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Division D: Measurement and Research Methodologies

Overall Program Co-Chairs: Kakali Bhattacharya, University of Florida

(kbhattacharya@coe.ufl.edu), and Gongjun Xu, University of Michigan (gongjun@umich.edu)

The Division D Program Committee invites submissions that address the study, design,

development, and evaluation of a wide range of methodologies, as well as different types of data,

in education research. We also invite submissions that debate the epistemological, ontological,

and ethical questions underlying this wide range of methodologies. Measurement and research

methodologies are at the core of research and inquiry in most social science disciplines,

including education. Research aligned with Division D is of the utmost importance in helping to

ensure that education research is as scientifically rigorous, theoretically sound, and socially

responsive and responsible as possible.

The 2026 AERA program theme, “Unforgetting Histories and Imagining Futures: Constructing a

New Vision for Education Research”, invites us “...to collectively reflect on how to leverage our

disciplinary and methodological diversity in service of unforgetting histories. These histories

inform our current challenges in education research and shape policies and practices that will

enable thriving futures for learners across the lifespan in a range of contexts.” We seek to

collaborate across AERA divisions and SIGs to generate relevant, rigorous, and future-shaping

methodological scholarship that advances just and inclusive educational possibilities. In

alignment with the 2026 Annual Meeting theme, we particularly invite submissions that:

(1) examine how methodological traditions and innovations—quantitative, qualitative, and

mixed—can reckon with historical erasures and inform future research design; (2) explore how

methods can be used to repair and reimagine in light of past harm, including extractive and

exclusionary research practices; (3) develop and apply methodological tools or frameworks that

support inclusive, responsive, and responsible research across varied educational contexts and

interrogate what counts as rigorous and relevant research; (4) consider how methodological

practices grounded in ancestral knowledge, community-engaged traditions, or interdisciplinary

approaches can foster new forms of inquiry; and (5) propose novel data structures, measurement

strategies, or indicators that attend to the complexities of equity, justice, and thriving across

educational settings.

Methodologies that combine quantitative and qualitative approaches, and those that engage

participatory, creative, or alternative forms of design and dissemination, are welcomed—

particularly when aligned with the work of unforgetting histories and imagining futures in

education research.

Please note the following important guidelines for submission to Division D sections:

· Division D encourages collaboration and innovation in presentation format and

particularly encourages session formats that promote audience engagement, including

interactive symposia, structured poster sessions, panel discussions, and paper discussions.

· Sessions may also be co-sponsored with other AERA divisions or SIGs. Submissions

should be submitted to one group only, although joint review and sponsorship may be

requested by the organizers or arranged by the program chairs.

· Division D prioritizes submissions focusing on methodological issues, advancements,

and innovations, supported whenever possible by empirical results and conclusions.

Preference will be given to submissions describing completed work that entails

methodological advances and innovative applications.

· Submissions must adhere to the guidelines presented in the general Call for

Submissions, including word limits. A complete list of the references cited in the paper

should be included. Use of tables, figures, and equations must be reasonable and well

explained.

· All submissions must be prepared for blind review, with names and any identification

of the author(s) removed. Failure to remove this identifying information will result in

disqualification of the submission.

· To avoid document conversion issues, it is strongly recommended that submitters create

a PDF version of their submission, view it to be sure that it has been converted correctly

(particularly with respect to tables, figures, and equations), and then upload the PDF

version to the online submission system.

Section 1: Measurement, Psychometrics, and Assessment

This section encourages submissions of research and applications in a broad range of educational

measurement, psychometrics, and assessment areas. We welcome research that develops

innovative methods and applies them to support the use of classroom-based and large-scale

assessments. Submissions focusing on methodological advances in test theories and

developments of novel assessments are also encouraged. In addition, we invite research that

introduces novel and future-shaping methodologies aimed at addressing current challenges in

educational research and informing policies and practices in measurement and assessment.

Section Co-Chairs: Gongjun Xu, University of Michigan, gongjun@umich.edu, and Hyeri Hong,

California State University, Fresno, hyerihong@mail.fresnostate.edu

Section 2: Statistical Theory and Quantitative Methodologies

This section encourages submissions that advance quantitative research, methods, practice, and

statistical theory as applied to the broad field of education research. We invite submissions that

develop and evaluate new statistical and quantitative research models or tools, demonstrate

improvements of new/updated approaches over existing methods, and/or promote novel uses ofquantitative methodologies in education research and practice.

The section welcomes submissions focused on quantitative methods and methodologies for research that uses novel

approaches to address complex educational challenges, drawing on lessons learned from past

quantitative approaches to advance inclusive research practices. We are particularly interested in

how generative AI may be reshaping the future of quantitative methods and methodologies in

education. In keeping with the 2026 Annual Meeting theme, “Unforgetting Histories and

Imagining Futures”, we seek work that is methodologically rigorous, theoretically sound, and

socially responsive.

Section Co-Chairs: Ann A. O’Connell, Rutgers University, ann.oconnell@gse.rutgers.edu, and

Precious Hardy, TeachBridge, phardy@teachbrigdeco.com

Section 3: Qualitative Methodologies This section focuses on qualitative research that

interrogate, extend, and/or advance qualitative inquiry. The section is inclusive of a range of

qualitative methodological traditions including, but not limited to, ethnographic,

phenomenological, interpretive, critical, arts-based, performative, decolonizing, feminist,

participatory, and post-qualitative methodologies and the methods of data generation and

analysis associated with those methodologies. Submissions might evaluate existing qualitative

approaches or develop and demonstrate new ones. Submissions might bring new theories and

theoretical perspectives to qualitative inquiry that engender novel understandings and enactments

of what qualitative research can be and produce. We also welcome submissions that focus on

teaching, mentoring, and learning qualitative research. In the spirit of the meeting theme, the

Section 3 co-chairs encourage qualitative method(ology)-focused submissions of all kinds that

revisit long standing methodological challenges and, reimagine and reenvision methodological

possibilities.

Section Co-Chairs: Kakali Bhattacharya, University of Florida, kbhattacharya@coe.ufl.edu, and

Sebnem Cilesiz, University of Louisiana at Lafayette, cilesiz@louisiana.edu

Section 4: Multiple and Mixed Methodologies

The section emphasizes the study of multi-method or mixed methods research approaches in

educational research. Multiple methods research, also referred to as multi-method research,

refers to research that incorporates two or more research methodologies in a single study. Mixed

methods research combines, merges, or interfaces two or more research methodologies in a

single study. We invite proposals that demonstrate novel approaches to mixed methods

integration and/or advance mixed methods philosophy, theory, and/or practice. We especially

encourage mixed methods proposals that directly relate to this year's theme to examine the past

and present and construct a new vision for education research in consequential ways.

Section Co-Chairs: Na Lor, Columbia University, nl2831@tc.columbia.edu

and Aileen Reid, University of North Carolina, Greensboro, amreid3@uncg.edu

Questions related to the Division D Call for Submissions and review process can be sent to the

section chairs listed above or to the overall program co-chairs: Kakali Bhattacharya, University

of Florida (kbhattacharya@coe.ufl.edu), and Gongjun Xu, University of Michigan

(gongjun@umich.edu). We look forward to your submissions and to working with you as a

presenter, discussant, or chair.

Conferences & Calls for Proposals

Call for Chapter Abstracts: Qualitative Pedagogy as Gift

Have something to share with the community? Click here to learn how to include your announcement in the next mailing.

Call for Chapter Abstracts: Qualitative Pedagogy as Gift: Creatively Exploring Teaching Commitments and Reciprocations

Please see the linked call for chapter abstracts in a book edited by Maureen A. Flint and Kelly W. Guyotte tentatively titled: Qualitative Pedagogy as Gift: Creatively Exploring Teaching Commitments and Reciprocations. 

This edited book will explore qualitative pedagogy through centering narratives of how individuals come to their axiological commitments as (qualitative) teachers/scholars/learners and what such commitments produce in qualitative classrooms. Grounded in commitments to feminist, Indigenous, decolonial, and other critical theories, contributors will be asked to explore their own qualitative teaching practices and live questions such as: 

• What are my/our pedagogical genealogies? 
• How do I/we know what we know and why do I/we teach what we teach? 
• What have we learned and what have we unlearned about teaching? 
• How does teaching become a disruptive/empowering/liberatory practice? 
• What does teaching look like on the ground—in specific places and spaces, with specific students, in specific political and social times? 
• What have I/we been gifted that has grounded this commitment? 
• How do I/we come to these commitments?

The book is conceptualized as encompassing both full-length chapters and what we are calling reciprocations. Full chapter authors are asked to invite students, collaborators, teachers, and/or mentors to engage with a mutual commitment or pedagogical question through a shorter piece (reciprocation). There will be one reciprocation for each chapter, and both can be written/created by qualitative scholars at any stage of their careers (e.g., a graduate student/early career scholar can write a full chapter in which their mentor writes a reciprocation or vice versa, an early career scholar can write a chapter in which their student(s) write a reciprocation or vice versa, or collaborators at similar stages of their career might submit a chapter and reciprocation). While we do not expect the reciprocation to ‘respond to’ the full chapter, we anticipate connective threads that dialogue with, extend, and juxtapose relationships to the shared commitment. In other words, full chapter authors and reciprocation authors would collaborate toward establishing threads between their contributions. 

The full call for submissions can be found here: https://bit.ly/QualPedagogyAsGift

Correspondence related to the special issue can be sent to both editors: Maureen A. Flint (maureen.flint@uga.edu) and Kelly W. Guyotte (kwguyotte@ua.edu).

Conferences & Calls for Proposals

Call for Chapters: Best Teacher Practices for Scripted Curricula 

Call for Chapters: Best Teacher Practices for Scripted Curricula 

Publisher: IGI Global (www.igi-global.com) | Anticipated Publication Date: 2026

Contributions are invited for an upcoming edited volume focusing on effective and innovative teaching practices within scripted curricula across educational contexts.

For submission details and guidelines, please visit:
https://www.igi-global.com/publish/call-for-papers/call-details/8922

For inquiries, please contact:
Dr. Olga Gould-Yakovleva at olgagoul@buffalo.edu