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1. As per AERA policy, job postings will not be disseminated via email/listserv unless the posting already appears on the AERA job board.
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Call for Chapters: Time-Efficient Practice in Online Teaching

 Publisher: DeGruyter Brill | Anticipated Publication Date: 2026

Contributions are invited for an upcoming edited volume focused on research-informed strategies for time-efficient, sustainable, and high-quality online instruction. This volume aims to support educators in adopting pedagogical practices that are both effective and manageable within real-world time constraints.

For submission details and guidelines, please visit:
https://www.michaelahlf.com/call-for-chapters

For inquiries, please contact:
Dr. Michael Ahlf at mikeahlf@gmail.com
Dr. Sara McNeil at smcneil@central.uh.edu

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 of quantitative 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, nl2831@tc.columbia.edu 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.

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).