Each AERA division program committee has planned sessions designed to highlight timely research in the division's area. Following are key sessions featured by each division.
Participants: Michelle Renee, Annenberg Institute for School Reform; Richard Gray, Annenberg Institute for School Reform; Kevin G. Welner, University of Colorado – Boulder; Julian Vasquez Heilig, The University of Texas – Austin. Discussant: Sonya Douglass Horsford, University of Nevada – Las Vegas
Participants: Sonya Douglass Horsford, University of Nevada – Las Vegas; Charles M. Payne, University of Chicago; Daniel M. Miller, North Carolina A&T State University; Martin Scanlan, Marquette University. Discussant: Linda C. Tillman, University of North Carolina – Chapel Hill
Division B – Curriculum Studies
Papers and Participants:
Staying Ahead of the Game: Elite Schools’ Globalizing Curriculum Practices. Jane Edith Kenway, Monash University New Directions in International Education: Toward Multiple Identities in a Transnational World. John P. Myers, University of Pittsburgh Kites Over Kabul: Rebuilding Teacher Education in Afghanistan. Terrence C. Mason, Indiana University Limbic Places and Seeing Others in Global Curricular Partnerships. William Gaudelli, Teachers College, Columbia University Discussant: Kalwant Bhopal, University of Southampton
Wasakechak in Métis/Cree Cultural Traditions in Digital Technologies of Film/Media. Judy M. Iseke, Lakehead University The Pedagogical and Instructional Relevance of Proverbs and Songs as Indigenous Philosophies: The West African Case. George J. Dei, OISE/University of Toronto A Glance at Africa Through Its Creation Stories: Pedagogical Implications in Education. Njoki N. Wane, University of Toronto Trickster Chases the Tale of Education: A Mi’kmaw Exploration of Trickster Stories and Their Relevance in Community and Educational Practices. Sylvia Moore, Lakehead University Discussant: Bekisizwe S. Ndimande, University of Illinois at Urbana-Champaign
Tobacco in the Streets: Understanding Chicago as Indigenous Land. Megan Bang, University of Washington; Ananda Maria Marin, Northwestern University Nature, Narrative, Natives: Posthumanist Ecstatic Environmentalism in the Work of Gerald Vizenor. Troy Richardson, Cornell University Settler Colonialism in the Tsenacomacah: Jamestown, Tobacco, and Manifest Destiny. Kate McCoy, SUNY – College at New Paltz Speaking Back to Manifest Destinies: A Land-Based Approach to Critical Curriculum Inquiry. Dolores Calderon, University of Utah Discussant: Marcia McKenzie, University of Saskatchewan
Historical Inquiry as Everyday Practice: The Internal Past. Ann G. Winfield, Roger Williams University A Curriculum for Growth: James Baldwin on the Evasiveness of White Innocence. Jeffery M. Frank, Sweet Briar College Educating for Prosperity: A Historical Analysis of Education as the Panacea for Poverty. Elizabeth Ocampo Gomez, Universidad Veracruzana Education at the Margins: A Century of Curricular Change at Women’s and Historically Black Colleges. Wade M. Cole, University of Utah Once a Year to Be Black: Carter G. Woodson, Curriculum, and Teaching During Black History Month. LaGarrett Jarriel King, The University of Texas – Austin; Keffrelyn D. Brown, The University of Texas – Austin
Discussant: William H. Watkins, University of Illinois at Chicago
Division C – Learning and Instruction
Theme 1: Characteristics of a Scientifically Informed Public. William A. Sandoval, University of California – Los Angeles Theme 2: Understanding and Evaluating Sources of Scientific Information. Rainer F. Bromme, University of Münster Theme 3: Impact of Internet and Media on Public Engagement with Science. Susan R. Goldman, University of Illinois at Chicago Theme 4: Communicating and Mediating Scientific Information for Understanding and Engagement. Anne Britt, Northern Illinois University Discussants: Janice M. Earle, National Science Foundation; Anne Brüggemann, DFG (German Research Foundation)
Developmental Trajectories of Number Knowledge in Preschool Children: A Closer Look at Some of Their Antecedents and Predictors. Jean-Pascal Lemelin, Université de Sherbrooke; Michel Boivin, Université Laval; Nadine Forget-Dubois, Université Laval; Ginette Dionne, Université Laval; Hélène Desrosiers, Institute of Statistics Quebec; Jean Séguin, University of Montréal; Richard Ernest Tremblay, University of Montréal Genetic and Environmental Contributions to Math Cognition. Stephen Petrill, The Ohio State University – Columbus The Origins of Mathematical Interest, Motivation, and Self-Perceived Ability. Beata Tick, King's College London; Yulia Kovas, University of London – Goldsmiths; Robert Plomin, Kings College, London The Relationships Among Number Sense, Spatial Abilities, and Mathematics in Mathematically Gifted Students. Olga Ovcharova, Psychological Institute of the Russian Academy of Education; Sergei Malykh, Psychological Institute of the Russian Academy of Education; Tatiana Tikhomirova, Institute of Psychology, Russian Academy of Sciences; Maria Tosto, University of London – Goldsmiths; Yulia Kovas, University of London – Goldsmiths Cross-Cultural Study of Individual Differences in Number Sense and Mathematics. Sergei Malykh, Psychological Institute of the Russian Academy of Education; Tatiana Tikhomirova, Institute of Psychology, Russian Academy of Sciences; Maria Tosto, University of London – Goldsmiths; Maja Rodic, University of London – Goldsmiths; Robert Plomin, Kings College, London; Yulia Kovas, University of London – Goldsmiths
Discussant: Stephen Petrill, The Ohio State University – Columbus
Introduction to Reading, Evidence, and Argumentation: Reconceptualizing Reading Comprehension in Adolescence. Susan R. Goldman, University of Illinois at Chicago Reexamining Literary Reasoning: Understanding Progressions and Argumentation. Carol D. Lee, Northwestern University; Stephen Briner, The University of Memphis; Marianne George, University of Illinois at Chicago; Susan R. Goldman, University of Illinois at Chicago; Allison H. Hall, University of Illinois at Chicago; Rita Jensen, WestEd; Sarah Levine, Northwestern University; Joe Magliano, Northern Illinois University; Kathryn S. McCarthy, University of Illinois at Chicago; Teresa Sosa, University of Illinois at Chicago; Mary Pat Sullivan, University of Illinois at Chicago Historical Frameworks to Guide Research and Design. Cynthia R. Shanahan, University of Illinois at Chicago; Anne Britt, Northern Illinois University; Gayle Cribb, WestEd; Susan R. Goldman, University of Illinois at Chicago; Gina Hale, WestEd; Kimberly A. Lawless, University of Illinois at Chicago; Michael Manderino, Northern Illinois University; Martin Moe, Chicago Public Schools; Jacquelynn S. Popp, University of Illinois at Chicago; Diane V. Puklin, University of Chicago; Joshua L. Radinsky, University of Illinois at Chicago; Teresa Sosa, University of Illinois at Chicago Designing Text-Based Investigations in Science to Address Core Knowledge Constructs. Cynthia L. Greenleaf, WestEd; Anne Britt, Northern Illinois University; Willard R. Brown, WestEd; Jodi Davenport, WestEd; Susan R. Goldman, University of Illinois at Chicago; Thomas D. Griffin, University of Illinois at Chicago; Gina Hale, WestEd; Megan Hughes, University of Illinois at Chicago; James W. Pellegrino, University of Illinois at Chicago; Ursula M. Sexton, WestEd; Tanya Cleveland Solomon, University of Illinois at Chicago; Jennifer Wiley, University of Illinois at Chicago Approaching Reading for Understanding From Multiple Sources in History and Science: Initial Studies. Jennifer Wiley, University of Illinois at Chicago; Anne Britt, Northern Illinois University; Thomas D. Griffin, University of Illinois at Chicago; Brent Steffens, Northern Illinois University; Carlos R. Salas, University of Illinois at Chicago; Kristopher Jon Kopp, Northern Illinois University; Srikanth Dandotkar, Northern Illinois University; Karyn Higgs, Northern Illinois University; Susan R. Goldman, University of Illinois at Chicago
Discussant: Elizabeth B. Moje, University of Michigan
Problems in the Public Understanding of the Uncertainty of Science: Introduction to the Symposium. Barbara K. Hofer, Middlebury College Some Like It Hot: How Emotions Tinge Laypeople’s Understanding of Scientific Controversies. Rainer F. Bromme, University of Münster; Dorothe Kienhues, University of Münster Students’ Interpretation of Uncertainty in Health News Articles. Anne Britt, Northern Illinois University; Amanda Marie Durik, Northern Illinois University; Brent Steffens, Northern Illinois University; Kayley Bloss, Northern Illinois University; John Baker, Northern Illinois University How Learners Deal With Uncertainty in Controversial Science-Related Texts. Johanna Maier, University of Kassel; Tobias Richter, University of Kassel Elementary Students’ Abilities to Evaluate Uncertain Data Presented as Contingency Tables: Basic Understanding, the Influence of Context and Numerical Data Integration. Anke Lindmeier, TU München; Kristina M. Reiss, TU München; Petra Barchfield, Ludwig-Maximilians-Universität München; Beate Sodian, University of Munich
Discussant: Jonathan F. Osborne, Stanford University
EcoMUVE: Shifts in Affective Beliefs and Values About Science Through Learning Experiences in Immersive Virtual Environments. Amy M. Kamarainen, Harvard University; Shari J. Metcalf, Harvard University Common Knowledge: Scaffolding Collective Inquiry for Knowledge Communities. Cresencia Fong, OISE/University of Toronto; Rebecca M. Cober, University of Toronto; Cheryl Ann Madeira, OISE/University of Toronto; James D. Slotta, University of Toronto Model-Based Learning About Climate Change With Productive Failure: Preliminary Findings. Michael J. Jacobson, The University of Sydney; Lina Markauskaite, The University of Sydney; Nick Kelly, The University of Sydney; Paul G. Stokes, Hornsby Girls School Learning by Designing With Data: Harnessing Low-Cost Handheld Game Controllers to Instrument Students’ Science Projects. Sarah Lewis, Stanford University; Wendy Ju, Stanford University Children Learning Technological Design With Physical and Digital Robots. Katherine Joy Nilsen, University of California – Santa Barbara; Danielle Boyd Harlow, University of California – Santa Barbara
Introduction. Bruce Johnson, The University of Arizona Public Perceptions of Climate Change. Martin Storksdieck, National Academy of Sciences Ecological Understandings as a Basis for Personal and Public Decision Making. Beth A. Covitt, University of Montana; Charles W. Anderson, Michigan State University; Kristin L. Gunckel, The University of Arizona Values in Environmental Learning. Bruce Johnson, The University of Arizona POSOH: Integrating Perspectives to Drive the Development of Place-Based and Culturally Relevant Sustainability Curriculum. Manali J. Sheth, University of Wisconsin – Madison; Jerilyn R. Grignon, College of Menominee Nation; Hedi Baxter Lauffer, University of Wisconsin – Madison
Discussant: Nancy B. Songer, University of Michigan
Youth Citizen Science Journalism as a Means to Develop Competent Outsiders. Joseph L. Polman, University of Missouri Putting on a Green Carnival: Using a Critical Connection to Place to Reposition Science. Daniel Birmingham, Michigan State University; Angela Calabrese Barton, Michigan State University Becoming a Competent Outsider: Ways That Diverse Families Engage With Science in Museums and Aquariums. Doris B. Ash, University of California – Santa Cruz Competent Outsiders in the Public Sphere: What Research on Civic Engagement Means for Science Education. Shusaku Horibe, University of Wisconsin – Madison
Discussant: David Isaac Waddington, Concordia University
Paper and Participant:
Motivation, Emotion, and Conceptual Change Research: A Progress Report on the Warming Trend. Gale M. Sinatra, University of Southern California
Pedagogies Integrating Knowing and Doing History. Jannet Van Drie, University of Amsterdam; Harry Havekes, Radboud University; Carla Van Boxtel, University of Amsterdam Learning to Teach Argumentative Historical Writing by Analyzing Student Work. Chauncey B. Monte–Sano, University of Maryland; Susan De La Paz, University of Maryland; Mark K. Felton, San José State University; Roderick LaMar Carey, University of Maryland – College Park; Kelly Worland, University of Maryland; Laura S. Yee, University of Maryland Searching for the Unknown in Teacher Professional Development Programs: What Does (Can) Success Look Like? Carla L. Peck, University of Alberta Promises and Perils in Attempting to Change History Teachers’ Practices: Results From an 18-Month Teaching American History Grant Intervention. Bruce A. VanSledright, University of Maryland – College Park; Liliana Maggioni, University of Maryland – College Park; Kimberly Reddy, University of Maryland – College Park
Discussant: Peter C. Seixas, The University of British Columbia
Chair: John D. Bransford, University of Washington
Innovation Through Anchored Collaboration. John D. Bransford, University of Washington; Nancy J. Vye, University of Washington Rethinking Rigor in High School Coursework: Toward Deep Knowing and Equity in “Advanced Placement United States Government and Politics”. Walter C. Parker, University of Washington; Angeline Jude Enk Sung Yeo, University of Washington; Jane Lo, University of Washington School Context and the Implementation of Rigorous High School Curricula. Diem T. Nguyen, University of Washington; Lise Whitfield, University of Washington; Amy Sharp, University of Washington Interest Is Not Enough: Designing for Engagement in Project-Based Courses. Susan B. Nolen, University of Washington; Kendall Becherer, University of Washington; Susan E. Cooper, University of Washington; Gavin Tierney, University of Washington; Chris Ward, University of Central Florida Literacy Challenges for Teachers and Students in Rigorous Courses in Urban High Schools. Sheila Valencia, University of Washington; Sara Nachtigal, University of Washington
Discussant: Linda Darling-Hammond, Stanford University
Two Novice Teachers’ Negotiations of Figured Worlds and Their Developing Views of Student Motivation. Susan E. Cooper, University of Washington Teachers’ Emotions in Times of Change: Responding to the Challenges of Multiculturalism and Immigration. Michalinos Zembylas, The Open University of Cyprus Early Career Mathematics and Science Teachers’ Emotional Experiences, and Emerging Teacher Identities. Paul A. Schutz, The University of Texas – San Antonio; Sharon L. Nichols, The University of Texas – San Antonio; Kimberly Bilica, The University of Texas – San Antonio; Kelly A. Rodgers, City University of New York; Walt Hudson, The University of Texas – San Antonio; Jamie McKenzie Davis, The University of Texas – San Antonio Examining Emotional Regulation During the Act of Teaching. Dionne Indera Cross, Indiana University; Ji Yeon Hong, University of Oklahoma Implicit Beliefs About Emotional Display Rules in the Classroom, Emotion Regulation, and Burnout. Mei-Lin Chang, Emory University
Discussant: Debra K. Meyer, Elmhurst College
Division D – Measurement and Research Methodology
Paper and Participants:
Computerized Adaptive Testing and Multistage Testing: In Which Direction Should Online Testing Go? Hua-Hua Chang, University of Illinois at Urbana-Champaign; Zhiliang Ying, Columbia University
A Multilevel Approach to Identifying Criterion-Related Profile Patterns. Yu-Feng Chang, University of Minnesota; Christopher David Desjardins, University of Minnesota; Chi-Keung Chan, Minneapolis Public Schools Applying the Testlet Response Theory to the Random Facet px(i:c) Design of Generalizability Theory. Yuehmei Chien, Pearson; Robert L. Brennan, University of Iowa Incorporating Item Response Theory Into Structural Equation Modes and Modeling the Nonlinear Relationship Among Latent Variables. Wen-Chung Wang, The Hong Kong Institute of Education; Kuan-Yu Jin, The Hong Kong Institute of Education Problems of Standardization Identification Method in Testing Measurement Invariance Through a Multigroup Confirmatory Factor Analysis. Eunju Jung, Texas A&M University; Myeongsun Yoon, Texas A&M University Measurement Invariance Testing With Multiple-Group Second-Order Latent Growth Model: A Monte Carlo Study. Eun Sook Kim, University of South Florida; Myeongsun Yoon, Texas A&M University; Victor L. Willson, Texas A&M University
Discussant: Hariharan Swaminathan, University of Connecticut
Division E – Counseling and Human Development
“He’s More Like a Brother Than a Teacher”: Adult-Youth Relationships in a Program for African American Males. Nailah Suad Nasir, University of California – Berkeley; Maxine Ramona McKinney de Royston, University of California – Berkeley; Kihana Miraya Ross, University of California – Berkeley; Jarvis Givens, University of California – Berkeley Feeling Known and Unknown in U.S. High Schools. Vichet Chhuon, University of Minnesota Promoting and Silencing “Queer Voice”: The Role of Educators. Michael Sadowski, Bard College Quantity and Quality of Relationships With Important Nonparental Adults: The Mediating Role of Youth Intentional Self-Regulation and Hopeful Future Expectations for Positive Youth Development. Edmond P. Bowers, Tufts University; G. John Geldhof, Tufts University; Kristina Schmid, Tufts University Reaching-Down Reaching-Up Models of Applied Child and Adolescent Development Research. Tanner LeBaron Wallace, University of Pittsburgh
Discussant: Cynthia Hudley, University of California – Santa Barbara
Poly-Victimization and Psychosocial Adjustment Among African American Adolescents. Lily Ortega, University of Illinois at Urbana-Champaign Cumulative Risk Factors Leading to Delinquency and Antisocial Behavior. Gabriel Joey Merrin, University of Illinois The Long-Term Impact of Peer Victimization on Depressive Symptoms and Suicidal Thoughts. Lisa De La Rue, University of Illinois at Urbana-Champaign Links Between Depression and Substance Use in Early Adolescence: The Mediating Role of Bully Victimization. Mrinalini Rao, University of Illinois at Urbana-Champaign
Discussant: Ron Avi Astor, University of Michigan
Division F – History and Historiography
“Building Up Our Own Institutions”: A History of Student Agency in Mississippi, 1941–1965. Jon Hale, College of Charleston Afro-Asian American Solidarity and Collaboration on College Campuses: 1965–1975. Thai-Huy P. Nguyen, University of Pennsylvania; Keon Monte McGuire, University of Pennsylvania; Colin Williams, University of Pennsylvania The Seattle Liberation Front: Exploring (Former) Student Activism of the Late New Left Era. Jacob Benjamin Starsky, University of Washington A History of the Vietnamese Students Association at the University of California, Irvine, 1980–1990. Thai-Huy P. Nguyen, University of Pennsylvania
Discussant: Derrick Alridge, University of Georgia
Was It for Their Good? Black Students and the Desegregation of a Southern Private School, 1967–1972. Michelle A. Purdy, Michigan State University “Students as a Force for Social Change”: A History of the Freedom Schools and Head Start in Mississippi, 1963–1970. Jon Hale, College of Charleston “Don’t Be Fooled…The Fight Has Just Begun”: Black Youth Activism and White Opposition, 1954–1972. Vincent DeWayne Willis, Emory University Educational Capital and the Circular Migration of Southern Black Educators, 1945–1970. Donna Jordan-Taylor, University of Washington
Discussant: James D. Anderson, University of Illinois at Urbana-Champaign
Leaders in the History of American Education: A Brief Introduction. Wayne J. Urban, The University of Alabama From the Wabash to the Hudson to the Charles. Patricia Albjerg Graham, Harvard University Seeking a Social and Urban History of Education. John L. Rury, The University of Kansas Discussants: Kathleen A. Murphey, Indiana University – Purdue University at Fort Wayne; William G. Tierney, University of Southern California; Alison Prentice, University of Victoria
Papers and Participants: Schools for the Suburbs: Defining Spaces for Education in a Metropolitan District. Ansley T. Erickson, Teachers College, Columbia University No Choice but Choice: Eliminating School District Boundaries in the Desegregation Era. Hilary Moss, Amherst College Education and the Changing Geo-Spatial Organization of Inequality: Secondary Attainment in the United States, 1940–1980. John L. Rury, The University of Kansas; Argun Saatcioglu, The University of Kansas
Division G – Social Context of Education
Beginning With Me: Accounting for Our Counterstories in Socially Just Qualitative Design. Cheryl E. Matias, University of Colorado – Denver “So, If You Want to Really Hurt Me, Talk Badly About My Language”: Latina/o Teachers and Linguistic Microaggressions, Implications for Pedagogy and Practice. Elexia Reyes McGovern, University of California – Los Angeles Uncovering the Transnational and Navigational Capital of Teachers in the Borderlands. Carol Brochin Ceballos, The University of Texas – El Paso “It’s the Voice of the Voiceless, Hope for the Hopeless”: Envisioning an Aesthetic Capital Through a Community Cultural Wealth Lens. Shiv Raj Desai, Thomas More College; Tyson E.J. Marsh, Iowa State University
Discussant: Daniel Gilbert Solorzano, University of California – Los Angeles
Division H – Research, Evaluation, and Assessment in Schools
Posters and Participants:
16. Correlations Between Developmental Kindergarten. Kelly A. Coughlan-Mainard, University of Washington 17. Examining Alignment Between State Science Assessment and Classroom Activities. Linette Mar'ea McJunkin, The University of Kansas; Vicki D. Peyton, The University of Kansas; Melinda Montgomery, The University of Kansas; Kayla Supon-Carter, The University of Kansas 18. Learning Through the Lens of 21st-Century Competencies: Evaluating a School-Based Professional Development Program. Philip Evan Bernhardt, Metropolitan State College of Denver; Marjorie Clark, The George Washington University 19. Performance Assessments: A Potential Solution to High-Stakes Testing Consequences. Angela Shelton, Temple University 20. Principal Change Facilitator Style and Student Learning: The Effects of Teacher Efficacy and Curriculum Satisfaction. Jillian Cohen, University of Nevada – Las Vegas; Jason Boggs, University of Nevada – Las Vegas; Ralph E. Reynolds, University of Nevada – Las Vegas; Gwen C. Marchand, University of Nevada – Las Vegas; Gene E. Hall, University of Nevada – Las Vegas 21. Attribution of Responsibility for College Readiness in High Schools. Elizabeth M. Gilkey, University of Oregon 22. Comparison of the Efficiency of Blocking Factors for Randomized Control Studies in Education. Ying Zhang, IMPAQ International, LLC 23. Creating the Tools for Student Success: Validation of an RtI (Response to Intervention) School Fidelity Rubric. Adena S. Miller, Colorado Department of Education 24. Examining Relationships Between Student Learning Conditions and Student Achievement: Evidence From a North Carolina Survey. Jennifer Maxfield, North Carolina State University; Megan Townsend, North Carolina State University; Dina Carol Walker-DeVose; Daniel S. Stanhope, North Carolina State University 25. How Principals Understand and Apply Growth Model Data. Amanda Corby Soto, University of Massachusetts – Amherst; Kathryn A. McDermott, University of Massachusetts – Amherst; Lisa A. Keller, University of Massachusetts – Amherst 26. Using Data to Innovate: How Teachers Develop Student Assessment Systems to Advance New School Visions. Jarod Noboru Kawasaki, University of California – Los Angeles; Karen H. Quartz, University of California – Los Angeles
The Space Between the Margin and Center: Blurring Difference Lines in Educational Research. Rachelle Winkle-Wagner, University of Nebraska; Debora Hinderliter Ortloff, University of Houston – Clear Lake Crossing Difference Lines in Educational Research. Lori D. Patton, University of Denver Engaging Critical Research on Asian Americans in Higher Education. Dina C. Maramba, Binghamton University – SUNY “Checking Off” the “Race” Box: Reifying the Margin/Center Divide. Cheryl A. Hunter, University of North Dakota Discussant: Michael W. Apple, University of Wisconsin – Madison
Reflecting on Complexity in Mathematics and Science Education Research Investigating Student Success. Wendy M. Smith, University of Nebraska – Lincoln Impact of MSP (Math-Science Partnership)-Prepared Mathematics Specialists on Middle School Instruction and Student Success. Aimee Ellington, Virginia Commonwealth University Using Learning Progression Frameworks and Assessments to Guide Research and Professional Development. Jennifer H. Doherty, Michigan State University Disciplinary Content-Focused Versus Cross-Disciplinary Concept-Focused Professional Development for Science Teachers. Robert Chen, University of Massachusetts – Boston Identifying and Measuring Factors Related to Student Learning: Promises and Pitfalls of Teacher Instructional Logs. Sean Smith, Horizon Research, Inc.
Discussant: Lance Perez, University of Nebraska – Lincoln
Student Evaluations: Are We Measuring What We Intend to Measure? Nachamma Sockalingam, SIM University Tracking Texas High School AVID (Advancement Via Individual Determination) Students Into Texas Public Higher Education. Colby Stoever, Texas Higher Education Coordinating Board; Dennis Andrew Johnston, AVID Center How Are After-School Programs Working at High Schools? Jia Wang, University of California – Los Angeles; Jordan Rickles, University of California – Los Angeles Measuring Program Implementation Fidelity and Its Impact on Participant Outcomes. Dennis Andrew Johnston, AVID Center; Philip Nickel, AVID Center
Discussant: Shazia R. Miller, American Institutes for Research
Division I – Education in the Professions
The Impact of Changes to the Written Communication Construct on Examinee Performance and Pacing: Findings From the USMLE (United States Medical Licensing Examination) Step 2 Clinical Skills 2011 Pilot Examinations. Kimberly A. Swygert, National Board of Medical Examiners; Su G. Baldwin, National Board of Medical Examiners; Thomas Rebbecchi, Educational Commission for Foreign Medical Graduates; Colette Scott, National Board of Medical Examiners; Gail E. Furman, National Board of Medical Examiners; Jeannette M. Sanger, National Board of Medical Examiners Certified Internist’s Knowledge of the Care for Underserved Patients. Rebecca S. Lipner, American Board of Internal Medicine; Rebecca A. Baranowski, American Board of Internal Medicine; Michelle Johnston-Fleece, American Board of Internal Medicine Assessment of Clinical Reasoning: Effect of Case Characteristics on Raters. Danette W. McKinley, Foundation for Advancement of International Medical Education and Research; Thomas Rebbecchi, Educational Commission for Foreign Medical Graduates Assessing the Psychometric Impact of Enhancements to the Documentation Component of the USMLE (United States Medical Licensing Examination) Step 2 CS. Su G. Baldwin, National Board of Medical Examiners; Polina Harik, National Board of Medical Examiners; Kimberly A. Swygert, National Board of Medical Examiners; Brian E. Clauser, National Board of Medical Examiners; Thomas Rebbecchi, Educational Commission for Foreign Medical Graduates
Discussant: Rebecca A. Baranowski, American Board of Internal Medicine
Division J – Postsecondary Education
Division K – Teaching and Teacher Education
Care-Sickness: Teaching With a Pedagogy of Soul. Donyell Lakishka Roseboro, University of North Carolina – Wilmington; Sabrina N. Ross, Georgia Southern University Education and Politics in Texas: The Legacies of Laurine C. Anderson and Edward L. Blackshear. Jared R. Stallones, California State University, Long Beach Perspectives and Possibilities From a Black Veteran Educator: An Understanding of Agency. Paige M. Bray, University of Hartford Journey of Elam: The Servant-Leadership Pedagogy of a Public Intellectual. Zorka Karanxha, University of South Florida; Vonzell Agosto, University of South Florida Desegregation Pioneers: Teaching With an Epistemology of Navigation. Karen Meadows, Guilford County Schools
Discussant: Sabrina N. Ross, Georgia Southern University
Don’t Wanna Be a Playa, but a Spect-Actor: Utilizing Theatre of the Oppressed Within Teacher Education to Create Emancipatory Teachers. Shiv Raj Desai, Thomas More College Walking the Walk: Using Culturally Responsive Pedagogy and Critical Pedagogy as a Model for Preservice Teachers. Clifford H. Lee, University of California – Los Angeles On the “Flip” Side: A Teacher Educator of Color Unveiling the Dangerous Minds of Teaching White Teacher Candidates. Cheryl E. Matias, University of Colorado – Denver Solidarity Not Charity: Decolonizing Teacher Education. Patrick Camangian, University of San Francisco
Discussant: Tyrone C. Howard, University of California – Los Angeles
Overview: The ITELL (Institute for Teachers of English Language Learners) Project Model for Teachers of English Language Learners. Eugene E. Garcia, Arizona State University Professional Development Reflected in English Language Learner Classrooms. Margarita Jimenez-Silva, Arizona State University; Tracy R. Nguyen, Arizona State University English Language Learners’ Professional Development Reflects Educator Agency. M. Beatriz Arias, Arizona State University; Amy M. Markos, Arizona State University ITELL (Institute for Teachers of English Language Learners) Quantitative Outcomes: Assessing the English Language Learner Professional Development Model. Kerry Chase Lawton, Arizona State University; Eduardo Henrique Diniz De Figueiredo
Discussant: Luis C. Moll, The University of Arizona
Introduction to the Urban Teaching Residency: Looking Across Models and Contexts. Kathryn Jill Strom, Montclair State University; Monica Taylor, Montclair State University A Year in the Third Space: The Praxis of Inquiry. Monica Taylor, Montclair State University; Emily J. Klein, Montclair State University; Kathryn Jill Strom, Montclair State University; Linda Whalen Abrams, Montclair State University Aligning Visions of Situated Learning: A National Approach to Urban Teacher Residencies. Shari Dickstein, Harvard University; Vernee Green, Urban Teacher Residency United “Context-Specific” Teacher Preparation for New York City: The Bard College Urban Teacher Residency Program. Karen M. Hammerness, Bard College Contextualized Teacher Education and the San Francisco Teacher Residency Program. Peter W. Williamson, University of San Francisco Los Angeles Math and Science Residency Program: Balancing Content, Context, and Practice. Katharine Clemmer, Loyola Marymount University
Discussant: Kenneth Zeichner, University of Washington
Assessment Matters: Humanizing Education. Patrick Camangian, University of San Francisco From Service Learning to Learning to Serve: Preparing Urban English Teachers as Organic Intellectual. David E. Kirkland, New York University/Michigan State University Eco Haves and Eco Have-Nots: Building College and Career Pathways to Prevent Youth of Color From Dying of Unnatural Causes. A.A. Akom, San Francisco State University
Discussant: David O. Stovall, University of Illinois at Chicago
Division L – Educational Policy and Politics
Lessons From a Federal Grant for School Diversity: Tracing a Theory of Change and Implementation of Local Policies. Elizabeth H. DeBray, University of Georgia; Kathryn A. McDermott, University of Massachusetts – Amherst; Erica Frankenberg, The Pennsylvania State University Mitigating Milliken? School Desegregation Experiences in Four Southern Metropolitan Areas, 1990–2010. Genevieve Parker Siegel-Hawley, Virginia Commonwealth University Parents Involved in Community Schools, Economic Segregation, and School District Capacity to Integrate. Douglas S. Reed, Georgetown University; Andrea Mayer, Georgetown University The Emergency School Aid Act, 1970–1981: The Inducement as a Policy Tool for School Desegregation. Emily Hodge, The Pennsylvania State University
Discussant: Jennifer Jellison Holme, The University of Texas – Austin
Understanding Teacher Effects: Market Versus Process Models of Educational Improvement. Sean P. Kelly, Michigan State University Beyond High-Stakes Tests: Teacher Effects on Other Educational Outcomes. Jennifer Jennings, New York University; Sean Patrick Corcoran, New York University Measuring Teaching Quality Using Student Achievement Tests: Lessons From Educators’ Responses to No Child Left Behind. Laura S. Hamilton, RAND Corporation Teacher Effects: Past, Present, and Future. Spyros Konstantopoulos, Michigan State University Using Social Network Analysis to Study How Collegial Interactions Can Augment Teacher Learning From External Professional Development. William R. Penuel, University of Colorado; Kenneth A. Frank, Michigan State University; Min Sun, Virginia Polytechnic Institute and State University; Chong Min Kim, Northwestern University Power, Accountability, and the Teacher Quality Problem. Richard Ingersoll, University of Pennsylvania
Principal Tenure and Teacher Attrition in Public Schools. Jared Coopersmith, American Institutes for Research; Nat N. Malkus, American Institutes for Research; Dinah Sparks, American Institutes for Research Teacher Education Policy in Canada: Beyond Professionalization and Deregulation. Judith Marianne Walker, The University of British Columbia; HsingChi von Bergmann, The University of British Columbia Teacher Layoffs, Teacher Quality, and Student Achievement: The Implementation and Consequences of a Flexible Reductions-in-Force Policy. Matthew A. Kraft, Harvard University Teacher Mobility in a Metropolitan Labor Market: What Teacher, School, and District Attributes Matter? Ben Pogodzinski, Wayne State University; Michael F. Addonizio, Wayne State University; C. Philip Kearney, University of Michigan The Effect of Teacher Contract Design on Student Performance. Jane Arnold Lincove, The University of Texas – Austin
Discussant: Charles F. Vanover, University of South Florida
The Acquisition and Use of Evidence District-Wide. Kara S. Finnigan, University of Rochester; Alan J. Daly, University of California – San Diego “The Research Says . . .”: Uses of Research Evidence in School-Board Deliberations. Robert Asen, University of Wisconsin – Madison; Deb Gurke, University of Wisconsin – Madison State Education Department Acquisition and Use of Research in School Improvement. Margaret E. Goertz, University of Pennsylvania; Diane Massell, University of Michigan Evidence Use in the Common Core State Standards Initiative. Lorraine M. McDonnell, University of California – Santa Barbara; Stephen Weatherford, University of California – Santa Barbara
Discussant: Kenji Hakuta, Stanford University
Charter School Authorizers and Student Achievement. Ron Zimmer, Vanderbilt University; Brian Gill, Mathematica Policy Research, Inc.; Kaitlin Tiplady Obenauf, Michigan State University; Jonathon Attridge, Vanderbilt University Comparing the Goals of Charter School Laws With Their Results: Implications for Policy and Practice. Joanna R. Smith, University of Southern California; Caitlin Farrell, University of Southern California; Priscilla (Penny) Wohlstetter, Teachers College, Columbia University Competitive Effects of Charter Schools in Milwaukee. Hiren Dhiraj Nisar, Abt Associates Inc. Siting for Segregation? The Effects of Accessibility on Charter School Racial and Ethnic Composition. Kori James Stroub, The University of Texas – Austin; Meredith Paige Richards, The University of Texas – Austin
Discussant: Alex L. Medler, National Association of Charter School Authorizers