AERA Publications Calls
 

• Call for Editors AERA Open—Deadline Extended: December 8

• Call for Editors RRE 2023, 2025—Deadline Extended: March 1, 2021

AERA Highlights e-Newsletter »

Advancing Knowledge and Building Capacity for Early Childhood Research

Edited by Sharon Ryan, M. Elizabeth Graue, Vivian L Gadsden, and Felice J. Levine
November, 2020

This volume employs a multidisciplinary approach to research on a high-profile topic very much on the agenda of state and national policy leaders: early childhood development and education. It aims to reflect how scholarly perspectives shape the contours of knowledge generation, and to illuminate the gaps that prevent productive interchange among scholars who value equity in the opportunities available to young children, their families, and teachers/caregivers. The editors and authors identify and prioritize critical research areas; assess the state of the field in terms of promising research designs and methodologies; and identify capacity-building needs and potential cross-group collaborations.

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• The ebook is available on AERA’s ebook platform. 

Condition or Process? Researching Race in Education

Edited by Adrienne D. Dixson, Gloria J. Ladson-Billings, Cecilia E. Suarez, William T. Trent, and James D. Anderson.
May, 2020

The question of why we need to think about how we research race demands a conceptualization of race that captures both its social construction and its temporal evolution. We need both an understanding of race and clarity about how we talk about it in our design and conduct of research, and in how we interpret and apply it in our findings. As a field, we can use research on race and racism in education to help construct social change. Our purpose with this volume is to underscore the persistence of the discriminatory actions—processes—and the normalization of the use of race (and class)—conditions—to justify the existing and growing disparity between the quality of life and opportunity for middle-class and more affluent Whites and that for people of color and people of color who live in poverty. As editors of this volume, we wonder what more we could learn and understand about the process and condition of race if we dare to ask bold questions about race and racism and commit to methods and analyses that respect the experiences and knowledges of our research participants and partners.

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• Click here to view the table of contents.
• The ebook is available on AERA’s ebook platform.

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Improving Research-Based Knowledge of College Promise Programs (2020)

Edited by Laura W. Perna and Edward J. Smith
January 2020

Also known as “free tuition” and “free college” programs, college promise programs are an emerging approach for increasing higher education attainment of people in particular places. To maximize the effectiveness of their efforts and investments, program leaders and policymakers need research-based evidence to inform program design, implementation, and evaluation. With the goal of addressing this knowledge need, this volume presents a collection of research studies that examine several categories and variations of college promise programs. These theoretically grounded empirical investigations use varied data sources and analytic techniques to examine the effects of college promise programs that have different design features and operate in different places. Individually and collectively, the results of these studies have implications for the design and implementation of promise programs if these programs are to create meaningful improvements in attainment for people from underserved groups. The authors’ efforts also provide a useful foundation for the next generation of college promise research.

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• View the Table of Contents
• Read the editors' introduction
• Watch a short video of the coeditors discussing the book