James A. Banks spoke at a conference “The Evolution of Multicultural Education: A Tribute to the Work of Dr. James A. Banks” sponsored by the Graduate School of Education at the University of Buffalo on Thursday, October 13 and Friday, October 14, 2022. Dr. Anthony Brown (University of Texas, Austin), Dr. Limarys Caraballo (Teachers College, Columbia University), and Dr. Lois Weis (University of Buffalo) made panel presentations in which they described how Dr. Banks’ research and work have influenced the field of education and their own research. Dr. LaGarret King (University of Buffalo) interviewed Dr. Banks about his work. On November 14, 2022, James A. Banks received the Friday Medal from the Friday Institute for Educational Innovation at North Carolina State University. The Friday Medal honors significant, distinguished, and enduring contributions to education through advocating for innovation, advancing education, and imparting inspiration. The Award is given annually to selected individuals who embody the mission and spirit of the Friday Institute.
Randy Bennett was named co-editor of a new open-source volume to be published by Routledge along with Linda Darling-Hammond and Aneesha Badrinarayan by the The National Council on Measurement in Education (NCME). The volume will be titled “Socioculturally Responsive Assessment: Implications for Theory, Measurement, and Systems-Level Policy” and is one of two volumes to be commissioned. There is a call for chapter authors for both volumes. Randy Bennett also gave presentations on socioculturally responsive assessment for the University of Massachusetts Center for Educational Assessment, the annual conference of the International Association for Educational Assessment (Mexico City), the E. F. Lindquist Legacy Colloquium at the University of Iowa, and the UCLA conference, “Extending His Reach: Promoting the Educational Legacy of Edmund W. Gordon.”
Estela M. Bensimon led a 12-month research project commissioned by College Futures Foundation that found the search processes for presidents and other higher education leaders are fraught with racial bias, but steps can and should be taken to ensure that diverse, equity-minded leaders can succeed in higher education, enacting policies and practices and setting campus climates that benefit students and close equity gaps. The report and toolkit, Whiteness Rules: Racial Exclusion in Becoming an American College President has been uploaded online. She also co-authored with Yolanda Watson Spiva an op-ed in Diverse Issues in Higher Education, “The End of “EquityGaps” in Higher Education?” and received the 2022 Stan Jones Legacy Award, established in 2016 in honor of CCA’s founder and inaugural president.
Robert Q. Berry III received the Benjamin Banneker Association’s 2022 Lifetime Achievement Award for his work in mathematics education research and service. He is a co-editor of a book published in July focused on teaching mathematics for social justice titled “Elementary School Mathematics (Grades 3-5) Lessons to Explore, Understand, and Respond to Social Injustice”. This book is part of a four-book series focused on social justice and mathematics teaching and learning, and he co-edited two books in this series. In addition, Berry gave a keynote address luncheon address in September at the National Council of Supervisors of Mathematics Annual Meeting in Anaheim, CA. The title of this address was “Connecting Discretionary Spaces to Mathematics Teaching Practices and Systemic Violence of Historically Excluded Learners”. Additionally, he wrote an article in a special issue of Teachers College Record, using the same title.
Erik De Corte received the President’s Merit Award of the Academia Europaea in recognition of significant personal service as Chair of the HERCULES (Higher Education, Research and CULture in European Society) interdisciplinary expert group established to identify and deliver initiatives relevant to practices of Higher Education, Research and Culture in European Society.
Margret Eisenhart and Lois Weis are pleased to announce the publication of their new book, STEM Education Reform in Urban High Schools: Opportunities, Constraints, Culture, and Outcomes (Harvard Education Press, 2022). Reporting ethnographic, interview, and survey results from a nine-year study, the book chronicles the mechanisms and outcomes of various STEM education reforms in eight public high schools (4 in Denver, CO, and 4 in Buffalo, NY) with nonselective admissions policies and high proportions of low-income and minoritized students.
Edmund Gordon’s Centennial Year Observance ended with a virtual conference hosted by the National Center for Research on Evaluation, Standards, and Student Testing (CRESST), UCLA School of Education & Information Studies, and Gevirtz School of Education, UC Santa Barbara, in November 2022. Several NAEd members participated as speakers and facilitators, including Eva Baker, Randy Bennett, Michael Cole, Richard Duran, Linda Darling-Hammond, Louis Gomez, Kris Gutiérrez, Kenji Hakuta, Sylvia Hurtado, Pedro Noguera, and Roy Pea.
Andrew Hargeaves received an Honorary Doctorate University of Bolton, UK on July 2022 for services to Higher Education. There was also a December 5-12 2022 launch of Japanese translation of Hargreaves, A & Fullan, M: Professional Capital (winner of 2015 Grawemeyer Award), Universities of Tokyo and Fukui, Japan.
Robert M. Hauser published “What Is the Matter with America’s Schools?”. Proceedings of the American Philosophical Society 164(1):1-44.
Nancy Hornberger has been named a University of Wisconsin–Madison School of Education Distinguished Alumni awardee, and will receive her honor on February 16, 2023.
Michael Kirst’s new biography was published on Amazon and the web by author Richard Jung. The biography includes innovative use of QR codes for multi media presentation.
Zeus Leonardo discusses the development of critical theory, race, and whiteness studies in this conversation with Professors Janelle Scott and Monisha Bajaj (Postdoctoral 2018) in the Yearbook 2023 since his 2002 publication of the article, “The Souls of White Folk.” Leonardo, Z. (in conversation with J. Scott and M. Bajaj) (2022). Racialization, whiteness and education. In J. Scott and M. Bajaj (Eds.), World Yearbook of Education 2023 (pp. 35-49). Routledge. In this interview with Professors Narita and Morelock for the Brazilian journal, Cadernos, Zeus Leonardo addresses the status of Critical Race Theory and postcolonial analysis in education, including elaborating his concepts of “race ambivalence” and “traveling curriculum.” Leonardo, Z. (interviewed by Narita and Morelock) (2022). Critical education in critical times: Decolonication, anti-racism, and global struggles for freedom. Cadernos CIMEAC (Brasil), 12(2). In this article with co-author Dax Ovid, which appeared in JCT, Zeus Leonardo analyzes the history of curriculum theory’s relationship with scientific understanding. They end with a theory of “post-curriculum,” which supports the tradition of skepticism found in scientific thought. Ovid, D. and Leonardo, Z. (2022). She blinded me with science: Post-curriculum and the new scientific education. Journal of Curriculum Theorizing, 37(2), 1-17.
Bridget Long was awarded the 2022 Peter H. Rossi Award for Contributions to the Theory or Practice of Program Evaluation by the Association for Public Policy Analysis and Management (APPAM). Long is Dean and Saris Professor of Education and Economics at the Harvard Graduate School of Education (HGSE). A member of the HGSE faculty since 2000, Dr. Long is an economist whose work focuses on improving educational opportunity and student success. Her studies have provided evidence on the effectiveness of financial aid policies, postsecondary remedial education, and support programs on educational attainment. She has also developed and tested interventions that aim to provide students with information and assistance to support important educational activities, such as completing financial aid forms, saving for college, and persisting in higher education. As one of her nominators wrote: “Dr. Long has also been an important voice of support for applying rigorous evaluation methods to reduce racial disparities in student outcomes and the country’s education systems.” The Rossi award honors the lifetime achievements of Peter Rossi (1921–2006) by recognizing important contributions to the theory or practice of program evaluation.
Rich Milner assumed the role of President of the American Educational Research Association in April 2022. He was also awarded the Joseph A. Johnson, Jr. Distinguished Leadership Professor Award for the 2022-2023 academic year, one of Vanderbilt University’s highest honors.
Sonia Nieto is the editor of a new series, Visions of Practice, for Teachers College Press. The first title in the series is Family with Power: Connecting Families, School, and Community (Mary Cowhey, 2022).
David R. Olson’s book “Making sense: What it means to understand” was published on March 2022 by Cambridge University Press. It is his 20th book.
Sean F. Reardon released new data (available at edopportunity.org), which includes the first estimates of 2019-2022 district-level changes in academic performance for school districts in 29 states. The project, completed in collaboration with Reardon’s Co-Director Dr. Erin Fahle and Harvard Professor Thomas Kane, has been cited by major and local news outlets (NYTimes, Washington Post) and also includes information on how test score changes relate to remote learning rates and free/reduced-price lunch rates. Reardon expects to release more data and new research in early 2023. Additionally, Reardon published two new papers on patterns and trends in academic achievement across the US:
Reardon, S.F., Weathers, E.S., Fahle, E.M., Jang, H., & Kalogrides, D. (2022). Is Separate Still Unequal? New Evidence on School Segregation and Racial Academic Achievement Gaps. (CEPA Working Paper No.19-06); Matheny, K.T., Thompson, M.E., Townley-Flores, C.
Reardon, S.F. (forthcoming). Uneven Progress: Recent Trends in Academic Performance Among U.S. School Districts. American Education Research Journal.
Christine Sleeter did a fair amount of speaking in Fall 2022. In two virtual events, she was a keynote panelist for the School District U-46 Second Annual Equity Symposium, and a keynote speaker for the Research to Practice Series for the Division of Teacher Education at Endicott College in Massachusetts. In two in-person events, she was a panelist for the National Education Policy Center 16th Annual Research Panels in Boulder, and an invited lecturer speaking about “Struggles over Who Controls the Narrative about Race in Society” at Innlandet/Inland Norway University of Applied Sciences in Hamar, Norway.
Maris Vinovskis has published an article in the Special Issue on the Twentieth Anniversary of No Child Left Behind in the August 2022 History of Education Quarterly: Maris A. Vinovskis, “Federal Compensatory Education Policies from Lyndon B. Johnson to Barack H. Obama” pp. 242-67. This an Open Access article which is published by Cambridge University Press on behalf of the History of Education Society.
Sam Wineburg’s new book, to be published in 2023 with co-author Mike Caulfield, is called “A Citizen’s Guide to the Internet: How to Think Straight, Get Duped Less, and Make Better Choices what to Believe Online” (Chicago).