Bruce Alberts was the recipient of the 2020 John Edward Porter Legacy Award.

Alfredo J. Artiles received an Honorary Doctorate from the University of Göteborgs, Sweden (Fall 2019) and a 2019 Spencer Mentor Award from The Spencer Foundation. He also published his Brown Lecture in Educational Researcher (vol. 48, 325-335) titled “Re-envisioning equity research: Disability identification disparities as a case in point.” In addition, he presented the following lectures:

  • Inclusive education in the global South: A cultural-historical critique.Keynote delivered at CINTEDES – International Colloquium in Special Education and School Inclusion. Florianópolis, Brazil. (2019, June).
  • Probing equity’s complexities: An interdisciplinary re-framing of the racialization of disability.Dean’s Distinguished Lecture Series. University of Texas at Austin. (2020, January).
  • Shades of rights and the dual nature of disability: Toward a cultural understanding of inclusion. Highlighted session. Annual meeting of the Comparative & International Education Society. (Virtual session) (with M. Caballeros) (2020, March).

James A. Banks published “Diversity, Transformative Knowledge, and Civic Education: Selected Essays” in April, 2020 through Routledge. This collection of Banks’ publications includes selected articles on diversity and civic education that he has published over four decades. The book includes an introduction that describes how the essays are interrelated and Banks’ epistemological journey. It also includes a selected bibliography of his publications. 

Marilyn Cochran-Smith, Cawthorne Professor of Teacher Education at the Lynch School of Education and Human Development, Boston College, won the American Association of Colleges for Teacher Education (AACTE) 2020 Best Book Award for Reclaiming Accountability in Teacher Education, along with her co-authors (and former students): Molly Cumming Carney, Elizabeth Stringer Keefe, Stephani Burton, Wen-Chia Chang, Beatriz Fernández, Andrew Miller, Juan Gabriel Sánchez, and Megina Burton. Cochran-Smith also received a 2020 grant from the Spencer Foundation small grants program to continue her research about teacher preparation at new graduate schools of education. She published two new articles: “Teacher education for justice and equity: 40 years of Advocacy” (M. Cochran-Smith, 2020) in Action in Teacher Education and “Educating Teacher Educators: International Perspectives” (M. Cochran-Smith, L. Grudnoff, L. Orland-Barak & K. Smith, 2020) in The New Educator. 

Robert E. Floden has joined the boards of several national organizations.  He is Board Chair Elect of the American Association of Colleges for Teacher Education (AACTE), Board Member and Research Committee Liaison of the Council for the Accreditation of Educator Preparation (CAEP), and Board Member of the Carnegie Project on the Education Doctorate (CPED).  He was also recently elected as a Fellow of the American Educational Research Association.

Howard Gardner‘s memoir “A Synthesizing  Mind: A Memoir from the Creator of Multiple Intelligences Theory” will be published in August 2020 by the MIT Press.

Gene V. Glass has co-authored a book for ABC-CLIO, a publisher of reference works for school districts and academic and public libraries with Casey D. Cobb, Raymond Neag Professor of Educational Policy at the University of Connecticut, entitled Public and Private Education in America.

Kris D. Gutierrez was the recipient of the 2020 Dr. John J. Gumperz Memorial Award for Distinguished Lifetime Scholarship, Language and Social Processes SIG, AERA. In April 2020, she was elected to the American Academy of Arts and Sciences.

Jack Jennings released his new book Fatigued by School Reform. Fifty years of school reform are reviewed and a new path is proposed based on the Coleman Report of 1966.

David Kaplan received the Hilldale Award in the Social Sciences from the University of Wisconsin – Madison.  Given annually since 1986-1987, one Hilldale Award is bestowed each year in the Social Sciences, Physical Sciences, Biological Sciences, and Humanities.  The Hilldale Awards are recognized as one of the highest honors given by the University of Wisconsin – Madison.

Teresa McCarty’s coedited volume (with Sheilah Nicholas and Gillian Wigglesworth), A World of Indigenous Languages: Politics, Pedagogies, and Prospects for Language Reclamation, was published by Multilingual Matters in the last year. With Miye Tom and Elizabeth Sumida Huaman, she guest edited a special issue of the International Review of Education, “Indigenous Knowledges as Vital Contributions to Sustainability.” Her 2018 book with Angelina Castagno, The Anthropology of Education Policy, was a finalist for the Council on Anthropology and Education’s Outstanding Book Award. But the biggest effort (and rewards) of the year came from fieldwork for her Spencer-funded study (with Tiffany Lee, Sheilah Nicholas, and Michael Seltzer), “Indigenous-Language Immersion and Native American Student Achievement”—7 visits to Indigenous immersion partner schools in Hawai‘i, Arizona, Wisconsin, and New York, at which dozens of classroom observations and 30 in-depth interviews with teachers, parents, tribal leaders, and youth were conducted.

Walter Parker’s “Human Rights Education’s Curriculum Problem” was the most-downloaded article in 2019 at the open-access European journal Human Rights Education Review. It is a sociological study of curriculum stability and reform, and it explains why human rights education has such a small footprint in US schools.

Jim Pellegrino in February presented the 2020 Frank B. Womer Lecture in Measurement & Assessment at the University of Michigan School of Education.  His talk was entitled Reimagining K-16+ STEM Education: What it Means to be Proficient in Science and Why that Matters. A related activity was his keynote presentation the day before at the annual Michigan School Testing Conference. His keynote was entitled Assessment Systems: What Are They, Why Do We Need Them, and How Might We Construct One in Michigan?

In February the Michigan Department of Education released a 176-page guide, Early Literacy Assessment Systems that Support Learning, that offers principles, recommendations, and guidance to Michigan schools and districts as they develop, implement, support, and monitor an Early Literacy Assessment System. The Guide, along with an ELAS Guide web page, includes an extensive list of research and resources to support schools and districts in this work. The guide incorporated feedback from practitioners across Michigan who have responsibility to improve literacy achievement among K-12 students. The project was led by Pellegrino and tapped the expertise of a diverse group of literacy and assessment experts including NAEd member Annemarie Palincsar

Laura W. Perna will be serving as Penn’s next Vice Provost for Faculty, effective July 1. She also has two new publications:


Christine Sleeter published Transformative Multicultural Education in Schools (with M. Zavala, Teachers College Press, 2020), during the first part of 2020, which is in James Banks‘ Multicultural Education series. She also published the article “Combatir el racismo y el colonialismo por medio de los estudios étnicos” (Challenging racism and colonialism through ethnic studies) in Revista de Educación 387, 39-61. She gave an invited workshop at Skyline Community College on “Whiteness in Higher Education” on January 31, and a seminar based on Transformative Ethnic Studies in the Center for Black Studies Research at the University of California Santa Barbara on February 13.

Jim Spillane recently agreed to serve as one of four advisors to the National Council for Curriculum and Assessment (NCCA) of Ireland, a statutory government body that takes responsibility for advising the Government on the  K-12 curriculum and assessment, for five years on their revision of the national elementary school curriculum and its implementation nationwide.  In January, he attended the 33rd International Congress for School Effectiveness and Improvement Conference (ICSEI), in Marrakech, Morocco, presenting a paper, “Educational Leadership: A Multilevel Distributed Perspective” work on which was supported by both the Spencer Foundation and the Qatar Foundation. 

William F. Tate was named Executive Vice President for Academic Affairs and Provost at the the University of South Carolina, where he will hold the USC Education Foundation Distinguished Professorship in the Departments of Sociology and Family and Preventive Medicine.

Sam Wineburg with co-authors Mark Smith and Joel Breakstone were awarded the 2019 William and Edwyna Gilbert Award from the American Historical Association for the “outstanding contribution to the teaching of history” for ‘What is Learned in College History Classes?,’ (2018) Journal of American History, 104, 983-993.  With Stanford sophomore Nadav Ziv, he finally cracked the New York Times, after too many rejections to count, with “The Meaninglessness of the .ORG Domain,” December 4, 2019. 

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