FELLOW NOTABLES
Barbara Applebaum (Postdoctoral 1997) published a book, White Educators Negotiating Complicity: Roadblocks Paved with Good Intentions (Lexington Press, 2021). What does it mean to be a white educator teaching about and against whiteness to a racially diverse group of students while simultaneously acknowledging one’s white complicity? This book gleans insight from philosophical scholarship that can help respond to the challenges that white complicity creates for pedagogy.
Monisha Bajaj (Postdoctoral 2008) received the “Human Rights in Higher Education” award on behalf of the open-access, online journal she founded and serves as Editor-in-Chief for—the International Journal of Human Rights Education. The award was presented by the University and College Consortium for Human Rights Education on International Human Rights Day, December 10, 2021 and recognizes the impact of the global academic journal; since its launch in 2017, the journal’s articles have been downloaded over 25,000 times from 159 countries.
Bianca J. Baldridge (Postdoctoral 2006) was awarded the American Educational Research Association’s (AERA) Scholars of Color Early Career Contribution Award for 2021. She accepted a new position at the Harvard Graduate School of Education as an Associate Professor.
Angela Calabrese Barton (Postdoctoral 1996), Professor and Chair of Educational Studies at the University of Michigan, had the article, “Youth critical data practices in the COVID-19 multi-pandemic,” published in AERA Open. This paper explores youths’ critical data practices as they learn about and take action in their lives and communities in relation to COVID-19 and its intersections with justice-related concerns. She also received (with Leslie Herrenkohl) a new grant from the National Science Foundation to collaboratively build, with youth, community partners, and community-engaged researchers, a learning model of youths’ community-based critical data practices. She also had an article entitled “Disruptive moments as opportunities towards justice-oriented pedagogical practice in informal science learning” published in Science Education. This paper, and a second related paper published in practice-focused journal, Dimensions, “Reclaiming our science center: Youth co-design of the Katherine Johnson room,” were co-authored with long time community partners. Lastly, she and colleagues co-authored a paper focused on “The ingenuity of everyday practice: A framework for justice-centered identity work in engineering in the middle grades,” which appeared in the Journal of Pre-College Engineering Education Research as part of a special issue on equity and pre-college engineering.
Robert Bayley (Postdoctoral 1997) was elected as a Fellow of the Linguistic Society of America (LSA) for distinguished contributions to the discipline. Along with Black ASL Project colleagues Carolyn McCaskill, Ceil Lucas, and Joseph Hill, he also received the LSA’s Linguistics, Language and the Public Award, which recognizes work that increases public awareness and understanding of linguistics and language. Bayley and his colleagues were recognized for their research and public outreach on Black American Sign Language (BASL), the dialect of ASL that developed in the segregated schools of the pre-Civil Rights era South. According to the LSA’s award announcement, “The work effectively increases public awareness of language use in African American communities, and it inspires communities to work to continue to celebrate and maintain BASL. That work inspires movement from awareness to action — the kind of impact linguistics should have in communities all over the world! In a word, it is an excellent example of work by linguists that informs the public.”
Gwen Baxley (Dissertation 2018) has published: Watson, T. N., & Baxley, G. S. (2021). Centering “Grace”: Challenging Anti-Blackness in Schooling Through Motherwork. Journal of School Leadership, 31(1-2), 142-157.
Chris Bennett (Dissertation 2020) began working as a statistician for the U.S. Department of Education in May. He authored or co-authored several articles that were published in 2021: “Untested admissions: Examining changes in application behaviors and student demographics under test-optional policies” (American Educational Research Journal), “Is college remediation a barrier or a boost? Evidence from the Tennessee SAILS program” (Journal of Policy Analysis and Management), “A switch in time: The academic effects of shifting math remediation from college to high school” (Education Finance and Policy), “Taken for granted? Effects of loan-reduction initiatives on student borrowing, admission metrics, and campus diversity” (Research in Higher Education), and “If you fund them, will they come? Implications from a PhD fellowship program on racial/ethnic student diversity” (AERA Open).
Gert Biesta (Postdoctoral 1995) has published a new monograph entitled World-centred education (Routledge, 2021), and a new edited collection entitled Religion and education: The forgotten dimensions of religious education? (co-edited with Patricia Hannam, Leiden/Boston: Brill|Sense, 2021). In 2021 Tokyo University Press has published a Japanese translation of Obstinate education: Reconnecting school and society, and Beijing University Press has published a Chinese translation of The Rediscovery of Teaching. The Rediscovery of Teaching was also published in Norwegian translation by Cappelen Damm publishers and in Portuguese translation by Pedro & João Editores. Gert Biesta’s book Letting Art Teach appeared in a Swedish translation by Arkeater publishers.
Travis J. Bristol (Dissertation 2013; Postdoctoral 2020) was elected chair of the National Board for Professional Teaching Standards Board of Directors.
Tolani Britton (Dissertation 2016; Postdoctoral 2021) published an article entitled “Educational Opportunity and the Carceral System: Sentencing Policies and Black Men’s College Enrollment” in the Review of Black Political Economy (https://doi.org/10.1177/00346446211036763). This paper explored whether the Violent Crime Control and Law Enforcement Act of 1994, which increased the disproportionate incarceration of young Black men, was also associated with changes in the likelihood of college enrollment for Black men in states with more punitive sentencing laws.
Nolan Cabrera (Postdoctoral 2014) and his coauthors published a systematic review of the scholarship on Men of Color in higher education, highlighting a severe lack of gender-focused analyses in this work. The article appears in the Review of Educational Research. https://journals.sagepub.com/doi/full/10.3102/00346543211054577
Toni Cela (Dissertation 2014) recently published an article based on her NAEd/Spencer Fellowship titled, “Higher education reform and diasporic engagement in post-earthquake Haiti,” in the International Studies in Sociology of Education journal. In response to the recent migrant crisis at the US-Mexico border, she co-authored a manuscript with Kethia Charles, Pierre Rigaud Dubuisson, Olriche Fortin, and Louis Herns Marcelin titled, “Migration, memory and longing in Haitian Songs.” The manuscript is currently in Press with Zanj: The Journal of Critical Global South Studies.
As a National Institutes of Health/National Institute on Drug Abuse (NIH/NIDA) Postdoctoral Fellow at the University of Miami in Coral Gables, Florida, which provides mentorship and training to early career health scientists, she has co-published the following articles:
- Marcelin, L.H., Cela, T., Dembo, R., Jean-Gilles, M., Page, B., Demezier, D., Clement, R. and Waldman, R. Remote Delivery of a Therapeutic Intervention to Court Mandated Youths of Haitian Descent During COVID-19. Journal of Community Psychology, 49(7): 2938-2958. DOI: https://doi.org/10.1002/jcop.22559
- Marcelin, L.H., Dembo, R., Cela, T., Burgos, C., Copeland, M. and Page, B. Collaboration as Process: The Making of a Partnership to Serve At-Risk Youths of Haitian Descent. Annals of Anthropological Practice, 45(1): 23-38. DOI: https://doi-org.access.library.miami.edu/10.1111/napa.12154
Robert Cohen (Postdoctoral 1989) has a new book out, Rethinking America’s Past: Howard Zinn’s A People’s History of the United States in the Classroom and Beyond (Univ. of Georgia Press: 2021), co-authored with Sonia Murrow, which shows how debate-oriented historical pedagogy—Zinn vs. conventional textbooks—enhances student learning. Also in press is a book he co-edited with Maeva Marcus and Steven A. Steinbach, With Liberty and Justice for All? The Constitution in the Classroom (Oxford Univ. Press, 2022), foreword by Justice Ruth Bader Ginsburg, designed to deepen teacher understanding of US constitutional history.
Cati de los Ríos (Postdoctoral 2020) received the 2021 Regents’ Junior Faculty Fellowship at UC Berkeley, a recognition for promising junior faculty on campus, and she gave four invited keynote addresses for teachers on Latinx children’s multimodalities and translingual literacies. She also published four peer-reviewed articles in Applied Linguistics, Reading Research Quarterly, Literacy Research: Theory, Method and Practice, and Multicultural Perspectives.
Sarah Dryden-Peterson (Postdoctoral 2015)’s book Right Where We Belong: How Refugee Teachers and Students Are Changing the Future of Education will come out with Harvard University Press in April 2022 and is available for pre-order. It is based on long-term research in refugee education, including 15 years of school-based ethnographic observation and more than 600 interviews in 23 countries. In a four-year project in Lebanon in collaboration with Vidur Chopra, Carmen Geha, Joumana Talhouk, and Cindy Horst, they examine actions of teachers of refugees that support refugee students in navigating fixed and exclusionary structures and content of schooling, like their structural isolation in second shift (Syrians in the afternoon and Lebanese in the morning) and their alienation from curriculum that does not recognize their experiences. In a newly-released research brief and animated film, they describe how teachers bridge these gaps through ways of teaching and ways of building relationships, a set of “pedagogies of belonging” based on predictability, explanation, fairness, and care.
Jason Ellis (Postdoctoral 2017)’s book, A Class by Themselves: The Origins of Special Education in Toronto and Beyond, received honorable mention for the Disability History Association’s 2020 Outstanding Book Award and was an official nominee for the Heritage Toronto Book Award as well.
Maithreyi Gopalan (Dissertation Fellow 2017) has published new work with co-authors in the Education Finance and Policy journal that examines the impact of campus shootings on K-12 school finances and staffing. She also published work examining the role students’ sense of belonging with their college plays in buffering the effects of depression and anxiety amidst COVID in the Journal of Adolescent Health.
Tikia Hamilton (Postdoctoral 2017) is a tenure-track assistant professor of African American History at Loyola University Chicago as of August, 2021. She is still revising her book, Making a Model System: The Battle for Educational Equality in the Nation’s Capital before Brown. Hamilton has also been elected to the executive board of the Urban History Association. At Loyola, she will be designing African American History courses, in addition to teaching some of the U.S. survey-related courses.
Ilana Seidel Horn (Dissertation 2000; Postdoc 2007) received a grant from the National Science Foundation for a project called Teaching Amidst Uncertainty (Project TAU). She and her co-investigators will study how teachers learn to make sense of the interpretive, uncertain aspects of mathematics teaching in urban schools. This study builds off of a previous project, Supporting Instructional Growth in Mathematics (Project SIGMa), the findings of which are reported in a forthcoming monograph, Learning Ambitious and Equitable Mathematics Teaching: A Sociocultural Approach co-authored with Brette Garner and published by Routledge Press.
Sarah Kabay (Dissertation 2017) recently published her first book, Access, Quality and the Global Learning Crisis: Insights from Ugandan Primary Education with Oxford University Press. The book uses a case study of Ugandan primary education to investigate the connection between access to education and education quality. Empirical analysis of grade repetition, private primary schools, and school fees suggests that there can be dynamics where efforts to improve access to education and efforts to improve education quality can be mutually reinforcing. Work to support these dynamics where they exist and create them where they do not provides a new direction for efforts to address the Global Learning Crisis that embraces the complexity of education systems and the challenges facing them.
Yasmin B. Kafai (Postdoctoral 1996), University of Pennsylvania, was awarded an honorary doctorate from the University of Southern Denmark on October 29, 2021. She also presented her work at the Danish Institute of Advanced Study in Odense, Denmark, and the Center for Learning Computational Thinking.
Tomás Kalmar (Postdoctoral 1999), who is about to turn eighty, has finished writing his monograph on King Alfred the Great, his hagiographers, and his cult: A childhood remembered, to be published by Amsterdam University Press in their new series Hagiography Beyond Tradition. This is the book he’s been wanting to write for over fifty years.
Adam Laats (Postdoctoral 2009) has been commenting on the history of the current round of school curriculum disputes. For The Atlantic (Nov. 2021), he offered a look at the parallels between today’s anti-CRT movement and the anti-evolution movement of the 1920s. In the Washington Post (Sept. 2021), he commented on the “politics of petulance” fueling conservative attacks on public education. He spoke with Jenn White of NPR’s 1A program (Sept. 2021) about the history of school-board controversies. At Slate (June 2021), with co-author Gill Frank, he explained the history of similar controversies in American schools about race, history and “patriotism.” His book The Other School Reformers (Harvard University Press, 2015) has been used by journalists from The New Yorker, Teen Vogue, and USA Today to explain today’s turbulent education politics.
Jeff MacSwan (Postdoctoral 2003), Professor of Applied Linguistics and Language Education at the University of Maryland, published a volume co-edited with Christian Faltis titled Codeswitching in the Classroom: Critical Perspectives on Teaching, Learning, Policy, and Ideology (Routledge, 2020), which included an authored introductory chapter surveying linguistic and sociolinguistic research on codeswitching, or language mixing, and another chapter co-authored with students on the effects of codeswitching on bilingual language acquisition. Also in 2020, he published an article titled “Translanguaging, language ontology, and civil rights” in World Englishes and another article titled “Academic language as standard language ideology: A renewed research agenda for asset-based language education” in Language Teaching Research. The same year he contributed a chapter titled “Theoretical approaches to the grammar of codeswitching” to the Routledge Handbook of Language Contact. MacSwan received the Leadership through Scholarship Award from the AERA Second Language Research SIG and the Lifetime Achievement Award from the AERA Bilingual Education Research SIG, both in 2021.
Mollie T. McQuillan’s (Dissertation 2017) manuscript, “Scaling gender and sexuality-related policies in K-12 schools,” will be published in an upcoming issue of Educational Policy. She also presented this study during one of the Presidential Sessions at the 2021 AERA Conference. Additionally, “Educators in Training: An evaluation of gender-inclusivity training” was published in Professional Development in Education (https://doi.org/10.1080/19415257.2020.1744685) and “Gender minority stress and inflammation in transgender and gender-nonconforming youth” was published in Transgender Health (http://doi.org/10.1089/trgh.2020.0019) in 2021.
She also co-authored a chapter called, Surveying the Terrain: Legal and Policy Contexts with Cris Mayo and Madeline Adelman in the forthcoming Transgender Studies in K-12 Education: Mapping an Agenda for Research and Practice, published by Harvard Education Press
Briana Nichols (Dissertation 2020) published a new article (forthcoming) in the journal Ethnogologies titled “Disruptive Bricolage: Indigenous politics, development and migration in Guatemala.” Additionally, a special issue titled “Language and Temporalities in Forced Migration” in the International Journal of Refugee Studies of which she is an editor has been selected for publication.
Janet Njelesani (Postdoctoral 2018), PhD, OTR/L, FAOTA, and Assistant Professor of Occupational Therapy at NYU authored a new article “A Call to the Front: Occupational Therapy Practice in Addressing School Bullying” in OTJR: Occupation, Participation and Health .
Link: https://doi.org/10.1177/15394492211058723
The work calls for occupational therapists to contribute to anti-bullying practices as a member of the interprofessional team, bringing in strategies and interventions from occupational therapy to create safer environments for all students at school.
Nicole Panorkou (Postdoctoral 2017) published the article “Dynamic Measurement Reasoning for Area and Volume” in the journal For the Learning of Mathematics. The work presented in this article focused on research that Nicole conducted during her NAEd/Spencer Postdoctoral Fellowship. The article talks about the forms of reasoning that students exhibited as they manipulated dynamic digital representations of area and volume measurement.
Django Paris (Postdoctoral 2013) is pleased to announce the publication of Culturally Relevant Pedagogy: Asking a Different Question by NAEd immediate Past-President Gloria Ladson-Billings (NAEd Member). This is the second book in the Culturally Sustaining Pedagogies (CSP) series that Paris edits with Teachers College Press. This book gathers Ladson-Billings’ three decades of field-building work on culturally relevant pedagogy (CRP) with an introduction and concluding chapter that chart out the past, present, and future of CRP. The first book in the CSP series, Protecting the Promise: Indigenous Education Between Mothers and Their Children by Timothy San Pedro (Postdoctoral 2018) was published in spring 2021.
Sarah Powell (Postdoctoral 2014) was awarded $3.6M from the Office of Special Education Programs for a doctoral leadership grant. The program is called LIME – Leaders Investigating Mathematics Evidence – and it will fully fund 12 Ph.D. students interested in focusing their students on mathematics within special education. Powell is at The University of Texas at Austin, and she will conduct this project with colleagues at the University of Missouri and Southern Methodist University.
Natasha Quadlin (Dissertation 2016; Research Development Award 2020) (UCLA) and Brian Powell’s (Postdoctoral 1986) (Indiana University) book, Who Should Pay? Higher Education, Responsibility and the Public (Russell Sage Foundation, 2022), will be released in January, 2022. This book draws on a decade’s worth of surveys analyzing public attitudes about whether parents, students, or the government should be primarily responsible for funding higher education. Quadlin and Powell find that public opinion has shifted dramatically in favor of more government funding either by itself or as a form of shared responsibility with individuals. The authors additionally examine attitudes on the accessibility of college for all, whether higher education at public universities should be free, and whether college is worth the costs. Who Should Pay? provides an account of just how quickly public opinion has shifted regarding the responsibility of paying for a college education and its implications for future generations of students.
Rob Reich (Postdoctoral 2002) has been teaching and writing about ethics, policy, and technological change. He published two books in 2021. Digital Technology and Democratic Theory (edited with Lucy Bernholz and Hélène Landemore) was published by University of Chicago Press; System Error: Where Big Tech Went Wrong and How We Can Reboot (with Mehran Sahami and Jeremy M. Weinstein) was published by HarperCollins. In addition to directing the McCoy Family Center for Ethics in Society, he is now associate director of the new Institute for Human-Centered Artificial Intelligence at Stanford.
Frank Reichert (Postdoctoral 2016), together with his co-authors Judith Torney-Purta (NAEd Member) and Weihong Liang, received the Maslovaty Foundation Award (given every two years at the SIG 13 meeting of the European Association for Research on Learning and Instruction) for their article published in Theory and Research in Social Education (https://doi.org/10.1080/00933104.2020.1795764). He also received the Faculty Knowledge Exchange Award of the Faculty of Education at The University of Hong Kong as a member of a team led by Prof. Nancy Law for their impact project ‘Co-creating a New Normal of Empowered Learning through Digital Citizenship Research’ (project summary: https://www.ke.hku.hk/assets/doc/KEAward/2021/Education.pdf). In addition, Frank was gave an invited keynote talk at the Center for Research on Education and School Development at the University of Technology Dortmund in Germany and an invited plenary talk at the Annual Conference of the Asia-Pacific Network for Moral Education. He further published an article in the Asia Pacific Education Review (https://doi.org/10.1007/s12564-021-09698-6) showing persisting socio-economic disparities in civic knowledge over time among Australian tenth graders. The analysis examined the big-fish-little-pond effect finding novel cross-level interactions between student background and school type as well as school location. Another article of data from young Australian adults was published in Political Science (https://doi.org/10.1080/00323187.2021.1923374). The analysis provides tentative evidence that participation in decision-making processes at school or in the community may help cultivate active democrats; law-abidingness moderated the associations of other citizenship norms with intended social and political participation.
Reichert, F. (2021). How citizenship norms predict participation in different political activities. Political Science, 72(3), 245–264. DOI: 10.1080/00323187.2021.1923374
Reichert, F. (2021). How do student and school resources influence civic knowledge? Evidence from three cohorts of Australian tenth graders. Asia Pacific Education Review (Online First). DOI: 10.1007/s12564-021-09698-6
Reichert, F., Torney-Purta, J., & Liang, W. (2020). Teachers’ organizational participation: Profiles in 12 countries and correlates in teaching-related practices. Theory & Research in Social Education, 48(4), 552–582. DOI: 10.1080/00933104.2020.1795764
Jennifer Riggan (Postdoctoral 2012) was awarded the Frank and Evelyn Steinbrucker ’42 Endowed Chair for 2021-2023 from Arcadia University.
Todd Ruecker (Postdoctoral, 2015) published two articles based on his fellowship research. The first, “The Impact of Neoliberal Evaluation Systems on Rural Schools, Teachers, and their Bilingual Learners” published in Educational Policy, explores how what was dubbed the “toughest teacher evaluation system” in the U.S threatened teacher professional autonomy and career satisfaction and lead to teacher shortages in rural schools. The second, “ESL Programs in Rural High Schools: Challenges and Opportunities” published in Rural Educator, profiles the challenges educational leaders faced developing ESL programs in five rural high schools.
Matthew Shirrell (Dissertation 2013; Postdoctoral 2020) along with Travis J. Bristol (Dissertation 2013; Postdoctoral 2020) and Tolani A. Britton (2016 Dissertation; 2021 Postdoctoral), published a working paper, “The Effects of Student-Teacher Ethnoracial Matching on Exclusionary Discipline for Asian American, Black, and Latinx Students: Evidence From New York City” through the Annenberg Center at Brown University.
Blaine Smith (Postdoctoral 2016) published the following peer-reviewed articles focused on adolescents and digital literacies in 2021: “Emergent bilingual students and digital multimodal composition: A systematic review of research in secondary classrooms” in Reading Research Quarterly; “‘It made me think in a different way’: Bilingual students’ perspectives on multimodal composing in an English language arts classroom” in TESOL Quarterly; “Students’ interpretations of a persuasive multimodal video about vaccines” (with first author Carita Kiili) in the Journal of Literacy Research; and “Scaffolding multimodal composition with emergent bilingual students” (with first author Mark Pacheco) in the Journal of Literacy Research.
Ruth N. López Turley (Postdoctoral 2004) has been named the next director of the Kinder Institute for Urban Research at Rice University. Professor Turley is the founder and director of the Houston Education Research Consortium (HERC). Housed in the Kinder Institute, HERC is a Research-Practice Partnership between Rice and eleven Houston school districts, representing over 700,000 students. As director of the Kinder Institute, she will lead efforts to elevate the institute’s impact through solutions-focused research, deeper engagement with the community, and a focus on the intersections of research areas such as education, housing, and transportation.
Shirin Vossoughi (Postdoctoral 2016), along with co-authors, was awarded the Journal of the Learning Sciences Paper of the Year Award for:
Vossoughi, S., Jackson, A., Chen, S., Roldan, W., & Escudé, M. (2020). Embodied pathways and ethical trails: Studying learning in and through relational histories. Journal of the Learning Sciences, 29(2), 183-223.
They have also published the following piece:
Vossoughi, S., Nzinga, K., Berry, A., Irvine, F., Mayorga, C., & Gashaw, M. (2021). Writing as a Social Act: The Feedback Relation as a Context for Political and Ethical Becoming. Research in the Teaching of English, 56(2), 200-222.
Jon M. Wargo (Postdoctoral 2020) received the Literacy Research Association’s 2021 Early Career Achievement Award, the 2021 Children’s Literature Assembly (CLA) Early Career Award, and the 2021 NCTE Language Arts Distinguished Article Award. Additionally, he published four articles: “Can I Just Be a Human?” Reading Civic Pedagogy-as-Text in LGBTQ Youths’ Gay Straight Alliance Talk in the Journal of Social Studies Research; “(Re)Reading the Room: The Literacies of Escape Rooms” alongside Antero Garcia (Postdoctoral, 2015) in the Journal of Curriculum and Pedagogy; “Encountering Unnatural E-Literature: Tracing Disruptive Reading Experiences through Multimodal Response and Digital Annotation” in English in Education; and “Speculating the Queer (In)Human: A Critical, Reparative Reading of Contemporary LGBTQ+ Picturebooks” in the Journal of Children’s Literature.
Kevin Welner co-authored, with Wagma Mommandi, “School’s Choice: How Charter Schools Control Access and Shape Enrollment” (Teachers College Press). The book describes how the decisions that charter school operators make affect who enrolls in their schools. An excerpt was published on the Washington Post’s website in December: https://www.washingtonpost.com/education/2021/12/01/charter-schools-control-access-bookexcerpt/.