Key Division Sessions at a Glance


Vancouver Preview, March 26, 2012

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.

Division A—Administration, Organization, and Leadership
  • Game Change? The Increasing Significance of University-Based Research Centers in School Leadership and Policy Making. VCC, Second Level, East Room 19&20; Saturday, April 14, 2:15 pm–3:45 pm.

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

  • The Promise of School Reform in Urban Communities: From Desegregation to Promise Neighborhoods. VCC, Second Level, East Room 8&15; Saturday, April 14, 4:05 pm–5:35 pm.
    Chair: RoSusan D. Bartee, The University of Mississippi

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 A Vice Presidential Address: Keeping Equity in the Foreground for Educational Leadership in Turbulent Economic and Political Times. VCC, Second Level, East Room 8&15; Sunday, April 15, 10:35 am–12:05 pm.
    Chair: Karen Stansberry Beard, Miami University

    Participant: Linda E. Skrla, Texas A&M University

Division B – Curriculum Studies

  • Cross-Border Conversations: Perspectives on International Curriculum Work. Sheraton Wall Centre, Third Level, South Pavilion Ballroom C; Saturday, April 14, 12:25 pm–1:55 pm.
    Chair: Kalwant Bhopal, University of Southampton

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
  • Trickster Chases the Tale of Education: Indigenous Storytelling Disrupting Education. Sheraton Wall Centre, Grand Ballroom Level, North Grand Ballroom C; Saturday, April 14, 2:15 pm–3:45 pm.
    Chair: Judy M. Iseke, Lakehead University

Papers and Participants:

  • 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
  • Land Curriculum: Indigenous, Postcolonial, and Decolonizing Perspectives on Place, Education, and Educational Research. Division B – Curriculum Studies; Symposium. Sheraton Wall Centre, Grand Ballroom Level, North Grand Ballroom C; Sunday, April 15, 10:35 am–12:05 pm
    Chairs: Eve Tuck, SUNY – College at New Paltz; K. Wayne Yang, University of California – San Diego

Papers and Participants:

  • 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
  • The Purposes of History: Curriculum Studies and the 21st Century. Sheraton Wall Centre, Third Level, South Pavilion Ballroom B; Sunday, April 15, 2:15 pm–3:45 pm.
    Chair: Carl A. Grant, University of Wisconsin – Madison

    Participants: Warren E. Crichlow, York University; Ines Dussel, FLACSO Argentina; Bernadette M. Baker, University of Wisconsin
  • Race, Gender, and Power in Reimagining the History of American Curriculum. Sheraton Wall Centre, Third Level, North Junior Ballroom A; Monday, April 16, 12:25 pm–1:55 pm.
    Chair: Boni Wozolek, Kent State University/Medina City Schools

Papers and Participants:

  • 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

  • Sylvia Scribner Award Address: Richard Mayer. Sheraton Wall Centre, Grand Ballroom Level, North Grand Ballroom D; Saturday, April 14, 8:15 am–9:45 am.
    Chair: Mary M. McCaslin, The University of Arizona

    Participant: Richard E. Mayer, University of California – Santa Barbara
  • Public Understanding and Public Engagement With Science. Sheraton Wall Centre, Grand Ballroom Level, North Grand Ballroom B; 10:35 am–12:05 pm.
    Chair: Gail Sinatra, University of Southern California

Papers and Participants:

  • 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)
  • Interdisciplinary and Cross-Cultural Investigations Into Cognitive and Motivational Underpinnings of Mathematical Development. Sheraton Wall Centre, Grand Ballroom Level, North Grand Ballroom A; Saturday, April 14, 10:35 am–12:05 pm.
    Chair: Yulia Kovas, University of London – Goldsmiths

Papers and Participants:

  • 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

  • A Framework for Conceptualizing Reading for Understanding: Evidence-Based Argumentation in History, Science, and Literature. Sheraton Wall Centre, Third Level, North Junior Ballroom D; Saturday, April 14, 2:15 pm–3:45 pm.
    Chair: Susan R. Goldman, University of Illinois at Chicago

Papers and Participants:

  • 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

  • Public Understanding of Science: The Educational Challenges of Scientific “Uncertainty”. Sheraton Wall Centre, Grand Ballroom Level, North Grand Ballroom A; Sunday, April 15, 10:35 am–12:05 pm.
    Chair: William A. Sandoval, University of California – Los Angeles

Papers and Participants:

  • 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

  • Technology-Supported Learning in K–12 Science. Sheraton Wall Centre, Fourth Level, North Port McNeill; Sunday, April 15, 2:15 pm–3:45 pm.
    Chair: Mable Kinzie, University of Virginia

Papers and Participants:

  • 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
  • Teaching and Learning for the Environment: Perspectives on Understandings, Values, and Actions. Sheraton Wall Centre, Grand Ballroom Level, North Grand Ballroom B; Monday, April 16, 10:35 am–12:05 pm.
    Chair: Douglas Lombardi, University of Nevada – Las Vegas

Papers and Participants:

  • 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

  • Science Education for the Competent Outsider: What We Already Know and Do. Sheraton Wall Centre, Third Level, South Pavilion Ballroom B; Monday, April 16, 10:35 am–12:05 pm.
    Chair: Noah R. Feinstein, University of Wisconsin – Madison

Papers and Participants:

  • 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

  • Division C Vice Presidential Address: Gale M. Sinatra. Sheraton Wall Centre, Grand Ballroom Level, North Grand Ballroom A; Monday, April 16, 2:15 pm–3:45 pm.
    Chair: P. Karen Murphy, The Pennsylvania State University

Paper and Participant:

  • Motivation, Emotion, and Conceptual Change Research: A Progress Report on the Warming Trend. Gale M. Sinatra, University of Southern California
  • When More of the Same Old Story Is Just Not Enough: Possibilities and Challenges of Teaching Students and Their Teachers to Think Historically. Sheraton Wall Centre, Third Level, North Junior Ballroom D; Monday, April 16, 4:05 pm–6:05 pm.
    Chair: Bruce A. VanSledright, University of Maryland – College Park

Papers and Participants:

  • 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

  • Moving Advanced High School Courses to Poverty-Impacted Urban Settings: Multidisciplinary Research on Rigor, Access, Learning, and Engagement. Sheraton Wall Centre, Third Level, South Pavilion Ballroom D; Tuesday, April 17, 10:35 am–12:05 pm.

Chair: John D. Bransford, University of Washington

Papers and Participants:

  • 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

  • Motivation and Emotion in Context: Exploring the Influence of Culture and Context on Teachers’ Lives. Sheraton Wall Centre, Fourth Level, South Galiano; Tuesday, April 17, 2:15 pm–3:45 pm.
    Chairs: Ji Yeon Hong, University of Oklahoma; Dionne Indera Cross, Indiana University

Papers and Participants:

  • 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

  • Division D Graduate Student Seminar: Are You a Next-Generation Methodologist? Transitioning From Graduate Student to Professional in a Next-Generation Research-and-Assessment World. VCC, First Level, East Ballroom C; Friday, April 13, 8:00 am–11:00 am.
    Chair: Laurie L. Davis, Pearson
  • Division D Exemplary Work From Promising Researchers. Marriott Pinnacle, Third Level, Pinnacle I; Friday, April 13, 2:15 pm–3:45 pm.
    Chair: Karen E. Rambo, Colorado State University
    Participants: Deborah D. Dailey, University of Arkansas at Little Rock; Hwa Young Lee, The University of Texas – Austin; Mary Roduta Roberts, University of Alberta; Shuyan Sun, University of Cincinnati
    Discussants: Jeffrey R. Harring, University of Maryland; Robert Henson, University of Michigan; D. Betsy McCoach, University of Connecticut
  • The Role of the Methodologist, Methodological Expertise, and Methodological Responsibility in Qualitative Inquiry. VCC, Second Level, West Room 204; Friday, April 13, 2:15 pm–3:45 pm.
    Chair: Penny A. Pasque, University of Oklahoma
    Participants: Judith Preissle, University of Georgia; Michael G. Gunzenhauser, University of Pittsburgh; Stacy Otto, Illinois State University; Mirka E. Koro-Ljungberg, University of Florida; Aaron M. Kuntz, The University of Alabama
    Discussant: Maggie Maclure, Manchester Metropolitan University
  • Division D Measurement and Research Methodology Luncheon and Business Meeting: Computerized Adaptive Testing and Multistage Testing: In Which Direction Should Online Testing Go? VCC, First Level, West Ballroom D; Saturday, April 14, 12:25 pm–1:55 pm.
    Chairs: Barbara G. Dodd, The University of Texas – Austin; Hyeonjoo J. Oh, ETS

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
  • The Robert L. Linn Distinguished Address. Getting Serious About Test Score Reporting: One of the Keys to Successful Educational Reform. VCC, First Level, West Room 109&110; Saturday, April 14, 2:15 pm–3:45 pm.
    Chair: Lorrie A. Shepard, University of Colorado – Boulder
    Participant: Ronald K. Hambleton, University of Massachusetts – Amherst
  • Division D Mentoring Reception for New Professionals. Fairmont Waterfront, Concourse Level, Malaspina Room; Saturday, April 14, 4:05 pm–6:05 pm.
    Chair: Daniel M. Lewis, CTB/McGraw-Hill LLC
  • NCME and AERA Division D Joint Welcome Reception for Current and New Members. Hyatt Regency, Convention Level, Regency A; Saturday, April 14, 6:15 pm–8:30 pm.
  • GSC Division D Fireside Chat: Value-Added Modeling in Educational Research and Evaluation. Marriott Pinnacle, Fourth Level, Ambleside. Monday, April 16, 10:35 am–12:05 pm.
    Chairs: Grant B. Morgan, University of South Carolina; Yuan Zhang, University of Maryland – College Park
    Participants: Damian W. Betebenner National Center for the Improvement of Educational Assessment, Inc.; Henry I. Braun, Boston College; Pete Goldschmidt, University of Maryland – College Park; Daniel McCaffrey, RAND Corporation
  • Modeling Frameworks for Measurement Issues. Marriott Pinnacle, Third Level, Pinnacle II; Monday, April 16, 4:05 pm–5:35 pm.
    Chair: Rochelle S. Michel, ETS

Papers and Participants:

  • 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 D 2012 In-Progress Research Gala. VCC, First Level, West Ballroom B; Monday, April 16, 6:15 pm–7:45 pm.
    Chair: Grant B. Morgan, University of South Carolina

Division E – Counseling and Human Development

  • Adolescent-Adult Relationships as Developmental Spaces: Mechanisms Underlying Positive Development for Diverse Youth. VCC, Second Level, East Room 13; Saturday, April 14, 8:15 am–10:15 am.
    Chair: Judith L. Meece, University of North Carolina

Papers and Participants:

  • “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

  • Youth Victimization: Diverse Contexts and Psychosocial Consequences. Fairmont Waterfront, Concourse Level, Malaspina Room; Saturday, April 14, 10:35 am–12:05 pm.
    Chair: Roxana Marachi, San José State University

 Papers and Participants:

  • 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

  • Spaces of Protests: Student Activism in the Post-World War II Era. VCC, Third Level, West Room 306; Saturday, April 14, 12:25 pm–1:55 pm.
    Chair: Marybeth Gasman, University of Pennsylvania

Papers and Participants:

  • “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

  • Lessons From Below: Reshaping Southern and U.S. Educational History. VCC, Second Level, West Room 205; Saturday, April 14, 2:15 pm–3:45 pm.
    Chair: Christopher M. Span, University of Illinois at Urbana-Champaign

Papers and Participants:

  • 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: Autobiographical Essays. VCC, Second Level, East Room 13; Saturday, April 14, 4:05 pm–6:05 pm.
    Chair: Wayne J. Urban, The University of Alabama

Papers and Participants:

  • 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
  • Spatial Categories of Analysis and Educational Inequality in the Postwar Era. VCC, Third Level, West Room 305; Sunday, April 15, 2:15 pm–3:45 pm.
    Chair: Harvey A. Kantor, University of Utah
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

  • Division G Business Meeting and Invited Presentation. VCC, First Level, West Room 114&115; Saturday, April 14, 6:15 pm–7:45 pm.
    Chair: Luis C. Moll, The University of Arizona
  • Gutter Rainbows and Concrete Roses: Utilizing Community Cultural Wealth to Find Beauty in the Hideous. VCC, Second Level, West Room 206; Tuesday, April 17, 12:25 pm–1:55 pm.
    Chair: Lindsay Perez Huber, University of California – Los Angeles

Papers and Participants:

  • 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

  • Division H Graduate Student Poster Session: Using Data to Drive Educational Success. VCC, First Level, East Ballroom B; Saturday, April 14, 10:35 am–12:05 pm.

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
  • Affirmative Action Perspectives: Blurring the Margin/Center Divide: Methodological, Theoretical, and Practical Implications for Research. Marriott Pinnacle, Third Level, Pinnacle III; Saturday, April 14, 2:15 pm–3:45 pm.
    Chair: Winona Burt Vesey, University of Houston – Clear Lake

Papers and Participants:

  • 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
  • K–12 Student Success: Complexity in Mathematics and Science Education Research. Marriott Pinnacle, Third Level, Pinnacle II; Saturday, April 14, 2:15 pm–3:45 pm.
    Chair: Hannah Sevian, University of Massachusetts – Boston

Papers and Participants:

  • 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

  • Evaluating the Effectiveness of Innovative Programs for Secondary and Postsecondary Students. Marriott Pinnacle, Third Level, Shaughnessy II; Monday, April 16, 10:35 am–12:05 pm.
    Chair: Melinda J. Mollette, North Carolina State University

Papers and Participants:

  • 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

  • Division I Vice Presidential Address: Improving Education in the Professions: Is It an Education or Professions Problem? Pan Pacific, Restaurant Level, Pacific Rim Suite 2; Saturday, April 14, 4:05 pm–6:05 pm.
    Participant: Ara Tekian, University of Illinois at Chicago
    Discussant: David M. Irby, University of California – San Francisco
  • Division I Business Meeting. Pan Pacific, Restaurant Level, Pacific Rim Suite 2; Saturday, April 14, 6:15 pm–8:15 pm.
    Chair: Ara Tekian, University of Illinois at Chicago
  • Measurement Issues in Medical Licensure and Certification. VCC, First Level, West Room 114&115; Tuesday, April 17, 12:25 pm–1:55 pm.
    Chair: Anthony R. Artino, Uniformed Services University of the Health Sciences

Papers and Participants:

  • 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 J Invited Session: Racial Equity in Higher Education: A Blueprint for Praxis. VCC, Second Level, West Room 215&216; Friday, April 13, 12:00 pm–1:30 pm.
    Chairs: Shaun R. Harper, University of Pennsylvania; Lori D. Patton, University of Denver
    Participants: Richard Delgado, Seattle University; Gloria J. Ladson-Billings, University of Wisconsin – Madison; Edward Taylor, University of Washington
  • Division J Invited Session: How Should Researchers Define and Measure College Student Success? VCC, Third Level, West Room 306; Friday, April 13, 2:15 pm–3:45 pm.
    Chair: Scott L. Thomas, Claremont Graduate University
    Participants: Regina J. Deil-Amen, The University of Arizona; CHiXapkaid Michael Pavel, University of Oregon; Ann Person, Bill & Melinda Gates Foundation; Vincent Tinto, Syracuse University
  • Division J Invited Session: Developing an Activist Research Agenda. VCC, Second Level, West Room 208&209; Saturday, April 14, 10:35 am–12:05 pm.
    Chair: Michelle M. Espino, University of Georgia
    Participants: Benjamin Baez, Florida International University; Estela M. Bensimon, University of Southern California; William G. Tierney, University of Southern California; Deborah Santiago, Excelenica in Education.
  • Division J Invited Session: Big-Time College Sports: Mitigating the Academic-Athletic Divide. VCC, Second Level, West Room 215&216; Sunday, April 15, 12:25 pm–1:55 pm.
    Chair: Eddie Comeaux, University of Kentucky
    Participant: Charles Clotfelter, Duke University
    Discussant: James Antony, University of Washington
  • Division J Invited Session: The Global Implications of Immigration: Educational Attainment and Jobs. VCC, Second Level, West Room 208&209; Sunday, April 15, 2:15 pm–3:45 pm.
    Chair: Stella M. Flores, Vanderbilt University
    Participants: Angel Harris, Princeton University; Alma Maldonado-Maldonado, National Polytechnic Institute, Mexico; Amy S. Metcalfe, The University of British Columbia
  • Division J Vice Presidential Invited Session: Implications of Recent Economic Changes for the Professoriate. VCC, Second Level, West Room 212&213; Monday, April 16, 10:35 am–12:05 pm.
    Chair: Laura W. Perna, University of Pennsylvania
    Participants: Linda J. Muzzin, OISE/University of Toronto; Gary D. Rhoades, The University of Arizona; Christine A. Stanley, Texas A&M University – College Station; William M. Zumeta, University of Washington

Division K – Teaching and Teacher Education

  • Embracing Soul Work: Black Educators Teaching for Justice. VCC, Second Level, West Room 222; Saturday, April 14, 8:15 am–9:45 am.
    Chair: Donyell Lakishka Roseboro, University of North Carolina – Wilmington

 Papers and Participants:

  • 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

  • Preachin’ to the Unconverted: Building Community Between Critical Teacher Educators of Color and Their Predominately White Preservice Candidates. VCC, Second Level, West Room 224; Saturday, April 14, 8:15 am–9:45 am.
    Chair: Adrienne D. Dixson, University of Illinois

Papers and Participants:

  • 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

  • Promoting Educator Agency: Navigating Restrictive Policy Environments Through Professional Development for Teachers of English Language Learners. VCC, Second Level, East Room 19&20; Saturday, April 14, 8:15 am–9:45 am.
    Chair: Eugene E. Garcia, Arizona State University

Papers and Participants:

  • 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

  • Urban Teacher Residencies, Year 1: Looking Across Models and Contexts. VCC, Second Level, West Room 220; Monday, April 16, 12:25 pm–1:55 pm.
    Chairs: Kathryn Jill Strom, Montclair State University; Monica Taylor, Montclair State University

Papers and Participants:

  • 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

  • Too Much Not to Know: Considering a Broader and Bolder Approach to Equity and Access in Teaching and Teacher Education Policy. VCC, Second Level, East Room 13; Tuesday, April 17, 2:15 pm–3:45 pm.
    Chairs: Pedro A. Noguera, New York University; Jeffrey M.R. Duncan-Andrade, San Francisco State University

Papers and Participants:

  • 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

  • Examining Intergovernmental Assumptions About School Integration. VCC, Second Level, East Room 16; Saturday, April 14, 8:15 am–9:45 am.
    Chair: Darrell Jackson, University of Colorado

Papers and Participants:

  • 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

  • School Improvement Through Social Entrepreneurship? VCC, Second Level, East Room 11; Saturday, April 14, 10:35 am–12:05 pm.
    Chairs: William A. Firestone, Rutgers University; Donald J. Peurach, University of Michigan
    Participants: Jeffrey R. Henig, Teachers College, Columbia University; Frederick M. Hess, American Enterprise Institute; Janelle T. Scott, University of California – Berkeley; Robert Slavin, Johns Hopkins University
  • Assessing Teacher Quality: Understanding Teacher Effects on Instruction and Achievement. VCC, Second Level, East Room 11; Saturday, April 14, 2:15 pm–3:45 pm.
    Chair: Sean P. Kelly, Michigan State University

Papers and Participants:

  • 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
  • Policy Issues Related to Teacher Quality and Teacher Mobility. VCC, Second Level, East Room 11; Monday, April 16, 8:15 am–10:15 am.
    Chair: Peter A. Youngs, Michigan State University

    Participants:
  • 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

  • Diverse Perspectives on Understanding the Policy Uses of Education Research. VCC, Second Level, East Room 14; Monday, April 16, 10:35 am–12:05 pm.
    Chair: George W. Bohrnstedt, American Institutes for Research

Papers and Participants:

  • 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

  • Evaluating Charter Schools: Beyond Average Achievement Effects. VCC, Second Level, West Room 202&203; Tuesday, April 17, 8:15 am–9:45 am.
    Chair: Robert Bifulco, Syracuse University

Papers and Participants:

  • 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