; John Baker, Northern Illinois University
  • How Learners Deal With Uncertainty in Controversial Science-Related Texts. Johanna Maier, University of Kassel; Tobias Richter, University of Kassel
  • Elementary Students’ Abilities to Evaluate Uncertain Data Presented as Contingency Tables: Basic Understanding, the Influence of Context and Numerical Data Integration. Anke Lindmeier, TU München; Kristina M. Reiss, TU München; Petra Barchfield, Ludwig-Maximilians-Universität München; Beate Sodian, University of Munich

Discussant: Jonathan F. Osborne, Stanford University

  • Technology-Supported Learning in K–12 Science. Sheraton Wall Centre, Fourth Level, North Port McNeill; Sunday, April 15, 2:15 pm–3:45 pm.
    Chair: Mable Kinzie, University of Virginia

Papers and Participants:

  • EcoMUVE: Shifts in Affective Beliefs and Values About Science Through Learning Experiences in Immersive Virtual Environments. Amy M. Kamarainen, Harvard University; Shari J. Metcalf, Harvard University
  • Common Knowledge: Scaffolding Collective Inquiry for Knowledge Communities. Cresencia Fong, OISE/University of Toronto; Rebecca M. Cober, University of Toronto; Cheryl Ann Madeira, OISE/University of Toronto; James D. Slotta, University of Toronto
  • Model-Based Learning About Climate Change With Productive Failure: Preliminary Findings. Michael J. Jacobson, The University of Sydney; Lina Markauskaite, The University of Sydney; Nick Kelly, The University of Sydney; Paul G. Stokes, Hornsby Girls School
  • Learning by Designing With Data: Harnessing Low-Cost Handheld Game Controllers to Instrument Students’ Science Projects. Sarah Lewis, Stanford University; Wendy Ju, Stanford University
  • Children Learning Technological Design With Physical and Digital Robots. Katherine Joy Nilsen, University of California – Santa Barbara; Danielle Boyd Harlow, University of California – Santa Barbara
  • Teaching and Learning for the Environment: Perspectives on Understandings, Values, and Actions. Sheraton Wall Centre, Grand Ballroom Level, North Grand Ballroom B; Monday, April 16, 10:35 am–12:05 pm.
    Chair: Douglas Lombardi, University of Nevada – Las Vegas

Papers and Participants:

  • Introduction. Bruce Johnson, The University of Arizona
  • Public Perceptions of Climate Change. Martin Storksdieck, National Academy of Sciences
  • Ecological Understandings as a Basis for Personal and Public Decision Making. Beth A. Covitt, University of Montana; Charles W. Anderson, Michigan State University; Kristin L. Gunckel, The University of Arizona
  • Values in Environmental Learning. Bruce Johnson, The University of Arizona
  • POSOH: Integrating Perspectives to Drive the Development of Place-Based and Culturally Relevant Sustainability Curriculum. Manali J. Sheth, University of Wisconsin – Madison; Jerilyn R. Grignon, College of Menominee Nation; Hedi Baxter Lauffer, University of Wisconsin – Madison

Discussant: Nancy B. Songer, University of Michigan

  • Science Education for the Competent Outsider: What We Already Know and Do. Sheraton Wall Centre, Third Level, South Pavilion Ballroom B; Monday, April 16, 10:35 am–12:05 pm.
    Chair: Noah R. Feinstein, University of Wisconsin – Madison

Papers and Participants:

  • Youth Citizen Science Journalism as a Means to Develop Competent Outsiders. Joseph L. Polman, University of Missouri
  • Putting on a Green Carnival: Using a Critical Connection to Place to Reposition Science. Daniel Birmingham, Michigan State University; Angela Calabrese Barton, Michigan State University
  • Becoming a Competent Outsider: Ways That Diverse Families Engage With Science in Museums and Aquariums. Doris B. Ash, University of California – Santa Cruz
  • Competent Outsiders in the Public Sphere: What Research on Civic Engagement Means for Science Education. Shusaku Horibe, University of Wisconsin – Madison

Discussant: David Isaac Waddington, Concordia University

  • Division C Vice Presidential Address: Gale M. Sinatra. Sheraton Wall Centre, Grand Ballroom Level, North Grand Ballroom A; Monday, April 16, 2:15 pm–3:45 pm.
    Chair: P. Karen Murphy, The Pennsylvania State University

Paper and Participant:

  • Motivation, Emotion, and Conceptual Change Research: A Progress Report on the Warming Trend. Gale M. Sinatra, University of Southern California
  • When More of the Same Old Story Is Just Not Enough: Possibilities and Challenges of Teaching Students and Their Teachers to Think Historically. Sheraton Wall Centre, Third Level, North Junior Ballroom D; Monday, April 16, 4:05 pm–6:05 pm.
    Chair: Bruce A. VanSledright, University of Maryland – College Park

Papers and Participants:

  • Pedagogies Integrating Knowing and Doing History. Jannet Van Drie, University of Amsterdam; Harry Havekes, Radboud University; Carla Van Boxtel, University of Amsterdam
  • Learning to Teach Argumentative Historical Writing by Analyzing Student Work. Chauncey B. Monte–Sano, University of Maryland; Susan De La Paz, University of Maryland; Mark K. Felton, San José State University; Roderick LaMar Carey, University of Maryland – College Park; Kelly Worland, University of Maryland; Laura S. Yee, University of Maryland
  • Searching for the Unknown in Teacher Professional Development Programs: What Does (Can) Success Look Like? Carla L. Peck, University of Alberta
  • Promises and Perils in Attempting to Change History Teachers’ Practices: Results From an 18-Month Teaching American History Grant Intervention. Bruce A. VanSledright, University of Maryland – College Park; Liliana Maggioni, University of Maryland – College Park; Kimberly Reddy, University of Maryland – College Park

Discussant: Peter C. Seixas, The University of British Columbia

  • Moving Advanced High School Courses to Poverty-Impacted Urban Settings: Multidisciplinary Research on Rigor, Access, Learning, and Engagement. Sheraton Wall Centre, Third Level, South Pavilion Ballroom D; Tuesday, April 17, 10:35 am–12:05 pm.

Chair: John D. Bransford, University of Washington

Papers and Participants:

  • Innovation Through Anchored Collaboration. John D. Bransford, University of Washington; Nancy J. Vye, University of Washington
  • Rethinking Rigor in High School Coursework: Toward Deep Knowing and Equity in “Advanced Placement United States Government and Politics”. Walter C. Parker, University of Washington; Angeline Jude Enk Sung Yeo, University of Washington; Jane Lo, University of Washington
  • School Context and the Implementation of Rigorous High School Curricula. Diem T. Nguyen, University of Washington; Lise Whitfield, University of Washington; Amy Sharp, University of Washington
  • Interest Is Not Enough: Designing for Engagement in Project-Based Courses. Susan B. Nolen, University of Washington; Kendall Becherer, University of Washington; Susan E. Cooper, University of Washington; Gavin Tierney, University of Washington; Chris Ward, University of Central Florida
  • Literacy Challenges for Teachers and Students in Rigorous Courses in Urban High Schools. Sheila Valencia, University of Washington; Sara Nachtigal, University of Washington

Discussant: Linda Darling-Hammond, Stanford University

  • Motivation and Emotion in Context: Exploring the Influence of Culture and Context on Teachers’ Lives. Sheraton Wall Centre, Fourth Level, South Galiano; Tuesday, April 17, 2:15 pm–3:45 pm.
    Chairs: Ji Yeon Hong, University of Oklahoma; Dionne Indera Cross, Indiana University

Papers and Participants:

  • Two Novice Teachers’ Negotiations of Figured Worlds and Their Developing Views of Student Motivation. Susan E. Cooper, University of Washington
  • Teachers’ Emotions in Times of Change: Responding to the Challenges of Multiculturalism and Immigration. Michalinos Zembylas, The Open University of Cyprus
  • Early Career Mathematics and Science Teachers’ Emotional Experiences, and Emerging Teacher Identities. Paul A. Schutz, The University of Texas – San Antonio; Sharon L. Nichols, The University of Texas – San Antonio; Kimberly Bilica, The University of Texas – San Antonio; Kelly A. Rodgers, City University of New York; Walt Hudson, The University of Texas – San Antonio; Jamie McKenzie Davis, The University of Texas – San Antonio
  • Examining Emotional Regulation During the Act of Teaching. Dionne Indera Cross, Indiana University; Ji Yeon Hong, University of Oklahoma
  • Implicit Beliefs About Emotional Display Rules in the Classroom, Emotion Regulation, and Burnout. Mei-Lin Chang, Emory University

Discussant: Debra K. Meyer, Elmhurst College

Division D – Measurement and Research Methodology

  • Division D Graduate Student Seminar: Are You a Next-Generation Methodologist? Transitioning From Graduate Student to Professional in a Next-Generation Research-and-Assessment World. VCC, First Level, East Ballroom C; Friday, April 13, 8:00 am–11:00 am.
    Chair: Laurie L. Davis, Pearson
  • Division D Exemplary Work From Promising Researchers. Marriott Pinnacle, Third Level, Pinnacle I; Friday, April 13, 2:15 pm–3:45 pm.
    Chair: Karen E. Rambo, Colorado State University
    Participants: Deborah D. Dailey, University of Arkansas at Little Rock; Hwa Young Lee, The University of Texas – Austin; Mary Roduta Roberts, University of Alberta; Shuyan Sun, University of Cincinnati
    Discussants: Jeffrey R. Harring, University of Maryland; Robert Henson, University of Michigan; D. Betsy McCoach, University of Connecticut
  • The Role of the Methodologist, Methodological Expertise, and Methodological Responsibility in Qualitative Inquiry. VCC, Second Level, West Room 204; Friday, April 13, 2:15 pm–3:45 pm.
    Chair: Penny A. Pasque, University of Oklahoma
    Participants: Judith Preissle, University of Georgia; Michael G. Gunzenhauser, University of Pittsburgh; Stacy Otto, Illinois State University; Mirka E. Koro-Ljungberg, University of Florida; Aaron M. Kuntz, The University of Alabama
    Discussant: Maggie Maclure, Manchester Metropolitan University
  • Division D Measurement and Research Methodology Luncheon and Business Meeting: Computerized Adaptive Testing and Multistage Testing: In Which Direction Should Online Testing Go? VCC, First Level, West Ballroom D; Saturday, April 14, 12:25 pm–1:55 pm.
    Chairs: Barbara G. Dodd, The University of Texas – Austin; Hyeonjoo J. Oh, ETS

Paper and Participants:

  • Computerized Adaptive Testing and Multistage Testing: In Which Direction Should Online Testing Go? Hua-Hua Chang, University of Illinois at Urbana-Champaign; Zhiliang Ying, Columbia University
  • The Robert L. Linn Distinguished Address. Getting Serious About Test Score Reporting: One of the Keys to Successful Educational Reform. VCC, First Level, West Room 109&110; Saturday, April 14, 2:15 pm–3:45 pm.
    Chair: Lorrie A. Shepard, University of Colorado – Boulder
    Participant: Ronald K. Hambleton, University of Massachusetts – Amherst
  • Division D Mentoring Reception for New Professionals. Fairmont Waterfront, Concourse Level, Malaspina Room; Saturday, April 14, 4:05 pm–6:05 pm.
    Chair: Daniel M. Lewis, CTB/McGraw-Hill LLC
  • NCME and AERA Division D Joint Welcome Reception for Current and New Members. Hyatt Regency, Convention Level, Regency A; Saturday, April 14, 6:15 pm–8:30 pm.
  • GSC Division D Fireside Chat: Value-Added Modeling in Educational Research and Evaluation. Marriott Pinnacle, Fourth Level, Ambleside. Monday, April 16, 10:35 am–12:05 pm.
    Chairs: Grant B. Morgan, University of South Carolina; Yuan Zhang, University of Maryland – College Park
    Participants: Damian W. Betebenner National Center for the Improvement of Educational Assessment, Inc.; Henry I. Braun, Boston College; Pete Goldschmidt, University of Maryland – College Park; Daniel McCaffrey, RAND Corporation
  • Modeling Frameworks for Measurement Issues. Marriott Pinnacle, Third Level, Pinnacle II; Monday, April 16, 4:05 pm–5:35 pm.
    Chair: Rochelle S. Michel, ETS

Papers and Participants:

  • A Multilevel Approach to Identifying Criterion-Related Profile Patterns. Yu-Feng Chang, University of Minnesota; Christopher David Desjardins, University of Minnesota; Chi-Keung Chan, Minneapolis Public Schools
  • Applying the Testlet Response Theory to the Random Facet px(i:c) Design of Generalizability Theory. Yuehmei Chien, Pearson; Robert L. Brennan, University of Iowa
  • Incorporating Item Response Theory Into Structural Equation Modes and Modeling the Nonlinear Relationship Among Latent Variables. Wen-Chung Wang, The Hong Kong Institute of Education; Kuan-Yu Jin, The Hong Kong Institute of Education
  • Problems of Standardization Identification Method in Testing Measurement Invariance Through a Multigroup Confirmatory Factor Analysis. Eunju Jung, Texas A&M University; Myeongsun Yoon, Texas A&M University
  • Measurement Invariance Testing With Multiple-Group Second-Order Latent Growth Model: A Monte Carlo Study. Eun Sook Kim, University of South Florida; Myeongsun Yoon, Texas A&M University; Victor L. Willson, Texas A&M University

Discussant: Hariharan Swaminathan, University of Connecticut

  • Division D 2012 In-Progress Research Gala. VCC, First Level, West Ballroom B; Monday, April 16, 6:15 pm–7:45 pm.
    Chair: Grant B. Morgan, University of South Carolina

Division E – Counseling and Human Development

  • Adolescent-Adult Relationships as Developmental Spaces: Mechanisms Underlying Positive Development for Diverse Youth. VCC, Second Level, East Room 13; Saturday, April 14, 8:15 am–10:15 am.
    Chair: Judith L. Meece, University of North Carolina

Papers and Participants:

  • “He’s More Like a Brother Than a Teacher”: Adult-Youth Relationships in a Program for African American Males. Nailah Suad Nasir, University of California – Berkeley; Maxine Ramona McKinney de Royston, University of California – Berkeley; Kihana Miraya Ross, University of California – Berkeley; Jarvis Givens, University of California – Berkeley
  • Feeling Known and Unknown in U.S. High Schools. Vichet Chhuon, University of Minnesota
  • Promoting and Silencing “Queer Voice”: The Role of Educators. Michael Sadowski, Bard College
  • Quantity and Quality of Relationships With Important Nonparental Adults: The Mediating Role of Youth Intentional Self-Regulation and Hopeful Future Expectations for Positive Youth Development. Edmond P. Bowers, Tufts University; G. John Geldhof, Tufts University; Kristina Schmid, Tufts University
  • Reaching-Down Reaching-Up Models of Applied Child and Adolescent Development Research. Tanner LeBaron Wallace, University of Pittsburgh

Discussant: Cynthia Hudley, University of California – Santa Barbara

  • Youth Victimization: Diverse Contexts and Psychosocial Consequences. Fairmont Waterfront, Concourse Level, Malaspina Room; Saturday, April 14, 10:35 am–12:05 pm.
    Chair: Roxana Marachi, San José State University

 Papers and Participants:

  • Poly-Victimization and Psychosocial Adjustment Among African American Adolescents. Lily Ortega, University of Illinois at Urbana-Champaign
  • Cumulative Risk Factors Leading to Delinquency and Antisocial Behavior. Gabriel Joey Merrin, University of Illinois
  • The Long-Term Impact of Peer Victimization on Depressive Symptoms and Suicidal Thoughts. Lisa De La Rue, University of Illinois at Urbana-Champaign
  • Links Between Depression and Substance Use in Early Adolescence: The Mediating Role of Bully Victimization. Mrinalini Rao, University of Illinois at Urbana-Champaign

Discussant: Ron Avi Astor, University of Michigan

Division F – History and Historiography

  • Spaces of Protests: Student Activism in the Post-World War II Era. VCC, Third Level, West Room 306; Saturday, April 14, 12:25 pm–1:55 pm.
    Chair: Marybeth Gasman, University of Pennsylvania

Papers and Participants:

  • “Building Up Our Own Institutions”: A History of Student Agency in Mississippi, 1941–1965. Jon Hale, College of Charleston
  • Afro-Asian American Solidarity and Collaboration on College Campuses: 1965–1975. Thai-Huy P. Nguyen, University of Pennsylvania; Keon Monte McGuire, University of Pennsylvania; Colin Williams, University of Pennsylvania
  • The Seattle Liberation Front: Exploring (Former) Student Activism of the Late New Left Era. Jacob Benjamin Starsky, University of Washington
  • A History of the Vietnamese Students Association at the University of California, Irvine, 1980–1990. Thai-Huy P. Nguyen, University of Pennsylvania

Discussant: Derrick Alridge, University of Georgia

  • Lessons From Below: Reshaping Southern and U.S. Educational History. VCC, Second Level, West Room 205; Saturday, April 14, 2:15 pm–3:45 pm.
    Chair: Christopher M. Span, University of Illinois at Urbana-Champaign

Papers and Participants:

  • Was It for Their Good? Black Students and the Desegregation of a Southern Private School, 1967–1972. Michelle A. Purdy, Michigan State University
  • “Students as a Force for Social Change”: A History of the Freedom Schools and Head Start in Mississippi, 1963–1970. Jon Hale, College of Charleston
  • “Don’t Be Fooled…The Fight Has Just Begun”: Black Youth Activism and White Opposition, 1954–1972. Vincent DeWayne Willis, Emory University
  • Educational Capital and the Circular Migration of Southern Black Educators, 1945–1970. Donna Jordan-Taylor, University of Washington

Discussant: James D. Anderson, University of Illinois at Urbana-Champaign

  • Leaders in the History of American Education: Autobiographical Essays. VCC, Second Level, East Room 13; Saturday, April 14, 4:05 pm–6:05 pm.
    Chair: Wayne J. Urban, The University of Alabama

Papers and Participants:

  • Leaders in the History of American Education: A Brief Introduction. Wayne J. Urban, The University of Alabama
  • From the Wabash to the Hudson to the Charles. Patricia Albjerg Graham, Harvard University
  • Seeking a Social and Urban History of Education. John L. Rury, The University of Kansas
Discussants: Kathleen A. Murphey, Indiana University – Purdue University at Fort Wayne; William G. Tierney, University of Southern California; Alison Prentice, University of Victoria
  • Spatial Categories of Analysis and Educational Inequality in the Postwar Era. VCC, Third Level, West Room 305; Sunday, April 15, 2:15 pm–3:45 pm.
    Chair: Harvey A. Kantor, University of Utah
Papers and Participants:
  • Schools for the Suburbs: Defining Spaces for Education in a Metropolitan District. Ansley T. Erickson, Teachers College, Columbia University
  • No Choice but Choice: Eliminating School District Boundaries in the Desegregation Era. Hilary Moss, Amherst College
  • Education and the Changing Geo-Spatial Organization of Inequality: Secondary Attainment in the United States, 1940–1980. John L. Rury, The University of Kansas; Argun Saatcioglu, The University of Kansas

Division G – Social Context of Education

  • Division G Business Meeting and Invited Presentation. VCC, First Level, West Room 114&115; Saturday, April 14, 6:15 pm–7:45 pm.
    Chair: Luis C. Moll, The University of Arizona
  • Gutter Rainbows and Concrete Roses: Utilizing Community Cultural Wealth to Find Beauty in the Hideous. VCC, Second Level, West Room 206; Tuesday, April 17, 12:25 pm–1:55 pm.
    Chair: Lindsay Perez Huber, University of California – Los Angeles

Papers and Participants:

  • Beginning With Me: Accounting for Our Counterstories in Socially Just Qualitative Design. Cheryl E. Matias, University of Colorado – Denver
  • “So, If You Want to Really Hurt Me, Talk Badly About My Language”: Latina/o Teachers and Linguistic Microaggressions, Implications for Pedagogy and Practice. Elexia Reyes McGovern, University of California – Los Angeles
  • Uncovering the Transnational and Navigational Capital of Teachers in the Borderlands. Carol Brochin Ceballos, The University of Texas – El Paso
  • “It’s the Voice of the Voiceless, Hope for the Hopeless”: Envisioning an Aesthetic Capital Through a Community Cultural Wealth Lens. Shiv Raj Desai, Thomas More College; Tyson E.J. Marsh, Iowa State University

Discussant: Daniel Gilbert Solorzano, University of California – Los Angeles

Division H – Research, Evaluation, and Assessment in Schools

  • Division H Graduate Student Poster Session: Using Data to Drive Educational Success. VCC, First Level, East Ballroom B; Saturday, April 14, 10:35 am–12:05 pm.

Posters and Participants:

  • 16. Correlations Between Developmental Kindergarten. Kelly A. Coughlan-Mainard, University of Washington
  • 17. Examining Alignment Between State Science Assessment and Classroom Activities. Linette Mar'ea McJunkin, The University of Kansas; Vicki D. Peyton, The University of Kansas; Melinda Montgomery, The University of Kansas; Kayla Supon-Carter, The University of Kansas
  • 18. Learning Through the Lens of 21st-Century Competencies: Evaluating a School-Based Professional Development Program. Philip Evan Bernhardt, Metropolitan State College of Denver; Marjorie Clark, The George Washington University
  • 19. Performance Assessments: A Potential Solution to High-Stakes Testing Consequences. Angela Shelton, Temple University
  • 20. Principal Change Facilitator Style and Student Learning: The Effects of Teacher Efficacy and Curriculum Satisfaction. Jillian Cohen, University of Nevada – Las Vegas; Jason Boggs, University of Nevada – Las Vegas; Ralph E. Reynolds, University of Nevada – Las Vegas; Gwen C. Marchand, University of Nevada – Las Vegas; Gene E. Hall, University of Nevada – Las Vegas
  • 21. Attribution of Responsibility for College Readiness in High Schools. Elizabeth M. Gilkey, University of Oregon
  • 22. Comparison of the Efficiency of Blocking Factors for Randomized Control Studies in Education. Ying Zhang, IMPAQ International, LLC
  • 23. Creating the Tools for Student Success: Validation of an RtI (Response to Intervention) School Fidelity Rubric. Adena S. Miller, Colorado Department of Education
  • 24. Examining Relationships Between Student Learning Conditions and Student Achievement: Evidence From a North Carolina Survey. Jennifer Maxfield, North Carolina State University; Megan Townsend, North Carolina State University; Dina Carol Walker-DeVose; Daniel S. Stanhope, North Carolina State University
  • 25. How Principals Understand and Apply Growth Model Data. Amanda Corby Soto, University of Massachusetts – Amherst; Kathryn A. McDermott, University of Massachusetts – Amherst; Lisa A. Keller, University of Massachusetts – Amherst
  • 26. Using Data to Innovate: How Teachers Develop Student Assessment Systems to Advance New School Visions. Jarod Noboru Kawasaki, University of California – Los Angeles; Karen H. Quartz, University of California – Los Angeles
  • Affirmative Action Perspectives: Blurring the Margin/Center Divide: Methodological, Theoretical, and Practical Implications for Research. Marriott Pinnacle, Third Level, Pinnacle III; Saturday, April 14, 2:15 pm–3:45 pm.
    Chair: Winona Burt Vesey, University of Houston – Clear Lake

Papers and Participants:

  • The Space Between the Margin and Center: Blurring Difference Lines in Educational Research. Rachelle Winkle-Wagner, University of Nebraska; Debora Hinderliter Ortloff, University of Houston – Clear Lake
  • Crossing Difference Lines in Educational Research. Lori D. Patton, University of Denver
  • Engaging Critical Research on Asian Americans in Higher Education. Dina C. Maramba, Binghamton University – SUNY
  • “Checking Off” the “Race” Box: Reifying the Margin/Center Divide. Cheryl A. Hunter, University of North Dakota
Discussant: Michael W. Apple, University of Wisconsin – Madison
  • K–12 Student Success: Complexity in Mathematics and Science Education Research. Marriott Pinnacle, Third Level, Pinnacle II; Saturday, April 14, 2:15 pm–3:45 pm.
    Chair: Hannah Sevian, University of Massachusetts – Boston

Papers and Participants:

  • Reflecting on Complexity in Mathematics and Science Education Research Investigating Student Success. Wendy M. Smith, University of Nebraska – Lincoln
  • Impact of MSP (Math-Science Partnership)-Prepared Mathematics Specialists on Middle School Instruction and Student Success. Aimee Ellington, Virginia Commonwealth University
  • Using Learning Progression Frameworks and Assessments to Guide Research and Professional Development. Jennifer H. Doherty, Michigan State University
  • Disciplinary Content-Focused Versus Cross-Disciplinary Concept-Focused Professional Development for Science Teachers. Robert Chen, University of Massachusetts – Boston
  • Identifying and Measuring Factors Related to Student Learning: Promises and Pitfalls of Teacher Instructional Logs. Sean Smith, Horizon Research, Inc.

Discussant: Lance Perez, University of Nebraska – Lincoln

  • Evaluating the Effectiveness of Innovative Programs for Secondary and Postsecondary Students. Marriott Pinnacle, Third Level, Shaughnessy II; Monday, April 16, 10:35 am–12:05 pm.
    Chair: Melinda J. Mollette, North Carolina State University

Papers and Participants:

  • Student Evaluations: Are We Measuring What We Intend to Measure? Nachamma Sockalingam, SIM University
  • Tracking Texas High School AVID (Advancement Via Individual Determination) Students Into Texas Public Higher Education. Colby Stoever, Texas Higher Education Coordinating Board; Dennis Andrew Johnston, AVID Center
  • How Are After-School Programs Working at High Schools? Jia Wang, University of California – Los Angeles; Jordan Rickles, University of California – Los Angeles
  • Measuring Program Implementation Fidelity and Its Impact on Participant Outcomes. Dennis Andrew Johnston, AVID Center; Philip Nickel, AVID Center

Discussant: Shazia R. Miller, American Institutes for Research

Division I – Education in the Professions

  • Division I Vice Presidential Address: Improving Education in the Professions: Is It an Education or Professions Problem? Pan Pacific, Restaurant Level, Pacific Rim Suite 2; Saturday, April 14, 4:05 pm–6:05 pm.
    Participant: Ara Tekian, University of Illinois at Chicago
    Discussant: David M. Irby, University of California – San Francisco
  • Division I Business Meeting. Pan Pacific, Restaurant Level, Pacific Rim Suite 2; Saturday, April 14, 6:15 pm–8:15 pm.
    Chair: Ara Tekian, University of Illinois at Chicago
  • Measurement Issues in Medical Licensure and Certification. VCC, First Level, West Room 114&115; Tuesday, April 17, 12:25 pm–1:55 pm.
    Chair: Anthony R. Artino, Uniformed Services University of the Health Sciences

Papers and Participants:

  • The Impact of Changes to the Written Communication Construct on Examinee Performance and Pacing: Findings From the USMLE (United States Medical Licensing Examination) Step 2 Clinical Skills 2011 Pilot Examinations. Kimberly A. Swygert, National Board of Medical Examiners; Su G. Baldwin, National Board of Medical Examiners; Thomas Rebbecchi, Educational Commission for Foreign Medical Graduates; Colette Scott, National Board of Medical Examiners; Gail E. Furman, National Board of Medical Examiners; Jeannette M. Sanger, National Board of Medical Examiners
  • Certified Internist’s Knowledge of the Care for Underserved Patients. Rebecca S. Lipner, American Board of Internal Medicine; Rebecca A. Baranowski, American Board of Internal Medicine; Michelle Johnston-Fleece, American Board of Internal Medicine
  • Assessment of Clinical Reasoning: Effect of Case Characteristics on Raters. Danette W. McKinley, Foundation for Advancement of International Medical Education and Research; Thomas Rebbecchi, Educational Commission for Foreign Medical Graduates
  • Assessing the Psychometric Impact of Enhancements to the Documentation Component of the USMLE (United States Medical Licensing Examination) Step 2 CS. Su G. Baldwin, National Board of Medical Examiners; Polina Harik, National Board of Medical Examiners; Kimberly A. Swygert, National Board of Medical Examiners; Brian E. Clauser, National Board of Medical Examiners; Thomas Rebbecchi, Educational Commission for Foreign Medical Graduates

Discussant: Rebecca A. Baranowski, American Board of Internal Medicine

Division J – Postsecondary Education

  • Division J Invited Session: Racial Equity in Higher Education: A Blueprint for Praxis. VCC, Second Level, West Room 215&216; Friday, April 13, 12:00 pm–1:30 pm.
    Chairs: Shaun R. Harper, University of Pennsylvania; Lori D. Patton, University of Denver
    Participants: Richard Delgado, Seattle University; Gloria J. Ladson-Billings, University of Wisconsin – Madison; Edward Taylor, University of Washington
  • Division J Invited Session: How Should Researchers Define and Measure College Student Success? VCC, Third Level, West Room 306; Friday, April 13, 2:15 pm–3:45 pm.
    Chair: Scott L. Thomas, Claremont Graduate University
    Participants: Regina J. Deil-Amen, The University of Arizona; CHiXapkaid Michael Pavel, University of Oregon; Ann Person, Bill & Melinda Gates Foundation; Vincent Tinto, Syracuse University
  • Division J Invited Session: Developing an Activist Research Agenda. VCC, Second Level, West Room 208&209; Saturday, April 14, 10:35 am–12:05 pm.
    Chair: Michelle M. Espino, University of Georgia
    Participants: Benjamin Baez, Florida International University; Estela M. Bensimon, University of Southern California; William G. Tierney, University of Southern California; Deborah Santiago, Excelenica in Education.
  • Division J Invited Session: Big-Time College Sports: Mitigating the Academic-Athletic Divide. VCC, Second Level, West Room 215&216; Sunday, April 15, 12:25 pm–1:55 pm.
    Chair: Eddie Comeaux, University of Kentucky
    Participant: Charles Clotfelter, Duke University
    Discussant: James Antony, University of Washington
  • Division J Invited Session: The Global Implications of Immigration: Educational Attainment and Jobs. VCC, Second Level, West Room 208&209; Sunday, April 15, 2:15 pm–3:45 pm.
    Chair: Stella M. Flores, Vanderbilt University
    Participants: Angel Harris, Princeton University; Alma Maldonado-Maldonado, National Polytechnic Institute, Mexico; Amy S. Metcalfe, The University of British Columbia
  • Division J Vice Presidential Invited Session: Implications of Recent Economic Changes for the Professoriate. VCC, Second Level, West Room 212&213; Monday, April 16, 10:35 am–12:05 pm.
    Chair: Laura W. Perna, University of Pennsylvania
    Participants: Linda J. Muzzin, OISE/University of Toronto; Gary D. Rhoades, The University of Arizona; Christine A. Stanley, Texas A&M University – College Station; William M. Zumeta, University of Washington

Division K – Teaching and Teacher Education

  • Embracing Soul Work: Black Educators Teaching for Justice. VCC, Second Level, West Room 222; Saturday, April 14, 8:15 am–9:45 am.
    Chair: Donyell Lakishka Roseboro, University of North Carolina – Wilmington

 Papers and Participants:

  • Care-Sickness: Teaching With a Pedagogy of Soul. Donyell Lakishka Roseboro, University of North Carolina – Wilmington; Sabrina N. Ross, Georgia Southern University
  • Education and Politics in Texas: The Legacies of Laurine C. Anderson and Edward L. Blackshear. Jared R. Stallones, California State University, Long Beach
  • Perspectives and Possibilities From a Black Veteran Educator: An Understanding of Agency. Paige M. Bray, University of Hartford
  • Journey of Elam: The Servant-Leadership Pedagogy of a Public Intellectual. Zorka Karanxha, University of South Florida; Vonzell Agosto, University of South Florida
  • Desegregation Pioneers: Teaching With an Epistemology of Navigation. Karen Meadows, Guilford County Schools

Discussant: Sabrina N. Ross, Georgia Southern University

  • Preachin’ to the Unconverted: Building Community Between Critical Teacher Educators of Color and Their Predominately White Preservice Candidates. VCC, Second Level, West Room 224; Saturday, April 14, 8:15 am–9:45 am.
    Chair: Adrienne D. Dixson, University of Illinois

Papers and Participants:

  • Don’t Wanna Be a Playa, but a Spect-Actor: Utilizing Theatre of the Oppressed Within Teacher Education to Create Emancipatory Teachers. Shiv Raj Desai, Thomas More College
  • Walking the Walk: Using Culturally Responsive Pedagogy and Critical Pedagogy as a Model for Preservice Teachers. Clifford H. Lee, University of California – Los Angeles
  • On the “Flip” Side: A Teacher Educator of Color Unveiling the Dangerous Minds of Teaching White Teacher Candidates. Cheryl E. Matias, University of Colorado – Denver
  • Solidarity Not Charity: Decolonizing Teacher Education. Patrick Camangian, University of San Francisco

Discussant: Tyrone C. Howard, University of California – Los Angeles

  • Promoting Educator Agency: Navigating Restrictive Policy Environments Through Professional Development for Teachers of English Language Learners. VCC, Second Level, East Room 19&20; Saturday, April 14, 8:15 am–9:45 am.
    Chair: Eugene E. Garcia, Arizona State University

Papers and Participants:

  • Overview: The ITELL (Institute for Teachers of English Language Learners) Project Model for Teachers of English Language Learners. Eugene E. Garcia, Arizona State University
  • Professional Development Reflected in English Language Learner Classrooms. Margarita Jimenez-Silva, Arizona State University; Tracy R. Nguyen, Arizona State University
  • English Language Learners’ Professional Development Reflects Educator Agency. M. Beatriz Arias, Arizona State University; Amy M. Markos, Arizona State University
  • ITELL (Institute for Teachers of English Language Learners) Quantitative Outcomes: Assessing the English Language Learner Professional Development Model. Kerry Chase Lawton, Arizona State University; Eduardo Henrique Diniz De Figueiredo

Discussant: Luis C. Moll, The University of Arizona

  • Urban Teacher Residencies, Year 1: Looking Across Models and Contexts. VCC, Second Level, West Room 220; Monday, April 16, 12:25 pm–1:55 pm.
    Chairs: Kathryn Jill Strom, Montclair State University; Monica Taylor, Montclair State University

Papers and Participants:

  • Introduction to the Urban Teaching Residency: Looking Across Models and Contexts. Kathryn Jill Strom, Montclair State University; Monica Taylor, Montclair State University
  • A Year in the Third Space: The Praxis of Inquiry. Monica Taylor, Montclair State University; Emily J. Klein, Montclair State University; Kathryn Jill Strom, Montclair State University; Linda Whalen Abrams, Montclair State University
  • Aligning Visions of Situated Learning: A National Approach to Urban Teacher Residencies. Shari Dickstein, Harvard University; Vernee Green, Urban Teacher Residency United
  • “Context-Specific” Teacher Preparation for New York City: The Bard College Urban Teacher Residency Program. Karen M. Hammerness, Bard College
  • Contextualized Teacher Education and the San Francisco Teacher Residency Program. Peter W. Williamson, University of San Francisco
  • Los Angeles Math and Science Residency Program: Balancing Content, Context, and Practice. Katharine Clemmer, Loyola Marymount University

Discussant: Kenneth Zeichner, University of Washington

  • Too Much Not to Know: Considering a Broader and Bolder Approach to Equity and Access in Teaching and Teacher Education Policy. VCC, Second Level, East Room 13; Tuesday, April 17, 2:15 pm–3:45 pm.
    Chairs: Pedro A. Noguera, New York University; Jeffrey M.R. Duncan-Andrade, San Francisco State University

Papers and Participants:

  • Assessment Matters: Humanizing Education. Patrick Camangian, University of San Francisco
  • From Service Learning to Learning to Serve: Preparing Urban English Teachers as Organic Intellectual. David E. Kirkland, New York University/Michigan State University
  • Eco Haves and Eco Have-Nots: Building College and Career Pathways to Prevent Youth of Color From Dying of Unnatural Causes. A.A. Akom, San Francisco State University

Discussant: David O. Stovall, University of Illinois at Chicago

Division L – Educational Policy and Politics

  • Examining Intergovernmental Assumptions About School Integration. VCC, Second Level, East Room 16; Saturday, April 14, 8:15 am–9:45 am.
    Chair: Darrell Jackson, University of Colorado

Papers and Participants:

  • Lessons From a Federal Grant for School Diversity: Tracing a Theory of Change and Implementation of Local Policies. Elizabeth H. DeBray, University of Georgia; Kathryn A. McDermott, University of Massachusetts – Amherst; Erica Frankenberg, The Pennsylvania State University
  • Mitigating Milliken? School Desegregation Experiences in Four Southern Metropolitan Areas, 1990–2010. Genevieve Parker Siegel-Hawley, Virginia Commonwealth University
  • Parents Involved in Community Schools, Economic Segregation, and School District Capacity to Integrate. Douglas S. Reed, Georgetown University; Andrea Mayer, Georgetown University
  • The Emergency School Aid Act, 1970–1981: The Inducement as a Policy Tool for School Desegregation. Emily Hodge, The Pennsylvania State University

Discussant: Jennifer Jellison Holme, The University of Texas – Austin

  • School Improvement Through Social Entrepreneurship? VCC, Second Level, East Room 11; Saturday, April 14, 10:35 am–12:05 pm.
    Chairs: William A. Firestone, Rutgers University; Donald J. Peurach, University of Michigan
    Participants: Jeffrey R. Henig, Teachers College, Columbia University; Frederick M. Hess, American Enterprise Institute; Janelle T. Scott, University of California – Berkeley; Robert Slavin, Johns Hopkins University
  • Assessing Teacher Quality: Understanding Teacher Effects on Instruction and Achievement. VCC, Second Level, East Room 11; Saturday, April 14, 2:15 pm–3:45 pm.
    Chair: Sean P. Kelly, Michigan State University

Papers and Participants:

  • Understanding Teacher Effects: Market Versus Process Models of Educational Improvement. Sean P. Kelly, Michigan State University
  • Beyond High-Stakes Tests: Teacher Effects on Other Educational Outcomes. Jennifer Jennings, New York University; Sean Patrick Corcoran, New York University
  • Measuring Teaching Quality Using Student Achievement Tests: Lessons From Educators’ Responses to No Child Left Behind. Laura S. Hamilton, RAND Corporation
  • Teacher Effects: Past, Present, and Future. Spyros Konstantopoulos, Michigan State University
  • Using Social Network Analysis to Study How Collegial Interactions Can Augment Teacher Learning From External Professional Development. William R. Penuel, University of Colorado; Kenneth A. Frank, Michigan State University; Min Sun, Virginia Polytechnic Institute and State University; Chong Min Kim, Northwestern University
  • Power, Accountability, and the Teacher Quality Problem. Richard Ingersoll, University of Pennsylvania
  • Policy Issues Related to Teacher Quality and Teacher Mobility. VCC, Second Level, East Room 11; Monday, April 16, 8:15 am–10:15 am.
    Chair: Peter A. Youngs, Michigan State University

    Participants:
  • Principal Tenure and Teacher Attrition in Public Schools. Jared Coopersmith, American Institutes for Research; Nat N. Malkus, American Institutes for Research; Dinah Sparks, American Institutes for Research
  • Teacher Education Policy in Canada: Beyond Professionalization and Deregulation. Judith Marianne Walker, The University of British Columbia; HsingChi von Bergmann, The University of British Columbia
  • Teacher Layoffs, Teacher Quality, and Student Achievement: The Implementation and Consequences of a Flexible Reductions-in-Force Policy. Matthew A. Kraft, Harvard University
  • Teacher Mobility in a Metropolitan Labor Market: What Teacher, School, and District Attributes Matter? Ben Pogodzinski, Wayne State University; Michael F. Addonizio, Wayne State University; C. Philip Kearney, University of Michigan
  • The Effect of Teacher Contract Design on Student Performance. Jane Arnold Lincove, The University of Texas – Austin

Discussant: Charles F. Vanover, University of South Florida

  • Diverse Perspectives on Understanding the Policy Uses of Education Research. VCC, Second Level, East Room 14; Monday, April 16, 10:35 am–12:05 pm.
    Chair: George W. Bohrnstedt, American Institutes for Research

Papers and Participants:

  • The Acquisition and Use of Evidence District-Wide. Kara S. Finnigan, University of Rochester; Alan J. Daly, University of California – San Diego
  • “The Research Says . . .”: Uses of Research Evidence in School-Board Deliberations. Robert Asen, University of Wisconsin – Madison; Deb Gurke, University of Wisconsin – Madison
  • State Education Department Acquisition and Use of Research in School Improvement. Margaret E. Goertz, University of Pennsylvania; Diane Massell, University of Michigan
  • Evidence Use in the Common Core State Standards Initiative. Lorraine M. McDonnell, University of California – Santa Barbara; Stephen Weatherford, University of California – Santa Barbara

Discussant: Kenji Hakuta, Stanford University

  • Evaluating Charter Schools: Beyond Average Achievement Effects. VCC, Second Level, West Room 202&203; Tuesday, April 17, 8:15 am–9:45 am.
    Chair: Robert Bifulco, Syracuse University

Papers and Participants:

  • Charter School Authorizers and Student Achievement. Ron Zimmer, Vanderbilt University; Brian Gill, Mathematica Policy Research, Inc.; Kaitlin Tiplady Obenauf, Michigan State University; Jonathon Attridge, Vanderbilt University
  • Comparing the Goals of Charter School Laws With Their Results: Implications for Policy and Practice. Joanna R. Smith, University of Southern California; Caitlin Farrell, University of Southern California; Priscilla (Penny) Wohlstetter, Teachers College, Columbia University
  • Competitive Effects of Charter Schools in Milwaukee. Hiren Dhiraj Nisar, Abt Associates Inc.
  • Siting for Segregation? The Effects of Accessibility on Charter School Racial and Ethnic Composition. Kori James Stroub, The University of Texas – Austin; Meredith Paige Richards, The University of Texas – Austin

Discussant: Alex L. Medler, National Association of Charter School Authorizers