New RRE Volume Addresses “What Counts as Innovative Educational Knowledge and What Education Research Counts”
New RRE Volume Addresses “What Counts as Innovative Educational Knowledge and What Education Research Counts”
 
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April 2020 

The 2020 volume of Review of Research in Education (RRE), titled “Emergent Approaches for Education Research: What Counts as Innovative Educational Knowledge and What Education Research Counts?” was released in April and was edited by Jeanne M. Powers, Gustavo E. Fischman, and  Margarita Pivovarova (all at Arizona State university). The volume presents reviews that advance understanding of how innovative methodological approaches provide new insights into enduring questions and identify novel challenges for education research and practice.

“We are very happy to see this volume’s release,” said Powers. “We have two big takeaways from our experience as co-editors of RRE.  First, education research is methodologically sophisticated and robust. Second, our contributors share a broad ethical commitment to respond to the new and old challenges posed by unjust gaps in educational opportunities, with the goal of advancing the ideal of education research for the public good.”

The table of contents and abstracts can be viewed here. In their introduction, the editors state their goal was to 

create a volume that will serve as a resource for both novice and experienced education researchers for understanding how innovative methodological approaches might provide more comprehensive explanations into enduring questions, challenge existing theoretical frameworks and paradigms, or address novel challenges in the field of education. The chapters in this volume demonstrate how emerging approaches continue to address the complexities of education research—ethics, politics, diversity, and its interdisciplinary nature, to name a few—all of which make education research “the hardest-to-do science of them all” (Berliner, 2002, p. 18).

AERA members who selected RRE as their journal of choice have already received this volume. Members who wish to receive the volume as an additional journal can do so by logging in and clicking the purchase additional journal link ($20; $10 for students). Nonmembers interested in purchasing the volume may do so by clicking here and selecting the individual subscription option. 

About the Editors:

Jeanne M. Powers, PhD, is an associate professor in the Mary Lou Fulton Teachers College at Arizona State University. Her research focuses on school segregation, school choice, teacher retention, the educational experiences of immigrant students, and the factors that shape the implementation of complex educational reforms.

Gustavo E. Fischman, PhD, is a professor of educational policy and comparative education in the Mary Lou Fulton Teachers College at Arizona State University. His research focuses on understanding and improving the processes of scholarly production and knowledge mobilization. His research interests also include sustainability and education and the uses (and misuses) of global learning metrics and international large-scale assessments in educational reform projects.

Margarita Pivovarova, PhD, is an assistant professor in the Mary Lou Fulton Teachers College at Arizona State University. Her research focuses on the relationship between student achievement, teacher quality, and school contextual factors. Her research interests also include teacher labor markets and factors that influence teachers’ decisions to enter, stay in, or leave the profession.

 
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