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Dreams for Digital Spaces: What Shapes the Worlds of Children, Educators, and Researchers?
Friday, April 14, 9:50 to 11:20 am
Hyatt Regency Chicago, East Tower - Concourse Level - Michigan 1C

Chair: Daniel T. Hickey (Indiana University)
Discussant: Daniel X. Harris (RMIT University)
Presenters: Aleesha Rodriguez (Australian Research Council Centre of Excellence for the Digital Child, QUT), Rebecca Ng (Australian Research Council Centre of Excellence for the Digital Child, University of Wollongong), Sarah Healy (University of Melbourne), Amanda Belton (Melbourne Data Analytics Platform, The University of Melbourne), Karen Thomson (Melbourne Data Analytics Platform, The University of Melbourne), Kathryn Sara Coleman (University of Melbourne), Amanda Belton (Melbourne Data Analytics Platform, The University of Melbourne), Jessica Laraine Williams (Melbourne Graduate School of Education, The University of Melbourne), Neda Sajadi (Melbourne Graduate School of Education, The University of Melbourne), Xinyu Zhao (Australian Research Council Centre of Excellence for the Digital Child, Deakin University), Jessica Laraine Williams (Melbourne Graduate School of Education, The University of Melbourne), Sarah Healy (University of Melbourne), Rebekah Willett (University of Wisconsin - Madison)

‘Dreams for Digital Spaces’ explores the array of so-called truths that shape the digital worlds of children, educators, researchers, imaginaries, data, AI, algorithms and more through a series of four presentations involving research that takes up the digital as a focus and/or mode of inquiry. Together the presentations demonstrate the power of combining data science with philosophy, artistry, co-design, and educational research through interdisciplinary collaborations – collaborations which have folded in and out of each other as ideas, methods and even people have travelled. The symposium offers the audience an opportunity to consider how digital practices become the stuff of dreams and nightmares, making room for a multiplicity of potentially transformative truths to take place across virtual and physical sites.

Barrier-Free Access in a (Super)Diverse World: Lessons for Policy and Practice From Refugee-Background Students and Teachers of Diverse Classrooms
Friday, April 14, 11:40 am to 1:10 pm
Hyatt Regency Chicago, East Tower - Concourse Level - Michigan 1A

Chair: Vivienne Anderson (University of Otago)
Discussant: Joanna Higgins (Victoria University of Wellington)
Presenters: Vivienne Anderson (University of Otago), Alejandra del Pilar Ortiz-Ayala (University of Otago), Bronwyn Wood (Victoria University of Wellington)

Aotearoa New Zealand (NZ) is a ‘white settler’ colony with increasingly diverse school communities. Education policy articulates a commitment to ensuring barrier-free access to education, and the inclusion of all students’ life worlds. In this symposium, we draw on research with refugee-background young people, and teachers in superdiverse NZ schools, to reflect on what barrier-free access looks like in practice, and why it matters beyond education per se. We consider how insights from refugee-background young people highlight connections between educational access and a broader sense of un/belonging in a new resettlement context. We theorise the role of schools and teachers in relation to broader social justice and peace-building imperatives, and identify what transformative practice can look like in superdiverse classrooms.

Educational Research: The State of the Discipline
Friday, April 14, 2:50 to 4:20 pm
Hyatt Regency Chicago, East Tower - Concourse Level - Michigan 1B

Chair: Vivienne Baumfield (University of Exeter)
Discussant: Dominic Wyse (IOE, University College London)
Presenters: Dina Z. Belluigi (Queen's University - Belfast), Joanne O'Keeffe (Queen's University - Belfast), Jason Arday (University of Glasgow), Jess Brown (University of Warwick), Emma Smith (The University of Warwick), Tom Perry (University of Warwick), Rebecca Morris (University of Warwick)

The symposium presents the outcomes of two research projects sponsored by BERA to support advocacy for educational research. We focus on Equality, Diversity and Inclusion in the recruitment and retention of educational researchers in universities working in conditions of increasing precarity. The projects form part of the ‘State of the Discipline’ initiative examining how the next generation of researchers can be encouraged to continue to grow the size, influence, and impact of research in education. Insight into the current state of education as an academic discipline in the higher education systems of the four devolved nations of the United Kingdom facilitates analysis of the intersection of global, national and local factors of interest to the international educational research community.

Saturday, April 15

Toward Diversity-Responsive Education in Flanders
Saturday, April 15, 9:50 to 11:20 am
Hyatt Regency Chicago, East Tower - Concourse Level - Michigan 2

Chair: Ruben Vanderlinde (Ghent University)
Discussant: Frances OC Rust (University of Pennsylvania)
Presenters: Julia Steenwegen (University of Antwerp), Jan Vanhoof (Antwerp University), Noel Clycq (University of Antwerp), Elke Emmers (Hasselt University), Reinhilde Pulinx (University College Leuven-Limburg), Benjamin Ponet (Ghent University), Hanne Tack (Ghent University), Wendelien Vantieghem (Vrije Universiteit Brussel), Ruben Vanderlinde (Ghent University)

The Flemish educational system is not only characterized by high achievement, but also by a high inequality in student outcomes. Furthermore, the teacher workforce, as well as student populations in higher education are still no representation of the diversity in Flemish society. Drop-out rates of teachers and higher education-students from minoritized groups remain high, indicating the presence of mechanisms that perpetuate exclusion and inequality. While researchers in the past decades extensively scrutinized such mechanisms (e.g., cascade mechanism, early tracking, discrimination), current studies are increasingly focusing on the agency of the educational field to make changes. In this symposium, research is presented on raising responsivity to diversity and inequality on three different levels: compulsory education, higher education, and teacher education.

Critical Aspects of Computer-Supported Collaborative Learning
Saturday, April 15, 11:40 am to 1:10 pm
Hyatt Regency Chicago, East Tower - Concourse Level - Michigan 1C

Chair: Karel Kreijns (Open Universiteit Nederland)
Presenters: Bram De Wever (Ghent University), Karen Putzeys (Ghent University), Annelies Raes (KU Leuven), Siem Buseyne (KU Leuven), Kamakshi Rajagopal (KU Leuven), Karel Kreijns (Open Universiteit Nederland), Maartje Henderikx (Open Universiteit Nederland)

The objective of the session is to elicit some of the critical aspects of Computer-Supported Collaborative Learning (CSCL) that determine its effectiveness in achieving learning and social outcomes. The first paper discusses critical aspects of collaboratively writing source-based texts in relation to epistemic and regulative actions. The second paper discusses critical aspects of collaborative problem solving thereby focusing on the verbal interaction among adult group members. The third and last paper discusses dispositions toward group learning as a critical aspect in online CSCL and presents a validated instrument to measure attitude toward CSCL. The PIP model (Kreijns & Kirschner, 2018) is used to pinpoint the particular research area within the overall CSCL research.

Interrogating Research in Educational Leadership: Co-Constructing Methodologies for Equity
Saturday, April 15, 2:50 to 4:20 pm
Hyatt Regency Chicago, East Tower - Concourse Level - Michigan 1B

Chair: Pamela J. Osmond-Johnson (University of Regina)
Presenters: Andrew B. Campbell (University of Toronto), Alana C. Butler (Queen's University), Jerome A. Cranston (University of Regina), Rina Whitford (University of Manitoba), Ann E. Lopez (OISE/University of Toronto), Rachel Kalaba (OISE University of Toronto), Stephanie Diane Tuters (OISE/University of Toronto), Vidya Shah (York University), Sachin Maharaj (University of Ottawa), Shari Smith-Ellis (University of New Brunswick), Shannon Fayant (University of Regina), Pamela J. Osmond-Johnson (University of Regina)

Akin to understandings and notions of schools and schooling more broadly, the knowledge base around educational leadership “remains anchored in Western, Eurocentric philosophies and values” (Cranston & Whitford, 2018, p.3). As such, CASEA has engaged a multipronged approach to “encourage diverse scholarly study and research related to educational administration; to provide an inclusive national forum for reporting and discussing practices and research that is related to educational administration and to build a culture of belonging that represents, celebrates and serves diverse voices in educational administration” (2022, ¶ 1). Aligning with those aims, this symposium highlights six papers that detail Indigenous, anti-colonial and decolonial/nizing research projects that challenge traditional understandings of educational leadership and approaches to research in this area.

Sunday, April 16

Truths and Traditions: Five Research Studies About How High-Quality Early Childhood Education and Care Is Supported in the Nordic Countries
Sunday, April 16, 8:00 to 9:30 am
Hyatt Regency Chicago, East Tower - Concourse Level - Michigan 1B

Chair: Rosalinda Larios (California State University - Fullerton)
Discussant: Rosalinda Larios (California State University - Fullerton)
Presenters: Johanna Einarsdottir (University of Iceland), Sara Margret Olafsdottir (University of Iceland), Terese Wilhelmsen (University of South-Eastern Norway), Jostein Østmoen (University of South-Eastern Norway), Valerie Gail Margrain (Karlstad University), Jorryt van Bommel (Karlstad University), Eva Staffans (Åbo Academy), Johanna Hirvi (Åbo Academy), Christel Sundqvist (Åbo Academy), Kaisa Pihlainen (University of Eastern Finland), Noora Heiskanen (University of Eastern Finland), Marja Syrjämäki (University of Eastern Finland)

Early childhood education and care (ECEC) provides a strong base for children´s current and forthcoming learning and development. The objective of this session is to share Nordic research about how high-quality ECEC is supported. The symposium will provide critical views on research and practice, emphasising 1) ECEC practices that support children´s play, learning, and transitions to school, and 2) the variety of support needs of children, including gifted children and children with special needs. The five presentations include research from four Nordic counties. The US session chair will facilitate critical discussion of how these Nordic traditions, experiences and perspectives can be informing and provide challenge to wider cultural contexts.

Using Multimodal Trace Data to Support Learners Across Tasks and Contexts
Sunday, April 16, 9:50 to 11:20 am
Hyatt Regency Chicago, East Tower - Concourse Level - Michigan 1A

Chair: Roger Azevedo (University of Central Florida)
Discussant: Philip H. Winne (Simon Fraser University)
Presenters: Anastasiya A. Lipnevich (Queens College - CUNY), Naomi Winstone (University of Surrey), Michelle Taub (University of Central Florida), Joel Schneier (University of Central Florida), Allison Macey Banzon (University of Central Florida), Lindsey Olivera (University of Central Florida), Sierra Outerbridge (University of Central Florida), Marissa Salas, LaVonda R. Walker (University of Central Florida), Susanne P. Lajoie (McGill University), Tingting Wang (McGill University), Alejandra Ruiz-Segura (McGill University), Shan Li (Lehigh University), Roger Azevedo (University of Central Florida), Daryn Dever (University of Central Florida), Megan Wiedbusch (University of Central Florida), Saerok Park (University of Central Florida), David Alejandro Organista (University of Central Florida)

Various approaches have been developed to support learning across tasks, domains, and contexts. Such techniques include different mechanisms and scaffolds that support learners’ cognitive load by providing feedback, structure or support for their self-regulatory processes during learning, reasoning, and problem-solving across various contexts, tasks, and domains. A critical part of understanding how to support learners is understanding the role of feedback and cognitive load as learners monitor and regulate their learning processes using multimodal trace data. Our invited EARLI EFG symposium is to demonstrate the effectiveness of these approaches. Within this symposium, a review and analysis of multimodal multichannel trace data will be presented across learners of different ages, learning tasks and domains, and traditional and technology-based educational contexts.

Transforming Education Systems for Holistic Student Development: Learning From Case Studies Around the World
Sunday, April 16, 11:40 am to 1:10pm
Hyatt Regency Chicago, East Tower - Concourse Level - Michigan 1A

Chair: Danette Parsley (Marzano Research)
Discussants: Christopher James Chapman (University of Glasgow), Emily Markovich Morris (The Brookings Institution)
Presenters: Thomas K Walsh (Maynooth University), Hwei Ming Wong (National Institute of Education - Nanyang Technological University), Dennis Kwek (National Institute of Education - Nanyang Technological University), Jeanne Ho (Nanyang Technological University - National Institute of Education), Jose Weinstein (Universidad Diego Portales), Juan Bravo (Minister of Education - Chile), Devi Khanna (University of Manchester), Amelia Peterson (London Interdisciplinary School), Angela Lyle (University of Michigan), Whitney M. Hegseth (Boston College), Amanda L. Datnow (University of California - San Diego), Vicki Park (San Diego State University), Donald J. Peurach (University of Michigan), James P. Spillane (Northwestern University)

This session showcases research from the International Congress for School Improvement and Effectiveness (ICSEI) community and beyond. It explores how educational systems across the globe are engaging in system transformation towards holistic student development. While sustaining academic rigor, these systems are also focusing on addressing the social, emotional, moral, and civic development of the whole child. Systems are engaging in re-building to manage their environments and design and integrate educational infrastructures in everyday school and classroom practice. Presenting findings from six systems and a cross-case analysis, this session will contribute to understanding how system rebuilding efforts evolve in multiple international contexts, including Canada, Chile, India, Ireland, Singapore, the U.S., and cross-nationally.

Interrogating Deficit Thinking/Theorizing in Multiple Contexts
Sunday, April 16, 2:50 to 4:20 pm
Hyatt Regency Chicago, East Tower - Concourse Level - Michigan 1B

Chair: Carolyn M. Shields (Wayne State University)
Presenters: Mere Berryman (University of Waikato), Erica B. Edwards (Wayne State University), Suzanne B. Carrington (Queensland University of Technology), Patricia Briscoe (Niagara University in Ontario), Carolyn M. Shields (Wayne State University)

The emphasis of this year’s conference is on creating space for analysis and discussion that will interrogate methods and theories that name injustice and that co-construct opportunities for just educational practices and systems.
Members and friends of the Commonwealth Council for Educational Administration and Management have come together to interrogate the important concept of deficit thinking, sometimes referred to as deficit theorizing, in their respective contexts. In 1995, Wagstaff and Fusarelli found in their research that the single most important factor in the academic success of minoritized students was the administrator’s explicit rejection of deficit thinking. In 1997, Valencia conceptualized deficit thinking as a “form of oppression –that is the cruel and unjust use of authority and power to keep people in their place” (p. 3-4). Later, Shields, Bishop, and Mazawi acknowledged the deep colonial roots of deficit thinking and defined it, in part, as a way of pathologizing the lived experiences of others, and as: a process where perceived structural, functional, cultural, or epistemological deviation from an assumed normal state is ascribed to another group as a product of power relationships, whereby the less powerful group is defined to be abnormal in some way (2005, p, x). Unfortunately, both blaming the victim and trying to “fix” the situation are dominant in all of our contexts.

Papers From Members of the International Academy of Education
Sunday, April 16, 2:50 to 4:20 pm
Hyatt Regency Chicago, East Tower - Concourse Level - Michigan 1A

Chair: David C. Berliner (Arizona State University)
Discussant: Isak Frumin (Jacobs University Bremen)
Presenters: Fernando M. Reimers (Harvard University), Gustavo E. Fischman (Arizona State University), Marta Estelles Frade (The University of Waikato), David Devraj Kumar (Florida Atlantic University), Sharon R. Moffitt (Florida Atlantic University), Olga Zlatkin-Troitschanskaia (Johannes Gutenberg University of Mainz), Ee-Ling Low (National Institute of Education - Nanyang Technological University)