AERA 2020 Awards Virtual Celebration

AERA 2020 Awards Virtual Celebration


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#AERAAwards

WELCOMING REMARKS

Shaun R. Harper
 AERA President, University of Southern California

Felice J. Levine
 AERA Executive Director

A CELEBRATION OF EDUCATION RESEARCH
Honoring Excellence & Accomplishment

IN MEMORIAM 

PRESIDENTIAL CITATIONS

Presented by Vanessa Siddle Walker
 2019-2020 AERA President

Jacqueline Jordan Irvine | James D. Anderson

PRESENTATION OF AWARDS

Outstanding Book Award
Leilani Sabzalian

Reviw of Research Award
Francis A. Pearman, II

Palmer O. Johnson Memorial Award
Carolyn J. Heinrich 
Jennifer Darling-Aduana 
Annalee G. Good 
Huiping Cheng


Scholars of Color Early Career Contribution Award
Jessica C. Harris

Scholars of Color Mid-Career Contribution Award
Adrienne D. Dixson

Scholars of Color Distinguished Career Contribution Award
María Estela Brisk

Distinguished Contributions to Gender Equity In Education Research Award
Jessica Ringrose

Exemplary Contributions to Practice-Engaged Research Award
Maria R. Coady

Social Justice In Education Award
David Omotoso Stovall

Early Career Award
Lindsay C. Page

E. F. Lindquist Award
Randy E. Bennett

Distinguished Public Service Award
Congresswoman Eddie Bernice Johnson

Distinguished Contributions To Research In Education Award
Howard Gardner


ABOUT THE PRESIDENTIAL CITATION RECIPIENTS

Jacqueline Jordan Irvine
Emory University

This citation recognizes Dr. Jacqueline Jordan Irvine for exemplifying in this generation of scholars the commitment to research excellence, problem-solving, and mentorship that defined African American scholarship in history. A Charles Howard Candler Professor of Urban Education Emerita at Emory University, the university’s most prestigious endowed chair, Dr. Irvine‘s research produced 15 books, monographs or training manuals, three of which garnered national recognition. She has received 31 honors for her hundreds of book chapters, refereed articles, and professional presentations, including election to the National Academy of Education and nine awards from AERA. Dr. Irvine also successfully generated numerous funded proposals that allowed her to apply her scholarship on school leadership, teacher education, and culturally responsive pedagogy to contemporary educational problems. Of her many funded projects, two created centers that linked directly with improving the practices in local urban schools (The Ford Foundation) and improving the communication and shared vision among university professors interested in urban education across the South (The Spencer Foundation). Together with numerous professional development workshops and school consultations, Dr. Irvine’s intervention into helping address the problems in schools through her research knowledge generated years of formally evaluated successful engagement. In her mentorship, Dr. Irvine was no less vigilant. Her vision and research funding spurred the proliferation of diverse doctoral students in the Division of Educational Studies at Emory, and she worked tirelessly with two generations of doctoral students in her office, at her home, and during professional meetings. Today her mentees are scattered across the country and world, each continuing the legacy of commitment to urban education in their own institutions. For her ability to transfer to a current sphere an exemplar of historical values in present-day practice and for her investment in shaping my own career, Dr. Jacqueline Jordan Irvine is awarded the Presidential Citation for 2020.


James D. Anderson
University of Illinois, Urbana-Champaign

This citation recognizes Dr. James D. Anderson, Gutgsell Professor and Dean of the College of Education at the University of Illinois at Urbana-Champaign for exemplifying in this generation of scholars the commitment to research excellence, problem-solving, and mentorship that defined African American scholarship in history. In scholarship, Dr. Anderson has spent more than 50 years publishing articles and book chapters on the history of desegregation, institutional racism, and representation of Blacks in textbooks. His groundbreaking book, The Education of Blacks in the South, 1860-1935, transformed the landscape of Black educational history and remains today the standard interpretation in the educational historiography on African Americans. For his research contributions, Dr. Anderson has been elected to the National Academy of Education and the Fellows of the American Educational Research Association, as well as receiving the Lifetime Achievement Award from the American Association of Colleges for Teacher Education. In commitment to problem-solving, Dr. Anderson has served as an expert witness in a series of affirmative action and desegregation school cases, including Jenkins v. Missouri, Knight v. Alabama, Ayers v. Mississippi, Gratz v. Bollinger, and Grutter v. Bollinger. He both advised and participated in the documentaries, The Story of American Public Education, The Rise and Fall of Jim Crow, and Forgotten Genius: The Percy Julian Story. In his mentorship, Dr. Anderson has either chaired or served on 100-plus dissertation committees for students of color and advised more than 250 students. His commitment as scholar and Dean to serving diverse student populations has touched so many lives that Dr. Anderson has almost single-handedly produced the next generation of African American and Latinx academics in the fields of Education and History. For his ability to transfer to a current sphere an exemplar of the historical triad of African American values into present-day practice, Dr. James Anderson is awarded the Presidential Citation for 2020.


ABOUT THE AWARD WINNERS

Outstanding Book Award
Leilani Sabzalian

University of Oregon

Leilani Sabzalian. (2019). Indigenous Children’s Survivance in Public Schools. Routledge.

Indigenous Children’s Survivance in Public Schools, by Dr. Leilani Sabzalian (Alutiiq), provides a powerful window into the historical and contemporary legacies of colonialism in Indigenous education in the United States. As a collective, these stories highlight the ways that colonization continues to shape the experiences of Native students in schools. Dr. Sabzalian documents the resilience of these students, their families, and the complexities of efforts by educators to wrestle with these colonial legacies. Methodologically, the book integrates critical historiography with detailed ethnographic documentation through stories of survivance. The volume beautifully invites critical interrogation of contemporary challenges and opportunities in Indigenous education, often off the radar screen of research, practice, and policy.

AWARD COMMITTEE: Carol D. Lee (Chair), Dorothy L. Espelage (Chair-Designate), Susan E. Eaton, Joanne C. Larson, Sharon Nelson-Barber, Elizabeth Tipton, Erica Walker, Vincent DeWayne Willis


 Review of Rearch Award
Francis A. Pearman, II

Stanford University

Francis A. Pearman, II. (2019). Gentrification and Academic Achievement: A Review of Recent Research. Review of Educational Research, 89(1), 125-165.

This article examines literature on gentrification and underlying mechanisms of gentrification with respect to academic achievement, social ecology, institutional composition, residential stability, and environmental conditions of urban neighborhoods. Synthesizing evidence from different fields of inquiry—including organizational theory, urban planning, segregation, sociology, and education—Francis Pearman offers a fresh and generative conversation, demonstrating both empirical sophistication and control of complex phenomena. The article is both conceptually tight and conceptually inclusive. It stands as a model for review papers in simultaneously grounding analysis within foundational texts and in depicting the dynamism of a phenomenon as it continues unfolding in our world today.

AWARD COMMITTEE: Carolyn D. Herrington (Chair), Julie Renee Posselt (Chair-Designate), Catherine P. Bradshaw, Jarvis Ray Givens, Rodney K. Hopson, Jennifer Jellison Holme, Allison Roda





 


Palmer O. Johnson Memorial Award
Carolyn J. Heinrich, 
Vanderbilt University 
Jennifer Darling-Aduana, Vanderbilt University 
Annalee G. Good, University of Wisconsin-Madison
Huiping Cheng, University of Wisconsin-Madison

Carolyn J. Heinrich, Jennifer Darling-Aduana, Annalee G. Good, & Huiping Cheng. (2019). A Look Inside Online Educational Settings in High School: Promise and Pitfalls for Improving Educational Opportunities and Outcomes. American Educational Research Journal, 56(6), 2147-2188.

This multi-layered, mixed methods study is an extraordinary example of the power of the genre. Drawing on 7 million records of online instructional sessions linked to student records, the authors were able to examine both short-term (course pass rates) and medium-term (growth on achievement tests) outcomes in a large urban district, and identify which students were able to benefit from online instructions. Qualitative methods allowed the authors to identify that insufficient instructional support was provided for the traditionally marginalized, less well prepared students, who were most likely to be assigned to these courses and least likely to benefit from them. This research is comprehensive in its scope and depth, carefully executed, and extremely timely, providing critical policy guidance for districts engaged in online instruction.

AWARD COMMITTEE: Patricia C. Gándara (Chair), Susan Moore Johnson (Chair-Designate), Robert Boruch, Xinyin Chen, Robert E. Floden, Adam Gamoran, Odis Johnson, Jr., Lorena Llosa, Bridget Terry Long, Lindsay Coleman Page, Abul Pitre, Jennifer Randall, Robert Slavin, John R. Snarey


Scholars of Color Early
Career Contribution Award

Jessica C. Harris

University of California, Los Angeles

Dr. Jessica C. Harris‘s research critically analyzes the ways in which systemic oppression and dominant paradigms shape higher education and lead to educational and social inequities. In addition, her scholarship has expanded knowledge about how these structures shape the identities and experiences of college faculty, student affairs professionals, and students within higher education. Her theoretically innovative and methodologically rigorous research has shined a spotlight on critical populations that are often silenced in education research, including multiracial populations and victims of sexual violence.

AWARD COMMITTEE: Samuel D. Museus (Chair), Mary E. Dilworth, Sherick A. Hughes, Adela Soliz, Mariana Souto-Manning


Scholars of Color Mid-Career
Contribution Award

Andrienne D. Dixson

University of Illinois at Urbana-Champaign

Dr. Adrienne D. Dixson’s research focuses on how race, class, and gender shape educational equity and the experiences of traditionally underserved student populations in urban schools. Dr. Dixson has advanced theoretical knowledge and conversations regarding the role of race and racism in education through her own scholarship over the last two decades, but equally important is the fact that she has also been a leader in creating opportunities and outlets for other scholars of color to advance conversations about racial equity in U.S. education.

AWARD COMMITTEE: Samuel D. Museus (Chair), Mary E. Dilworth, Sherick A. Hughes, Adela Soliz, Mariana Souto-Manning


Scholars of Color Distinguished 
Career Contribution Award

Mar
ía Estela Brisk
Boston College

Dr. María Estela Brisk’s work has been fundamental to the study of language and education. Since the 1960s, she has been a leader in national conversations about literacy and bilingualism. In fact, some colleagues point to Dr. Brisk’s work as instrumental in normalizing the study of language education and fueling the development of the field of bilingual education studies. She has also been a national leader in bridging research and practice to transform the ways in which educators talk about and engage language in students’ learning processes.

AWARD COMMITTEE: Samuel D. Museus (Chair), Mary E. Dilworth, Sherick A. Hughes, Adela Soliz, Mariana Souto-Manning


Distinguished Contributions to
Gender Equity In Education Research Award 

Jessica Ringrose

University College, London

Dr. Jessica Ringrose is an outstanding scholar, researcher, and activist who has worked toward social justice in gender and sexuality for more than 20 years, partnering with universities, school districts, government officials and programs, and non-profits across the globe to make an important conceptual, empirical, and political impact in the field. Dr. Ringrose’s research has changed attitudes toward gender inequity, sexism, and sexual violence. Her research has addressed youth sexting, gender inequity, sexualization, sexual harassment, and sexist sexualization in London public advertising. Young people, teachers, parents, and the public have benefitted from her work training civil servants and teachers in gender equity and designing curriculum to tackle gender and sexual inequalities in youth culture in the digital age.

AWARD COMMITTEE: Kristen A. Renn (Chair), Adam Joseph Greteman, Joanne C. Larson, Ana M. Martínez-Alemán, Tesha Sengupta-Irving, Ellen L. Usher​


Exemplary Contributions to
Practice-Engaged Research Award 

Maria R. Coady

University of Florida

The selection committee was deeply impressed with Dr. Maria R. Coady’s long-term efforts in developing community partnerships for the preparation of teacher leaders in a university certification program with a focus on bilingual education teachers and students in rural Levy County, Florida. To serve this community, Dr. Coady established professional learning communities and built a strong resource base that brought much-needed bilingual materials to under-researched and under-served bilingual children. In 2019, she organized the first statewide Rural English Learner Education Conference at the University of Florida on trauma-informed care. Because of her broad reach, impact, scholarship, and devotion to a marginal community within an already marginal rural context in Florida, Dr. Coady embodies the intent of this award.

AWARD COMMITTEE: Angela Valenzuela (Chair), Angela Calabrese Barton, Kahele Dukelow, Simona Goldin, Yolanda Sealey-Ruiz


Social Justice In Education Award
David Omotoso Stovall

University of Illinois at Chicago

Dr. David Omotoso Stovall’s interdisciplinary scholarship engages the social sciences, humanities, history, philosophy, curriculum and public policy to address unjust pressing educational and societal issues. Beyond his substantial scholarly achievements, he has also volunteered to teach social studies for thirteen years at the Greater Lawndale/Little Village School for Social Justice while also teaching at the university. Of particular note are the humanizing and critical ways Dr. Stovall remains accountable to members with whom he partners within schools and community-based organizations in the continuing struggle for justice.

AWARD COMMITTEE: Michelle G. Knight-Manuel (Chair), Dèsa Karye Daniel, Joanna Goode, Vinetta C. Jones, Crystal Laura, Danny B. Martin, Samuel D. Museus, Kristen A. Renn, Anjale DeVawn Welton, and George L. Wimberly


​Early Career Award
Lindsay C. Page

University of Pittsburgh

Dr. Lindsay C. Page is a prolific researcher and scholar in education policy research. Her work has significantly contributed to improving college access and success for students living in underserved areas, to the examination of school district policy and practice, and to using principal stratification to inform policy research. She has pub-lished extensively in peer-reviewed journals and co-authored a significant book, Summer Melt: Supporting Low-Income Students Through the Transition to College. This volume, much like her scholarly articles, demonstrates her ability to use strong quantitative methods to address important educational policy issues, and to communicate effectively to multiple audiences, including policy makers, researchers, and practitioners.

AWARD COMMITTEE: Eugene E. Garcia (Chair), James P. Spillane (Chair-Designate), Carol Camp Yeakey, Christopher Emdin, Carmen I. Mercado


E.F. Lindquist Award
Randy E. Bennett

Educational Testing Service

During much of his career at ETS, Dr. Randy E. Bennett has worked on applying insights from cognitive psychology to improving educational assessment, with a special emphasis on linking assessment to instruction. For over a decade he directed CBAL, a project on Cognitively Based Assessment of, for, and as Learning at ETS, where he has developed a unified model for formative and summative assessments in reading, writing, and science. Dr. Bennett is a prolific scholar, having edited or co-edited seven books, thirty book chapters, and seventy journal articles, as well as scores of technical reports. In addition to this award, he has served as president of the National Council on Measurement in Education and the International Association for Educational Assessment.

AWARD COMMITTEE: George W. Bohrnstedt (Chair), Suzanne Lane (Chair-Designate), Wayne J. Camara, Paul D. Nichols, Lorrie A. Shepard


Distinguished Public Service Award
Congresswoman Eddie Bernice Johnson

First elected to Congress in 1992, Congresswoman Eddie Bernice Johnson has tirelessly championed diversity, equity, and inclusion in STEM education and the workforce. She has worked in a bipartisan manner to promote research and data collection to help develop strategies to increase participation of women and minorities in STEM. She championed the America COMPETES Act and other legislation emphasizing research and data use to inform National Science Foundation policy and programs and federal funding for STEM research and infrastructure. As current chair of the House Committee on Science, Space, and Technology, she has prioritized understanding and addressing sexual harassment in science.

AWARD COMMITTEE: Sean P. “Jack” Buckley (Chair), Sandra Baxter, Shirley M. Malcom, Jennifer K. Rice, Deborah Stipek, Camille M. Wilson​


Distinguished Contributions
To Research In Education Award

Howard Gardner

Harvard University

Dr. Howard Gardner is internationally known for his theory of multiple intelligences, which has profoundly transformed the field of education in authentic assessment, teacher development, human potential, and curriculum design and implementation. His interdisciplinary research program, including Project Zero and the Good Project, has advanced groundbreaking understanding of student creativity and engagement. His research contributions have been recognized by the MacArthur Prize Fellowship, the John S. Guggenheim Memorial Fellowship, and numerous prestigious fellowships and awards. He is truly a luminary in education research whose work and contributions embody the spirit of this award.

AWARD COMMITTEE: Kenneth K. Wong (Chair), A. Lin Goodwin (Chair-Designate), Cherry A. McGee Banks, Prudence L. Carter, Robert A. Fecho, Genevieve Parker Siegel-Hawley

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