Claire Rydell Arcenas (Postdoctoral 2018) published her first book, America’s Philosopher: John Locke in American Intellectual Life, with the University of Chicago Press.
Laura Aull (Postdoctoral 2016) published Methods and Methodologies for Research in Digital Writing and Rhetoric, Journal article (2022): “What is ‘Good Writing?’ Analyzing Metadiscourse as Civil Discourse.” Journal of Teaching Writing
Monisha Bajaj (Postdoctoral 2008), along with Janelle Scott, co-edited the World Yearbook of Education 2023: Racialization and Educational Inequality in Global Perspective, which was published by Routledge in November 2022. The Volume critically examines how racial formation and its associated logics about citizenship, belonging, justice, equality, and humanity manifest in early childhood education, primary, secondary, and higher education, as well as non-formal, community-based education settings across the globe.
Robert Bayley (Postdoctoral 1997) received the Linguistic Society of America’s 2023 Mentoring Award. Prof. Bayley has many recent publications including “Segregation and desegregation of the Southern schools for the Deaf: The relationship between language policy and dialect development” (with C. Lucas et al., Language 98.4, 2022), Variation in Second and Heritage Languages: Crosslinguistic Perspectives (ed. with D. R. Preston & X. Li, John Benjamins, 2022), “Variationist approaches to second language acquisition” (with C. Escalante) and “Sociolinguistics and the acquisition of Chinese as a second language: The state of the field” (with X. Li & X. Zhang), both in K. Geeslin (Ed.), The Routledge Handbook of second language acquisition and sociolinguistics (2022), and “An investigation of LE use by second language learners of Mandarin Chinese” (with X. Li et al.), in Bayley, Preston, and Li (Eds.).
Michelle Bellino (Postdoctoral 2016) is the 2022 recipient of the Douglas Foley Early Career Award by the Council on Anthropology and Education. Her recent publications include “‘Don’t let them go’: how student migration (re)shapes teachers’ work in rural Honduras,” in Diaspora, Indigenous, and Minority Education (co-authored with Maxie Gluckman), and “‘Are we doing Cátedra de Paz?’ Teacher perspectives on enacting peace education in Bogotá, Colombia,” in Journal of Peace Education (co-authored with Ortiz-Guerrero, Paulson, Ariza Porras, Cortes, Ritschard, & Sánchez Meertens).
Christopher Bennett (Dissertation 2020) recently returned to the nonprofit research firm RTI International, where he works as an education researcher. In addition, one of his dissertation papers, “Labor market returns to MBAs from less-selective universities: Evidence from a field experiment during COVID-19,” was published in the Journal of Policy Analysis and Management.
Tolani Britton (Dissertation 2016; Postdoctoral 2021) was awarded a 2022 Early Career Award from the American Educational Research Association (Division-L) and a 2022 CIES Ernest D. Morell African Diaspora Emerging Scholar Award. She also published an article “Our Ancestors’ Wildest Dreams: An investigation of the institutional factors relating to the survival of Historically Black Colleges and Universities” in the Journal of Higher Education.
Toni Cela (Dissertation 2014) is a National Institutes of Health/National Institute on Drug Abuse (NIH/NIDA) Post-Doctoral fellow at the University of Miami in Coral Gables, Florida, and recently co-published “Juvenile Justice-Involved Haitian Families’ Experiences of Structural Racism and Socioethnic Discrimination” in the special issue: Transformative Family Scholarship, in Family Relations: Interdisciplinary Journal of Applied Family Science.
Karina Chavarria (Dissertation 2016) was awarded the Emerging Poverty Scholars Fellowship from Institute for Research on Poverty at the University of Wisconsin-Madison.
Randall Curren (Postdoctoral 1992) edited a 35-chapter Routledge Handbook of Philosophy of Education that appeared in October and was the subject of symposia in October and November at the annual conferences of the North American Association for Philosophy and Education (NAAPE) in Mundelein, IL, and the Philosophy, Politics, and Economics Society in New Orleans. Another recent editorial landmark was the release of the tenth book in the University of Chicago Press History and Philosophy of Education Series, co-edited by Curren and historian Jon Zimmerman (Postdoctoral 1999). Since June, Curren has given conference keynote lectures at Hamilton College, in Madrid, and (by Zoom) at the University of Mataram in Indonesia, as well as talks in Manchester, Rome, Oxford, Cambridge, and at NAAPE. Several of these events were related to a multidisciplinary collaboration on well-being in education, and others were related to a series of publications on civic friendship and education.
Christina de Bellaigue (Postdoctoral 2005) has published an article written in collaboration with Eve Worth, Charlotte Bennett, Karin Eli & Stanley Ulijaszek on ‘Women, mobility and education in twentieth-century England and Wales’ in Twentieth Century British History (2022). The article sets out a new methodology to analyze for women’s educational attainments and mobility across the twentieth century. It was found that the expansion of educational opportunity for women had more complex effects than a simple comparison of qualifications over time might suggest. De Bellaigue’s research was also featured on the London School of Economics blog.
Cati V. de los Ríos (Postdoctoral 2020) was promoted to Associate Professor with tenure on July 1, 2022, at the University of California, Berkeley’s School of Education. Cati recently published two articles in Aztlán: A Journal of Chicano Studies and Journal of Adolescent and Adult Literacy, as well as a commentary article in Language Learning.
Begoña Echeverria’s (Postdoctoral 2005) play “Picasso Present Gernika” was staged at United Nations Headquarters in New York City to celebrate World Refugee Day (June 20). Based on Hitler’s bombing of the sacred Basque town Gernika in 1937, Begoña’s docudrama explores the evacuation of Basque children to England after that bombing, as well as Picasso’s creative response (Guernica). Directed by UCR colleague Annika Speer and starring professional actors Bella Merlin (UCR) and Miles Anderson and featuring Fordham University theater students, this was the first time a theatrical production was staged at UN Headquarters.
George Engelhard (Postdoctoral 1987) was elected president of the Pacific Rim Objective Measurement Society. His presidential address (Pillars of Measurement Wisdom) was given in Hanoi, Vietnam in December 2022. He recently published a book co-authored with Dr. Jue Wang entitled “Rasch models for solving measurement problems: Invariant measurement in the social sciences”.
Joanne W. Golann (Dissertation 2013) received the 2022 Chancellor’s Award for Research on Equity, Diversity, and Inclusion from Vanderbilt University. She also received the 2022 Pierre Bourdieu Award for the Best Book in the Sociology of Education from the American Sociological Association for her book, “Scripting the Moves: Culture and Control in a “No-Excuses” Charter School” (Princeton University Press, 2022).
David T. Hansen’s (Postdoctoral 1992) recent book, entitled “Reimagining the Call to Teach: A Witness to Teaching and Teachers” (Teachers College Press, 2021), has been named a 2022 Choice Outstanding Academic Title.
Casandra Harper (Postdoctoral 2012) co-authored an article published in the Journal of Diversity in Higher Education about inequities in registration holds placed on college students, another paper about “The effect of a college football bowl game appearance on college student-athlete outcomes” in Research in Higher Education, and a third article about the communication patterns between institutions and families of first-generation college students published in the Journal of First-generation Student Success. Casandra and a colleague (Brad Curs) will study the effectiveness of emergency financial relief funding in improving academic and financial student outcomes across demographic characteristics with support from the Spencer Foundation.
Mary Hegarty (Postdoctoral 1992) was elected fellow of the American Association for the Advancement of Science.
Rosalind Horowitz (Postdoctoral 1985) contributed to the NAEd Annual Meeting & Fellows Retreat November 16-18, 2022 in Washington, D.C. Horowitz was invited to serve as chair on a NAEd Symposium and participated in several sessions including the Research Development Awardee Session. Horowitz is active in AERA SIG’s and is the new Historian of the AERA SIG on Reading and Literacy as well as a reviewer of the Graduate Student Dissertation Award Applications for the SIG, 2023. Horowitz produced Borderlands: Unique sources of transnational language and literacy for educational research to appear in 2023 in R. Tierney, K. Ercikan, & F. Rizvi (Eds.) the International Encyclopedia of Education, 4th Edition. Section editors, D. Yaden & T. Rogers for Literacies and Languages. Sheffield, United Kingdom: Equinox. This is based on research on Adolescents on the Texas-Mexico Border and
the Israeli-Gaza Border inhabited by Bedouins. Horowitz lectured on International Research on Writing to an interdisciplinary group of L1 and L2 writing leadership at Tel Aviv University, Israel, August 4, 2022, with a gracious invitation by Elana Shohamy. Recently, she was a Judge
at the University of Texas at San Antonio Health Science Postdoctoral Forum Competition, reviewing research on health issues, cardiovascular functioning– and cognition. She has developed associations with the Weitzman Institute a (Jerusalem) and Bar Ilan University Brain Research Center (outside of Tel Aviv). Her Oral History of Scholarship will appear in An Oral History Publication of the University of Minnesota (2023), her alma matter. Horowitz was selected by the College of Education at UTSA for the Presidential Award of 2022 on Excellence in Global Advancement.
Anthony M. Johnson (Dissertation 2016) published an article in October 2022 entitled “Collaborating in Class: Social Class Context and Peer Help-Seeking and Help-Giving in an Elite Engineering School” in American Sociological Review. He is currently an Assistant Professor of Sociology at The Ohio State University.
Nick Johnson (Dissertation 2017) recently published two articles that extended his dissertation research. “Making Competence Explicit: Helping Students Take Up Opportunities to Engage in Math Together,” published in Teachers College Record, investigated situations in which teachers positioned students as competent, and the ways assigning competence supported students to take up opportunities to participate. ‘What Do You Think She’s Going to Do Next?’ Irresolution and Ambiguity as Resources for Collective Engagement,” published in Cognition and Instruction, investigated whole-class mathematics conversations in which multiple students participated. Findings suggest that, rather than challenges to communication that must be overcome, students’ vague, unfinished, and ambiguous ideas present productive contributions that can be leveraged to support collective mathematical work.
Benjamin Justice (Postdoctoral 2005) completed his service as President of the History of Education Society on November 5, 2022, and delivered his address, “Schooling as a White Good” at the annual meeting in Baltimore. Justice was later awarded a Visiting Scholar Fellowship at the Russell Sage Foundation for the 2022-23 Academic Year. In that project, “A Civic Education Approach to Achieving Criminal Justice,” Justice and his coauthor Tracey Meares will examine the ways in which criminal legal processing shapes civic identity through overt and hidden curricula of structured experience.
Yasmin Kafai (Postdoctoral 1998), Yue Xin, Deborah Fields and Colby Tofel-Grehl published in September 2022 the open access article titled “Teaching and learning about respiratory infectious diseases: A scoping review of interventions in K-12 education” in the Journal of Research in Science Teaching, 59(7), 1274-1300.
Hilary Falb Kalisman’s (Dissertation 2013, Postdoctoral 2019) first book, “Teachers as State-Builders: Education and the Making of the Modern Middle East” was published in 2022 with Princeton University Press. The first history of education across Britain’s Middle Eastern Mandates and their successor states (Iraq, Palestine, Israel, Transjordan and Jordan) this transnational study reframes one’s understanding of the profession of teaching, the connections between public education and nationalism, and the fluid politics of the interwar Middle East. She has started a second book project, a political history of standardized testing in the Modern Middle East. Kalisman presented on this topic most recently at the Stanford Graduate School of Education, and at the Van Leer Institute in Jerusalem.
Matthew Kraft (Dissertation 2013) received the 2022 AERA Outstanding Public Communication of Education Research Award. He also recently published “Can teacher evaluation systems produce high-quality feedback? An administrator training field experiment” in the American Educational Research Journal.
Adam Laats (Postdoctoral 2009) was awarded the 2022 Friend of Darwin Award from the National Center for Science Education for his work exploring the history of conflicts over science in America’s schools. He also won the Lois B. DeFleur Faculty Prize for Academic Achievement from his university, Binghamton University (SUNY). He gave the keynote address in July 2022 at a workshop at the a.r.t.e.s. Graduate School for the Humanities, Cologne. He also published commentary about conservatism, education, religion, and the Supreme Court decisions at The Atlantic, the Washington Post, and the Chronicle of Higher Education.
Kathryn Lanouette (Dissertation 2017) and Katie Headrick Taylor (Postdoctoral 2018) co-edited journal issue #48 of Occasional Paper Series, entitled “Learning within socio-political landscapes: (Re)imaging children’s geographies”. Contributing authors to the special issue include Daniel Morales-Doyle (Postdoctoral Fellow, 2020), Anna Lees (Postdoctoral Research Development Awardee, 2019), Natalie R. Davis (Postdoctoral Fellow, 2021), and NAEd Members Kris Gutiérrez and Megan Bang, along with other contributors. Lanouette also co-authored a recent article in Mathematical Thinking and Learning, Exploring variability during data preparation: a way to connect data, chance and context.
Timothy J. Lensmire (Postdoctoral 1994) spoke as part of the Plenary Roundtable on “The Challenge of Teaching Critical Race Theory and Divisive Materials in Light of Recent State Legislation” for the Midwest Modern Language Association’s annual convention and had his chapter (with Brian Lozenski), “Black Mentorship Against the Anti-Black Machinery of the University,” published in the book Mentoring While White: Culturally Responsive Practices for Sustaining the Lives of Black College Students.
Luis Antonio Leyva (Dissertation 2015, Postdoctoral 2020) recently published new analyses from his NSF-supported project on racial and gender equity in undergraduate calculus instruction. This work appears in The Journal of Higher Education, The Journal of Learning Sciences, and the International Journal for Research in Undergraduate Mathematics Education. With the support of the 2020 NAEd/Spencer Postdoctoral Fellowship, his research that explores the intersectionality of experiences among undergraduate queer and trans* students of color pursuing STEM majors has been published in the American Educational Research Journal and Journal for Women & Minorities in Science & Engineering. Leyva was distinguished with the 2022 LGBTQ+ Educator of the Year Award from Out to Innovate and invited to deliver the Lavender Lecture at the 2023 Joint Mathematics Meetings (an honorary lecture from Spectra, The Association for LGBTQ+ Mathematicians that recognizes significant contributions from LGBTQ+ mathematicians to the mathematical sciences). In 2022, Leyva delivered over 15 invited research presentations at disciplinary conferences and colleges/universities across the country, including a plenary for the Psychology of Mathematics Education-North American chapter’s annual meeting, a keynote presentation for the Physics Education Research Conference, and a panel for the American Association for the Advancement of Science (SEA Change/IUSE initiative).
Ruth N. Lopez Turley (Postdoctoral 2005) became Director of the Kinder Institute for Urban Research at Rice University in July 2022. In September, the institute received a $50M grant to expand its partnership research and focus on solving challenges facing Houston. Ruth was also appointed to the National Board for Education Sciences.
Sarah McCarthey (Postdoctoral 1995) was awarded the Sheila Miller Professorship in Education at the University of Illinois at Urbana-Champaign in January 2022. The Dean’s nomination letter included the following, “Dr. McCarthey is an established leader among her colleagues in the College of Education, across the campus, and indeed across the nation. She is a nationally and internationally preeminent scholar in the field of writing instruction. Her distinction as a researcher, teacher, leader, and colleague make her highly deserving of the honor of being named the Sheila M. Miller Professor of Education.”
Carolyn McKinney (Postdoctoral 2008) published the volume ‘Decoloniality, Language and Literacy: Conversations with Teacher Educators’ (Multilingual Matters, 2022) co-edited with Pam Christie and the paper ‘Coloniality of language and pretextual gaps: a case study of emergent bilingual children’s writing in a South African school and a call for ukuzilanda’ in Journal of Multilingual and Multicultural Development. She has been promoted to full Professor in the School of Education, University of Cape Town, South Africa.
Mollie McQuillan (Dissertation 2017), Assistant Professor in Educational Leadership and Policy Analysis at the University of Wisconsin-Madison, co-edited a special issue on “Trans Studies in PK-12 Education” in Educational Researcher with collaborators from a Spencer Foundation Pilot Learning Community. McQuillan authored, “A Starting Point: Gender, Hot Cognition, and Trans-Informed Administrative Guidance,” which uses data from their NAEd/Spencer Dissertation Fellowship study to describe the strengths and obstacles of using administrative guidance documents as a tool for policy implementation. McQuillan also co-authored a paper in the special issue examining the differences in trans employees’ and students’ school experiences, which uses survey data from the largest study on trans, PK-12 school workers, and the editors’ introduction. This summer, they also co-authored a chapter describing the legal and policy contexts for trans people in PK-12 schools in the book, Transgender Studies in K-12 Education: Mapping an Agenda for Research and Practice (Harvard Education Press). Finally, McQuillan co-authored a manuscript exploring LGBTQ+ students’ reports of peer victimization and mental health before and during the COVID-19 pandemic. McQuillan and UW-Madison PhD student, Erin Gill, found that LGBTQ+ students reported increased anxiety, decreased peer victimization, and decreased suicide attempts in 2021, during the pandemic, compared to pre-pandemic, 2018 reports.
Francine Menashy (Postdoctoral 2013) joined the Ontario Institute for Studies in Education, University of Toronto, as an Associate Professor of Educational Policy in Comparative and International Contexts. She published the following articles: “Crisis upon crisis: Refugee education responses amid COVID-19” in the Peabody Journal of Education; “Policy networks in refugee education” in the International Journal of Educational Research; and “Reconsidering partnerships in education in emergencies” in Educational Policy Analysis Archives.
Margaret Nash (Postdoctoral 2006, Dissertation 1999) and Karen Graves published the book “Mad River, Marjorie Rowland, and the Quest for LGBTQ Teachers’ Rights” (Rutgers), and the article “For LGBTQ Teachers, Academic Freedom Means the Freedom to Exist,” Washington Post, Oct. 24, 2022. Margaret Nash also published “Whiskerinos, Orange Queens, and Bedlam at the Dorm: Demarcating Lines of Gender, Class, and Race at Riverside Junior College in the 1930s,” Journal of Women and Gender in Higher Education 15 (3) (Summer 2022), 244-260.
Sharon Nelson-Barber (Postdoctoral 1986) was nominated and elected by NARST (a global organization for improving science education through research) membership to serve a three-year term as a Director on their Board. She was invited by Ontario (Canada) Institute for Studies in Education faculty to contribute to a special issue of Curriculum Inquiry, on the theme of Education and Ecological Precarity: Pedagogical, Curricular, and Conceptual Provocations, due to her research on climate education in Indigenous communities. This resulted in the publication: Nelson-Barber, S., Hill, D., Nayak, P. & Nxumalo, F. (2022) We want our children to survive: An interview with Sharon Nelson-Barber, Curriculum Inquiry, 52(2), 139-149. Other publications include: Nelson-Barber, S., Johnson, Z., Boxerman, J., & Silberglitt, M. (2022) Indigenous Mapping – Using context-adaptive research methods to address pedagogical challenges in Indigenous citizen science. In M. Atwater, The International Handbook of Research on Multicultural Science Education. New York: Springer, and publishers of Scientia will feature her work in their upcoming annual Education and STEM edition. Sharon also contributed to WestEd’s DEI efforts this past year, including leading the Indigenous Employee Resources Group (CIRCLE), for which she received an Award for exceptional contribution to the WestEd Community.
Janet Njelesani (Postdoctoral 2018) Ph.D., OTR/L, FAOTA, has been appointed as the new Associate Editor of the Occupational Therapy Journal of Research’s (OTJR) Occupational Science Section. Dr. Njelesani is an occupational science and occupational therapy scholar working as an Assistant Professor at NYU’s Department of Occupational Therapy and a 2018 Postdoctoral Fellow. She brings to OTJR her expertise in occupation-based research and practice, having developed the critical occupational approach to research. Her current research focuses on addressing disability-based violence against students with disabilities and advancing methodological work that develops culturally attuned approaches to qualitative research.
Nicole Panorkou (Postdoctoral 2017), together with her current student Toni York and her former student Erell Germia, published the article “Examining the “Messiness” of Transitions Between Related Artifacts” in the journal Digital Experiences in Mathematics Education. Their paper examines the “messiness” of the transitions that students made between related artifacts (simulation, table, graph) as they shaped and reorganized their meanings about covarying quantities. The authors propose different types of complementarities and antagonisms between artifacts that have the potential to make the synergy of artifacts productive.
Xu Qin (Dissertation 2017, Postdoctoral 2022) was awarded the 2022 National Academy of Education (NAEd)/Spencer Postdoctoral Fellowship. She published the article “Simulation-Based Sensitivity Analysis for Causal Mediation Studies” in Psychological Methods. The work developed an intuitive sensitivity analysis method and an R package for empirical researchers to determine if potential unmeasured confounders would easily change the original causal mediation analysis conclusions.
Rob Reich’s (Dissertation 1997) paperback edition of System Error: Where Big Tech Went Wrong and How We Can Reboot (co-authored with Mehran Sahami and Jeremy M. Weinstein) was published in September 2022.
Frank Reichert (Postdoctoral 2016) became the co-chair of the Standing Group on Citizenship of the European Consortium for Political Research. He also gave a talk on “Intercultural Communication and Understanding” for members of the German Scholars Organization and delivered the Maslovaty Senior Researcher Award Talk at the Moral and Democratic Education SIG Conference (SIG 13 of the of the European Association for Research on Learning and Instruction). In addition, Frank published a book chapter examining Hong Kong teachers’ views of participation as an educational goal (Reichert, 2022). He is also the corresponding author of an article showing a positive association between children’s digital technology use and cyberbullying experiences; these associations were more pronounced among cyberbullying victims with low levels of digital literacy and among children (both cyberbullying perpetrators and victims) with highly restrictive parents (Tao et al., 2022). Another article he co-authored as corresponding author shows that non-participation in Hong Kong’s 2019 anti-extradition law amendment bill social movement was not merely a result of the ineffective mobilization of otherwise highly sympathetic individuals. Instead, the perceived (in)effectiveness of protest tactics, identity conflicts, and barriers to participation played an important role in individuals’ decisions not to participate in protest action despite sympathizing with the social movement (Fiedler et al., 2022). Fiedler, A. J., Tsang A. Y-I., & Reichert, F. (2022). Why not? Explaining sympathizers’ non-participation: The example of Hong Kong’s 2019 social movement. Sociology Compass, 16(8), Reichert, F. (2022).
Celene Reynolds (Dissertation 2018) published an article stemming from her dissertation, now book under contract with Princeton University Press, at the American Journal of Sociology. It explains how sexual harassment became a form of illegal sex discrimination under Title IX.
John L. Rudolph (Postdoctoral 2004) gave the Lyne Starling Trimble Public Lecture in the History of Science at the American Institute of Physics in November 2022 titled “Scientific Literacy as Educational Catchphrase in America.” His new book, Why We Teach Science (and Why We Should), will be published by Oxford University Press in spring of 2023.
Keith Sawyer’s (Postdoctoral 1995) edited book was published by Cambridge University Press: The Cambridge Handbook of the Learning Sciences, Third Edition. The book has 33 chapters by an international team of over 60 authors. The first two editions of this book, in 2006 and 2014, were also edited by Dr. Sawyer. The handbook is the definitive introduction to the interdisciplinary field of the learning sciences. In 2022, Dr. Sawyer and Dr. Erica Halverson (Wisconsin) were the guest editors of a special issue of The Journal of the Learning Sciences titled “Learning in And Through the Arts.”
Scott Seider (Postdoctoral 2013) and colleagues (Dr. Daren Graves, Dr. Christina Dobbs) recently received a multi-year grant from the John Templeton Foundation to explore the role of professional learning communities in supporting middle school teachers’ efforts to nurture their students’ civic development in advisory.
Alexander M Sidorkin (Postdoctoral 1997) has published a book “Pedagogy Of Relation: Education After Reform”, 2022 Routledge.
Katie Headrick Taylor (Postdoctoral 2018), alongside Kathryn Lanouette (2017 Dissertation), co-edited and introduced Issue 48 of the Bank Street College of Education Occasional Paper Series on “Learning Within Socio-Political Landscapes: (Re)imagining Children’s Geographies.”
Andrea Walton (Postdoctoral 1996) recently edited Women at Indiana University; 150 Years of Experiences and Contributions (Bloomington: Indiana University Press, 2022). This is the first in-depth look at how women have shaped the history and legacy of Indiana University. The book project emerged from Walton’s teaching in IU’s higher education and student affairs program and her role as Bloomington Campus historian and a member of the Council of University Historians during IU’s observance of its 200th anniversary. (She received the IU Bicentennial Medal for her service.)
Jon M. Wargo (Postdoctoral 2020) was invited to visit Teachers College, Columbia University, and give a talk as part of the STEM Education Speaker series. His address and work at Teachers College were inspired, in part, but two recently published articles and collaborations: “Sounding Escape: Examining the Sonic Contours of Play and Story in ‘The Author’s Enigma'” featured in Mind, Culture, and Activity and “Fabricating Response: Prospective Elementary Teachers Remediating Response to The Circuit through 3D Printing and Design” published in Curriculum Inquiry.
Kim Warren (2006 Postdoctoral), associate professor of history and associate dean of academic affairs for the School of Professional Studies at the University of Kansas, won the Louise Byrd Graduate Educator Award in Spring 2022. The Louise Byrd Graduate Educator Award was established to honor the memory of Louise Byrd, long-time Secretary of the Graduate School and of the Graduate Council. Louise Byrd was noted for her deep concern for the welfare of graduate students. Each year, in her memory, a faculty member who demonstrates the quality of concern for graduate students as scholars and individuals is presented this award.
Kevin Welner (Postdoctoral 2000) co-edited a book entitled “Schools of opportunity: 10 research-based models of equity in action” (Teachers College Press, publication date of January 2023). Each of the book’s 10 numbered chapters (that is, all chapters except the intro and conclusion) addresses one of the criteria used in the Schools of Opportunity high-school recognition project. Each of those chapters is co-authored by a school leader (generally the principal) at one of the recognized Schools of Opportunity, along with a researcher with expertise regarding the criterion. The book uses the stories of these public high schools to offer concrete examples that illustrate how schools can use research-based practices to overcome obstacles to closing opportunity gaps. The book also provides an alternative way of thinking about what an excellent high school truly is.
Tatyana Yakhontova (Postdoctoral 1998) made a presentation entitled “Ruscism as a dominant ideology of contemporary Russia: Social, cultural, and linguistic aspects” at the 51st Conference of the International Society for the Comparative Study of Civilizations (July 28-30, 2022, University of Monmouth). She also participated in the Horizon Europe Weeks initiative organized by the Jagellonian University (Krakow, Poland) where she delivered a lecture on the peer review as a genre of academic communication. As an invited speaker, she also lectured at the “English-Language Academic Communication for University Researchers, Academic and Administrative Staff” Certification Program and the Intensive Excellence Program in Higher Education “Cross-Cultural and Professional Communication for University Academics.” Both events were organized by her home institution, the Ivan Franko National University of Lviv (Ukraine).
Jonathan Zimmerman (Postdoctoral 1999) published a 20th-anniversary edition of Whose America? Culture Wars in the Public Schools (University of Chicago Press), which includes new material about Critical Race Theory, the 1619 Project, and the other issues that have roiled school politics in recent years.