November 2015 Division H
November 2015 Division H
Message from Division VP

November 30, 2015


Greetings from the AERA Division A Team,
We cordially invite you to submit and participate in our 2016 edition of the Division A Dialogic Forum taking place at the 2016 AERA Annual Meeting, in Washington DC. The Dialogic Forum is a great platform to share your research, receive constructive feedback from scholars and peers, and get a pulse of current and future directions of research in the field. We invite graduate student proposals, at all levels, that are related to this year's theme "Public Scholarship to Educate Diverse Democracies". The proposal deadline is December 15, 2015 at 11:59pm CST. We look forward to reading your proposals and seeing your faces in the spring. Click here for details.


Auburn University’s Educational Psychology program is hoping to recruit graduate students for Fall 2016 with a strong interest in assessment or program evaluation. The flyer provides some details on our program and our funding opportunities for next year, including opportunities to get involved in several large-scale science and mathematics education program evaluations. Click here for details.


Call for Chapter Proposals

November 23, 2015


Under Title I of the Elementary and Secondary Education Act (ESEA), states are required to adopt challenging academic content standards and to develop an assessment system to measure student achievement as defined by these standards. A peer review process is used to review the technical soundness of states’ assessment systems including considerations of validity, reliability, fairness, and security. In recent years, completion of the peer review process was not required as the guidelines for this process were being reconsidered and updated to reflect the current education system. In September 2015, the new peer review guidelines were released by the U.S. Department of Education (DE), and the process will resume again beginning in January 2016.

As part of this effort, USDE is currently seeking applicants to participate in the peer review process. DE is specifically seeking experts in assessment to provide technical assistance to states regarding their testing programs. Those selected will serve on panels of 3-5 professionals during the first half of 2016 to review state assessment programs based on the peer review guidance outlined by DE.

Applications are due on Wednesday November 25th. More information about this opportunity, including reviewer qualifications and details of the work can be found at


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. The deadline for submissions for Spring 2016 is March 1, 2016. Click here for the Call and Guidelines for Conference Proposals.


AERA’s Education Research Service Projects (ERSP) program encourages education researchers to offer their pro bono expertise to educational organizations, institutions, or other community groups that have identified and expressed a need for such assist ance. The ERSP program provides small grants ranging from $1,000 to $5,000 to defray direct costs involved in these projects. The deadline to apply for AERA Education Research Service Projects is December 15, 2015. Click here for the Call and Guidelines for Proposals.


The 2017 volume of Review of Research in Education (RRE)—Disrupting Inequality Through Education Research—will publish reviews of research that advance understanding of how inequality and social processes that disrupt it affect the lives of children and youth. The 2017 volume editors (Maisha Winn and Mariana Souto-Manning) seek reviews that address inequalities across various domains and expansive educational settings, in or out of school—inequalities that impede children and youth from accessing high-quality, rigorous, and equitable educational experiences to prepare them for successful and productive lives.

Read the Full Call for Proposals

Deadline for Submissions: December 15, 2015

November 9, 2015

Division H’ers,

We would like to introduce our new Junior representative Elizabeth Adams. Beth is graduate student at North Carolina State University working on her Ph.D in Educational Research and Policy Analysis in K-12. Send us an email to welcome Beth (

Your Junior and Senior Reps (Elizabeth and Oral) are preparing for the centennial in Washington DC by preparing a variety activities. The 2016 Fireside Chat will involve a robust discussion on affirmative action and the affects on first year college students. Additional to the Fireside Chat, Division H Graduate student representatives will put calls out for the following:

· Division H poster session

· Division H GS roundtable research forum and division introduction

· Coffee Hour Mini-Mentorship program

· Incoming Graduate Student Junior Representative

· Division H's Vice-President Elect social

· The Division H Fireside Chat: Affirmative Action : Past, Present, and the Immediate Future

 We are looking for campus liaison throughout the world to encourage the mission of Division H. Those interested should send an email to Like us on Facebook at ( and Twitter (@DivisionHgrad). 


The international committee is preparing an invited session for AERA 2016 entitled “The use of formative assessment results to educate all in diverse democracies: Research results from four different countries.” A short summary of this session: Effective use of formative assessment promotes student learning (Bennett, 2011; Van der Kleij et al., 2015).Teachers can adapt their instruction to the needs of the learners based on this assessment results, and students can use assessment results to direct their own learning process. However, several meta-analyses show small or no effects (e.g., Hattie & Timperley, 2007; Kingston & Nash, 2011) of formative assessment on student learning. However, formative assessment can only lead to the desired effects if it is (successfully) implemented by teachers. Therefore, this session focuses on how teachers use formative assessment in their classroom, and how this can be supported and improved to enhance the learning of all students.

The international committee created a twitter account. Follow us on: @AERADIVHworld.

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