International Sessions—AERA 2024 Annual Meeting
 
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International Sessions

All times are in Eastern Time. 

April 11

Creating Collaborative Structures Within and Between Schools as a Basis for School Development
Thursday, April 11, 12:40 pm to 2:10 pm
Pennsylvania Convention Center, Level 100 - Room 103B

Chair: Wouter Schelfhout (University of Antwerp)
Discussant: Judith Warren Little (University of California - Berkeley)
Presenters: Vicky Willegems (Vrije Universiteit Brussel), Katrien Struyven (Hasselt University), Els Fabiola Consuegra (Vrije Universiteit Brussel), Nadine S.L. Engels (Vrije Universiteit Brussel), Laura Thomas (Ghent University), Charlotte Struyve (KU Leuven), Helma Oolbekkink-Marchand (Radboud University Nijmegen), Alison R.C. Fox (Open University UK), Ruben Vanderlinde (Ghent University), Els Tanghe (Antwerp University), Wouter Schelfhout (University of Antwerp), Tom Smits (University of Antwerp)

Schools must continuously adapt to societal changes and external expectations. Getting school teams involved in this ongoing development is not self-evident. The role of the school leader is also essential here. A supportive school culture seems necessary, but how can this culture arise? There is increasing evidence that by creating cooperative structures within and between schools, targeted work can be done on school development and on fostering a gradually growing supportive culture. Within these structures, attention is for instance paid to participatory vision development, professional development through learning from and with each other, linked to concrete (didactic) co-creation, supporting coaching structures, etc. This symposium brings research-based insights from three real-world applications.

Global Citizenship and Values in an Era of Multiculturalism and Technological Advancements: What Education Can Do
Thursday, April 11, 4:20 pm to 5:50 pm
Pennsylvania Convention Center, Level 100 - Room 115A

Chair: Ee Ling Low (Nanyang Technological University - National Institute of Education)
Presenters: Fernando M. Reimers (Harvard University), Ee Ling Low (Nanyang Technological University - National Institute of Education), Oon Seng Tan (National Institute of Education - Nanyang Technological University), Olga Zlatkin-Troitschanskaia (Johannes Gutenberg University of Mainz)

Today’s learners are citizens in a world that is complex and faces rapid social, ecological, economic, political changes wrought with post-pandemic disruptions, regional wars and climate change crises. In addition, the swift proliferation of artificial intelligence, big data and new social media platforms has prompted a re-calibration of what it means to exercise human agency and autonomy. This symposium calls for education to urgently rethink its fundamental goals to help each child thrive and flourish through a renewed intentionality in global citizenship and values. We share how democratic, ethics and values, and character and citizenship education can be promoted in an era of multiculturalism and technological advancements through meta-syntheses and case studies across the United States, Singapore and Germany.

April 12

Interrogating Educational Possibilities Through Teacher Education and Development
Friday, April 12, 9:35 am to 11:05 am
Philadelphia Marriott Downtown, Level 4 - Franklin 4

Chair: Aimie Brennan (Marino Institute of Education)
Discussant: James P. Spillane (Northwestern University)
Presenters: Aimie Brennan (Marino Institute of Education), Gavin Murphy (Trinity College Dublin), Thomas K Walsh (Maynooth University)

This symposium addresses the transformative impact of recent educational reforms in Ireland, coinciding with teacher education re-accreditation, school leadership policy reform, and curriculum redevelopment. The symposium aims to explore the intersection of teacher education, development, and mandated reforms, focusing on the potential and challenges of these policy trajectories, which will be of interest to an international audience.

The papers delve into the crucial role of teachers, teacher leaders and system actors in shaping education during a period of significant policy changes. They emphasize the importance of teacher agency, leadership development, and curriculum making in creating education spaces free of injustice and oppression. Insights provided include a framework for developing teacher-research preparation in ITE, examination of leadership development with a focus on equity, and exploration of teachers' capacity as curriculum makers along with the intended and unintended consequences of curriculum reforms on teacher agency. In so doing, we emphasize the importance of teacher agency, leadership development, and curriculum-making that is informed by a social-justice and equity-focused mission in creating education spaces free of injustice and oppression for teachers and students alike.

Respectful Relationships for Collaborative and Sustainable Educational Communities
Friday, April 12, 11:25 am to 12:55 pm
Pennsylvania Convention Center, Level 100 - Room 120A

Chair: Elizabeth Martha Ann Eley (University of Waikato)
Presenters: Elizabeth Martha Ann Eley (University of Waikato), Elaine Khoo (Massey University), Carma Maisey (University of Waikato), Mere Berryman (University of Waikato), David Copeland (University of Waikato)

This symposium establishes historical contexts from the colonial education system imposed on the Indigenous Māori population in Aotearoa-New Zealand, and the disparities that ensued for these learners. A blended learning professional development (PD) program is being used with educators in Aotearoa to understand and disrupt this situation. We introduce this program through a systematic, review of related literature. Then, in-depth findings, from a master's thesis present the experiences and voices of a group of educators who have completed this year-long, PD program. Next, we consider outcomes from a much wider group of educator participants. We conclude with implications for others, concerned with learners who are too often, misunderstood, pathologized and marginalized by a system that was set up to educate.

The Promotion and Support of Self-Regulated Learning Across Different Educational Levels
Friday, April 12, 3:05 pm to 4:35 pm
Philadelphia Marriott Downtown, Level 5 - Salon B

Chair: Nadira Saab (Leiden University)
Discussant: Allyson F. Hadwin (University of Victoria)
Presenters: Patrick Sins (Rotterdam University of Applied Sciences), Jeroen Rozendaal (Rotterdam University of Applied Sciences), Carlos van Kan (Rotterdam University of Applied Sciences), Petra Poelmans (Rotterdam University of Applied Sciences), Luuk van Schie (Rotterdam University of Applied Sciences), Pieter-Jan Ruiter (Thomas More University of Applied Science), Ineke Vermeulen (Thomas More University of Applied Science), Elvira Folmer (HAN University of Applied Sciences), Jorrick Beckers (Open Universiteit), Sandra Bolkenbaas (VMBO Maasland), Anne-Roos Verbree (University Medical Center Utrecht), Trudie Schils (Maastricht University), Tamara van Gog (Utrecht University), Anique de Bruin (Maastricht University), Joyce Neroni (Open Universiteit Heerlen), Samantha Vos (Open Universiteit Heerlen), Martine Baars (Erasmus University Rotterdam), Lisette Wijnia (Open Universiteit Nederland)

Self-regulated learning (SRL) is increasingly recognized as an important objective of education. The ability to plan, monitor, and regulate one's learning activities is linked to student motivation and academic success (Dent & Koenka, 2015). SRL has also been suggested as a key competence to initiate and maintain lifelong learning (Cornford, 2002). Despite the widespread acknowledgment of the significance of SRL, promoting SRL continues to be challenging. This symposium presents a collection of three research papers, each offering a perspective on promoting SRL across different educational levels.

These papers collectively contribute to the ongoing discourse on SRL in education, shedding light on the challenges of developement and implemention of SRL teaching and the potential benefits of student-centered learning approaches. This symposium offers valuable insights for educators and researchers working to enhance SRL skills in various educational contexts.

Global Perspectives on Research and Evidence-Informed Policy Making: Purposes, Processes, and Possibilities
Friday, April 12, 4:55 pm to 6:25 pm
Philadelphia Marriott Downtown, Level 5 - Salon B

Chair: James P. Spillane (Northwestern University)
Discussant: Amanda L. Datnow (University of California - San Diego)
Presenters: Paul Campbell (Education University of Hong Kong), Melanie Ehren (Vrije Universiteit Amsterdam), Elske van den Boom-Muilenburg (University of Applied Sciences Utrecht), Kristin Vanlommel (University of Applied Sciences Utrecht), Jacob Easley (Xcelerated Excellence Consulting), Karen Ramlackhan (University of South Florida)

This symposium brings together perspectives on research and evidence informed policy making from across the global International Congress for School Effectiveness and Improvement (ICSEI) community. Systems are contending with a rise in stakes as to the outcomes of education, and with this have come intensified calls for the use of research evidence for education policy making. Presenting empirical and conceptual work from across systems with implications for the use of evidence and research, this session critically examines the drive for education policy and decision making to be more research and evidence informed, conceptualizations and examples of this, and the insights this offers for how processes and possibilities of research and evidence informed policy making can be understood and realized.

April 13

History, Hate, and Hope
Saturday, April 13, 11:25 am to 12:55 pm
Pennsylvania Convention Center, Level 100 - Room 118A

Chair: Carolyn M. Shields (Wayne State University)
Presenters: Carolyn M. Shields (Wayne State University), Ann E. Lopez (University of Toronto - OISE), Mere Berryman (University of Waikato), Ken Brien (University of New Brunswick), Margaret Grogan (Chapman University)

As the call for proposals indicates, racism is a chronically obstinate problem, perpetuating exploitation, marginalization, oppression, and conflict throughout the world. In this interactive session, all participants will be given a chance to explore some of the historic underlying roots of racism in this country and beyond, including the early days of religious wars, crusades, the Papal Bulls and Doctrine of Discovery and so forth. They will understand how these early ideologies have persisted until the 21st Century and how they still result in hate and violence today. Finally, participants will focus on mindsets, strategies, and discursive possibilities that may bring hope and healing to our educational institutions and our world.

Inclusive Education: Canada’s Connection to the World
Saturday, April 13, 3:05 pm to 4:35 pm
Pennsylvania Convention Center, Level 100 - Room 102AB

Chairs: Nancy Norman (Vancouver Island University), Monique Somma (Brock University)
Presenters: Jacqueline A. Specht (Western University), Steve Sider (Wilfrid Laurier University), Rebecca Stroud (Wilfrid Laurier University), Caroline Sahli Lozano (University of Bern), Sergej Wüthrich (Bern University of Teacher Education), Deewakarsingh Authelsingh (Special Education Needs Authority), Steve Sider (Wilfrid Laurier University), Margo Allison Shuttleworth (Brock University), Monique Somma (Brock University), John Freer (St. Clair College), Sheila Bennett (Brock University)

Canadian scholars have made significant impacts on inclusive education across the globe. The UN’s 2016 call to action for equitable and inclusive education for all children by 2030, prompted many nations to examine their current education practices specific to children with disabilities and work to ensure all children have access to participate fully in school. This symposium brings together scholars to discuss Canada’s connection and impact to inclusive education at multiple levels from policy to schools, in various parts of the world.

April 14

In Search of Predictors of Grade Retention, an Unfair Educational Practice
Sunday, April 14, 11:25 am to 12:55 pm
Pennsylvania Convention Center, Level 100 - Room 119B

Chair: Mieke Goos (UCLL)
Discussant: Timo Van Canegem (Ghent University)
Presenters: Janneke Pepels (Maastricht University), Barbara Belfi (Maastricht University), Carla Haelermans (Maastricht University), Mieke Goos (UCLL), Florian Klapproth (Medical School Berlin), Fabian Meissner (MSB Medical School Berlin), Antoine Fischbach (University of Luxembourg), Natalie Nobrega Santos (ISPA - University Institute), Joana Pipa (ISPA-Instituto Universitário), Vera Monteiro (ISPA-Instituto Universitário), Sérgio Gaitas (ISPA-Instituto Universitário), Francisco Peixoto (ISPA - Instituto Universitário)

A lot of research has been done on grade retention, in many countries around the world, showing this practice to be non-effective and highly unfair, tackling ethnic minority students, low-SES students, and students with disabilities in particular. Much less is known about predictors of grade retention at the parent, teacher, class, school team, and educational system level. Which characteristics increase students’ risk of being retained in grade? Which types of teachers, schools, and educational systems apply grade retention more often? This symposium tries to answer these questions, via four empirical studies, one based on international PISA/TALIS 2018 data, and three based on data from Luxembourg, Belgium, and Portugal.

A Dis-United Kingdom? A Comparative Analysis of the United Kingdom’s Four Nations Positions on Education Policy and Practice in 2024
Sunday, April 14, 1:15 pm to 2:45 pm
Pennsylvania Convention Center, Level 200 - Room 202AB

Chair: Deborah Emily Outhwaite (University of Liverpool)
Discussant: Qing Gu (University College London)
Presenters: Ken Jones (Professional Development in Education), Tony M. Gallagher (Queen's University - Belfast), Christopher James Chapman (University of Glasgow), Toby M. Greany (University of Nottingham), Lizana Oberholzer (University of Wolverhampton)

This Symposium outlines the current position of both education policy and practice in each of the four nations that make up the UK in 2024. It will analyze how their education policies are both different to and from each other, but also the practices and current directions that they are moving in - it will discuss how and why they are rapidly seen as diverging from each other. The sessions will each cover any recent changes to school organization; changes to the middle tier; exam result progress; directions of major policies; and the current trajectories. Some countries now have very different priorities to others, and the antecedents of this will also be explored and contextualized.

Indigenous Success in Higher Education
Sunday, April 14, 1:15 pm to 2:45 pm
Pennsylvania Convention Center, Level 100 - Room 102AB

Chair: Peter Anderson (Queensland University of Technology)
Presenters: Congcong Xing (Queensland University of Technology), Levon E. Blue (Queensland University of Technology), Peter Anderson (Queensland University of Technology), Angela Rossana Baeza Pena (Queensland University of Technology), Melanie Saward (Queensland University of Technology), Thu Pham (Griffith University), Rhetta Chappell (Griffith University)

A plethora of factors have influenced the completion rates of Aboriginal and Torres Strait Islanders peoples (hereafter respectfully referred to as Indigenous peoples). Although the completion rates of Indigenous university graduates (i.e., Bachelor, Master, and Doctorate) are growing, in line with increases in enrolments over the past decade, the completion rates of Indigenous graduates remain alarmingly low compared to non-Indigenous graduates in Australia. A range of factors continue to affect the retention and completion of Indigenous students, including lack of quality supervision, racism, discrimination, and low socio-economic status. In this symposium, we are sharing findings from three papers focusing on factors that lead to the completion of university degrees by Indigenous students.

Inclusion and Special Needs Education for Immigrant Students in the Nordic Countries
Sunday, April 14, 3:05 pm to 4:35 pm
Pennsylvania Convention Center, Level 100 - Room 115C

Chair: Natallia Bahdanovich Hanssen (Nord University)
Discussant: María Cioè-Peña (University of Pennsylvania)
Presenters: Marina Prilutskaya (Nord University), Mirjam Olsen (The Arctic University of Norway), Monica Londen (University of Helsinki), Gunilla Holm (University of Helsinki), Minna Törmänen (University of Teacher Education in Special Needs), Markku Tapani Jahnukainen (University of Helsinki), Gunilla Lindqvist (Uppsala University), Anna Johansson (Uppsala University), Liz Adams Lyngbäck (Stockholm University), Nihad Bunar (Stockholm University), Enni Paul (Stockholm University)

Ongoing tendencies challenge the core idea of inclusion that guarantees education for all. As such, inclusion and SNE for immigrant students represent a critical social aspect withing a society's social justice with an equalised and active citizenry (Ainscow, 2021). It is clear, that we need to transform our entire educational systems to build an inclusive culture and make education a space where every learner is given fair conditions, where all learn to live together and to value differences and to learn from each other. Therefore, the focus of this symposium is inclusion and SNE specifically for immigrant students, both of which should be seen in relation to each other in the symposium’s context.It is our hope that this symposium will help reignite conversations about what inclusion is and should be not only in the Nordic countries, but also around the world.