The 2017 AERA Annual Meeting in San Antonio begins April 27th! A rich and dynamic program of professional development and training courses is being offered at the Annual Meeting. Expert scholars and researchers from universities, research institutions, and government agencies are offering some 27 courses. Those unable to attend Professional Development and Training courses in person can live-stream three professional development courses from anywhere through the AERA-Virtual Research Learning Center (VRLC). To participate virtually in the live-stream VRLC courses you may register here.
Professional Development and Training courses offered via live-stream
PDC14: Strategies for Sharing Your Research
Instructors: Jenny Grant Rankin, University of Cambridge
Date: Friday, April 28, 2017
Time: 8:00am – 12:00pm (Central time)
This course focuses on how to best communicate research findings. It is appropriate for researchers and scholars who have researched (or are currently researching) any topic within the education field and who do not want their findings to languish on a forgotten shelf or webpage. Participants will learn about a variety of opportunities, how to land those opportunities, and strategies to maximize those opportunities to share their work with varied audiences. The course is split into three sections: laying the groundwork (branding, websites, social media, etc.), speaking (TED Talks, conferences, media interviews, NPR/radio, etc.), and writing (book deals, journals, magazines, etc.) Sections involve participant interaction and hands-on activities to apply concepts. Participants will learn to leverage resources available to women and underrepresented minorities so more diverse perspectives are represented in field dialogue. In addressing significant professional development issues (e.g., writing and speaking strategies), this course will encourage dynamic, memorable research presentations and accessible, widespread communication of education research findings.
PDC17: Using the AERA/APA/NCME Standards for Educational and Psychological Testing to Improve the Quality of Education Research
Instructors: Linda L. Cook, Educational Testing Service; Wayne J. Camara, ACT, Inc.; Michael T. Kane, Educational Testing Service
Date: Friday, April 28, 2017
Time: 1:00pm – 5:00pm (Central time)
The purpose of this course is to help education researchers improve the quality of their research through application of the recently published Standards for Educational and Psychological Testing (AERA/APA/NCME, 2014). The course content will focus on the 2014 Standards with a specific emphasis on the reliability, validity, and fairness standards. The content of the course will also include selected materials that will be reviewed by course participants and used to demonstrate how the Standards can be applied and used to improve the fairness, validity, and reliability of the materials. At the end of the course, participants should be familiar with the content of the 2014 Standards and should understand and be able to apply the standards included in the Fairness, Reliability, and Validity chapters to their work. The target audience for the course is advanced graduate students, early career scholars, and senior researchers and practitioners who are interested in strengthening their understanding of how the Standards can be used to improve their research. Prerequisite skills required by the course are a general familiarity with the ideas and vocabulary associated with simple measurement concepts. The course will include both lecture and interaction. Participants will be asked to critique several examples of research studies or other materials using the reliability, validity, and fairness standards. Issues related to state testing programs, selection tests, international testing programs, and value-added models will be included in the discussion of the application of the Standards. Participants are encouraged to bring their own examples to the course for discussion; however, participants are not required to bring any material or equipment to the course.
PDC19: Accessing and Exploring NCES Data
Stephen Quin Cornman, U.S. Department of Education; Emmanuel Sikali, U.S. Department of Education; Andrew A. White, National Center for Education Statistics; Laura Nixon, U.S. Census Bureau; Osei Ampadu, U.S. Census Bureau; Jumaane Young, U.S. Census Bureau
Date: Saturday, April 29, 2017
Time: 8:00am – 12:00pm (Central time)
The National Center for Education Statistics (NCES) has several state-of-the-art data tools that allow users to easily access and analyze data. This course provides participants with a comprehensive overview of those tools to access data sets. Participants will learn how to access public-use and restricted-use data sets, create reports and data tables, find published reports, and conduct analyses in selected statistical tools. NCES offers a large variety of national, state, local, school, and student data sets including assessment data, cross-sectional data, survey data, and administrative records. Participants will understand which data sets cover their educational topic of interest. The course is designed for graduate students, faculty members, researchers, and other users with an interest in using NCES data for their research studies, evaluations, and data projects. Participants are not required to have any pre-requisite skills to attend, and should bring their personal laptops for interactive, in-class activities. Each participant will receive an Accessing and Exploring NCES Data “cookbook” that provides comprehensive instruction and screen shots explaining how to navigate six NCES data tools and one distance learning module.
AERA Minority Dissertation Fellowship in Education Research Informational Webinar
Presenters: George L. Wimberly, American Educational Research Association;
Jean G. Agosto, American Educational Research Association
The American Educational Research Association (AERA) announces its 2017–2018 AERA Minority Dissertation Fellowship in Education Research competition for graduate students. This fellowship is targeted for members of racial and ethnic groups historically underrepresented in higher education (e.g., African Americans, Alaskan Natives, American Indians, Asian Americans, Hispanics or Latinos, and Native Hawaiian or Pacific Islanders). This program provides mentoring and funding support to develop research skills and conduct studies in education related fields and topics. The deadline for submitting an application is November 1, 2016.
This informational webinar was offered on Thursday, September 22, 2016 to discuss the Minority Fellowship in Education Research program’s goals, the application process, and details about the competition. Potential candidates are encouraged to view this webinar prior to submitting a proposal.
AERA Webinar - Meet Members of Congress in Your District
Presenters: Juliane Baron, AERA Director of Government Relations;
Christy Talbot, AERA Program Associate, Government Relations
The House and Senate adjourn on July 18, 2016 for a six-week district work period. This is a perfect opportunity for education researchers who seek to broaden the connections between education research and its sound uses in policy and research to visit members of Congress while they are home. This webinar will provide information to education researchers seeking to learn strategies and build skills in communicating research to elected officials in their district offices.
AERA Fellowship Program on the Study of Deeper Learning - Informational Webinar
Instructors: Michael Garet, American Institutes for Research, George L. Wimberly, American Educational Research Association, Kristina Zeiser, American Institutes for Research
The American Educational Research Association (AERA) presents this informational webinar to provide an overview and describe the award components of the AERA-Study of Deeper Learning (SDL) Fellowship Program. The Deeper Learning data collected by the American Institutes for Research (AIR) includes a wealth of information from schools, students, and teachers at a sample of Deeper Learning network high schools and non-network high schools. Researchers discuss accessing and analyzing the Deeper Learning databases, along with potential topics and research questions that can be examined with the data. The discussion focuses on how to apply for the AERA-SDL Fellowship, eligibility requirements, and the professional development and training provided through the program. This project is supported by The William and Flora Hewlett Foundation.
An Introduction to Hierarchical Linear Modeling for Education Researchers
Instructors: D. Betsy McCoach, University of Connecticut; Ann A. O’ Connell, The Ohio State University
This course will introduce the fundamentals of hierarchical linear modeling (HLM), focusing on fundamental concepts and practical applications with very minimal emphasis on statistical theory. In addition to presenting a conceptual overview of HLM, the instructors will utilize a school-based example to demonstrate the application of HLM within an organizational framework. Participants will learn how to analyze 2-level data using HLM 7, and they will learn to interpret the results of the analyses. Instruction will consist of lecture, demonstrations of the software, and hands-on data analysis opportunities. Students should bring a laptop equipped with the free student version of HLMv7 (from www.ssicentral.com) and SPSS or another data manipulation software. The course example data will run on the student version of HLM. (Please note that there is no MAC version of the HLM software program.)
Crafting the Story: An Introduction to Writing With Qualitative Data
Instructors: Karri A. Holley, The University of Alabama; Michael S. Harris, Southern Methodist University
In this course, participants will examine and use narrative devices inherent to the writing of qualitative research. This interactive session will be conducted in the format of a writing course. Participants will engage with transcripts from an extant research study and cast analyzed data into different report styles, using rhetorical structures common to the different styles associated with the various qualitative research designs. The goal of this course is to conceptualize writing with qualitative data as storytelling. By the end of the course, participants will be able to 1) discuss common report styles and structures in qualitative research, 2) explain the role of writer perspective and intentionality in writing, 3) describe the influence of a writer’s relationship to the intended audience, 4) define the key elements of storytelling and their relationship to qualitative research, and 5) demonstrate how these elements can be used in their own research. The course is designed for advanced graduate students and early career scholars interested in qualitative research. Participants should have a working knowledge of qualitative research, have completed at least an introductory course in the field, and have experience reading, coding, and writing from transcripts. They will be tasked with a short writing assignment before the course. Participants should bring laptops and be prepared to write and share what they have written with other participants.
Analyzing the Civil Rights Data Collection for Education Policy Research
Instructors: Janis D. Brown, U.S. Department of Education
This course will provide graduate students, researchers, and practitioners with information on how to access and analyze the Civil Rights Data Collection (CRDC), a large-scale data set managed by the Office for Civil Rights (OCR) in the U.S. Department of Education. The CRDC is a universe collection of school districts on key education and civil rights issues in our nation’ s public schools. The data collected include student enrollment, educational programs and services, school discipline, and indicators of college and career readiness. Most data are disaggregated by race/ethnicity, sex, limited English proficiency, and disability. The course will include informational presentations, extensive demonstrations, several hands-on exercises, and group work discussions. Topics covered are: 1) an overview of the CRDC survey design; 2) demonstration of online data tools for accessing and analyzing CRDC data; and 3) sharing tricks and techniques for analyzing large-scale data sets. Participants will learn to 1) analyze CRDC data using online tools, 2) conduct statistical tests, 3) create data tables and graphs, and 4) understand how to obtain a restricted-use data license. Participants should have a general knowledge of research methods and statistics. Participants must bring their own laptop.
Click here to view and register for courses.
The AERA Virtual Research Learning Center (VRLC) is a virtual space for students, early career and advanced scholars, practitioners, and others in the education research community to receive professional development and research capacity–building trainings.
To access the AERA-VRLC, visit the AERA-VRLC Registration Website.
Contact AERA-VRLC at firstname.lastname@example.org with any questions.