AERA Announces New Editor Team for Review of Educational Research
AERA Announces New Editor Team for Review of Educational Research
 
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January 2022

AERA has announced the appointment of Midred Boveda, Karly Sarita Ford, Erica Frankenberg, and Francesca López (all at Pennsylvania State University) as the new co-editors of Review of Educational Research (RER) for 2022–2025. This team will succeed editor-in-chief Karen Murphy (Pennsylvania State University).

“I am thrilled with the appointment of such an outstanding team of scholars,” said AERA Executive Director Felice J. Levine. “Under their leadership, the journal will continue to build on its strengths while also a focusing on equity concerns among the journals’ readers, authors, and content.”

The team was appointed by AERA President Na’ilah Suad Nasir. Their appointment culminated an extensive search driven by the AERA Journal Publications Committee, which is charged with making editorial recommendations to the president. As editors, the new team will begin receiving new manuscripts on April 1, 2022.

The co-editors will be joined by a distinguished group of associate editors that includes Suzanne Eckes (University of Wisconsin–Madison), Marc Guerrero (Ohio State University), Nicol Howard (University of Redlands), Hollie Kulago (Pennsylvania State University), Daniel D. Liou (Arizona State University), and Edna Tan (University of North Carolina–Greensboro).

RER publishes critical, integrative reviews of research literature bearing on education. The reviews include conceptualizations, interpretations, and syntheses of literature and scholarly work in fields broadly relevant to education and educational research. RER encourages the submission of reviews relevant to education from any discipline, such as psychology, sociology, history, philosophy, political science, economics, computer science, statistics, anthropology, and biology, provided that the reviews bear on educational issues. 

About the Co-Editors:

Midred Boveda is an associate professor of special education at Pennsylvania State University and Honorary Visiting Professor at Teachers College, Columbia University. Her research interests include teacher education, intersectionality, and Black feminist epistemology. She uses the terms "intersectional competence" and "intersectional consciousness" to refer to educators’ understanding of sociocultural differences and how learners, families, and colleagues navigate multiple systems of oppression. She earned her doctor of education in exceptional student education from Florida International University, and a master of education in education policy and management from the Harvard Graduate School of Education.

Karly Sarita Ford is an assistant professor in the Education Policy Studies Department at Pennsylvania State University. Her research examines how the policies and practices of educational organizations shape the experiences of marginalized students. She pays particular attention to how educational organizations socially construct and make meaning of categories for race, gender, socioeconomic status, and dis/ability. Ford received a master’s of education in international education policy from Harvard University and a Ph.D. in sociology of education from New York University. 
 

Erica Frankenberg is a professor of education and demography in the College of Education and the director of the Center for Education and Civil Rights at Pennsylvania State University. Her research interests focus on racial desegregation and inequality in K–12 schools, and the connections between school segregation and other metropolitan policies. Given demographic, legal, and political changes, her work focuses on policy design and extralegal factors affecting school segregation. These include the extent to which boundary lines between and within districts divide populations and students, how the design of school choice policies relates to racial and economic segregation of students, the intersection of housing and school composition, and the complex patterns of segregation and inequality emerging in suburban school districts. Frankenberg earned her doctorate in education policy from the Harvard Graduate School of Education.

Francesca López is the Waterbury Chair in Equity Pedagogy in the Department of Curriculum and Instruction at Pennsylvania State University. She began her career in education as a bilingual (Spanish/English) elementary teacher, and later as an at-risk high school counselor, in El Paso, Texas. Her research has been funded by the American Educational Research Association Grants Program, the Division 15 American Psychological Association Early Career Award, the National Academy of Education/Spencer Postdoctoral Fellowship, the Institute of Education Sciences, the Chan Zuckerberg Initiative, and Assessment for Good. López is a former co-editor of the inaugural unified American Educational Research Journal.

 
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