CHAIR
Dr. Steven M. Carlo
Assistant Professor Monmouth University scarlo@monmouth.edu
Steven M. Carlo, Ph.D., is an assistant professor of educational leadership at Monmouth University, where he teaches graduate-level courses in education law, policy, and research methods. His research lies at the intersection of legal literacy, policy implementation, and educational equity. He is currently engaged in projects exploring AI-assisted decision-making tools for school leaders, the legal and political dimensions of education reform, and mental health access for first-generation college students. Dr. Carlo brings experience as a former K–12 educator and a background in civics education reform, which informs both his scholarly and applied work. He is currently leading the development of NJLeadGPT, a closed-circuit AI-assisted tool o support New Jersey school administrators navigating legal and policy compliance protocols. His recent work appears in Educational Evaluation and Policy Analysis, Review of Educational Research, and West's Education Law Reporter. Dr. Carlo is honored to serve as Chair of the Law and Education SIG and is committed to supporting members' efforts to advance research and practice at the intersection of law, policy, and justice in education.
PROGRAM CHAIR
Dr. Rodrick S. Lucero
Executive Director for Educator Preparation Programs & Certification Texas A&M University rlucero@tamu.edu
Dr. Lucero began his award-winning career as a high school teacher, coach, and administrator in several school districts in Colorado which ignited a passion for effective teacher preparation as the primary lever for continuous improvement in every school and Clinical Practice as the fulcrum. He moved to Colorado State University as a professor and university administrator where this passion strongly informed his instruction, his speaking engagements, and his national voice. He then served as Vice President of AACTE in Washington D.C., where, among many things, he was honored to lead of The Clinical Practice Commission Report entitled, “A Pivot Toward Clinical Practice, its Lexicon, and the Renewal of Educator Preparation” (Jan, 2018). This national report offers support and guidance for the implementation of clinical practice. Currently, Dr. Lucero served as an Educational Consultant, working with the American Institutes of Research and the CEEDAR Center establishing processes, and strategies for implementing clinical practice for all learners. Additionally, he has applied his experiences in developing The National Center for Clinical Practice in Educator Preparation (NCCPEP) where he serves as Co-Founder, President/CEO. Currently he serves as the Executive Director for the Office of Educator Preparation Programs and Certification, and as a Professor at Texas A&M University in College Station, TX. His career is representative of his passion for bringing PK-12 contexts and higher education together as one profession, a profession that “owns” the educational space in the United States, asserts its expertise, and works to ensure high quality pedagogical practices are the cornerstone of learning. Dr. Lucero advocates for practices which empower all educators to apply deep learning experiences bound by content, pedagogy, relevance, and engagement for every PK-12 student. Clinical practice frames the complex nature of effective instruction and is the lens that guides Rod’s passion for educational excellence and his vehement advocacy for the educational enterprise.
SECRETARY/TREASURER
TBA
WEBMASTER
Kendall L. Fujioka
Ph.D. Student University of Washington kfujioka@uw.edu
Kendall Fujioka, J.D., M.S.W. is a Ph.D. student in Educational Policy, Organization, and Leadership at the University of Washington College of Education. With a multidisciplinary background in education, law, and social work, Kendall’s research examines students’ civil rights and education finance reform. Her work is guided by a strong commitment to equity, inclusion, and justice in public education systems. Kendall’s research focuses on federal and state-level education policy, especially as it impacts students who have been historically underserved by school systems, including those who are low-income, foster or homeless, racially marginalized, or identified with disabilities.
Ayodele AborishadeDoctoral StudentUniversity of Nevada, Las Vegas
Ayo Aborishade is a doctoral student at the University of Nevada, Las Vegas. Her research explores assessment and how it impacts placement and support provided to students with learning disabilities who come from marginalized backgrounds. By taking a closer look at assessment practices and their impact on placement and support, Ayo hopes to improve educational equity and ensure that students from marginalized backgrounds have access to resources they need to succeed academically. She received her bachelor's degree in Special Education from the University of Ibadan, Nigeria, and her master's degree in Special Education from the University of Nevada, Las Vegas.
Dr. Pamela Callahan Research Fellow Assistant Research Professor Center for Educational Innovation & Improvement University of Maryland Dr. Pamela Callahan is an Assistant Research Professor with the Center for Educational Innovation and Improvement at the College of Education University of Maryland College Park. Pamela studies the ways federal and state laws are interpreted and applied at the school and district level, with a special emphasis on the intersection of First Amendment and public schools. Her research has been published in Teachers College Record, Theory Into Practice, Education and Urban Society, On Democracy, West's Education Law Reporter, and Action in Teacher Education. Before graduate school, she proudly served as a middle math teacher and department chair in Prince George's County, Maryland. Pamela earned degrees from the University of Maryland, College Park (Ph.D.), Johns Hopkins University (M.S.Ed), George Mason University (M.P.P), and the University of Pittsburgh (B.S.B.A).
Sam Lim Ed.D. Student University of Southern Mississippi
Sam Lim, M.Ed., is a second-year Ed.D. student at The University of Southern Mississippi, advised by Dr. Kaity Prieto. They bring extensive experience bridging leadership, policy, and practice across K-20 education, currently serving as the inaugural Deputy Chief Diversity Officer & Deputy Title IX Coordinator for SUNY Westchester Community College. Embracing a comparative, interdisciplinary lens, Sam's primary research explores how constitutional discourse, legal theories, and the law shape academic freedom and campus free expression within higher education, particularly in relation to LGBTQ+ campus climate and presidential decision making. Sam is a member of ACPA, AERA, ASHE, FIRE, and Heterodox Academy, and currently serves on ACPA’s national Strategic Initiatives Working Council.
Dr. Meagan Richard Assistant Professor, Educational Leadership University of Massachusetts, Boston
Dr. Richard's research interests are broadly focused on social justice and activism within educational settings. Since 2017, Dr. Richard has investigated justice-centered approaches to school leadership within primarily urban spaces. Her research has led to several published peer-reviewed articles and chapters within high-impact journals. Her work has also merged policy frames to examine how neoliberal policy, in particular, intersects with school leadership. Through this research she seeks to highlight the ways that educational actors can resist, contest, and dismantle unjust policy toward emancipatory ends. Additionally, Dr. Richard also has advanced a line of work related to the preparation of justice-centered leaders. Across her body of work, her research has been recognized by AERA’s Division A and the Leadership for School Improvement SIG within AERA. To learn more about Dr. Richard's research, teaching, and background, you can visit her personal website at: https://meagansrichard.com.
The SIG is governed by the Executive Committee, made up of the Chair, Program Chair, Secretary Treasurer, and Web Master. The SIG bylaws were approved by the membership, reviewed and approved by AERA with minor modifications.