AERA Division A Newsletter: Summer 2026
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Established in 2023 by co-chairs Daniel Liou and Virginia Snodgrass Rangel, the Division A Mid-Career Mentoring Committee addresses the critical "pipeline problem" by supporting associate professors as they navigate the path to full professorship. The committee’s primary goal is to create a dedicated space for mid-career scholars to achieve long-term career objectives, strengthen the post-tenured faculty pipeline, and foster a culture of mentorship within Division A. New leaders will serve a two-year rotation. Interested individuals should communicate their interest to the committee chairs or Division A VP. Please see the attached flyer for more details.
The Department of Research, Counseling, and Curriculum (RCC) in the College of Education and Human Development (COEHD) at Augusta University invites applications for a full-time, tenure-track faculty position at the rank of Assistant Professor. Appointment at the rank of Associate Professor may be considered for an outstanding candidate with an established record of teaching, scholarship, and service. We seek a collaborative scholar-educator whose expertise may include curriculum and instruction, advanced educational studies, educational research, or a closely related area. The successful candidate will contribute to graduate teaching, student mentoring, program development, and the department’s growing research and grant activity while supporting innovative, inclusive, and high-impact learning experiences.
Start Date:
The anticipated start date is August 1, 2027. Consideration may be given to an earlier start date of January 1, 2027.
Questions about the position can be directed to me at kallen8@augusta.edu
The Department of Educational Leadership and Policy at the University at Buffalo invites applications for the Assistant Professor in Educational Administration position. This tenure-track position is slated to begin in August of 2027. The Department of Educational Leadership and Policy is committed to improving evidence-based educational policy and creating educational environments for all students. More broadly, the Graduate School of Education includes a distinguished faculty of researchers, professional teachers, and thought leaders who strive for innovation in research, training, and practice to have enduring impact on the lives of individuals and communities.
The University at Buffalo is an affirmative action/equal opportunity employer and, in keeping with our commitment, welcomes all to apply, including veterans and individuals with disabilities. For more information about the application process.
Moving on Up? Working-Class Academics Working in the Academy
Editors: Leslie Ann Locke, Ph.D. (Minnesota State University, Mankato) and Sonya D. Hayes, Ph.D. (University of Tennessee, Knoxville)
We invite proposals for chapters in our forthcoming edited volume, Moving on Up? Working-Class Academics Working in the Academy with Rutgers University Press. This book will highlight the personal narratives and experiences of faculty from working-class backgrounds currently serving in U.S. higher education institutions (2-year, 4-year, public, or private). Our goal is to amplify the voices of working-class academics and critically examine their experiences across institutional contexts, while also analyzing central themes across these narratives through frameworks of social mobility, intersectionality, and social capital.
The Midwest Journal of Education (MJE) is an open-access, double-blind, peer-reviewed journal in education. The journal features the work of scholars and practitioners who address the nexus of theory and practice in education on a broad range of topics pertinent to education. We invite submissions from educators with various backgrounds, research interests, and educational expertise.
Contribute to a groundbreaking series dedicated to amplifying the voices, experiences, and leadership of Hispanic and Latinx individuals in education. As demand grows for equitable representation in educational leadership, faculty, and administration, this series offers scholars, practitioners, and policymakers a vital platform to share research and insights that drive meaningful change.
We invite new contributions exploring equity, access, identity, and systemic transformation to help shape the future of educational leadership for Hispanic and Latinx communities nationwide and beyond.
Drs. Margaret Thornton, Sofia Ferreyro-Mazieres, Doug McDougall, and Elizbeth Huffaker are presenting a new Article Collection, "Reforming the Math Hierarchy: Policy, Practice, and the Politics of Equity in Access and Pathways". This Collection is now live in Cogent Education. The deadline to submit is 2 April 2027. You can find out more by reaching out to Kristen.Brida@taylorandfrancis.com.
Dr. Jianping Shen has just published a new book, School Renewal in the Bifurcated Educational System,with Cambridge University Press. It is based on 15 years of rigorous empirical research.
The book offers compelling arguments for moving toward the school renewal model (vs the school reform model) based on strong empirical evidence and real-world renewal work in schools. Drawing on national and project data alongside rigorous analysis, it highlights structural and leadership barriers that have hindered reform over the past 25 years and offers essential constructs and tools to bridge the divide in the educational system, including the bifurcation theory, the win-win leadership theory, implementation integrity, integrated school leadership, and leadership density. With validated instruments and actionable frameworks, this work equips researchers and practitioners with innovative methods to drive school improvement. Policymakers will also find guidance on creating enabling conditions for sustainable progress, focusing on responsive, capacity-building approaches rooted in the complexities of modern education. The book is useful for courses on school improvement, leadership theory, organizational theory, principalship, superintendency, etc.
New book out for current or aspiring educational leaders (and all those who support them)!
Whitney Hegseth (assistant professor of educational leadership at the University of La Verne) has a new book out with Oxford University Press, titled Just talk to us normally: A leader's guide to organizing schools that elevate students. Book description and details can be found here. The topics covered in this book apply readily to courses in: educational leadership, educational change/reform, comparative education, systems thinking, anthropology of education, and advanced qualitative methods. Pre-order the book here, and read the introduction for free (through Sept 9) here. See attached flyer, and feel free to reach out to Whitney Hegseth for further questions: whegseth@laverne.edu
Call for papers for a forthcoming special issue of the American Journal of Education on The AI Explosion in K–12 Education: Consequences, Contestations, and Policy Responses, guest edited by Gerald K. LeTendre.
The special issue seeks empirical research that examines the broader educational, policy, ethical, and societal implications of artificial intelligence in K–12 education. Contributions from a range of methodological traditions are welcome, particularly those that explore how AI is reshaping teaching, learning, educational equity, and schooling.
Research participants needed: first-generation Ed.D. graduates now leading in the California Community Colleges system. Claudia Newby (Ed.D. candidate, California Lutheran University) is studying how dissertation-phase learning relates to their leadership practice. You may be eligible if you completed an Ed.D. in Educational Leadership in 2021–2024, are a first-generation college graduate (neither parent completed a bachelor’s degree), were employed during your dissertation phase, and hold an early- or mid-career administrative role in the California Community Colleges system. Participation is two confidential Zoom interviews (~60 and ~45 minutes). To take part or refer someone, email newby@callutheran.edu.
The organizing committee for the International Congress for School Effectiveness and Improvement (ICSEI) 2027 invites you to submit proposals for the annual conference.
ICSEI 2027 will take place in Banff, Alberta, Canada, from January 4–8, 2027, and is being hosted by the University of Calgary. The Congress theme is: Be Well, Learn Well: Strengthening Belonging, Well-Being, and Academic Growth. We aim to bring together researchers, practitioners, policymakers, graduate students, and educational leaders from around the world to explore questions related to educational improvement, wellbeing, belonging, leadership, equity, and system change.
The proposal process for ICSEI is intentionally designed to be relatively accessible and straightforward. Proposal submissions are brief (approximately 500 words maximum). Proposals are still being accepted.
Education Sciences invites submissions for a special issue on Broadening Horizons for Educational Data Use: Learning and Leading from Classroom to Community,” guest edited by Jo Beth Jimerson (Texas Christian University), Kara Lasater (University of Arkansas), Ellen Mandinach (WestEd), and Kathleen Kyzar (Texas Christian University). This issue will provide a platform for scholarship related to innovative approaches to or expanded conceptions of leading and learning through DDDM that are grounded in human-centered approaches, flourishing and relationships in PK-12 contexts.
To submit to this special issue, please start by sending a proposal (article title, abstract, keywords, authorship and affiliations) through the journal’s submission platform. Proposals that are appropriate to the scope and topic of the Special Issue will receive further instructions, and full manuscripts can then be submitted before the deadline of November 1, 2026.
For more information, or potential topics, see the attached flyer or read the full call for submissions at the special issue’s journal page here.
The Division L GSC made a great Canva template for highlighting your sessions via social media - tag Division A and Division A GSC on Instagram, Bluesky, or LinkedIn, and we’ll repost for visibility.
This year’s Digital Guidebook has been curated my multiple graduate student officers across AERA, providing both practical guidance and location-specific information for this year.
View the August 2026 Edition of the GSC Newsletter.
The American Educational Research Association (AERA) invites submissions for the Research-in-Progress Roundtable Series at the 2027 AERA Annual Meeting in Toronto, April 14-18. This initiative provides a formal presentation opportunity for graduate students who are engaged in research that is underway but was not sufficiently far along to submit a paper in response to the AERA Annual Meeting Call for Submissions. AERA will hold up to 6 Research-in-Progress Roundtable Sessions in Toronto. These roundtable sessions will be highlighted as part of the AERA-wide programming at the Annual Meeting.
The opportunity to present in a Research-in-Progress Roundtable is open to Graduate Student members of AERA who did not submit a paper as an author or co-author for the 2027 Annual Meeting Open Call. The aim for this series is to offer a forum at the Annual Meeting where graduate students can present a work-in-progress paper. Each roundtable will include 3-5 graduate student presenters and will be chaired and facilitated by an accomplished education researcher with relevant expertise. Consistent with the roundtable format, the Research-in-Progress Roundtables are intended to maximize interaction and discussion of each research project.
To learn more about the AERA Graduate Student Research-in-Progress Roundtable, access the Call for Submissions or visit our website.
If you have additional questions, please email edresearch@aera.net and include “Research-in-Progress Roundtables” in the subject line.
The summer writing group begins on May 18 and will run through late August. During the summer, writing sessions will be held biweekly. If you’re interested in attending, join using the link below! Feel free to join for any portion of the writing time - use this space to support progress in your work.
The AERA Graduate Student Council (GSC) Nominating Committee welcomes recommendations of well-qualified individuals as potential candidates to run for GSC office in the 2027 election. The GSC plans and coordinates activities that advance the professional interests of graduate students in the association, based on policies and procedures approved by AERA Council.
Please submit your recommendations here.
The offices open for the 2027 election are:
Position descriptions are available here. GSC members are expected to participate in monthly Zoom meetings, to attend the AERA Annual meeting, and to attend the fall Leadership Committee Meeting (LCM) in Washington, DC (when held). Travel expenses for the LCM are covered by AERA. GSC members receive a travel stipend and a sponsored registration for the Annual Meeting.
Individuals may recommend themselves as candidates. Those elected will take office on April 29, 2027, after the conclusion of the 2027 Annual Meeting.
To be eligible for one-year positions, students must hold graduate student status for the entire year they are in office. To be eligible for two-year positions, students must hold graduate student status for the first year and at least one full semester (not counting summer) of their second year in office. To be eligible for Chair-Elect, students must hold graduate student status through the annual meeting of their chair year. All nominees must hold current Graduate Student membership in AERA. Candidates cannot previously have earned a doctorate.
All recommendations must be received by 11:59 pm Pacific Time on Wednesday, September 9, 2026. The slates of nominees will be announced in December, and the election will launch in early January 2027.
If you have any questions, please contact governance@aera.net.
The AERA Division A Newsletter team is seeking applications for two Co-Associate Editors. Co-Associate Editors serve a total of two years on the Newsletter team, beginning their first year under the guidance of the current Co-Editors and then taking on the Co-Editor role in their second year. This two-year term begins April 2026 and ends July 2028. Responsibilities include gathering and authoring content, interfacing with other Division A and Executive Committee members, and meeting monthly during the academic year as an editorial team. This is an excellent opportunity for early career and tenure-track academics to build their networks and understandings of AERA governance. Interested applicants should complete the following application by March 8, 2026. For any questions, please contact the current Co-Editors, Alison Wilson (aswilso6@central.uh.edu) and Meagan Richard (meagan.richard@umb.edu).