News & Announcements
News & Announcements
News & Announcements

Lead the Change Series - October 2019 Issue


The October 2019 Issue of Lead the Change is featuring Christina L. Dobbs . Dr. Dobbs is an Assistant Professor in English Education in the Wheelock College of Education and Human Development at Boston University. Her research interests include academic language development and teachers’ understandings of language, the argumentative writing of students, and professional development for secondary content teachers around disciplinary literacy. She has authored a variety of publications on these topics in journals. She is a former high school teacher in Houston, Texas, as well as a literacy coach and reading specialist. To see details, please check “Lead the Change Series”.

Lead the Change Series - September 2019 Issue


The September 2019 Issue of Lead the Change is featuring Michael K. Barbour. Dr. Barbour is Associate Professor of Instructional Design for the College of Education and Health Sciences at Touro University California. He completed his Ph.D. in Instructional Technology at the University of Georgia. He has been involved with K-12 distance, online, and blended learning for almost two decades as a researcher, evaluator, teacher, course designer and administrator. Michael's research has focused on the effective design, delivery, and support of K-12 distance, online, and blended learning, particularly for students located in rural jurisdictions. To see details, please check “Lead the Change Series”.

Lead the Change Series - August 2019 Issue


The August 2019 Issue of Lead the Change is featuring Sarah L. Woulfin. Dr. Sarah L. Woulfin is an associate professor in the University of Connecticut’s
Department of Educational Leadership who studies the implementation of instructional policy. As a former urban public school teacher and reading coach, she was dedicated to strengthening students’ literacy skills to promote educational equity. As a scholar, her commitment to raising the quality of instruction motivates her research on how policy influences—and is influenced by—administrators, coaches, and teachers. To see details, please check “Lead the Change Series”.

The Educational Change SIG Doctoral Corner Series - August 2019 


The August 2019 Issue of Doctoral Corner Series is featuring Sarah Odell. Sarah Odell began her career as an editorial assistant at HarperCollins Publishers in New York City. Sarah holds a BA in English and Religion from Wellesley College, and an MSed from the University of Pennsylvania in Educational Leadership. She is a second-year doctoral student in Educational Leadership and Policy Analysis at the University of Wisconsin-Madison. Please click here to see more details. Doctoral Corner Series - August 2019: Sarah Odell.

Lead the Change Series - July 2019 Issue


The July 2019 Issue of Lead the Change is featuring Kay Fuller, Associate Professor of Educational Leadership and Management at the University of Nottingham. Her research interests are centred in gender in educational leadership including research on the distribution of women secondary school headteachers in the UK; women and men’s constructions of identity among school populations; and the use of a variety of feminist theories including intersectionality theory. She is a member of the international Women Leading Education network. Kay is also an elected member of BELMAS Council, research co-ordinator and co-convenor of the Gender and Leadership Research Interest Group. She is a former English teacher and Deputy Headteacher of mixed comprehensive schools, an Initial Teacher Educator in secondary English education and currently leads the MA in Educational Leadership and Management at the University of Nottingham. Please check “Lead the Change Series” or click the link here. Lead the Change Series - July 2019: Kay Fuller.


The Educational Change SIG Doctoral Corner Series - July 2019 


The July 2019 Issue of Doctoral Corner Series is featuring Mary Bridget Burns. Mary Bridget Burns is an educator, researcher, and advocate for teachers. A former classroom teacher, she taught elementary school in Texas, along with classroom time in Florida, Massachusetts, and Ohio. She also was an instructor for undergraduates at Boston College's Lynch School of Education and Human Development, at Cisco Junior College (Texas), and at the Juhász Gyula Teachers College at the University of Szeged (Hungary). Please click here.  Doctoral Corner Series - July 2019: Mary Bridget Burns

Lead the Change Series - June 2019 Issue


The June 2019 Issue of Lead the Change is featuring Corrie Stone-Johnson. Dr. Corrie Stone-Johnson is Associate Professor of Educational Administration at the University at Buffalo, SUNY. Her research examines the social and cultural aspects of change, highlighting how people interact to foster or impede reform in a context of accountability. Her work has been published in journals including Educational Administration Quarterly, Education and Urban Society, and the Journal of Educational Change. In 2016, she published the book Generational Identity, Educational Change, and School Leadership. Her work has been published in journals including Educational Administration Quarterly, Education and Urban Society, and the Journal of Educational Change. In 2016, she published the book Generational Identity, Educational Change, and School Leadership.



The Educational Change SIG Doctoral Corner Series - June 2019 


The June issue of Doctoral Corner Series is featuring Helen Dring. Helen Dring is a Special Educational Needs Coordinator and English teacher from Liverpool, England. She has worked in the field of special education for over fifteen years and is a PhD candidate in Education and Social Justice at Lancaster University. Her research draws on Nancy Fraser’s theory of parity of participation in reference to the development of a comprehensive Relationships and Sex Education curriculum for young people with Special Educational Needs and Disabilities. Please click here. Doctoral Corner Series: Helen Dring


Lead the Change Series - May 2019 Issue


The May 2019 Issue of Lead the Change is featuring  Osnat Fellus. Osnat Fellus recently completed her PhD in Education: Teaching, Learning, and Evaluation from the University of Ottawa. Her work focuses on theories of identity in mathematics education and learning English as an additional language. Osnat was the Head of English for Academic Purposes at Talpiot College of Education where she was also a teacher educator teaching courses in classroom discourse, research methods, and statistics. Please check “Lead the Change Series”. 



The Educational Change SIG Doctoral Corner Series - April 2019

The Educational Change SIG Doctoral Student Corner Series - Issue 2. April 2019 is featuring Irena White. Irena’s specializations are in educational design and the dissemination and of online educational content and services. During the early 1990s, Irena was one of the first educators in Australia to utilize emerging digital technologies in developing online content and flexible learning strategies for teachers and students. The PhD thesis Irena is currently completing addresses the sustainability of the diffusion of e-learning by modeling the complexity of mainstreaming innovation adoption in higher education teaching practice.

Doc Corner Series: Irena White

The Educational Change SIG Doctoral Corner Series - March 2019 


The March issue of Doctoral Corner Series is featuring Alex Lamb. Alex Lamb is a third-year doctoral student at the University of Connecticut in the Learning, Leadership, and Policy Program in the department of Educational Leadership. She is a Dean’s Doctoral Scholar and serves on the Dean’s doctoral committee to help support doctoral students at U of Connecticut. Please click here. Doctoral Corner Series: Alex Lamb


Lead the Change Series - March 2019 Issue


The March Issue of Lead the Change is featuring Scott McLeod. Dr. McLeod is Associate Professor of Educational Leadership at the University of Colorado Denver and is widely recognized as one of the nation’s leading experts on P-12 school technology leadership issues. Please find it at


Lead the Change Series - February 2019 Issue

Lead the Change series, featuring renowned educational change experts from around the globe, serves to highlight promising research and practice, to offer expert insight on small- and large-scale educational change, and to spark collaboration within our SIG. Please check the Change Series Q & A with Michael T. O’Connor. He the director of the Providence Alliance for Catholic Teachers (PACT) program at Providence College in Providence, Rhode Island. At Boston College, he worked with Andy Hargreaves and Dennis Shirley on the Northwest Rural Innovation and Student Engagement (NWRISE) network project. His work with NW RISE also served as a
key case for his work on collaborative professionalism, resulting in the publication of his book with Andy Hargreaves: Collaborative Professionalism: When Teaching Together Means Learning for All (Corwin Press).

Lead the Change Series February 2019 Issue - Dr. Michael T. O’Connor

Educational Change SIG Monthly Twitter Chat - February 18th, 2019

Please join us for this month’s Twitter chat! Monday, February 18, 2019 at 2:00 p.m. – 3:00 p.m. (EST). Dr. Seth Hayden, an assistant professor of counseling at Wake Forest University and president elect-elect of the National Career Development Association. Four questions will be pre-timed to go out from @EdChangeSIG every 15 minutes between. #EdChangeFebruary2019 @EdChangeSIG @SCWHayden @JPCCJournal @ICSEIglobal @JournalEdChange @intl_ed_news @AERA_Grads

Lead the Change Series - January 2019 Issue

Please check the Change Series Q & A with Mark Bray! Mark Bray is Distinguished Chair Professor in Education at East China Normal University, Shanghai, and is also an Emeritus Professor at the University of Hong Kong. Mark Bray has been President of the Comparative Education Society of Hong Kong (CESHK), the US-based Comparative & International Education Society (CIES), and the World Council of Comparative Education Societies (WCCES). He has also played a major leadership role in the Board of Directors of the Comparative Education Society of Asia (CESA). The pad file is attached below.

Lead the Change Series January 2019 Issue - Dr. Mark Bray

Lead the Change Series - December 2018 Issue

Dr. Tom Hatch is featured in Lead the Change series December 2018 issue. Thomas Hatch is a Professor at Teachers College, Columbia University. He has developed a series of images of practice that use multimedia to document and share teachers’ expertise. His research includes studies of school reform efforts at the school, district, and national levels. Please click on the pdf file below.

Lead the Change Series December  2018 Issue - Dr. Tom Hatch

Call for Student Contributions

Lead the Change – Doctoral Corner

Submission Date: Ongoing

The Educational Change AERA special interest group is excited to announce a new, editor reviewed, publication opportunity for doctoral students to serve as a lead author. Specifically, we have created the Educational Change Doctoral Corner (ECDC). The leadership team wishes to extend this opportunity to our doctoral community and celebrate and share the good work our newer educational change scholars are engaged in.

Submission information

If you consider yourself a scholar focused on educational change and transformation, are currently enrolled in a doctoral program and would like to engage with the larger educational change scholarly community with your writing and ideas, we invite you to submit:

  • A current CV/Resume
  • A brief (300-word statement) on your current research interests and their relationship to educational change.

These materials can be sent to Dr. Jennie Weiner at For details, please see the pdf file below.


Educational Change SIG Monthly Twitter Chat - January 28th, 2019

Please join us for next month’s Twitter chat! January 28th, 2019, Monday at 2-3 pm EST Dr. Malik Henfield, Associate Dean and Professor at University of San Francisco. Four questions will be pre-timed to go out from @EdChangeSIG every 15 minutes between. Make an impact by sharing your work, articles, news, and ideas with educators. If you are not able to attend the chat live time, please feel free to log on any time after the chat and tweet and retweet as you please!  #EdChangeJanuary2019 @EdChangeSIG @DrHenfield @JPCCJournal @ICSEIglobal @JournalEdChange @intl_ed_news @AERA_Grads

Educational Change SIG Monthly Twitter Chat - December 10th, 2018


Please join us for this month’s Twitter chat! Ed Change SIG Twitter Chat! Monday, Dec 10th, 3-4 pm EDT Tom Hatch at Columbia University, Co-Editor Int'l Ed News, Co-Director of National Center for Restructuring Education, Schools, and Teaching. #EdChangeDecember2018 @EdChangeSIG @tch960 @JPCCJournal @ICSEIglobal @JournalEdChange @intl_ed_news @AERA_Grads

Educational Change SIG Monthly Twitter Chat - November 5th, 2018

Please join us for this month’s Twitter chat! Ed Change SIG Twitter Chat. November 5th, 2018, Monday 2-3 pm EDT with Dr. Louis Nadelson, University of Central Arkansas! Discussion questions will be pre-timed every 15 minutes. Please use the hashtag #EdChangeNovember2018 in your tweets!

Educational Change SIG Monthly Twitter Chat - October 9th, 2018

Please join us for this month’s Twitter chat! Tuesday, October 9th, 2018 at 1:00 pm EST @AERAEdChangeSIG with Dr. Helen Janc Malone at American University and Dr. Corrie Stone-Johnson at University at Buffalo. Four discussion questions will be pre-timed every 15 minutes. Please use the hashtag #EdChangeOctober2018 in your tweets!

Educational Change SIG Monthly Twitter Chat - September 26th, 2018

Please join us for this month's  American Educational Research Association, Educational Change Special Interest Group ’s Twitter chat this coming Wednesday, September 26th, 2018 at @EdChangeSIG with the National Principal's Leadership Institute (NPLI) and many of the esteemed speakers from  last year’s and this year’s institute.  Please use the hashtag #EdChangeSeptember2018. Join us to talk about ramping up education for the next decade. Four questions will be pre-timed to go out from @EdChangeSIG every 15 minutes between. Make an impact by sharing your work, articles, news, and ideas with educators in more than 20 countries.  If you are not able to attend the chat live time, please feel free to log on any time after the chat and tweet and retweet as you please!  You can prepare your tweets and attachments promoting your work and district initiatives now!

Share Your Success

Have a new publication, position, research initiative, professional development opportunity relevant to educational change? Share it with us, and we will highlight it in our monthly listserv emails and social media outlets.

Follow Us on Social Media

The SIG is officially on social media. Follow us on Twitter @EdChangeSIG and Facebook.


September 2018

Check out the latest issue of ERPP about Scaling up Educational Change highlighting the work of some of our SIG members!  

Find it at:

@EdChangeSIG Twitter Chat with Andy Hargreaves (April 11, 3:30-4:30pm EDT)
Thank you to Dennis Shirley, Kim Schildkamp, and Santiago Rincón-Gallardo for great chats thus far this year. Our next Twitter Chat is scheduled for Wednesday, April 11th from 3:30pm-4:30pm EDT.  Andy Hargreaves will be hosting the chat, and the topic will be prospects for positive educational change and a sharing of most influential readings and initiatives this past year. Join us at @EdChangeSIG

3rd Year of Our Mentoring Program – Thank you to our 8 Mentors!

•Chris Brown, University of Portsmouth
•Alma Harris, University of Bath
•Lea Hubbard, University of San Diego
•Emily Klein, Montclair State University
•Patrick McQuillan, Boston College
•Pak Tee Ng, National Institute of Education, Singapore

•Corrie Stone-Johnson, University at Buffal0

•Jennie Weiner, University of Connecticut 
Submit a Proposal for a New Emerald Professional Learning Networks Series
In the current international policy environment, teachers are viewed as learning-oriented adaptive experts, required to be able to teach increasingly diverse sets of learners, and to be knowledgeable about student learning, competent in complex academic content, skilful in the craft of teaching and able to respond to fast changing economic and policy imperatives. It is clear, however, that the entirety of the knowledge, skills and attitudes needed for this complex teaching profession cannot be developed fully through the provision of initial teacher education programs alone. Collaborative career-long learning is therefore required. The aim of this new series,Emerald Professional Learning Networks Series, is to expand current understanding of professional learning networks and the impact of harnessing effective collaboration for teacher, school and school system improvement. For more information about the series or to submit a proposal please contact the Series Editors, Professor Chris Brown, University of Portsmouth ( and Dr Cindy Poortman, University of Twente (   
Become a Book Series Editor for CIES's Education in Global Perspective (SUNY Press)

The CIES is launching a monograph series, “Education in Global Perspective,” in partnership with SUNY Press. The series was initiated to support and disseminate scholarship on comparative and international education through sustained engagement with theory and methods. The series will publish monographs grounded in a range of disciplines, including economics, political science, sociology, anthropology, history, and philosophy, as well as interdisciplinary studies of educational policy and practice. Books published through the series will draw on and make clear contributions to social and educational theory. The monographs will demonstrate a strong grounding research methods, including quantitative, qualitative, and mixed methodological approaches.

The Standing Committee on Publications seeks proposals from prospective candidates for the initial three-year term of the book series. We expect that the editors will bring a proven track record of scholarship in comparative and international education, leadership in the field, a diversity of intellectual and methodological perspectives, and the capacity to work together in the varied roles of the editorial team. We also expect that the editorial team will be globally and linguistically diverse. We welcome proposals that engage junior scholars as part of the editorial team.
Proposals should describe:

The members of the editorial team and information about how the group plans to provide leadership to ensure successful launch and implementation of the book series;

How the editorial team will ensure a diversity of intellectual perspectives in the field;

Strategies that will be used to maintain the methodological strength and innovation of CIES scholarship;

How the team will support representation of current and emergent content areas and regions of the world in monographs published through the series;

Plans for mentoring prospective authors on the publication process, including details about a mentoring workshop that will be held at the annual CIES conference.

The deadline for applications is April 30, 2018. Applications should be mailed to the Office of the CIES Executive Director ( Questions about the series and application process may be directed to Chris Bjork (, chair of the CIES Standing Committee on Publications. The other members of the committee are: Marianne A. Larsen, Western University; Kristen Molyneaux, MacArthur Foundation; Erin Murphy-Graham, UC Berkeley; and Bjorn Nordveit, U-Mass Amherst.



Our 2nd book, Future Directions of Educational Change, has been published!

Future Directions of Educational Change brings together timely discussions on social justice, professional capital, and systems change from some of the leading scholars in the field of education. Engaging in theory and evidence-based debates covering issues such as literacy education, whole system reform, and teacher leadership, this volume argues that quality and equity are equally important in reshaping existing education systems both within the United States and globally. The authors offer contextual analyses of current educational research and practice while looking toward the future and offering thought-provoking arguments for challenging and rectifying the systemic inequalities within education today.

Editors: Helen Janc Malone (Educational Change SIG Chair), Santiago Rincón-Gallardo (frmr SIG Program Chair), and Kristin Kew (current SIG Program Chair)

"The struggle to both understand and change school systems so they are socially just and organized for all students is beautifully displayed here. This is a critically important book for our time!"

  • Ann Lieberman, Emeritus Professor of Education, Teachers College, Columbia University

"Thinking about educational change within an international context has never been so critically important. Future Directions of Educational Change offers new perspectives and important insights into a changing global landscape. This book has to be on the bookshelf of those charged with, and responsible for, educational transformation, change and improvement."

  • Alma Harris, FRSA, Professor of Educational leadership and Policy, University of Bath, UK


World Education Leadership Symposium (Sept. 6-8, 2017, Zug, Switzerland) 

800 experts. 50 countries. Join the largest international congress in Europe on education leadership. At the symposium you have the opportunity to increase your knowledge, continue education, reflect on practice, get inspired, pursue your own ideas, discover current development and research, understand complex contexts, design solutions, develop quality, shape future, exchange ideas with national and international experts, maintain professional relationships, establish new contacts, and expand your network. Learn more at


Women in Education Conference (Nov. 2-3, 2017, Los Angeles): Multiplying Success Through Collective Efficacy
Corwin’s 2nd Annual Women in Education Conference will invite women at all levels of education from across the globe to collaborate with other educators and leaders in the field to realize their own strengths and personal potential. Participants will learn from leading women educators about issues of gender in the workplace and how to maximize their personal success and impact in education. This institute will feature dynamic and interactive sessions where attendees will be inspired to amplify their talents as well as understand how the power of collective efficacy can make a large impact on student learning.  Learn more at 


International Congress for School Effectiveness and Improvement (ICSEI; Jan. 8-12, 2018, Singapore): Deepening School Change for Scaling: Principles, Pathways & Partnerships 

The rationale for the proposed theme is to emphasize NIE's and OER's interests in scaling and translating research to have a strong impact in schools. OER research is beginning to critically probe into the nature, characteristics, enablers, and inhibitors of deep and sustainable school improvement, and how that can be scaled across schools through underlying principles, emergent, and established pathways, and strong partnerships  between MOE and NIE. In addition, the notion of pathways and partnerships are embedded in the "3P framework" which emphasis that impactful research requires pathways, partnerships, and research-practice programs. Learn more at




Submit an Article Proposal for Special Issue on Educational Change (deadline August 1, 2017)

Educational Research for Policy and Practice (Springer) invites you to submit an article proposal by August 1, 2017 for a special issue focused on system-level educational change. 

About the Special Issue

The issue will focus on how large districts/cities/states/provinces/nations are rethinking system-level change in its broadest sense. We are looking for diverse methodological approaches and analyses of national educational reforms, regional trends, and school system strategies to educational change. We also welcome submissions that address cross-system and cross-sector (e.g., education and workforce development) perspectives. The issue is focused on how education systems are implementing significant changes at scale to ultimately support student learning. Because of the global reach of the Journal, we are interested in examining how this work occurs in different countries and contexts.

About the Journal

Educational Research for Policy and Practice (ERPP), an international peer-refereed journal, is the official journal of the Asia-Pacific Educational Research Association (APERA). The journal, which is double-blind peer reviewed, is published three times a year by Springer.

The ERPP aims to advance education research that links and has implications for educational policy and practice. We welcome high quality papers (conceptual, analytical or empirical; both quantitative and qualitative) which make an important and substantial contribution to educational policy and practice. The coverage includes (non-exhaustive):

  • analyses of global forces, regional trends and national educational reforms and the impact on schools and their stakeholders;
  • studies of key issues and challenges in teaching and learning and school development in response to educational policies;
  • diverse topics, such as quality assurance systems, education governance, curriculum development, pedagogical innovation and comparative studies.

With a broad coverage of education in all sectors and levels of education, ERPP seeks to be a platform where issues, concerning system-wide reforms and policy making on the one hand, and specific problems facing teachers and learners on the other, can be debated or addressed. 


We welcome contributions from across the globe to encourage learning and sharing across the East and West.  For papers researching on regions outside the Asia Pacific, we will give priority to the ones that can make the implications of their findings relevant to a global community.

Manuscripts should be 5000 – 7000 words (including abstract and references).  We prefer a clearly written paper in plain English rather than a paper full of technical jargon.



If you believe your work would be relevant for this call, please submit a 2-page (single-spaced, 12pt, 1'' margins all around) article proposal to Helen Janc Malone by August 1, 2017. Your submission should include the following sections:
























  1. abstract
  2. guiding questions
  3. theoretical framework
  4. description of methodology
  5. significance of the work to the Journal and the educational change field
  6. relevant references (APA style, 6th edition)

Submissions (article proposals) will be reviewed by the editors for the fit with the theme, with the Journal, contribution to the field, methodological rigor, and diversity of perspectives. Top rated article proposals will be invited to submit a full article, which will undergo a double-blind review process. To learn more about the peer review process and full article submissions, visit the Journal's author page.


May 1-August 1, 2017 open call for article prospectus submission
























September 15, 2017 selected authors invited to submit full articles

January 10, 2018 full articles due to special issue editors to be sent for peer review

March 1, 2018 peer review feedback completed
























May 1, 2018 final submissions due to special issue editors

October 1, 2018 online and print publication of the Journal article

Special Issue Editors

Dr. Helen Janc Malone, Institute for Educational Leadership

Dr. Corrie Stone-Johnson, University at Buffalo

Executive Editor

Dr. Pak Tee Ng, National Institute of Education, Singapore



20th Annual National Principals Leadership Institute (July 8-13, 2017, New York City): Building Communities as Catalysts for Change

Our goal is to have Institute participants better understand the concept of "community" (Day 1); and how it can nourish learning and innovation (Day 2); offer a sanctuary and deliver services (Day 3); and provide a platform for advocates (Day 5). The fourth day is spent on field visits and on the sixth and final day Institute teams will propose specific ways to build community in their schools and neighborhoods, towns and cities.


A $350 scholarship is available, which will reduce the per-person Institute fee from $1,850 to $1,500. This registration fee includes all sessions and activities, five breakfasts, four lunches, a personal leadership consultation and a set of team solutions.Groups of three or more are eligible for additional savings.


As the attached NPLI 2017 Preview details, we have a remarkable lineup of presenters and panelists. Recently confirmed are Rev. James Lawson who marched with Rev. Martin Luther King, Jr. and Peter Yarrow, of Peter, Paul and Mary fame. Learn more at


The American Educational Research Association (AERA) invites proposals for conferences in education research. AERA supports research conferences intended to break new ground in substantive areas of inquiry, stimulate new lines of study on issues that have been largely unexplored, or develop innovative research methods or techniques that can contribute more generally to education research. Conferences may focus on conceptual, empirical, or methodological issues important to understanding the state of the knowledge and charting directions for future research. It is anticipated that research conferences will draw upon diverse disciplines and fields of inquiry where there is relevant scientific and scholarly expertise. The purpose of this program is to foster the accumulation of knowledge, to enhance dissemination, to encourage innovation, and to advance studies of the highest quality in education research. AERA’s Research Conferences Program awards grants of up to $35,000.

The deadline for submissions for Spring 2017 is March 7, 2017. For more information or to submit a proposal, please see the Call and Guidelines for Proposals or email Please visit the AERA website for information about previous awards.


AERA Awards

Early Career Award
Established to honor an individual in the early stages of his or her career no later than 10 years after receipt of the doctoral degree, this award can be granted for study in any field of educational inquiry.

Exemplary Contributions to Practice-Engaged Research Award
This award is presented to an education research scholar or scholars in recognition of collaborative project(s) between researchers and practitioners that have had sustained and observable effects on contexts of practice.

E.F. Lindquist Award
In recognition of outstanding applied or theoretical research in the field of testing and measurement, the award acknowledges a body of research of an empirical, theoretical, or integrative nature rather than a single study. Particular emphasis will be given to research that has advanced the companion goals of greater understanding and improved use of testing and measurement techniques. This award is co-sponsored by The American College Testing Program (ACT). The winner of this award is invited to give the E.F. Lindquist Award Lecture at the 2018 Annual Meeting in New York, NY. An article emanating from the lecture will be considered for publication in the Journal of Educational and Behavioral Statistics.

Distinguished Contributions to Research in Education Award
This is the premier acknowledgment of outstanding achievement and success in education research. The purpose of the award is to publicize, motivate, encourage, and suggest models for education research at its best. Each year, nominations are invited from AERA members who wish to honor a meritorious colleague, one who is considered by other education researchers to stand out in the profession by meeting the very highest of professional standards of achievement.

Distinguished Contribution to Gender Equity in Education Research Award
Established in 2006, the Distinguished Contributions to Gender Equity in Education Research Award recognizes individuals within AERA for distinguished research, professional practice, and activities that advance public understanding of gender and/ or sexuality at any level in the education community. This award will be presented to an individual whose professional career has been devoted in substantial part to the study of gender and/or sexuality in education, and who has significantly advanced the field through extraordinary leadership, scholarship, or professional practice.

Social Justice in Education Award
Established in 2004, the AERA Social Justice in Education Award honors an individual who has advanced social justice through education research and exemplified the goal of linking education research to social justice.

Distinguished Public Service Award
This award is granted annually in recognition of an individual who has worked to enact or implement policies that are well grounded in education research, or who has been at the forefront of efforts to increase recognition and support for education research.

Scholars of Color in Education Award:
These awards are intended to recognize (a) scholars at different stages in their careers who have made significant contributions to the understanding of issues that disproportionately affect minor­ity populations, and (b) minority scholars who have made a sig­nificant contribution to education research and development.

Presented to a senior-level scholar, usually 20 years or more after his or her receipt of the doctoral degree.
Presented to a scholar who is beyond the first level of professional appointment and for whom at least 10 years have passed since receipt of the doctoral degree.
Presented to a scholar who is within the first ten (10) years of his or her career after receipt of the doctoral degree.

Excellence in Media Reporting on Education Research Award
This award is presented to an individual in the media who has demonstrated excellence in raising awareness, knowledge, and understanding of education research.

Outstanding Public Communication of Education Research Award
This award is presented to honor scholars who are exemplary in their capacity to communicate the importance of education research to the broad public, including education communities.




2017 William L. Boyd National Education Politics Workshop Registration Now Open.



The Politics of Education Association, the University Council for Educational Administration, Division L of AERA, and the Great Lakes Center for Education Research and Practice invite graduate students and recent doctoral graduates to a special 2 1/2-hour workshop. The William L. Boyd National Educational Politics Workshop, scheduled on the first afternoon of the AERA annual meeting, will give emerging scholars (students and pre-tenure faculty members) the opportunity to learn about current and promising research in the politics of education field and interact with leading politics of education scholars.


When/Where: The workshop will take place on Thursday April 27th, 2017 from 3:30-6:00 pm at a location convenient to the AERA conference hotels.

Eligibility:  Students with an interest in educational politics and currently enrolled in graduate schools in the U.S. or abroad are welcome to attend as are educational researchers who earned their doctoral degrees after March 1, 2016. There is no fee to attend, but space is limited. Applicants whose research interests are not clearly tied to education politics will not be accepted. The opportunity to submit an application will end January 17, 2017 at 5:00 pm or when we reach maximum capacity.

If you have any questions, please contact Dr. Dana Mitra at  or Dr. Lauren Bailes at . _____________________________________________________________________

New Grant Opportunity!

Education Innovation and Research (EIR)

U.S. Department of Education

The Department of Education announces a new funding opportunity for grants to support innovative new practices that serve high need students in K-12 education, and to support the expansion of those practices supported by evidence of effectiveness.  The Education Innovation and Research Program (EIR) replaces the former Investing in Innovation (i3) Program but retains its three-tiered evidence-based funding structure.

Applications are due April 13, 2017.  Applications may be submitted by LEA’s, State Educational Agencies, the Bureau of Indian Education, and nonprofit organizations. 25% of the available funds will be used to support rural grantees.  

For specific eligibility and program requirements and a complete description of program priorities, please read the applicable Notice Inviting Applications:  Early Phase, Mid-Phase, and Expansion.  For application forms and instructions, please consult the application packages at the EIR competition page.

Workshop for Prospective Applicants

EIR staff will hold two workshops in Washington, DC on Monday, January 30 for prospective applicants to the program.  There will be two sessions (identical content):  9:30 am-12 noon and 1:30 pm to 4:00 pm.  Registration is required.

EIR Seeks Peer Reviewers

If you are not interested in applying and you will not be participating in any submitted applications, you may be interested in serving as a peer reviewer of EIR applications.  Please consult the call for peer reviewers.

Program Information

For program information, including the notices inviting applications, workshop details, and instructions for applying to be a peer reviewer, please go to:

  1. Dissertation Grant  - The program seeks to stimulate research on U.S. education issues using data from the large­ scale, national and international data sets supported by the National Center for Education Statistics (NCES), NSF, and other federal agencies, and to increase the number of education researchers using these data sets. The program supports research projects that are quantitative in nature, include the analysis of existing data from NCES, NSF or other federal agencies, and have U.S. education policy relevance. 
  2. Call for Research Conference Proposals: AERA’s Research Conferences Program awards grants of up to $35,000 for conferences intended to break new ground in substantive areas of inquiry, stimulate new lines of study on issues that have been largely unexplored, or develop innovative research methods or techniques that can contribute more generally to education research. The program aims to foster the accumulation of knowledge, enhance dissemination, encourage innovation, and advance studies of the highest quality in education research.
  3. Outstanding Book Award: To be eligible for consideration, unless otherwise noted, all nominations must be submitted electronically, using the AERA award nomination e-form, on or before the deadline.
  4. Minority Dissertation Fellowship in Education Research: The Council of the AERA established the fellowship program to provide support for doctoral dissertation research, to advance education research by outstanding minority graduate students, and to improve the quality and diversity of university faculties. 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 offers doctoral fellowships to enhance the competitiveness of outstanding minority scholars for academic appointments at major research universities. It supports fellows conducting education research and provides mentoring and guidance toward the completion of their doctoral studies.
  5. 2017 AERA Fellows: The AERA Fellows Program honors education researchers for their exceptional contributions to, and excellence in, education research. The program is intended to be inclusive of the scholarship that constitutes and enriches education research as an interdisciplinary field. 

Student-Centered Learning Research Collaborative
The Students at the Center initiative at Jobs for the Future is excited to announce a first-of-its-kind research collaborative that will build, define, apply, and share a robust evidence base for student-centered learning. The Student-Centered Learning Research Collaborative, with initial thought leadership of and support from the Nellie Mae Education Foundation, will begin this bold new initiative this spring and formally launch this fall with a core group of soon-to-be-selected scholars, school leaders, policymakers, practitioners, and funders, each known for their impact and influence, coming together to clarify and catalyze the field. Their charge: to work in partnership to investigate and evaluate what we know about student-centered learning both in and beyond today’s schools, and then leverage that knowledge to affect meaningful change at scale. Check it out here.

Call for Proposals on Evidence-Informed Practice: A Special Issue of Educational Research on the topic of evidence-informed practice (EiP) in education is being edited by Julie Nelson from the National Foundation for Educational Research and Carol Campbell, Ontario Institute for Studies in Education, University of Toronto. This special issue will address a variety of issues related to better understanding the meaning and application of EiP. Specifically, it will address the challenges associated with defining and measuring it, and will consider the relative effectiveness of different approaches to achieving and supporting the application of evidence in practice. Read the call here.

AERA Congressional Fellowship Opportunity
When: Apply by March 1, 2016!

AERA is currently accepting fellowship applications. The fellowship term will start on September 1, 2016 and end on August 31, 2017.

What: The American Educational Research Association is delighted to announce a new congressional fellowship opportunity for AERA members. This fellowship provides an exciting opportunity for researchers to come to Washington, DC and use education research, outside of the academic setting, to inform public policy while working on Capitol Hill.

The goals of the fellowship are: (1) to contribute to the effective use of scientific knowledge about education in the formation of public policy; (2) to educate the scientific community about the development of public policy; and (3) to establish a more effective liaison between education researchers and federal policymakers.

The fellowship pays a competitive salary.

Who: This fellowship is open to doctoral scientists from any discipline relevant to education research. Researchers at all stages in their careers are encouraged to apply.

How: Following a two-week science policy orientation program, the AERA fellow will begin work as a resident scholar within a congressional office. AERA Congressional Fellows will benefit from on-going professional development and networking opportunities. Read the Call for Applications here.

Educational Change SIG Emerging Scholar Award

If you are a graduate of a Ph.D. or Ed.D. program in education and within the first eight years of your career as an educational scholar, if you can demonstrate a strong record of original and significant scholarship related to educational change, and if you are an AERA member, you may self-apply for the Educational Change SIG 2016 Emerging Scholar Award. Please send complete application materials to under the heading Emerging Scholar Award Application. Applications will be accepted until November 15, 2015 at 11:59pm EST.

The award winner will be announced via the Educational Change SIG listerv, website, and social media. The award will be presented at the annual business meeting of the Educational Change SIG, during the 2016 AERA meeting in Washington, D.C.

Educational Change SIG Graduate Student Travel Award
If you are currently enrolled in an Ed.D or a Ph.D. program in education or if you obtained your Ed.D or Ph.D degree in education up to two years prior to March 2016, if you have conducted exemplary, original research on a topic related to educational change, and if your are an AERA member you may self-apply for the Educational Change SIG 2016 Graduate Student Travel Award Application.doc.

Please send complete application materials to under the heading Graduate Student Travel Award Application. Applications will be accepted until November 15, 2015 at 11:59pm EST. The award winner will be announced via the Educational Change SIG listerv, website, and social media. The award will be presented at the annual business meeting of the Educational Change SIG, during the 2016 AERA meeting in Washington, D.C.

AERA Grant Opportunities

Supported by the National Science Foundation (NSF), the AERA Grants Program is currently accepting proposals for Dissertation and Research Grants, with a deadline of Thursday, September 10, 2015. Entering its 25th year, the AERA Grants Program, with support from the National Science Foundation, provides small grants for conducting studies of education policy and practice using federally-funded, large-scale data sets. Applications are encouraged from a variety of disciplines, such as but not limited to, education, sociology, economics, psychology, demography, statistics, and psychometrics.

AERA Dissertation Grants. AERA provides dissertation support for advanced doctoral students to undertake doctoral dissertations using data from the large-scale national or international data sets supported by the NCES, NSF, and/or other federal agencies. The selection process is competitive. AERA Dissertation Grants are awarded for one-year for an amount of up to $20,000. The next application deadline is Thursday, September 10, 2015.

AERA Research Grants. AERA provides small grants for faculty members, postdoctoral researchers, and other doctoral-level scholars to undertake quantitative research using data from the large-scale national or international data sets supported by the NCES, NSF, and/or other federal agencies. The selection process is competitive. AERA Research Grants are awarded for one or two years, for an amount of up to $35,000. The next application deadline is Thursday, September 10, 2015.

For further information about AERA and the Grants Program, visit the AERA Grants Program website at You may also contact George L. Wimberly, AERA-Grants Program Co-Principal Investigator, at or (202) 238-3200.

AERA Centennial Education Research Compendium and Forum

In commemoration of its Centennial, AERA will launch special events, projects, and initiatives, including:

  • Centennial Lecture Series
  • Education Research Knowledge Forum
  • Second Century Conference and Visiting Scholars Center
  • Centennial Publications:
    • A Centennial edition of Review of Research in Education on the theme "Education Research and Its Second Century"
    • A Special Issue of the American Educational Research Journal
    • 100-year reviews of educational literature in Review of Educational Research
  • Online archive of presidential papers spanning AERA's 100-year history
  • Video interviews with emerging and senior scholars
  • Special events at AERA's Centennial Annual Meeting in Washington, D.C.
  • Dedicated AERA Centennial Web Portal
  • ... and much more!

2016 Annual Meeting
"Public Scholarship to Educate Diverse Democracies"
Friday, April 8 – Tuesday, April 12, 2016
Washington, DC

In AERA's Centennial Year, the Annual Meeting will celebrate and reinvigorate the progressive aspirations that gave rise to our professional community in 1916: hope and determination that research can strengthen public education, society’s most democratic institution. To mark this remarkable moment, the 2016 Meeting will illuminate and enhance the role of education researchers as public scholars who contribute to public understanding, political debate, and professional practice in increasingly diverse democracies in the US and around the globe.

Welcome, New Ed Change SIG Officers!

The election results are in, and we are pleased to announce our Educational Change SIG officers for 2015-2018:

Helen Janc Malone, Chair
Corrie Stone-Johnson, Program Chair
Deidre LeFevre, Secretary Treasurer

Congratulations, Helen, Corrie, and Deidre!

We will be passing the baton officially at our Ed Change SIG Business meeting in Chicago (Friday, April 17, 6:15-8:15pm, Swissotel, Lucerne Level, Alpine II).

AERA 2015 Annual Meeting
The 2015 AERA Annual Meeting was held in Chicago, IL, April 16-20. This year’s Annual Meeting theme was “Toward Justice: Culture, Language, and Heritage in Education Research and Praxis.” Take a look at our Educational Change SIG Program for AERA 2015.


Partner Resources

Visit our meetings page for the latest Conference Calls for Proposals and Conferences.

Partner Resources:


  • The Journal of Educational Change is an international professionally refereed state-of-the-art scholarly journal reflecting the most important ideas and evidence of educational change. Key topics include educational innovation, reform and restructuring, school improvement and effectiveness, culture building, inspection, school review, and change management. Subscribe, submit, or become a reviewer!
  • The Journal of Professional Capital and Community is an international, professionally refereed, scholarly journal, reflecting the most important ideas and evidence of the nature and impact of interactions and relationships in the education profession, especially in the school sector. For the first time, in one single place of scholarly research and inquiry, this journal brings together the most influential leading thinkers and emerging scholars on professional cultures, communities and collegiality and how they all contribute to or impede the development of the professional capital in schools and school systems that enhances students’ learning, wellbeing, achievement and engagement.
  • Educational Research for Policy and Practice (ERPP) is an international double-blind peer-refereed journal.  It aims to advance education research that links and has implications for educational policy and practice.  It welcomes high quality papers (conceptual, analytical or empirical; both quantitative and qualitative) which make an important and substantial contribution to educational policy and practice. 
  • As a highly cited and internationally known SCOPUS journal, School Leadership and Management is fundamentally concerned with issues of leadership and management in classrooms, schools, and education systems. It welcomes contributions from researchers, practitioners and policy makers that add to the knowledge base about leading educational change, transformation and improvement. 
  • International Congress for School Effectiveness and Improvement (ICSEI) is an energetic global community bringing together policy makers, researchers and practitioners from over 80 countries in the ICSEI community to share cutting edge knowledge and powerful practice with a view to enabling education systems and schools to become learning organizations for the sake of better education for all. 
  •, a twitter feed and blog to foster discussion of what's "new", what's "good" and what's "effective" from pre-kindergarten through secondary education outside the United States. Join the conversation on twitter and facebook and share the links with others who may be interested.

Lead the Change Series

The Lead the Change Series features renowned educational change experts from around the globe, highlights promising research and practice, offers expert insight on small- and large-scale educational change, and sparks collaboration within our SIG. To read past issues, click on the PDFs below.  

  1. Lead the Change!
  2. Ann Lieberman
  3. Pedro Noguera
  4. Yong Zhao
  5. Pasi Sahlberg
  6. Jonathan Jansen
  7. Maria Helena Guimaraes de Castro
  8. Patrick Griffin
  9. Lorna Earl
  10. Sir Michael Barber
  11. Gabriel Camara
  12. Silvina Gvirtz
  13. Louis Gomez
  14. Elena Lenskaya
  15. James Spillane
  16. Michael Fullan
  17. Barry McGaw
  18. Andy Hargreaves
  19. Amanda Datnow
  20. Alma Harris
  21. Dennis Shirley
  22. J-C Couture
  23. Brahm Fleisch
  24. Gabriel Cámara
  25. Henry Levin
  26. Alan Daly
  27. Jan Robertson
  28. Sara Ruto
  29. Vicky Colbert
  30. Jal Mehta
  31. Richard Gerver
  32. Diane Ravitch
  33. Scott Nine
  34. Annie Kidder
  35. Beatriz Pont
  36. Allison Skerrett
  37. Charles Payne
  38. Louise Stoll
  39. Stephen Anderson 
  40. Joan Talbert
  41. Carol Campbell
  42. Angela Valenzuela
  43. Viviane Robinson
  44. Sakena Yacoobi
  45. José Weinstein
  46. Allan Luke
  47. Rukmini Banerji
  48. Pak Tee Ng
  49. Helen Malone
  50. Miriam Ben-Peretz
  51. Helen Timpreley
  52. Marc Tucker 
  53. Ken Leithwood 
  54. Juana Sancho-Gil
  55. John Hattie
  56. Karen Seashore Louis
  57. Santiago Rincón-Gallardo 
  58. Kara Finnigan
  59. Jon Saphier
  60. Karen Edge
  61. Fenwick English
  62. Andrés Peri
  63. Wiel Veugelers
  64. Alfie Kohn
  65. Johnny Lott
  66. Marnie O'Neill
  67. Sharon Lynch
  68. Kim Schildkamp
  69. Susan Moore Johnson
  70. Jennie Weiner
  71. Trond Eiliv Hauge
  72. Louis Volante
  73. Nic Spaull
  74. Kenneth Russell
  75. Fellus & Janc Malone
  76. Keith Gurley
  77. Izhar Oplatka
  78. Melanie Ehren
  79. Emerson Rolkouski
  80. Charlene Tan
  81. Mel Ainscow
  82. Mireille Hubers
  83. Jennifer Groff
  84. Kim Fong Poon-McBrayer
  85. Kirsi Pyhältö
  86. Kristin Kew
  87. Elaine Simmt
  88. Fernando Hernández-Hernández
  89. Thomas Hatch
  90. Mark Bray
  91. Michael T. O’Connor
  92. Scott McLeod
  93. Lee Elliott Major
  94. Osnat Fellus
  95. Corrie Stone-Johnson
  96. Kay Fuller
  97. Sarah Woulfin
  98. Michael Barbour
  99. Christina L. Dobbs

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